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Tour Guides D. Barton, S. Kravet, W. Oliver and C. Smart

Chapter 9 Journey Through A First Grade Differentiation Plan “Mr. Hartline’s Difficult Assignment”. Tour Guides D. Barton, S. Kravet, W. Oliver and C. Smart . 1 st Grade. Meet Mr. Hartline… A “3D” Dilemma! D etermination D ifferentiation D iagnostically focused instruction.

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Tour Guides D. Barton, S. Kravet, W. Oliver and C. Smart

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  1. Chapter 9 Journey Through A First Grade Differentiation Plan “Mr. Hartline’s Difficult Assignment” Tour GuidesD. Barton, S. Kravet, W. Oliver and C. Smart

  2. 1st Grade Meet Mr. Hartline… A “3D” Dilemma! • Determination • Differentiation • Diagnostically focused instruction

  3. Step 1 GATHER RESOURCES • Curriculum Resources • Assessment Resources

  4. Setting the Stage Classroom wall space • Student work • Current lesson content • Schedules/Agendas Classroom configuration • Small group • Whole group • Independent work

  5. Step 1 – Gather Resources Curriculum Resources • Review Scope and Sequence/Core • Phonics Approach • High Decoding Demands • Vocabulary • Comprehension • Explicit Instruction? • Strategies/Support Material?

  6. Step 1 – Gather Resources Assessment Resources • Search for curriculum-specific assessments • Word recognition tests of previously taught high- frequency words • Phonics Inventory • Fluency Monitors

  7. Step 1 – Gather Resources Assessment Resources

  8. Step 2 CONSIDER YOUR CHILDREN’S NEEDS

  9. Step 2 – Consider Your Children’s Needs Big-picture plan for first grade whole group instruction

  10. Step 2 – Consider Your Children’s Needs Review results from • Fluency screening (upcoming passage) administered to all students • Informal diagnostic tools administered to struggling readers • High-frequency word inventory • Phonics inventory

  11. Step 2 - Consider Your Children’s Needs Form instructional groups based on data CLASSIC PROBLEM Some students … • read with high levels of accuracy and little difficulty • struggle with the prerequisite skills of word recognition • will require intensive intervention

  12. Step 2 – Consider Your Children’s Needs Two Target Areas for Each Group

  13. Step 2 – Consider Your Children’s Needs Big-picture plan for first grade small-group instruction

  14. Step 3 PLAN FOR 3 WEEKS OF INSTRUCTION

  15. Step 3 – Plan for 3 Weeks of Instruction Question: What is the key to successful small-group differentiated instruction? Answer: Start with an integrated three week plan for Group One

  16. Step 3 – Plan for 3 Weeks of Instruction Group One • High frequency words -Choose words to teach from the previous unit that were missed by at least one student in the group • Next, choose letter patterns for the week

  17. Step 3 – Plan for 3 Weeks of Instruction Group One • Work backwards-choose words for say-it-move it and oral segmenting and blending practice that will help students practice the sounds needed to read and spell the letter patterns • Select three sets of words for each strategy

  18. Step 3 – Plan for 3 Weeks of Instruction Group One • Cross out during the instruction plan words or tasks that appear easy for students • Focus on the tasks that require modeling and support for success.

  19. Step 3 – Plan for 3 Weeks of Instruction Group One • Cross out during the instruction plan words or tasks that appear easy for students • Focus on the tasks that require modeling and support for success.

  20. Step 3 – Plan for 3 Weeks of Instruction Group Two • Start with decodable text that will be used for choral partner reading • Follow the backwards planning sequence

  21. Step 3 – Plan for 3 Weeks of Instruction Group Two • Letter pattern instruction will focus on comparing and contrasting words with selected patterns • High-frequency word work will target those words that any of the children in that group missed on the inventory (not reteaching of the entire list)

  22. Step 3 – Plan for 3 Weeks of Instruction Group Two • Choral partner reading of program decodable texts will provide fluency practice of previously taught material

  23. Step 3 – Plan for 3 Weeks of Instruction Group Three • Start with decodable text that will be used for choral partner reading • Follow the backwards planning sequence

  24. Step 3 – Plan for 3 Weeks of Instruction Group Three • Letter pattern instruction will focus on reteaching the letter patterns targeted in the daily lesson • High-frequency word work will focus on reteaching the high-frequency words that are targeted in the daily lesson

  25. Step 3 – Plan for 3 Weeks of Instruction Group Three • Choral partner reading of program anthology selections will provide fluency practice

  26. Step 4 REFLECTION

  27. Step 4 – Plan for Reflection Ensure Immediate Success Reteach Modify Pace Enrich

  28. Step 4 – Plan for Reflection Three Week Plan Provides an organized system for thinking about the needs of all groups

  29. Step 4 – Plan for Reflection A First-Grade Differentiation Plan Provides a flexible set of instructional strategies that can be used for many three week cycles by just increasing the difficulty of the content for each group.

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