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A Glimpse of Things to Come Coming: 2008-2009

A Glimpse of Things to Come Coming: 2008-2009. Colleen McFarland Reading Resource Teacher Golda Robinson Reading Teacher. Outcomes. Explore a model for effectively planning differentiated reading/language arts instruction. What is Differentiation?. Why Differentiate?.

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A Glimpse of Things to Come Coming: 2008-2009

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  1. A Glimpse of Things to ComeComing: 2008-2009 Colleen McFarland Reading Resource Teacher Golda Robinson Reading Teacher

  2. Outcomes Explore a model for effectively planning differentiated reading/language arts instruction.

  3. What is Differentiation?

  4. Why Differentiate? To maximize achievement for all students. • To meet the needs of all learners. • To draw upon the learners’ strengths. • To allow for multiple avenues of learning.

  5. When a teacher tries to teach something to the entire class at the same time, “chances are, one-third of the kids already know it; one-third will get it; and the remaining third won’t. So two-thirds of the children are wasting their time.” - Lilian Katz

  6. Planning for Instruction • Phonemic Awareness • Phonics Skills • Comprehension Skills and Strategies • Vocabulary Development • Fluency The Big 5

  7. What does differentiation look like in a classroom?

  8. What resources can I use?Instructional Level (90-94% Accuracy) • Images • X-Zone • Leveled library materials • Novels (or portions thereof) • Open Court/Core Reading text • Guided Reading sets • Okapi • Explorations

  9. Intervention OCR (grades 3-5) Classics Poetry Time For Kids, Scholastic News Leveled Readers Content books What resources can I use?Instructional Level (90-94% Accuracy)

  10. My schedule

  11. What do I do with the rest of the class?

  12. Dynamics of Learning Independent Guided Shared Modeled

  13. Planning for Differentiation • Identify area of need • Match to VSC • Group students • Select materials/plan instruction Are students learning to read or reading to learn?

  14. Progress Monitoring • Teacher Observation • Fluency Checks • Formative Assessments

  15. Using Assessments and Data to Determine Need • Formative • Teacher created • Throughout instructional sequence • Diagnostic • Before instructional sequence • Guides instructional decisions • Anecdotal • Observation of students • Use for future instructional decisions • Summative • Assesses students’ level of understanding • Used at the conclusion of a series of lessons

  16. A 4th Grade Class at Quarterfield • Insert scantron data: • List highest area of need

  17. Planning for Differentiation • Identify area of need • Match to VSC • Group students • Select materials/plan instruction

  18. MSDE Toolkit • Snag pg of the areas from scantron data • Include directions in packet

  19. Planning for Differentiation • Identify area of need • Match to VSC • Group students • Select materials/plan instruction

  20. Flexible Grouping • Group students based on • Skill attainment or need • Interest • Similar Abilities • Mixed Abilities • Temporary and dynamic • Class Size

  21. Planning for Differentiation • Identify area of need • Match to VSC • Group students • Select materials/plan instruction

  22. Lesson Sequence Before Reading • Sit so you can see each child and their books • Build background • Introduce vocabulary in context • Talk about concepts

  23. Lesson Sequence During Reading • Talk about the concepts/elements • Encourage thinking beyond the book • Read all or portion of text together highlighting vocabulary • Use Think Aloud • Model fluent reading • Whisper reading • Silent reading • Repeated reading

  24. Levels of Support High Support Level of Child Control Level of Teacher Support Little/ No Support

  25. Lesson Sequence After Reading • Allow time for student responses • Follow-up skill lessons • Independent practice

  26. Workshop

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