Presented by: Cheryl Dick

1. Differentiate Reading . . . Presented by: Cheryl Dick . . . in a Whole-Group Setting

2. What is Differentiated Instruction? It’s consistently and proactively creating different pathways to help all your students to be successful. ~Betty Hollas

3. Differentiating Instruction is doing what’s fair for students. It’s a collection of best practices strategically employed to maximize students’ learning at every turn, including giving them the tools to handle anything that is undifferentiated. It requires us to do different things for different students some, or a lot of the time. It’s whatever works to advance the student. It’s highly effective teaching! Wormeli, R., 2005

4. 8:00______________ 9:00______________ 10:00_____________ 11:00_____________ 12:00_____________ 7:00 Peer Tutor Let’s Make an Appointment! Random 9:00 Peer Tutor Random 11:00 Similar Ability Random 1:00 Similar Ability Hollas, B. (2005)

5. Partner Reading • List your students from advanced to emergent readers . . . • John • Sally • Ginger • Tom • Libby • Samantha • Jane • Tim

6. Partner Reading • Divide the Class In Half . . . • John • Sally • Ginger • Tom • Libby • Samantha • Jane • Tim John, Libby Sally, Sam Ginger, Jane Tom, Tim

8. Thinking Strategies • Connecting: Self/Text/World • Predicting/Anticipating • Summarizing/Concluding • Questioning/Monitoring • Imaging/Inferring • Evaluating/Applying Cunningham, et al (2000)

10. Text-to-Self Connection

11. Text-to-Text Connection

12. Text-to-World Connection

13. SOUVENIRS

16. Exclusion Brainstorming • Circle three words you think will not be in the text. • Place a checkmark next to each word when you read it. • Which words were not in the text? Cunningham et al (2000)

17. Big Underwear Song by Joe Scruggs • Train • House • Bus • Rocket • Alien • Troll • Space • Dog

18. RIVET • Introduce key vocabulary. • Use this vocabulary to predict what will happen in the text. • It’s like hangman because blanks are given for each letter in the word. • It’s unlike hangman because the teacher fills in one letter at a time starting with the letter on the left. Cunningham et al (2000)

19. Chocolate Maniac By: BrodBagert • ____ ____ ____ ____ ____ ____ ____ • ____ ____ ____ ____ ____ t e a c h e r t a s t e

20. Notice that each word is covered with TWO colors. The onset is first (all the letters before the first vowel). Guess the Covered Word Suddenly the loud screech of a hawk echoed through the darkness and all the members of the Adventure Club found themselves huddling together in the shadows of the pine trees. Katie shot her water gun in the direction of the hawk and everyone listened as strange and unfamiliar noises of the night filled the woods. Text: George Washington’s Socks by Elvira Woodruff

21. Guess the Covered Word Suddenly the loud screech Collect guesses from students and record them on the board. • shriek • scream • screech Suddenly the loud screech Next, uncover the onset (all the letters before the first vowel). Then, reread your list and cross out the word shriek because it won’t work. (shr vs. scr) After uncovering the onset, collect more words. This is a good time to teach synonyms. Continue playing Guess the Covered Word. NEVER cover a word beginning with a vowel.

22. Do you have this book? If You Hopped Like a Frog By: David Schwartz

23. As you read, you’ll discover that if you ate like a shrew, you could devour over 700 hamburgers in a day. To figure out the answer, you will have to do some math.

24. A shrew? What’s a shrew?? Shrews are among the smallest of mammals but they can eat up to THREE times their weight daily. If you ate three times YOUR weight, how many hamburgers could you eat? Does this change your answer?

26. Review components of a summary. Most summaries include the who, the what, the when, the where, the why and the how. Summarizing • Who: Chewy Louie • What: Chewed everything • When: All the time • Where: Everywhere • Why: He was a puppy • How: Happily

27. Let’s try a 16 word summary. What kind of puppy? ,a little black puppy, ,a puppy, Write a concise summary … and then STRETCH it out. How did he chew? his happily

28. Sixteen Word Summary • Chewy Louie, a little black puppy, happily chewed everything in his sight until he grew up.

30. Most Important Word Source: Moore, S. A., (2004). Conversations in Four-Blocks Classrooms . Greensboro, NC: Carson-Dellosa Publishing • This strategy allows students to engage in conversation around individual, key words. Students must justify the selection of a word and use text to support their choice.

32. Questioning

35. Q.A.R. QAR (Raphael, 1982, 1984) In My Head In The Book Right There On My Own Think & Search Author and Me

36. Q.A.R. • Right There: How is a batting average calculated? • Think, Search, Find: How are batting averages used? (answer several places) • Author and Me: How much higher is Player C’s batting average than Player A’s? • On My Own: Are you a baseball fan? Explain. Hollas, B. (2005)

37. Zoom

39. Questioning • Everyone read to . . . . • find a fact about plants. • find an opinion about plants. • determine the cause of the plant’s death. • find the solution to the problem. ERT Cunningham et al (2000)

40. New-Known-QuestionsSource: Moore, S. A., (2004). Conversations in Four-Blocks Classrooms . Greensboro, NC: Carson-Dellosa Publishing

41. INFER • ____________________________________________________________________________ • Let’s go “into our fur.” • Chewie Louie by Howie Schneider • What happened to the bowl? • How do you know?

46. Imaging • I see . . .

47. Evaluating • How did the book make you FEEL? • _______ would really like that book because _______________.

48. www.brogbagert.com

50. Reading Conferences