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Implementing Differentiated Instruction

2. Why haven't we implemented Differentiated Instruction before?. Lack of Instructional TimeLack of materialsNeed for Preplanning for CentersSetting ExpectationsAdministrative Support. . 3. Instructional time: The LANGUAGE! Program should have a 90 minute reading block allowing time for differentiated instruction.LANGUAGE! curriculum provides integrated materials and planning for differentiated instruction.Administrative support is enhanced through national and district research.30099

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Implementing Differentiated Instruction

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    1. 1 Implementing Differentiated Instruction In the LANGUAGE! Classroom Slide 1 – The purpose of Differentiated instruction is to increase each student’s the opportunity to achieve mastery of the reading skills necessary to become a fluent and critical reader. Through the use of data collection embedded in the LANGUAGE! Series, teachers will have the knowledge to differentiate instruction in order to increase student achievement.Slide 1 – The purpose of Differentiated instruction is to increase each student’s the opportunity to achieve mastery of the reading skills necessary to become a fluent and critical reader. Through the use of data collection embedded in the LANGUAGE! Series, teachers will have the knowledge to differentiate instruction in order to increase student achievement.

    2. 2 Why haven’t we implemented Differentiated Instruction before? Lack of Instructional Time Lack of materials Need for Preplanning for Centers Setting Expectations Administrative Support Slide 2 – Why has differentiated instruction has not been implemented consistently? There are a number of hurdles to implementing differentiated instruction including a lack resources. Teachers are busy and have little time to plan for extra instruction in the classroom. Technology is not consistent throughout the district. As teachers we are not always clear on expectations for the students, curriculum, and ourselves.Slide 2 – Why has differentiated instruction has not been implemented consistently? There are a number of hurdles to implementing differentiated instruction including a lack resources. Teachers are busy and have little time to plan for extra instruction in the classroom. Technology is not consistent throughout the district. As teachers we are not always clear on expectations for the students, curriculum, and ourselves.

    3. 3 Instructional time: The LANGUAGE! Program should have a 90 minute reading block allowing time for differentiated instruction. LANGUAGE! curriculum provides integrated materials and planning for differentiated instruction. Administrative support is enhanced through national and district research. The district will be providing continued workshops on differentiated instruction, model classrooms, literacy centers, and other research based instruction. Slide 3 - As Lee County moves toward a complete implementation of the Language! Curriculum, gaining more experience and in-depth training, these stumbling blocks will be removed. Slide 3 - As Lee County moves toward a complete implementation of the Language! Curriculum, gaining more experience and in-depth training, these stumbling blocks will be removed.

    4. 4

    5. 5 The Neurobiology of Reading and Dyslexia The provision of extra time is therefore an essential accommodation; it allows them time to decode each word and apply their unimpaired higher order cognitive and linguistic skills to the surrounding context to get at the meaning of words that they cannot rapidly decode. Shaywitz, 2001

    6. 6 Implications concerning Shaywitz’s findings… Therefore, it is essential to differentiate to meet the needs of our students. Research supports the need for differentiating instruction for underachievers. Struggling readers need something different… Through research on the human brain of good readers and individuals who possess reading difficulties, Sally Shaywitz has found that there are physical differences in how the brains of poor readers process information. These differences can be accommodated for through differentiated instructionThrough research on the human brain of good readers and individuals who possess reading difficulties, Sally Shaywitz has found that there are physical differences in how the brains of poor readers process information. These differences can be accommodated for through differentiated instruction

    7. 7 Reading Next: A Vision for Action and Research in Middle and High School Literacy “ A full 70 per cent of U.S. middle and high school students require differentiated instruction, which is instruction targeted to their individual strengths and weaknesses.” (Biancarosa & Snow)

    8. 8 Torgeson’s Chart Reading Next Reading Next is a 2004 report from the Alliance for Excellent Education by Giana Biancarosa and Catherine Snow that assesses the state of adolescent literacy and makes recommendations that address the primary challenges in the field.  The report identifies 15 critical elements of effective adolescent literacy programs. Some of the elements included are: Direct, explicit comprehension instruction, Effective instructional principles embedded in content, diverse texts, extended time for literacy, ongoing formative assessment of students, Ongoing summative assessment of students and programs, and a comprehensive and coordinated literacy program. The Language! Curriculum identifies all 15 elements and embeds them in the curriculum.

    9. 9 Implications of Torgeson’s findings… Students in Reading Level 1 and 2 have a larger deficit in FLUENCY than in VERBAL KNOWLEDGE/REASONING. Students in Levels I and 2 have a larger deficit in fluency than verbal knowledge/reasoning. Level 1 students have a 92 point deficit in fluency and a 60 point deficit in verbal knowledge/reasoning. How large a deficit does a Level 2 student have? Does the gap begin to close for Level 3 students?Students in Levels I and 2 have a larger deficit in fluency than verbal knowledge/reasoning. Level 1 students have a 92 point deficit in fluency and a 60 point deficit in verbal knowledge/reasoning. How large a deficit does a Level 2 student have? Does the gap begin to close for Level 3 students?

    10. 10

    11. 11 Teachers as Scientists Students arrive in IR classes with a variety of assessments– how can this data be used to plan instruction in the L! classroom; the process is much like a scientist that problem solves.

    12. 12 The purpose of assessment is… “provide teachers with data that they can use to adjust instruction to ensure that all students achieve maximum growth in reading. These tests help identify students who require “corrective instruction”, students who would from enrichment activities, and help teachers prevent minor difficulties from developing into major problems” (Guskey, 2003)

    13. 13 The purpose of assessment is… “provide teachers with data that they can use to adjust instruction to ensure that all students achieve maximum growth in reading. These tests help identify students who require “corrective instruction”, students who would from enrichment activities, and help teachers prevent minor difficulties from developing into major problems” (Guskey, 2003)

    14. 14 Why Do Content Mastery? Content Mastery is an integral part of the Language! program. Success with the L! program hinges on the consistent use and monitoring of the assessments. Assessment information is essential to drive the day to day instructional success. Helps identify and intervene with those students who are falling behind and/or do not show growth in the critical areas of literacy development.

    15. 15 Content Mastery Tasks Focuses on specific content covered in the unit Measures new content and concepts taught Offers students practice in a variety of testing formats such as multiple choice, recall/written response, spelling, and open-ended format

    16. 16 Instructional Effectiveness Individual Students Other Considerations

    17. 17 Instructional Effectiveness Provides teachers with a snapshot regarding the effectiveness of instruction Informs teachers about areas that might need additional practice and modeling Provides feedback about the pace of instruction

    18. 18 Instructional Effectiveness The percent of students achieving mastery over a designated period of time (9 weeks or semester) The percent of students achieving mastery within a unit What differentiated instruction is needed to ensure mastery for all students

    19. 19

    20. 20 Points to Ponder When Analyzing Instructional Effectiveness Were the Content Mastery tasks examined prior to instruction and administration? Was the teacher knowledgeable about what mastery should look like? Has the expected response been modeled for the students? Was there opportunity for approximate steps of mastery prior to content mastery being administered?

    21. 21 Other Considerations Needs of specific populations Needs of specific class periods (time of day/composition) Needs of specific levels (A-F) Student motivation Patterns of Attendance Parent Support

    22. 22 Points to Ponder When Analyzing Other Considerations Are there additional interventions that can be implemented to support specific populations? Are there viable reinforcers that can increase achievement for specific students? Can other school personnel impact attendance for truant students? How visable/involved is the administration in the Intensive Reading classes?

    23. 23 The Road Map for Data Driven Instruction Re-teaching Reinforcement Acceleration

    24. 24

    25. 25 Administering the Content Mastery The Content Mastery tasks are incorporated into lessons 5, 9 and 10. Directions for “how-to” administer specific tasks are incorporated in the unit lessons found throughout the Teacher Editions for Books A-F. Students complete the Content Mastery tasks in their individual Assessment: Content Mastery booklets.

    26. 26 Recording of Content Mastery Task Scores Student scores should be recorded on the reproducible Content Mastery Class Roster in each level Assessment: Teacher Edition. Teachers should prepare a roster for each unit of instruction.

    27. 27

    28. 28 Interpreting Content Mastery Results Phonemic Awareness and Phonics Word Recognition and Spelling Vocabulary and Morphology Grammar and Usage

    29. 29 What is Mastery for Steps 1-4? Students who achieve 80% (4/5 correct or 8/10 correct on individual tasks)

    30. 30 ? A Prescriptive Teaching Box follows every Content Mastery task at the point of use in the Teacher Edition. ? These boxes guide teachers to reinforce or reteach based on performance.

    31. 31 Review and Acceleration appears at the beginning of every unit for students whose performance on assessment falls below the cutoff test scores. Students can repeat these activities to review areas of weaknesses. Special Instructional Support provides activities to customize teaching materials an provide opportunities for individualized instruction.

    32. 32

    33. 33 Interpreting Content Mastery Steps 5 and 6 Review that the content mastery tasks are used to assess what students have learned throughout the lessons. *Refer to the Content Mastery and Fluency Tasks” handout (P. 12 of the Sopris West handouts) to explain the types of questionsReview that the content mastery tasks are used to assess what students have learned throughout the lessons. *Refer to the Content Mastery and Fluency Tasks” handout (P. 12 of the Sopris West handouts) to explain the types of questions

    34. 34 The rubric is found in the “Assessment: Teacher Edition” *Hold up the page from the Assessment : TE booklet (Sopris West p. 23 in their handouts-entitled, “ Composition-Scoring the Composition Sample”The rubric is found in the “Assessment: Teacher Edition” *Hold up the page from the Assessment : TE booklet (Sopris West p. 23 in their handouts-entitled, “ Composition-Scoring the Composition Sample”

    35. 35 Scoring on CM Tasks 5-6 Ideas and Development Organization Voice and Audience Awareness Word Choice Sentence Fluency Written Language Conventions **Participants need to find the “Composition-Scoring in the Composition Sample in their handouts (the one you just showed.**Participants need to find the “Composition-Scoring in the Composition Sample in their handouts (the one you just showed.

    36. 36 Guidelines for Scoring Writing Have participants refer to the “Composition” handout and describe how you pull the scores together from each of these sections to find an average score.Have participants refer to the “Composition” handout and describe how you pull the scores together from each of these sections to find an average score.

    37. 37 What is Mastery of CM Tasks 5-6? Students should achieve an average of at least 4.0 (80%) on open ended questions. When performance falls below a score of 4.0, those areas may need to be re-taught in subsequent units. No notes—self explanatoryNo notes—self explanatory

    38. 38 Fluency Tasks L! Book Grade Level Target # of Taught in Curriculum WCPM A Grade 3 120 B Grade 4 130 C Grade 5 140 D Grade 5 145 E Grade 6 150 F Grade 6-8 150-180 The chart at eh left shows the Language books levels and their reading level equivalents. The target number of words correct per minute is the number words correct per minute a student is expected to read at the end of that particular book. The words correct per minute is the number of words read correctly by a student minus the number of errors. The chart at eh left shows the Language books levels and their reading level equivalents. The target number of words correct per minute is the number words correct per minute a student is expected to read at the end of that particular book. The words correct per minute is the number of words read correctly by a student minus the number of errors.

    39. 39 Florida Oral Reading Fluency Although the FORF has set grade level standards, the leveled LANGUAGE! fluency expectations may provide a more realistic number of words correct per minute for students who are achieving far below grade. (Read slide). For example, if a student in 8th grade is reading at 85 words correct per minute, it is unrealistic to expect them to reach the goal of 180 words per minute by the end of the year.(Read slide). For example, if a student in 8th grade is reading at 85 words correct per minute, it is unrealistic to expect them to reach the goal of 180 words per minute by the end of the year.

    40. 40 Fluency Tasks A wide range of fluency tasks are incorporated throughout every level. Book A: letters-to-sounds-to-words-to-phrase-to-sentence fluency Book B: passage fluency A time saving approach to evaluate progress is to record students’ performance on a limited set of results. Depending on the Language book level, fluency – word, sentence, and passage – is assessed about three times per unit.Depending on the Language book level, fluency – word, sentence, and passage – is assessed about three times per unit.

    41. 41 Fluency Task Student Record Form Fluency rates (WCPM) should be recorded on the reproducible Fluency Task Student Record Form in the Assessment: Teacher Edition booklet. (Show form). You should always record the best score of that particularly fluency test as each has at least two trials.(Show form). You should always record the best score of that particularly fluency test as each has at least two trials.

    42. 42 Word Fluency Record Again, you can find this form in your Assessment: Teacher’s Edition. Here is a completed form. This information can be graphed by students as well to track their progress.Again, you can find this form in your Assessment: Teacher’s Edition. Here is a completed form. This information can be graphed by students as well to track their progress.

    43. 43 Differentiating Fluency Goals Students with severe reading difficulties Repeated readings of texts Guidelines and directions for establishing fluency goals for those students who are not close to the book goals can be found in your Language Assessment: Teacher’s Edition.Guidelines and directions for establishing fluency goals for those students who are not close to the book goals can be found in your Language Assessment: Teacher’s Edition.

    44. 44 We are moving into the section where we target the differentiated classroom. We are moving into the section where we target the differentiated classroom.

    45. 45 Planning for the Differentiated Lesson First and foremost realize that a differentiated classroom doesn’t happen overnight Start small—set achievable goals (Please emphasize differentiated instruction “does not happen over night” and “teachers need to start small”). (Please emphasize differentiated instruction “does not happen over night” and “teachers need to start small”).

    46. 46 Teacher and Students Learn new classroom routines Use of new materials Set new expectations: learning and behavior Please read as written Please read as written

    47. 47 The FORES Questions Please read as written Please read as written

    48. 48 F = First, are the materials and technology available? O = What is the objective of the lesson? R = How does the objective of the lesson relate to the students’ needs? E = Do the students know and understand the expectations of the lesson? S = Does the class schedule permit it? (F) For those teachers who don’t know if they have access to technology in their classroom, please see your school tech specialist. They will assist you in a planning the technology you will need in a differentiated classroom. We’ll discuss this in detail later. (O) Please read as written (R) In order to make sure our objectives relate to our students’ needs, we need to use our student data. (E) Don’t keep students in the dark; let them know what is expected of them. (S) Please read as written(F) For those teachers who don’t know if they have access to technology in their classroom, please see your school tech specialist. They will assist you in a planning the technology you will need in a differentiated classroom. We’ll discuss this in detail later. (O) Please read as written (R) In order to make sure our objectives relate to our students’ needs, we need to use our student data. (E) Don’t keep students in the dark; let them know what is expected of them. (S) Please read as written

    49. 49 Materials needed for the next section: - Planning and pacing guide Handout - Language Book A, page 6 Sortagories CD Please explain that the planning and pacing guide is in every lesson and in every book. The icon for this section is a blue box with a check. Teachers should refer to this section to reinforce student learning in a differentiated classroom. Participants will need to refer to the FORES questions as the dialogue section is being presented. Materials needed for the next section: - Planning and pacing guide Handout - Language Book A, page 6 Sortagories CD Please explain that the planning and pacing guide is in every lesson and in every book. The icon for this section is a blue box with a check. Teachers should refer to this section to reinforce student learning in a differentiated classroom. Participants will need to refer to the FORES questions as the dialogue section is being presented.

    50. 50 Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher. Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher.

    51. 51 Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher. Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher.

    52. 52 Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher. Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher.

    53. 53 Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher. Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher.

    54. 54 Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher. Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher.

    55. 55 Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher. Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher.

    56. 56 Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher. Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher.

    57. 57 Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher. Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher.

    58. 58 Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher. Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher.

    59. 59 Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher. Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher.

    60. 60 Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher. Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher.

    61. 61 Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher. Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher.

    62. 62 Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher. Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher.

    63. 63 Later….. Let’s visit the teacher who decided to try Sortegories in her class We’ll find out if she had success or did she encounter problems… Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher. Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher.

    64. 64 Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher. Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher.

    65. 65 Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher. Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher.

    66. 66 Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher. Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher.

    67. 67 Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher. Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher.

    68. 68 After the first trial… Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher. Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher.

    69. 69 Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher. Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher.

    70. 70 Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher. Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher.

    71. 71 Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher. Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher.

    72. 72 Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher. Trainer suggestions for this dialogue piece: 1. Presenters will model – One presenter read the dialogue for teacher and the other presenter reads the dialogue for coach. 2. Choral Reading – Participants are divided into two groups. One group reads the coach dialogue, while the other group reads the teacher dialogue. 3. Partner reading – Partners choose to either read the dialogue for coach or teacher. 4. Have two volunteers from the participants to read the dialogue parts of coach or teacher.

    73. 73 Trainers will re-read FORES questions and ask participants to reflect on their individual teaching situations. Allow one minute to reflect. Trainers will re-read FORES questions and ask participants to reflect on their individual teaching situations. Allow one minute to reflect.

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    75. 75 Tools that help teachers implement differentiated instruction Instructional Planning Tool CD LANGUAGE! Words for Teachers e-Reader CD Sortegories Interactive CD Folder Activities Speaking and Listening to the English Language kit

    76. 76 Instructional Planning Tool CD Allows teachers to customize lesson plans for daily or weekly differentiated lessons Permits printing of Interactive Text pages For additional practice or remediation purposes

    77. 77 LANGUAGE! e-Reader CD Read selections aloud and highlights each phrase Includes Interactive versions of Instructional Text Links to strategic vocabulary Allows students to copy and paste text into notes or outlines to facilitate writing

    78. 78 Sortegories Interactive CD Sound Count Sort It Morph It Build It Categorize it Relate It Grammar Sort Analogy Building Phrase Building

    79. 79 General Principles for Folder Activities Manipulatives have been shown to aid retention and foster learning Provides students with opportunities to practice skills and interact with classmates Helps to build academic vocabulary that follow the scope and sequence of the LANGUAGE! Program Folder activities are found in Teacher Resource Guide pp 100-105

    80. 80 LANGUAGE! Folder Categories Individual and Partner Friendly Alphabetize Word Sorts Phoneme Discrimination Grammar Sort Semantic Sort Syllable Sort Word and Phrase Sort Sentence Unscramble Fill-in-the-Blanks Tic-Tac-Toe Essential Words Syllable Types

    81. 81 Teacher Created Folder Activities Masterpiece Sentences: helps students construct excellent sentences and strengthens their understanding of grammar and syntax ELL Activities: facilitates opportunities for students to practice vocabulary Sentence Diagramming: allows students to identify parts of speech Multiple Meaning Maps: requires students to examine word meanings at a deeper level

    82. 82 LANGUAGE! Words for Teachers Step 2: Word Recognition and Spelling Activities Unit Vocabulary Words Essential Words Words with prefixes and suffixes Homophones Words with short or long vowels Words with blends Multi-syllable words Words with nouns, verbs or adjective suffixes

    83. 83 LANGUAGE! Words For Teachers CD Step 3: Vocabulary and Morphology Activities Sort by noun, verb or adjective suffixes Sort by prefixes or suffixes Sort by words with multiple meanings Open word sorts Student generated synonym, antonym, rhyme, definition or picture Step 4: Grammar and Usage Activities Sort by parts of speech Build sentences by unit grammar concepts Sort prepositions by time, space or both Sort comparative and superlatives Sort regular and irregular verbs Sort by type of pronoun

    84. 84 Speaking and Listening to the English Language The primary objective of the 270 activities is to give the students the tools they need to succeed in school and life by learning Academic English. When spoken and written English are taught simultaneously, students are able to access the regular curriculum much faster. Speaking and Listening to the English Language is best used concurrently with LANGUAGE! although can be used independently. Each unit in the TE identifies the concepts being taught in the ELL unit.

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    88. 88 Points to Ponder when considering differentiated instruction …..

    89. 89 Choosing the Differentiated Instruction Schedule Dedicate a day each week --Mrs. Callis Dedicate a time daily --Mr. Coltrane

    90. 90 Why Choose a Dedicated Day Each Week ? Mrs. Callis has opted for dedicated time each week based on the needs of her students. Her students exhibit a need for more direct instruction rather than independent learning. Absenteeism is low. Students would benefit from more immediate feedback . She feels that a dedicated day meets the needs of her students more readily than daily differentiated instructional time. You will know what is best for each class. Some students can only handle independent learning in short intervals, others will benefit from a full class period weekly. You will know what is best for each class. Some students can only handle independent learning in short intervals, others will benefit from a full class period weekly.

    91. 91 Using the handout: Content Mastery Task Class Roster for Book A: Unit 2, Content Mastery task scores, help Mrs. Callis by highlighting students who need re-teaching and reinforcement. Remember that reinforcement is 60%-80% and re-teaching is >60% mastery. Give the handout Content Mastery Class Roster –have participants complete the exercise. Go through each individual step and determine which students need reinforcement and re-teaching. For steps 1-4 reinforcement will occur when a student scores between 60% and 80% correct. Re-teaching will occur when a student scores below 60% correct. For steps 5 and 6 students should achieve an average rate of 4 to demonstrate proficient performance.Give the handout Content Mastery Class Roster –have participants complete the exercise. Go through each individual step and determine which students need reinforcement and re-teaching. For steps 1-4 reinforcement will occur when a student scores between 60% and 80% correct. Re-teaching will occur when a student scores below 60% correct. For steps 5 and 6 students should achieve an average rate of 4 to demonstrate proficient performance.

    92. 92 Classroom Roster form The presenter will use this to show the correct answers and review this information.The presenter will use this to show the correct answers and review this information.

    93. 93 Based on the results gathered--Mrs. Callis now transfers the information on to the Dedicated Day sheet by inserting names of students beside specific steps. This will allow Mrs. Callis to support these students throughout the week to prevent failure. After reviewing the content mastery roster, the teacher can decide which students need more support and can insert their names next to the specific steps that they need support in.After reviewing the content mastery roster, the teacher can decide which students need more support and can insert their names next to the specific steps that they need support in.

    94. 94 Dedicated Day for differentiation This form is used to decide which areas of differentiated instruction is needed. This form is used to decide which areas of differentiated instruction is needed.

    95. 95 Sample Literacy Centers that students rotate through: Reading Table Computers/Interactive CDs Folder Activities Independent reading Whole group activity eReader Sortegories One day a week would be dedicated to literacy centers for the entire 90 minute block of time. Some examples are using sortegories (morph-it., build it, sort it) Refer to sortegories software instructions. One day a week would be dedicated to literacy centers for the entire 90 minute block of time. Some examples are using sortegories (morph-it., build it, sort it) Refer to sortegories software instructions.

    96. 96 Classroom map This map is just an idea of how you can set up your classroom. (The presenter will point to and explain the purpose of each center. )This map is just an idea of how you can set up your classroom. (The presenter will point to and explain the purpose of each center. )

    97. 97 Utilizing the Content Mastery and Observation Sheet On the fourth day, Mrs. Callis reviews her observation sheets to make sure that she differentiates instruction for struggling and excelling students. By the fourth day you of instruction, you can easily review the progress students have made, and decide how to plan for differentiated instruction.By the fourth day you of instruction, you can easily review the progress students have made, and decide how to plan for differentiated instruction.

    98. 98 Sample Dedicated Day Schedule Students who are doing well visit: Fluency Activities Reading Table Enrichment/Extension Activities Students who are struggling visit: Reinforcement Activities Reading Table for re-teaching Fluency Activities Students self select the centers based on the number of chairs available. If the chairs are full, they select another center. (move over) Students stay approximately 15 minutes at each center. The following week centers are changed due to current observation data and variety. The teacher can for instance, have students that need less support, visit these three areas, and students who are struggling, go to more teacher directed centers and remediation activities. The teacher can for instance, have students that need less support, visit these three areas, and students who are struggling, go to more teacher directed centers and remediation activities.

    99. 99 Why Choose Dedicated Time Each Day? Mr. Coltraine has chosen the dedicated time each day based on the needs of his students. His students have demonstrated independent work skills but have a high absentee rate. He feels that if he has differentiated instruction only one day a week he won’t be able to keep the students up with their reading skills. You have to have an idea as to what works best for each individual class. If there is a high absentee issue, he can catch these students up daily by scheduling this time in daily.You have to have an idea as to what works best for each individual class. If there is a high absentee issue, he can catch these students up daily by scheduling this time in daily.

    100. 100 Dedicated Time Each Day First or last 10-15 minutes of each day (only if in 90 minute block) One group at ‘reading table’ for: reinforcement clarification re-teaching re-administering Content Mastery Other groups at computers, folder activities, or independent reading Remember that you can use activities that we discussed from page 30Remember that you can use activities that we discussed from page 30

    101. 101 Dedicated Time Daily Lesson Plan

    102. 102 Summary Mr. Coltraine followed the same sequence of Content Mastery analysis and observation as Mrs. Callis. The classroom set up is similar. Mr. Coltraine allows approximately 15 minutes a day for differentiated instruction in Literacy Centers.

    103. 103 Planning Reinforcement and Consequences Just as you plan for academic tasks, many problems can be prevented by planning for: Classroom Logistics Behavioral and academic reinforcement Behavioral consequences Grading procedures

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