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Using Empowering Teachers Instructional Routines with Student Center Activities to Differentiate Instruction

Using Empowering Teachers Instructional Routines with Student Center Activities to Differentiate Instruction. Elissa Arndt Connie Weinstein Michelle Wahl Marcia Kosanovich Mary VanSciver . Just Read, Florida! Leadership Conference Orlando, 2008. Today’s Objective.

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Using Empowering Teachers Instructional Routines with Student Center Activities to Differentiate Instruction

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  1. Using Empowering Teachers Instructional Routines with Student Center Activities to Differentiate Instruction Elissa Arndt Connie Weinstein Michelle Wahl Marcia Kosanovich Mary VanSciver Just Read, Florida! Leadership Conference Orlando, 2008

  2. Today’s Objective • Participants will learn how to effectively introduce reading skills during small group instruction using Instructional Routines and aligned Student Center Activities. • The goal is to differentiate instruction using free resources.

  3. What is Differentiated Instruction? • Matching instruction to the needs of individual learners. • Forming small, flexible teacher-led instructional groups based on student data and observations. • Grouping students with similar instructional needs, limiting the size of the group based on the intensity of instruction needed.

  4. How to Differentiate Instruction • The focus and format of reading skills instruction varies with the skill level of the students. • How often and how long the teacher meets with each small group varies depending on student needs. • Students who are more at risk will need to meet more frequently and for longer periods. • The small group targeted skill instruction supplements and reinforces high quality and consistent initial reading instruction during the 90+ reading block.

  5. Two Free Resources to help Differentiate Instruction • Empowering Teachers • Student Progress Records • Questions to Guide Instruction • Instructional Routines • http://www.fcrr.org/assessment/ET/index.html • Student Center Activities • Instructional Materials • http://www.fcrr.org/Curriculum/SCAindex.htm

  6. Data to inform Instruction • PMRN class status reports • Classroom data collection

  7. Organizing Data for Instruction • Empowering Teachers resources • Guiding questions for instruction • Student progress records

  8. Handout 1

  9. Handout 2

  10. Modify IR to align with SCA • K Phonemic Awareness Instructional Routine for Segmenting • K-1 Student Center Activity on Phoneme Segmenting • We will show how to develop a new Instructional Routine based on the Student Center Activity.

  11. Handout 3 z z

  12. Handout 2, cont.

  13. Summary of Adaptation to Instructional Routine • Instead of fingers, use counters & Elkonin Boxes • Replace picture with other pictures as needed, still using the Elkonin Boxes at the bottom of each Activity Master

  14. Handout 4

  15. Handout 5

  16. Handout 6 [ea1]In order to make this task explicit for the students, I need to succinctly explain what they are expected to do. For each part of the task I will use as few words as possible. Teacher language should be concise, specific, and related to the lesson objective. [ea2] Systematic instruction iscarefully planned and thought out. This allows students to internalize the routine and focus their efforts on practicing the new skill. [ea3]Because this SCA assumes students have prior knowledge of these affixes it is important to remind the students of their meanings to then apply them in this lesson.

  17. Handout 6, cont. [ea1]By keeping the same steps for each turn I have reinforced the systematic nature of this lesson

  18. Small Group Profile based on Data • 4 students in Kindergarten • Need instruction on blending sounds of letters in words

  19. Small Group Activity • Use the next SCA to create a new IR • Look at the objective of the SCA (Handout 7) • Consider the materials that are needed to implement the objectives • Use your blank template to create the IR (Handout 8)

  20. Handout 7

  21. Handout 8

  22. Handout 9

  23. Combine Resources to Differentiate Instruction • Data • Empowering Teachers • Student Progress Records • Guiding Questions • Instructional Routines • Student Center Activities • Activity Plans • Activity Masters

  24. “To be more effective in teaching all students to read, we must find ways to help teachers more powerfully differentiate their instructional support in a way that is guided by accurate information about student needs.” Joseph Torgesen

  25. Thank you! Questions or Comments? www.fcrr.org

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