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Meaningful, Targeted Differentiation: Making it Schoolwide

Meaningful, Targeted Differentiation: Making it Schoolwide. Sharon Walpole Michael C. McKenna Zoi A. Philippakos. Goals. Introduce differentiation for upper-elementary teachers Offer resources to guide decisions Relevant research Instructional templates Relevant assessments.

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Meaningful, Targeted Differentiation: Making it Schoolwide

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  1. Meaningful, Targeted Differentiation:Making it Schoolwide Sharon Walpole Michael C. McKenna Zoi A. Philippakos

  2. Goals • Introduce differentiation for upper-elementary teachers • Offer resources to guide decisions • Relevant research • Instructional templates • Relevant assessments

  3. In your school . . . • How are your 4th- and 5th-grade teams similar to and different from your K-3 teams?

  4. Assumptions about Curriculum

  5. Assumptions about Curriculum

  6. Assumptions about Curriculum

  7. Assumptions about Children

  8. Plan Tier I (Grade-level) Instruction Evaluate the extent to which classroom instructional materials inform and support explicit, systematic, challenging instructional tasks. FCRR’s Guidelines for Reviewing a Reading Program provides a succinct summary of research to inform instruction through grade 6. The process of reviewing a reading program provides meaningful professional development for grade-level teams.

  9. Look at the 4th- and 5th-grade templates What do you see as similar to the K-3 plan you have at your school? What is different?

  10. A Stairway to Proficiency Vocabulary & Comprehension Fluency and Comprehension Word Recognition and Fluency PA and Word Recognition

  11. Make a General Template for Time • Consider the total time that you have for reading instruction. • Divide that time into grade-level and differentiated time. • Consider ways that an interactive read-aloud can provide avenues for children to engage in meaningful reading and writing.

  12. Where’s the teacher?

  13. Make a General Template for Grade-Level Instruction • Core programs typically have a story of the week, with many choices for skill work. • It is possible to plan instruction that uses that grade-level story as the anchor, but simplifies the instructional planning and routines. • The trick is to have a “story introduction” schedule (lasting one or two days) and then a “rest-of-the-week” schedule.

  14. “Story Intro” Schedule

  15. “Rest-of-the-Week” Schedule

  16. How do you think your 4th- and 5th-grade teams would respond to this?

  17. Identify Your Students’ Needs

  18. Use an informal measure of multisyllabic decoding to investigate word recognition For students with strong word recognition and weak fluency, plan to build comprehension and fluency For students with weak word recognition and weak fluency, plan to build multisyllabic word recognition and fluency For students who do not respond to this instruction, consider intensive decoding interventions

  19. This is a lot! • Pace yourselves! Reviewing the instructional program, planning Tier I instruction, and assessing and grouping for Tier II will take time. • But get started! A routine for management of groups and tasks is an essential prerequisite to differentiation.

  20. Teacher Reflection • We have been working with teams of third-, fourth-, and fifth-grade teachers to plan differentiation for upper-elementary students. • Lilli Fendell, a third-grade teacher, recently reflected on some of the successes and challenges she and the other teachers on her grade-level team have experienced.

  21. Management of Groups

  22. Read-Aloud Books

  23. Collaboration

  24. To what extent does this case reflect your current understanding of grade-level collaboration?

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