Michael C. McKenna University of Virginia

1. Differentiating Instruction:Planning with the K/1 Team Sharon Walpole University of Delaware Michael C. McKenna University of Virginia

2. Today’s Goals • Review basic goals and structures for differentiated instruction in kindergarten and first grade • Consider two examples of three-week plans • Commit to support for teachers to plan and implement differentiated instruction

3. Differentiated Instruction • Planning instruction based on what data reveal about individual needs • Review previously taught items, or even items from previous years • Extend instruction to concepts not yet covered or apply it in new contexts • Tier 2 Instruction -- during the reading block -- designed to reduce the need for intensive intervention and to include the needs of our strongest readers

4. Back in School . . . Create a complete plan for three weeks of differentiated instruction in a kindergarten or first grade Model or co-teach to see your plan in action Bring back differentiation lessons to share

5. Florida RF Considered this Topic • Outcomes in the first two years were weak • Observations indicated that teachers were using a “guided reading” model to work with small groups • Choose a text that is at instructional level • Introduce it • Support children while they read and discuss it

6. Guided Reading doesn’t work for all! • Some children need more targeted skills work • Some children need more attention to letter names, letter sounds, and phonemic awareness • Leveled texts don’t always target phonemic decoding

7. Guided Reading Children in this group need continued work with fluency and comprehension. Skills-Focused lesson Children in this group need additional work with phonemic awareness and word recognition Two Possible Lesson Formats Read all about it in Florida! http://www.fcrr.org/ Differentiated Reading Instruction: Small-group Alternative Lesson Formats

8. How can we include differentiated instruction when we are using a core program? The core provides a scope and sequence and many resources. It cannot, however, anticipate the needs of all children. Some have skills behind what the core demands; some are ahead.

9. Ways to Differentiate • Use core-specific or informal assessments to determine individual needs • Use activities or materials provided in your core program to meet individual needs • Use research-based strategies, either with core materials or additional materials, to address individual needs; consult with your coach and with your grade-level team to design instruction together

10. Some GARF Assumptions • We approach Reading First by using the Cognitive Model to guide our thinking about contributors to reading comprehension • Our data indicate that students in the same classroom have diverse needs • We strive for all children to have targeted, needs-based instruction during the GARF block • We encourage the use of informal phonics and spelling assessments to guide our instruction

11. Our architects have worked out a plan for differentiated instruction that is reasonable for teachers in GARF.

12. Step One: Gather your resources • Find and examine the scope and sequence of instruction in your core and supplementary materials for phonics skills, high-frequency words, oral vocabulary, and comprehension strategies. • Locate and organize any informal achievement or placement tests that are associated with your materials. • Locate and organize any informal assessments provided in the professional books that your grade level is reading.

13. Step Two: Consider your children’s needs • Review the most recent grade-level data and determine whether additional informal data are needed. • Choose two areas to target for differentiation in a given session (e.g., phonemic awareness and phonics, phonics and fluency, fluency and comprehension, comprehension and vocabulary). • Choose differentiation strategies in those areas. • Gather or make materials for three weeks’ needs-based instruction.

14. Step Three: Try it out! • Pilot your plan for three weeks. • Gather to evaluate and fine-tune, considering the changing needs of children and teachers.

15. Coaches’ Corner Has anyone had an especially positive experience integrating differentiated instruction into the core plan? What were your secrets?

16. Walpole, S., & McKenna, M.C. (2007). Differentiated reading instruction: Strategies for the primary grades. New York: Guilford Press. We will use a jigsaw format to read and discuss the chapters on differentiated instruction for kindergarten and first grade.

17. Jigsaw Plan Organize into groups of four • 2 to read about kindergarten (Chapter 8) • 2 to read about first grade (Chapter 9) After you’ve read the chapter, please use the graphic organizer to take notes in these areas: • Organization of Time, Materials and Activities • Assessments for Placement and Monitoring • Focus and Planning for Differentiated Instruction

18. Now Share Across K and 1 Within each group, discuss common trends across grades and also individual characteristics that vary by grade level. Synthesize your understanding and consider changes that you might make in your school.

19. Back in School . . . Create a complete plan for three weeks of differentiated instruction in a kindergarten or first grade Model or co-teach to see your plan in action Bring back differentiation lessons to share with us

20. References Walpole, S., & McKenna, M.C. (2007). Differentiated reading instruction: Strategies for the primary grades. New York: Guilford Press. Kosanovich, M., Ladinsky, K., & Torgesen, J. (no date). Differentiated reading instruction: Small group alternative lesson formats for all students. Retrieved January 26, 2007, from http://www.fcrr.org