Differentiated Instruction

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Differentiated Instruction

• Lakeview Elementary
• July 27, 2006

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Agenda

• What is Differentiated Instruction?
• Implementation within the Reading Block
• Guided Reading
• How to Get Started?
• Developing a Differentiated Activity

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Differentiated Instruction is

• a deliberate, organized, yet flexible way of
  proactively adjusting teaching and learning to
  meet children where they are and help them to
  achieve maximum growth as learners.

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Goal of Differentiated Instruction

• Maximum growth from a students current learning
  position.
• It is a blend of whole-class, small flexible
  groups, and individual instruction.
• It is marked by a repeated rhythm of whole-class
  instruction, review, and sharing, followed by
  opportunity for individual or small group
  instruction, practice, extension, and production.

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Teachers in Differentiated Classes

• Begin where the students are as determined by
  assessments.
• Accept and build upon the premise that learners
  differ in important ways and that varied rates of
  instruction along with varied degrees of
  complexity must be used.
• Call upon a range of instructional
  scientifically-based reading research strategies
  (Tomlinson, 1999).

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Model for Student Success
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Teacher Support Child Control
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What should the Language Arts and Reading Block
Include?
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The Language Arts and Reading Instructional Block
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Possibilities forDifferentiating Instruction
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Guided Reading

• Differentiated instructional grouping of students
  based on their needs, ability, and/or interest
• Small groups (3-8 students)
• Groups change based on assessment and observation
• Allows students to apply the skills and
  strategies from the anthology lessons in text
  they can read (at their instructional/independent
  level).
• Books become increasingly more challenging as the
  student progresses and is able to apply skills
  and strategies independently.
• Supports the readers development of Good Reader
  Strategies
• Allows the learner to problem solve during
  reading
• Develops comprehension and fluency at the
  readers instructional level
• ULTIMATE GOAL Children read INDEPENDENTLY and
  SILENTLY

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Materials Available

• Grades K-2
• On My Way Practice Readers
• Little Readers
• Houghton Mifflin theme paperbacks
• Houghton Mifflin Phonics Library (if not
  previously used with instruction in the CORE
  block)
• A.L.L. Library Books
• Previous series leveled books
• ANY LEVELED BOOKS

• Grades 3-5
• Houghton Mifflin theme paperbacks
• Houghton Mifflin Phonics Readers (if not
  previously used with instruction in the CORE
  block)
• A.L.L. Library Books
• Previous series leveled books
• ANY LEVELED BOOKS

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Outcomes of Guided Reading

• Students will develop comprehension and fluency
  as they process a variety of increasingly
  challenging texts at their instructional level.
  As a result, students will be able to
• Connect prior knowledge to text
• Expand vocabulary
• Problem solve strategically
• Predict and adjust predictions accordingly while
  reading
• Read for meaning
• Apply strategies to different genre and text
  structures
• Read increasingly challenging text fluently and
  with comprehension

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Guided Reading Groups

• Groups are determined by Informal and Formal
  assessments.

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How is Guided Reading Taught?

• Students are grouped according to their
  instructional level.
• Students are accurately matched to text.
• Groups meet regularly for approximately 20
  minutes.
• Least proficient are seen daily.
• Teachers model good reader strategies and provide
  mini-lessons as needed.
• Learners transfer and apply strategies to the
  text during the two day cycle as they read
  independently.
• As students progress they are moved to higher
  levels.

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The Three Reading Cueing SystemsAdapted from
Fountas Pinnell
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Meaning Semantic Cue System

• Does it make sense?
• What happened in the story when...?
• What do you think it might be?
• Can you re-read this?
• Look at the pictures
• Lets review. What is happening now?

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Structure Syntactic Cue System

• Does it sound right?
• Can you re-read that?
• Can you say it another way?
• Do you know any part of that word?
• What other word might fit here?

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Visual Graphophonic Cue System

• Does it look right?
• What would you expect to see at the
  beginning/middle/end?
• What can you do to figure this out?
• Point to the word
• Did that match?
• What sound/letter does it start with?
• Can you find.?

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Supporting FluencyHow does your reading sound?

• Read your words so it sounds like you are
  talking.
• Make your voice show the authors meaning.
• Read it like this (model phrases).
• Make it sound like the characters are talking.
• Make your voice go down when you see the period.
• Get excited when you see the exclamation point.

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Good Reader Strategies
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Primary Guided ReadingLesson Plan Framework
(15-20 Minutes)
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Intermediate Guided ReadingLesson Plan Framework
(15-20 Minutes)
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Skills-Based Strategies

• When considering skill building activities during
  teacher led groups
• Teacher must model and explain systematically and
  explicitly
• Provide guided practice through direct
  interaction with students using prompts and
  immediate feedback
• Scaffold instruction that the student can
  synthesize and apply with teacher guidance

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Skills to Support the Big 5

• Phonological Awareness
• Rhyme
• Alliteration
• Sentence segmentation
• Syllables
• Onset and Rime
• Phonemes
• Phonics
• Letter recognition
• Letter-sound correspondence
• Onset and Rime
• Word Study
• Syllable patterns
• Morpheme structures
• Fluency
• Letter recognition
• Letter-Sound correspondence
• High Frequency words
• Oral Reading

• Vocabulary
• Word Identification/ Words in Context
• Words that Describe/Word Meaning
• Word categorization/Word Knowledge
• Word Structure/Word Analysis
• Comprehension
• Sentence Structure and Meaning
• Story Structure
• Monitoring for Meaning
• Main Idea/ Summarizing

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Crosswalk of Skill-Based Strategies
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Tailored Center Activities

• Addresses students reading deficiency according
  to the formal assessments
• Invites students to independently transfer/apply
  strategies previously taught and modeled
• Allows students to manipulate language in both
  oral and written form
• Engages the students to learn through cooperative
  grouping
• Provides open-ended activities for students that
  stress skill rather than product

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How to Get Started?

• Develop Guided Reading Groups (DIBELS)
• Classroom Management
• Gather Materials Resources
• Designate Areas in the Classroom
• Teach, Model, Monitor

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Dynamic Indicators of Early Literacy Skills
(DIBELS)

• Letter Naming Fluency (K-1)
• Predictor of later reading skills, taps into
  letter knowledge and rapid naming ability.
• Initial Sound Fluency (K)
• Taps into emerging phonological awareness with
  beginning sound identification tasks.

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Dynamic Indicators of Early Literacy Skills
(DIBELS)

• Phoneme Segmentation Fluency (K-1)
• Measures a childs skills in breaking short words
  into individual phonemes, or sounds.
• Nonsense Word Fluency (K-2)
• Taps into alphabetic principle skills by
  measuring letter-sound correspondence skills as
  well as decoding skills.

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Dynamic Indicators of Early Literacy Skills
(DIBELS)

• Oral Reading Fluency (1-5)
• Measures a students accuracy and speed with
  connected text.

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Reading a DIBELS Report

• First Column
• Red Students in need of immediate intensive
  intervention
• Yellow Students in need of additional support
• Green Current reading instruction is meeting the
  needs of the student.

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Reading a DIBELS Report

• Next Three Columns
• Red High Risk (HR)
• Yellow Moderate Risk (MR)
• Green Low Risk (LR)
• Blue Skills that are at or above the 60th
  percentile (AA)
• These columns are critical in forming groups and
  selecting activities to meet students needs.

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Getting Guided Reading Started

• Classroom Management
• Rules Consequences
• Daily Independent work related to reading and
  writing
• Centers-Listening, Independent Reading, Fluency
  Practice, Making Words, Writing to Respond to
  literature, Technology, etc.
• Group charts
• All Necessary Materials
• Teachers Manual
• Guided Reading Lesson Plan from K-2 or 3-5
  Companion
• Books for each group
• Chart/dry erase board/blackboard for mini-lessons
• Strategy posters (Visible to all students)
• Writing tools e.g. paper, pencils, etc.
• Designate a quiet area where you can observe both
  your group and the others

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Guided Reading Groups Roster
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Differentiated Instructional Rotation
ModelGuided Reading / Skills Based / Tailored
Center Activities
TLCTeacher Led Center (skill based or guided
reading) IFCIndependent Fluency Center.
IWCIndependent Word Center. ILCIndependent
Library Center
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What to do with the others?During Guided Reading

• Engage as well as monitor the other students in
  meaningful literacy center activities that
• Establish accountability to encourage students to
  prevent practicing the same errors
• Provide opportunities to practice skills and
  strategies modeled during whole/small group
• Enhance and extend literacy experiences through
  tailored center activities and or supplementary
  materials that reinforce what was previously
  taught explicitly

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Establish Routines

• Routines are patterns of instruction or classroom
  activity that are used over and over again.
• The keys to implementing any classroom routine
  for management are
• Teach the routine to your class explicitly
• Practice the routine with your class
• Give feedback- What went well?What didnt go
  well?
• Revise and try the routine again

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Managing Student Centers in the Classroom

• Examples may be
• adjusted to meet the needs of a specific class
• rotations may be added
• rotations may be deleted
• the number of students or teacher groups may be
  modified

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Rotation Wheel Center Time

• Student names are placed in groups on the larger
  laminated circle.
• Clips may be moved as groups change.
• Use Velcro to place center icons on the smaller
  laminated circle.
• Turn wheel to rotate centers.

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Bulletin Board Center Time

• Student pictures are placed in groups using
  Velcro.
• Icons are placed on the right side denoting each
  rotation.
• Student pictures and icons may be moved when
  student groups or centers change.
• Move the red arrow to the right to rotate centers.

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Flip Board Center Time

• Teacher-led groups are placed vertically and
  student groups horizontally.
• Student names are written on Post-it notes so
  that they may be moved as needed.
• Letters represent centers and are written to the
  right side.
• Yellow poster board strips are flipped behind the
  white poster board to rotate centers.

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Pocket Chart Center Time

• Teacher-led groups are placed vertically and
  student groups horizontally.
• Icons are placed to the right denoting center
  rotations.
• The second set of icons is turned over to rotate
  student centers.
• Black arrows point student groups to centers.
• The red arrow points to students who are pulled
  to the teacher-led groups.

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Suggested Center Activities

• Library Center
• Books should include
• Teacher has read to the students
• Fit a theme teacher is using
• Variety of genre
• Appropriately leveled
• Center should be comfortable
• Pillows
• Beanbags
• Shelves (at students eye level)
• Easily accessible

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Suggested Center Activities

• Writing Center
• Stock with
• Various paper (sizes and colors)
• Crayons
• Markers
• Pencils
• Write reactions to stories
• Favorite characters
• Illustrations acceptable in kindergarten
• Favorite part

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Suggested Center Activities

• Writing Center (cont.)
• Match word and picture cards (acceptable for
  pre-primer readers)
• Sequencing
• Divide paper in 3 sections and have children
  write about what happened 1st, 2nd, or 3rd or
  beginning, middle, and end.

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Suggested Center Activities

• Letters and Sounds
• Young children learn by using concrete samples
• Label small boxes and fill them with objects
  beginning with the letter
• Place objects beginning with letter on table and
  have them write the letter and draw the objects
• Use clay to form letters
• Write letter and cover with something appropriate
  (e.g. cover S with salt or sand)
• Make ABC cards using index cards
• Cut pictures out of magazines that match letter

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Suggested Center Activities

• Art Center
• Clay to model characters from story
• Puppets make characters from story and role play
• Paper bag
• Paper plates
• Draw characters or setting of story

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Suggested Center Activities

• Technology Center
• Riverdeep (Destination Reading)
• SuccessMaker Enterprise
• Accelerated Reader
• Get Set to Read (Houghton Mifflin)

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Suggested Center Activities

• Comprehension Center
• Story Structure
• Graphic Organizers
• CRISS
• Reading First Binders
• Summarizing
• Graphic Organizers
• CRISS
• Reading First Binders

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Classroom Environment
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Materials for Guided Reading

• Good Readers Poster and Bookmarks
• Chalkboards or White Marker Boards
• Appropriate text at students instructional level
• Variety of genre
• Leveled readers
• Classroom Management System
• Display boards, charts, posters
• Independent activities from Houghton Mifflin
• Accountability System
• Notebook or Clipboard

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Other Available Resources

• Handbook For English Language Learners
• Extra Support Handbook
• Challenge Handbook
• Teachers Resource Black-line Masters (Reading
  Cards)
• Support for FCAT Reading Writing
• Classroom Management Handbook

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Other Available Resources
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Online Resources

• Florida Center for Reading Research (FCRR)
• http//www.fcrr.org
• Reading A-Z
• http//www.readinga-z.com/newfiles/leveledreaders.
  html
• Using Literacy Centers with Guided Reading
• http//www.msrossbec.com/literacy_index.html

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Questions