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DIFFERENTIATING READING INSTRUCTION

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Title: DIFFERENTIATING READING INSTRUCTION


1
DIFFERENTIATINGREADING INSTRUCTION
  • A Workshop By
  • Laura Robb

2
THE FIVE CORNERSTONES OF DIFFERENTIATING READING
INSTRUCTION
  1. READ ALOUD TO MODEL HOW YOU APPLY READING
    STRATEGIES AND JOURNAL WORK.
  2. STUDENTS READ AT THEIR INSTRUCTIONAL LEVEL

3
THE FIVE CORNERSTONES OF DIFFERENTIATING READING
INSTRUCTION
  • INDEPENDENT READING AT STUDENTS RECREATIONAL
    LEVEL 30 TO 40 BOOKS A YEAR.
  • JOURNAL WRITING THAT IMPROVES COMPREHENSION
    BEFORE, DURING, AND AFTER READING.
  • PERFORMANCE-BASED ASSESSMENTS HELP YOU PLAN
    INSTRUCTION AND INTERVENTIONS.

4
Teacher Preparation
  • Choose a theme (change makers), issue
    (justice/injustice), or genre (biography).
  • Decide on the length of the unit of study 4 to 7
    weeks.
  • Think about how many instructional
    books/biographies students will read during the
    short story unit of study.
  • Choose 1 or 2 reading strategies to work on
    during the unit of study.
  • Create 1 to 2 journal entries based on the
    reading strategies.
  • Include lessons on using context clues to figure
    out unfamiliar vocabulary.
  • Decide on read-aloud texts. The read-aloud will
    be your common text. Its a great way to develop
    students listening skills and the ideal text for
    you to think aloud and model.

5
Teacher Preparation
  • Collect short biographies from your school and
    class library, from magazines, and from the
    Internet. These should meet the instructional
    levels of your students. To give students
    choice, gather more materials than you have
    students in your class.
  • Decide on assessments journal work responses to
    open ended questions on biographies illustrated
    timelines bookmarks conferences with teachers.
  • Show how you complete a journal entry on chart
    paper using the read aloud. Ask students to
    collaborate with you on composing an entry before
    moving them to independence.

6
Teacher Preparation
  • Negotiate with students the number of free choice
    books at their recreational reading levels
    theyll read during the unit of study. One free
    choice book could be a biography the rest will
    be free choice and listed on a book log.
  • Discover what students know about biography and
    with them create a list of open-ended discussion
    questions

7
Sample Instructional Reading Block
  • Warm up activity
  • Teacher Read Aloud
  • Reading/Vocabulary Strategy Lesson, Guided
    Practice, Teaching Read Aloud or Model a Journal
    Entry
  • Silent Reading of Instructional Level Book
    during this time the teacher holds one-on-one
    conferences with students apply a reading
    strategy retell a part of text draw conclusions
    about the person cause/effect/infer (3 times a
    week). Groups discuss after they complete 1/3 of
    their books.
  • Practice Read books of students choice
  • Journal work on other 2 days writing to improve
    reading comprehension and to build vocabulary
  • Homework Independent Recreational Level Reading
    20 30 minutes a night.

8
ESTABLISHING ROUTINES BEFORE INTRODUCING
DIFFERENTIATED READING INSTRUCTION
  • Before you introduce students to differentiated
    instruction you need to complete some planning
    and establish routines. Not doing this can
    derail group work and whole class instructional
    workshop.
  • While you introduce routines and get to know your
    students, students will be completing independent
    reading, assessments, and journal work based on
    your read aloud texts and modeling.
  • You will need three to four weeks to establish
    routines with students.

9
Teachers Role
  • Create your Big Picture Plans and gather
    materials.
  • Give students their journals and explain how to
    use these practice collaborative responses with
    your read-aloud text.
  • Use your read-aloud as a common teaching text.
    Heres what youll be modeling
  • applying reading responses for first unit of
    study
  • showing how journal responses work
  • With students, develop behaviour guidelines and
    ways to access help when you are working with one
    or more students.
  • Explain independent reading program, book logs,
    contracts, all requirements (see section on
    classroom libraries).

10
Teachers Role
  • Get to know your students with reading surveys,
    interest inventories, conferences, questions
    about reading, etc.
  • Create student literacy folders to store these
    assessments and any others.
  • Adapt instruction to your time frames and
    schedules.

Students Roles
  • Develop behaviour guidelines with teacher.
  • Use class time well.
  • Complete independent reading.
  • Ask questions to clarify understandings.
  • Follow Needs Help guidelines.
  • Respond honestly on surveys and inventories.

11
BIG PICTURE PLANS
  • UNIT OF STUDY TOPIC, GENRE, ISSUE, THEME
  • TIME FRAME
  • GOALS PURPOSES OF STUDY
  • STUDENTS MATERIALS
  • TEACHER READ ALOUD TEXTS

12
  • ONE TO TWO READING STRATEGIES
  • REVIEW A STRATEGY?
  • JOURNAL ENTRIES AND/OR WRITING
  • ASSESSMENTS

13
Prompts and Questions For Discussing Any
Biography
  • Sets of questions like the ones below enable you
    to have each student read a biography at his or
    her instructional level, yet discuss key points
    with a partner or small group or with you using
    these questions. Always have students use
    specific details from their book to support
    responses to questions that follow.
  • Management Tips You can write the list of
    questions on large chart paper and ask students
    to choose one or two to discuss and/or write
    about in their journals. I like to write each
    question on a small index card and create several
    decks to reuse. I give each group a deck and
    have the group members choose one or two
    questions. Or, you can select questions for
    individuals or groups to discuss and write about.

14
Biography Questions
  • Discuss two to three important accomplishments
    this person made. Explain why you believe each
    one is important.
  • Do you feel the persons accomplishments were
    positive or negative? Explain.
  • Did others who lived during this time view this
    persons accomplishments in a different way from
    the authors view? From your view? Explain.
  • Can you find details that show the times this
    person lived in? What did you learn about this
    historical time or period?
  • Can you find two to three obstacles this person
    had to overcome? Explain what it took to
    overcome each one.
  • What persons and/or events influenced the
    persons life? Explain how each person or event
    affected decisions, education, and/or courses of
    action.
  • Did education change this person? Explain how.

15
Biography Questions
  • Can you connect with any family or friendship
    relationship that this person had? Explain the
    connections for each point you raise and discuss.
  • What do you most admire/not admire about this
    persons contributions? About their personality?
    Explain.
  • Are this persons accomplishments still affecting
    our lives?
  • What personal connections did you make between
    your life and the persons life?
  • What failures did this person meet? How did
    he/she overcome these?
  • What flaws and weakness in this persons
    character did you notice? Did they change?
    Explain how.
  • In addition to having these open-ended
    questions handy, I also prepare, for students, a
    sheet of guidelines that include due dates for
    completing books and projects, the amount of
    required instructional reading, and suggestions
    for independent reading.

16
Guidelines for Students
  • It is important to note that I dont ask
    students to do more work on extra books they
    read. I dont want them to feel Im punishing
    them for reading additional books or magazines.
    I always encourage reading beyond the minimum. I
    find this is doable for students as long as
    theres plenty of time in class to read and your
    basic homework is reading 25 to 30 minutes a
    night.
  • Note that I make adjustments for students who
    struggle with writing about reading. When
    students read silently in class, I confer with
    those who need extra support for journal work and
    organizing their book talks. Again, remember to
    model how you plan and complete journal entries
    and plan and present an oral book talk using your
    read aloud text.

17
Guidelines for Students
  • Once Ive posted open-ended genre questions on
    chart paper and before I pass out the guideline
    sheet to students, I take some class time to
    organize reading partners for the unit of study.
    Partners change from unit to unit, and I pair
    students who can support one another, so partners
    are at or near the same instructional reading
    levels. I am the partner for struggling
    students, those reading three or more years below
    grade level. My goal is to scaffold certain
    tasks, like explaining the structural elements of
    biography, so that they experience success,
    absorb the information, and gradually become
    independent.

18
Guidelines for Students
  • This is the ideal time to review terms such as
    instructional reading level and recreational
    reading level.
  • Make sure you point out that instructional
    reading stretches their thinking and challenges
    them, for the goal is progress and improvement.
    Recreational reading is for independent practice
    and should be easy, enjoyable, and on topic that
    interests students. During this time, students
    apply what they learned during instructional
    reading to build their stamina, vocabulary, and
    fluency ( Anderson, Wilson Fielding , 1988
    Guthrie, Wigfield, Metsala, and Cox, 1999).

19
STRATEGY CAUSE/EFFECT/INFER
  • WHAT
  • Cause/effect is a relationship that starts with a
    cause-an action, event, problem, decision,
    interactions with others or words, from which
    results or effects occur.
  • WHY
  • This is a nonfiction text structure that you can
    also find in fiction. Its helpful to understand
    this relationship so you can better comprehend
    ideas.
  • WHEN
  • You find cause/effect in fiction and nonfiction
    texts.

Prepared by Laura Robb
20
STRATEGY CAUSE/EFFECT/INFER
  • HOW
  • Identify the cause an event, action, problem, or
    words.
  • Read on or around the cause statement to find
    effects or things that result from the cause.
  • Sometimes you can look at an effect as a cause.
    For example, if there is a huge snowfall and a
    car skids, the car skidding is the effect of the
    snowfall. The skidding car can become a cause if
    it bangs into a parked car and dents the side
    doors.
  • Categorize the cause and infer using
    cause/effects.

Prepared by Laura Robb
21
STRATEGY DRAWING CONCLUSIONS ABOUT A CHARACTER
  • WHAT
  • Using details in a text to figure out what a
    characters personality is like.
  • WHY
  • Enables you to pinpoint a characters personality
    traits and connect to that character.
  • Knowledge of personality traits helps you track
    changes and the cause of these changes in the
    character from beginning to middle to the end.
  • WHEN
  • With all fictional texts AND BIOGRAPHIES.

Prepared by Laura Robb
22
STRATEGY DRAWING CONCLUSIONS ABOUT A CHARACTER
  • HOW
  • Study what a character does and says, decisions
    made, interactions with others, and inner
    thoughts. Then use this information to figure
    out what personality traits you see.
  • Examples of personality traits are cautious,
    determined, courageous, helpful, shy, and
    outgoing.
  • Figure out how characters personality traits
    change from the beginning of a text to the end by
    exploring events, decisions, other characters,
    and interactions.

Prepared by Laura Robb
23
Questions to Ask
  • Fiction and Nonfiction
  • What is the author trying to tell you about the
    main character?
  • What does the author want you to know?
  • What is the big idea in this part?
  • What does the author mean?
  • Does what happened here make sense with what
    happened before?

24
Questions to Ask
  • Questions for stories
  • How do things look for this character now?
  • How does the author help you know that the
    character has changed?
  • How does the author make you feel about this
    character? Explain.
  • Why does the author have the character in a
    specific situation? What do you learn from this?
  • What big ideas is the author trying to help you
    understand?
  • Why does the author change the setting?

25
  • DOES YOUR CHARACTER CHANGE?
  • Title and Author________________________________
    __________________________
  • Character_______________________________________
    ________________________
  • Early Character Traits
    Causes of Changes Later
    Character Traits

26
  • What Does This Character Value?
  • Directions
  • Jot down notes under each heading.
  • Think-pair-share and discuss a characters
    values, then compare them with yours.
  • Title and Author__________________________________
    _________
  • Characters Name__________________________________
    ________

WHAT ARE THE VALUES? WHERE DO VALUES COME FROM?
LIST YOUR VALUES WHERE DID THESE VALUES COME FROM?
LIST THE CHARACTERS VALUES WHERE DID THESE VALUES COME FROM?
HERE ARE THE VALUES THE CHARACTER AND I SHARE
27
  • Construct a Trait and Goal Profile

THIS STRATEGY HELPS YOU gather information about
a person who made a difference to better
understand why this person achieved success.
  • Directions Complete the following items about a
    significant person youve read about. Use the
    back if you need more room.
  • --------------------------------------------------
    ------------------------------------------
  • Write the persons name
  • List two to four personality traits of this
    person
  • Explain this persons significance
  • List two goals this person had
  • This person achieved success because

28
Whats Your Take on a Characters Personality?
  • THIS STRATEGY HELPS YOU use what a character
    says, does, and thinks to draw conclusions about
    his or her personality.

Directions 1. Choose a character and write his
or her name below. 2. Under the name, list three
personality traits. 3. On the right-hand side
use, details from the book to show why you chose
each trait. 4. The box at right can help you
pick a character trait, or you may choose
your own.
Some Personality Traits determined bossy rash ne
rvous shy anxious confident popular supportive
risk-taking courageous dishonest helpful though
tful sneaky brave
Title and Author of Novel or Biography____________
______________________________ Character
Name______________________________________________
_______________
PERSONALITY TRAITS HOW DO YOU KNOW?
1. 2. 3. 1. 2. 3.
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