A. Classroom structures and routines that allow OPPORTUNITY to differentiate

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A. Classroom structures and routines that allow
OPPORTUNITY to differentiate

• Reading Workshop
• Minilessons meet needs of whole group
• Guided reading work with the needs of small
  groups
• Independent reading management system to be able
  to do differentiated instruction
• Writing Workshop
• Minilessons address needs of whole group
• Conferencing/guided writing fit the needs of
  individuals or small groups
• Independent writing management system to be able
  to do differentiated instruction

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Five Strategies to use

• Clear learning intentions
• Telling students where were headed
• Questioning
• Knowing how and when to ask the right question
• Feedback
• Power of our words to move students forward
• Feedforeward (Frontloading) and Feedback
• Self-assessment
• Having students reflect on their learning and
  achievement
• Peer-assessment
• Helping students to help each other

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Gradual Release

• Quick write Describe ( in bulleted steps) the
  process in which you were the teacher to help
  someone do one of the following
• Learning how to ride a bike
• Leaning how to tie shoes
• Learning how to drive
• Learning to be potty trained

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Discuss to see if any of the following were
present

• Clear learning target given up front
• Demonstration or modeling
• Guided practice with feedback
• Shift of independence from you to the learner

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Clear learning intentions

• Share clearly articulated learning goals with
  students at the beginning of a unit.
• Connect to previous future learning
• Allow students to ask clarifying questions
• Begin goals with I can I know... etc.
• Have students state what they think the
  attainment of the goal will look like
• Post the goals and refer to them throughout the
  unit

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What does this mean?

• Take a state standard
• Analyze what all is being asked within this
  indicator statement
• Break the task downwhat do children need to know
  over time
• Put the indicator into kid friendly language
• Plan out how you would gradually release the
  concept to students over a few days

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• Ohio Indicator
• WA-4-1 Write narratives that sequence events,
  including descriptive details and vivid language
  to develop plot, characters and setting and to
  establish a point of view.

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Learning Target

• We are learning to
• write in first or third person point of view.
• We are looking for
• a story that is told consistently by a character
  (first person) or a narrator (third person).

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Day 1

• Point of view describes who is telling a
  narrative story. Most narrative is written in
  either first person or third person point of
  view.
• If a character in the story is telling the story,
  it is called First Person Point of View.
• If a narrator is describing what happens to
  characters, it is called Third Person Point of
  View.

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• Little Red Riding Hood Examples
• I ran ahead to Grandmas house and locked her in
  the closet.
• The wolf decided to run ahead to Grandmas house
  and lock her in the closet.

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Yippee! I cried, Todays my birthday. I had
waited a long time to turn 10. I knew what my
math teacher would say as soon as I walked into
class. She would say, Happy birthday and welcome
to double-digit land! I hope youre here for 89
years. I could not wait happy birthday to me.

• Freddy heard his mother calling, Freddy, come
  home! Its time for you to fly. Freddy shrank
  deeper into the shadows, willing his mother to
  give up. Freddy was a bat and knew that he
  should be looking forward to his first flight but
  he was not. He was scared to death.

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• Day 2
• It was the first of April, and even though I
  was on my way to school, I was so happy that I
  felt like skipping. My mom and dad had just told
  me the night before that we would be going on an
  ocean cruise at the end of the school year. I had
  always dreamed of going on one of those big
  boats, but this was going to be something even
  more special. We were going on a sailing boat
  into the ocean off the coast of Alaska!

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Sarah walked nervously down the hallway. Would the kids be nice? Sarah had not wanted to leave Washington Elementary. She knew that her dads new job was good for her family but she missed her friends and school. Relax, Sarah told herself. She tried to feel confident but knew she was failing miserably. It was loud and exciting at the carnival. David was riding the big kid rides for the first time. He had hardly been able to sleep last night. He had worried that he might not have grown enough over the winter. He had not really relaxed until the ride operator had measured him with his stick. Youre in, the main had muttered.
I swallowed hard and tried to concentrate. I was sure that if I tried hard enough, I would be able to remember my locker combination. My mom had advised me to write the numbers down, but I had been sure that I could remember them. Was it 24-5-19 or 24-9-15? I remember learning how to ride a bike. My dad and mom were outside helping me. Maybe training wheels werent so bad after all, I thought to myself. I started pedaling and found myself going faster and faster. Let go! I cried, No, wait! But it was too late.
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Day 3 On whiteboard

• Title
• 1st or 3rd person point of view
• How you know clues

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Try it on

• I finally had the keys in my hand as I slid into
  the drivers seat for the first time.
• Sues dad handed her the keys to the family car
  for the first time and took a deep breath.

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Think of a common experience from school

• Write one sentence in first person point of view
• Write one sentence in third person point of view

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Monday Tuesday Wednesday Thursday Friday
Learning Target We are learning to Write in first or third person point of view. (I can write in first or third person point of view.) We are looking for A story that is told consistently by a character (first person) or a narrator (third person) We are learning to We are looking for We are learning to We are looking for We are learning to We are looking for We are learning to We are looking for
Explicit InstructionHow am I showing the students how this works Little Red Riding Hood examples When the wolf is the character telling the story it would be in first person point of view and sound like this I ran ahead to Grandmas house and locked her in the closet. When a narrator tells the story it would be third person point of view and it sounds like this The wolf decided to run ahead to Grandmas house and lock her in the closet. Restate definition of first and third person point of view Attachment B Text on overheadThink AloudThe writer used words to help us identify the point of view of the story. Writing Point of View Sentences about personal experience Teacher models writing sentences First person point of view I finally had the keys in my hand as I slid into the drivers seat for the first time. Third person point of view Sues dad handed her the keys to the family car for the first time and took a deep breath.
Guided Practice Examples from Attachment A on overhead 1 Freddy 2 Yippee Examples Teacher reads example, students turn and talk to a partner to identify which example is first and third person. Examples from Attachment AStudent sheets Students working with a partner identify first or third person point of view for each passage and circle the clues. Picture books for each student tableexamples of first and third person point of view White board Book title Key words that show point of view Describe why this shows either first or third person point of view Students write in their journalchoose a personal experience and write a sentence from first point of viewwrite a sentence from third person point of view about the same experience
Real-time evidence of students progress Observe partner groups Observe white boards Observe student writing
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• WA-2-2 Write responses to stories by comparing
  text to other texts, or to people or events in
  their own lives.

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Learning Target

• We are learning to
• compare and contrast information in a text with
  what I know and have experienced.
• We are looking for
• responses that tell whether the information in
  the text is the same or different from what I
  know and have experienced.

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Learning Target

• We are learning to
• write responses to stories that show how we
  compare to characters.
• We are looking for
• responses that name ways we are the same or
  different than a character.

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Day 1

• When we compare characters we can look at three
  particular areas to focus our thinking
• How they look
• How they feel
• What they do
• There are other things we COULD compare, but for
  now we are only going to focus on these three
  things.

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Same S Different D If different, how?









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Same S Different D If different, how?
boy
young

proud
frustrated

loves art
started school
art 1 time a week
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Same S Different D If different, how?
boy S
young D

proud of his art S
frustrated about crayons D
disappointed S
loves art S
had to use certain crayons D
art 1 time a week S
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Day 2 Comparing

• When we are writing to compare how things are
  alike, there are signal words that help the
  reader know this
• and
• both
• also
• too

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Same S Different D If different, how?
boy S
young D

proud of his art S
frustrated about crayons D
disappointed S
loves art S
had to use certain crayons D
art 1 time a week S
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• Tommie and I both love art.
• Tommie loves art and I do, too.
• Tommie loves art and so do I.
• Tommie loved art and I also love art.

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Day 3 Contrasting

• When we are writing to contrast how things are
  different, there are different signal words that
  help the reader know this. We must be careful to
  name the difference.
• but

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Same S Different D If different, how?
boy S
young D

proud of his art S
frustrated about crayons D
disappointed S
loves art S
had to use certain crayons D
art 1 time a week S
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• Joe likes vanilla best but I like chocolate best.
• Joe likes baseball but I dont like baseball.
• Tommie could only use certain crayons when he was
  in school but I could use as many different ones
  as I wanted.

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Day 4

• You try it

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Monday Tuesday Wednesday Thursday Friday
Learning Target We are learning to We are looking for We are learning to We are looking for We are learning to We are looking for We are learning to We are looking for We are learning to We are looking for
Explicit InstructionHow am I showing the students how this works
Guided Practice
Real-time evidence of students progress
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Task

• Join up in grade level groups in designated areas
• Review state standard provided
• Define What does this indicator mean for our
  children?
• What would be a learning target statement?
• How might you break the concept up over time?
• Be ready to articulate your product AND process

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Feedback
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FEEDBACK

• To be effective, feedback needs to cause
  thinking. Grades dont do that. Scores dont do
  that. Comments like good job dont do that.
• What does do that is a comment that addresses
  what the student needs to do to improve.
• ---Leahy, Lyon, Thompson, Wiliam

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Feedback

• Must be specific, not general
• Must cause thinking that leads to improvement
• Must identify the gap AND provide a way to make
  it better
• Must allow the student time and the chance to act
  on it
• To maximize potential, it should be linked to
  current learning whenever possible
• Often give feedback on something other than what
  we are focused on in instruction
• Ex Practice writing an introduction that
  includes a hook we have studied Jimmy you need
  to write neatly

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Feedback

• In order to have clear feedback, we need a clear
  learning target that can be referenced easily or
  the feedback becomes overwhelming.

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Research on Feedback

• Descriptive feedback can focus on strengths or
  weaknesses but is most effective when it points
  out strengths in the work as well as areas
  needing improvement.
• Narrow your comments to the specific knowledge
  and skills emphasized in the current assignment
  and pay attention to how much feedback learners
  can act upon at one time.
• Dont worry that students will be harmed if you
  dont point out all of their problems. Identify
  as many issues as students can successfully act
  on at one time, independently, and then figure
  out what to teach next based upon the other
  problems in their work.
• Richard Stiggins, 2004

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INSERT STRATEGY

• Read passage
• ? know this information agree
• ? question this information and wonder about
• ! surprising info, new info, or more insight
  about info
• ? most important info for you to hold for
  discussion

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1st Grade Example
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Learning Target G 1 Reminder Prompt Scaffolded Prompt Example Prompt
Add descriptive words and details. Add more details to describe the pizza. Use the magic of three to add more description. Add more information about what cheese and pepperoni do to make you healthy.
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Learning Target G 1 Reminder Prompt Scaffolded Prompt Example Prompt
Add descriptive words and details. Add more details to describe the pizza. Use the magic of three to add more description. Add more information about what cheese and pepperoni do to make you healthy. Could you tell more about the taste or smells of the pizza? Could you use a repeated line such as Yummy, yummy, yummy. into your writing? Could you tell what cheese or pepperoni compares to? Cheese is like
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Learning Target G 1 Reminder Prompt Scaffolded Prompt Example Prompt
Add descriptive words and details. Add more details to describe the pizza. Use the magic of three to add more description. Add more information about what cheese and pepperoni do to make you healthy. Could you tell more about the taste or smells of the pizza? Could you use a repeated line such as Yummy, yummy, yummy. into your writing? Could you tell what cheese or pepperoni compares to? Cheese is like Choose one of these sentences (or think of your own) to add more details It has melty, yummy cheese and thats healthy. The pepperonis are small and round, like sausages. Cheese makes your bones stronger. Pepperoni makes your muscles grow.
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2nd Grade Example
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Learning Target G 2 Reminder Prompt Scaffolded Prompt Example Prompt
Add descriptive words and details and delete extraneous information. Add more details about the setting. Add more details about the characters.
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Learning Target G 2 Reminder Prompt Scaffolded Prompt Example Prompt
Add descriptive words and details and delete extraneous information. Add more details about the setting. Add more details about the characters. Could you tell why you were in Chicago?   What was the store like?   How did Wendy feel when she entered the store?     What are the characters like?
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Learning Target G 2 Reminder Prompt Scaffolded Prompt Example Prompt
Add descriptive words and details and delete extraneous information. Add more details about the setting. Add more details about the characters. Could you tell why you were in Chicago?   What was the store like?   How did Wendy feel when she entered the store?     What are the characters like? Add one of these sentences or your own   Wendy and her family were in Chicago for a long weekend.   Wendy, Katie and their mom were walking down the street in Chicago when they saw the American Girls Store.
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Learning Target G 2 Reminder Prompt Scaffolded Prompt Example Prompt
Add descriptive words and details and delete extraneous information. Tell more details at the ending part.
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Learning Target G 2 Reminder Prompt Scaffolded Prompt Example Prompt
Add descriptive words and details and delete extraneous information. Tell more details at the ending part. Could you show how Wendy felt at the end by something she says or does?   Do they make it to the airport on time?
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Learning Target G 2 Reminder Prompt Scaffolded Prompt Example Prompt
Add descriptive words and details and delete extraneous information. Tell more details at the ending part. Could you show how Wendy felt at the end by something she says or does?   Do they make it to the airport on time? Add one of these or your own Wendy was so happy she   Wendy felt __________ and __________ about getting her new doll.
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3rd Grade Example
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Learning Target G 3 Reminder Prompt Scaffolded Prompt Example Prompt
Add descriptive words and details and delete extraneous information. Delete some of the details that dont add to the story.
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Learning Target G 3 Reminder Prompt Scaffolded Prompt Example Prompt
Add descriptive words and details and delete extraneous information. Delete some of the details that dont add to the story. Is it important to tell the reader what you got from the houses? Can you combine some details about what you got into categories such as candy and things for my pets?
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Learning Target G 3 Reminder Prompt Scaffolded Prompt Example Prompt
Add descriptive words and details and delete extraneous information. Delete some of the details that dont add to the story. Is it important to tell the reader what you got from the houses? Can you combine some details about what you got into categories such as candy and things for my pets? Try one of these sentences (or your own) to combine your details I got lots of different candy and a toy for my pets There were many other kids in costumes trick or treating.
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Learning Target G 3 Reminder Prompt Scaffolded Prompt Example Prompt
Add descriptive words and details and delete extraneous information. Add more detail about how you woke up.
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Learning Target G 3 Reminder Prompt Scaffolded Prompt Example Prompt
Add descriptive words and details and delete extraneous information. Add more detail about how you woke up. Is there something that could have woken you up? Could there be another character at the end to talk with you?
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Learning Target G 3 Reminder Prompt Scaffolded Prompt Example Prompt
Add descriptive words and details and delete extraneous information. Add more detail about how you woke up. Is there something that could have woken you up? Could there be another character at the end to talk with you? Try one of these sentences (or you own) to add more details about the waking up Just when the witch was about to grab me, I woke up Someone was pulling on my arm and suddenly I woke up and saw
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4th Grade Example
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Learning Target G 4 Reminder Prompt Scaffolded Prompt Example Prompt
Add descriptive words and details and delete extraneous information. Add more details at the beginning about the setting.
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Learning Target G 4 Reminder Prompt Scaffolded Prompt Example Prompt
Add descriptive words and details and delete extraneous information. Add more details at the beginning about the setting. Where were you at specifically to get your ears pierced?   What was the occasion for getting your ears pierced?
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Learning Target G 4 Reminder Prompt Scaffolded Prompt Example Prompt
Add descriptive words and details and delete extraneous information. Add more details at the beginning about the setting. Where were you at specifically to get your ears pierced?   What was the occasion for getting your ears pierced? Choose one of these details for your setting or one of your own   I, 2, 3 said the lady from the Claires with the earpiercing gun. We had driven all the way to the mall and waited in line at Claires but I when I saw the needle
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Learning Target G 4 Reminder Prompt Scaffolded Prompt Example Prompt
Add descriptive words and details and delete extraneous information. Add more details in the middle part.
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Learning Target G 4 Reminder Prompt Scaffolded Prompt Example Prompt
Add descriptive words and details and delete extraneous information. Add more details in the middle part. Could you tell how you had felt about the idea of getting them piercedsomething you wanted for a long time or just did one day?   Can you describe what you were afraid of most?   Can you use dialogue to show what you were afraid of?
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Learning Target G 4 Reminder Prompt Scaffolded Prompt Example Prompt
Add descriptive words and details and delete extraneous information. Add more details in the middle part. Could you tell how you had felt about the idea of getting them piercedsomething you wanted for a long time or just did one day?   Can you describe what you were afraid of most?   Can you use dialogue to show what you were afraid of? Choose one of these ideas or your own   I had wanted to get my ears pierced since I was five but I never had the courage b/c I thought it would hurt too much.   I thought getting my ears pierced would feel I was scared b/c _________ and _______.  
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• Add descriptive words and details and delete
  extraneous information.

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Learning Target G 4 Reminder Prompt Scaffolded Prompt Example Prompt
Add descriptive words and details and delete extraneous information. Add more details in the middle part. Could you tell how you had felt about the idea of getting them piercedsomething you wanted for a long time or just did one day?   Can you describe what you were afraid of most?   Can you use dialogue to show what you were afraid of? Choose one of these to show your fears or your own What are you so afraid of? asked Emily. I think it is going to _______ and ________. I asked the lady, Is this going to be painful?  
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Descriptive Feedback

• Highlighting to show simple successes is helpful
  and accentuates the positive first. (Feed
  forward)
• Feedback must be focused on most recent or most
  important teaching with that student/group.
• Too much feedback (on too many things) results in
  confusion.
•  

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• Students need an opportunity to act on the
  feedback.
• Feedback done differently IS differentiation.
• Useful in other content areas.

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• Opportunities for three levels of support used
  across all students
• lift lowest students toward standard
• stretches middle students toward higher
  achievement
• directs higher students to new possibilities,
  different thinking and new levels of excellence