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Differentiated Instruction

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Word puzzles. Journalizing. Writing-to-learn. Metaphors. Story-telling. Cooperative learning ... X-word puzzles; Word finds; Jumbles. Patterns & Partnerships ... – PowerPoint PPT presentation

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Title: Differentiated Instruction


1
Differentiated Instruction
for English Language Arts
2
Part One Elements
What are some of the key structures of DI? What
do I already do and use? Handouts p. 1,2
3
Content. Process.. Product
(Assessment)
4
What does DI look like?
Content differentiation
5
What does DI look like?
  • Process Differentiation

6
What does DI look like?
Product or Assessment Differentiation
7
Differentiating Content
  • Begin with concepts and competencies
    (understandings and abilities)
  • Decide on acceptable evidence of learning
  • Decide on specific content

8
Why Differentiate Content?
9
Differentiating Process
  • Begin with concepts and competencies
  • Decide on acceptable evidence of learning
  • Offer different but appropriate modes of learning

10
Why Differentiate Process?
11
Ways to Differentiate Process
Learning Style Choices Visual, Auditory,
Kinesthetic, Social
Left Brain/ Right Brain preferences
Choices based on temperament Work alone, work
in a group, work holistically, work
step-by-step, etc.
12
DI for Assessment Showing Knowing
  • Begin with concepts and competencies
  • Decide on content
  • Decide on acceptable
  • different ways of evidencing learning

13
Ideas for Differentiating Process Assessment
For social learners
Cooperative learning Reciprocal learning Think,
pair, share Role play, creative
dramatics Interviews On-line communication Cartoon
s
14
Ideas for Differentiating Process Assessment
For technology-oriented learners
Web Quests On-line communication Power Point
Presentations
15
Ideas for Differentiating Process Assessment
For technology-oriented learners
Web Quests On-line communication Power Point
Presentations
16
Ideas for Differenting Process Assessment
For technology-oriented learners
Web Quests On-line communication Power Point
Presentations
17
Ideas for Differenting Process Assessment
For verbal-linguistic learners
Word puzzles Journalizing Writing-to-learn Metapho
rs Story-telling Cooperative learning Reciprocal
teaching Think-pair-share
18
Ideas for Differenting Process Assessment
For mathematical-spatial learners
Graphic organizers Puzzles, games Charts,
graphs Quantifying Technology
19
Depth and Complexity
Degrees of detail
Numbers of variables, aspects, factors
Amount of steps in a procedure
Summarize a story
Evaluate a story.
Analyze a story
20
Depth and Complexity
Degree of abstraction
Amount of prior knowledge and prior skill required
Amount of independence expected
Give several examples of two visual motifs in a
film Romeo and Juliet (1996)
Explain why there is a fire motif in R J
21
Principles of Durable Learning
We learn by integrating new information into the
existing schema of known information.
Language is the currency of learning in school.
We learn through multiple modalities.
22
Principles of Durable Learning
Memorization plays a role in learning, but
memorization is not learning. Understanding is
learning.
We learn through patterns, associations, and
clusters.
Emotions affect our ability to learn.
23
Concepts and Competencies(Understandings and
Abilities)What are the enduring understandings
for the content?
24
Planning for Differentiation
Concepts Content
Process, Product Competencies

One or more ways for students of varying
abilities and interests to access knowledge or
skill and to demonstrate knowledge or skill
This is the enduring understanding
and/or academic skill that you want all students
to have.
What students will be reading, seeing, or doing
to learn new Information or skills
is not differentiated
may be differentiated
may be differentiated
25
Enduring Understanding
In poetry and music, repetition establishes theme
and creates unity, emphasis, and rhythm.
What is appropriate content for this concept?
What is acceptable evidence of learning?
How can/ why should I differentiate for content,
process, or product?
26
Enduring Understanding
Vigorous writing is concise.
What is appropriate content for this concept?
What is acceptable evidence of learning?
How can/ why should I differentiate for content,
process, or product?
27
Enduring Understanding
In English, verbs operate systematically. All
verbs conform to a pattern, to some extent.
What is appropriate content for this concept?
What is acceptable evidence of learning?
How can/ why should I differentiate for content,
process, or product?
28
What is appropriate content? What is acceptable
evidence of learning?How can/ why should I
create a tri-leveled task?
I.
Gr. 8
EU Some information is indirectly communicated.
Content Any story
Level 1 Students read passage and using rules of
charades, act out 3 incidents from passage
including info not stated
Level 2 Students write a dialogue over implied
information and present it to the class
Level 3 Students read passage and write three
jokes or riddles over information not directly
stated.
29
What is appropriate content? What is acceptable
evidence of learning?How can/ why should I
create a tri-leveled task? II.
EU Summary beg, mid, end expressed concisely
Content
Level 1 Identify characters/ setting Write one
sent that is derived from each of the 3 parts
Level 2
Level 3
30
What is appropriate content? What is acceptable
evidence of learning?How can/ why should I
create a tri-leveled task? III.
EU
Content
Level 1
Level 2
Level 3
31
What is appropriate content? What is acceptable
evidence of learning?How can/ why should I
create a tri-leveled task? IV.
EU
Content
Level 1
Level 2
Level 3
32
What is appropriate content? What is acceptable
evidence of learning?How can/ why should I
create a tri-leveled task?
V.
EU
Content
Level 1
Level 2
Level 3
33
What is appropriate content? What is acceptable
evidence of learning?How can/ why should I
create a tri-leveled task? VI.
EU
Content
Level 1
Level 2
Level 3
34
What is appropriate content? What is acceptable
evidence of learning?How can/ why should I
create a tri-leveled task? VII.
EU
Content
Level 1
Level 2
Level 3
35
Example Tiered Tasks
Concepts Acceptable Evidence
Content Competencies
of Learning

I. Identify the words in the poem that have S
or soft g sounds. Use these words in a
description of a quiet scene. II. III. Replace 5
words in the poem with words of similar meaning
that have a B, D, or K sound and explain how the
effect of the poem changes.
The Road Not Taken
The sound of a poem contributes to its
meaning.
The Road Not Taken
36
Example Tiered Tasks
Concepts Acceptable Evidence
Competencies of
Learning
  • I. Identify the words in the poem that have S or
    soft g
  • sounds. Use these words in a description of a
    quiet scene.
  • II.
  • Replace the end rhymes with non-rhyming words
  • Explain the relationship between rhythm rhyme
  • 2. Identify the words in the poem that have soft
    sounds
  • 3. Set one stanza to two different tunes (or
    rhythms) and evaluate the difference
  • III. Replace 5 words in the poem with words of
  • similar meaning that have a B, D, or K sound and
    explain how the effect of the poem changes.
  • The sound of
  • a poem
  • contributes to
  • its meaning.
  • Meet the
  • objective?
  • 2. Is it
  • consistent?
  • 3. Is it
  • well-placed?

37
Identify the words in the poem that have S or
soft g sounds. Use these words in a description
of a quiet scene.
  • Scaffolding
  • Underline or hi-lite words that begin with S, SH,
    H
  • Does this have a soft sound?
  • Underline or hi-lite words with G and C
  • Say the words aloud with pairs note mouth
  • Audio tape
  • Distinguish between voiced and unvoiced sounds
  • Give models of voiced and unvoiced sounds
  • 7. Start looking at ends and midpoints of words
  • 8. Provide the target words

38
Differentiating Writing Tasks
More complexity
Less complexity
Evaluate Compare Contrast Recommend Persuade Dra
w conclusions Make generalizations
List Define Describe Identify Put in order Create
categories
Apply Illustrate Give examples of Summarize,
paraphrase, restate Analyze (take apart put
together)
39
1. A summary is a concise version of a story that
includes the beginning, middle and end. It also
mentions the setting and main characters.
2. Moments are meant to be exploded One moment
in time should be able to be developed into an
entire essay.
3. A complex sentence consists of (at least)one
independent and (at least) one dependent clause.
Interesting writing employs simple, compound,
and complex sentences.
4. A sentence consists of a subject and a
predicate A sentence tells you who or what?
and what about it?
5. Specific information is easier to find when
you know how the text is organized.
6. Conflict may be resolved through words and/or
appropriate actions that bring the elements of
conflict into agreement.
7. Some information is indirectly communicated
(implied).
8.The authors purpose and relationship to the
audience determine the authors language choices.
9. A work of literature may be understood in
terms of its plot (story) and its theme
(meaning). The author has many ways to convey
the theme.
40
What am I trying to teach my students that is
worth knowing????
A sentence consists of a subject and a predicate
A sentence tells you who or what? and what
about it?
Specific information is easier to find when you
know how the text is organized.
Conflict may be resolved through words and/or
appropriate actions that bring the elements of
conflict into agreement.
41
EUs continued
Some information is indirectly communicated
(implied).
The authors purpose and relationship to the
audience determine the authors language choices.
A work of literature may be understood in terms
of its plot (story) and its theme (meaning). The
author has many ways to convey the theme.
42
Example Favorite Subject Groups
Concepts Acceptable Evidence
Content Competencies
of Learning

The Odyssey
Readers can connect great literature to other
fields of learning.
Students form groups based on their favorite
subjects in school. Groups discuss how The
Odyssey relates their favorite
subject. Present to class.
The Odyssey
43
Example Blogging
Concepts Acceptable Evidence
Content Competencies
of Learning

Current event
In or out of school, a group of students
participates in an informal online conversation.
I want students to communicate socially and
informally in my subject area to work to work
through a problem.
Preventing terrorism
44
Example Hotlists, Virtual Scrapbooks, Virtual
Museums
Concepts Acceptable Evidence
Content Competencies
of Learning

Compile an annotated hotlist, virtual
scrapbook, or curated exhibit in a class
virtual museum that presents key images and
ideas that represent the Victorian
Age. www.filamentality.com
Charles Dickens expressed a time of great
disparity between the powerful and the
powerless.
Great Expectations
Great Expectations
45
  • Yesterday
  • What can DI look like? (scenarios of classes)
  • Fundamentals Content, Process, Product
    (assessment)
  • Enduring Understandings
  • Tiered Tasks
  • Unit Menus
  • Task verbs
  • Today
  • Review tiered tasks
  • Multiple texts in class books of choice
    fishbowl booktalks
  • Dialectical Journaling
  • Prescriptive Lessons writing
  • Internet Resources to support DI classoom
    websites that support DI
  • Vocabulary
  • Spelling
  • Planning Guide for DI

46
Part II Create or adapt a tiered task DI
Process, Product Handouts pp.
7,8 Processing Collegial Sharing
47
Part III Create or adapt a unit menu DI
Process, Product Handouts pp. 4,5,6 Processi
ng Collegial Sharing
48
Part IV Dialectical Journaling DI
Product Handout p. 9,10 Lesson Demo
49
Part V Books of Choice DI
Content Handout pp. 12-15 PPT Fishbowl
Book Talks PPT On Beyond Summary
50
Part VI Internet Resources for
DI www.filamentality.com Webquests
Hotlists Exploration of resources
51
Part VII. Classroom Websites and
DI www.henhudschools.org click on schools
click on Hendrick Hudson High Sch scroll down
to English department click on Mrs.
Barthelmes Exploration of resources
52
Part VIII. RxWrite Prescriptive Lessons for
writing skills www.amybenjamin.com Explorat
ion of resources
53
Part IX. DI for Vocabulary Development
54
Part X Creation of Choice Boards Proce
ssing Collegial Sharing
55
Part XI Putting it Together Lesson Planning
for DI Processing Collegial Sharing
56
Fishbowl Story Talk
  • Purposes
  • To discover
  • universal themes in
  • books of choice
  • To converse about literature
  • To listen attentively to peers

57
Literature Circles Look Like This
Same book, different roles
58
The Fishbowl Book Talk Looks Like This
setting
Climax resolution
plot
conflict
Characters protagonist, antagonist
59
What Students Do Now
  • Read on their own
  • Complete a generic study guide
  • Take a generic reading-check test

60
Story-Talks Inner Circle/Outer Circle Set-Up
  • Arrange desks in a circle or U
  • Set up an island for the inner circle
  • Each student has tent card with name of story
    he/she read and
  • a visual

61
How the Fishbowl Works
  • Students take turns going into the inner circle
  • Inner circle should be a mixed group,
    representing various stories
  • Outer circle also participates

62
Fishbowl Topics
  • Setting Where did the story take place? Help us
    see it.
  • Narration Who is telling us the
  • story? Help us know this person.
  • Plot What is the story about?
  • Language What were the most
  • important words in the story? What
  • new words did you learn?

63
Spelling Board
Rules and Regs Rhythm Reps Air-Writing
Color-coding Patterns Partnerships X-word puzzles Word finds Jumbles
Mnemonics Exaggerated pronunciation Working with a spelling partner
64
Tic-Tac-Toe (aka Choice Boards) ELA
Choose 2 characters from your book. With a partner, script a scene from a key moment in the story. (Kinesthetic, social, verbal-linguistic) Write or tell a different ending to your story. (verbal-linguistic) Draw 3 comic strip frames that illustrate a key moment in your book. (verbal-linguistic, spatial, visual)
Draw a cover for the book that would attract people to read it. (spatial, visual) Make a chart of significant amounts and measurements in the story and explain how each of these fits into the meaning of the story. (mathematical, verbal-linguistic) Turn a significant event of the book into a poem or song. (musical-rhythmic, verbal-linguistic)
Make a timeline that sequences 10 important events in the story. (spatial-mathematical, visual, verbal-linguistic) Make a list of hand-held items in the story and explain how each was used and by whom. (tactile, verbal-linguistic, visual) Retell part of the book in the form of a rebus (verbal-linguistic, visual)
65
Tic-Tac-Toe (aka Choice Boards) Social Studies
Choose 2 key people who shaped this event. With a partner, script a scene from a key moment in the event. (Kinesthetic, social, verbal-linguistic) Make a flow chart that illustrates the conditions that led to this event. Explain the significance of each condition. (verbal-linguistic) Draw 3 comic strip frames that illustrate a key moment in this event.. (verbal-linguistic, spatial, visual)
Draw a cover for the book that would attract people to read about this event. (spatial, visual) Make a chart of significant statistics in the event and explain how each of these fits into the conditions and meaning of the event.. (mathematical, verbal linguistic) Express the event in the form of a poem or song. (musical-rhythmic, verbal-linguistic)
Make a timeline that places this event it its historical context (5 before 5 after) (spatial-mathematical, visual, verbal-linguistic) Make a list of hand-held items that were significant in the event and explain how each was used and by whom. (tactile, verbal-linguistic, visual) Retell the in the form of a rebus. (verbal-linguistic, visual)
66
Tic-Tac-Toe (aka Choice Boards)
(Kinesthetic, social, verbal-linguistic) (verbal-linguistic) (verbal-linguistic, spatial, visual)
(spatial, visual) (mathematical, verbal-linguistic) (musical-rhythmic, verbal-linguistic)
(spatial-mathematical, visual, verbal-linguistic) (tactile, verbal-linguistic, visual) (verbal-linguistic, visual)
67
Choice Board



68
Where do I need help?
Understanding the parts of the question Organizing Writing the Introduction
Writing the Conclusion Vocabulary Development
Time Management (meeting deadlines) Spelling, Grammar, Capitalization Other
69
Provide graphic organizers Provide list of
suggested words/phrases Provide key sentences and
structures Provide an outline or partial outline
Assessment Implications Students give up a
certain number of points in exchange for
support ? Students allowed decreasing levels of
support as the year progresses ?
Extended time Work with a partner Use of
notebook Use textbook or other resources Student-c
reated study cards
Scaffolding Providing necessary support
70
Secondary School Reading
  • How reading expectations change
  • in the secondary grades

71
Dimensions of Word Knowledge
Notional Set Other words that go with this
topic
Lexical Set Synonyms
intersection, convention, meeting
divergence, points, simultaneous coincidence,
coming together
Target Word
Grammatical Set The way in which this word is
used in a sentence the words that may surround
it The convergence of
Morphological Set The other forms that this
word can take by using suffixes and prefixes
Convergence
converge, converging converged, convergent
Etymological Set Root combining forms Con
with
Connotative Set Positive, Negative, or
Neutral Technical/Scholarly or Conversational/Info
rmal Metaphorical or Literal
72
Extended Word Map
Notional Set power, exclusive control,
anarchy, ruler, monarchy, despot, king, queen
Lexical Set despotism monarchy
Absolutism The state of having complete rule by
a monarch in 17th- 18thC Eur
Morph Set Absolute Absolutely Absolution Absolve A
bsolutist
Ety Ab away from Sol one
73
Constructed Response 1
Learn to write a competent definition
Pitfall _____is when
Step 1 Place the target word in a category
Photosynthesis is the process of
Step 2 Then, distinguish the target word from
other members of that category
Step 3 Add prepositional phrases for
detail Step 4 Add another sentence giving
further information.
Photosynthesis is the process by which green
plants transform light into chemical. Most forms
of photosynthesis release oxygen as a by product.
Participatory Handout 9
74
Vocabulary Connections I
math/science meaning
word
conversational meaning
math/science sentence
Visual
conversational sentence
75
Examples function, property, reaction,
origin, tangent, variable, solve, mean,
graphic, base, extreme, factor, fact, imaginary,
rational, Irrational, determine power, prime,
product, multiple, operation, radical,
remainder, range, regular, proof, difference,
cell, value, area, cube, root, plot, complementary
, common, depression, digit, operation, frequency
Vocabulary Connections I
math/science meaning
word
conversational meaning
math/science sentence
Visual
conversational sentence
Participatory Handout 4
76
Math
Social Studies
Culture Diffusion
Science
English
77
MATH
Orientation Function Culture Property Value Work E
nergy Power Momentum Union Argument Block Differen
ce Realm Domain
SOCIAL STUDIES
The orientation of the Y axis Position,
direction
The exploration Of the Orient.
T
Asia
orientation
Orient, oriented, disoriented
SCIENCE
ENGLISH
The orientation of the Earths axis.
The orientation Of an argument
The relative position
Perspective, point of view
78
Tree Maps of Latin Roots
-port (carry) -ject (throw) -tract (draw) -rupt (break) -tain (hold)
deport support export import report transport portable important port abject subject reject eject trajectory project dejection adjective abstract attract attract protracted retract tractor intractable distract abrupt interrupt disrupt erupt corrupt rupture contain detain obtain attain retain maintain
79
Morphology Chart
Noun Verb Adjective Adverb
excommunication The Excommunicated excommunicating Excommunicated Excommunicates excommunicate The excommunicated members of the group
80
Morphology Chart
Noun The Verb I S/he S/heyesterday Is Has Adjective Which one? What kind? How many? The___truck Adverb Where? When? Why? To what extent? In what manner?
Intent intents Intention Intentions Intend Intends Intending Intended Intent Intensive Intended intending intently
81
Morphology Chart
Noun The Verb I S/he S/heyesterday Is Has Adjective Which one? What kind? How many? The ___truck Adverb Where? When? Why? To what extent? In what manner?
Subtraction Subtractions Subtracting Subtract Subtracts Subtracting Subtracted Subtracted Subtracting
82
Morphology Chart
Noun The Verb I S/he S/heyesterday Is Has Adjective Which one? What kind? How many? The ___truck Adverb Where? When? Why? To what extent? In what manner?
Song Songs Singing Sing Sings Singing Sang Sung Singing Sung
83
Morphology Chart
Noun The Verb I S/he S/heyesterday Is Has Adjective Which one? What kind? How many? The ___truck Adverb Where? When? Why? To what extent? In what manner?
Obscurity Obscure Obscures Obscured Obscuring Obscure Obscurely
84
End.
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