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Differentiated Reading Instruction: Strategies for the Primary Grades

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Differentiated Reading Instruction: Strategies for the Primary Grades Chapter 10: A Second-Grade Differentiation Plan Narrator: Ms. Scott is going to meet the new ... – PowerPoint PPT presentation

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Title: Differentiated Reading Instruction: Strategies for the Primary Grades


1
Differentiated Reading Instruction Strategies
for the Primary Grades
  • Chapter 10 A Second-Grade Differentiation Plan

2
Ms. Scotts Story
AYP!
  • Its A New Day

Benchmark Tests
Results
3
Ms. Passerall
  • Literacy Coach

4
(No Transcript)
5
Step 1 Gather Resources
  • Curriculum Resources

6
Second-grade basal scope-and-sequence summary
Decoding/spelling/alphabet Meaning Comprehension skills/strategies
Silent letters (chalk, thought, gnat, lamb, high, knot, write, sight, crumb, know, wrong, walk, sign) /er/ (mother, brother, other, smaller, supper) Short e (head, leather, bread) Long e (tiny, every, happy, penny, many, worry, key, money, donkey, valley, turkey, monkey) Fantasy/reality Cause and effect Context clues Main idea Make inferences Summarize Analyze characters Recognize setting Use a dictionary Read an encyclopedia Use a telephone directory Choose a reference source
decided important planet float library proud climbed drifted message couple half notice arrive finish rush early record success earth lonely mountain forget memory wonderful collect join pocket honor order worth
7
Step 1 Gather Resources
SCREENING
  • Assessment Resources

Diagnostic
Progress Monitoring
8
(No Transcript)
9
Step 2 Consider Your Childrens Needs
10
Step 2 Consider Your Childrens Needs
11
Instructional Groups Based on the Data
12
Steps in FORI
  • Day 1 Read the selection aloud to the class
    and lead a comprehension- focused lesson.
  • Day 2- Engage children in echo reading. Children
    take the selection home to read with a caregiver.
  • Day 3- Read the selection chorally. Children
    again practice at home with a caregiver.
  • Day 4- Students partner-read story. Children
    have a final chance to practice at home.
  • Day 5 Children do extension activities. As
    they work, assess the fluency of each child
    individually by having him or her read the story
    aloud.

13
A big picture plan for second-grade whole- group
instruction
Goal Materials Daily Activities
Fluency development Basal anthology stories Leveled texts Fluency-oriented reading instruction choral reading, echo reading, partner reading of grade-level text Partner reading of leveled text
Vocabulary development Basal anthology stories Childrens literature Vocabulary discussions
Comprehension strategies Basal anthology stories Childrens literature Before-, during-, and after-reading discussions Direct explanation
14
Areas to Target for Each Group
Group 1 Group 2 Group 3 Group 4
Word recognition and fluency Teaching sounding and blending Teaching high-frequency Words Choral partner reading Word recognition and fluency Teaching letter patterns Teaching high- frequency Words Choral partner reading Fluency and comprehension Repeated reading Question-and-answer relationships (QAR) Fluency and comprehension Repeated reading Story mapping
Independent extension Independent extension Independent extension Independent extension
Partner activities with vowel families and then with decodable texts Partner reading with decodable and then leveled texts Partner reading with leveled texts Partner reading and summary generation
15
Differentiation Strategies in Target Areas
Group 1 Word Recognition and Fluency Group 2 Word Recognition and Fluency Group 3 Fluency and Comprehension Group 4 Fluency and Comprehension
Choral partner reading Partner activities with vowel families and then with decodable texts Choral partner reading Partner reading with decodable and then leveled texts Repeated reading Question-and-answer relationships Partner reading with leveled texts Repeated reading Story mapping Partner reading and summary generation
16
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17
Step 3 Plan For 3 Weeks of Instruction
  • Content

18
Three Week Plan Group 1
  • Focus Word Recognition and Fluency
  • Instruction
  • Reteach entire first-grade phonics curriculum at
    an accelerated rate
  • Teach high-frequency words based on inventory
    data and second grade scope and sequence

19
A 3-week plan for struggling second graders,
group 1
Week 1 Week 2 Week 3
Phonics sounding and blending M, P, T, R a-n, a-p, a-t F,C,R,L o-t, o-p, o-c-k B, H, C, S i-t, i-n, i-p D, G, N, V u-n, u-p, u-t SH, CH e-n, e-d, e-t TH Short a, short o
High-frequency Words like, me, I, the, am, went, to , my are, we, is, mouse, she, man, once with, have, give, when, look, said
Fluency an, at, ock, and ot poems in, ip, up, and un poems Short-vowel poems
Word Hunt Basal decodable story Basal decodable story Basal decodable story
20
Three Week Plan Group 2
  • Focus Word Recognition and Fluency
  • Instruction
  • Reteach most frequent short-vowel families at an
    accelerated rate
  • Provide practice in connected text through
    repeated readings of poems constructed to
    highlight vowel patterns

21
Three Week Plan Group 3
  • Focus Fluency and Comprehension
  • Instruction
  • Build fluency using mid-year first grade
    anthology selections
  • Use timed repeated readings
  • Build comprehension through story maps and
    summary sheets

22
Three Week Plan Group 4
  • Focus Fluency and Comprehension
  • Instruction
  • Use Tier 2 words from read-aloud with the goal of
    reading and spelling in addition to meaning
  • Use story maps and summary sheet with anthology
    story and daily read-aloud
  • Build fluency through FORI with anthology story
  • Extend through writing tasks

23
(No Transcript)
24
Step 4 Plan For Reflection
25
Aint no stopping us now . . . .
26
Questions/Answers
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