Differentiating Instruction In Reading

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Differentiating Instruction In Reading The
Diverse Learner

• Dunbar Vocational Academy
• Dr. Camilla Covington

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General Reading Areas
Reader
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General Reading Areas
Emerging Readers
Developmental
Readers who have fundamentals of reading
Functional
Recreational
Confident Readers
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Goal of Reading
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Purpose of Reading
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Goals Purposes Reading

• Uses of oral written language vary
• Goal purpose of oral and written language will
  always remain the same
• communication
• comprehension.

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Reading ClassificationsThe Diverse Learner

• Disabled Reader
• Severely Disabled Reader
• Slow Learner
• Underachiever
• Strategy Deficient Reader

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The Disabled Reader

• The reader whose general level of reading ability
  is significantly below expectancy for their age
  and intelligence.
• Factors to consider
• Culture
• Linguistics
• Educational experienced

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The Severely Disabled Reader

• Disabled readers whose general level of reading
  ability is extremely below expectancy
• Labels include dyslexia or learning disability
  are often applied to these cases

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The Slow Learner

• Children who are reading below age level and
  reading close to their limited learning
  potential.

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The Underachiever

• Children who are reading well above average, but
  are performing significantly below their
  potential or expectancy level

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The Strategy Deficient Reader

• The reader who regardless of general level of
  reading ability is weak in one or more reading
  strategies.
• The average student at DVCA

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Accommodating Individual DifferencesA Sound Plan

• Maximize growth in the 3 general areas of
  reading.
• Consider personal and social adjustments.
• Develop a sound plan that
• Involves qualified and creative teachers.
• Fits the schools climate.

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The Need for Differentiation
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High Impact Exemplary Teachers Have

1. Instructional Balance
2. High Density
3. Scaffolding
4. Self-regulation
5. Reading-writing Integration
6. High Expectations
7. Effective Management
8. Ability to Clearly Articulate

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Preventive InstructionThe best intervention is
effective instruction (National Research Council)
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Preventive Instruction

• High Density Scaffolding Differentiation
• Differentiation
• Key to Engagement

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Differentiated Optionsspecified to my
instruction

• Option 1
• Let meaningful small
• group and individual
• work flow naturally
• out of whole class
• instruction

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In order for this to work

• Some readers will be guided indirectly by the
  teacher through the structure of instructional
  activity away from the teacher
• Some readers will be guided directly through
  supportive small group interactions with the
  teacher

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In order for this to work

• Adequate attention must be given while
  frontloading the lesson
• Extensive use of teacher demonstration, assisted
  practice and reflective questioning should take
  place throughout the lesson
• The responsibility for reading and responding
  must be gradually released to the learners.

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In order for this to work

• Options must be available to accommodate
  differences in work completion rates
• All readers should be prepared to make
  significant contributions to the response activity

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Differentiated Optionsspecified to my
instruction

• Option 2
• Set up meaningful small group and individual
  work that allows for conversation across the
  learners in a class, but also for flexibility in
  how learners read and response to texts

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In order for this to work

• Some readers who were guided more indirectly will
  need to be guided more directly at another time.
• Some readers who were guided more directly will
  need to be allowed to work independently at
  another time
• Same Text for All Students, Different Parts for
  Different Students / Jigsawing

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Differentiated Optionsspecified to my
instruction

• Option 3
• Develop classroom structures for
• small group and independent
• inquiry as an ongoing alternative
• for engaging learners away from
• the teacher.

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In order for this work

• 1. Same topic for all students
• 2. Different Texts for Different Students
• 3. Literature Circle, Inquiry Teams

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Scaffold Instruction
Teacher / Child
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In order for this work

• Attention should be given to instructional
  activities which can transcend texts
• Attention should be given to preparing students
  to work well in groups
• Attention should be given to structuring the
  interactions within the groups to hear and honor
  the voices of all students

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In order for this to work

• Attention should be given to structures providing
  the possibility of shared experiences across
  mixed achievement texts
• gt Topics / Themes / Genres
• gt Authors / Elements / Strategies

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In order for this to work

• Attention should be given to the teachers role
  with each group
• Attention should be given to social processing by
  the students on a frequent basis
• Attention should be given to the membership of
  groups to maximize learning opportunities for all

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Instructional CycleInformed by Assessment
Assessment