Differentiated Instruction

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Differentiated Instruction

• Lakeview Elementary
• July 27, 2006

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Agenda

1. What is Differentiated Instruction?
2. Implementation within the Reading Block
3. Guided Reading
4. How to Get Started?
5. Developing a Differentiated Activity

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Differentiated Instruction is

• a deliberate, organized, yet flexible way of
  proactively adjusting teaching and learning to
  meet children where they are and help them to
  achieve maximum growth as learners.

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Goal of Differentiated Instruction

• Maximum growth from a students current learning
  position.
• It is a blend of whole-class, small flexible
  groups, and individual instruction.
• It is marked by a repeated rhythm of whole-class
  instruction, review, and sharing, followed by
  opportunity for individual or small group
  instruction, practice, extension, and production.

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Teachers in Differentiated Classes

• Begin where the students are as determined by
  assessments.
• Accept and build upon the premise that learners
  differ in important ways and that varied rates of
  instruction along with varied degrees of
  complexity must be used.
• Call upon a range of instructional
  scientifically-based reading research strategies
  (Tomlinson, 1999).

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Model for Student Success
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Teacher Support Child Control
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What should the Language Arts and Reading Block
Include?
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The Language Arts and Reading Instructional Block
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Possibilities forDifferentiating Instruction
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Guided Reading

• Differentiated instructional grouping of students
  based on their needs, ability, and/or interest
• Small groups (3-8 students)
• Groups change based on assessment and observation
• Allows students to apply the skills and
  strategies from the anthology lessons in text
  they can read (at their instructional/independent
  level).
• Books become increasingly more challenging as the
  student progresses and is able to apply skills
  and strategies independently.
• Supports the readers development of Good Reader
  Strategies
• Allows the learner to problem solve during
  reading
• Develops comprehension and fluency at the
  readers instructional level
• ULTIMATE GOAL Children read INDEPENDENTLY and
  SILENTLY

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Materials Available

• Grades K-2
• On My Way Practice Readers
• Little Readers
• Houghton Mifflin theme paperbacks
• Houghton Mifflin Phonics Library (if not
  previously used with instruction in the CORE
  block)
• A.L.L. Library Books
• Previous series leveled books
• ANY LEVELED BOOKS

• Grades 3-5
• Houghton Mifflin theme paperbacks
• Houghton Mifflin Phonics Readers (if not
  previously used with instruction in the CORE
  block)
• A.L.L. Library Books
• Previous series leveled books
• ANY LEVELED BOOKS

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Outcomes of Guided Reading

• Students will develop comprehension and fluency
  as they process a variety of increasingly
  challenging texts at their instructional level.
  As a result, students will be able to
• Connect prior knowledge to text
• Expand vocabulary
• Problem solve strategically
• Predict and adjust predictions accordingly while
  reading
• Read for meaning
• Apply strategies to different genre and text
  structures
• Read increasingly challenging text fluently and
  with comprehension

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Guided Reading Groups

• Groups are determined by Informal and Formal
  assessments.

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How is Guided Reading Taught?

• Students are grouped according to their
  instructional level.
• Students are accurately matched to text.
• Groups meet regularly for approximately 20
  minutes.
• Least proficient are seen daily.
• Teachers model good reader strategies and provide
  mini-lessons as needed.
• Learners transfer and apply strategies to the
  text during the two day cycle as they read
  independently.
• As students progress they are moved to higher
  levels.

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The Three Reading Cueing SystemsAdapted from
Fountas Pinnell
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Meaning Semantic Cue System

• Does it make sense?
• What happened in the story when...?
• What do you think it might be?
• Can you re-read this?
• Look at the pictures
• Lets review. What is happening now?

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Structure Syntactic Cue System

• Does it sound right?
• Can you re-read that?
• Can you say it another way?
• Do you know any part of that word?
• What other word might fit here?

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Visual Graphophonic Cue System

• Does it look right?
• What would you expect to see at the
  beginning/middle/end?
• What can you do to figure this out?
• Point to the word
• Did that match?
• What sound/letter does it start with?
• Can you find.?

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Supporting FluencyHow does your reading sound?

• Read your words so it sounds like you are
  talking.
• Make your voice show the authors meaning.
• Read it like this (model phrases).
• Make it sound like the characters are talking.
• Make your voice go down when you see the period.
• Get excited when you see the exclamation point.

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Good Reader Strategies
Look at the Pictures Get your MOUTH ready to make the first sound CHUNK IT By looking for part you know
SKIP Then go back Read SKIP Read Re-READ Go back and read again THINK about the meaning of the story
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Primary Guided ReadingLesson Plan Framework
(15-20 Minutes)
DAY 1 DAY 1 DAY 1
Before Review Good Reader Strategies Introduce the Story Predict/Set the scene Picture walk Explore text features Implant vocabulary Set a purpose/strategy and/or focus for reading During Read the text, students read independently at their own pace, in a whisper voice or silently. Read/Reread text during this time. Move around/tap on shoulders, observing reading behaviors. Help students with unknown words when needed (refer to Good Readers chart). Assess students to monitor comprehension. Ask selected students to read and take notes on the run After Revisit the text and adjust Adjust predictions Assess students comprehension Mini Lesson based on the strategy or focus introduced in the Before section OR on-the-spot Mini Lesson based on students needs Celebrate good reader behaviors Return to text based on mini-lesson
DAY 2 DAY 2 DAY 2
Before Review the text Review strategy and/or focus Set a purpose for reading During Read the text- students read independently, at their own pace, in a whisper voice or silently. Read/Reread text during this time Assist students in the application of the strategy and/or focus. Ask selected students to read for and take notes on the run After Mini-lesson based on the strategy or focus previously identified. Focus on strategy development Pose specific comprehension skills Note miscues/strengths and focus for next mini-lesson Extension activities are optional as independent work not during Guided Reading
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Intermediate Guided ReadingLesson Plan Framework
(15-20 Minutes)
DAY 1 DAY 1 DAY 1
Before Introduce story and set the scene (build background knowledge) Predict Explore text features Implant vocabulary Set a purpose for reading by setting a strategy and/or focus During Read the text - students read independently, at their own pace, in a whisper voice or silently Move around/tap on shoulders and observe reading behaviors Help students with unknown words when needed (refer to Good Readers chart) Ask selected students to read for and take notes on the run Students reread text during this time After Revisit the text and adjust predictions Assess students comprehension through oral discussion Mini-lesson based on the strategy or focus introduced in the Before section OR on-the-spot Mini Lesson based on students needs Celebrate good reader behaviors Return to text based on mini-lesson
DAY 2 DAY 2 DAY 2
Before Review the text orally (summarize selection) Discuss main ideas and/or literary elements Review strategy and/or focus Identify strategies to solve unknown words During Reread the text- students read independently, at their own pace, in a whisper voice or silently after setting purpose Prompt students to help them problem solve while reading Teacher asks selected students to read for her and takes notes on the run After Revisit the text Mini-lesson based on the strategy or focus previously identified. Focus on strategy development Pose specific comprehension skills Note miscues/strengths and focus for next mini-lesson
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Skills-Based Strategies

• When considering skill building activities during
  teacher led groups
• Teacher must model and explain systematically and
  explicitly
• Provide guided practice through direct
  interaction with students using prompts and
  immediate feedback
• Scaffold instruction that the student can
  synthesize and apply with teacher guidance

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Skills to Support the Big 5

• Phonological Awareness
• Rhyme
• Alliteration
• Sentence segmentation
• Syllables
• Onset and Rime
• Phonemes
• Phonics
• Letter recognition
• Letter-sound correspondence
• Onset and Rime
• Word Study
• Syllable patterns
• Morpheme structures
• Fluency
• Letter recognition
• Letter-Sound correspondence
• High Frequency words
• Oral Reading

• Vocabulary
• Word Identification/ Words in Context
• Words that Describe/Word Meaning
• Word categorization/Word Knowledge
• Word Structure/Word Analysis
• Comprehension
• Sentence Structure and Meaning
• Story Structure
• Monitoring for Meaning
• Main Idea/ Summarizing

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Crosswalk of Skill-Based Strategies
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Tailored Center Activities

• Addresses students reading deficiency according
  to the formal assessments
• Invites students to independently transfer/apply
  strategies previously taught and modeled
• Allows students to manipulate language in both
  oral and written form
• Engages the students to learn through cooperative
  grouping
• Provides open-ended activities for students that
  stress skill rather than product

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How to Get Started?

• Develop Guided Reading Groups (DIBELS)
• Classroom Management
• Gather Materials Resources
• Designate Areas in the Classroom
• Teach, Model, Monitor

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Dynamic Indicators of Early Literacy Skills
(DIBELS)

• Letter Naming Fluency (K-1)
• Predictor of later reading skills, taps into
  letter knowledge and rapid naming ability.
• Initial Sound Fluency (K)
• Taps into emerging phonological awareness with
  beginning sound identification tasks.

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Dynamic Indicators of Early Literacy Skills
(DIBELS)

• Phoneme Segmentation Fluency (K-1)
• Measures a childs skills in breaking short words
  into individual phonemes, or sounds.
• Nonsense Word Fluency (K-2)
• Taps into alphabetic principle skills by
  measuring letter-sound correspondence skills as
  well as decoding skills.

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Dynamic Indicators of Early Literacy Skills
(DIBELS)

• Oral Reading Fluency (1-5)
• Measures a students accuracy and speed with
  connected text.

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Reading a DIBELS Report

• First Column
• Red Students in need of immediate intensive
  intervention
• Yellow Students in need of additional support
• Green Current reading instruction is meeting the
  needs of the student.

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Reading a DIBELS Report

• Next Three Columns
• Red High Risk (HR)
• Yellow Moderate Risk (MR)
• Green Low Risk (LR)
• Blue Skills that are at or above the 60th
  percentile (AA)
• These columns are critical in forming groups and
  selecting activities to meet students needs.

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Getting Guided Reading Started

• Classroom Management
• Rules Consequences
• Daily Independent work related to reading and
  writing
• Centers-Listening, Independent Reading, Fluency
  Practice, Making Words, Writing to Respond to
  literature, Technology, etc.
• Group charts
• All Necessary Materials
• Teachers Manual
• Guided Reading Lesson Plan from K-2 or 3-5
  Companion
• Books for each group
• Chart/dry erase board/blackboard for mini-lessons
• Strategy posters (Visible to all students)
• Writing tools e.g. paper, pencils, etc.
• Designate a quiet area where you can observe both
  your group and the others

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Guided Reading Groups Roster
Group 1- Fire Level High Risk Group 2- Wind Level Moderate Risk Group 3- Earth Level Low Risk/Above Average
Michael Maricela Faith
Brittney Helene Lauren
Lily David Alexander
Ivette Manny Travis
Phillip Jenny Ryan
Jake Tracy Amari
John Devante Shirley
Ashley Alison Raymond


FOCI Blending, High Frequency Words, vowel patterns, vowel digraphs, inflectional endings, etc. ALL LEVEL F-H FOCI PHONICS, Chunking, unusual vowel patterns, irregular sight words ALL LEVEL H-J FOCI Explicit Comprehension. Predict/Clarify/Summarize/Discuss Multi-syllabic decoding of longer words ALL LEVEL J
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Differentiated Instructional Rotation
ModelGuided Reading / Skills Based / Tailored
Center Activities
Mon Tues Wed Thurs Fri
Group 1 Fire Session 1 TLC Skills lesson consonants, short vowels SKILL BASED IFC Choral Reading of Sight Words TLC Skills Lesson on Blending Say it, Move it SKILL BASED IWC Letter Cube Blending TLC G.R., using decodable text to practice and apply skills.
Group 1 Fire Session 2 IWC Letter Cube Blending TLC Skills lesson on Blending Say It, Move It SKILL BASED ILC Story Question Cube or Expository Fact Strip TLC G.R., using decodable text to practice and apply skills IFC Choral Reading of Sight Words
Group 2 Wind Session 1 IFC Choral Reading of Second 100 FRY Phrases ILC Story Question Cube or Expository Fact Strip IWC Vowel Closed Sort Long /o/, Short /o/ ILC Story Question Cube or Expository Fact Strip IWC Multi-syllabic Word Puzzles
Group 2 Wind Session 2 TLC Skills Lesson on Short/Long vowel patterns using word sorts SKILL BASED IWC Vowel Closed Sort Long /o/, Short /o/ TLC G.R., Vocabulary and Comprehension IFC Choral Reading of Second 100 FRY Phrases TLC G.R., Story Question Cube or Expository Fact Strip
Group 3 Earth Session 1 ILC Story Question Cube or Expository Fact Strip TLC G.R., Vocabulary and Comprehension IFC Choral Reading of Second 100 FRY Phrases TLC G.R., Vocabulary and Comprehension IWC Multi-syllabic Word Puzzles
Group 3 Earth Session 2 IFC Choral Reading of Third 100 FRY Phrases ILC Story Question Cube or Expository Fact Strip IWC Multi-syllabic Word Puzzles ILC Story Question Cube or Expository Fact Strip ILC Story Question Cube or Expository Fact Strip
TLCTeacher Led Center (skill based or guided
reading) IFCIndependent Fluency Center.
IWCIndependent Word Center. ILCIndependent
Library Center
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What to do with the others?During Guided Reading

• Engage as well as monitor the other students in
  meaningful literacy center activities that
• Establish accountability to encourage students to
  prevent practicing the same errors
• Provide opportunities to practice skills and
  strategies modeled during whole/small group
• Enhance and extend literacy experiences through
  tailored center activities and or supplementary
  materials that reinforce what was previously
  taught explicitly

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Establish Routines

• Routines are patterns of instruction or classroom
  activity that are used over and over again.
• The keys to implementing any classroom routine
  for management are
• Teach the routine to your class explicitly
• Practice the routine with your class
• Give feedback- What went well?What didnt go
  well?
• Revise and try the routine again

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Managing Student Centers in the Classroom

• Examples may be
• adjusted to meet the needs of a specific class
• rotations may be added
• rotations may be deleted
• the number of students or teacher groups may be
  modified

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Rotation Wheel Center Time

• Student names are placed in groups on the larger
  laminated circle.
• Clips may be moved as groups change.
• Use Velcro to place center icons on the smaller
  laminated circle.
• Turn wheel to rotate centers.

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Bulletin Board Center Time

• Student pictures are placed in groups using
  Velcro.
• Icons are placed on the right side denoting each
  rotation.
• Student pictures and icons may be moved when
  student groups or centers change.
• Move the red arrow to the right to rotate centers.

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Flip Board Center Time

• Teacher-led groups are placed vertically and
  student groups horizontally.
• Student names are written on Post-it notes so
  that they may be moved as needed.
• Letters represent centers and are written to the
  right side.
• Yellow poster board strips are flipped behind the
  white poster board to rotate centers.

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Pocket Chart Center Time

• Teacher-led groups are placed vertically and
  student groups horizontally.
• Icons are placed to the right denoting center
  rotations.
• The second set of icons is turned over to rotate
  student centers.
• Black arrows point student groups to centers.
• The red arrow points to students who are pulled
  to the teacher-led groups.

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Suggested Center Activities

• Library Center
• Books should include
• Teacher has read to the students
• Fit a theme teacher is using
• Variety of genre
• Appropriately leveled
• Center should be comfortable
• Pillows
• Beanbags
• Shelves (at students eye level)
• Easily accessible

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Suggested Center Activities

• Writing Center
• Stock with
• Various paper (sizes and colors)
• Crayons
• Markers
• Pencils
• Write reactions to stories
• Favorite characters
• Illustrations acceptable in kindergarten
• Favorite part

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Suggested Center Activities

• Writing Center (cont.)
• Match word and picture cards (acceptable for
  pre-primer readers)
• Sequencing
• Divide paper in 3 sections and have children
  write about what happened 1st, 2nd, or 3rd or
  beginning, middle, and end.

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Suggested Center Activities

• Letters and Sounds
• Young children learn by using concrete samples
• Label small boxes and fill them with objects
  beginning with the letter
• Place objects beginning with letter on table and
  have them write the letter and draw the objects
• Use clay to form letters
• Write letter and cover with something appropriate
  (e.g. cover S with salt or sand)
• Make ABC cards using index cards
• Cut pictures out of magazines that match letter

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Suggested Center Activities

• Art Center
• Clay to model characters from story
• Puppets make characters from story and role play
• Paper bag
• Paper plates
• Draw characters or setting of story

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Suggested Center Activities

• Technology Center
• Riverdeep (Destination Reading)
• SuccessMaker Enterprise
• Accelerated Reader
• Get Set to Read (Houghton Mifflin)

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Suggested Center Activities

• Comprehension Center
• Story Structure
• Graphic Organizers
• CRISS
• Reading First Binders
• Summarizing
• Graphic Organizers
• CRISS
• Reading First Binders

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Classroom Environment
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Materials for Guided Reading

• Good Readers Poster and Bookmarks
• Chalkboards or White Marker Boards
• Appropriate text at students instructional level
• Variety of genre
• Leveled readers
• Classroom Management System
• Display boards, charts, posters
• Independent activities from Houghton Mifflin
• Accountability System
• Notebook or Clipboard

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Other Available Resources

• Handbook For English Language Learners
• Extra Support Handbook
• Challenge Handbook
• Teachers Resource Black-line Masters (Reading
  Cards)
• Support for FCAT Reading Writing
• Classroom Management Handbook

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Other Available Resources
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Online Resources

• Florida Center for Reading Research (FCRR)
• http//www.fcrr.org
• Reading A-Z
• http//www.readinga-z.com/newfiles/leveledreaders.
  html
• Using Literacy Centers with Guided Reading
• http//www.msrossbec.com/literacy_index.html

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Questions