Differentiating Reading Instruction

1
Differentiating Reading Instruction

• LARI Project
• Dr. Bonnie A. Hain

2
Why is differentiation a hot topic now?

• MSA/H.S.A. provide individual student data and
  accountability.
• NCLB requires us to get 100--the only way to do
  this is to see each child as an individual.
• Natural extension of school improvement movement

3
What are the different ways to think about
differentiation?

• Types of learners (auditory, kinesthetic,
  visual/intrapersonal v. interpersonal/filers
  (detail-oriented) v. pilers (global thinkers)
• Types of products (skill sets required for
  demonstration of excellence and the match with
  intelligence types).

• Types of experiences (urban, suburban, rural/high
  mobility, low mobility/extensive social supports,
  minimal social supports/print-rich, print-poor
  environment/English rich, English poor/male,
  female)

4
Different Ways cont.

• Types of texts (challenge levels, topics, styles,
  genres, etc.)
• Types of balance (which components need/dont
  need work)
• Types of motivating interests

5
Differentiating Reading Instruction based on
Learners

• For each activity, make sure multiple learning
  styles allow for access. Remember, we tend to
  favor our own style, so know your own biases and
  work to address them.

• Work with a partner to review the sample lesson
  provided. What changes could you make to ensure
  greater access for multiple learning styles?

6
Differentiating Reading Instruction based on
Experiences

• The connection here has to do with prior
  knowledge and the link to accessing text. There
  are two types of prior knowledge--knowledge about
  reading/knowledge about topics.

• Previewing regularly the rules of genre and
  providing different genres helps build prior
  knowledge about reading.
• Concept Attainment activities are critical for
  ensuring student knowledge about topics.

7
Concept Attainment Activities

• K-W-L organizer
• Word Splash/Word Webs
• Providing pictures
• Which one of these is not like the other?

8
Activity Add an activity

• Look closely at the lesson again. What
  previewing skills are needed for student success?
  What concepts might one need to build for
  student success?

9
Differentiating Reading Instruction Based on
Products

• Activity What skills are needed for success in
  crafting a poster? A play? A comic book? A
  written essay? Are these interchangeable?

• Activity With your partner, look at the
  assessment for the reading lesson. Could you
  differentiate the product and still assess the
  objective? Why? Why not?

10
Differentiating Instruction Based on Text

• Texts are easier/harder based on (a) student
  familiarity with the text structure (prior
  knowledge about reading) and (b) student
  knowledge of concepts. When we teach students to
  read, we want to find texts that challenge one or
  both to stretch abilities. Students need
  different texts when they dont share the same
  need for stretches.

11
Differentiating Reading Based on Balance Needs

• In a balanced literacy model, each component
  builds on specific skills needed for full
  literacy. Each child needs a different
  balance. We can make an analogy with the food
  pyramid and individual diets. Activity With a
  partner, discuss how team teaching helps with
  this piece? What can an individual teacher do?

12
Differentiating Reading Instruction Based On
Motivating Interests

• Motivation has proven key to student success in
  reading. When students enjoy what they are
  reading, they read more fluently. Enjoyment
  comes from both interest in the topic and
  stretch sizes (where we stretch, but dont
  break). Teachers should give as many choices as
  possible--without compromising instructional
  goals and objectives. Activity Look at the
  text given and the lesson. What other types of
  texts might work?

13
Pick Your Battles

• Develop lists of student groups based on needs.
  Flexible grouping allows you to pick your
  battles.
• Start small--pick one way to differentiate and
  get good at that. Then move to another.

First
Next
14
Reflection Journal

• What new way will you differentiate instruction
  in your class room or in your instructional
  leadership?

15
The End for Today

• But not the End