A Kindergarten Differentiation Plan

1
A Kindergarten Differentiation Plan

• Three needs-based groups (1 hour)
• Instruction with Teacher
• Required Follow-up Activity
• Choice Center

2
Choice Centers

• Listening Comprehension
• Word Work
• Writing- for- Sounds

3
What are your Resources?
STEP 1

• Curriculum Resources
• Core Program
• Letter Recognition
• Phonemic Awareness
• Phonics
• Writing
• Vocabulary
• Listening/Reading Comprehension
• Scope Sequence
• Letter Sound Sequence
• Sight Words Sequence (regular Irregular)

4
What are your Resources?

• Assessments
• PPVT-III (Screening)
• Phonological Awareness Screener (Diagnostic)
• Phonics Screener (Diagnostic)
• http//curry.edschool.virginia.edu/reading/project
  s/garf/
• Sight Word Inventory (Diagnostic)
• CBA (Curriculum Based Assessments)

5
Step 2 Consider Your Childrens
Needs

• Give letter name inventory to all
• students
• Give letter sound inventory to
• students who know at least half
• of the letter names

6
Group Students Based on Data

• 2nd Week
• Use a simple chart to summarize the data
• Group children according to
• 1. Those with no letter knowledge
• 2. Those with strong knowledge of letter
  names sounds
• 3. Those with inconsistency of letters and
  letter sounds
• All students who leave K need to have a firm
  grasp on the alphabetic principle and its
  application in decoding and spelling unknown
  words.2

7
Group Students Based on Data

• 4th Week
• Administer inventories created to match
  instruction
• Regroup based on new data
• Continue this process for each new
  segment/theme
• of instruction
• 12th Week
• Begin including a spelling inventory into
  the
• assessment/regrouping process

8
Simple Repetitive Instructional Strategies

• Content
• Changes over time
• Changes between groups
• Phonemic awareness
• Word Recognition

9
Begin the Year with 2 Strategies

• Phonemic Awareness (Chapter 3)
• Initial sound sorting
• Say - it and move - it
• Word recognition (Chapter 4)
• Letter names and sounds
• Sounding and blending
• High-frequency words
• (Elkonin boxes and words, p.66)

10
What does it look like?

• Figure 8.7 page 131
• Organize materials
• Review data/core sequence/plan
• Deliver instruction
• As skills are mastered, increase pace and
  present more challenging work