Differentiation Strategies: Making the Most of NeedsBased Time

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Differentiation StrategiesMaking the Most of
Needs-Based Time

• Sharon WalpoleUniversity of Delaware

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• We can provide whole-class instruction
• We can use intensive interventions

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• We can provide whole-class instruction
• We can use intensive interventions

But can we differentiate during needs-based
instruction?
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What do we want for end of kindergarten?
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In addition, what do we want for end of
first grade?
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In addition, what do we want for end of second
grade?
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In addition, what do we want for end of third
grade?
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Focused Teaching

• Needs-based instruction helps us reach our grade
  level goals
• Small-group
• Flexibly achievement-based
• Data-driven
• Targeted
• Explicit
• Systematic

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Given These GoalsTodays Questions

• What data do we already have?
• What additional data do we need?
• How can we differentiate realistically and in an
  organized way with research-based strategies
  during needs-based groups?

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www.guilford.com
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• What is the general philosophy of the cognitive
  model of reading assessment?
• How is this model helpful?
• Can you give an example?

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Phonological Awareness
Decoding
Sight Word Knowledge
Fluency Context
Automatic Word Recognition
Vocabulary
Language Comprehension
Reading Comprehension
Background Knowledge
Knowledge of Structure
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Print Concepts
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General philosophy of the sensible model of
needs-based instruction Needs-based instruction
is costly in terms of teacher time and effort we
have to make it realistic for teachers and
effective for literacy acceleration. Needs-based
instruction during the block must be more
explicit, include more opportunities for
individuals to respond, and provide for more
immediate feedback. Needs-based instruction must
be organized and systematic.
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• Once teachers form and manage needs-based
  instruction, what additional roadblocks do they
  face in
• providing differentiated instruction?

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Screening Test
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Screening Test
Serious difficulty?
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Screening Test
No
Serious difficulty?
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Screening Test
No
Serious difficulty?
Classroom measures
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Screening Test
No
Yes
Serious difficulty?
Classroom measures
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Screening Test
No
Yes
Serious difficulty?
Diagnostic test?
Classroom measures
Progress monitoring
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Screening Test
No
Yes
Serious difficulty?
Detective Work
Classroom measures
Progress monitoring
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How can we make that loop?
What do we need to do thats new?
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DIBELS Refresher
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• IF LNF low in K, THEN
• The child does not have fully automatic access to
  memory representations for the letters when
  presented out of order
• BUT
• What alphabet knowledge does s/he have?
• and
• What should you do?

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Provide targeted practice with letters
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Whats the key to making this work?

• Use a letter name inventory.
• Know the order in which letters are taught in
  your core.
• Keep a set of letter cards in your needs-based
  instruction area.
• Keep alphabet strips and materials in your
  needs-based instruction area

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• IF PSF low in K,
• The child does not have relatively effortless
  ability to notice and manipulate the sound
  structure of oral language and may struggle to
  learn and/or use phonics knowledge
• BUT
• What phonological awareness does s/he have?
• and
• What should you do?

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Provide targeted practice with sound boxes
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• What other ideas do you have?

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Sound Boxes
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Sound Boxes
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Sound Boxes
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Sound Boxes
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Whats the key to making this work?

• Look at the phoneme segmentation testing protocol
• Organize several sets of word cards random CVC,
  different medial vowel, onset-rime within the
  same word family, multi-syllabic words
• Keep two-, three-, and four-unit sound boxes in
  your needs-based instruction area

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• IF NWF low in K, THEN
• The child can neither readily recognize short
  vowel patterns automatically nor apply decoding
  strategies quickly to unknown words
• BUT
• What phonics knowledge and decoding skills does
  s/he have?
• and
• What should you do?

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Provide targeted phonics reteaching
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• What other ideas do you have?

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• IF the child can read but
• cannot spell regular CVC words,
• THEN
• The child does not have fully amalgamated
  representations of sound and spelling
• BUT
• What knowledge of spelling patterns
• does the child have?

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Link phonics and spelling
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• What other ideas do you have?

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Whats the key to making this work?

• Look at the NWF protocol to see what units
  (individual sounds or vowel patterns) the child
  is producing.
• Use a letter-sound inventory.
• Use a spelling inventory.
• Know the order in which phonics items are taught
  in your core.
• Keep a list of previously taught items for
  review.
• Watch childrens spellings for evidence of
  application of phonics concepts.

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LC Assignments

• DERF LCs will provide teachers the materials they
  need to implement needs based instruction for
  kindergarten and first grade children in the area
  of alphabetic principle.
• What specifically, do you have to do or make to
  accomplish this?
• Can you work with other LCs with the same core?
  
• What can we do to help you?