Differentiating K-3

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Differentiating K-3 Reading Instruction Develop
ed by the Title I Reading First
Program Office of Instructional
Services Division of Instructional and Student
Services West Virginia Department of Education
Dr. Steven L. Paine, Superintendent
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When a teacher tries to teach something to the
entire class at the same time, chances are,
one-third of the kids already know it one-third
will get it, and the remaining third wont. So
two-thirds of the children are wasting their
time. Lillian Katz
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• What is the purpose of a differentiated K-3
  reading instruction module?
• define differentiated instruction
• describe differentiation in struggling readers
• outline an effective assessment plan
• identify grouping formats
• define generalizable differentiated instruction
  strategies
• provide operational definition for the
  essential reading components
• design K-3 differentiated instruction reading
  modules

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What is differentiated instruction? It is best
defined as a philosophy of instruction as opposed
to a step-by-step curriculum process. Carol
Tomlinson
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Are there prerequisite steps to incorporating
differentiated instruction in the
classroom? YES What are those steps? Teachers
have a thorough knowledge and practice of
assessment to guide instruction and a
comprehensive curriculum is in place in the
classroom.
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We have to know where we want to end up before
we start out and plan to get there. We must
have solid curriculum and instruction in place
before we differentiate them. Carol Tomlinson
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• Three ways to differentiate. . . . .
• content what students learn
• process how students go about making
• sense of the what
• product how students demonstrate the what
• (NOTE Process and product involve grouping by
  multiple intelligences, learning styles, and
  student interests.)

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This module focuses on content. Why? An
alarming number of fourth grade students do not
have sufficient reading skills to become
successful lifelong learners. NAEP, 2003 Reading
skills must be taught if students are expected to
become proficient readers by the end of third
grade.
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• How do we differentiate for struggling readers?
• conduct initial assessment
• systematically monitor progress to inform
  instruction
• provide explicit instruction
• provide intensive instruction
• teach in small groups based on instructional
  need
• use materials appropriate to student level
• provide scaffolded or supportive instruction
• provide ample practice opportunities
• create a collaborative support system among
  school, students

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How does differentiation compare to a traditional
classroom? Traditional Classroom Differentiated
Classroom

1. Assessment at the end of a unit of study
2. Dominance of whole class instruction
3. Adopted textbooks the main instructional resource
4. Teacher the main problem solver
5. Quantitative focus on assignments
6. Commercially prepared worksheets the primary
   method of practicing skills
7. Convergent questions dominate and single correct
   answers rewarded
8. Instruction time predetermined and relatively
   fixed for assigned tasks - inflexible

1. Assessment ongoing, diagnostic and influences
   instruction
2. Variety of instructional strategies and
   arrangements within a classroom
3. Multiple types of materials utilized as resources
4. Students actually engaged in solving problems
5. Qualitative focus to assignments
6. Students use multiple methods of skill practice
7. Questions asked frequently by students as well as
   teachers, open-ended questions spark divergent
   thinking
8. Student assessment determines how much time spent
   on a task or project - flexible

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• To differentiate instruction, various types of
  assessment must be analyzed for each student.
• screening
• all students, provides baseline data,
  beginning of school year
• progress monitoring
• all students three times per year, struggling
  or below
• benchmark every two to four weeks
• diagnosis
• individual students who do not respond to
  instruction, indepth
• assessment
• outcome measure
• all students, yearly evaluation

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• Grouping when should it occur?
• The 60 Rule
• If 60 of the class needs a particular skill or
  concept, whole group instruction is appropriate.
• If less than 60 is struggling with that skill
  or concept, small group instruction is most
  effective and efficient.

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• Types of groups . . . . .
• whole
• small (same ability)
• small (mixed ability)
• pairs/partners
• one-on-one
• (For a detailed description of each, refer to the
  grouping chart in the module.)

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What are the five essential reading components
that may need to be differentiated?
Phonemic Awareness Phonics Vocabulary Fluency Comprehension
K X X X ? X
1 X X X X X
2 X X X X
3 (word study) X X X
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• What are some instructional strategies that could
  be used with multiple reading components?
• adjusting questions
• think dots
• equalizing
• cubing
• graphic organizers
• think-pair-share

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Taking a Closer Look at Differentiating
Instruction K-3 Reading Classrooms Essential
Reading Component Modules Anchor Activities
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• Your Turn
• Look at the level one lesson you have. Working
  with a partner or group, determine how you might
  adapt this to level two and three for more
  advanced readers.
• Look at the level three lesson you have. Working
  with a partner or group, determine how you might
  adapt this to level two and one for struggling
  readers.

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When teachers are equipped with the knowledge and
skills they need, no child will be left
behind. The University of Texas at Austin
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For a complete bibliography used for the
development of this presentation and the WVDE
Differentiated Instruction K-3 Reading
Module, refer to the references in the module.
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For further assistance contact . . . Beverly
Kingery bkingery_at_access.k12.wv.us Catherine
Thompson catthomp_at_access.k12.wv.us Nancy
Cook ncook_at_access.k12.wv.us (304-558-2691)