1 / 27

A Glimpse of Things to Come Coming: 2008-2009

A Glimpse of Things to Come Coming: 2008-2009. Colleen McFarland Reading Resource Teacher Golda Robinson Reading Teacher. Outcomes. Explore a model for effectively planning differentiated reading/language arts instruction. What is Differentiation?. Why Differentiate?.

fynn
Download Presentation

A Glimpse of Things to Come Coming: 2008-2009

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. A Glimpse of Things to ComeComing: 2008-2009 Colleen McFarland Reading Resource Teacher Golda Robinson Reading Teacher

  2. Outcomes Explore a model for effectively planning differentiated reading/language arts instruction.

  3. What is Differentiation?

  4. Why Differentiate? To maximize achievement for all students. • To meet the needs of all learners. • To draw upon the learners’ strengths. • To allow for multiple avenues of learning.

  5. 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 won’t. So two-thirds of the children are wasting their time.” - Lilian Katz

  6. Planning for Instruction • Phonemic Awareness • Phonics Skills • Comprehension Skills and Strategies • Vocabulary Development • Fluency The Big 5

  7. What does differentiation look like in a classroom?

  8. What resources can I use?Instructional Level (90-94% Accuracy) • Images • X-Zone • Leveled library materials • Novels (or portions thereof) • Open Court/Core Reading text • Guided Reading sets • Okapi • Explorations

  9. Intervention OCR (grades 3-5) Classics Poetry Time For Kids, Scholastic News Leveled Readers Content books What resources can I use?Instructional Level (90-94% Accuracy)

  10. My schedule

  11. What do I do with the rest of the class?

  12. Dynamics of Learning Independent Guided Shared Modeled

  13. Planning for Differentiation • Identify area of need • Match to VSC • Group students • Select materials/plan instruction Are students learning to read or reading to learn?

  14. Progress Monitoring • Teacher Observation • Fluency Checks • Formative Assessments

  15. Using Assessments and Data to Determine Need • Formative • Teacher created • Throughout instructional sequence • Diagnostic • Before instructional sequence • Guides instructional decisions • Anecdotal • Observation of students • Use for future instructional decisions • Summative • Assesses students’ level of understanding • Used at the conclusion of a series of lessons

  16. A 4th Grade Class at Quarterfield • Insert scantron data: • List highest area of need

  17. Planning for Differentiation • Identify area of need • Match to VSC • Group students • Select materials/plan instruction

  18. MSDE Toolkit • Snag pg of the areas from scantron data • Include directions in packet

  19. Planning for Differentiation • Identify area of need • Match to VSC • Group students • Select materials/plan instruction

  20. Flexible Grouping • Group students based on • Skill attainment or need • Interest • Similar Abilities • Mixed Abilities • Temporary and dynamic • Class Size

  21. Planning for Differentiation • Identify area of need • Match to VSC • Group students • Select materials/plan instruction

  22. Lesson Sequence Before Reading • Sit so you can see each child and their books • Build background • Introduce vocabulary in context • Talk about concepts

  23. Lesson Sequence During Reading • Talk about the concepts/elements • Encourage thinking beyond the book • Read all or portion of text together highlighting vocabulary • Use Think Aloud • Model fluent reading • Whisper reading • Silent reading • Repeated reading

  24. Levels of Support High Support Level of Child Control Level of Teacher Support Little/ No Support

  25. Lesson Sequence After Reading • Allow time for student responses • Follow-up skill lessons • Independent practice

  26. Workshop

More Related