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Chapter 9 Journey Through A First Grade Differentiation Plan “Mr. Hartline’s Difficult Assignment”. Tour Guides D. Barton, S. Kravet, W. Oliver and C. Smart . 1 st Grade. Meet Mr. Hartline… A “3D” Dilemma! D etermination D ifferentiation D iagnostically focused instruction.

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Presentation Transcript
slide1

Chapter 9

Journey Through A First Grade Differentiation Plan

“Mr. Hartline’s Difficult Assignment”

Tour GuidesD. Barton, S. Kravet, W. Oliver and C. Smart

slide2

1st Grade

Meet Mr. Hartline…

A “3D” Dilemma!

  • Determination
  • Differentiation
  • Diagnostically focused instruction
step 1 gather resources
Step 1 GATHER RESOURCES
  • Curriculum Resources
  • Assessment Resources
setting the stage
Setting the Stage

Classroom wall space

  • Student work
  • Current lesson content
  • Schedules/Agendas

Classroom configuration

  • Small group
  • Whole group
  • Independent work
step 1 gather resources1
Step 1 – Gather Resources

Curriculum Resources

  • Review Scope and Sequence/Core
  • Phonics Approach
      • High Decoding Demands
  • Vocabulary
  • Comprehension
    • Explicit Instruction?
    • Strategies/Support Material?
step 1 gather resources2
Step 1 – Gather Resources

Assessment Resources

  • Search for curriculum-specific assessments
  • Word recognition tests of previously taught high- frequency words
  • Phonics Inventory
  • Fluency Monitors
step 1 gather resources3
Step 1 – Gather Resources

Assessment Resources

step 2 consider your children s needs1
Step 2 – Consider Your Children’s Needs

Big-picture plan for first grade whole group instruction

step 2 consider your children s needs2
Step 2 – Consider Your Children’s Needs

Review results from

  • Fluency screening (upcoming passage) administered to all students
  • Informal diagnostic tools administered to struggling readers
    • High-frequency word inventory
    • Phonics inventory
step 2 consider your children s needs3
Step 2 - Consider Your Children’s Needs

Form instructional groups based on data

CLASSIC PROBLEM

Some students …

  • read with high levels of accuracy and little difficulty
  • struggle with the prerequisite skills of word recognition
  • will require intensive intervention
step 2 consider your children s needs4
Step 2 – Consider Your Children’s Needs

Two Target Areas for Each Group

step 2 consider your children s needs5
Step 2 – Consider Your Children’s Needs

Big-picture plan for first grade small-group instruction

step 3 plan for 3 weeks of instruction1
Step 3 – Plan for 3 Weeks of Instruction

Question:

What is the key to successful

small-group differentiated

instruction?

Answer:

Start with an integrated three week plan for Group One

step 3 plan for 3 weeks of instruction2
Step 3 – Plan for 3 Weeks of Instruction

Group One

  • High frequency words -Choose words to teach from the previous unit that were missed by at least one student in the group
  • Next, choose letter patterns for the week
step 3 plan for 3 weeks of instruction3
Step 3 – Plan for 3 Weeks of Instruction

Group One

  • Work backwards-choose words for say-it-move it and oral segmenting and blending practice that will help students practice the sounds needed to read and spell the letter patterns
  • Select three sets of words for each strategy
step 3 plan for 3 weeks of instruction4
Step 3 – Plan for 3 Weeks of Instruction

Group One

  • Cross out during the instruction plan words or tasks that appear easy for students
  • Focus on the tasks that require modeling and support for success.
step 3 plan for 3 weeks of instruction5
Step 3 – Plan for 3 Weeks of Instruction

Group One

  • Cross out during the instruction plan words or tasks that appear easy for students
  • Focus on the tasks that require modeling and support for success.
step 3 plan for 3 weeks of instruction6
Step 3 – Plan for 3 Weeks of Instruction

Group Two

  • Start with decodable text that will be used for choral partner reading
  • Follow the backwards planning sequence
step 3 plan for 3 weeks of instruction7
Step 3 – Plan for 3 Weeks of Instruction

Group Two

  • Letter pattern instruction will focus on comparing and contrasting words with selected patterns
  • High-frequency word work will target those words that any of the children in that group missed on the inventory (not reteaching of the entire list)
step 3 plan for 3 weeks of instruction8
Step 3 – Plan for 3 Weeks of Instruction

Group Two

  • Choral partner reading of program decodable texts will provide fluency practice of previously taught material
step 3 plan for 3 weeks of instruction9
Step 3 – Plan for 3 Weeks of Instruction

Group Three

  • Start with decodable text that will be used for choral partner reading
  • Follow the backwards planning sequence
step 3 plan for 3 weeks of instruction10
Step 3 – Plan for 3 Weeks of Instruction

Group Three

  • Letter pattern instruction will focus on reteaching the letter patterns targeted in the daily lesson
  • High-frequency word work will focus on reteaching the high-frequency words that are targeted in the daily lesson
step 3 plan for 3 weeks of instruction11
Step 3 – Plan for 3 Weeks of Instruction

Group Three

  • Choral partner reading of program anthology selections will provide fluency practice
step 4 plan for reflection
Step 4 – Plan for Reflection

Ensure Immediate Success

Reteach

Modify Pace

Enrich

step 4 plan for reflection1
Step 4 – Plan for Reflection

Three Week Plan

Provides an organized system for thinking about the needs of all groups

step 4 plan for reflection2
Step 4 – Plan for Reflection

A First-Grade

Differentiation Plan

Provides a flexible set of instructional strategies that

can be used for many three week cycles by just increasing the difficulty of the content

for each group.