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Meeting the Needs of All of Students. March 25, 2014. Participants will:. Enhance their understanding of differentiated instruction, particularly small group instruction

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participants will
Participants will:
  • Enhance their understanding of differentiated instruction, particularly small group instruction
  • Understand basic principles of small group instruction - forming, planning and conducting to provide individualized attention/differentiation.
  • Determine skills and/or strategies to teach in small group based on student data.
  • Plan at least one guided reading/small group lesson.
  • Plan one or more authentic independent practice activities.
how do you differentiate
How do you differentiate?

Think about the ways you differentiate instruction in the classroom. Jot down your ideas. Then, share with group members.

traditional classroom vs differentiated classroom
Traditional Classroom vs. Differentiated Classroom


• Differences are studied as a basis for planning

• Assessment is on-going and diagnostic to to make instruction more responsive to learner needs

• Focus on multiple forms of intelligences is evident

• Student readiness, interest, and learning profile shape instruction

• Many instructional arrangements are used

• Multiple materials are provided


• Differences are acted upon when


• Assessment is most common at the end

of learning to see “who got it”

• A relatively narrow sense of

intelligence prevails

• Coverage of curriculum guides

drives instruction

• Whole class instruction dominates

• A single text prevails

Flexible GroupingFlexible grouping is the cornerstone of successful differentiatedinstruction – Carol Ann Tomlinson

Flexible grouping is an opportunity for students to work with a variety of students, through whole group or in many different forms of small groups. The key to flexible grouping is in the name…FLEXIBLE. Students have an opportunity to be in different groups depending on the activity.

  • Initially use whole group for instruction
  • Divide group for practice or enrichment
  • Not used as a permanent arrangement
  • Use groups for one activity, a day, a week, etc.
what are your challenges
What are your challenges?

At your tables, talk about the challenges you have with differentiation and/or flexible grouping.

forming groups
Forming groups

Today we will look at

  • running records data
  • any additional student data

to form and refine guided reading groups

organization for successful small groups
Organization for Successful Small Groups
  • Establish classroom management
  • Assess and establish groups
  • Know what you need to teach
  • Plan lessons to mastery
  • Create effective and meaningful activities
  • Communicate expectations
  • Build in accountability
organization cont d
Organization (cont’d.)
  • Teacher chooses the groups
  • Non-teacher group needs self directed work that is challenging and engaging
  • Un-interrupted teacher group
  • Known routines & procedures
  • Consistent expectations in transitions
    • Timed
    • Organized
    • Limited movement
independent group work ideas
Independent/Group Work Ideas


Read to Self …………….…..

Writing Station………….….

Word Study………………...


Textbook work……………..

Leveled Readers……………

Written dialog……………...


Response Journal

Writing Journal

Word Study notebook


Written work

Response Journal

Turn in dialog

guided reading in action
Guided Reading in Action

Jot down any of your noticings, thoughts, or revelations as you view this video clip.

how do i start the initial framework for every classroom
How Do I Start ?: The Initial Framework for Every Classroom
  • Students are divided into small groups (ideally, 4-6 students per group)
  • Lessons will run 15-20 minutes
  • Determine appropriate level of groups
  • Provide a text for each child
what does guided reading look like
What Does Guided Reading Look Like ?
  • The teacher introduces the text to the small group
  • As the text is read aloud or silently, the teacher briefly works with students; each child reads the whole text.
  • The teacher may select one or two teaching points to address after reading
  • The students resume reading and apply the teaching points presented by the teacher
pre reading activities the teacher from fountas and pinnell
Pre-Reading Activities: The Teacher From Fountas and Pinnell
  • Selects an appropriate text, one that will be supportive but with a few problems to solve
  • Prepares an introduction to the story
  • Briefly introduces the story, keeping in mind the meaning, language, and visual information in the text, and the knowledge, experience, and skills of the reader
  • Leaves some questions to be answered through reading
during reading activities the teacher from fountas and pinnell
During Reading Activities: The TeacherFrom Fountas and Pinnell
  • “Listens In”
  • Observes the reader’s behaviors for evidence of strategy use
  • Confirms children’s problem-solving attempts and successes
  • Interacts with individuals to assist with problem-solving at difficulty (when appropriate)
  • Makes notes about the strategy use of individual readers
post reading activities the teacher from fountas and pinnell
Post Reading Activities: The Teacher From Fountas and Pinnell
  • Talks about the story with the children
  • Invites personal response
  • Returns to the text for one or two teaching opportunities such as finding evidence or discussing problem-solving
  • Assesses children’s understanding of what they read
  • Sometimes, engages the children in extending the story through such activities as drama, writing, art, or more reading
  • Sometimes, engages the children for a minute or two of word work
  • Ongoing observations will probably be the most beneficial for tracking students.
  • A notebook with Post-It notes can serve as your documentation.
  • Running records provide a quick assessment of fluency.
and lastly
And Lastly…

Take a few minutes to…

  • Fill out your exit card
  • Jot down some reflections/goals