differentiating instruction in reading & the diverse learner dunbar vocational academy dr....

Differentiating Instruction Differentiating Instruction In Reading &In Reading &

The Diverse LearnerThe Diverse Learner

Dunbar Vocational AcademyDunbar Vocational Academy

Dr. Camilla CovingtonDr. Camilla Covington

General Reading AreasGeneral Reading Areas

Functional Reading

RecreationalReading

DevelopmentalReading

Reader

General Reading AreasGeneral Reading Areas

Developmental

Functional

Recreational

Emerging Readers

Readers who have fundamentalsof reading

Confident Readers

Goal of ReadingGoal of Reading

Communication

Receptive Language

Expressive Language•Speak•Write

Purpose of ReadingPurpose of Reading

Comprehension

Receptive Language

Reading Abilities

Listening Abilities

Goals & Purposes:Goals & Purposes: Reading Reading

Uses of oral & written language varyUses of oral & written language vary Goal & purpose of oral and written Goal & purpose of oral and written

language will always remain the language will always remain the same same communication communication comprehension.comprehension.

Reading Classifications:Reading Classifications:The Diverse LearnerThe Diverse Learner

Disabled ReaderDisabled Reader

Severely Disabled Reader Severely Disabled Reader

Slow LearnerSlow Learner

Underachiever Underachiever

Strategy Deficient ReaderStrategy Deficient Reader

The Disabled ReaderThe Disabled Reader

The reader whose general level of The reader whose general level of reading ability is significantly below reading ability is significantly below expectancy for their age and expectancy for their age and intelligence.intelligence.

Factors to considerFactors to considerCulture Culture LinguisticsLinguisticsEducational experiencedEducational experienced

The Severely Disabled ReaderThe Severely Disabled Reader

Disabled readers whose general level Disabled readers whose general level of reading ability is extremely below of reading ability is extremely below expectancyexpectancy

Labels include Labels include dyslexia dyslexia or or learning learning disability disability are often appliedare often applied to these to these casescases

The Slow LearnerThe Slow Learner

Children who are reading Children who are reading below age level and reading below age level and reading close to their limited learning close to their limited learning potential.potential.

The UnderachieverThe Underachiever

Children who are reading well Children who are reading well above average, but are above average, but are performing significantly performing significantly below their potential or below their potential or expectancy levelexpectancy level

The Strategy Deficient ReaderThe Strategy Deficient Reader

The reader who regardless of The reader who regardless of general level of reading general level of reading ability is weak in one or more ability is weak in one or more reading strategies.reading strategies.

The average student at DVCA*The average student at DVCA*

Accommodating Individual Accommodating Individual Differences…A Sound PlanDifferences…A Sound Plan

Maximize growth in the Maximize growth in the 3 general areas of 3 general areas of reading.reading.

Consider personal and Consider personal and social adjustments.social adjustments.

Develop a sound plan Develop a sound plan that:that: Involves qualified and Involves qualified and

creative teachers.creative teachers. Fits the school’s climate.Fits the school’s climate.

The Need for DifferentiationThe Need for Differentiation

High Impact High Impact Exemplary Teachers Have…Exemplary Teachers Have…

1.1. Instructional BalanceInstructional Balance2.2. High DensityHigh Density3.3. ScaffoldingScaffolding4.4. Self-regulationSelf-regulation5.5. Reading-writing IntegrationReading-writing Integration6.6. High ExpectationsHigh Expectations7.7. Effective ManagementEffective Management8.8. Ability to Clearly ArticulateAbility to Clearly Articulate

Preventive InstructionPreventive Instruction““The best intervention is effective instruction” (National Research Council)The best intervention is effective instruction” (National Research Council)

Initial Instruction

Intensive Intervention

Differentiated InterventionDifferentiated Instruction

Preventive InstructionPreventive Instruction

High Density + Scaffolding = High Density + Scaffolding = DifferentiationDifferentiation

Differentiation = Differentiation =

Key to EngagementKey to Engagement

Differentiated Options…Differentiated Options…specified to my instructionspecified to my instruction

Option #1Option #1

Let meaningful small Let meaningful small

group and individual group and individual

work flow naturally work flow naturally

out of whole class out of whole class

instructioninstruction

In order for this to work…In order for this to work…

Some readers will be guided Some readers will be guided indirectly by the teacher through indirectly by the teacher through the structure of instructional the structure of instructional activity away from the teacheractivity away from the teacher

Some readers will be guided Some readers will be guided directly through supportive small directly through supportive small group interactions with the group interactions with the teacherteacher


Adequate attention must be given while Adequate attention must be given while frontloading the lessonfrontloading the lesson

Extensive use of teacher demonstration, Extensive use of teacher demonstration, assisted practice and reflective questioning assisted practice and reflective questioning should take place throughout the lessonshould take place throughout the lesson

The responsibility for reading and responding The responsibility for reading and responding must be gradually released to the learners.must be gradually released to the learners.


Options must be available to Options must be available to accommodate differences in accommodate differences in work completion rateswork completion rates

All readers should be prepared to All readers should be prepared to make significant contributions to make significant contributions to the response activitythe response activity


Option #2Option #2

Set up meaningful small Set up meaningful small group and individual work that group and individual work that allows for conversation across allows for conversation across the learners in a class, but also the learners in a class, but also for flexibility in how learners for flexibility in how learners read and response to textsread and response to texts


Some readers who were guided more Some readers who were guided more indirectly will need to be guided indirectly will need to be guided more directly at another time.more directly at another time.

Some readers who were guided more Some readers who were guided more directly will need to be allowed to directly will need to be allowed to work independently at another timework independently at another time Same Text for All Students, Different Same Text for All Students, Different

Parts for Different Students / JigsawingParts for Different Students / Jigsawing


Option # 3Option # 3

Develop classroom structures forDevelop classroom structures for

small group and independentsmall group and independent

inquiry as an ongoing alternativeinquiry as an ongoing alternative

for engaging learners away fromfor engaging learners away from

the teacher. the teacher.

In order for this work…In order for this work…

1. Same topic for all students1. Same topic for all students

2. Different Texts for Different 2. Different Texts for Different StudentsStudents

3. Literature Circle, Inquiry 3. Literature Circle, Inquiry TeamsTeams

Scaffold InstructionScaffold Instruction

Direct Explanation

Independent Practice &Application

Guided Practice

Modeling

Teacher / Child

In order for this work…In order for this work…

Attention should be given to instructional Attention should be given to instructional activities which can transcend textsactivities which can transcend texts

Attention should be given to preparing Attention should be given to preparing students to work well in groupsstudents to work well in groups

Attention should be given to structuring Attention should be given to structuring the interactions within the groups to hear the interactions within the groups to hear and honor the voices of all studentsand honor the voices of all students


Attention should be given to Attention should be given to structures providing the possibility of structures providing the possibility of shared experiences across mixed shared experiences across mixed achievement textsachievement texts

> > Topics / Themes / GenresTopics / Themes / Genres

> > Authors / Elements / Authors / Elements / StrategiesStrategies


Attention should be given to the teacher’s Attention should be given to the teacher’s role with each grouprole with each group

Attention should be given to social Attention should be given to social processing by the students on a frequent processing by the students on a frequent basisbasis

Attention should be given to the Attention should be given to the membership of groups to maximize membership of groups to maximize learning opportunities for alllearning opportunities for all

Instructional CycleInstructional CycleInformed by AssessmentInformed by Assessment

Plan Instruction

Model /Guided Practice

Practice &Application

Assessment

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