implementing differentiated instruction
DESCRIPTION
Implementing Differentiated Instruction. In the LANGUAGE! Classroom. Why haven’t we implemented Differentiated Instruction before?. Lack of Instructional Time Lack of materials Need for Preplanning for Centers Setting Expectations Administrative Support. - PowerPoint PPT PresentationTRANSCRIPT
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Implementing Implementing Differentiated InstructionDifferentiated Instruction
In the In the LANGUAGE!LANGUAGE! Classroom Classroom
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Why haven’t we implemented Why haven’t we implemented DifferentiatedDifferentiated InstructionInstruction
before?before?
Lack of Instructional Time Lack of materials Need for Preplanning for
Centers Setting Expectations Administrative Support
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Instructional time: The LANGUAGE! Program
should have a 90 minute reading block allowing time for differentiated instruction.
LANGUAGE! curriculum provides integrated materials and planning for differentiated instruction.
Administrative support is enhanced through national and district research.
The district will be providing continued workshops on differentiated instruction, model classrooms, literacy centers, and other research based instruction.
Each of these stumbling blocks are being chipped away as LANGUAGE! is further implemented in
Lee County.
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What does current What does current research indicate research indicate
regardingregarding
Differentiated Differentiated InstructionInstruction??
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The Neurobiology of Reading The Neurobiology of Reading and Dyslexiaand Dyslexia
The provision of extra time is therefore an essential accommodation; it allows them time to decode each word and apply their unimpaired higher order cognitive and linguistic skills to the surrounding context to get at the meaning of words that they cannot rapidly decode.
Shaywitz, 2001
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Implications concerning Shaywitz’s findings…
Therefore, it is essential to Therefore, it is essential to differentiate to meet the needs differentiate to meet the needs of our students.of our students.
Research supports the need for Research supports the need for differentiating instruction for differentiating instruction for underachievers. Struggling underachievers. Struggling readers need something readers need something different…different…
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Reading Next: A Vision for Action and Reading Next: A Vision for Action and Research in Middle and High School Research in Middle and High School
LiteracyLiteracy
“ “ A full 70 per cent of U.S. A full 70 per cent of U.S. middle and high school students middle and high school students require differentiated instruction, require differentiated instruction, which is instruction targeted to which is instruction targeted to their individual strengths and their individual strengths and weaknesses.”weaknesses.”
(Biancarosa & Snow)(Biancarosa & Snow)
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Torgeson’s ChartTorgeson’s Chart
What skills are particularly deficient in level 1 and level 2 readers at 10th grade?
Skill/Ability
WPM on FCAT
Fluency percentile
Verbal knowledge/reasoning
FCAT Performance Level
1 2 3 4 5
130
8th
30th
154
30th
60th
175
68th
66th
184
87th
84th
199
93rd
89th
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Implications of Torgeson’s Implications of Torgeson’s findings…findings…
Students in Reading Level 1 and Students in Reading Level 1 and 2 have a larger deficit in 2 have a larger deficit in FLUENCY than in VERBAL FLUENCY than in VERBAL KNOWLEDGE/REASONING.KNOWLEDGE/REASONING.
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If we keep doing the same thing,
we’ll keep getting the same results
so…
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Teachers as ScientistsTeachers as Scientists
Students arrive in IR classes Students arrive in IR classes with a variety of with a variety of assessments– how can this assessments– how can this data be used to plan data be used to plan instruction in the instruction in the L!L! classroom; the process is classroom; the process is much like a scientist that much like a scientist that problem solves.problem solves.
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The purpose of assessment The purpose of assessment is…is…
““provide teachers with data that they provide teachers with data that they can use to adjust instruction to ensure can use to adjust instruction to ensure that all students achieve maximum that all students achieve maximum growth in reading. These tests help growth in reading. These tests help identify students who require identify students who require “corrective instruction”, students who “corrective instruction”, students who would from enrichment activities, and would from enrichment activities, and help teachers prevent minor help teachers prevent minor difficulties from developing into major difficulties from developing into major problems” (Guskey, 2003)problems” (Guskey, 2003)
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The purpose of assessment The purpose of assessment is…is…
““provide teachers with dataprovide teachers with data that they can that they can use to use to adjust instructionadjust instruction to to ensure that ensure that all students achieve maximum growthall students achieve maximum growth in reading. These tests help in reading. These tests help identify identify students who require “corrective students who require “corrective instruction”,instruction”, students who would from students who would from enrichment activitiesenrichment activities, and , and help teachers help teachers prevent minor difficulties from prevent minor difficulties from developing into major problems”developing into major problems” (Guskey, 2003)(Guskey, 2003)
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Why Do Content Mastery?Why Do Content Mastery?
Content Mastery is an integral part of the Language! program.
Success with the L! program hinges on the consistent use and monitoring of the assessments.
Assessment information is essential to drive the day to day instructional success.
Helps identify and intervene with those students who are falling behind and/or do not show growth in the critical areas of literacy development.
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Content Mastery TasksContent Mastery Tasks
Focuses on specific content Focuses on specific content covered in the unitcovered in the unit
Measures new content and Measures new content and concepts taughtconcepts taught
Offers students practice in a Offers students practice in a variety of testing formats variety of testing formats such as multiple choice, such as multiple choice, recall/written response, recall/written response, spelling, and open-ended spelling, and open-ended formatformat
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Instructional Effectiveness
Individual Students
Other Considerations
Content Mastery Content Mastery
provides data in three provides data in three categories:categories:
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Instructional EffectivenessInstructional Effectiveness
Provides teachers with a Provides teachers with a snapshot regarding the snapshot regarding the effectiveness of instructioneffectiveness of instruction
Informs teachers about areas Informs teachers about areas that might need additional that might need additional practice and modelingpractice and modeling
Provides feedback about the Provides feedback about the pace of instructionpace of instruction
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Instructional EffectivenessInstructional Effectiveness
The percent of students The percent of students achieving mastery over a achieving mastery over a designated period of time (9 designated period of time (9 weeks or semester)weeks or semester)
The percent of students The percent of students achieving mastery within a achieving mastery within a unitunit
What differentiated instruction What differentiated instruction is needed to ensure mastery is needed to ensure mastery for all studentsfor all students
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Consider how Consider how teacher and teacher and
student behaviors student behaviors affect Content affect Content
Mastery scores?Mastery scores?
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Points to Ponder When Analyzing Points to Ponder When Analyzing Instructional EffectivenessInstructional Effectiveness
Were the Content Mastery tasks Were the Content Mastery tasks examined prior to instruction examined prior to instruction and administration?and administration?
Was the teacher knowledgeable Was the teacher knowledgeable about what mastery should look about what mastery should look like?like?
Has the expected response been Has the expected response been modeled for the students?modeled for the students?
Was there opportunity for Was there opportunity for approximate steps of mastery approximate steps of mastery prior to content mastery being prior to content mastery being administered?administered?
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Other ConsiderationsOther Considerations
Needs of specific populations
Needs of specific class periods
(time of day/composition)
Needs of specific levels (A-F)
Student motivation
Patterns of Patterns of AttendanceAttendance
Parent SupportParent Support
Content Mastery can provide data regarding other considerations that
may include:
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Points to Ponder When Analyzing Points to Ponder When Analyzing Other ConsiderationsOther Considerations
Are there additional interventions that can be implemented to support specific populations?
Are there viable reinforcers that can increase achievement for specific students?
Can other school personnel impact attendance for truant students?
How visable/involved is the administration in the Intensive Reading classes?
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The Road Map for Data The Road Map for Data Driven InstructionDriven Instruction
Re-teachingRe-teaching ReinforcementReinforcement AccelerationAcceleration
Content Mastery provides aroadmap by targeting students
who need:
To insure mastery for all
students. }
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Administering, Recording Administering, Recording
and Interpreting and Interpreting
Content Mastery TasksContent Mastery Tasks
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Administering the Content Administering the Content MasteryMastery
The Content Mastery tasks are incorporated into lessons 5, 9 and 10.
Directions for “how-to” administer specific tasks are incorporated in the unit lessons found throughout the Teacher Editions for Books A-F.
Students complete the Content Mastery tasks in their individual Assessment: Content Mastery booklets.
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Recording of Content Mastery Recording of Content Mastery Task ScoresTask Scores
Student scores should be Student scores should be recorded on the recorded on the reproducible reproducible Content Content Mastery Class RosterMastery Class Roster in in each level Assessment: each level Assessment: Teacher Edition.Teacher Edition.
Teachers should prepare a Teachers should prepare a roster for each unit of roster for each unit of instruction.instruction.
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Content Mastery Task Content Mastery Task Class RosterClass Roster
Microsoft Excel Worksheet
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Interpreting Content Interpreting Content Mastery ResultsMastery Results
Phonemic Awareness and PhonicsPhonemic Awareness and Phonics Word Recognition and SpellingWord Recognition and Spelling Vocabulary and MorphologyVocabulary and Morphology Grammar and UsageGrammar and Usage
Content Mastery Tasks for Steps 1-4 require students to answer multiple
choice and written spelling tasks in:
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What is Mastery for What is Mastery for Steps 1-4?Steps 1-4?
Students who achieve 80% Students who achieve 80%
(4/5 correct or 8/10 correct on individual tasks)
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● A Prescriptive Teaching Box follows every Content Mastery task at the point of use in the Teacher Edition.
● These boxes guide teachers to reinforce or reteach based on performance.
IF… Then…
Students who score below 80% Reinforce:
*Word Meanings: Use Sortegories, Unit 9
Categorize It, and Sort It: Word
Meanings, Lesson 6, Step 3
Students who score at or Reteach:
Below 60% Word Meanings: Use Word Networks:
Homophones, Unit 9 Lesson 3, Step 3,
and Multiple Meaning Map, Lesson 5
Step 3.
When students fall below the 80% When students fall below the 80% mastery level…mastery level…
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Review and Acceleration appears at the beginning of every unit for students whose performance on assessment falls below the cutoff test scores.
Students can repeat these activities to review areas of weaknesses.
Special Instructional Support provides activities to customize teaching materials an provide opportunities for individualized instruction.
Reinforcement or Re-teachingReinforcement or Re-teaching??
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L! Pacing Guide for School Year 2006-07
Microsoft Word Document
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Interpreting Content Mastery Interpreting Content Mastery Steps 5 and 6Steps 5 and 6
Content Mastery Tasks for Steps 5-6
require students to:
• Interpretation types of questions
• Use content from reading materials to write short answers to comprehension questions
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Teachers need to be very familiar with the scoring rubric in order to shape the students writing as they progress throughout the unit to meet the expectations on the Content Mastery tasks.
Teachers expectations need to encompass all previously taught concepts.
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Scoring on CM Tasks 5-Scoring on CM Tasks 5-66
Ideas and DevelopmentIdeas and Development
OrganizationOrganization Voice and Audience AwarenessVoice and Audience Awareness Word ChoiceWord Choice Sentence FluencySentence Fluency Written Language ConventionsWritten Language Conventions
The student’s overall score is basedon the average rating of the five
questions
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Guidelines for Scoring Guidelines for Scoring WritingWriting
Adobe Acrobat 7.0 Document
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What is Mastery of What is Mastery of CM Tasks 5-6?CM Tasks 5-6?
Students should achieve an Students should achieve an average of at least 4.0 (80%) on average of at least 4.0 (80%) on open ended questions.open ended questions.
When performance falls below a When performance falls below a score of 4.0, those areas may score of 4.0, those areas may need to be re-taught in need to be re-taught in subsequent units.subsequent units.
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Fluency TasksFluency Tasks
L! Book Grade Level Target # of
Taught in Curriculum WCPM
A Grade 3 120 B Grade 4 130 C Grade 5 140 D Grade 5 145 E Grade 6 150 F Grade 6-8 150-180
Teachers need to be knowledgeable of the Teachers need to be knowledgeable of the fluency expectations for each level of fluency expectations for each level of
Language!Language!
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Florida Oral Reading Florida Oral Reading FluencyFluency
Although the FORF has set Although the FORF has set grade level standards, the grade level standards, the leveled leveled LANGUAGE!LANGUAGE! fluency fluency expectations may provide a expectations may provide a more realistic number of words more realistic number of words correct per minute for students correct per minute for students who are achieving far below who are achieving far below grade. grade.
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Fluency TasksFluency Tasks
A wide range of fluency tasks are A wide range of fluency tasks are incorporated throughout every level.incorporated throughout every level.
Book A: letters-to-sounds-to-words-Book A: letters-to-sounds-to-words-to-phrase-to-sentence fluency to-phrase-to-sentence fluency
Book B: passage fluencyBook B: passage fluency
A time saving approach to A time saving approach to evaluate progress is to record evaluate progress is to record students’ performance on a limited students’ performance on a limited set of resultsset of results..
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Fluency Task Student Fluency Task Student Record FormRecord Form
Fluency rates (WCPM) should be recorded on the reproducible Fluency Task Student Record Form in the Assessment: Teacher Edition booklet.
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Word Fluency RecordWord Fluency Record
Adobe Acrobat Document
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Differentiating Fluency GoalsDifferentiating Fluency Goals
Students with severe reading Students with severe reading difficultiesdifficulties
Repeated readings of textsRepeated readings of texts
Language! Assessment: Teachers Edition provides guidance on establishing individual
goals for:
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Looking towards Looking towards
the Differentiatedthe Differentiated
ClassroomClassroom
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Planning for the Planning for the Differentiated LessonDifferentiated Lesson
First and foremost realize that a First and foremost realize that a differentiated classroom differentiated classroom doesn’t doesn’t happen overnight happen overnight
Start small—set achievable goalsStart small—set achievable goals
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Teacher and StudentsTeacher and Students
Learn new classroom routinesLearn new classroom routines
Use of new materialsUse of new materials
Set new expectations: learning Set new expectations: learning and behaviorand behavior
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The FORES QuestionsThe FORES Questions
For every For every differentiated differentiated
lesson the lesson the teacher should teacher should
be able to be able to answer these answer these
five questions:five questions:
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FF = = First,First, are the materials and are the materials and technology available?technology available?
OO = What is the = What is the objectiveobjective of the of the lesson?lesson?
RR = How does the objective of the = How does the objective of the lesson lesson relaterelate to the students’ to the students’needs?needs?
EE = Do the students know and = Do the students know and understand the understand the expectationsexpectations of the of the lesson? lesson?
SS = Does the class = Does the class scheduleschedule permit permit it?it?
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•Look at a sample lesson from Book A
•Let’s apply the FORES questions
5050Teacher
My students are new to sound counts.
I want to reinforce this skill before going on.
What can I do?
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In your TE manual notice the blue box labeled “Special Instructional Support”. It states that Step 1 (PA and Phonics) can be supported through the use of Sortegories Instructional CD, Unit 1: Sound Count.
In your TE manual notice the blue box labeled “Special Instructional Support”. It states that Step 1 (PA and Phonics) can be supported through the use of Sortegories Instructional CD, Unit 1: Sound Count.
Coach
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Do you have the CD and the technology
to use it in your classroom?
Coach
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I have the CD, but I need to think about how I can effectively use it in
my classroom.
Teacher
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GREAT! Let me help you think it through.
Have your students used independent literacy
centers before?
Coach
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No, I’ve not incorporated centers into my instructional plan…however, I am willing
to try if it’ll help the students.
Teacher
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It might be a good idea to model the procedure of
“how to use” the material and technology before
you expect them to function independently.
Coach
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How can I do that? Will it
work?
Teacher
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Sure, it’s easy! You can begin by hooking your teacher computer to a presentation station or classroom TV. This way
the entire class can become familiar with the
program and how it works.
Coach
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Perhaps I can work with my school’s
Tech Specialist if I need help.
Teacher
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Most importantly---preview the program to make sure that it meets your learning objectives
and it relates to your students needs and the desired outcome of your
lesson
Coach
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Thanks! I’ll preview it and we’ll talk again
Teacher
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As you preview it, determine the expectations for the
lesson…both yours and the students. This will allow you to determine ahead of time if the lesson will be a success.
Coach
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Later…..Later….. Let’s visit the teacher who Let’s visit the teacher who
decided to try decided to try SortegoriesSortegories in her in her classclass
We’ll find out if she had success We’ll find out if she had success or did she encounter or did she encounter problems…problems…
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I previewed the skills covered in Sortegories, Unit 1. It looks great
and meets what I want my students to learn. I plan to use tiles because my students like
them and I’ll be able to see if they are getting the concepts.
Teacher
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So the last question is when?
Coach
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Since this was my first attempt I am doing it as a whole class activity. When my students learn the routine I can move this to an independent activity. I have all the materials and I’m ready to go tomorrow. Come and assist—so I can improve it for the next time I do it.
Teacher
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See you tomorrow.
Coach
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After the first trial…After the first trial…
Teacher
Coach
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WOW! That went great! You and your students seemed to
enjoy the change of instructional delivery . I am
sure glad you tried the projector set up yesterday—starting with no bulb would
have been a disastrous situation.
Coach
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You’re right about that. I’ll have to practice adjusting
[shortening] the length of my instructional time. I’m sure my students and I will get better
and faster.
Teacher
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As you continue to perfect the Sortegories activity—look for other
activities in the Teacher’s Edition that allows you to
keep the same lesson format, but modify the
delivery method.
Coach
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Look for activities that invite group work or
cooperative learning.
Coach
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Relevant examples include: •Idioms and Expressions of the Day
•Fluency Practice
•Vocabulary activities
•Explore It
•Phrasing
•Handwriting Practice
•Masterpiece Sentences
Coach
The purpose of small groups is to reinforce previously taught concepts.
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Remember that the Remember that the Planning and Pacing Planning and Pacing
GuideGuide indicates content indicates content and activities that and activities that
teachers can use to teachers can use to differentiate instruction—differentiate instruction—
using the following using the following tools…tools…
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Tools that help teachers implement Tools that help teachers implement differentiated instructiondifferentiated instruction
Instructional Planning Tool Instructional Planning Tool CDCD
LANGUAGE!LANGUAGE! Words for Words for TeachersTeachers
e-Reader CDe-Reader CD SortegoriesSortegories InteractiveInteractive CD CD Folder ActivitiesFolder Activities Speaking and Listening to Speaking and Listening to
the English Language kitthe English Language kit
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Instructional Planning Tool Instructional Planning Tool CDCD
Allows teachers to Allows teachers to customize lesson plans for customize lesson plans for daily or weekly daily or weekly differentiated lessons differentiated lessons
Permits printing of Permits printing of Interactive TextInteractive Text pages pages
For additional practice or For additional practice or remediation purposesremediation purposes
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LANGUAGE!LANGUAGE! e-Reader CD e-Reader CD
Read selections aloud and Read selections aloud and highlights each phrase highlights each phrase
Includes Interactive versions Includes Interactive versions of of Instructional Text Instructional Text
Links to strategic vocabularyLinks to strategic vocabularyAllows students to copy and Allows students to copy and
paste text into notes or paste text into notes or outlines to facilitate writingoutlines to facilitate writing
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Sortegories InteractiveSortegories Interactive CD CD
Sound CountSound Count Sort ItSort It Morph ItMorph It Build ItBuild It Categorize itCategorize it Relate ItRelate It Grammar SortGrammar Sort Analogy BuildingAnalogy Building Phrase BuildingPhrase Building
Offers nine interactive activities for each unit
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General Principles for General Principles for Folder ActivitiesFolder Activities
Manipulatives have been shown to Manipulatives have been shown to aid retention and foster learning aid retention and foster learning
Provides students with opportunities Provides students with opportunities to practice skills and interact with to practice skills and interact with classmatesclassmates
Helps to build academic vocabulary Helps to build academic vocabulary that follow the scope and sequence that follow the scope and sequence of the of the LANGUAGE!LANGUAGE! Program Program
Folder activities are found in Teacher Folder activities are found in Teacher Resource Guide pp 100-105Resource Guide pp 100-105
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LANGUAGE!LANGUAGE! Folder Categories Folder Categories
Individual and Partner Friendly Alphabetize Word Sorts
Phoneme Discrimination Grammar Sort Semantic Sort Syllable Sort Word and Phrase Sort
Sentence Unscramble Fill-in-the-Blanks Tic-Tac-Toe
Essential Words Syllable Types
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Teacher Created Folder Teacher Created Folder ActivitiesActivities
Masterpiece Sentences: Masterpiece Sentences: helps helps students construct excellent sentences and students construct excellent sentences and strengthens their understanding of strengthens their understanding of grammar and syntaxgrammar and syntax
ELL Activities: ELL Activities: facilitates opportunities facilitates opportunities for students to practice vocabularyfor students to practice vocabulary
Sentence Diagramming: Sentence Diagramming: allows allows students to identify parts of speechstudents to identify parts of speech
Multiple Meaning Maps: Multiple Meaning Maps: requires requires students to examine word meanings at a students to examine word meanings at a deeper leveldeeper level
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LANGUAGE!LANGUAGE! Words for Teachers Words for Teachers
Step 2: Word Recognition and Spelling Step 2: Word Recognition and Spelling ActivitiesActivities
Unit Vocabulary WordsUnit Vocabulary Words Essential WordsEssential Words Words with prefixes and suffixesWords with prefixes and suffixes HomophonesHomophones Words with short or long vowelsWords with short or long vowels Words with blendsWords with blends Multi-syllable wordsMulti-syllable words Words with nouns, verbs or adjective Words with nouns, verbs or adjective
suffixessuffixes
Fluency Builder Grid, Word Search and Word Unscramble
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LANGUAGE!LANGUAGE! Words For Words For Teachers CDTeachers CD
Step 3: Vocabulary and Morphology ActivitiesStep 3: Vocabulary and Morphology Activities Sort by noun, verb or adjective suffixes Sort by prefixes or suffixes Sort by words with multiple meanings Open word sorts Student generated synonym, antonym,
rhyme, definition or picture
Step 4: Grammar and Usage ActivitiesStep 4: Grammar and Usage Activities Sort by parts of speechSort by parts of speech Build sentences by unit grammar Build sentences by unit grammar
conceptsconcepts Sort prepositions by time, space or bothSort prepositions by time, space or both Sort comparative and superlativesSort comparative and superlatives Sort regular and irregular verbsSort regular and irregular verbs Sort by type of pronounSort by type of pronoun
Word Card Generator and Word Study Guide Word Card Generator and Word Study Guide
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Speaking and Listening to Speaking and Listening to the English Languagethe English Language
The primary objective of the 270 activities is to give the students the tools they need to succeed in school and life by learning Academic English.
When spoken and written English are taught simultaneously, students are able to access the regular curriculum much faster.
Speaking and Listening to the English Language is best used concurrently with LANGUAGE! although can be used independently.
Each unit in the TE identifies the concepts being taught in the ELL unit.
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Later that month…Later that month…
You have done a GREAT job teaching your students about the literacy centers and their expected behaviors. I have noticed that you are using literacy centers on a limited basic. Are you ready to expand their use?
Coach
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I’m game! What are my choices of scheduling?
Teacher
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There are two main choices—dedicating time daily or weekly. In order to choose, there are questions you need to ask and answer about your students. They can help you decide which is best for you—daily or weekly.
Remember those points to ponder we talked about earlier such as motivation, attendance and population? You may need to consider these factors in addition to your content mastery scores.
Coach
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Motivation: Can your class handle a whole block of mostly independent tasks? Or would they do better with a 10-15 minute differentiated period?
Points to Ponder when Points to Ponder when considering differentiated considering differentiated
instruction …..instruction …..
Attendance: If absenteeism is a problem for the class and if students miss direct instruction once a week—would they fall too far behind?Population: If your class contains ESOL students—do these students’ needs dictate daily or weekly LANGUAGE! differentiated activities?
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Choosing the Differentiated Choosing the Differentiated Instruction ScheduleInstruction Schedule
Dedicate a day each weekDedicate a day each week
--Mrs. Callis --Mrs. Callis
Dedicate a time dailyDedicate a time daily
--Mr. Coltrane--Mr. Coltrane
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Why Choose a Dedicated Why Choose a Dedicated Day Each Week ?Day Each Week ?
Mrs. Callis has opted for dedicated time each week based on the needs of her students.
Her students exhibit a need for more direct instruction rather than independent learning.
Absenteeism is low. Students would benefit from more
immediate feedback . She feels that a dedicated day meets the
needs of her students more readily than daily differentiated instructional time.
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Using the handout: Content Mastery Task Class Roster for Book A: Unit 2, Content Mastery task scores, help Mrs. Callis by highlighting students who need re-teaching and reinforcement.
Remember that reinforcement is 60%-80% and re-teaching is >60% mastery.
Mrs. Callis is ready begin a day designated for Differentiated Instruction.
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Classroom Roster formClassroom Roster form
Microsoft Excel Worksheet
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Based on the results gathered--Mrs. Based on the results gathered--Mrs. Callis now transfers the information Callis now transfers the information on to the Dedicated Day sheet by on to the Dedicated Day sheet by inserting names of students beside inserting names of students beside specific steps.specific steps.
This will allow Mrs. Callis to support This will allow Mrs. Callis to support these students throughout the week these students throughout the week to prevent failure.to prevent failure.
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Dedicated Dedicated DayDay for for differentiationdifferentiation
Participants – please refer to your Participants – please refer to your packet for this two page handoutpacket for this two page handout
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Sample Literacy Centers that Sample Literacy Centers that students rotate through:students rotate through:Reading TableReading TableComputers/Interactive CDsComputers/Interactive CDsFolder ActivitiesFolder ActivitiesIndependent readingIndependent readingWhole group activityWhole group activityeReadereReaderSortegoriesSortegories
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Classroom mapClassroom map
Adobe Acrobat 7.0 Document
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Utilizing the Content Utilizing the Content Mastery and Mastery and
Observation SheetObservation Sheet
On the fourth day, Mrs. Callis reviews her observation sheets to make sure that she differentiates instruction for struggling and excelling students.
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Sample Dedicated Day Sample Dedicated Day ScheduleSchedule
Students who are doing well visit:: Fluency Activities Reading Table Enrichment/Extension Activities
Students who are struggling visitStudents who are struggling visit: Reinforcement Activities Reading Table for re-teaching Fluency Activities Students self select the centers based on the
number of chairs available. If the chairs are full, they select another center. (move over)
Students stay approximately 15 minutes at each center. The following week centers are changed due to current observation data and variety.
Scenario: Mrs. Callis has set up her groups for all students to visit 3
stations.
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Why Choose Dedicated Time Why Choose Dedicated Time Each Day?Each Day?
Mr. Coltraine has chosen the dedicated time each day based on the needs of his students.
His students have demonstrated independent work skills but have a high absentee rate.
He feels that if he has differentiated instruction only one day a week he won’t be able to keep the students up with their reading skills.
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Dedicated Time Each DayDedicated Time Each Day
First or last 10-15 minutes of each First or last 10-15 minutes of each day (only if in 90 minute block)day (only if in 90 minute block)
One group at ‘reading table’ for:One group at ‘reading table’ for: reinforcementreinforcement clarificationclarification re-teaching re-teaching re-administering Content Mastery re-administering Content Mastery
Other groups at computers, folder Other groups at computers, folder activities, or independent readingactivities, or independent reading
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Dedicated Time Daily Dedicated Time Daily Lesson PlanLesson Plan
Participants – please refer to your Participants – please refer to your packet for this handoutpacket for this handout
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SummarySummary
Mr. Coltraine followed the same Mr. Coltraine followed the same sequence of Content Mastery sequence of Content Mastery analysis and observation as analysis and observation as Mrs. Callis. Mrs. Callis.
The classroom set up is similar.The classroom set up is similar. Mr. Coltraine allows Mr. Coltraine allows
approximately 15 minutes a day approximately 15 minutes a day for for differentiated instructiondifferentiated instruction in in Literacy Centers.Literacy Centers.
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Planning Reinforcement Planning Reinforcement and Consequencesand Consequences
Just as you plan for academic Just as you plan for academic tasks, many problems can be tasks, many problems can be prevented by planning for:prevented by planning for: Classroom LogisticsClassroom Logistics Behavioral and academic Behavioral and academic
reinforcement reinforcement Behavioral consequencesBehavioral consequences Grading proceduresGrading procedures
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How can I tell if my How can I tell if my differentiated differentiated
instructioninstruction is working? is working?
Teacher
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I’m so glad that you asked that question!I’m so glad that you asked that question!
I’ll show you a way for you and your I’ll show you a way for you and your students to track data that will allow you students to track data that will allow you to see if your individual students are to see if your individual students are making progress and it your class as a making progress and it your class as a whole is making progress,whole is making progress,
Coach
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I can’t wait!I can’t wait!
Teacher