differentiated reading instruction: strategies for the primary grades chapter 10: a second-grade...
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Differentiated Reading Differentiated Reading Instruction: Strategies for Instruction: Strategies for
the Primary Gradesthe Primary Grades
Chapter 10: A Second-Grade Differentiation Plan
Ms. Scott’s StoryMs. Scott’s StoryIt’s A New Day
Results
Ms. PasserallMs. PasserallLiteracy Coach
Step 1: Gather Step 1: Gather ResourcesResources
Curriculum Resources
Second-grade basal scope-and-Second-grade basal scope-and-sequence summarysequence summary
Decoding/spelling/alphabet Meaning Comprehension skills/strategies
Silent letters (chalk, thought, gnat, lamb, high, knot, write, sight, crumb, know, wrong, walk, sign)
/er/ (mother, brother, other, smaller, supper)
Short e (head, leather, bread)
Long e (tiny, every, happy, penny, many, worry, key, money, donkey, valley, turkey, monkey)
Fantasy/realityCause and effectContext cluesMain ideaMake inferencesSummarizeAnalyze charactersRecognize settingUse a dictionaryRead an encyclopediaUse a telephone directoryChoose a reference source
decidedimportantplanetfloatlibraryproudclimbeddriftedmessagecouplehalfnoticearrivefinishrush
earlyrecordsuccessearthlonelymountainforgetmemorywonderfulcollectjoinpockethonororderworth
Figure 10.1
Step 1: Gather Step 1: Gather ResourcesResources
Assessment Resources
Step 2: Consider Your Step 2: Consider Your Children’s NeedsChildren’s Needs
Step 2: Consider Your Step 2: Consider Your Children’s NeedsChildren’s Needs
Instructional Groups Based on the Instructional Groups Based on the DataData
Steps in FORISteps in FORI
Chapter 5 - Pg 83
• Day 1 – Read the selection aloud to the class and lead a comprehension- focused lesson.
•Day 2- Engage children in echo reading. Children take the selection home to read with a caregiver.
•Day 3- Read the selection chorally. Children again practice at home with a caregiver.
•Day 4- Students partner-read story. Children have a final chance to practice at home.
•Day 5 – Children do extension activities. As they work, assess the fluency of each child individually by having him or her read the story aloud.
A big picture plan for second-grade whole- A big picture plan for second-grade whole- group instructiongroup instruction
Figure 10.3
Goal Materials Daily Activities
•Fluency development •Basal anthology stories •Leveled texts
•Fluency-oriented reading instruction: choral reading, echo reading, partner reading of grade-level text•Partner reading of leveled text
•Vocabulary development
•Basal anthology stories•Children’s literature
•Vocabulary discussions
•Comprehension strategies
•Basal anthology stories•Children’s literature
•Before-, during-, and after-reading discussions•Direct explanation
Areas to Target for Each GroupAreas to Target for Each Group
Group 1 Group 2 Group 3 Group 4
•Word recognition and fluency•Teaching sounding and blending•Teaching high-frequency Words•Choral partner reading
•Word recognition and fluency•Teaching letter patterns•Teaching high- frequency Words•Choral partner reading
•Fluency and comprehension•Repeated reading•Question-and-answer relationships (QAR)
•Fluency and comprehension•Repeated reading•Story mapping
Independent extension
Independent extension
Independent extension
Independent extension
Partner activities with vowel families and then with decodable texts
Partner reading with decodable and then leveled texts
Partner reading with leveled texts
Partner reading and summary generation
Figure 10.4
Differentiation Strategies in Differentiation Strategies in Target AreasTarget Areas
Group 1Word
Recognition and Fluency
Group 2Word
Recognition and Fluency
Group 3Fluency
and Comprehension
Group 4Fluency
and Comprehension
•Choral partner reading•Partner activities with vowel families and then with decodable texts
•Choral partner reading•Partner reading with decodable and then leveled texts
•Repeated reading•Question-and-answer relationships•Partner reading with leveled texts
•Repeated reading•Story mapping•Partner reading and summary generation
Step 3: Plan For 3 Step 3: Plan For 3 Weeks of InstructionWeeks of Instruction
Content
Three Week Plan: Group 1Three Week Plan: Group 1
Focus: Word Recognition and FluencyInstructionReteach entire first-grade phonics
curriculum at an accelerated rateTeach high-frequency words based on
inventory data and second grade scope and sequence
A 3-week plan for struggling A 3-week plan for struggling second graders, group 1second graders, group 1
Week 1 Week 2 Week 3Phonics sounding and blending
M, P, T, Ra-n, a-p, a-tF,C,R,Lo-t, o-p, o-c-k
B, H, C, Si-t, i-n, i-pD, G, N, Vu-n, u-p, u-t
SH, CHe-n, e-d, e-tTHShort a, short o
High-frequency Words
like, me, I, the, am, went, to , my
are, we, is, mouse, she, man, once
with, have, give, when, look, said
Fluency an, at, ock, and ot poems
in, ip, up, and un poems
Short-vowel poems
Word Hunt Basal decodable story
Basal decodable story
Basal decodable story
Three Week Plan: Group 2Three Week Plan: Group 2
Focus: Word Recognition and FluencyInstructionReteach most frequent short-vowel
families at an accelerated rateProvide practice in connected text
through repeated readings of poems constructed to highlight vowel patterns
Three Week Plan: Group 3Three Week Plan: Group 3
Focus: Fluency and ComprehensionInstructionBuild fluency using mid-year first grade
anthology selectionsUse timed repeated readingsBuild comprehension through story maps
and summary sheets
Three Week Plan: Group 4Three Week Plan: Group 4
Focus: Fluency and ComprehensionInstructionUse Tier 2 words from read-aloud with the
goal of reading and spelling in addition to meaning
Use story maps and summary sheet with anthology story and daily read-aloud
Build fluency through FORI with anthology story
Extend through writing tasks
Step 4: Plan For ReflectionStep 4: Plan For Reflection
Ain’t no stopping us Ain’t no stopping us now . . . . now . . . .
Questions/AnswersQuestions/Answers