models of differentiation model 1model 2model 3 model 4 text samevary partsvary setsvary texts...
DESCRIPTION
Different but related texts for different learners Match texts to learners Vary levels of teacher support Connect texts through instruction that transcends texts and learners Do-able Differentiation pp , 139TRANSCRIPT
Models of Differentiation
Model 1
Model 2 Model 3
Model 4
Text Same Vary parts
Vary sets
Vary texts
Groups Two key groups
Matched to parts
Matched to sets
Individualized
Support
Direct vs Indirect
Vary for groups
Vary for groups
Vary for individuals
Models of Differentiation
Model One: Grouping without Tracking
Model Two: Jigsawing Model Three: Connected Literature
Circles Model Four: Focused Workshop
Model Four: Focused Workshop
Different but related texts fordifferent learners
Match texts to learners
Vary levels of teacher support
Connect texts through instruction that transcends
textsand learners
Do-able Differentiation pp. 93-111, 139
Reading Workshop Focus Lesson SSR Activity log and response journal Book sharing: partners and small groups Teacher conferencing: assessment,
differentiated instruction, goal-setting Community Sharing Focus lesson
Model FourFocused WorkshopDifferent Texts Different levels of support for students
“Behind the Lesson: Inferring” for
Into the Book seriesby
Wisconsin Educational Communication board2006
Gradual Release
Strategy Lesson on Inferring Phase One: Introduction Phase Two: Explicit Instruction Phase Three: Modeling Phase Four: Guided Practice (LG) Phase Five: Independent Practice
(LG) Phase Six: Transfer (Independent) Phase Seven : Closure
Phase Two: Explicit Instruction Discuss the importance of strategies: Strategies help us solve problems we encounter when we are trying to
read, write and learn. Remind students of past strategy instruction/efforts
Identify WHAT the strategy is: Inferring Explain WHAT the strategy consists of: “thinking and searching”,
Reading between the lines”; contrast with “right there”
Explain WHY this strategy is important: Helps us think more accurately about what we are reading (King who Reigned example) and more deeply about what we are reading
Explain WHEN to use this: Almost all the time, used with other strategies like making connections, visualizing summarizing
Explain WHEN NOT to use this: Coupon book, Directions, Cookbook
Inferring Lesson“Right There” Clue
“Between the Lines” Inference
1.2.3.4.5.What I learned about inferring…
Informal Teacher Observation Grid
Student Book Choice
Oral reading
Finding Clues
Making Inferences
Other
Self evaluation+ (good) or – (needs work)
Reason
Reading my book
Finding clues
Making inferences
Working in the large groupWorking with my partnerWorking by myself
Applications to your text… Can you apply any of these
insights and ideas to the text you brought? Is it possible to use it as part of a focused readers workshop? What other texts would you need?
Can you use the text as a shared text to frontload instruction and build a firm foundation to guarantee success for as many individuals as possible?
How would you structure instruction to gradually release responsibility to individuals?
How would you help individual find access to select appropriate texts?
How would you indirectly guide individuals to work away from you?
How would you conference with individuals working directly with you?
How would you rebuild your classroom community to response to and extend the focus of the workshop?
Elements Common to All ModelsFrontloading Time invested on the front end of the lesson guarantees
that more students will be better able to work independently away from you
Gradually turn over the responsibility for the reading and responding to the text over to the students by moving from modeling to guided practice to independent practice.
Make sure the purpose and directions for independent reading and writing are clear for all students before turning over the activity to students and starting any instruction with a small group
Elements Common to All ModelsReading and Responding Engagement activities should be developed so that they
encourage students or teams to actually read the assigned texts, assist them in processing the texts and create a paper trail that can be used in responding to the text.
Hold the same expectations for all students and then differentiate the level of support and/or texts during reading and responding.
Discourage the use of activities that lead to disengagement (e.g., round robin reading).
Allow for some choice in how students can respond their reading.
Elements Common to All ModelsExtending Extension activities should be selected so that they allow all
students to contribute to the follow-up activity in mixed-achievement groups. Extension activities should be selected so that they allow all members of a team to play a role in sharing what was learned with others.
Select an extension activity that allows for students to build on instruction provided during the frontloading and practiced during the reading.
Select an extension activity that allows for teams, partners or individuals to use this text as a springboard for additional inquiry.
Encourage teams or individuals to reflect on their work together to improve team and independent work skills throughout the year.