Differentiation and Differentiation and Small Group Small Group InstructionInstructionPresented 10/17/12Presented 10/17/12

By Building reading By Building reading specialistsspecialists

Data-Based Decision Data-Based Decision MakingMaking

Planning the content of daily instruction Planning the content of daily instruction based on frequent, ongoing assessment based on frequent, ongoing assessment datadata DRA2, daily work, anecdotal records, data DRA2, daily work, anecdotal records, data

collected during interactive read aloud, collected during interactive read aloud, conference records, progress monitoring conference records, progress monitoring datadata

Grouping and regrouping students based Grouping and regrouping students based on shared needs observed from dataon shared needs observed from data

Small Group InstructionSmall Group Instruction

Strategy Strategy LessonsLessons

BOTHBOTH Guided Guided ReadingReading

Students practice in Students practice in independent-level independent-level textstexts

Small groups of Small groups of students work with the students work with the teacherteacher

Students practice in Students practice in instructional-level instructional-level textstexts

Students practice in Students practice in self-selected or self-selected or teacher-assigned teacher-assigned textstexts

Combination of Combination of explicit and supported explicit and supported instruction is usedinstruction is used

Students practice in Students practice in texts selected by the texts selected by the teacherteacher

Structure includes Structure includes connection, explicit connection, explicit teaching, active teaching, active engagement, and a engagement, and a link to students’ link to students’ reading lives.reading lives.

Teachers coach.Teachers coach.Students respond.Students respond.

Structure often Structure often includes book includes book introduction, reading introduction, reading with coaching, and with coaching, and teaching point(s) or teaching point(s) or discussiondiscussion

Stop and JotStop and Jot

What techniques do you What techniques do you currently use to currently use to differentiate instruction differentiate instruction for your students?for your students?

What would you like What would you like to know more about?to know more about?

Concept of Definition MapConcept of Definition Map

What is it like?

Nonexamples:

What is it?

Differentiated Instruction

Examples: Teaching students according

to their individual needs.

•Data-based instruction

•Individualized instruction

•Scaffolding

Teaching targeted small groups

Flexible grouping patterns

Using assessment data to plan instruction

Matching text level to student ability

Independent projects tailored to student ability

Whole class instruction

Small groups that never change (tracking)

All students reading same text

Same independent seatwork assignments to entire class

What isWhat isDifferentiated Instruction?Differentiated Instruction?

Varying instructions to meet Varying instructions to meet the needs of all students the needs of all students within the same classroomwithin the same classroom

Taking students where they Taking students where they are and moving them forwardare and moving them forward

Flexibly grouping and Flexibly grouping and regrouping students according regrouping students according to shared needs and abilitiesto shared needs and abilities

The Academic ContinuumThe Academic Continuum

Advanced Readers • Read fluently and with expression• Read independently• Have advanced decoding skills• Have good comprehension

Typical Readers • Read less fluently• Developing independence• Developing advanced decoding skills• Developing strategies for comprehension

Striving Readers • Read with labored fluency• Have poor decoding skills• Comprehension hindered by poor reading

Purpose, Purpose, Purpose: Purpose, Purpose, Purpose: Which when?Which when?

Guided ReadingGuided Reading To discuss the To discuss the

meaning of a textof a text To To monitormonitor how well how well

students are applying students are applying skills to reading a textskills to reading a text

To support a reader’s To support a reader’s development of development of strategies for strategies for processing a new text processing a new text at increasingly at increasingly challenging levels of challenging levels of difficultydifficulty..

Strategy LessonsStrategy Lessons To build To build specific skillsspecific skills To provide an To provide an

opportunity for opportunity for systematic and systematic and focused practicefocused practice on a on a relatively small number relatively small number of critical elements at a of critical elements at a time.time.

To fill gaps in a To fill gaps in a student’s instructional student’s instructional background so s/he can background so s/he can be successful with be successful with whole class instructionwhole class instruction

Instructional DeliveryInstructional Delivery

Well organizedWell organizedExplicitExplicitFocusedFocusedData-basedData-basedDoesn’t happen on the Doesn’t happen on the

fly!fly!

Time MattersTime Matters

This means:This means: Allocating more time to reading instruction is Allocating more time to reading instruction is

only a only a first stepfirst step.. Carefully choosing instructional materials Carefully choosing instructional materials

and activities based on what research and activities based on what research suggests is most effective.suggests is most effective.

AND:AND: Keeping a) frequent/voluminous reading, b) Keeping a) frequent/voluminous reading, b)

adequate time for students to respond to adequate time for students to respond to what they read, and c) explicit instruction what they read, and c) explicit instruction central to our reading workshops is promotes central to our reading workshops is promotes reading achievement.reading achievement.

Grouping PatternsGrouping Patterns

Teachers who get the best outcomes use multiple grouping patterns to accommodate student’s academic diversity. Whole Group Small Group Peer pairing

Eye on increasing active engagement.

Techniques for Techniques for Active Engagement:Active Engagement:Check for UnderstandingCheck for Understanding

1.1. Everybody QuestionsEverybody Questions

2.2. Thumbs-Up, Thumbs-Thumbs-Up, Thumbs-DownDown

3.3. Use of White BoardsUse of White Boards

4.4. Response CardsResponse Cards

Academic Engagement Academic Engagement During Student-Directed During Student-Directed

InstructionInstruction

1.1. Work stationsWork stations

2.2. ComputersComputers

3.3. Peer-assisted learningPeer-assisted learning

4.4. Collaborative group Collaborative group routinesroutines

What about the students with What about the students with whom the teacher is not whom the teacher is not

working?working? Want to see lowest students Want to see lowest students

getting “double dose.” Tier 1 getting “double dose.” Tier 1 Intervention (Tier 1 intervention Intervention (Tier 1 intervention occurs in regular classroom.)occurs in regular classroom.)

Every student knows routines.Every student knows routines. Students may be partnered.Students may be partnered. Students are reading and Students are reading and

discussing text selection.discussing text selection. Should be an educational buzz.Should be an educational buzz.

Reflections on Effective Differentiated Reflections on Effective Differentiated InstructionInstruction

Currently Do:Currently Do: New Thinking:New Thinking:

Remember...Remember...

Reading is THINKING!Reading is THINKING!

How am I providing How am I providing opportunities for readers to opportunities for readers to think deeply daily?think deeply daily?