Differentiated Reading Instruction: Strategies for the Primary Grades

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Differentiated Reading Instruction Strategies
for the Primary Grades

• Chapter 10 A Second-Grade Differentiation Plan

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Ms. Scotts Story
AYP!

• Its A New Day

Benchmark Tests
Results
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Ms. Passerall

• Literacy Coach

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Step 1 Gather Resources

• Curriculum Resources

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Second-grade basal scope-and-sequence 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/reality Cause and effect Context clues Main idea Make inferences Summarize Analyze characters Recognize setting Use a dictionary Read an encyclopedia Use a telephone directory Choose a reference source
decided important planet float library proud climbed drifted message couple half notice arrive finish rush early record success earth lonely mountain forget memory wonderful collect join pocket honor order worth
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Step 1 Gather Resources
SCREENING

• Assessment Resources

Diagnostic
Progress Monitoring
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Step 2 Consider Your Childrens Needs
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Step 2 Consider Your Childrens Needs
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Instructional Groups Based on the Data
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Steps in FORI

• 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.

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A big picture plan for second-grade whole- group
instruction
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 Childrens literature Vocabulary discussions
Comprehension strategies Basal anthology stories Childrens literature Before-, during-, and after-reading discussions Direct explanation
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Areas 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
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Differentiation Strategies in Target Areas
Group 1 Word Recognition and Fluency Group 2 Word Recognition and Fluency Group 3 Fluency and Comprehension Group 4 Fluency 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
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Step 3 Plan For 3 Weeks of Instruction

• Content

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Three Week Plan Group 1

• Focus Word Recognition and Fluency
• Instruction
• Reteach entire first-grade phonics curriculum at
  an accelerated rate
• Teach high-frequency words based on inventory
  data and second grade scope and sequence

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A 3-week plan for struggling second graders,
group 1
Week 1 Week 2 Week 3
Phonics sounding and blending M, P, T, R a-n, a-p, a-t F,C,R,L o-t, o-p, o-c-k B, H, C, S i-t, i-n, i-p D, G, N, V u-n, u-p, u-t SH, CH e-n, e-d, e-t TH Short 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
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Three Week Plan Group 2

• Focus Word Recognition and Fluency
• Instruction
• Reteach most frequent short-vowel families at an
  accelerated rate
• Provide practice in connected text through
  repeated readings of poems constructed to
  highlight vowel patterns

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Three Week Plan Group 3

• Focus Fluency and Comprehension
• Instruction
• Build fluency using mid-year first grade
  anthology selections
• Use timed repeated readings
• Build comprehension through story maps and
  summary sheets

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Three Week Plan Group 4

• Focus Fluency and Comprehension
• Instruction
• Use 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

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Step 4 Plan For Reflection
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Aint no stopping us now . . . .
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Questions/Answers