Planning Differentiated Instruction

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Planning Differentiated Instruction

• Michael C. McKenna
• University of Virginia
• Sharon Walpole
• University of Delaware

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Choose your clock partners!
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Stage models of reading

• When children are acquiring literacy developing
  the skills necessary for reading comprehension
  they tend to move through stages in which their
  focus is very different. All along, during each
  stage, they are developing oral language skills.

Oral Language Fluency
Oral Language Alphabetic Principle
Oral Language Phonemic Awareness
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Work with your 1200 clock partner.
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Start thinking . . .

• If you were trapped on a desert island until you
  could come up with an ideal reading program for
  your school, what would it include?
• To what extent does your current program include
  these things?
• If there are missing elements, why dont you
  think the designers included them?

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Overview

• Define differentiation
• Propose instructional diets and groupings
• Introduce a planning process

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• At its most basic level, differentiation
  consists of the efforts of teachers to respond to
  variance among learners in the classroom.
  Whenever a teacher reaches out to an individual
  or small group to vary his or her teaching in
  order to create the best learning experience
  possible, that teacher is differentiating
  instruction.
• Carol Ann Tomlinson, Differentiation of
  Instruction in the Elementary Grades. ERIC
  Digest. http//www.ericdigests.org/2001-2/elementa
  ry.html

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(No Transcript)
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Defining Differentiation (adapted from Tomlinson)
Content What a student needs to learn
Process Activities and instruction to accomplish that learning
Product Evidence to demonstrate that learning
Learning Environment Procedures and opportunities for support and collaboration
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Lets think it through

• Youve read aloud a piece of childrens
  literature to develop vocabulary and
  comprehension.
• How could you differentiate for students on or
  above grade level, just below grade level, and
  well below grade level?
• Would you choose to differentiate content,
  process, product, and/or learning environment?
  Why?

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Lets think it through

• Make it more complex. You have a class of 20
  students and a well-designed core reading
  program. Your goal is to develop at least
  grade-level competence in decoding, fluency, and
  comprehension.
• How could you differentiate for students on or
  above grade level, just below grade level, and
  well below grade level?
• Would you choose to differentiate content,
  process, product, and/or learning environment?
  Why?

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Researchers have long tried to focus
differentiation for reading

• Balanced reading was a critical concept in
  literacy history. It curricularized
  differentiation as one part of reading
  instruction. Teachers read aloud from childrens
  literature, engaged in shared reading from big
  books and posters, formed flexible groups for
  guided reading of little books and leveled books,
  and finally provided time for independent reading
  from a wide range of materials.

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Guided reading

• takes advantage of social support and allows the
  teacher to operate efficiently, to work with the
  tension between ease and challenge that is
  necessary to support readers moving forward in
  their learning. (p. 6)
• Fountas, I. C., Pinnell, G. S. (1996). Guided
  reading Good first teaching for all children.
  Portsmouth, NH Heinemann.

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(No Transcript)
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Defining Differentiation(Fountas and Pinnell)
Planning Form groups based on fluency. Choose a text for each group.
Before Reading Introduce the text. Conduct a picture walk to develop comprehension.
During Reading Listen and take notes about strategy use. Discuss the story. Confirm and support problem-solving for words.
After Reading Discuss, respond to the story. Assess understanding.
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Lets think it through

• You have first graders, 12 of whom have been
  identified as at-risk in the area of decoding by
  your screening assessment.
• How would a guided reading format support their
  development?
• What would you gain by planning guided reading
  for all of them?
• What would you lose by planning guided reading
  for all of them?

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Approaches to Differentiation

• By instructional level
• By fluency level
• By assessed needs

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• This text was dedicated specifically to coaches
  and teachers in Reading First schools. It is
  derived from challenges and lessons in
  implementing Reading First.

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Differentiation is

• instruction that helps children accomplish
  challenging tasks that are just out of their
  reach
• instruction that targets a particular group of
  childrens needs directly and temporarily
• instruction that applies a developmental model
• Walpole, S., McKenna, M. C. (2007).
  Differentiated reading instruction Strategies
  for the primary grades. New York Guilford Press.

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Stage models of reading

• When children are acquiring literacy developing
  the skills necessary for reading comprehension
  they tend to move through stages in which their
  focus is very different. All along, during each
  stage, they are developing oral language skills.

Oral Language Fluency
Oral Language Alphabetic Principle
Oral Language Phonemic Awareness
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Work with your 300 clock partner.
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9 3
6
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Take Five
Think about your most successful grade level.
How are you managing whole-group, small-group,
and intervention instruction? Discuss your
progress with a partner.
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Think about last years instruction.

• How well did your strongest students do?
• How well did your middle group do?
• How well did your struggling students do?

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• It may be hard to accept, but the results youre
  getting are the results youre supposed to be
  getting. In other words, whatever you are doing
  right now is bringing you the results you are
  getting right now . . . Change what you are doing
  and you can change your results. Pretty simple
  really.

Vitale, J. (2006). Life's missing instruction
manual The guidebook you should have been given
at birth. Hoboken, NJ John Wiley and Sons.
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I define insanity as doing the same thing over
and over and expecting to get different
results. Einstein
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Our school visits in Virginia and other states
indicate that differentiated instruction is not
yet fully realized.
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Setting the stage for differentiation requires
careful analysis of the core.
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Decide what to teach when.

• We are more likely to achieve improvements in
  vocabulary and comprehension for K and 1st grade
  during whole-group read-alouds, using both core
  selections and childrens literature.
• We can introduce and practice phonemic awareness
  and phonics concepts during whole group, but
  were more likely to achieve mastery during
  small-group time.

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Decide what to teach when.

• We are more likely to achieve improvements in
  fluency and comprehension in 2nd and 3rd grade if
  we introduce them in whole-group and practice in
  small-group time.
• We can introduce word recognition concepts during
  whole-group time, but we will likely achieve
  mastery only during small-group time.

What do we have to do to accomplish this?
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Make more time for small groups.

• Reading coaches and grade-level teams must
  determine exactly how to use the core program
• Sort core instructional components from extension
  and enrichment activities
• Moderate and control instructional pacing so that
  early introductions and reviews are fast

What do we have to do to accomplish this?
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Make a very simple stations rotation.

• Look for materials already in the core.
• Consider daily paired readings and rereadings.
• Consider a daily activity linked directly to your
  read-aloud. Your children can write in response
  to that text every day.
• Make your stations coherent! They are not
  babysitting stations but tools to reinforce and
  extend what you teach.
• Consider a daily activity linked directly to your
  small-group instruction. Your children can
  practice the things youve introduced.

What do we have to do to accomplish this?
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Considerations for K stations

• Strategic and intensive children are struggling
  with letter naming
• Computer station?
• Letters for distributed practice at home?
• Some of the children are not on firm footing with
  phonological awareness
• Picture sorts
• Pictures to say and spell

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Considerations for 1st-grade stations

• Fluency
• Paired rereading of old stories
• Paired reading of additional texts (benchmark)
• Phonics
• Picture sorts, word sorts
• Spelling for sounds
• Vocabulary/Comprehension
• Listening station

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Considerations for 2nd-grade stations

• Fluency
• Assisted fluency work for intensive
• Paired rereading of old stories for strategic
• Paired reading of additional texts for benchmark
• Phonics
• First-grade materials?
• Intervention materials?
• Practice with core vocabulary
• Vocabulary/Comprehension
• Listening station with retelling sheet
  (intensive)
• Leveled books and expository texts with retelling
  sheets (strategic and benchmark)

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Considerations for 3rd-grade stations

• Fluency
• Assisted fluency work for intensive
• Paired rereading of old stories for strategic
• Paired reading of additional texts for benchmark
• Phonics
• First-grade materials?
• Intervention materials?
• Practice with core vocabulary
• Vocabulary/Comprehension
• Listening station with retelling sheet
  (intensive)
• Leveled books and expository texts with retelling
  sheets (strategic and benchmark)

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Now you have set the stage for differentiated
reading instruction.

• Its time to plan.
• Gather your resources.
• Consider your childrens needs.
• Try it out.

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A Basic Template
Whole-Group Instruction Whole-Group Instruction Whole-Group Instruction
Needs-based Station or Intervention Station
Station Needs-based Station
Station Station Needs-based
Whole-Group Instruction Whole-Group Instruction Whole-Group Instruction
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A Basic Template
Whole-Group Instruction Whole-Group Instruction Whole-Group Instruction
Needs-based Station or Intervention Station
Station Needs-based Station
Station Station Needs-based
Whole-Group Instruction Whole-Group Instruction Whole-Group Instruction
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A three-week cycle for differentiated instruction

• Phonemic Awareness and Word Recognition
• Word Recognition and Fluency
• Fluency and Comprehension
• Vocabulary and Comprehension

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Differentiating Instruction for Phonemic
Awareness, Phonics, and Word Recognition
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Questions

• Who needs this type of instruction?
• What data must be gathered?
• What planning decisions must be made?
• What are some tricks of the trade?

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• We are combining ideas from Chapters 3 and 4

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What are we trying to teach?

• These children still need to work on learning
  letter names and sounds, and they are not yet
  able to segment phonemes automatically.
• They will work on coordinated activities to
  manipulate phonemes, learn new letters and
  sounds, and review letters previously taught.
• They will work with letters and words during
  small-group time.

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How will we know when weve accomplished our goal?

• When children are able to segment and blend
  sounds easily, we should change our focus to word
  recognition and fluency. In that group, we will
  continue to work with word recognition, but we
  will be using phonics-controlled text for
  practice.
• Remember that our goal is to make each of our
  groupings temporary and targeted.

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A Stairway to Proficiency
Vocabulary Comprehension
Fluency and Comprehension
Word Recognition and Fluency
PA and Word Recognition
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Who is likely to need this type of differentiated
instruction?
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Letter naming and phonological awareness data
suggest problems

• We KNOW These children are not on track for
  achieving the spring first-grade fluency goals
• We NEED to know Which letter names they need and
  whether they have been taught

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Lets find out

• Give a letter-name inventory (in random order) to
  see which letters they need.
• Use your phonics scope and sequence to see
  whether theyve had an opportunity to learn those
  letters yet!
• (For early emergent readers, find out whether
  they can sing, say, and finger-point the alphabet
  with an alphabet strip.)

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Ability to segment words into phonemes is weak

• We KNOW These children are not on track for
  achieving the spring-first grade fluency goals.
• We can FIGURE OUT Whether they can segment to
  onset-rime or phoneme-by-phoneme.

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Lets find out

• For children with extremely low scores, use an
  informal phonological awareness screening to see
  whether they can respond to syllables or onsets
  and rimes.

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Phonics data suggest a problem

• We KNOW These children are not on track for
  achieving the spring first-grade fluency goals
• We NEED to know What letter sounds letter
  patterns they need to learn and whether they can
  blend sounds.

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Lets find out

• Give a letter-sound inventory (in random order)
  to see which sounds they need
• Use your phonics scope and sequence to see
  whether theyve had an opportunity to learn those
  sounds yet!

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Lets find out

• Use your scope and sequence documents to identify
  all of the words that youve taught already
• Give a high-frequency word inventory only for
  those words.

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And one more thing

• Find out whether these children have concept of
  word (the ability to finger-point while
  pretending to read a memorized text).
• You can do this with any poem or text that youve
  already used often enough that the children have
  memorized it, but it must have at least some
  two-syllable words.

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It was raining.
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It was raining.
Teacher You can push these cards together so
that the words are covered up. Watch!
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It was raining.
Teacher You can push these cards together so
that the words are covered up. Watch!
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It was raining.
Teacher Now you push them together so that just
one word is covered.
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It was raining.
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Now youre ready!

• Do you have one group or two?
• There may be one small group of extremely weak
  students, without any real alphabet knowledge.
• Generally, it will be difficult to work with more
  than 5 students at a time
• Combine all of the items that they dont know
  into one list.

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Assessment Data (grouped for all) Assessment Data (grouped for all) Assessment Data (grouped for all) Assessment Data (grouped for all) Assessment Data (grouped for all)
PA Level ABC Level Unknown Letters Unknown Sounds High-Frequency Words
Syllable Onset-rime Phoneme Sing ABCs Say ABCs Track ABCs
Combining these results will provide you a
collection of known and unknown items for each
child their needs will probably not be exactly
the same.
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To make your plan, start with the letter names
and sounds

• Divide them into sets of two (and then you can
  add a review letter each day to make three)
• Now choose your Phonemic Awareness strategy.
  Read pages 36-47. Think about whether you have
  pictures and manipulatives to use.

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Initial Sound Sorting Script

• Today we are going to work with words that have
  different beginning sounds. Some of our words
  will sound like /b/ bag, /b/ bag, /b/ bag. Say
  that with me. /b/ bag. Others will sound like
  /m/ mit, /m/ mit, /m/ mit. Say that sound with
  me. /m/ mit. The rest of the words we will work
  with sound like /r/ rat, /r/ rat, /r/ rat. Say
  that one with me. /r/ rat. Then introduce the
  first additional picture for the day. Say, Does
  mop start like bag or like mit or like rat? (pp.
  38-39)

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Segmenting and Blending Script

• Ill say the sounds in a word slowly, then you
  say them fast. ffff/iiii/zzzz. Say them fast.
  Fizz. mmmm/aaaa/nnnn. Say them fast. Man.
  p/iiii/nnnn. Say them fast. Pin.
• Lets say the sounds in the word fizz slowly.
  /ffff/ /iiii/ /zzzz/. I hear three sounds in
  fizz. Lets say the sounds in man. /mmmm/ /aaaa/
  /nnnn/. I hear three sounds in man. Say the
  sounds in pin. /p/ /iiii/ /nnnn/. I hear three
  sounds in pin. (p. 41)

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You can use a slinky to demonstrate sound
stretching!
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Say-it-and-move-it Script

• Line up your markers on your arrow, and get your
  finger ready to say it and move it. Ill say a
  word. You say my word slowly. Then you say it
  and move it.

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Say-it-and-move-it Script

• ffffffffff

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Say-it-and-move-it Script

• iiiiiiiiiii

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Say-it-and-move-it Script

• zzzzzzz

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Move to Word Recognition Instruction

• For your very weakest children, youll need to
  teach letter names and sounds read pages 56-58.
• You can also teach them high-frequency words.

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Choose your Strategies

• Read pages 58 to 67. Sounding and blending is
  appropriate for students who know at least a few
  letter sounds (including at least one vowel).
  Letter patterns are for students who can already
  sound and blend. Decoding by analogy is too hard
  for this group!

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Letter-Name and Letter-Sound Script

• The name of this letter is ___. What name?
  (Students respond chorally.) The sound of this
  letter is ____. What sound? (Students respond
  chorally.) For new letters, some additional
  instruction might be useful. Here is a new
  letter. Watch me write it. The teacher
  demonstrates, verbalizing the strokes. Now you
  write it with me (in the air or on dry-erase
  boards). The name of this letter is ____. What
  name? (Students respond chorally.) The sound of
  this letter is ____. What sound? (Students
  respond chorally.) (p. 58)

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Sounding and Blending Script

• We are going to start today by sounding and
  blending some words. The way that you do that is
  to look at each letter, say each sound out loud
  and then say them fast to make a word. Listen to
  me. /p/ /i/ /g/ pig. Now you try /p/ /i/ /g/
  pig. When you come to a word that you dont know
  you can sound and blend it. (p. 61)

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• You can use Elkonin boxes to teach letter sounds
  as well as phonemes.

p
i
g
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Letter Patterns Script

• Today we will work on reading and spelling three
  vowel patterns. The /at/ pattern is the sound at
  the end of the word cat. It is spelled a-t. The
  /et/ pattern is the sound at the end of the word
  pet. It is spelled e-t. The /it/ pattern is the
  sound at the end of the word sit. It is spelled
  i-t. First I want you to listen to words and
  tell me whether they sound like cat, pet, or
  sit.
• Lets look at the spellings for all of the words
  that sound like cat. Notice that words with the
  /at/ sound have the a-t pattern. You can use
  that pattern when you read or spell a-t words.

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High-Frequency Word Script

• Today we are going to learn to read and spell
  some really useful words. The first word is
  from. Say that word. Now watch me count the
  sounds in from. /f/ /r/ /u/ /m/. We hear four
  sounds. Say the sounds with me. Now watch me
  spell the word from. The first sound we hear in
  from is /f/, and it is spelled with the letter f.
  The second sound we hear in from is /r/, and it
  is spelled with the letter r. The third sound we
  hear in from is /u/, and it is spelled with the
  letter o. The last sound we hear in from is /m/,
  and it is spelled with the letter m.

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High-Frequency Word Script (cont.)

• Three of the letters and sounds in from are easy
  to remember. The only one that is tricky is the
  o. Remember that in the word from, the /u/ sound
  is spelled with the letter o. If you remember
  that, you can easily read and spell from. (p. 66)

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Gather all of your materials

• Word lists, word cards, Elkonin boxes, teaching
  scripts, white boards, notebooks everything you
  need
• (Use books with word lists in them its faster)
• Remember that our goal is that you plan for three
  weeks at a time

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The very weakest group
4 minutes Sing, say, and track the alphabet with an alphabet strip
4 minutes Initial sound picture sorting for S, R
4 minutes Letter names and sounds S, R, A
4 minutes High-frequency words the, an
4 minutes Finger-point a memorized text
Minute allocations are simply an example based
on a 20-minute session.
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A more typical group
7 minutes Say-it-and-move-it
7 minutes Sounding and blending
6 minutes High-frequency words
Use the same words for both activities!
Minute allocations are simply an example based
on a 20-minute session.
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A more advanced group
5 minutes Segmenting and Blending
9 minutes Letter Patterns
6 minutes High-frequency words
Use the same words for both activities!
Minute allocations are simply an example based
on a 20-minute session.
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Try it out!

• Remember that we are hoping for a cycle, with
  teacher reflection. Your goal is to move this
  group into a word recognition and fluency group,
  but youve got to be successful here first.
• At the end of the three weeks, you can use data
  collected as part of the instruction to inform
  your next moves.

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Work with your 600 clock partner.
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9 3
6
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Divide the tasks.

• First partner reads pp. 36-46, three key PA
  strategies.
• Second partner reads pp. 56-67, four key word
  recognition strategies.
• Take turns presenting the strategies to each
  other.
• Recap key points, but also add critical
  commentary.

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A three-week cycle for differentiated instruction

• Phonemic Awareness and Word Recognition
• Word Recognition and Fluency
• Fluency and Comprehension
• Vocabulary and Comprehension

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Differentiating Instruction for Word Recognition
and Fluency
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Questions

• Who needs this type of instruction?
• What data must be gathered?
• What planning decisions must be made?
• What are some tricks of the trade?

88

• We are combining ideas from Chapters 4 and 5

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What are we trying to teach?

• These children still need to work on decoding,
  but they can segment and blend phonemes to read
  some words.
• They will work on coordinated activities to learn
  new letter patterns and review patterns
  previously taught.
• They will work with words and with
  phonics-focused texts during small-group time.

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How will we know when weve accomplished our goal?

• When childrens initial readings of their
  phonics-focused texts are accurate, we can
  redirect our small-group time to fluency and
  comprehension.
• Remember that our goal is to make each of our
  groupings temporary and targeted.

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A Stairway to Proficiency
Vocabulary Comprehension
Fluency and Comprehension
Word Recognition and Fluency
PA and Word Recognition
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Who is likely to need this type of differentiated
instruction?
93
In K, data show adequate phonological awareness
but deficient phonics

• We KNOW These children are not quite on track
  for achieving the spring first-grade fluency
  goals.
• We NEED to know Which letter sounds and patterns
  they need and whether they have been taught.

94
Lets find out

• Give a phonics inventory or a spelling inventory
  to see which sounds and patterns they need.
• Use your phonics scope and sequence to see
  whether theyve had an opportunity to learn them
  yet!

95
1st grade data show good phonological awareness
but poor phonics

• We KNOW These children are not on track for
  achieving the spring first-grade fluency goals.
• We NEED to know Which letter sounds and patterns
  they need and whether they have been taught.

96
Lets find out

• Give a phonics inventory or a spelling inventory
  to see which sounds and patterns they need.
• Use your phonics scope and sequence to see
  whether theyve had an opportunity to learn them
  yet!

97
2nd-grade data show weak fluency

• We KNOW These children are not on track for
  achieving end-of-third-grade goals.
• We NEED to know Whether it is strictly a fluency
  problem, or whether there are underlying word
  recognition problems.

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Lets find out

• Give a phonics or spelling inventory to see which
  patterns they need.
• Do a high-frequency word inventory to see which
  words they need to learn.
• If these data are adequate, then you will know
  that you need to focus on fluency and
  comprehension rather than word recognition and
  fluency.

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Now youre ready!

• Do you have one group or two?
• Think about the word recognition data group
  children with similar specific needs (e.g.,
  consonant blends, or short vowels, or
  r-controlled vowels).
• Think about how low their oral reading fluency
  is. Will you be able to use any of the
  grade-level materials, or will you have to use
  materials designed for an earlier grade level?
• Combine all of the items that they dont know
  onto one list.

100
Assessment Data (grouped for all) Assessment Data (grouped for all) Assessment Data (grouped for all)
Unknown Letters Unknown Sounds Unknown Patterns High-Frequency Words Text Level
Phonics controlled? Below grade level On grade level
Combining these results will provide you a
collection of known and unknown items for each
child their needs will probably not be exactly
the same. However, group so that unknown patterns
are as similar as possible.
101
To make your plan, start with the patterns

• Rank order them according to the order in which
  they were taught in the scope and sequence, so
  that we teach the simpler ones first.
• Link them into like sets of two (and then you can
  add a review pattern each day to make three).
• For example, you could link two specific initial
  consonant blends (bl-, cr-).
• For example, you could link short a and short e.
• For example, you could link -or and -ar.
• For example, you could link -ai and -ea.

102
Now find your texts

• Gather all of the phonics-controlled texts that
  come with your core or supplemental materials.
  Work with your coach and your team to find
  specific titles that are the best match to the
  phonics items that you need to teach. Consider
  texts for your grade level and also for the grade
  below yours.
• Let the phonics items you have selected provide
  the order for the texts you will use.

103
Now choose your strategies

• Read pages 58 to 69. Letter names and sounds
  (earlier in the chapter) should be too simple for
  this group. Choose sounding and blending if the
  phonics data show intensive needs. Choose letter
  patterns or teaching by analogy if the needs are
  isolated to vowel patterns.
• All children are likely to benefit from the
  high-frequency word strategy.

104
Vary how your students respond

• Remember that there are many ways for students to
  respond to instruction in small groups. Build in
  variety to increase engagement.
• In addition to oral responses, children can
• spell words
• signal their answers in an every pupil response
  format (e.g., holding up one finger or two
  against the chest).

105
Sounding and Blending Script

• We are going to start today by sounding and
  blending some words. The way that you do that is
  to look at each letter, say each sound out loud
  and then say them fast to make a word.
• Listen to me. /p/ /i/ /g/ pig. Now you try /p/
  /i/ /g/ pig.
• When you come to a word that you dont know you
  can sound and blend it.

106
Letter Patterns Script

• Today we will work on reading and spelling three
  vowel patterns. The /at/ pattern is the sound at
  the end of the word cat. It is spelled a-t. The
  /et/ pattern is the sound at the end of the word
  pet. It is spelled e-t. The /it/ pattern is the
  sound at the end of the word sit. It is spelled
  i-t.
• First I want you to listen to words and tell me
  whether they sound like cat, pet, or sit.
• Lets look at the spellings for all of the words
  that sound like cat. Notice that words with the
  /at/ sound have the a-t pattern. You can use
  that pattern when you read or spell a-t words.

107
Decoding by Analogy Script

• When I dont know a word, I look for the first
  spelling pattern (the vowel and what comes
  after). I think about my clue words and find a
  word with the same pattern. The clue word might
  be located on the word wall under the vowel
  letter. I tell myself that if I know this clue
  word, the new word must sound like it. Then I
  look for the next spelling pattern. When Ive
  come to the end, I blend the syllables together
  and check to see that my word makes sense.

108
Linnea Ehris Decoding Phases
Pre-Alphabetic Just guessing, 1st letter at most
Partial Alphabetic Some letter-sound knowledge is used
Full Alphabetic Left-to-right letter-by-letter decoding
Consolidated Alphabetic Onset-rime, other letter patterns
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zat
110
Example of a Decoding-by-Analogy Word Wall
111
(No Transcript)
112
Child encounters shrill
113
High-Frequency Word Script

• Today we are going to learn to read and spell
  some really useful words. The first word is
  from. Say that word. Now watch me count the
  sounds in from. /f/ /r/ /u/ /m/. We hear four
  sounds. Say the sounds with me. Now watch me
  spell the word from. The first sound we hear in
  from is /f/, and it is spelled with the letter f.
  The second sound we hear in from is /r/, and it
  is spelled with the letter r. The third sound we
  hear in from is /u/, and it is spelled with the
  letter o. The last sound we hear in from is /m/,
  and it is spelled with the letter m.

114
High-Frequency Word Script (cont.)

• Three of the letters and sounds in from are easy
  to remember. The only one that is tricky is the
  o. Remember that in the word from, the /u/ sound
  is spelled with the letter o. If you remember
  that, you can easily read and spell from.

115
Now think about fluency procedures

• Read pages 70-79. You will need to consider
  several things your level of support and
  strategies for organizing repeated readings.
• Remember that your goal is to allow the children
  to practice using the phonics patterns that they
  are learning these texts will not likely lend
  themselves to discussion.

116
Most support Least support Echo reading The teacher reads a sentence and then the group rereads it aloud.
Most support Least support Choral reading The teacher leads the entire group reading aloud in unison.
Most support Least support Partner reading Pairs of readers alternate reading aloud by following a specific turn-taking procedure.
Most support Least support Whisper reading Each child reads aloud (but not in unison) in a quiet voice.

• Since your goal is to allow the children a chance
  to practice decoding, try to start at the bottom,
  with whisper reading.

117
Gather or make all of your materials

• Word lists, word cards, phonics-controlled books,
  teaching scripts, white boards, notebooks
  everything you need
• (Hint Use books with word lists in them its
  faster.)
• Remember that our goal is that you plan for three
  weeks at a time

118
The very weakest group
4 minutes Whisper read the previous days text
4 minutes Sounding and blending
4 minutes High-frequency words
4 minutes Whisper read a new book
4 minutes Partner read the new book
Minute allocations are simply an example based
on a 20-minute session.
119
A more typical group
6 minutes Letter patterns
5 minutes High-frequency words
9 minutes Whisper read, then partner read
Minute allocations are simply an example based
on a 20-minute session.
120
A more advanced group
6 minutes Decoding by analogy
4 minutes High-frequency words
10 minutes Whisper read, then partner read
Minute allocations are simply an example based
on a 20-minute session.
121
Try it out!

• Remember that we are hoping for a cycle, with
  teacher reflection. Your goal is to move these
  children into a fluency and comprehension group,
  but youve got to be successful here first.
• You may need to repeat a particular lesson for
  two days. Thats fine. You also may need to step
  in with echo or choral reading. Thats fine too.
• At the end of the three weeks, you can use data
  collected as part of the instruction to inform
  your next moves.

122
Work with your 900 clock partner.
12
9 3
6
123
Divide the tasks.

• First partner reads pp. 67-69, decoding by
  analogy.
• Second partner reads pp. 78-79, choral partner
  reading.
• Take turns presenting the strategies to each
  other.
• Recap key points, but also add critical
  commentary.

124
A three-week cycle for differentiated instruction

• Phonemic Awareness and Word Recognition
• Word Recognition and Fluency
• Fluency and Comprehension
• Vocabulary and Comprehension

125
Differentiating Instruction for Fluency and
Comprehension
126
Questions

• Who needs this type of instruction?
• What data must be gathered?
• What planning decisions must be made?
• What are some tricks of the trade?

127

• We are combining ideas from Chapters 5 and 7

128
What are we trying to teach?

• These children possess relatively strong decoding
  skills, but they lack adequate automaticity for
  fluent reading.
• They will work to build fluency in texts that are
  at or slightly below grade level during
  small-group time.
• They will build comprehension through the same
  texts.
• Limited word-recognition instruction may be
  provided.

129
How will we know when weve accomplished our goal?

• When childrens fluency is adequate, we can
  redirect our small-group time to vocabulary and
  comprehension.
• Remember that our goal is to make each of our
  groupings temporary and targeted.

130
A Stairway to Proficiency
Vocabulary Comprehension
Fluency and Comprehension
Word Recognition and Fluency
PA and Word Recognition
131
Who is likely to need this type of differentiated
instruction?
132
In grade 2, fluency data suggest they are at
risk, but they have acquired nearly all basic
decoding skills

• We KNOW These children have mastered short
  vowel patterns but may need work in more advanced
  orthographic patterns.
• We NEED to know Which orthographic patterns they
  still need help with and which high-frequency
  words they need to learn.

133
In grade 3, fluency data suggest they are at
risk, but they have nearly all basic decoding
skills. Informal phonics data reveal mastery of
most vowel patterns.

• We KNOW These children have mastered short
  vowel patterns but may need work in more advanced
  patterns.
• We NEED to know Which orthographic patterns they
  still need help with and which high-frequency
  words they need to learn.

134
Lets find out

• Give a phonics or spelling inventory to see which
  patterns they need.
• Do a high-frequency word inventory to see which
  sight words they need.
• Given their decoding foundation, a limited amount
  of targeted instruction may be planned around the
  deficits identified if the needs here are great,
  students should be served in a phonics and
  fluency group.

135
What about comprehension?
?

• Do not attempt to identify comprehension
  deficits.
• Using texts that are at or slightly below grade
  level will provide many opportunities to
  reinforce comprehension.
• Children will differ in their ability to apply
  comprehension strategies, but assessing this
  ability is not necessary.

136
Now youre ready!

• Do you have one group or two?
• Think about the word recognition data if
  possible group children with similar specific
  needs so that you can address them quickly.
• Think about how slow their oral reading rate is.
  Will you be able to use grade-level texts, or
  will you have to use texts slightly below grade
  level?

137
Assessment Data (grouped for all) Assessment Data (grouped for all) Assessment Data (grouped for all) Assessment Data (grouped for all)
Unknown Patterns High-Frequency Words Reading Rate (WCPM) Text Level
Below grade level On grade level
Combining these results will provide you with a
collection of known and unknown items for each
child their needs will probably not be exactly
the same.
138
To make your plan, start with words and patterns

• Set aside some time at the beginning of
  small-group work to address them.
• Do not worry that the patterns may be more
  familiar to some group members than to others.
  Those who are more familiar will benefit from the
  review.
• Do not limit yourself to
• one-syllable words

139
Now find your texts

• Do not use phonics-controlled texts. You are
  looking for texts that
• are at or slightly below grade level,
• are rich in content, and
• represent both fiction and nonfiction.

Some of these texts may already be provided in
your core program!
140
Now find your texts

• Try to find enough texts that children are
  reading a new text or a new section of text each
  day part of increasing fluency is increasing
  reading volume.
• This will allow you to choose longer texts you
  can read them over consecutive sessions.

141
Now choose your strategies

• Since word recognition needs will be minimal, we
  will not review the methods here. See pp. 62-64
  for strategies that target patterns and 64-67 for
  strategies that target high-frequency words.
• Planning should focus mainly on fluency and
  comprehension we propose a very simple framework.

142
Now think about fluency procedures

• Read pages 70-84. You will need to consider
  several things your level of support and
  strategies for organizing repeated readings.
• All effective fluency procedures have certain
  things in common teacher support and repetition.

143
Remember the goal is to build fluency. During
each session, you must plan for both repetition
for the children and support from the teacher.
Most support Least support Echo reading The teacher reads a sentence and then the group rereads it aloud.
Most support Least support Choral reading The teacher leads the entire group reading aloud in unison.
Most support Least support Partner reading Pairs of readers alternate reading aloud by following a specific turn-taking procedure.
Most support Least support Whisper reading Each child reads aloud (but not in unison) in a quiet voice.
144
Remember that fluency is more than rate!
Consider that reading faster is not the goal
of fluency building. Fluency includes accuracy,
rate, and prosody. Students need teacher modeling
of appropriate rate and phrasing.
145
Consider motivational techniques
Students may benefit from timing themselves and
one another incorporate such procedures if they
serve your main goal using your small-group
time to build fluency through repeated (and
assisted) practice.
146
Now think about comprehension methods

• Read pages 104-107.
• In order to preserve time for the students in
  this group to actually read repeatedly, we have
  chosen one high-utility comprehension strategy
  that should be useful for most any text.

147
Information Text Narrative Text
Summary Questions What is the most important information so far? Give me a summary of the the most important parts of the section on _____? What are the most important details so far? What were the main events in this chapter/part? How did the chapter/story end?
Inference Questions Describe some additional examples of that idea. Explain why these things are similar. What would happen if . . . Describe the feelings of the characters at the end of the story. Why did they feel that way?
148
Critical Judgments Reading beyond the
lines Inferential Implicitly stated
facts Reading between the lines Literal Explici
tly stated facts Reading the lines
149
Critical Judgments Reading beyond the
lines Inferential Implicitly stated
facts Reading between the lines Literal Explici
tly stated facts Reading the lines
150
Critical Judgments Reading beyond the
lines Inferential Implicitly stated
facts Reading between the lines Literal Explici
tly stated facts Reading the lines
151
Pluto The planet Pluto is currently the furthest
of the nine planets from the sun. It consists of
frozen methane and ammonia so that some
scientists have described it as a snowball in
space. Pluto has a surface temperature of
395ºF. It has no gaseous atmosphere. Pluto is
a dark place, so distant that the sun appears to
be no more than a bright star. Like earth, Pluto
has one moon (Charon). Pluto is much smaller than
earth, however, and has only a tenth of earths
gravitational pull.
152
Questions about Pluto How cold is Pluto? Is
there life on Pluto? Should we send people to
Pluto? If Goofy can talk, why cant Pluto?
153
Questions about Pluto How cold is Pluto? Is
there life on Pluto? Should we send people to
Pluto? If Goofy can talk, why cant Pluto?
154
Questions about Pluto How cold is Pluto? Is
there life on Pluto? Should we send people to
Pluto? If Goofy can talk, why cant Pluto?
155
Questions about Pluto How cold is Pluto? Is
there life on Pluto? Should we send people to
Pluto? If Goofy can talk, why cant Pluto?
156
Questions about Pluto How cold is Pluto? Is
there life on Pluto? Should we send people to
Pluto? If Goofy can talk, why cant Pluto?
157
Remember to be strategic!
Your goal is fluency first, and then
comprehension. You will not be discussing the
text at the end of each page rather, you will be
targeting your questioning at strategic spots,
and using repetitive, generic language that
students may eventually generalize to other texts.
158
Gather or make all of your materials

• Word lists, books, question scripts, timer,
  recording sheets, notebooks everything you
  need.
• Texts could be selections from the previous
  years core anthology if multiple copies are
  available.
• They could also include texts used in recent
  whole-class read-alouds or trade books, if you
  have multiple copies.
• Remember that our goal is that you plan for three
  weeks of wide, repeated, assisted reading at a
  time.

159
A typical group
4 minutes Letter or syllable patterns high-frequency words
10 minutes Choral or partner read, then whisper read. Time and chart if appropriate
6 minutes Ask inference or summary questions
If you can extend the time for this group, add
minutes to the childrens reading time.
Minute allocations are simply an example based
on a 20-minute session.
160
Try it out!

• Remember that we are hoping for a cycle, with
  teacher reflection. Your goal is to move these
  children into a vocabulary and comprehension
  group, but youve got to be successful here
  first.
• You may need to repeat a particular lesson for
  two days. Thats fine. You also may need to step
  in with echo or choral reading. Thats fine too.
• At the end of the three weeks, you can use data
  collected as part of the instruction to inform
  your next moves.

161
A three-week cycle for differentiated instruction

• Phonemic Awareness and Word Recognition
• Word Recognition and Fluency
• Fluency and Comprehension
• Vocabulary and Comprehension

162
Differentiating Instruction for Vocabulary and
Comprehension
163

• We are combining ideas from Chapters 6 and 7

164
What are we trying to teach?

• These children are performing at benchmark.
• They will work to build their vocabularies and
  comprehension proficiency.
• The texts may include core selections used in
  FORI, the days read-aloud, or sets of trade
  books that are not phonics-controlled.

165
How will we know when weve accomplished our goal?

• Our goal will never be achieved. We must continue
  to build vocabulary and comprehension.
• Temporary and targeted instruction in the other
  areas allows new children to enter this group.

166
Who is likely to need this type of differentiated
instruction?
167
In Kindergarten, PA and Phonics data are good In
First Grade, Phonics and sight words are good

• We KNOW These children are at benchmark in
  alphabet skills, but can still build their
  vocabulary and comprehension.
• We NEED to know What specific texts, when read
  aloud to them, will best advance their vocabulary
  and comprehension.

168
Second-Grade fluency is at grade level
Third-Grade fluency is at grade level

• We KNOW These children are fluent.
• We NEED to know What specific texts will best
  advance their vocabulary and comprehension.

169
Lets find out

• Even though all are at benchmark, it is still
  important to consider text difficulty think
  about texts that provide a reasonable challenge
  and maximize interest and engagement.
• This is true both for texts that your second and
  third graders will read in small groups and that
  your kindergartners and first graders will hear.
• Optimal text selection for this group will
  require some trial and error be flexible.

170
What about comprehension?
?

• Do not attempt to identify comprehension
  deficits.
• Using multiple challenging texts will provide
  many opportunities to reinforce strategy
  instruction.
• Children will differ in their ability to apply
  these strategies, but assessing this ability is
  not necessary.

171
What about vocabulary?
?

• Do not attempt to pretest word meanings.
• Stick to Tier 2 words (and content area words for
  nonfiction texts) that are useful for
  comprehending the text. Do not worry that you may
  be introducing a word for some and reviewing it
  for others.

172
Now youre ready!

• We recommend that there be only one group, even
  though their reading levels may vary slightly.
• This will allow you to spend more time with
  strugglers in other groups.

173
Find your texts

• Do not use phonics-controlled texts.
• You could use core selections, class read-alouds,
  or sets of trade books.
• In any case, you are looking for texts that
• are interesting and engaging,
• are rich in content, and
• represent both fiction and nonfiction.

174
Now choose your strategies

• For this group, word recognition needs are not an
  issue. (The second and third graders can read the
  the texts you will be using, and you will read
  them to the kindergartners and first graders.)
• Planning should focus entirely on vocabulary and
  comprehension.
• You will need to strike a balance between these
  areas and vary the instructional techniques you
  use.

175
Think about vocabulary methods

• Read pages 91-102. You will need to be selective
  since you will not have time to apply all of
  these approaches in a single session. Vary them
  across the three weeks.
• Remember that your choices will depend in part on
  the text you will use and whether it will be read
  aloud to the children. Some methods will be more
  appropriate than others for certain texts.

176
Key SBRR Approaches
Tier Two Words Concept of Definition Semantic Feature Analysis Concept Sorting
Texts Words Script Texts Words Word Maps Texts Related Words Feature Chart Texts Word Cards
177
Technique Target Words When
Tier Two Words High utility After reading
Concept of Definition One central concept Before or after reading
Feature Analysis Compare and contrast After reading
Concept Sorting Compare and contrast After reading
178
Teaching Tier Two Words

1. We are going to learn the word _____. Say the
   word _____.
2. In our story, the author used the word ______ to
   mean ______.
3. The word _____ means ______.
4. (Provide other examples.)
5. (Children provide examples.)
6. Remember that our word is _____.

179
Concept of Definition
Category
Description
Description
Concept
Example
Example
Example
180
Feature Analysis
Category Feature 1 Feature 2 Feature 3 Feature 4
Member 1
Member 2
Member 3
181
Now think about comprehension methods

• Read pages 110-123. You will need to be
  selective since you will not have time to apply
  all of these approaches in a single session. Vary
  them across the three weeks.
• Remember that your texts provide opportunities to
  build comprehension skills and strategies. This
  means that many of the instructional approaches
  should work.

182
Key SBRR Approaches
QARs Story Mapping Text Structure Direct Explan-ation Summar-ization
Texts QAR Chart Questions Stories Map Info Texts Graphic organizers Texts Strategy descriptions Texts Summary procedure
183
QAR Chart
Right There The answer to the question can be found in one sentence in the text. Think and Search The answer to the question can be found by combining information across sentences.
Author and You The answer to the question combines information from the text and from your experience. On Your Own The theme is in the text, but the answer comes from your experience.
184
Story Mapping
Setting
Characters
Problem
Resolution
Theme
185
Text Structure Instruction
Compare
Contrast
Contrast
186
Text Structure Instruction
187
Text Structure Instruction
Event 1
Event 2 Cause
Effect Problem
Solution
188
Direct Explanation
Predicting Good readers predict before and during reading. Here I see a picture of a ____. I know that _____. Because of both what I see and what I know, I predict that this story will be about _____.
Monitoring, questioning, and repredicting I predicted that ____. So far, that might be right because the text says _____. I predicted that _____. That must not be true because the text says _____. My new prediction is _____.
189
Direct Explanation
Visualizing Good readers make pictures in their minds to help them understand. I know that this story takes place _____. I know that setting would have _____. The author uses the words _____ and _____. In my mind, I am visualizing _____.
Inferring The author tells us that this character is _____. Because of my own experience, I know that _____. Therefore, I think the character is _____.
190
Direct Explanation
Using fix-up strategies Wait. I thought that the text said _____. Here it says that _____. That doesnt make sense to me. I need to read ahead and see if the author tells me how both _____ and _____ could be true.
Finding the main idea The author has given me a whole lot of facts about _____ and about _____. Some of them are the same and some are different. I think that the main idea here is that ____ are similar to ____ in some ways, and different in other ways.
191
Direct Explanation
Retelling a story I can use what I know about stories to retell this one very simply. I dont tell everything. I think about what the author usually does in the beginning, the middle, and the end. This story is set ____. The main characters are _____. The problem in the story is _____. The characters solved the problem by _____.
Synthesizing When I want to think about two stories at once, I have to decide how they were alike and different. I first think about how they were alike. Our stories are alike because _____. Then I think about how they were different. Our stories were different because _____. Together, then, I can put information from the stories together to say _____.
192
Summarization

1. Make sure you understand.
2. Reread to check your understanding, marking
   important parts.
3. Rethink, making sure that you can say the main
   idea of each paragraph. Write the main idea as a
   note to yourself.
4. Write your summary, checking to make sure that
   you have avoided lists, included or created topic
   sentences, gotten rid of unnecessary details, and
   combined paragraphs. Check your summary, and
   edit it so that it sounds natural.

193
Gather or make all of your materials

• Texts, pictures, word cards, blank story maps,
  graphic organizers, QAR chart, questions,
  notebooks everything you need.
• Texts could be selections from the previous
  years core anthology if multiple copies are
  available.
• They could also include texts used in recent
  whole-class read-alouds.
• Remember that our goal is that you plan for three
  weeks at a time.

194
A typical group
2 minutes Introduce text (preteach content area words if the text is nonfiction)
2 minutes Review a comprehension strategy
7 minutes Grades 2-3 Whisper read Grades K-1 Read aloud to them
4 minutes Introduce/review vocabulary words. Return to key points in text to focus on comprehension strategy
Minute allocations are simply an example based
on a 15-minute session.
195
Try it out!

• Remember that we are hoping for a cycle, with
  teacher reflection. Your goal is to move these
  children into more challenging texts.
• You may need to repeat a particular lesson for
  two days. Thats fine. You also may need to step
  in with echo or choral reading in grades two and
  three. Thats fine too.
• At the end of the three weeks, you can use data
  collected as part of the instruction to inform
  your next moves.

196
Work with your 1200 clock partner.
12
9 3
6
197
Divide the tasks.

• First partner reads pp. 91-102 (but skip 93-94),
  vocabulary approaches.
• Second partner reads pp. 113-123, comprehension
  approaches.
• Take turns presenting the strategies to each
  other.
• Recap key points, but also add critical
  commentary.

198
mmckenna_at_virginia.edu http//curry.edschool.virg
inia.edu/reading/projects/garf