Differentiate Reading in a Whole-Group

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Presented by: Cheryl Dick . . . in a Whole-Group Setting Differentiate Reading . . .

Partner Reading : 

Partner Reading “Tricks of the Trade” Arrange your partners carefully. Never pair a high and low reader together. Seating matters. Echo Phones = Sanity I’m done . . .What do I do now?. . .Plan ahead. Reread and make connections. Reread and look for interesting vocabulary. Reread and summarize. Reread, reread, reread . . .

Partner Reading : 

Partner Reading List your students from advanced readers to emergent readers . . . John Sally Ginger Tom Libby Samantha Jane Tim

Partner Reading : 

Partner Reading Divide the Class In Half . . . John Sally Ginger Tom _______________________________________ Libby Samantha Jane Tim John, Libby Sally, Sam Ginger, Jane Tom, Tim

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Connecting: Self/Text/World Predicting/Anticipating Summarizing/Concluding Questioning/Monitoring Imaging/Inferring Evaluating/Applying Cunningham, et al (2000) Thinking Strategies

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Text-to-Self Connection

Text-to-Text Connection : 

Text-to-Text Connection

Text-to-World Connection : 

Text-to-World Connection

SOUVENIRS : 

SOUVENIRS

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Circle three words you think will not be in the text. Place a checkmark next to each word when you read it. Which words were not in the text? Cunningham et al (2000) Exclusion Brainstorming

Big Underwear Song by Joe Scruggs : 

Big Underwear Song by Joe Scruggs Train House Bus Rocket Alien Troll Space Dog

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Introduce key vocabulary. Use this vocabulary to predict what will happen in the text. It’s like hangman because blanks are given for each letter in the word. It’s unlike hangman because the teacher fills in one letter at a time starting with the letter on the left. Cunningham et al (2000) RIVET

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Suddenly the loud screech of a hawk echoed through the darkness and all the members of the Adventure Club found themselves huddling together in the shadows of the pine trees. Katie shot her water gun in the direction of the hawk and everyone listened as strange and unfamiliar noises of the night filled the woods. Text: George Washington’s Socks by Elvira Woodruff Guess the Covered Word Notice that each word is covered with TWO colors. The onset is first (all the letters before the first vowel).

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Suddenly the loud screech Collect guesses from students and record them on the board. shriek scream screech Suddenly the loud screech Guess the Covered Word Next, uncover the onset (all the letters before the first vowel). Then, reread your list and cross out the word shriek because it won’t work. (shr vs. scr) After uncovering the onset, collect more words. This is a good time to teach synonyms. Continue playing Guess the Covered Word. NEVER cover a word beginning with a vowel.

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Do you have this book? If You Hopped Like a Frog By: David Schwartz

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As you read, you’ll discover that if you ate like a shrew, you could devour over 700 hamburgers in a day. To figure out the answer, you will have to do some math.

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A shrew? What’s a shrew?? Shrews are among the smallest of mammals but they can eat up to THREE times their weight daily. If you ate three times YOUR weight, how many hamburgers could you eat? Does this change your answer?

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Summarizing Who: What: When: Where: Why: How: Notes:________________________________________________________________________________________________________________________________________________

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Summarizing Who: Chewy Louie What: Chewed everything When: All the time Where: Everywhere Why: He was a puppy How: Happily Chewy Louie, a little black puppy, happily chewed everything in sight until he grew up.

Source: Moore, S. A., (2004). Conversations in Four-Blocks Classrooms . Greensboro, NC: Carson-Dellosa Publishing : 

Source: Moore, S. A., (2004). Conversations in Four-Blocks Classrooms . Greensboro, NC: Carson-Dellosa Publishing This strategy allows students to engage in conversation around individual, key words. Students must justify the selection of a word and use text to support their choice. Most Important Word

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Questioning

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What was the main character’s name? How did she feel about her reading ability? Include at least two details from the story to explain your answer. THICK and thin Questions

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Cunningham et al (2000) Questioning Everyone read to . . . . find a fact about plants. find an opinion about plants. determine the cause of the plant’s death. find the solution to the problem. ERT

New-Known-QuestionsSource: Moore, S. A., (2004). Conversations in Four-Blocks Classrooms . Greensboro, NC: Carson-Dellosa Publishing : 

New-Known-QuestionsSource: Moore, S. A., (2004). Conversations in Four-Blocks Classrooms . Greensboro, NC: Carson-Dellosa Publishing

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____________________________________________________________________________ Let’s go “into our fur.” Chewie Louie by Howie Schneider What happened to the bowl? How do you know? INFER

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Use the clues from the picture. INFER what happened on our way to Alabama.

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INFER where this photo was taken.

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What about this one?

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Imaging I see . . .

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How did the book make you FEEL? _______ would really like that book because _______________. Evaluating

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www.brogbagert.com

Primary Resource: : 

Primary Resource: Cunningham, P., Hall, D., Cunningham, J. (2000). Guided Reading the Four Blocks Way. NC. Carson Dellosa Publishing Company, Inc. http://www.wfu.edu/education/fourblocks/