Differentiate Reading in a Whole Group Setting

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Differentiate Reading in a Whole-Group Setting:

Differentiate Reading in a Whole-Group Setting Midwest Differentiated Instruction Conference July, 2011

What is Differentiated Instruction?:

What is Differentiated Instruction? It’s consistently and proactively creating different pathways to help all your students to be successful. ~Betty Hollas Differentiated Instruction ____________ _____________ _____________

Slide 3:

Differentiating Instruction is doing what’s fair for students. It’s a collection of best practices strategically employed to maximize students’ learning at every turn, including giving them the tools to handle anything that is undifferentiated. It requires us to do different things for different students some, or a lot of the time. It’s whatever works to advance the student. It’s highly effective teaching! Wormeli , R., 2005 MOST Important Words Deductive Reasoning: Big to Little Inductive Reasoning: Little to Big

Response to Intervention:

Response to Intervention 80-90% ALL Preventive Proactive 5-15 % Small-Group/ Some Individual 1-5 % Individual Students

Slide 6:

How do kids learn to read?

Guided Reading:

Guided Reading Before: During: After:

Partner Reading:

Partner Reading

Let’s Make an Appointment! :

Let’s Make an Appointment! 8:00______________ 10:00_____________ 12:00_____________ 2:00______________ Hollas, B. (2005)

Let’s Make an Appointment! :

Let’s Make an Appointment! 8:00______________ 9:00______________ 10:00_____________ 11:00_____________ 12:00_____________ Hollas, B. (2005) Random Random Random 7:00 Peer Tutor 9 :00 Peer Tutor 11:00 Similar Ability 1:00 Similar Ability

Slide 13:

Advanced Readiness Readiness Readiness Early Readiness Advanced Readiness Readiness Readiness Early Readiness Advanced Readiness Readiness Readiness Early Readiness Advanced Readiness Readiness Readiness Early Readiness Advanced Readiness Readiness Readiness Early Readiness Advanced Readiness Readiness Readiness Early Readiness

Slide 14:

1 2 3 4 1 2 3 4 4 4 4 4 4 4 3 3 3 3 3 3 1 1 1 1 1 1 2 2 2 2 2 2

Group Reading :

Group Reading

Partner Reading:

Partner Reading

Independent Reading :

Independent Reading

Slide 18:

Connecting Predicting Questioning – I Wonder … Summarizing Visualizing Inferring Evaluating Cunningham, et al (2000) Thinking Strategies Month-by-Month

Slide 20:

Historical Fiction Science Fiction Realistic Fiction Fantasy Fiction Mystery Fairy Tales Nonfiction Books Biographies/Autobiographies Poetry Cunningham, et al (2000) Possible Genres Month-by-Month

I’m Finished …:

I’m Finished … Anchor Activity Ideas: Read Practice Comprehension Strategies 4-6-8 RAFT Journal Writing Think- Tac -Toe

4-6-8:

4-6-8 Character Setting Event Martha Stewart Mall Playing Volleyball Paris Hilton Beach Shopping Brad Pitt Park Teaching Lindsay Lohan Movies Losing Money Football Game Gambling Jail Boating Fighting Meeting Family

RAFT:

RAFT Role Audience Format Topic Plant Clouds Text Message Precipitation Fraction Decimal Love Letter Relationship

Think-Tac-Toe Example Author: Betty Hollas:

Think- Tac -Toe Example Author: Betty Hollas Write about the main character of your story. Be prepared to present a five-minute report to the class. In your journal, create a graphic organizer and use it to compare yourself to the main character. Think of someone you know who is like one of the characters in the book. Write about how they are alike. Draw a picture of the setting of the story. Include at least 7 details and a detail box. Make up a rap about the setting of the story and set it to music. Build a model of the setting of the story. Make a timeline to show the major events of the story. With a group of three other students, create a new ending for the story. With a group of three other students, create a skit and act out the story.

Anchor Activity Log:

Anchor Activity Log Date Anchor Activity

Mini-Lesson Idea:

Mini-Lesson Idea Drawing Conclusions Plot Cause/Effect Fact/Opinion Compare/Contrast Problem/Solution Figurative Language _____________

Slide 28:

P L O T

Slide 29:

The Day Jimmy’s Boa Ate the Wash By: Trinka Hakes Noble Pictures by: Steven Kellogg:

The Day Jimmy’s Boa Ate the Wash By: Trinka Hakes Noble Pictures by: Steven Kellogg *MODIFIED FROM: Udry , V., The Day Jimmy's Boa Taught Cause and Effect. Retrieved from http://www.readwritethink.org/lessons/lesson_view.asp?id=1029 on February 17, 2009. www.cherylsclassroomtips.com Cause and Effect Lesson

Slide 33:

CAUSE EFFECT Jimmy’s boa constrictor scared the hens. Jimmy took his boa into the hen house to meet the farm animals. Jimmy took his boa into the hen house to meet the farm animals. Jimmy’s boa constrictor scared the hens.

CAUSE:

CAUSE BECAUSE Jimmy took his boa into the hen house to meet the farm animals,

Effect:

Effect Jimmy’s boa constrictor scared the hens. BE CAUSE Jimmy took his boa into the hen house to meet the farm animals, Jimmy’s boa constrictor scared the hens.

Slide 36:

CAUSE EFFECT We started throwing eggs. A hen got excited and laid an egg on Jenny’s head. A hen got excited and laid an egg on Jenny’s head. We started throwing eggs.

Slide 37:

Inferring Meaning from Context Clues

Gregarious:

Gregarious Those who enjoy belonging to clubs, going to parties, and inviting friends often to their homes for dinner are gregarious. If you inferred social or something like: "people who enjoy the company of others", you correctly inferred the meaning of gregarious . http://academic.cuesta.edu/acasupp/AS/309.HTM

Credence:

Credence Dad gave credence to my story, but Mom's reaction was one of total disbelief. If you inferred that Dad believed the story, you correctly inferred the meaning of credence; it means "belief." http://academic.cuesta.edu/acasupp/AS/309.HTM

Fact or Opinion:

Fact or Opinion

Slide 41:

Opinion: An opinion is what someone thinks about that subject. Fact: A fact is something that is true about a subject and can be proven or disproven.

Slide 42:

FACT : This is a bridge. OPINION: This is a scary bridge.

Slide 43:

FACT: There are skyscrapers in the picture. OPINION: The city needs more trees.

Slide 44:

FACT: This ferry takes passengers to Stanton Island. OPINION: Riding the ferry is so much fun!

Dog Breath:

Dog Breath What was Hally’s big problem? What were the different things the Tosis family did to get rid of Hally’s bad breath? What made the burglars think that Hally was big and mean and scary? Have you ever had a special pet? Tell me about it. Question Answer Relationship

Communication Arts Question Guide: http://www.dese.mo.gov/divimprove/curriculum/commarts/documents/ca_standards_interp_111208.pdf :

Communication Arts Question Guide: http://www.dese.mo.gov/divimprove/curriculum/commarts/documents/ca_standards_interp_111208.pdf

Slide 54:

Modified from: Marzano , R. (2006). Classroom and Assessment and Grading that Work. ASCD. Alexandria, VA Scoring Guide 4 In addition to the 3 score, student demonstrates in-depth understanding and applications that go beyond what was taught. 3 No major errors or omissions regarding the information. 2 No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes. 1 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Modified from: Robert Marzano

Slide 55:

10 = 4 = ADVANCED 8.5 = 3 = PROFICIENT 6.5 = 2 = BASIC 5 = 1 = BELOW BASIC

Self-Selected Reading:

Self-Selected Reading

Slide 59:

www.arbookfind.com