Differentiate Reading in a Whole Group S

Slide 1: 

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

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

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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

Let’s Make an Appointment! : 

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

Partner Reading : 

Partner Reading List your students from advanced 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

Chocolate Maniac By: Brod Bagert : 

Chocolate Maniac By: Brod Bagert ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ t e a c h e r t a s t e

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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?

Summarizing : 

Summarizing Who: Chewy Louie What: Chewed everything When: All the time Where: Everywhere Why: He was a puppy How: Happily Review components of a summary. Most summaries include the who, the what, the when, the where, the why and the how.

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Let’s try a 16 word summary. ,a puppy, What kind of puppy? ,a little black puppy, How did he chew? happily his Write a concise summary … and then STRETCH it out.

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Chewy Louie, a little black puppy, happily chewed everything in his sight until he grew up. Sixteen Word Summary

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

Q.A.R. : 

Q.A.R. QAR (Raphael, 1982, 1984) In The Book In My Head Right There Think & Search Author and Me On My Own

Q.A.R. : 

Hollas, B. (2005) Q.A.R. Right There: How is a batting average calculated? Think, Search, Find: How are batting averages used? (answer several places) Author and Me: How much higher is Player C’s batting average than Player A’s? On My Own: Are you a baseball fan? Explain.

Zoom : 

Zoom

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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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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

Reading Conferences : 

Reading Conferences

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Debby Money, 2009

Slide 55: 

Debby Money, 2009

Slide 56: 

Debby Money, 2009

Resources : 

Resources Cunningham, P., Hall, D., Cunningham, J. (2000). Guided Reading the Four Blocks Way. NC. Carson Dellosa Publishing Company, Inc. Cunningham, P., Hall, D., Sigmon, C. (1999). The Teacher’s Guide to the Four Blocks. NC. Carson Dellosa Publishing Company, Inc. http://www.wfu.edu/education/fourblocks/

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Resources Allen, R. (2008). Green Light Classrooms: Teaching Techniques that Accelerate Learning. Corwin Press Allen, R. (2002). Impact Teaching: Ideas and Strategies for Teachers to Maximize Student Learning. Boston, MA: Allyn & Bacon Hollas, B. (2005). Differentiating Instruction in a Whole-Group Setting. Peterborough, NH: Crystal Springs Books Jensen, E. (2006). Enriching the Brain: How to Maximize Every Learner’s Potential. San Francisco, CA: John Wiley & Sons Jensen, E. (2003) Tools for Engagement: Managing Emotional States for Learner Success. San Diego, CA: The Brain Store Jensen, E. (2000). Different Brains, Different Learners: How to Reach the Hard to Reach. San Diego, CA: The Brain Store Jensen, E. (1997). Brain Compatible Strategies. San Diego, CA: The Brain Store Marzano, R.J. (2003). What Works in Schools, Translating Research Into Action. Danvers, MA: ASCD Marzano, R.J. (2001). Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. ASCD Tate, M. (2003). Worksheets Don’t Grow Dendrites: 20 Instructional Strategies That Engage the Brain. Corwin Press. Tomlinson, C. (1999). The Differentiated Classroom, Responding to the Needs of All Learners. Danvers, MA: Association for Supervision and Curriculum Development Clip Art: www.toonaday.com and/or www.pppst.com