Differentiate Reading in a Whole Group Setting 2010a

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

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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 MOST Important Words

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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Debby Money, 2009

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Debby Money, 2009

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Debby Money, 2009

SOUVENIRS : 

SOUVENIRS

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PLOT

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

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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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Mexico

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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

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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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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?

Guess the Covered Word : 

Guess the Covered Word

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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

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