A. Classroom structures and routines that allow OPPORTUNITY to differentiate Reading Workshop – Minilessons: meet needs of whole group – Guided reading:

A. Classroom structures and routines that allow OPPORTUNITY to differentiate

• Reading Workshop– Minilessons: meet needs of whole group– Guided reading: work with the needs of small groups– Independent reading: management system to be able

to do differentiated instruction• Writing Workshop

– Minilessons: address needs of whole group– Conferencing/guided writing: fit the needs of

individuals or small groups– Independent writing: management system to be able

to do differentiated instruction

Five Strategies to use:• Clear learning intentions:

– Telling students where we’re headed• Questioning:

– Knowing how and when to ask the right question• Feedback:

– Power of our words to move students forward– Feedforeward (Frontloading) and Feedback

• Self-assessment:– Having students reflect on their learning and achievement

• Peer-assessment:– Helping students to help each other

Gradual Release

• Quick write: Describe ( in bulleted steps) the process in which you were the teacher to help someone do one of the following:

– Learning how to ride a bike– Leaning how to tie shoes– Learning how to drive– Learning to be potty trained

Discuss to see if any of the following were present:

• Clear learning target given up front• Demonstration or modeling• Guided practice with feedback• Shift of independence from you to the learner

Clear learning intentions:

• Share clearly articulated learning goals with students at the beginning of a unit.– Connect to previous & future learning– Allow students to ask clarifying questions– Begin goals with “I can…” “I know...” etc.– Have students state what they think the

attainment of the goal will look like– Post the goals and refer to them throughout the

unit

What does this mean?

• Take a state standard• Analyze what all is being asked within this

indicator statement• Break the task down—what do children need

to know over time• Put the indicator into kid friendly language• Plan out how you would gradually release the

concept to students over a few days

Ohio Indicator

• WA-4-1: Write narratives that sequence events, including descriptive details and vivid language to develop plot, characters and setting and to establish a point of view.

Learning Target:

We are learning to…write in first or third person point of view.

We are looking for…a story that is told consistently by a character (first person) or a narrator (third person).

Day 1:

• Point of view describes who is telling a narrative story. Most narrative is written in either first person or third person point of view.

• If a character in the story is telling the story, it is called First Person Point of View.

• If a narrator is describing what happens to characters, it is called Third Person Point of View.

Little Red Riding Hood Examples:

I ran ahead to Grandma’s house and locked her in the closet.

The wolf decided to run ahead to Grandma’s house and lock her in the closet.

Freddy heard his mother calling, “Freddy, come home! It’s time for you to fly.” Freddy shrank deeper into the shadows, willing his mother to give up. Freddy was a bat and knew that he should be looking forward to his first flight but he was not. He was scared to death.

“Yippee!” I cried, “Today’s my birthday.” I had waited a long time to turn 10. I knew what my math teacher would say as soon as I walked into class. She would say, “Happy birthday and welcome to double-digit land! I hope you’re here for 89 years.” I could not wait; happy birthday to me.

Day 2:It was the first of April, and even though I

was on my way to school, I was so happy that I felt like skipping. My mom and dad had just told me the night before that we would be going on an ocean cruise at the end of the school year. I had always dreamed of going on one of those big boats, but this was going to be something even more special. We were going on a sailing boat into the ocean off the coast of Alaska!

Sarah walked nervously down the hallway. Would the kids be nice? Sarah had not wanted to leave Washington Elementary. She knew that her dad’s new job was good for her family but she missed her friends and school. Relax, Sarah told herself. She tried to feel confident but knew she was failing miserably.

It was loud and exciting at the carnival. David was riding the big kid rides for the first time. He had hardly been able to sleep last night. He had worried that he might not have grown enough over the winter. He had not really relaxed until the ride operator had measured him with his stick. “You’re in,” the main had muttered.

I swallowed hard and tried to concentrate. I was sure that if I tried hard enough, I would be able to remember my locker combination. My mom had advised me to write the numbers down, but I had been sure that I could remember them. Was it 24-5-19 or 24-9-15?

I remember learning how to ride a bike. My dad and mom were outside helping me. “Maybe training wheels weren’t so bad after all,” I thought to myself. I started pedaling and found myself going faster and faster. “Let go!” I cried, “No, wait!” But it was too late.

Day 3: On whiteboard

• Title• 1st or 3rd person point of view• How you know: clues

Try it on

I finally had the keys in my hand as I slid into the driver’s seat for the first time.

Sue’s dad handed her the keys to the family car for the first time and took a deep breath.

Think of a common experience from school

• Write one sentence in first person point of view

• Write one sentence in third person point of view

Monday Tuesday Wednesday Thursday Friday

Learning Target We are learning to…Write in first or third person point of view.(I can write in first or third person point of view.)We are looking for…A story that is told consistently by a character (first person) or a narrator (third person)

We are learning to…

We are looking for…







Explicit Instruction—How am I showing the students how this works

Little Red Riding Hood examples:When the wolf is the character telling the story it would be in first person point of view and sound like this:I ran ahead to Grandma’s house and locked her in the closet.When a narrator tells the story it would be third person point of view and it sounds like this:The wolf decided to run ahead to Grandma’s house and lock her in the closet.

Restate definition of first and third person point of viewAttachment B Text on overhead—Think Aloud—The writer used words to help us identify the point of view of the story.

Writing Point of ViewSentences about personal experienceTeacher models writing sentences:First person point of view:I finally had the keys in my hand as I slid into the driver’s seat for the first time.Third person point of view:Sue’s dad handed her the keys to the family car for the first time and took a deep breath.

Guided Practice Examples from Attachment A on overhead:#1 Freddy & #2 YippeeExamplesTeacher reads example, students turn and talk to a partner to identify which example is first and third person.

Examples from Attachment A—Student sheetsStudents working with a partner identify first or third person point of view for each passage and circle the clues.

Picture books for each student table—examples of first and third person point of viewWhite board—Book titleKey words that show point of viewDescribe why this shows either first or third person point of view

Students write in their journal—choose a personal experience and write a sentence from first point of view—write a sentence from third person point of view about the same experience

Real-time evidence of student’s progress

Observe partner groups Observe white boards Observe student writing

• WA-2-2: Write responses to stories by comparing text to other texts, or to people or events in their own lives.

Learning Target:

We are learning to…compare and contrast information in a text with what I know and have experienced.

We are looking for…responses that tell whether the information in the text is the same or different from what I know and have experienced.

Learning Target:

We are learning to…write responses to stories that show how we compare to characters.

We are looking for…responses that name ways we are the same or different than a character.

Day 1:

• When we compare characters we can look at three particular areas to focus our thinking:

– How they look– How they feel– What they do

• There are other things we COULD compare, but for now we are only going to focus on these three things.

Same = SDifferent = D

If different, how?


If different, how?

boy

young

proud

frustrated

loves art

started school

art 1 time a week


If different, how?

boy S

young D

proud of his art S

frustrated about crayons

D

disappointed S

loves art S

had to use certain crayons

D

art 1 time a week S

Day 2: Comparing

• When we are writing to compare how things are alike, there are signal words that help the reader know this:

andbothalsotoo


If different, how?

boy S

young D

proud of his art S


D

disappointed S

loves art S


D

art 1 time a week S

• Tommie and I both love art.

• Tommie loves art and I do, too.

• Tommie loves art and so do I.

• Tommie loved art and I also love art.

Day 3: Contrasting

• When we are writing to contrast how things are different, there are different signal words that help the reader know this. We must be careful to name the difference.

but


If different, how?

boy S

young D

proud of his art S


D

disappointed S

loves art S


D

art 1 time a week S

• Joe likes vanilla best but I like chocolate best.

• Joe likes baseball but I don’t like baseball.

• Tommie could only use certain crayons when he was in school but I could use as many different ones as I wanted.

Day 4:

• You try it…

Monday Tuesday Wednesday Thursday Friday

Learning Target











Explicit Instruction—How am I showing the students how this works

Guided Practice

Real-time evidence of student’s progress

Task:• Join up in grade level groups in designated areas• Review state standard provided• Define: What does this indicator mean for our

children?• What would be a learning target statement?• How might you break the concept up over time?• Be ready to articulate your product AND process

Feedback

FEEDBACK

“To be effective, feedback needs to cause thinking. Grades don’t do that. Scores don’t do that. Comments like “good job” don’t do that. What does do that is a comment that addresses what the student needs to do to improve.”

---Leahy, Lyon, Thompson, Wiliam

Feedback• Must be specific, not general

• Must cause thinking that leads to improvement– Must identify the gap AND provide a way to make it better– Must allow the student time and the chance to act on it

• To maximize potential, it should be linked to current learning whenever possible– Often give feedback on something other than what we are

focused on in instruction• Ex: Practice writing an introduction that includes a hook we have

studied: Jimmy you need to write neatly

Feedback

• In order to have clear feedback, we need a clear learning target that can be referenced easily or the feedback becomes overwhelming.

Research on Feedback• Descriptive feedback can focus on strengths or

weaknesses but is most effective when it points out strengths in the work as well as areas needing improvement.

• Narrow your comments to the specific knowledge and skills emphasized in the current assignment and pay attention to how much feedback learners can act upon at one time.

• Don’t worry that students will be harmed if you don’t point out all of their problems. Identify as many issues as students can successfully act on at one time, independently, and then figure out what to teach next based upon the other problems in their work.

Richard Stiggins, 2004

INSERT STRATEGY• Read passage

= know this information & agree

? = question this information and wonder about

! = surprising info, new info, or more insight about info

= most important info for you to hold for discussion

1st Grade Example

Learning Target

G 1

Reminder Prompt Scaffolded Prompt Example Prompt

Add descriptive words and details.

Add more details to describe the pizza.

Use the magic of three to add more description.

Add more information about what cheese and pepperoni do to make you healthy.

Learning Target

G 1






Could you tell more about the taste or smells of the pizza?

Could you use a repeated line such as “Yummy, yummy, yummy.” into your writing?

Could you tell what cheese or pepperoni compares to? Cheese is like…

Learning Target

G 1






Could you tell more about the taste or smells of the pizza?

Could you use a repeated line such as “Yummy, yummy, yummy.” into your writing?

Could you tell what cheese or pepperoni compares to? Cheese is like…

Choose one of these sentences (or think of your own) to add more details:

It has melty, yummy cheese and that’s healthy.

The pepperonis are small and round, like sausages.

Cheese makes your bones stronger.

Pepperoni makes your muscles grow.

2nd Grade Example

Learning Target

G 2


Add descriptive words and details and delete extraneous information.

Add more details about the setting.

Add more details about the characters.

Learning Target

G 2





Could you tell why you were in Chicago? What was the store like? How did Wendy feel when she entered the store? What are the characters like?

Learning Target

G 2





Could you tell why you were in Chicago? What was the store like? How did Wendy feel when she entered the store? What are the characters like?

Add one of these sentences or your own: Wendy and her family were in Chicago for a long weekend. Wendy, Katie and their mom were walking down the street in Chicago when they saw the American Girls Store.

Learning Target

G 2



Tell more details at the ending part.

Learning Target

G 2




Could you show how Wendy felt at the end by something she says or does? Do they make it to the airport on time?

Learning Target

G 2




Could you show how Wendy felt at the end by something she says or does? Do they make it to the airport on time?

Add one of these or your own:

Wendy was so happy she… Wendy felt __________ and __________ about getting her new doll.

3rd Grade Example

Learning Target

G 3



Delete some of the details that don’t add to the story.

Learning Target

G 3




Is it important to tell the reader what you got from the houses?

Can you combine some details about what you got into categories such as “candy” and “things for my pets”?

Learning Target

G 3




Is it important to tell the reader what you got from the houses?

Can you combine some details about what you got into categories such as “candy” and “things for my pets”?

Try one of these sentences (or your own) to combine your details:

1.I got lots of different candy and a toy for my pets

2.There were many other kids in costumes trick or treating.

Learning Target

G 3



Add more detail about how you woke up.

Learning Target

G 3




Is there something that could have woken you up?

Could there be another character at the end to talk with you?

Learning Target

G 3




Is there something that could have woken you up?

Could there be another character at the end to talk with you?

Try one of these sentences (or you own) to add more details about the waking up:1.Just when the witch was about to grab me, I woke up…

2.Someone was pulling on my arm and suddenly I woke up and saw…

4th Grade Example

Learning Target

G 4



Add more details at the beginning about the setting.

Learning Target

G 4




Where were you at specifically to get your ears pierced? What was the occasion for getting your ears pierced?

Learning Target

G 4




Where were you at specifically to get your ears pierced? What was the occasion for getting your ears pierced?

Choose one of these details for your setting or one of your own: “I, 2, 3” said the lady from the Claires with the earpiercing gun. We had driven all the way to the mall and waited in line at Claire’s but I when I saw the needle…

Learning Target

G 4



Add more details in the middle part.

Learning Target

G 4




Could you tell how you had felt about the idea of getting them pierced—something you wanted for a long time or just did one day? Can you describe what you were afraid of most? Can you use dialogue to show what you were afraid of?

Learning Target

G 4





Choose one of these ideas or your own: I had wanted to get my ears pierced since I was five but I never had the courage b/c I thought it would hurt too much. I thought getting my ears pierced would feel …I was scared b/c _________ and _______.

• Add descriptive words and details and delete extraneous information.

Learning Target

G 4





Choose one of these to show your fears or your own:

“What are you so afraid of?” asked Emily. “I think it is going to _______ and ________.

I asked the lady, “Is this going to be painful?”

Descriptive Feedback

• Highlighting to show simple successes is helpful and accentuates the positive first. (Feed forward)

• Feedback must be focused on most recent or most important teaching with that student/group.

• Too much feedback (on too many things) results in confusion.

•

• Students need an opportunity to act on the feedback.

• Feedback done differently IS differentiation.

• Useful in other content areas.

• Opportunities for three levels of support used across all students:

– lift lowest students toward standard

– stretches middle students toward higher achievement

– directs higher students to new possibilities, different thinking and new levels of excellence

Documents

A. Classroom structures and routines that allow OPPORTUNITY to differentiate Reading Workshop – Minilessons: meet needs of whole group – Guided reading: