Differentiation Strategies:Making the Most of Needs-Based Time

Sharon WalpoleUniversity of Delaware

We can provide whole-class instruction

We can use intensive interventions

We can provide whole-class instruction

We can use intensive interventions

But can we differentiate during needs-based

instruction?

What do we want for end of kindergarten?Alphabetic

PrincipleText and Language

Comprehension

In addition, what do we want for end of first grade?

Word Recognition Text and Language Comprehension

In addition, what do we want for end of second grade?

Word Recognition Text and Language Comprehension

In addition, what do we want for end of third grade?

Word Recognition Text and Language Comprehension

Focused TeachingNeeds-based instruction helps us reach our

grade level goals

Small-groupFlexibly achievement-based

Data-drivenTargetedExplicit

Systematic

Given These Goals:Today’s Questions

What data do we already have?What additional data do we need?

How can we differentiate realistically and in an organized way with

research-based strategies during needs-based groups?

www.guilford.com

What is the general philosophy of the cognitive model of reading assessment?

How is this model helpful?Can you give an example?

PhonologicalAwareness Decoding Sight Word

Knowledge Fluency& Context

AutomaticWord

Recognition

LanguageComprehension

StrategicKnowledge

PrintConcepts

GeneralPurposes

for Reading

SpecificPurposes

for Reading

Knowledge of Strategiesfor Reading

ReadingComprehension

Vocabulary

Knowledgeof Structure

BackgroundKnowledge

General philosophy of the “sensible” model of needs-based instruction:

Needs-based instruction is costly in terms of teacher time and effort; we have to make it realistic for teachers and effective for literacy acceleration.

Needs-based instruction during the block must be more explicit, include more opportunities for individuals to respond, and provide for more immediate feedback.

Needs-based instruction must be organized and systematic.

Once teachers form and manage needs-based instruction, what additional

roadblocks do they face in providing differentiated instruction?

Screening Test

Screening Test

Seriousdifficulty?

Screening Test

Seriousdifficulty?

No

Screening Test

Seriousdifficulty?

No

Classroom measures

Screening Test

Seriousdifficulty?

No

Classroom measures

Yes

Screening Test

Seriousdifficulty?

No

Diagnostic test?

Progress monitoring

Classroom measures

Yes

Screening Test

Seriousdifficulty?

No

Detective Work

Progressmonitoring

Classroom measures

Yes

How can we make that loop?

What do we need to do that’s new?

DIBELS Refresher

What do you know?

What do you need to know?

LNF Low

NWF Low

PSF Low

ORF Low

Assessment information for Alphabetic Principle

Letter names (LNF)Letter sounds (NWF)

Phoneme segmentation (PSF)Reading of CVC words (NWF)

Spelling of CVC words

IF LNF low in K, THEN

The child does not have fully automatic access to memory representations for the letters when presented out of order

BUTWhat alphabet knowledge does s/he have?

andWhat should you do?

Provide targeted practice with lettersIf the child can name all of the letters randomly but not quickly

Then use distributed practice, choosing 5 or 6 different letters each day

If the child can name some of the letters

Then use distributed practice, choosing 4 or 5 troublesome ones every two days

If the child can only name the letters in order

Then reteach in small sets, using the same scope and sequence as the core

If the child has no alphabet knowledge

Then teach to sing, then track and say the alphabet

What’s the key to making this work?

Use a letter name inventory.Know the order in which letters are

taught in your core.Keep a set of letter cards in your

needs-based instruction area.Keep alphabet strips and materials in

your needs-based instruction area

IF PSF low in K,

The child does not have relatively effortless ability to notice and manipulate the sound structure of oral language and may struggle to learn and/or

use phonics knowledgeBUT

What phonological awareness does s/he have? and

What should you do?

Provide targeted practice with sound boxes

If the child can segment fully, but not quickly

Then use sound boxes, choosing 5 or 6 different CVC words each day

If the child can segment to the onset-rime but not to the phoneme

Then use sound boxes, choosing words that differ only by medial vowel

If the child can only identify initial sounds

Then use sound boxes to segment onset-rime

If the child has no demonstrable phonological awareness

Then teach to recognize syllables and then rhymes

What other ideas do you have?

Sound Boxes

Sound Boxes

Sound Boxes

Sound Boxes

What’s the key to making this work?

Look at the phoneme segmentation testing protocol

Organize several sets of word cards: random CVC, different medial vowel, onset-rime within the same word family, multi-syllabic words

Keep two-, three-, and four-unit sound boxes in your needs-based instruction area

IF NWF low in K, THEN

The child can neither readily recognize short vowel patterns automatically nor apply decoding strategies quickly to unknown words

BUTWhat phonics knowledge and decoding skills does

s/he have? and

What should you do?

Provide targeted phonics reteachingIf the child can decode nonsense words sound by sound, but not in larger chunks

Work with sounding and blending initial consonants with several high frequency vowel spelling patterns each day

If the child can produce accurate consonant sounds but not vowel sounds

Work with sounding and blending several high frequency vowel patterns each week

If the child does not know consonant sounds in isolation

Then reteach the letter sounds in small sets, using the same scope and sequence as the core

What other ideas do you have?

IF the child can read but cannot spell regular CVC words,

THEN

The child does not have fully amalgamated representations of sound and spelling

BUTWhat knowledge of spelling patterns

does the child have?

Link phonics and spellingAfter needs-based phonics instruction

Ask students to write for sound. Use dry erase boards or paper during needs-based instruction

Reteach previously studied patterns with additional manipulatives

Use sound boxes as spelling boxes, to focus either on the individual sound or on the spelling pattern

Use picture sorts Ask children to sort two patterns by sound and then to spell

What other ideas do you have?

What’s the key to making this work?

Look at the NWF protocol to see what units (individual sounds or vowel patterns) the child is producing.

Use a letter-sound inventory.Use a spelling inventory.Know the order in which phonics items are taught

in your core.Keep a list of previously taught items for review.Watch children’s spellings for evidence of

application of phonics concepts.

LC Assignments

1. DERF LCs will provide teachers the materials they need to implement needs based instruction for kindergarten and first grade children in the area of alphabetic principle.

What specifically, do you have to do or make to accomplish this? Can you work with other LCs with the same core? What can we do to help you?