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Foundations and Applications of Differentiating Instruction:Competencies Four and Five
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Foundations and Applications Foundations and Applications of Differentiating Instruction: of Differentiating Instruction: Competencies Four and FiveCompetencies Four and Five
Using FAIR Results to Using FAIR Results to Differentiate InstructionDifferentiate Instruction
Overview
• Instructional Ideas– Link between the interpretation of data
and instructional resources to begin planning instruction
• Some Common Profiles or Patterns in Data– What instructional strategies are most
appropriate for each profile/pattern?
• Resources
Foundations and Applications of Differentiating Instruction:Competencies Four and Five
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You can think of skill instruction intwo categories:
1. Accuracy/Understanding of skill2. Automaticity/Application/
Generalization of skill– When planning for instruction, you want
to:• Teach for accuracy and understanding of the
skill• Work towards automaticity of the skill during
meaningful, engaging, and productive application of the skill
– With the ultimate goal being that the student will be able to generalize this skill across contexts
Foundations and Applications of Differentiating Instruction:Competencies Four and Five
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5 Recommendations to ImproveAdolescent Literacy
1. Provide explicit vocabulary instruction.2. Provide direct and explicit comprehension
strategy instruction.3. Provide opportunities for extended discussion
of text meaning and interpretation.4. Increase student motivation and engagement
in literacy learning.5. Make available intensive and individualized
interventions for struggling readers that can be provided by trained specialists.
Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (p. iii, 2008)
Foundations and Applications of Differentiating Instruction:Competencies Four and Five
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Provide Vocabulary Instruction
• Direct Instruction – explicit and systematic – introduce and discuss difficult words before reading a text– analyze roots and affixes– select content area terms as well as “academic
vocabulary”– actively engage students in word learning instruction– provide multiple exposures in various contexts
• Incidental Learning– expose students to words in texts/stories through wide
reading– reinforce use of word-learning strategies– have students maintain a record/log of critical vocabulary
Foundations and Applications of Differentiating Instruction:Competencies Four and Five
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What does it mean to know a word?
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Pronounce: Guide students in correctly pronouncing the word. Explain: Provide a clear, student-friendly explanation of the
word’s meaning. Provide synonyms or antonyms. Study Examples: Encourage students to think about how and
why words are used in example sentences. Encourage Elaboration
Role-play, drama, or pantomime Create a drawing or visual representation Generate more examples
Assess Students complete sentence that requires giving an
example or explaining the word Students complete sentence with target word Students identify appropriate use in a sentence
Make Words Your Own Vocabulary Routine
Vocabulary and Word AnalysisInstructional Activity
Foundations and Applications of Differentiating Instruction:Competencies Four and Five
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5 Recommendations to ImproveAdolescent Literacy
1. Provide explicit vocabulary instruction.2. Provide direct and explicit
comprehension strategy instruction.3. Provide opportunities for extended discussion
of text meaning and interpretation.4. Increase student motivation and engagement
in literacy learning.5. Make available intensive and individualized
interventions for struggling readers that can be provided by trained specialists.
Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (p. iii, 2008)
Foundations and Applications of Differentiating Instruction:Competencies Four and Five
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Comprehension Strategies found to be effective in
the National Reading Panel (NRP) and Since the
NRP:
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Foundations and Applications of Differentiating Instruction:Competencies Four and Five
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Sentence level Comprehension-Content Area Reading
In expository text, help students learn torecognize signal words at the sentence level that serve as a clue to text structure:
– Cause-effect relationships: because, due– to, as a result, for, since, so– Sequencing: first, second, next, last, finally,
during, later– Comparison: like, but, still, as, yet, however
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Paragraph and Text Level Comprehension
Reciprocal Teaching Strategies•Clarifying
– Thinking about the text, before, during, and after reading to modify and improve understanding.
•Visualizing– Creating mental images or pictures while reading the text to assist in
comprehension.•Questioning
– Stopping, rereading, and questioning if the meaning does not make sense.•Summarizing
– Summarizing the text will allow a reader to identify the components of the text structure that he/she understood and then should be able to identify the main idea and draw conclusions. If the reader is unable to summarize the text, this indicates that he/she should go back and reread certain sections of the text.
•Predicting– Using the text, pictures and titles to predict what will happen in the story. Based
on new information, the reader should be constantly adjusting and re-predicting what will happen next.
(Palincsar & Brown, 1984)
Foundations and Applications of Differentiating Instruction:Competencies Four and Five
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Foundations and Applications of Differentiating Instruction:Competencies Four and Five
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5 Recommendations to ImproveAdolescent Literacy
1. Provide explicit vocabulary instruction.2. Provide direct and explicit comprehension
strategy instruction.3. Provide opportunities for extended
discussion of text meaning and interpretation.
4. Increase student motivation and engagement in literacy learning.
5. Make available intensive and individualized interventions for struggling readers that can be provided by trained specialists.
Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (p. iii, 2008)
Foundations and Applications of Differentiating Instruction:Competencies Four and Five
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Foundations and Applications of Differentiating Instruction:Competencies Four and Five
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Foundations and Applications of Differentiating Instruction:Competencies Four and Five
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5 Recommendations to ImproveAdolescent Literacy
1. Provide explicit vocabulary instruction.2. Provide direct and explicit comprehension
strategy instruction.3. Provide opportunities for extended discussion
of text meaning and interpretation.4. Increase student motivation and
engagement in literacy learning.5. Make available intensive and individualized
interventions for struggling readers that can be provided by trained specialists.
Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (p. iii, 2008)
Foundations and Applications of Differentiating Instruction:Competencies Four and Five
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“…motivated students usually want tounderstand text content fully and
therefore,process information deeply. As they readfrequently with these cognitive purposes,
motivated students gain in readingcomprehension proficiency”
(Guthrie et al., 2004)
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Examples of Strategies to IncreaseEngagement and Motivation
• Engaging content goals for instruction– Choice and autonomy– Interesting texts– Opportunities to collaborate with other students in
discussion and assignment groups• Encourage a variety of responses by having students
say or write the answer:– As a group– To a partner– To cooperative team– As an individual
(Guthrie et al., 2004)
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5 Recommendations to ImproveAdolescent Literacy
1. Provide explicit vocabulary instruction.2. Provide direct and explicit comprehension
strategy instruction.3. Provide opportunities for extended discussion
of text meaning and interpretation.4. Increase student motivation and engagement
in literacy learning.5. Make available intensive and
individualized interventions for struggling readers that can be provided by trained specialists.
Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (p. iii, 2008)
Foundations and Applications of Differentiating Instruction:Competencies Four and Five
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Why is Instruction in MultisyllabicWord Reading Important?
• The ability to read words by breaking them into their respective syllables is a hallmark of skilled readers (Mewhort & Beal, 1977)
• Successful comprehension of content-area text requires accurate reading of multisyllabic words (Bhattacharya, 2006)– Reading the word mitosis in a science text
could be made easier by breaking it into syllables when introducing the word• Mi (open) – to (open) – sis (closed)
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Six Syllable Types
1. Closed (CVC) (milk, fan-tas-tic)2. Open (CV) (she, si-lent)3. Vowel-consonant-e (VCe) (bake, write)4. Vowel team/Diphthongs (sea, train, boil)5. R-controlled (horn, fir, art)6. Final stable (sta-ple, rid-dle,man-age, pic-ture, station)
(Carreker, 2005; Steere, Peck, & Kahn, 1998)
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Frequency of Occurrence by Type
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Some Components of Structural Analysis
• Base/root words a word or the main part of a word (struct is the root of destructive) that affixes are added to form a new word, they are taken from Anglo-Saxon, Latin and Greek (e.g., port meaning ‘to carry’ in Latin)
• A prefix is a morpheme attached to the beginning of the base or root word that creates a new word with changed meaning or function, (e.g., pre, re, dis, un, in)– Prefixes are important to know for reading, spelling,
and vocabulary acquisition.
• Derivational suffixes – a suffix added to a base or root that forms another word that is often a different part of speech from the base or root such as –ful in hopeful.
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Some Common Profilesor Patterns in Data
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The 3-12 “Score” Map
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Common Profiles/Patterns ofPerformance
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What strategies exist to help withinstruction for students in Box 1?
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What strategies exist to help withinstruction for students in Box 2 +
4?
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Effective Instruction
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What strategies exist to help withinstruction for students in Box 2 +
5?
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What strategies exist to help withinstruction for students in Box 3 +
4?
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What strategies exist to help withinstruction for students in Box 3 +
5?
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Resources
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Linking to Resources through PMRN
• Teachers will have the option of clicking on column headers for:– RC– Maze– WA
• These links will take them to a search page which will in turn bring them to a list of resources designed to assist instruction in the chosen area.
• Resources include– 3 – 5: Empowering Teacher Routines and Student
Center Activities– 3 – 12: LEaRN videos and other LEaRN resources
• You can also get to some of these same resources through a search tool located on FCRR home page (www.fcrr.org)
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Foundations and Applications of Differentiating Instruction:Competencies Four and Five
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Florida Center for Reading Research
FCRR
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www.justreadflorida.com/LEaRN
Web Resources
• FCRR (Florida Center for Reading Research), www.fcrr.org
• Just Read, Florida!, www.justreadflorida.com
• LEaRN (Literacy Essentials and Reading Network), www.justreadflorida.com/LEaRN
• Adolescent Literacy, www.adlit.org• LD Online, www.ldonline.org• Florida Response to intervention (RtI),
www.florida-rti.org• Colorin’ Colorado,
www.colorincolorado.org/Foundations and Applications of Differentiating Instruction:Competencies Four and Five
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Web Resources• Effective Literacy and English Language Instruction for
English Learners in the Elementary Grades: A Practice Guide (NCEE 2007-4011).– This document reviews research studies, using the What Works Clearinghouse
standards, to provide the reader with recommendations to develop research-based practices for meeting the needs of English Language Learners in their schools.
– Retrieved from http://ies.ed.gov/ncee/wwc/practiceguides
• Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (NCEE #2008-4027)– This is the document we have referred to throughout today’s presentation and
the information is here if you would like to access the complete paper.– Retrieved from http://ies.ed.gov/ncee/wwc
• Literacy instruction in the content areas: Getting to the core of middle and high school improvement.– Provides a brief overview of the need of literacy instruction in the content area
for middle and high schools.– Retrieved from http://www.all4ed.org
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Web Resources
• Academic literacy instruction for adolescents: A guidance document from the Center on Instruction.– This document provides a synthesis of the research available for
improving academic literacy instruction for students in grades 4-12.– Retrieved from www.centeroninstruction.org
• Assessments to guide adolescent literacy instruction– This document is divided into two sections: using assessment to improve
literacy instruction for adolescents and 10 examples of assessments/assessment systems in use/under development to guide instruction.
– Retrieved from www.centeroninstruction.org
• Content Area Literacy Guide.– This document sets the stage for why literacy instruction in the content
areas is necessary and gives examples and practical suggestions.– Retrieved from
http://www.ccsso.org/projects/secondary_school_redesign/Adolescent_Literacy_Toolkit/Resources_for_Teachers/Content_Area_Literacy_Guide/
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Concluding Thoughts andQuestions
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Remember
• Use the data as a tool to help you form small groups and/or identify focus skills, but don’t get bogged down in thinking there is only ONE right way to organize students and their instruction.
• Use the decision tree and worksheet as a starting point and guide, but keep in mind your groups/instructional focus are fluid and may change based on your progress monitoring and observations during instruction.
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