11

Implementing Implementing Differentiated InstructionDifferentiated Instruction

In the In the LANGUAGE!LANGUAGE! Classroom Classroom

22

Why haven’t we implemented Why haven’t we implemented DifferentiatedDifferentiated InstructionInstruction

before?before?

Lack of Instructional Time Lack of materials Need for Preplanning for

Centers Setting Expectations Administrative Support

33

Instructional time: The LANGUAGE! Program

should have a 90 minute reading block allowing time for differentiated instruction.

LANGUAGE! curriculum provides integrated materials and planning for differentiated instruction.

Administrative support is enhanced through national and district research.

The district will be providing continued workshops on differentiated instruction, model classrooms, literacy centers, and other research based instruction.

Each of these stumbling blocks are being chipped away as LANGUAGE! is further implemented in

Lee County.

44

What does current What does current research indicate research indicate

regardingregarding

Differentiated Differentiated InstructionInstruction??

55

The Neurobiology of Reading The Neurobiology of Reading and Dyslexiaand Dyslexia

The provision of extra time is therefore an essential accommodation; it allows them time to decode each word and apply their unimpaired higher order cognitive and linguistic skills to the surrounding context to get at the meaning of words that they cannot rapidly decode.

Shaywitz, 2001

66

Implications concerning Shaywitz’s findings…

Therefore, it is essential to Therefore, it is essential to differentiate to meet the needs differentiate to meet the needs of our students.of our students.

Research supports the need for Research supports the need for differentiating instruction for differentiating instruction for underachievers. Struggling underachievers. Struggling readers need something readers need something different…different…

77

Reading Next: A Vision for Action and Reading Next: A Vision for Action and Research in Middle and High School Research in Middle and High School

LiteracyLiteracy

“ “ A full 70 per cent of U.S. A full 70 per cent of U.S. middle and high school students middle and high school students require differentiated instruction, require differentiated instruction, which is instruction targeted to which is instruction targeted to their individual strengths and their individual strengths and weaknesses.”weaknesses.”

(Biancarosa & Snow)(Biancarosa & Snow)

88

Torgeson’s ChartTorgeson’s Chart

What skills are particularly deficient in level 1 and level 2 readers at 10th grade?

Skill/Ability

WPM on FCAT

Fluency percentile

Verbal knowledge/reasoning

FCAT Performance Level

1 2 3 4 5

130

8th

30th

154

30th

60th

175

68th

66th

184

87th

84th

199

93rd

89th

99

Implications of Torgeson’s Implications of Torgeson’s findings…findings…

Students in Reading Level 1 and Students in Reading Level 1 and 2 have a larger deficit in 2 have a larger deficit in FLUENCY than in VERBAL FLUENCY than in VERBAL KNOWLEDGE/REASONING.KNOWLEDGE/REASONING.

1010

If we keep doing the same thing,

we’ll keep getting the same results

so…

1111

Teachers as ScientistsTeachers as Scientists

Students arrive in IR classes Students arrive in IR classes with a variety of with a variety of assessments– how can this assessments– how can this data be used to plan data be used to plan instruction in the instruction in the L!L! classroom; the process is classroom; the process is much like a scientist that much like a scientist that problem solves.problem solves.

1212

The purpose of assessment The purpose of assessment is…is…

““provide teachers with data that they provide teachers with data that they can use to adjust instruction to ensure can use to adjust instruction to ensure that all students achieve maximum that all students achieve maximum growth in reading. These tests help growth in reading. These tests help identify students who require identify students who require “corrective instruction”, students who “corrective instruction”, students who would from enrichment activities, and would from enrichment activities, and help teachers prevent minor help teachers prevent minor difficulties from developing into major difficulties from developing into major problems” (Guskey, 2003)problems” (Guskey, 2003)

1313

The purpose of assessment The purpose of assessment is…is…

““provide teachers with dataprovide teachers with data that they can that they can use to use to adjust instructionadjust instruction to to ensure that ensure that all students achieve maximum growthall students achieve maximum growth in reading. These tests help in reading. These tests help identify identify students who require “corrective students who require “corrective instruction”,instruction”, students who would from students who would from enrichment activitiesenrichment activities, and , and help teachers help teachers prevent minor difficulties from prevent minor difficulties from developing into major problems”developing into major problems” (Guskey, 2003)(Guskey, 2003)

1414

Why Do Content Mastery?Why Do Content Mastery?

Content Mastery is an integral part of the Language! program.

Success with the L! program hinges on the consistent use and monitoring of the assessments.

Assessment information is essential to drive the day to day instructional success.

Helps identify and intervene with those students who are falling behind and/or do not show growth in the critical areas of literacy development.

1515

Content Mastery TasksContent Mastery Tasks

Focuses on specific content Focuses on specific content covered in the unitcovered in the unit

Measures new content and Measures new content and concepts taughtconcepts taught

Offers students practice in a Offers students practice in a variety of testing formats variety of testing formats such as multiple choice, such as multiple choice, recall/written response, recall/written response, spelling, and open-ended spelling, and open-ended formatformat

1616

Instructional Effectiveness

Individual Students

Other Considerations

Content Mastery Content Mastery

provides data in three provides data in three categories:categories:

1717

Instructional EffectivenessInstructional Effectiveness

Provides teachers with a Provides teachers with a snapshot regarding the snapshot regarding the effectiveness of instructioneffectiveness of instruction

Informs teachers about areas Informs teachers about areas that might need additional that might need additional practice and modelingpractice and modeling

Provides feedback about the Provides feedback about the pace of instructionpace of instruction

1818

Instructional EffectivenessInstructional Effectiveness

The percent of students The percent of students achieving mastery over a achieving mastery over a designated period of time (9 designated period of time (9 weeks or semester)weeks or semester)

The percent of students The percent of students achieving mastery within a achieving mastery within a unitunit

What differentiated instruction What differentiated instruction is needed to ensure mastery is needed to ensure mastery for all studentsfor all students

1919

Consider how Consider how teacher and teacher and

student behaviors student behaviors affect Content affect Content

Mastery scores?Mastery scores?

2020

Points to Ponder When Analyzing Points to Ponder When Analyzing Instructional EffectivenessInstructional Effectiveness

Were the Content Mastery tasks Were the Content Mastery tasks examined prior to instruction examined prior to instruction and administration?and administration?

Was the teacher knowledgeable Was the teacher knowledgeable about what mastery should look about what mastery should look like?like?

Has the expected response been Has the expected response been modeled for the students?modeled for the students?

Was there opportunity for Was there opportunity for approximate steps of mastery approximate steps of mastery prior to content mastery being prior to content mastery being administered?administered?

2121

Other ConsiderationsOther Considerations

Needs of specific populations

Needs of specific class periods

(time of day/composition)

Needs of specific levels (A-F)

Student motivation

Patterns of Patterns of AttendanceAttendance

Parent SupportParent Support

Content Mastery can provide data regarding other considerations that

may include:

2222

Points to Ponder When Analyzing Points to Ponder When Analyzing Other ConsiderationsOther Considerations

Are there additional interventions that can be implemented to support specific populations?

Are there viable reinforcers that can increase achievement for specific students?

Can other school personnel impact attendance for truant students?

How visable/involved is the administration in the Intensive Reading classes?

2323

The Road Map for Data The Road Map for Data Driven InstructionDriven Instruction

Re-teachingRe-teaching ReinforcementReinforcement AccelerationAcceleration

Content Mastery provides aroadmap by targeting students

who need:

To insure mastery for all

students. }

2424

Administering, Recording Administering, Recording

and Interpreting and Interpreting

Content Mastery TasksContent Mastery Tasks

2525

Administering the Content Administering the Content MasteryMastery

The Content Mastery tasks are incorporated into lessons 5, 9 and 10.

Directions for “how-to” administer specific tasks are incorporated in the unit lessons found throughout the Teacher Editions for Books A-F.

Students complete the Content Mastery tasks in their individual Assessment: Content Mastery booklets.

2626

Recording of Content Mastery Recording of Content Mastery Task ScoresTask Scores

Student scores should be Student scores should be recorded on the recorded on the reproducible reproducible Content Content Mastery Class RosterMastery Class Roster in in each level Assessment: each level Assessment: Teacher Edition.Teacher Edition.

Teachers should prepare a Teachers should prepare a roster for each unit of roster for each unit of instruction.instruction.

2727

Content Mastery Task Content Mastery Task Class RosterClass Roster

Microsoft Excel Worksheet

2828

Interpreting Content Interpreting Content Mastery ResultsMastery Results

Phonemic Awareness and PhonicsPhonemic Awareness and Phonics Word Recognition and SpellingWord Recognition and Spelling Vocabulary and MorphologyVocabulary and Morphology Grammar and UsageGrammar and Usage

Content Mastery Tasks for Steps 1-4 require students to answer multiple

choice and written spelling tasks in:

2929

What is Mastery for What is Mastery for Steps 1-4?Steps 1-4?

Students who achieve 80% Students who achieve 80%

(4/5 correct or 8/10 correct on individual tasks)

3030

● A Prescriptive Teaching Box follows every Content Mastery task at the point of use in the Teacher Edition.

● These boxes guide teachers to reinforce or reteach based on performance.

IF… Then…

Students who score below 80% Reinforce:

*Word Meanings: Use Sortegories, Unit 9

Categorize It, and Sort It: Word

Meanings, Lesson 6, Step 3

Students who score at or Reteach:

Below 60% Word Meanings: Use Word Networks:

Homophones, Unit 9 Lesson 3, Step 3,

and Multiple Meaning Map, Lesson 5

Step 3.

When students fall below the 80% When students fall below the 80% mastery level…mastery level…

3131

Review and Acceleration appears at the beginning of every unit for students whose performance on assessment falls below the cutoff test scores.

Students can repeat these activities to review areas of weaknesses.

Special Instructional Support provides activities to customize teaching materials an provide opportunities for individualized instruction.

Reinforcement or Re-teachingReinforcement or Re-teaching??

3232

L! Pacing Guide for School Year 2006-07

Microsoft Word Document

3333

Interpreting Content Mastery Interpreting Content Mastery Steps 5 and 6Steps 5 and 6

Content Mastery Tasks for Steps 5-6

require students to:

• Interpretation types of questions

• Use content from reading materials to write short answers to comprehension questions

3434

Teachers need to be very familiar with the scoring rubric in order to shape the students writing as they progress throughout the unit to meet the expectations on the Content Mastery tasks.

Teachers expectations need to encompass all previously taught concepts.

3535

Scoring on CM Tasks 5-Scoring on CM Tasks 5-66

Ideas and DevelopmentIdeas and Development

OrganizationOrganization Voice and Audience AwarenessVoice and Audience Awareness Word ChoiceWord Choice Sentence FluencySentence Fluency Written Language ConventionsWritten Language Conventions

The student’s overall score is basedon the average rating of the five

questions

3636

Guidelines for Scoring Guidelines for Scoring WritingWriting

Adobe Acrobat 7.0 Document

3737

What is Mastery of What is Mastery of CM Tasks 5-6?CM Tasks 5-6?

Students should achieve an Students should achieve an average of at least 4.0 (80%) on average of at least 4.0 (80%) on open ended questions.open ended questions.

When performance falls below a When performance falls below a score of 4.0, those areas may score of 4.0, those areas may need to be re-taught in need to be re-taught in subsequent units.subsequent units.

3838

Fluency TasksFluency Tasks

L! Book Grade Level Target # of

Taught in Curriculum WCPM

A Grade 3 120 B Grade 4 130 C Grade 5 140 D Grade 5 145 E Grade 6 150 F Grade 6-8 150-180

Teachers need to be knowledgeable of the Teachers need to be knowledgeable of the fluency expectations for each level of fluency expectations for each level of

Language!Language!

3939

Florida Oral Reading Florida Oral Reading FluencyFluency

Although the FORF has set Although the FORF has set grade level standards, the grade level standards, the leveled leveled LANGUAGE!LANGUAGE! fluency fluency expectations may provide a expectations may provide a more realistic number of words more realistic number of words correct per minute for students correct per minute for students who are achieving far below who are achieving far below grade. grade.

4040

Fluency TasksFluency Tasks

A wide range of fluency tasks are A wide range of fluency tasks are incorporated throughout every level.incorporated throughout every level.

Book A: letters-to-sounds-to-words-Book A: letters-to-sounds-to-words-to-phrase-to-sentence fluency to-phrase-to-sentence fluency

Book B: passage fluencyBook B: passage fluency

A time saving approach to A time saving approach to evaluate progress is to record evaluate progress is to record students’ performance on a limited students’ performance on a limited set of resultsset of results..

4141

Fluency Task Student Fluency Task Student Record FormRecord Form

Fluency rates (WCPM) should be recorded on the reproducible Fluency Task Student Record Form in the Assessment: Teacher Edition booklet.

4242

Word Fluency RecordWord Fluency Record

Adobe Acrobat Document

4343

Differentiating Fluency GoalsDifferentiating Fluency Goals

Students with severe reading Students with severe reading difficultiesdifficulties

Repeated readings of textsRepeated readings of texts

Language! Assessment: Teachers Edition provides guidance on establishing individual

goals for:

4444

Looking towards Looking towards

the Differentiatedthe Differentiated

ClassroomClassroom

4545

Planning for the Planning for the Differentiated LessonDifferentiated Lesson

First and foremost realize that a First and foremost realize that a differentiated classroom differentiated classroom doesn’t doesn’t happen overnight happen overnight

Start small—set achievable goalsStart small—set achievable goals

4646

Teacher and StudentsTeacher and Students

Learn new classroom routinesLearn new classroom routines

Use of new materialsUse of new materials

Set new expectations: learning Set new expectations: learning and behaviorand behavior

4747

The FORES QuestionsThe FORES Questions

For every For every differentiated differentiated

lesson the lesson the teacher should teacher should

be able to be able to answer these answer these

five questions:five questions:

4848

FF = = First,First, are the materials and are the materials and technology available?technology available?

OO = What is the = What is the objectiveobjective of the of the lesson?lesson?

RR = How does the objective of the = How does the objective of the lesson lesson relaterelate to the students’ to the students’needs?needs?

EE = Do the students know and = Do the students know and understand the understand the expectationsexpectations of the of the lesson? lesson?

SS = Does the class = Does the class scheduleschedule permit permit it?it?

4949

•Look at a sample lesson from Book A

•Let’s apply the FORES questions

5050Teacher

My students are new to sound counts.

I want to reinforce this skill before going on.

What can I do?

5151

In your TE manual notice the blue box labeled “Special Instructional Support”. It states that Step 1 (PA and Phonics) can be supported through the use of Sortegories Instructional CD, Unit 1: Sound Count.

In your TE manual notice the blue box labeled “Special Instructional Support”. It states that Step 1 (PA and Phonics) can be supported through the use of Sortegories Instructional CD, Unit 1: Sound Count.

Coach

5252

Do you have the CD and the technology

to use it in your classroom?

Coach

5353

I have the CD, but I need to think about how I can effectively use it in

my classroom.

Teacher

5454

GREAT! Let me help you think it through.

Have your students used independent literacy

centers before?

Coach

5555

No, I’ve not incorporated centers into my instructional plan…however, I am willing

to try if it’ll help the students.

Teacher

5656

It might be a good idea to model the procedure of

“how to use” the material and technology before

you expect them to function independently.

Coach

5757

How can I do that? Will it

work?

Teacher

5858

Sure, it’s easy! You can begin by hooking your teacher computer to a presentation station or classroom TV. This way

the entire class can become familiar with the

program and how it works.

Coach

5959

Perhaps I can work with my school’s

Tech Specialist if I need help.

Teacher

6060

Most importantly---preview the program to make sure that it meets your learning objectives

and it relates to your students needs and the desired outcome of your

lesson

Coach

6161

Thanks! I’ll preview it and we’ll talk again

Teacher

6262

As you preview it, determine the expectations for the

lesson…both yours and the students. This will allow you to determine ahead of time if the lesson will be a success.

Coach

6363

Later…..Later….. Let’s visit the teacher who Let’s visit the teacher who

decided to try decided to try SortegoriesSortegories in her in her classclass

We’ll find out if she had success We’ll find out if she had success or did she encounter or did she encounter problems…problems…

6464

I previewed the skills covered in Sortegories, Unit 1. It looks great

and meets what I want my students to learn. I plan to use tiles because my students like

them and I’ll be able to see if they are getting the concepts.

Teacher

6565

So the last question is when?

Coach

6666

Since this was my first attempt I am doing it as a whole class activity. When my students learn the routine I can move this to an independent activity. I have all the materials and I’m ready to go tomorrow. Come and assist—so I can improve it for the next time I do it.

Teacher

6767

See you tomorrow.

Coach

6868

After the first trial…After the first trial…

Teacher

Coach

6969

WOW! That went great! You and your students seemed to

enjoy the change of instructional delivery . I am

sure glad you tried the projector set up yesterday—starting with no bulb would

have been a disastrous situation.

Coach

7070

You’re right about that. I’ll have to practice adjusting

[shortening] the length of my instructional time. I’m sure my students and I will get better

and faster.

Teacher

7171

As you continue to perfect the Sortegories activity—look for other

activities in the Teacher’s Edition that allows you to

keep the same lesson format, but modify the

delivery method.

Coach

7272

Look for activities that invite group work or

cooperative learning.

Coach

7373

Relevant examples include: •Idioms and Expressions of the Day

•Fluency Practice

•Vocabulary activities

•Explore It

•Phrasing

•Handwriting Practice

•Masterpiece Sentences

Coach

The purpose of small groups is to reinforce previously taught concepts.

7474

Remember that the Remember that the Planning and Pacing Planning and Pacing

GuideGuide indicates content indicates content and activities that and activities that

teachers can use to teachers can use to differentiate instruction—differentiate instruction—

using the following using the following tools…tools…

7575

Tools that help teachers implement Tools that help teachers implement differentiated instructiondifferentiated instruction

Instructional Planning Tool Instructional Planning Tool CDCD

LANGUAGE!LANGUAGE! Words for Words for TeachersTeachers

e-Reader CDe-Reader CD SortegoriesSortegories InteractiveInteractive CD CD Folder ActivitiesFolder Activities Speaking and Listening to Speaking and Listening to

the English Language kitthe English Language kit

7676

Instructional Planning Tool Instructional Planning Tool CDCD

Allows teachers to Allows teachers to customize lesson plans for customize lesson plans for daily or weekly daily or weekly differentiated lessons differentiated lessons

Permits printing of Permits printing of Interactive TextInteractive Text pages pages

For additional practice or For additional practice or remediation purposesremediation purposes

7777

LANGUAGE!LANGUAGE! e-Reader CD e-Reader CD

Read selections aloud and Read selections aloud and highlights each phrase highlights each phrase

Includes Interactive versions Includes Interactive versions of of Instructional Text Instructional Text

Links to strategic vocabularyLinks to strategic vocabularyAllows students to copy and Allows students to copy and

paste text into notes or paste text into notes or outlines to facilitate writingoutlines to facilitate writing

7878

Sortegories InteractiveSortegories Interactive CD CD

Sound CountSound Count Sort ItSort It Morph ItMorph It Build ItBuild It Categorize itCategorize it Relate ItRelate It Grammar SortGrammar Sort Analogy BuildingAnalogy Building Phrase BuildingPhrase Building

Offers nine interactive activities for each unit

7979

General Principles for General Principles for Folder ActivitiesFolder Activities

Manipulatives have been shown to Manipulatives have been shown to aid retention and foster learning aid retention and foster learning

Provides students with opportunities Provides students with opportunities to practice skills and interact with to practice skills and interact with classmatesclassmates

Helps to build academic vocabulary Helps to build academic vocabulary that follow the scope and sequence that follow the scope and sequence of the of the LANGUAGE!LANGUAGE! Program Program

Folder activities are found in Teacher Folder activities are found in Teacher Resource Guide pp 100-105Resource Guide pp 100-105

8080

LANGUAGE!LANGUAGE! Folder Categories Folder Categories

Individual and Partner Friendly Alphabetize Word Sorts

Phoneme Discrimination Grammar Sort Semantic Sort Syllable Sort Word and Phrase Sort

Sentence Unscramble Fill-in-the-Blanks Tic-Tac-Toe

Essential Words Syllable Types

8181

Teacher Created Folder Teacher Created Folder ActivitiesActivities

Masterpiece Sentences: Masterpiece Sentences: helps helps students construct excellent sentences and students construct excellent sentences and strengthens their understanding of strengthens their understanding of grammar and syntaxgrammar and syntax

ELL Activities: ELL Activities: facilitates opportunities facilitates opportunities for students to practice vocabularyfor students to practice vocabulary

Sentence Diagramming: Sentence Diagramming: allows allows students to identify parts of speechstudents to identify parts of speech

Multiple Meaning Maps: Multiple Meaning Maps: requires requires students to examine word meanings at a students to examine word meanings at a deeper leveldeeper level

8282

LANGUAGE!LANGUAGE! Words for Teachers Words for Teachers

Step 2: Word Recognition and Spelling Step 2: Word Recognition and Spelling ActivitiesActivities

Unit Vocabulary WordsUnit Vocabulary Words Essential WordsEssential Words Words with prefixes and suffixesWords with prefixes and suffixes HomophonesHomophones Words with short or long vowelsWords with short or long vowels Words with blendsWords with blends Multi-syllable wordsMulti-syllable words Words with nouns, verbs or adjective Words with nouns, verbs or adjective

suffixessuffixes

Fluency Builder Grid, Word Search and Word Unscramble

8383

LANGUAGE!LANGUAGE! Words For Words For Teachers CDTeachers CD

Step 3: Vocabulary and Morphology ActivitiesStep 3: Vocabulary and Morphology Activities Sort by noun, verb or adjective suffixes Sort by prefixes or suffixes Sort by words with multiple meanings Open word sorts Student generated synonym, antonym,

rhyme, definition or picture

Step 4: Grammar and Usage ActivitiesStep 4: Grammar and Usage Activities Sort by parts of speechSort by parts of speech Build sentences by unit grammar Build sentences by unit grammar

conceptsconcepts Sort prepositions by time, space or bothSort prepositions by time, space or both Sort comparative and superlativesSort comparative and superlatives Sort regular and irregular verbsSort regular and irregular verbs Sort by type of pronounSort by type of pronoun

Word Card Generator and Word Study Guide Word Card Generator and Word Study Guide

8484

Speaking and Listening to Speaking and Listening to the English Languagethe English Language

The primary objective of the 270 activities is to give the students the tools they need to succeed in school and life by learning Academic English.

When spoken and written English are taught simultaneously, students are able to access the regular curriculum much faster.

Speaking and Listening to the English Language is best used concurrently with LANGUAGE! although can be used independently.

Each unit in the TE identifies the concepts being taught in the ELL unit.

8585

Later that month…Later that month…

You have done a GREAT job teaching your students about the literacy centers and their expected behaviors. I have noticed that you are using literacy centers on a limited basic. Are you ready to expand their use?

Coach

8686

I’m game! What are my choices of scheduling?

Teacher

8787

There are two main choices—dedicating time daily or weekly. In order to choose, there are questions you need to ask and answer about your students. They can help you decide which is best for you—daily or weekly.

Remember those points to ponder we talked about earlier such as motivation, attendance and population? You may need to consider these factors in addition to your content mastery scores.

Coach

8888

Motivation: Can your class handle a whole block of mostly independent tasks? Or would they do better with a 10-15 minute differentiated period?

Points to Ponder when Points to Ponder when considering differentiated considering differentiated

instruction …..instruction …..

Attendance: If absenteeism is a problem for the class and if students miss direct instruction once a week—would they fall too far behind?Population: If your class contains ESOL students—do these students’ needs dictate daily or weekly LANGUAGE! differentiated activities?

8989

Choosing the Differentiated Choosing the Differentiated Instruction ScheduleInstruction Schedule

Dedicate a day each weekDedicate a day each week

--Mrs. Callis --Mrs. Callis

Dedicate a time dailyDedicate a time daily

--Mr. Coltrane--Mr. Coltrane

9090

Why Choose a Dedicated Why Choose a Dedicated Day Each Week ?Day Each Week ?

Mrs. Callis has opted for dedicated time each week based on the needs of her students.

Her students exhibit a need for more direct instruction rather than independent learning.

Absenteeism is low. Students would benefit from more

immediate feedback . She feels that a dedicated day meets the

needs of her students more readily than daily differentiated instructional time.

9191

Using the handout: Content Mastery Task Class Roster for Book A: Unit 2, Content Mastery task scores, help Mrs. Callis by highlighting students who need re-teaching and reinforcement.

Remember that reinforcement is 60%-80% and re-teaching is >60% mastery.

Mrs. Callis is ready begin a day designated for Differentiated Instruction.

9292

Classroom Roster formClassroom Roster form

Microsoft Excel Worksheet

9393

Based on the results gathered--Mrs. Based on the results gathered--Mrs. Callis now transfers the information Callis now transfers the information on to the Dedicated Day sheet by on to the Dedicated Day sheet by inserting names of students beside inserting names of students beside specific steps.specific steps.

This will allow Mrs. Callis to support This will allow Mrs. Callis to support these students throughout the week these students throughout the week to prevent failure.to prevent failure.

9494

Dedicated Dedicated DayDay for for differentiationdifferentiation

Participants – please refer to your Participants – please refer to your packet for this two page handoutpacket for this two page handout

9595

Sample Literacy Centers that Sample Literacy Centers that students rotate through:students rotate through:Reading TableReading TableComputers/Interactive CDsComputers/Interactive CDsFolder ActivitiesFolder ActivitiesIndependent readingIndependent readingWhole group activityWhole group activityeReadereReaderSortegoriesSortegories

9696

Classroom mapClassroom map

Adobe Acrobat 7.0 Document

9797

Utilizing the Content Utilizing the Content Mastery and Mastery and

Observation SheetObservation Sheet

On the fourth day, Mrs. Callis reviews her observation sheets to make sure that she differentiates instruction for struggling and excelling students.

9898

Sample Dedicated Day Sample Dedicated Day ScheduleSchedule

Students who are doing well visit:: Fluency Activities Reading Table Enrichment/Extension Activities

Students who are struggling visitStudents who are struggling visit: Reinforcement Activities Reading Table for re-teaching Fluency Activities Students self select the centers based on the

number of chairs available. If the chairs are full, they select another center. (move over)

Students stay approximately 15 minutes at each center. The following week centers are changed due to current observation data and variety.

Scenario: Mrs. Callis has set up her groups for all students to visit 3

stations.

9999

Why Choose Dedicated Time Why Choose Dedicated Time Each Day?Each Day?

Mr. Coltraine has chosen the dedicated time each day based on the needs of his students.

His students have demonstrated independent work skills but have a high absentee rate.

He feels that if he has differentiated instruction only one day a week he won’t be able to keep the students up with their reading skills.

100100

Dedicated Time Each DayDedicated Time Each Day

First or last 10-15 minutes of each First or last 10-15 minutes of each day (only if in 90 minute block)day (only if in 90 minute block)

One group at ‘reading table’ for:One group at ‘reading table’ for: reinforcementreinforcement clarificationclarification re-teaching re-teaching re-administering Content Mastery re-administering Content Mastery

Other groups at computers, folder Other groups at computers, folder activities, or independent readingactivities, or independent reading

101101

Dedicated Time Daily Dedicated Time Daily Lesson PlanLesson Plan

Participants – please refer to your Participants – please refer to your packet for this handoutpacket for this handout

102102

SummarySummary

Mr. Coltraine followed the same Mr. Coltraine followed the same sequence of Content Mastery sequence of Content Mastery analysis and observation as analysis and observation as Mrs. Callis. Mrs. Callis.

The classroom set up is similar.The classroom set up is similar. Mr. Coltraine allows Mr. Coltraine allows

approximately 15 minutes a day approximately 15 minutes a day for for differentiated instructiondifferentiated instruction in in Literacy Centers.Literacy Centers.

103103

Planning Reinforcement Planning Reinforcement and Consequencesand Consequences

Just as you plan for academic Just as you plan for academic tasks, many problems can be tasks, many problems can be prevented by planning for:prevented by planning for: Classroom LogisticsClassroom Logistics Behavioral and academic Behavioral and academic

reinforcement reinforcement Behavioral consequencesBehavioral consequences Grading proceduresGrading procedures

104104

How can I tell if my How can I tell if my differentiated differentiated

instructioninstruction is working? is working?

Teacher

105105

I’m so glad that you asked that question!I’m so glad that you asked that question!

I’ll show you a way for you and your I’ll show you a way for you and your students to track data that will allow you students to track data that will allow you to see if your individual students are to see if your individual students are making progress and it your class as a making progress and it your class as a whole is making progress,whole is making progress,

Coach

106106

I can’t wait!I can’t wait!

Teacher