differentiating instruction in reading

Differentiating Instruction in Reading

Laura L. WallerMEd

A Little Bit About Me

• Undergraduate degrees from Appalachian State University in Spanish and Communications

• Masters Degree from Johns Hopkins University in Elementary Education

• Taught in Title One Schools in DCPS and rural NC

• Currently work as after school coordinator for Interfaith Refugee Ministry Educational Outreach program to Burmese

population in New Bern, NC

A Little Bit About You

What grades do you teach?

What do you see as biggest challenges for reading teachers?

What does differentiation mean to you?

Traditional Phases in Lesson PlanTeaching The Emperor’s Egg Grade 2• Introduction

Look at pictures of penguins together from Scholastic magazine

• TeachGo around room and round robin read paragraph

by paragraph

• Guided PracticeHave pairs illustrate life cycle of penguin

• Independent PracticeHave students answer questions at end of story

• Check and Reteach as Necessary

Our Challenge as Teachers

• 20-25% of students have some difficulty reading in early school years

• Number of children (5-17) who spoke language other than English at home went from 4.7 to 11.2 million between 1980 and 2009

• Reading is basis of instructional achievement Implications for overall school success

• Increasing emphasis on reading instruction since 2000

• Bender & Waller, 2011; National Reading Panel, 2000; Podhajski,

Mather, Nathan, & Sammons, 2009;

Dramatic Changes in Reading Instruction – RTI• 2009 survey showed 73% of respondents

implementing RTI in some form Intensive educational interventions Targets individual student’s specific learning

challenges Provides supplementary intervention in general

education class• Bender & Waller, 2011

• Early studies show problems of many students are reduced or eliminated through participation in specific targeted reading interventions

• Bhat, Griffin, & Sindelar, 2003; Fuchs et. al., 2001; Abbott, Walton, & Greenwood, 2002; Denton, Fletcher, Anthony, & Francis, 2006

Dramatic Changes in Reading Instruction – Differentiation• Tomlinson introduced differentiation as a

fundamental shift in structuring teaching

• Wider set of instructional activities in response to diverse learning needs of students

• Three areas of differentiation Content Process Product

• Tomlinson, 1999; Tomlinson & McTighe, 2006; Bender, 2008; Smutny & Von Fremd, 2010

The “Why” Behind Differentiation• Attention levels increase when students

participate in fun, novel activities

• Specific learning style activities result in increased engagement = increased learning King & Gurian, 2006; Sternberg, 2006

• Teaching efficacy increases in smaller groups

• Achievement increases for sub groups Bender, W.N., Waller, L. (2011)

RTI & Differentiatoin Together• Couple RTI and differentiation to get classwide

instruction tied to Individual learning styles Individual learning needs Intensive, supplemental intervention

• Tomlinson, 1999; Spectrum K12 School Solutions, 2009

• Represents fundamental shift in structuring reading classroom Tomlinson, 1999; Tomlinson & McTighe, 2006

• No more Round robin individual reading Basal story Paragraph by paragraph

Myths About Our English Language Learners

• Children learn a second language quickly and easily.

• When an ELL student is able to speak English fluently, he/she has mastered the language.

• All ELL students learn English in the same way.

• Providing accommodations for ELL learners only benefits those students.

• Teaching ELL means only focusing on vocabulary instruction.

Guided Reading: Defined

• Is critical component of differentiated instruction in reading Kamps et. al, 2008; Lovett et al, 2008; Manset-Williamson &

Nelson, 2005

• Allows for differentiation in primary classroom

• Explicit, systematic instruction

• Tailored to students’ instructional reading level

• Delivered in small groups

Guided Reading in Action

• Small, homogenous group meets with teacher Instruction based on learning needs and styles of

students Time based on needs of students ELL may need smaller groups (3-6) and longer

time periods (30 min/day)

• Lesson may focus on Decoding Vocabulary Fluency Comprehension skills Retelling

Guided Reading: Sample Plans

• Work on one text for entire week Variety of genres

• Use various instructional activities See Appendix C for sample lesson plans and

instructional techniques used in Guided Reading

Guided Reading with ELL Students• Determine student needs and group students

based on progress monitoring

• Select your book based on objective and reading level

• Analyze text and identify challenges for ELL students Semantics (vocabulary, figurative language,

homophones) Grammar Text structure Concept Strategy instructions (think alouds, predictions)

Guided Reading with ELL Students

• Detailed vocabulary instruction

• Academic language vs. colloquial language

• Reading, speaking, listening, and writing

• Information concerning the L2 Semantics, syntax

Guided Reading: Challenges

• What do I do with the other students?

• How do I manage the classroom?

• How do I set up my classroom?

• How do I group my students?

• How do I continue monitoring progress?

• How does technology tie into differentiation?

What do I do with the other students?

Literacy Stations: Defined

• Instructional activities planned to keep students actively engaged in literacy

• Provide opportunities for differentiation

• Independent activities create Excitement Motivation Opportunities for growth Opportunities for self-directed learning Authentic, meaningful literacy experiences

• Smutny & Von Fremd, 2010

Literacy Stations in Action

Group One Spelling Choice Computer Wild Card

Group Two Spelling Computer Wild Card Choice

Group Three Spelling Wild Card Choice Computer

Spelling Using Words Their Way

• Complete at desk

• Work with individual, differentiated spelling lists

• Administer Spelling Inventory

• Places each student along a spectrum of phonics knowledge Emergent, letter name, within word etc Resources available for ELL students

Words Their Way: Defined

• Students are grouped based on initial spelling assessment

• Students are introduced to new group of words with a specific feature as the focus each week

• Students work with hands on activities to sort words with common features

• Students build on what they know, to learn what they need to know, and to move forward

Spelling Using Words Their Way

• Students receive differentiated lists Typically make three to five groups of students Each week the list focuses on a particular

spelling pattern

• Daily spelling activities completed in a spelling notebook Monday – cut words and sort into columns Tuesday – sort words and write into notebook Wednesday – rainbow words; illustrate words Thursday – word hunt Friday – blind sort and assessment

Words Their Way in Action

Computer Based Station: Software

• Software based curriculum Initial screening test to place students at

appropriate level Generally adjust question level according to

student strength and weakness• Study Island• SuccessMaker

– What do you use at your school?

Computer Based Station: AR

• Accelerated Reader

• One-time school fee

• Annual subscription per student

• 130,000 online quizzes www.renlearn.com/ar

Computer Based Station: Online Work

• Numerous websites can be utilized as well

• See handout for list of fee based and free websites

Wild Card: Defined

• Changes every day

• Highlights skill teacher deems necessary to practice

• May be in form of: Phonics practice sheets Games Silent reading on topical stories Comprehension questions Journal writing

• And more!!

Wild Card Station in Action

• Skill that can be practiced without frustration

• Options are nearly endless

• Offers a chance for teacher to be creative

• Provides opportunity for formative assessment

• Teacher is able to differentiate activity based on data from assessment

Choice Stations: Defined

• Five stations set up around the room

• Stations address 5 components of literacy Writing, Poetry, Phonics, Listening, Library

• Students choose one to complete each day

• By the end of the week, they should visit all choice stations On Monday student chooses Poetry On Tuesday student then chooses Writing etc.

• Integrate assignments into thematic unit of study

Choice Station: Writing

• Create written response to thematic unit of study

• Reflection in authentic manner

• Use stamps, stickers, cut outs, stencils, magazines

Writing Center in Action

• Students were studying Outer Space

• Used play-doh to create their own planet

• Wrote a report describing their planet

• Skills practiced: Proper, common nouns Complete sentences Punctuation Use of adjectives

Choice Station: Phonics

• Addresses phonemic awareness and phonics lessons

• Use magnetic letters, letter stickers, newspapers, high lighters, word games, and more!!!

Phonics in Action

• Have students look through magazines and find words that address a particular phonics feature

• Have students use magnetic letters to change words from singular to plural form

• Look in magazines for pictures of one, two, and three syllable words

Choice Center: Poetry

• Expose students to a wide array of poetry

• Promotes fluency

• Helps with rhyming words

• Can address other phonetic and grammatical skills

• Have one to two poems ready for each thematic unit of study

Poetry in Action

• Highlight rhyming words

• Underline proper and common nouns in poem

• Draw a picture in response to the poem

• Use a template to create their own poem and illustrate

• Create a student copy with blanks and have students fill in with correct part of speech

• Scramble the poem and have students cut out and paste in correct order

Poetry Center

Choice Center: Listening

• Allows students to hear fluent reading

• Stories read aloud so can be slightly higher reading level

• Students follow along with hard copy

• Try to integrate with thematic unit of study

• Complete a follow up activity to incorporate comprehension skills

Choice Center: Listening

• Audio books can be checked out from most libraries

• If no audio book is available, are places online with stories read aloud Check out Appendix A for suggestions

• Use a CD player with headphones

• Can buy jacks to allow for three or four headphones at a time

Listening in Action

• Listen to story Draw the beginning, middle, and end Illustrate your favorite character and tell why Fill out story map Create a different ending Create a Venn Diagram comparing two settings

in story

Choice Center: Library

• Offers a quiet place for independent and silent reading

• Create a comfortable space Pillows, carpet, bean bags etc.

• Can fill with stuffed animals so that students can practice reading aloud to “friends”

• Sort books based on level or genre

• Allow students time to pleasure read

Library in Action

Can You Do It?

• We are doing a unit on penguins

• Can you think of an instructional activity for your choice centers? Writing Listening Poetry Phonics

You CAN Do It!

• Don’t overwhelm yourself

• Begin with a few centers

• Repeat activities

• Finished product not required every time Manipulatives Dry – erase markers

How do I manage the classroom?

Scheduling Literacy Stations

• Teach students how to move independently through stations

• Take advantage of paraprofessionals or special education teacher

• Student initiated rotations require students to: Use time wisely Create high quality work Manage time

Scheduling the Literacy Stations

• Place rotation schedule up on a pocket chart or word board

• Change the order daily See Appendix B for sample weekly schedule

Monday’s Rotation

Group One Spelling Choice Computer Wild Card

Group Two Spelling Computer Wild Card Choice

Group Three Spelling Wild Card Choice Computer

Tuesday's Rotation

Group One Spelling Wild Card Choice Computer

Group Two Spelling Choice Computer Wild Card

Group Three Spelling Computer Wild Card Choice

Scheduling Literacy Stations

• Create approximately three heterogeneous groups of students

• Teachers call forward the homogenous guided reading group

Literacy Stations in Action

Group OneAJ, Hannah, Sara

Spelling Choice Computer Wild Card

Group TwoTom, Lucy, John

Spelling Computer Wild Card Choice

Group ThreeMary, Angel, Dexter

Spelling Wild Card Choice Computer

Group One is in choice stations

Group Two is in computer

Group Three is in wild card

Guided Reading with Mrs. Waller

Other Options for Rotation

• Teacher initiated rotation

• Places less responsibility on student for time management

• Place students in homogeneous groups

• Requires teacher to be at a guided reading table at all times Restricts movement around the room Limits flexibility

Teacher Initiated Rotation

Group One Guided Reading

Spelling Choice Center

Computer

Group Two Spelling Guided Reading

Computer Choice Center

Group Three

Choice Center

Computer Guided Reading

Spelling

How do I set up the classroom?

Literacy Station Set Up

• Set tables up around the perimeter of the room

• Label each center

• Have basket with manipulatives and supplies

• Use dry erase board or note card with station instructions

How do I group my students?

Differentiation and Groups

• Consider Academic performance level of each student Learning styles and strengths of each student

Differentiation and Groups

• For ELL students consider: Students can be screened on same early

reading indicators as native speakers• Phonological awareness; letter knowledge;

word/text reading Consider proficiency in L1 of ELLs

• Instructional differences exist between students high in L1 and low in L2 and students who are low in proficiency in L1 and L2

Academic Performance Level

• Perform universal screening at beginning of school year Words Their Way Primary Spelling Inventory e-Assessments DIBELS m-Class Reading 3d

• Repeat screenings approximately 3 times per year Progress monitor ELLs just as other students

• 3-6 times a year for at risk students Allow for fluidity in your groups

Modern Assessment Software

• Allows for universal screening and frequent progress monitoring

• Helps ease tasks required by RTI procedures Bender & Waller, 2011

e-Assessments

• mCLASS from Wireless Generation company

• Utilizes handheld PalmPilot

• Technology based running records

• Tests comprehension, fluency, phonemic awareness and phonics

• Prints out detailed reports for teachers and parents

Copy of e-Assessment Data

Individual Student Progress Chart

Detailed Student Reports

Analysis of Student Strengths

Other Tech Based Assessments

• Wireless Generation offers: mCLASS: Dibels

• Tests five major strands of literacy mClass: Reading 3D

• Similar to e-assessment– Tests comprehension

mClass Dibels Report Chart

Individual Student Report

Data Driven Instructional Groups

• Using assessments group students based on similar needs and strengths Compare Words Their Way with results from e-

Assessments or DIBELS

SamLate Letter Name

Level 13

ValerieLate Letter Name

Level 15

MarilynEarly Within Word

Level 15

MollyEarly Within Word

Level 16

Reading Group AReading Group CReading Group B

Learning Styles

• Also consider students’ learning strengths

• Can administer learning style inventories or preference sheets

• Observe students to determine learning style Linguistic Musical Spatial Bodily/kinesthetic

• Tomlinson, 1999; Tomlinson & McTighe, 2006

How do I continue to monitor progress?

Monitoring Literacy Station Work

• Weekly spelling assessments

• Computer based work is monitored through software Print out reports Check AR scores

Monitoring Literacy Station Work• Create a Station Folder for other stations

Choice and Wild Card

• As students complete work, they place it in the folder

• Check off activity as it is completed Can write in short detail of work completed

depending on age See Appendix C student check sheet template

• Teacher collects daily or weekly for accuracy, effort, and completeness

• Provide feedback

Literacy Station Check Sheet

Weekly Check

Spelling Centers Computer Wild Card

Monday

Tuesday

Wednesday

Thursday

Friday

Literacy Station Check Sheet Sample

Weekly Check

Spelling Centers Computer Wild Card

Monday x WritingDescribed planet

AR Test85%

ABC of planet names

Tuesday x PoetrySpace acrostic

Read AR Book Planets are proper nouns sheet

Wednesday x PhonicsFinished word hunt

RAZ KidsListened to story

Outer Space Story corrections

Thursday x ListeningDrew favorite part of story

RAZ Kids Test on story

No time – guided reading

Friday xTest

No time – guided reading

AR Test100%

Created sight word with letters from magazine

Teacher Comments: Excellent work! Your folder was organized and I can tell you tried your best. Don’t forget on proper nouns that all names begin with a capital letter!!

Monitoring Literacy Station Work

• Station work provides information for future instructional activities

• Formative assessment

Continue Progress Monitoring

• Continue to utilize assessments Primary Spelling Inventories DIBLES mClass e-Assessments

• Arrange groups as necessary

How does technology fit into literacy stations?

How Does Technology Fit In?

• Modern tools allow for differentiation of activities

• Works with differentiation to make content more interesting to students Rapp, 2009

• Work towards embedding 21st Century Skills into curriculum New knowledge based on social networking New knowledge actually created by students

• Remember…it’s a Revolution! – Kay, 2010; Wilmarth, 2010; Partnership for 21st Century

Skills, 2007; 2009

Technology and Literacy Together

• Webquests

• Glogster

• Podcasts

• Teacher Tube

• Research content online with a guided tour format

• Students follow prompts and links

• Sift through particular information in predictable order

Webquests

• Operate in students’ zone of proximal development

• Easily differentiated

• Self discovery with boundaries

• Accessible for all content areas

• Teaches internet responsibility

Why Use Webquests?

• Numerous websites to assist in webquest creation See Appendix A for list of sites

• Check readability of each website

• Follow a basic format Introduction Task Resources Instructions Conclusion Evaluation

How Can I Get Started with Webquests?

• Create webquests for thematic unit of study

• Have students work on webquest in partner pairs during Computer Station for the week

Webquests Easily Integrate into Literacy Stations

• Single subject episodes

• Radio talk show format

• Are able to Aid in teacher presentation Serve as formative assessment

Podcasts

http://www.pps.k12.or.us/schools/beach/

• Students become intricately involved in subject matter Research Write Edit Publish

• Increased motivation Larger audience Social and cross-cultural skills

• Partnership for 21st Century Skills, 2007; 2009

Why Use Podcasts?

http://blogs.egusd.net/kidsbookblog/author-study-podcasts/

• Access available podcasts on internet See Appendix A for free podcasts available for download

• Acquire tools to create your own• Personal computer• Microphone• Internet connection • Software for recording audio content and for playing audio

(iTunes etc.)– http://audacity.sourceforge.net/

• Also check out http://www.onlinedegrees.org/top-40-podcasts-for-teachers/

How Can I Get Started With Podcasts?

• Create your audio file by recording with your microphone

• Change your file to an MP3 format

• Upload the podcast onto your class blog, wiki, webpage etc.

How Can I Get Started With Podcasts?

http://www.onlinedegrees.org/top-40-podcasts-for-teachers/

• Search for relevant podcasts to pique interest

• Have students listen to content specific podcasts in lieu of aduio books for listening center

• Have students write script for a podcast in writing center and edit script the following week

• Upload student podcasts to blogs and wikis This makes information available for continual

review

Podcasts Easily Integrate into Literacy Stations

• Video sharing website

• Designed for educators

• Enables sharing of resources

• Post knowledge for large audience Can also upload photos, documents, and audio Also check out this link for other video websites!

Teacher Tube

• Sign up for free account

• Search for the videos you need

• Upload your own photos, documents, and student videos

How Can I Get Started with Teacher Tube?

• Play videos to pique student interest on new topic Have students respond to video in leiu of

listening center

• Have students create and upload own videos to share Write scripts and edit in writing center

Teacher Tube Easily Integrates into Literacy Stations

Poster Yourself!

• Easy to navigate

• Can be made private

• Combines content knowledge with presentation skills

• In-depth time with content material

• Can be used in any content area

• Combines graphics, video, images, audio, and text

• Can embed and share

Why Use Glogster?

• Sign up for a free Glogster account

• Import students with passwords

• Monitor students as they work through their projects

• Allow students to share their glogs Upload to blogs and wikis See Appendix B for more helpful hints!

How Can I Get Started with Glogster?

• Assign Glogster as computer station for the week

• Students can work on: Individual research project presentations Self introductions Group projects presentations

Glogster Easily Integrates into Literacy Stations

• Watch 4th Graders use Glogster

Check It Out!

Contact Me!

• Laura Waller jacobandlaurawaller@gmail.com