differentiating literacy instruction€¦ · supporting emergent readers and writers. who we are...
TRANSCRIPT
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differentiating LitERAcy Instruction
Supporting Emergent Readers and Writers
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Who We AreLindsay Hollingsworth Assistant professor
Becca Lowe Elementary Education major
University of Wisconsin-Platteville
Er
Erin WernimontKindergarten teacher
Jamie HartwigFirst grade teacher
Neal Wilkins Early Learning Center, Platteville School District
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Overview
Research
Portraits from Neal Wilkins
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Research
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The Goal for Differentiation...“...to reach students who span the spectrum of learning readiness, personal interests, and culturally shaped ways of seeing and experiencing the world.”
(Tomlinson, 2014)
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How Do I divide time, resources, and myself to maximize my students’ talent?
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Teachers as….
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Two Critical “Givens”Content requirements Students who vary as
learners
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Differentiation 101Teachers vary________
Content
Process
Product
Learning Environment
Based on ____________
Readiness
Interests
Learning Profile
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Knight’s recommendations
Learning maps
Guided questions
Cooperative learning
●
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Creating Guiding QuestionsCCSS.ELA-LITERACY.
RF.K.2.E
Add or substitute
individual sounds
(phonemes) in simple,
one-syllable words to
make new words.
What words do we know that belong to the -op
family?
mop
pop
top
stop
drop
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Community BuildingStudents know….
● They are welcomed and valued.● They can learn and they will be supported.● They will work together to enhance each other’s growth.● The classroom is a safe place for successes and failures.● Hard work will result in observable growth.● Routines and processes are designed to give all students
access to whatever they need for success.
(Knight, 2013; Tomlinson, 2014)
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Road Trip AnalogyKeep an eye on students’ daily journey towards the final destination.
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...and be prepared to lend a helping hand
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Portraits from Neal Wilkins
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Snapshots from Mrs. WErnimont’s Kindergarten Class
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Highlights of the Week
What will we learn in kindergarten?
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Design of Reading BlockMini-Lesson
Pass out Reading Badges
Center Work
● Reading Center/Listening Center● Word Work● Writing Center● Teacher Time
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READING Badges● Individualized
● Determined by readiness
● Content and process vary
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CENTER ORGANIZATIONCenter Organization
Students select from 12 literacy activities
#1-#4 Basic
#5-#8 Grade Level
#9-#12 Challenge
Word Work Centers
Students select from 12 literacy activities
#1-#4 Basic
#5-#8 Grade Level
#9-#12 Challenge
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ReadinG gCenter
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Mrs. Wernimont’s Word Work
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Fishing for Sight WordsStudent fishes for sight words and then records them on recording sheet.
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Bubble Gum Words
Materials:
Bubble Gum Machine
Colored rocks with sight words applied
Twist, read, and play!
Twist, read, play!
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SiGHT Word PracitceRead it
Build it
Write it
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More Word Work Centers
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Individualized Sight Word PracticeStudents are assigned six sight words to practice a week based on preassessment data.
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Writing with Mrs. Wernimont
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Handwriting Zoo- letter writing with animal friends
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Writing CenterCVC Word Family Practice My Handwriting Book
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Individualized Spelling PracticeSpelling lists determined by pretest data.
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Writing offices-I can statements
-Zookeepers house
-Word wall words
-Left/right
-Post it notes
-ABC chart
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Inside of writing offices
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Teacher TimeStudents meet with Mrs. Wernimont to read from Storytown Books.
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Resource Sharing….A Few of My Favorite Things!Kalnicki, J. (2015). Camp kindergarten. Retrieved at http://campkindergarden.blogspot.com/
Rist, M. (2015). Inspired by kindergarten. Retrieved at http://inspiredbykindergarten.blogspot.com/
Sloane, S. (2009). Kids count. Retrieved at http://www.kidscount1234.com/
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Snapshots from Mrs. Hartwig’s First Grade Classroom
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Focus WallGoals for the week are displayed publicly
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Standards BasedStandards are visible in “I can” language.
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Design of Reading BlockTuesdays - Whole group Instruction
Reading Centers - 4 days a week
● Read to Self● Read to Buddy● Word Work● Writing● Listening to Center
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Small group Reading InstructionStudents describe penguin lifecycles in sequential order.
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Read to self
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Personal Reading Log● Record of
strengths and goals over time
● Can be used to form skill groups
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VocabularyWord wall of rich academic language for first graders.
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Leveled Word WorkStudents choose word work practice sheets based on skill level.
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CHALLENGEStudents complete challenge activities in addition to or instead of word work practice
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Writing with Mrs. Hartwig
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Writing process1. Mini-lessons
2. Practice
3. Conferences and Revisions
4. Publish
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Word CollectorsIndividualized word lists developed with students to address frequently misspelled words.
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teacher timeStudents work 1:1 with Mrs. Hartwig to grow as writers.
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AssessmentSticky notes are used to record notes about student’s writing over time.
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Writing checklist with student’s feedback
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RTI at Neal Wilkins Early Learning Center
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Kindergarten Camp
First GradeFrontier
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RTI DesignData Points: AIMS Web, ESGI, Classroom Performance
8 groups per grade level
6-8 Week Sessions
All students are supported in a literacy skill at their level
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Thank you!Lindsay Hollingsworth
Becca Lowe
Erin Wernimont
Jamie Hartwig
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ReferencesBoushey, G. & Moser, J. (2009). The CAFE book: Engaging all students in daily literacy assessment and instruction. Portland, Maine:
Stenhouse.
Boushey, G. & Moser, J. (2014). The daily five: Fostering literacy in the elementary grades. (2e). Portland, Maine: Stenhouse.
Calkins, L. (2010). Units of study in opinion, information, and narrative writing, Grade 1. Portsomouth, NH: Heinemann.
Kalnicki, J. (2015). Camp kindergarten. Retrieved at http://campkindergarden.blogspot.com/
Knight, K. (2013). High-impact instruction: A framework for great teaching. Thousand Oaks, CA: Corwin.
Reed, C. (2015). The brown bag teacher. Retrieved at http://thebrownbagteacher.blogspot.com/
Rist, M. (2015). Inspired by kindergarten. Retrieved at http://inspiredbykindergarten.blogspot.com/
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REFERENCESSloane, S. (2009). Kids count. Retrieved at http://www.kidscount1234.com/
Tomlinson, C.A. (2014). The differentiated classroom: Responding to the needs of all learners, 2e. Alexandria, Virginia: Association for Supervision & Curriculum Development.
Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms, 2e. Alexandria, Virginia: Association for Supervision & Curriculum Development.