Using literacy levels to differentiate by readiness
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Using literacy levels to differentiate by readiness

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Using literacy levels to differentiate by readiness Using literacy levels to differentiate by readiness Presentation Transcript

  • The view from their desk… You have three minutes to read the section and answer the questions that follow. GO!
  • Activity Experiences First Thoughts? Reactions ? Purpose?
  • Today’s Objectives:I will be able to: Agenda: Explain the purpose  The What, How, & and benefits of differentiating by Why of DI by readiness. readiness Identify the literacy  Strategies & levels of my students. Create readiness Application groups using student  Your turn! Time to literacy levels. plan a Identify and create lesson/assessment instructional activities that are appropriate for that uses literacy each of your readiness levels to DI by group.
  • What is Readiness?  “Current knowledge, understanding, and skill level a student has related to a particular sequence of learning” (Tomlinson & Strickland 6).  Readiness is influenced by a student’s prior learning and life experiences, attitudes about school, and habits of mind (Tomlinson 3).  Readiness, NOT ability! For more information and examples, see pages 1-8 in your
  • Purpose of Differentiating by Readiness Why?  Challenge is  To appropriately necessary for challenge ALL growth! learners  Zone of Proximal Goal: Development  “Make the work a little too difficult for students at a given point in their growth- and then to provide the support they need to succeed at a new level of challenge”
  • The Zone of What?! Possible AnxietyPossibleBoredom For more information and examples, see pages 5-6 in your
  • When we differentiate by readiness, we should consider The students’: Knowledge, understanding, and skill with the topic “Attitude (toward school & topic) Experience with the topic (outside of school or previous courses) Preconceptions about the topic Overgeneralizations about the topic General communication, thinking, & reasoning skills”http://www.foridahoteachers.org/differentiation_framework.htm
  • Ways to get the information you need to differentiate by Readiness Things all teachers can do to Formal Assessments that can obtain information: provide information:  Explore, Plan, ACT(EPAS Pre-Assessment • Data)  In-Class /Formative • Read 180 Assessment (During the Unit) • AIMS Web Data  White Boards • NWEA Map Data  Knowledge Rating Chart • Aleks Data  KWL • Formal Educational  Testing Homework Assignment  Entrance & Exit Slipshttp://www.foridahoteachers.org/differentiation_framework.htm
  • LT gives those tests…but how do I access the scores? Infinite Campus (individual students) Decision Ed (whole class)  Same as above, but can access spreadsheets of entire classes (we know-amazing!) Wish I wish they’d Granted. tell us how to find that information!
  • Infinite Campus*Instructions are on page 8-no need to write anything * What you’ll see…
  • Accessing Decision Ed to see class reading levels *Instructions are on page 8-no need to write anything * What you’ll see… Ok…now what?
  • Tiering: A Method of Differentiating by Readiness“Tiering is a To Tier an Assignment: 1) Determine the KUD statementprocess of 2) Identify the readiness rangesadjusting the relative to the KUD goals 3) Create an activity that isdegree of difficulty engaging & rigorousof a 4) Replicate the activity to address differences in readinessquestion, task, or • Use similar knowledge &product to match a skills • Yields the samestudent’s current understandingreadiness level.” 5) Use assessment data to match the task to the student For more information and examples, see pages 9-32for Readiness Differentiation Strickland, A Strategy in yourStrickland, A Strategy for Readiness
  • Purpose of Tiered Activities Working too far  Working too far below above students’ students’ readiness readiness level will not level will not lead to lead to growth, only growth, only boredom frustrationp.29-31/p.89 in unit plan/p.95 in unit plan
  • Tiering in a NutshellThe Game Everyone wants to play the game. In order for me to play it, the game has to start where I am. In order to continue playing it, the game has to grow as fast as I do. If that doesn’t happen, I won’t play the game.
  • Flexible Grouping: A Method of Differentiating by Readiness“…it is critical during a unit to find a way to teach to a learner’s need rather than only to an imaginary whole-class readiness” (Tomlinson 84). Students work in a variety of groups  Homogeneous  Heterogeneous.  Interest, Learning Profile, & Readiness Create groups that make the most sense given the learningFor more informationthe examples, see pages 33-48 in your outcome(s) of and
  • Flexible Grouping: An example Flexible Grouping: An Example  Using students’ literacy  Homogenous Group: levels, arrange the  1, 2, 3, 4, 5, 6 students from highest to lowest performance.  7, 8, 9, 10, 11, 12 1 2 3  13, 14, 15, 16, 17, 18 4 5 6 7 8 9  Heterogeneous Group: 10 11 12  1, 4, 7, 10, 13, 16 13 14 15  2, 5, 8, 11, 14, 17 16 17 18  3, 6, 9, 12, 15, 18 Example in Handout For more information and examples, see page 36 in your
  • Small Group Instruction: A Method of Differentiating by Readiness  Use small group instruction as a regular part of instructional cycles. (Tomlinson p. 84)  Mini-lessons or mini- workshops on particular skills are a useful tool when differentiating.  Teacher quickly convenes an instructional group based on observation of need.  The entire class does not
  • Anchor Activities for literature Classroom Management Tips Bingo Directions: If you are finished with a class assignment or are ahead in your reading, work on any of these anchor activity options. If you get a BINGO (5 in a row, any direction), you’ll get a prize!  Set clear procedures Write a letter to a pen-pal, friend, relative Write the prequel to the story/novel. Advice column: Write two advice entries for two Recipe for _____________ Email your teacher for group time (About novel, (What happened different characters in the novel. (What does a character need to do to reach a (Connections, a review, whether or not s/he should connections, a before we got goal/avoid an keep teaching it,  Student agreements review, etc.) Write a here?) Write the rules for (“Dear Abby” style) Create an outcome? M.V.P. defense etc.) Create a Facebook newspaper article a game advertisement page of a  Transition (Choose the most character expectations (The 5 W’s & H of an event or character in the (Board game or (For the novel, movie, or a place valuable passage in the novel and defend your Include profile, “likes,” statuses, character wall  Material management novel) video game) in the novel) choice). posts, etc. Decorate and Write a Twitter Write a poem Interview a write a thank you Feed character procedures card from one character to 140 characters or FREE SPACE another less! What would (Write the  Anchor activities (For being there, for tough love- whatever!) a character tweet? Who would follow? RT? (You choose! Character, topic, POV…) questions and answers & comments) Most Important Write a skit or a “You know what Create a collage Dear Diary…  A task to which a Word scene (You choose! grinds my gears…” student automatically (Choose the most important word in Character(s), topic, something (Family Guy: What really got you (You choose! (Write two diary entries from the the novel and that didn’t happen angry/worked up Character(s), POV of a moves when an defend your choice). but could/should have…) while reading the text? Why?) topic, POV, events in the story…) character) assigned task is Write directions from one place to Top 15 words to know Create a cartoon or comic strip Rewrite a section of the novel Design a web pageFor more information and finished another for someone that Create a study (You choose! Character(s), hasn’t read the method for topic, somethingexamples, see pages 42- book. someone that that didn’t happen (Have a character (For the novel, hasn’t read the but could/should make a different movie, or a place48 in your packet. book have…) decision) in the novel)
  • But how can I give (& assess) different assignments? Focus on the KUD no matter what level the activity is designed at! Teacher observations, checklists, rubrics can all be based on a scale from 1-4 To what extent do the students demonstrate that they… For more information and examples, see pages 59-62 in your packet.
  • It’s your turn!Imagine that you’ve placed your “students” into three groups based on literacy levels.1. Create a KUD for a unit/lesson/activity that your team teaches  OR Use the KUD that you created with your team earlier today!2. Use the graphic organizer to plan a lesson based on your KUD. WHAT WILL EACH GROUP DO?!3. Insider note: TYPICALLY, the KUD has to be the same…  BUT with readiness, the U stays the same,
  • Today’s Objectives: I will be able to:  Explain the purpose and benefits of differentiating by readiness.  Identify the literacy levels of my students.  Create readiness groups using student literacy levels.  Identify and create instructional activities that are appropriate for each of your readiness group.
  • I get it! I’m excited! (Now what?)  Realistic goals  Ask reading specialists in the building for help!  (There is a list in your packet on page 49).  Use resources for leveled readings (lexile.com)  Try something out!For more information and examples, see pages 49-62 & the full unit plan at the end of your packet.
  • References:Ford, M.P. (2005). Differentation Through Flexible Grouping: Successfully Reaching All Readers. Learning Point Associates: Naperville, Illinois.Strickland, C.A. (2011). Differentiation of instruction at the high school level. ASCD: Alexandria, Virginia.Tomlinson, C.A. & Strickland, C. A. (2005). Differentiation in practice: A resource guide for differentiating curriculum – Grades 9-12. ASCD: Alexandria, Virginia.(2007). Tools for high quality: Differentiated instruction. ASCD, 12.(2012). LTHS professional learning communities glossary. LTHS: LaGrange, IL.http://www.act.org/standard/planact/reading/index.htmlhttp://www.derry.k12.nh.us/dvs/staff/cmccallum/differentiation/tiered.pdfhttp://www.foridahoteachers.org/differentiation_framework.htmhttp://www.lexile.com/analyzer Thank you for