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Sgi k 3

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Sgi k 3

  1. 1. Differentiation and Small Group Instruction Presented 10/17/12 By Building reading specialists
  2. 2. Data-Based Decision Making Planning the content of daily instruction based on frequent, ongoing assessment data  DRA2, daily work, anecdotal records, data collected during interactive read aloud, conference records, progress monitoring data Grouping and regrouping students based on shared needs observed from data
  3. 3. Small Group InstructionStrategy Lessons BOTH Guided Reading•Studentspractice in •Smallgroups of •Students practice inindependent-level students work with the instructional-leveltexts teacher texts•Students practice in •Combination of •Students practice inself-selected or explicit and supported texts selected by theteacher-assigned texts instruction is used teacher•Structure includes •Teachers coach. •Structure oftenconnection, explicit •Students respond. includes bookteaching, active introduction, readingengagement, and a with coaching, andlink to students’ teaching point(s) orreading lives. discussion
  4. 4. Stop and Jot What techniques do you currently use to differentiate instruction for your students?What would you like to know more about?
  5. 5. Concept of Definition Map What is it? Examples: Teaching students according Nonexamples:Teaching targeted to their individual needs. Whole classsmall groups instructionFlexible grouping Small groups thatpatterns never changeUsing assessment Differentiated (tracking)data to planinstruction Instruction All students reading same textMatching text levelto student ability Same independent seatworkIndependent assignments toprojects tailored to What is it like? entire classstudent ability •Data-based instruction •Individualized instruction •Scaffolding
  6. 6. What isDifferentiated Instruction? Varying instructions to meet the needs of all students within the same classroom Taking students where they are and moving them forward Flexibly grouping and regrouping students according to shared needs and abilities
  7. 7. The Academic ContinuumAdvanced Readers • Read fluently and with expression • Read independently • Have advanced decoding skills • Have good comprehensionTypical Readers • Read less fluently • Developing independence • Developing advanced decoding skills • Developing strategies for comprehensionStriving Readers • Read with labored fluency • Have poor decoding skills • Comprehension hindered by poor reading
  8. 8. Purpose, Purpose, Purpose: Which when? Guided Reading  Strategy Lessons  To discuss the meaning of a  To build specific skills text  To provide an opportunity for  To monitor how well students systematic and focused are applying skills to reading a practice on a relatively small text number of critical elements at a  To support a reader’s time. development of strategies for  To fill gaps in a student’s processing a new text at instructional background so increasingly challenging s/he can be successful with levels of difficulty. whole class instruction
  9. 9. Instructional Delivery Well organized Explicit Focused Data-based Doesn’t happen on the fly!
  10. 10. Time MattersThis means: Allocating more time to reading instruction is only a first step. Carefully choosing instructional materials and activities based on what research suggests is most effective.AND: Keeping a) frequent/voluminous reading, b) adequate time for students to respond to what they read, and c) explicit instruction central to our reading workshops is promotes reading achievement.
  11. 11. Grouping PatternsTeachers who get the best outcomes use multiple grouping patterns to accommodate student’s academic diversity.  Whole Group  Small Group  Peer pairingEye on increasing active engagement.
  12. 12. Techniques for Active Engagement: Check for Understanding1. Everybody Questions2. Thumbs-Up, Thumbs-Down3. Use of White Boards4. Response Cards
  13. 13. Academic Engagement During Student-Directed Instruction1. Work stations2. Computers3. Peer-assisted learning4. Collaborative group routines
  14. 14. What about the students with whom the teacher is not working? Want to see lowest students getting “double dose.” Tier 1 Intervention (Tier 1 intervention occurs in regular classroom.) Every student knows routines. Students may be partnered. Students are reading and discussing text selection. Should be an educational buzz.
  15. 15. Reflections on Effective Differentiated Instruction Currently Do: New Thinking:
  16. 16. Remember... Reading is THINKING! How am I providing opportunities for readers to think deeply daily?

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