Differentiated reading lessons in your classroom


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A presentation designed for 4th grade teachers that is applicable to all grade levels.

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Differentiated reading lessons in your classroom

  1. 1. Differentiated Reading Lessons in Your Classroom By: Mollee Stout READ 6430 1 st Summer 2010
  2. 2. Woolbur <ul><li>Helakoski, Leslie. Woolbur . New York: HarperCollins, 2008. </li></ul>
  3. 3. How do you learn new material best? <ul><li>Visually – I have to see it. </li></ul><ul><li>Auditorially – I have to hear it. </li></ul><ul><li>Kinesthetically – I need motions. </li></ul><ul><li>Tactilely – I need to touch/feel it. </li></ul>
  4. 4. Think back to being in school and having to learn something in the one way the teacher taught it. <ul><li>We tend to teach to our individual learning style and neglect any other styles. </li></ul><ul><li>However, we have students in our classrooms who learn through each learning style. </li></ul><ul><li>So, if we are not teaching to each individual’s learning style, we are making it much more difficult, if not impossible, for all our students to learn!! </li></ul>
  5. 5. What to do?? <ul><li>When planning lessons, try to include a variety of activities for each concept. Make sure activities cover a range of learning styles! </li></ul><ul><li>Some lesson could include each child completing each activity, while other lessons could give children a choice of which activities to complete. </li></ul><ul><li>This is a GREAT time for centers!!! </li></ul>
  6. 6. Think-Tac-Toe Assignment for Sarah, Plain and Tall 9. Write a sequel to the book. 8. Present a book report to the class, including main ideas, characters, setting, and summary of book. 7. Imagine you visit the family in 10 years. Present a skit showing what has and hasn’t changed. 6. Write the story from a different character’s viewpoint. 5. Design a book jacket. 4. Comic book depicting main events in the story. 3. Character sketch of Sarah. 2. Draw the house as Sarah sees it for the first time. 1. Write a letter to Sarah from the kids’ point of view.
  7. 7. Sarah, Plain and Tall Assignments <ul><li>2.04 – identify and interpret elements of fiction and nonfiction and support referencing the text to determine the plot, theme, main idea and supporting details. </li></ul><ul><li>2.06 – summarize major points from fiction and nonfiction texts to clarify and retain information and ideas. </li></ul><ul><li>3.01 – respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes. </li></ul><ul><li>4.02 – use oral and written language to present information and ideas in a clear, concise manner. </li></ul>
  8. 8. <ul><li>Name: __________________________________ </li></ul><ul><li>Date Received:________ Date Due:___________ </li></ul><ul><li>Date Completed:_________________ </li></ul><ul><li>Directions: Choose activities in a tic-tac-toe design. When you have completed the activities in a row–horizontally, vertically, or diagonally–you may decide to be finished. Or you may decide to keep going and complete more activities. </li></ul><ul><li>I choose activities # _________, # ________, # ________, # ________ </li></ul><ul><li>Do you have ideas for alternate activities you’d like to do instead? Talk them over with your teacher. </li></ul><ul><li>I prefer to do the following alternate activities: _______________________________________________ </li></ul>
  9. 9. Strategy 1 – Think-Tac-Toe Assignments <ul><li>Pros: Using think-tac-toe assignments gives all students a choice as to which assignments they want to complete to demonstrate understanding and mastery of a concept or skill. Each student can use their preferred learning style to access and demonstrate mastery in the objectives. Some assignments allow for individual work, while others allow for paired or group work. These assignments will engage and include all students by providing options for them to demonstrate knowledge. </li></ul>
  10. 10. Strategy 1 – Think-Tac-Toe <ul><li>Cons: Students may not choose assignments that are appropriate for them. They may choose the “easiest” options, rather than those that will challenge them. Assignments that are completed in groups could allow some students to coast through without doing much work if not held accountable. </li></ul>
  11. 11. Tiered Assignments for Area and Perimeter <ul><li>4 th Grade Objectives: 2.01 – use models to explore perimeter and area of various shapes </li></ul><ul><li>Middle-Level Assignment : “Perimeter and Area Farm” – students will measure and cut rectangles to match given dimensions – record perimeter and area inside each shape – glue rectangles to brown paper to make their farm. </li></ul><ul><li>Materials Needed: brown and other colored construction paper, scissors, rulers, markers, glue, dimensions sheet </li></ul>
  12. 12. Tiered Assignment for Perimeter and Area – High-Level <ul><li>Higher-Level Assignment : Students will work in pairs to find perimeter and area of rectangular, complex, and polygonal shapes on the floor (masking tape to create shapes). Each student will participate and will record his/her answers to be turned in. </li></ul>
  13. 13. Tiered Assignment for Perimeter and Area – Low-level <ul><li>Lower-Level Assignment : students will work in a teacher-directed group to review perimeter and area, starting with rectangles and moving to polygons. Students will use geoboards, tiles, and polygon figures to support learning. </li></ul>
  14. 14. Tiered Assignments <ul><li>Pros: Tiered assignments provide activities of similar content at different levels of mastery. Using tiered assignments, we would assign students to one of the three assignments, depending on their ability level and mastery. In this way, we can ensure that students are working on skills they need to improve on and provide instruction in these areas. All students would be included and each of their needs would be addressed. Students can be given options as to what final product they will create to demonstrate their knowledge and proficiency in the skill. </li></ul>
  15. 15. Tiered Assignments <ul><li>Cons: All learning styles may not be engaged if attention is not given to deliberately including them across activities. As with think-tac-toe, working in groups could allow some students to coast through without doing much work. </li></ul>
  16. 16. Discussion <ul><li>The example for the tiered assignments was for a math unit. How could this strategy be used for a reading unit you taught this year? </li></ul>
  17. 17. <ul><li>Resources to Explore </li></ul><ul><li>Coil, C. (2004). Standards-based activities and assessments for the differentiated classroom . Pieces of Learning. </li></ul><ul><li>Tomlinson, C. (2003). Fulfilling the promise of the differentiated classroom . VA: Association for Supervision and Curriculum Development, (ASCD). </li></ul><ul><li>http://www. learnerslink .com/curriculum. htm This site provides links to information on topics including differentiating instruction, books and articles, teaching thinking strategies, and reaching gifted learners. </li></ul><ul><li>Salend, S. J. (2007). Creating inclusive classrooms: Effective and reflective practices. Prentice Hall. </li></ul>