The document discusses differentiating instruction for students based on their readiness levels. It defines readiness and explains that differentiation by readiness challenges all learners by making work slightly difficult to promote growth. The document provides strategies for differentiation by readiness, including determining student readiness using assessments, flexible grouping, tiering assignments, and using small group instruction. Teachers are encouraged to use readiness data to match instruction to student needs.

2. The view from their desk…
 You have three
minutes to read
the section and
answer the
questions that
follow.
 GO!

3. Activity Experiences
First
Thoughts?
Reactions
?
Purpose?

4. 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.

5. 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

6. 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”

7. The Zone of What?!
Possible
Anxiety
Possible
Boredom
For more information and examples, see pages 5-6 in your

8. 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

9. 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 Slips
http://www.foridahoteachers.org/differentiation_framework.htm

10. 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!

11. Infinite Campus
*Instructions are on page 8-no need to write anything *
What you’ll see…

12. 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?

13. Tiering: A Method of Differentiating
by Readiness
“Tiering is a To Tier an Assignment:
1) Determine the KUD statement
process of 2) Identify the readiness ranges
adjusting the relative to the KUD goals
3) Create an activity that is
degree of difficulty engaging & rigorous
of a question, 4) Replicate the activity to address
differences in readiness
task, or product to • Use similar knowledge &
match a student’s skills
• Yields the same
current readiness understanding
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 your
Strickland, A Strategy for Readiness

14. 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
frustration
p.29-31/p.89 in unit plan/p.95 in unit plan

15. Tiering in a Nutshell
The 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.

16. 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

17. 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

18. 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

19. 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
page
For more information and
finished
another for
someone that Create a study
(You choose!
Character(s),
hasn’t read the method for topic, something
examples, 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 place
48 in your packet. book have…) decision) in the novel)

20. 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.

21. 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,

22. 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.

23. 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.

24. 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.html
http://www.derry.k12.nh.us/dvs/staff/cmccallum/differentiation/tiered.pdf
http://www.foridahoteachers.org/differentiation_framework.htm
http://www.lexile.com/analyzer
Thank you for