A Workshop in Differentiating Instruction for Writing in the Content Areas Tantasqua Regional High School Fiskdale, Massachusetts

March 14, 2008

Presenter: Amy Benjamin Today’s visuals may be accessed at www.amybenjamin.com

(click on “recent presentations”)

Topics: About differentiation: content, process, productDialectical Journaling: Differentiating the Reading-Writing ConnectionThe I-Search format A structure for differentiating vocabulary learningWriting to learnRubric for differentiated tasks

Utilizing Internet resources to differentiate: Webquests RxWrite

Differentiation Variables (Writing)DifferentiatngContent:

Students may bewriting aboutTopics A, B, or C;

However, TopicsA, B, and C are related to an essential question

Ex: Explain thekey decisions ofone President ofthe United States

DifferentiatingProcess:

Some students usean outline, others usea graphic organizer toplan their ideas

Differentiating Product:

Some students write a formalessay; some students participate on a class blog;some students compose a story; some students composea dramatic monologue

However, all of the productsdemonstrate knowledge ofthe same essential information

Where do I need help?

Answeringthe question

Organizing myideas

Writing the ConclusionVocabulary Development

Spelling

Getting Started;

Writing the introduction

Capitalizing

Using punctuationWriting neatly andclearly

I-Search Projects

What is an I-Search Project?

How is an I-Search project different from an ordinary research paper?

An I-Search project is a research-based report thatseeks to answer a question that is posed by the student.

Think of the I as standing for: I pose the question. I write in first person, as the investigator.

An I-Search project is a well-scaffolded learning experience in whichthe student poses an informed question about a topic worthy of investigation.

A traditional research paper is usually framed entirely by teacher.An I-Search project is written in the first person, following the K-W-L format.

A traditional research project is written in the third person, usually as a report.An I-Search project is well-suited to the middle school student. A traditional research paper is usually too sophisticated for a middle school student and often results in improper use of resources and disengagement.

What are the instructional phases of an I-Search Project?

Phase 1: Whole class instruction, in which students learn general information about a broad topic. (Recommended: Field trips, guest speakers, movies,

pictures, experiments, other special experiences that generate interest)

Phase 2: Question formulation: Teacher helps students shape their I-Search question: What are you interested in?What would you like to know?Why do you think this information is important?What problem might be solved with this information?

How can I learn more about I-Search projects?

What are the components of the I-Search project?

Engagement: The student explains how he or she came to be interested in this question, including what they already knew about it before starting the I-Search and why the question is important (and to whom).

Exploration: The student narrates the story of how he or she went about collecting, organizing, and making meaning from various sources of information. Ideally, the sources of information will include:

Reading: books, articles, WebsitesWatching: videos, movies, television, picturesTalking: interviews, chatting with friends, talking to parents and

grandparents, etc.Doing: experiments, lab activities, trips, etc.

Explanation & Elaboration: In an organized way, the student explains to the reader what he or she learned in answer to the question.

Evaluation: The student considers the extent to which he or she has been able to answer the question, considering the value of

the resources used.

Bibliography

Optional components for the I-Search Project:

1. Glossary of key terms2. Non-verbal information: graphs, charts, labeled diagrams, tables

Examples of I-Search questions:

1. What might happen if…?2. Why do people disagree about….?3. What causes/caused….?4. What can be done about…?5. What are several different ways of looking at….?6. How is/does….?

Processing Vocabulary for Meaning

• Give students opportunities to:– Talk– Write (formal and informal)– List– Categorize– Explain to each other– Formulate questions– Brainstorm– Draw

Complete sentence of at least ____words: Must contain an action verb and a visual image.

Target Word:

Visual:Draw or find a picture:

My guess: Glossary Definition:

Vocabulary Chart:

Definition in my own words:

Morphology Chart

Noun:

The…

Verb:They…He…

or Must… or

To…

Adjective

Which one?

What kind?

How many?

The___truck

Adverb

Where? When?

Why? To what extent? In what manner?

Noun-Making Suffixes

Verb-Making Suffixes Adjective-making suffixes

-ment

-ness

-ation, sion

-ity

-ism

-hood

-itude

-ence

-ance

-ide

-ate

-ify

-ize

-acious,icious

-y

-ous, ious

-ant

-able, ible

-er; est

Morphology Kit

Adverb-making suffix:

-ly

Making the Best Use of Technology for Differentiated Instruction in Writing

WebQuests: These are the components of a well-designed WebQuest:

Part I: Introduction: This section sets the stage for the project, often giving a hypothetical situation that involves the student as an active problem-solver.

Part II: Task: The student’s job is carefully explained.

Part III: Process: The student is given step-by-step instructions, resources, and organizationalscaffolds. Usually, the student is directed to specific appropriate URL’s.

Part IV: Evaluation Criteria: A rubric and other clarifying devices, explaining to the studenthow the work will be evaluated.

Part V: Conclusion: A summary of the learning to be expected

You can find great WebQuests on a variety of subjects at www.filamentality.com

Making the Best Use of Technology for Differentiated Instruction in Writing

Rx Write and RxResearch

RxWrite is a collection of online writing lessons that provide remediation forareas in which an individual student needs work. Full directions for studentsand teachers are available on the site (see below)

RxResearch is a collection of online explanations and exercises that helpstudents understand the components of a research paper such as organization,citations, thesis statements, paraphrasing, etc.

The URL for RxWrite is http://ftp1.schoolworld.com/hendrick/rxwrite/home.htmThe URL for RxResearch is

Both RxWrite and RxResearch are designed for students to work independently.

Tic-Tac-Toe Board for Differentiation

Here’s how it works: By selecting three tasks that form a horizontal, vertical, or diagonal line, you will be choosing a variety of learning experiences suited

to your preferences and strengths.

Compare it

Dramatize it

Advertise it

Illustrate and label it

Apply it

Evaluate it

Analyze it

Describe it

List it

Writing to Learn ActivitiesAnalysisApplicationAsking questionsArticulating thoughtsClassifyingCommunicating with othersComparingConnectingCreative problem-solvingElaboratingIntegrating ideasIdentifying main and supporting ideasListingOrganizingParaphrasingPattern-findingSequencingSummarizing

Rubric for Differentiated TasksLevel 4 (Highest) Level 2

Shows ample knowledge of the subject Shows some knowledge of subjectExpresses ideas clearly Doesn’t have a logical planDiscusses ideas logically Addresses some of the questionsAddresses all of the questions posed Shows lapses in preparationGives ample details Appears rushedDescribes concepts without errors Has numerous errorsShows special care & flair

Level 3 Level 1 Shows satisfactory knowledge of the subject Does not show knowledge of subjExpresses ideas adequately Is disorganized and hard to followDiscusses ideas somewhat logically Lacks details Addresses most of the questions posed Shows carelessness

Has a few errors Lacks preparation