Dea Conrad-Curry Partner in Education Email me: [email protected] Visit my website: Read my blog: ...

Dea Conrad-CurryPartner in Education

Email me: [email protected]

Visit my website: www.partnerinedu.com

Read my blog: www.dconrad3.wordpress.com

Planning for Differentiated Instruction

TEACHING WITH THE

BRAIN IN MIND

Adapted from: Jensen, Eric. (2005). Teaching with the Brain in Mind, 2nd Edition. Alexandria, VA. : ASCD. page 145.

© 2010 Partner in Education 2

Showcase Goal: April 23rd

© 2010 Partner in Education

3

April 23rd full-day • Team work A.M.• Team Showcase P.M.

Jan. 25th ½ day - Differentiation Training Feb. 22nd ½ day - Differentiation Training ½ day release time for team work April 22nd ½ day - Team work time What will a Showcase look like?

• Interdisciplinary grade level teams• 3-differentiated methodologies• Teacher processes• Student work• Achievement results: engagement, academics, social

skills, etc.

Today’s Goals


4

Discuss three reasons to differentiate instruction in your classroom

Adapt instruction in three ways to provide for differentiated learning

Adapt guided practice or flexible group work in three ways to allow for differentiated learning

Adjust one assessment in three ways to allow for differentiation


5

Yes No

Not Sure

1.Differentiation is about putting students in cooperative learning

Groups.

Notes__________________________________

Yes No

Not Sure

Yes No

Not Sure

2. Differentiation is about meeting students on the instructional, emotional, and interest level that will best scaffold their learning.

Notes___________________________________

Yes No

Not Sure

Yes No

Not Sure

3. There are three ways to differentiate instruction: product,

process, and content.

Notes__________________________________

Yes No

Not Sure

Yes No

Not Sure

4. Differentiation is heavily dependent on assessment to identify student needs and measure student change and growth.

Notes___________________________________

Yes No

Not Sure

Yes No

Not Sure

5. The best way to teach vocabulary is to use leveled readers and student friendly dictionaries. Notes___________________________________

Yes No

Not Sure

Yes No

Not Sure

6. Self-efficacy or self-confidence, is directly related to motivation: together, they are the greatest predictor of success of content mastery.

Notes___________________________________

Yes No

Not Sure

Admit & Exit SlipNAME ______________________ TEXT ______________________ PAGES _______ DATE _______

AdmitBefore workshop, circle

your answer.

Exit At the end of workshop,

circle your answer.

Why Differentiate?

Differentiation meets students where they are & builds from there• Every classroom has neurological differences, many

never before identified Differentiation elevates engagement

• Every classroom has a multiplicity of attitudes to & approaches toward learning

Differentiation scaffolds learning• Every classroom has at least six reading levels represented &

a wide range of background knowledge Differentiation respects uniqueness

• Every classroom has cultural diversity Differentiation creates opportunity

• Every classroom has varying degrees of economic & social privilege


6


7What to Differentiate

ContentWhat students study: interest

ProcessHow students practice to learn: readiness

ProductHow students show level of understanding

Differentiation meets students where they are & builds from there


8

Every classroom has neurological differences, many never before identified

Establishing Informal Groups

for Differentiation

Social Skills Must be Taught


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Voice Control• Monitor the volume switch

Inclusion• Everyone sees that everyone participates

The Right to Succeed• Fair and equal are not the same

Mutual Respect• Respect other’s opinions

Self-respect• Present your side of the story

Independent Thinking• Think for yourself

Responsibility• Carry your weight

Task Orientation• Help one another to get it done

Open-mindedness• Explore ideas beyond your own

Lexile Frameworks

Matching a reader’s Lexile measure to a text with the same Lexile measure leads to an expected 75-percent comprehension rate • not too difficult to be frustrating• difficult enough to be challenging• encourages reading progress

Lexile measures determined by• word frequency and sentence length • not by content

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Lexile Frameworks

1 Up to 300L 200L to 400L

2 140L to 500L 300L to 500L

3 330L to 700L 500L to 700L

4 445L to 810L 650L to 850L

5 565L to 910L 750L to 950L

6 665L to 1000L 850L to 1050L

7 735L to 1065L 950L to 1075L

8 805L to 1100L 1000L to 1100L

9 855L to 1165L 1050L to 1150L

10 905L to 1195L 1100L to 1200L

11 and 12 940L to 1210L 1100L to 1300L

Grade Reader Measure Text Measures

The Lexile Frameworks for Reading. http://www.lexile.com/EntrancePageFlash.html?1.

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Online Interest Surveys


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Multiple Intelligence Survey• 56 Questions• Analysis immediately follows• Provides a numerical average for all 8 intelligences• Provides descriptors for top 3 scores• Shares ways to further develop each strengthhttp://literacyworks.org/mi/assessment/findyourstrengths.html

Understanding Different Thinking Styles• 20 Likert-type questions • Scored immediately online• Determine hemisphere preference• http://www.humanlinks.com/orgsn/thinking_style_questionnaire.htm

Drive of Your Life • Fun online career exploration game for middle-school • Explores student’s personal preferences• Explores interest in higher education and careers • http://www.driveofyourlife.org/


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ONLINE ASSESSMENThttp://literacyworks.org/mi/assessment/findyourstrengths.html

•56 Questions•Analysis immediately follows•Provides a numerical average for all 8 intelligences•Provides descriptors for top 3 scores•Shares ways to further develop each strength


15Multiple Intelligences for GroupingSection 5Do you enjoy playing sports? _____Would you ever want to learn sign language? _____Do you like exercising or hiking? _____Do you enjoy acting out plays? _____Do you feel like you need to move your body a lot? _____Do you enjoy dancing? _____

Section 6Do you like playing games with friends? _____Do you enjoy doing class work with a group of people? _____Would you want to interview someone important? _____Do you like conducting surveys? _____Are you good at solving problems between people? _____Do you like being around lots of people? _____

Section 7Do you keep a diary or a journal? _____Do you like setting goals for yourself? _____Do you spend time thinking about your work? _____Would you ever like to write an autobiography? _____Do you spend lots of time thinking quietly? _____Do you need to spend time alone very day? _____

Section 8Do you like to watch the weather channel? _____Do you enjoy spending time outdoors? _____Do you read books or magazines about nature? _____Would you ever want to be a veterinarian? _____Are you good at giving directions? _____Do you like animals and wish you had many pets? _____

Section 1Do you like to write poetry or stories? _____Do you have a journal or diary that you write in? _____Do you like solving crossword puzzles or creating tongue twisters? _____Do you enjoy debating? _____Would you lie to write a script for a TV show? _____Would you enjoy telling stories to a younger class? _____

Section 2Do you enjoy solving math problems and /or analogies? _____Do you like to play counting games? _____Do you enjoy writing math story problems? _____Do you like to play checkers or chess? _____Do you like finding measurements for things? _____Do you enjoy making graphs to show information? _____

Section 3Would you enjoy writing an advertising jingle for a product? _____Do you play an instrument? _____Is it easy for you to think of sound effects to make a story more interesting?Do you pick up tunes and rhythms easily? _____Would you ever like to write your own song? _____Do you enjoy going to concerts? _____

Section 4Do you like putting together puzzles? _____Do you enjoy drawing or painting? _____Would you like creating or reading a map of your neighborhood? _____Do you like playing board games? _____Would you like to create a video of an important event? _____Would you ever want to design a sculpture? _____

Section 1Totals

Yes: ____No: ____

Section 2Totals

Yes: ____No: ____

Section 3Totals

Yes: ____No: ____

Section 4Totals

Yes: ____No: ____

Section 5Totals

Yes: ____No: ____

Section 6Totals

Yes: ____No: ____

Section 7Totals

Yes: ____No: ____

Section 8Totals

Yes: ____No: ____

© 2010 Partner in Education16

Teaching with the Brain in Mind by Eric Jensen, copyright 1998 pages 44-46; Visit Jensen Learning at http://www.jensenlearning.com/

Kinesthetic Intelligence: First two paragraphs.

Spatial Intelligences take this paragraph.

Mathematical Intelligence: the first paragraph under “Roller

Coaster Attention Cycles”.

Naturalist Intelligence: The twp graphics.

Musical and Interpersonal Intelligences take the first paragraph on this page.

Linguistic Intelligence from this paragraph to but

not including the last paragraph.


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Using Innate Intelligence to Motivate


18

Language / LinguisticRead aloud to one another and explain what you

read after each paragraphDecide on the main ideas for each paragraph and

create a bulleted list to share with the group Spatial

Read & discuss the selection; then generate a diagram, graph, or chart or other visual aid to share with the group that depicts the information

Logic / MathematicalAfter reading, create a timeline mapping some of

the main ideas and details.


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Body Movement / KinestheticRead the selection, then create a short choreography

or skit that reenacts the main idea of the selected textMusical & Intrapersonal

After reading your section, create a rhyme that captures the big ideas

Social / Interpersonal After reading, make a list of questions you would like

to ask the author if you were to conduct an interviewNaturalist

Consider what you know about other forms of life and identify a pattern between the information in this text and some other life form familiar to your from your background knowledge.

Other Means by Which to GroupLearning StylesThinking StylesSkill Levels: Guided Reading by Skill Level


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21Learning Styles Learning Styles & Strategies Described / Defined

Active / Reflective Sensing / Intuitive Visual / Verbal Sequential / Global

Descriptors available http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm Learning Styles Questionnaire: 44 online questions w/ immediate results http://www.engr.ncsu.edu/learningstyles/ilsweb.html

Thinking Styles Online Testing Information available

http://www.thelearningweb.net/personalthink.html Gardner’s Multiple Intelligence Sorter

Fifty-six online questions w/ immediate results http://literacyworks.org/mi/assessment/findyourstrengths.html

Top three strengths described and detailed Lesson plan starters & ideas classified by Intelligence Type

http://www.lth3.k12.il.us/rhampton/mi/LessonPlanIdeas.htm Meyers-Briggs Personality Sorter

http://www.humanmetrics.com/cgi-win/JTypes2.asphttp://www.personalitypathways.com/type_inventory.htmlhttp://www.teamtechnology.co.uk/mmdi-re/mmdi-re.htm


22Sternberg’s Personal Thinking Styles1. a. imaginative b. investigative c. realistic d. analytical

6. a. sharing b. orderly c. sensible d. independent

11. a. changer b. judger c. spontaneous d. wants direction

2. a. organized b. adaptable c. critical d. inquisitive

7. a. competitive b. perfectionist c. cooperative d. logical

12. a. communicating b. discovering c. cautious d. reasoning

3. a. debating b. getting to the point c. creating d. relating

8. a. intellectual b. sensitive c. hardworking d. risk-taking

13. a. challenging b. practicing c. caring d. examining

4. a. personal b. practical c. academic d. adventurous

9. a. reader b. people person c. problem solver d. planner

14. a. imaginative b. seeing possibilities c. gaining ideas d. interpreting

5. a. precise b. flexible c. systematic d. inventive

10. a. memorize b. associate c. think-through d. originate

15. a. doing b. feeling c. thinking d. experimenting

Source: The Learning Web. http://www.thelearningweb.net/personalthink.htm


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After the test…I II III IV

1 C D A B

2 A C B D

3 B A D C

4 B C A D

5 A C B D

6 B C A D

7 B D C A

8 C A B D

9 D A B C

10 A C B D

11 D B C A

12 C D A B

13 B D C A

14 A C D B

15 A C B D

TOTAL

Directions: In the columnsbelow, circle the letters of theanswer you chose for eachnumber. Add your totals for

eachcolumn and multiply the columntotal by 4. The column with thehighest number describes howyou most often processinformation.

I. Concrete SequentialII. Abstract SequentialIII. Abstract RandomIV. Concrete Random

Source http://www.thelearningweb.net/personalthink.html


24Personal Thinking Styles: Concrete Sequential

Strengths● Apply ideas in a practical way ● Organized● Fine-tune ideas to make them

more efficient ● Produce concrete products from

abstract ideas ● Work well within time limits

thinkers ● Tend to be realistic● Process information in an

ordered, sequential, linear way

Challenges● Working in groups ● Discussions that seem w/o

specific point ● Unorganized environment ● Incomplete or unclear directions ● Unpredictable people ● Dealing with abstract ideas ● Demands to "use your

imagination" ● Questions with no right or wrong

answers

Source: http://www.thelearningweb.net/personalthink.html

What Questions Do They Ask While Learning?

"How do I do it?" "What should the result look like?"

"When is it due?"


25Personal Thinking Styles: Concrete Random

Qualities● Inspire others to take action ● See many options and solutions ● Contribute unusual and creative

ideas ● Visualize the future ● Often see a different way to do

things ● Accept many different types of

people ● Think fast on their feet ● Take risks● Experimenters

Challenges● Restrictions and limitations

● Re-doing anything once it’s done

● Formal reports

● Routines

● Keeping detailed records

● Showing how they got an answer

● Choosing only one answer

● Having no options

What Questions Do They Ask While Learning? "How much of this is really necessary?"

Source: http://thelearningweb.net/personalthink.html


26Personal Thinking Styles: Abstract

Sequential

Strengths

Gather lots of information before making a decision Analyze ideas Research Provide logical sequence Use facts to prove or disprove

theories Figures out what needs to be

done Learns more by watching than

doing

Challenges

Being forced to work with those of differing views

Too little time to deal with a subject thoroughly

Repeating the same tasks over Lots of specific rules "Sentimental" thinking Expressing their emotions Being diplomatic Not monopolizing a conversation

What Questions Do They Ask While Learning?"How do I know this is true?"

"Are there any possibilities we haven’t considered?" "What will we need in order to accomplish this?"

Source: http://thelearningweb.net/ personalthink.html


27Personal Thinking Styles: Abstract Random

Strengths

Listen to others Understand feelings and

emotions Focus on themes and ideas Bring harmony to group

situations Establish positive relationships

with everybody Recognize and meet the

emotional needs of others

Challenges Having to explain feelings Competition Working with dictatorial/

authoritarian personalities Working in restrictive

environment Working with people who don’t

seem friendly Concentrating on one thing Giving exact details Accepting even positive criticism

What Questions Do They Ask While Learning? "What does this have to do with me?"

"How can I make a difference?" Source: http://thelearningweb.net/ personalthink.html

Differentiation elevates engagement


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Every classroom has a multiplicity of attitudes to & approaches toward learning

Two modes of learning


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Incidental Learning• 5 - 15% of novel vocabulary can be learned• Requires 7 or so encounters

Suggests that students read independently enough to encounter new wordsStudents have inferential skills to determine meaning

• Time spent reading directly affects vocabulary acquisition

Direct Instruction• Foster work consciousness

Topical: Content wordsWorld: Words educated people should know

• Teach individual wordsMake a goal of 350 words annually

• Teach strategies for learning new wordsContext clues: 20% reliable

Source: Graves, Michael. The Vocabulary Book. (2006).

© 2010 Partner in Education30

Mythical Concepts Descriptors

Behaviors or Actions Tools of Weaving

Prediction

myth dazzling tapestries competition loom yarn woven texture competition Arachne awe skillful boast smug transform Athena Mount Olympus revealed preen shuttle irreverence

NAME ______________________ TEXT ______________________ PAGES _______ DATE _______

CLOSED WORD SORT


Arachne the SpinnerA myth retold by Gerldine McCaughrean

Assessment & Differentiation


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Pre-assessment• as a baseline for interests and skills• as a tool for placement in flexible groups• as a measurement of growth over time

Informal formative assessment• regular and not necessarily graded• as an indicator of understanding• as a guide to teacher involvement

Authentic assessment• that addresses multiple ways of knowing• that offers multiple forms of expression• that focuses on varying levels of challenge

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33Open Word Sort

conjunctivitis membrane

styes disease

sebum bacteria

pinkeye hordeolum

swollen lump

eruption nourish

lacriminal duct

tears engorged

sebum bloodshot

contagious eyelids

chemicals gland

blood vessels eyewash

enzymes gland

Vocabulary Acquisition


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Stages of word knowledge (Dale 1965)Never saw it beforeHeard it—no knowledge of meaningRecognizes in contextKnows it well: uses in conversation and or writing

Fast Mapping (Carey 1978)Quickly acquire a sense of meaningExtended Mapping (Carey 1978)

Occurs over timeRequires extended encounters

Fast Mapping & Content Concepts


Theory that novel language is learned through an assumption of mutual exclusivity in identifying the relationship between a

new word and a new thing or concept.

Quakers began as a religious society seeking to break away from Puritans.Conquistadors were typically mature men who fought battles to gain ground in for the Spanish crown in foreign lands. Puritans began as a religious group seeking to separate themselves from the Anglican Church which followed many Catholic rituals.Missionaries in colonial England originated in the Catholic church.

Source: Masoff, Joy. (2000). Oh, Yuck: The Encyclopeida of Everything Nasty. New York: Workman. 24. 36

Content Words are EASY to select

But what words in this text need to know and yet

DO NOT?



How Well Do I Know These Words? Thinking about words before learning them makes connections that will help me remember.

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Types of External Context Clues

Definition or explanation clueThe periphery or outer region, of the river was littered with container

trash from the nearby factories. Example clue

Like road banks along an interstate highway, the periphery of the river was littered with container trash from the nearby factories.

Restatement or synonym clueThe periphery or bank of the river was littered with container trash

from the nearby factories. Contrast or antonym clue

The periphery of the river, unlike the water that flowed within its banks, was littered with container trash from the nearby factories.

Inference through general context clueThe periphery of the river was littered with container trash from the

nearby factories while the fast moving water appeared clear of debris. Punctuation and syntax clues: word order, dashes, quotations,

parenthesisThe periphery—the perimeter—of the river was littered with container

trash from the nearby factories.



Term ______________________________ 4 3 2 1

Description or working definition

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

4 3 2

1

My Connection Visualization

NAME ____________________________ TEXT ______________________ PAGES _________ DATE ________SCORE____ Use the word Know the word Heard the word Never heard

In how many ways can I use this word?

1. ______________________________

______________________________

2. ______________________________

______________________________

3. ______________________________

______________________________

Initial understanding

Later understanding

Term ______________________________ 4 3 2 1

Description or working definition

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

4 3 2

1

Initial understanding

Use the word Know the word Heard the word Never heard

My Connection Visualization

In how many ways can I use this word?

1. ______________________________

______________________________

2. ______________________________

______________________________

3. ______________________________

______________________________

Later understanding


1 2

2 3

3 4

4 1

1

3 4


5 6

7 8Directions for words 5 – 8: Write a meaningful statement or series of statement using three of the four words. Bonus opportunity for using all words.

Differentiating Vocabulary Assessment

2


List vocabwords across& down


VOCABULARY MATRIX


Group 3

Differentiating Vocabulary Evaluation


43

Reinforcing Vocabulary

Create intentional opportunities for students to reencounter the termLook for synonyms or antonyms of the termPoint out images that connect to the termIdentify related terms Bring to attention commonly confused or misused terms

TPR: Total Physical ResponseHave students act out words (like words related to the cell), create

scenarios, exemplify through facial expressions

Provide vocabulary discussion time among studentsCursory and peruseIrregardless and regardless

Involve games and fun in vocabulary learning

• Pacific and specific

The Key: Balance Challenge,Interest, & Skill


44

Source: Mihaly Csikszentmihalyi. (1990). Flow: The Psychology of Optimal Experience.

“Being completely involved in an activity for its own sake. The ego falls away. Time flies. Every action, movement, and thought follows inevitably from the previous one, like playing jazz. Your whole being is involved, and your using your skills to the utmost” (Geirland 1986).

ESTABLISH INSTRUCTIONAL GOALS

AND

PLAN FOR MULTIPLE LEVELS OF PRACTICE

Planning for Differentiation

Differentiation scaffolds learning


46

Every classroom has a wide range of academic skill & background knowledge

Determine what students must know!


47

Identify existing standards—established goals• State standards• Local standards

Identify the big ideas• Enduring understandings• Essential questions

Determine how students can show learning— what will they be able to do

Worth being familiar with…

Important to know and do…

Big ideas Core tasks

Enduring Understandings

Adapted from: Wiggens, Grant & McTighe, Jay. (2005). Understanding by Design. Alexandria, VA: ASCD.

Interpret Explain Apply

Empathy Perspective assume role of believe be like… be open to… be aware of… realize consider reflect imagine recognize relate self-assess role-play

6 FACETS of UNDERSTANDING

Adapted from: Tomlinson & McTighe. (2006). Integrating Differentiated Instruction and UbD.

Self-Knowledge

create analogies, infer, critique, document,

tell a story of, illustrate, read between the lines, design, derive, induce,

translate, predict, design, perform,

provide metaphors, synthesize, evaluate,

making meaning of

explain, demonstrate,justify, model, predict,

prove, show, synthesize, exhibit, teach, express,

instruct, justify, describe

propose, produce, build, debug, test,

design, create, exhibit, solve, invent,

decide, use, adapt

analyzeargue

comparecontrast

infercritique

How will students show understanding?


48

PARALLEL TASKS


49

Two or more tasks fundamentally the same and deal with the same big idea

But they meant for students at different levels of readiness.

Students choose which task to complete, but a common set of questions is used for both (or all) tasks.


50Parallel Task Examples Choose one number below to

represent. Show it as many ways as you can.

5 42 103 1/2 Which of your representations

do you think show how big your number is?

Which does it best? Which two of your

representations are the most alike? Why?

Choose a representation. How does it show a number that yours is greater or less than?

• How would you determine if a person could be 1 million hours old? Show your work and explain your thinking

• Then, choose one of the options below:

• Using one of these measurements 1000 days 10000 hours 1 million seconds

• Estimate how old someone is using the measurement you chose. Show your work and explain your thinking.

Source: Literacy and Numeracy Secretariat. Special Edition #7. Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/Inspire/research/different_math.pdf


51OPEN QUESTIONS: Math

12 ÷ 3 tells the number of groups of 3 in 12 or the share size if 3 people share 12

12 ÷ 3 = 4 since 4 x 3 = 12 12 ÷ 3 = 4 since you can

subtract four 3s from 12 (12 – 3 – 3 -3 -3 = 0)

If items cost $3 each and you have $13, you divide 13 by 3, but say that you can buy 4 items, not 4 R. 1

Draw a picture to show a situation that division can describe. Then draw a picture to show a situation it cannot describe. Which is which? Why?

Create a problem you could solve by dividing. Why would you divide?

Explain how is division like multiplication? How is it different?

How is division like subtraction? How is it different?

Ian solved a problem by dividing 38 by 4. But he said the answer was 10. What could the problem have been? How did you know?

Objectives: division is used to count the number of equal groups or the size of equal groupsdivision is the “opposite” of multiplicationdivision is repeated subtractionthe “remainder” must be interpreted in context

Source: Marian Small. http://www.onetwoinfinity.ca/


Lesson Date Class

Objective/sAcademic & Social

Assessment

Text Title Page/s

ContentStrategy

Lesson Type Organizer

Teacher Talk

Attention

Relevance

Teacher Modeling

Guided Practice

StudentConfidence

StudentSatisfaction


Date ________________

Class Title___________________ Periods Meeting ________

Assignment Due ________________________________________________________________________

Today’s Text __________________________________________________________pg._______________

Anticipatory Set _________________________________________________________________________

Academic Objective/s_____________________________________________________________________

Social Objective/s _____________________________________________________________________

OTHER OBJECTIVES

Thinking Skills: Productive Thinking Decision Making Planning Communication Hypothesizing

Reading Strategies: Connecting Questioning Summarizing Inferring Predicting Visualizing

Flexible Group Learning: Group Size_______ Group Interdependence _______ Ind. Accountability ______

*****************TEACHER***********************ACTIVITIES**********************STUDENTS**********************

TONIGHT’S ASSIGNMENT:

Assessment/sFormative:

Summative:

Evaluative:

Assess and Adjust

Teach the skillAssign short practiceAssess student mastery

• Extend the skill for advanced students• Assign practice for learners• Provide remediation for strugglers

54



55

Finding the Main Idea Uncover indications of what an author

considers crucial; what is expected of you to glean from the argument

Examine the language chosen or used to be alert you to ideological positions, hidden agendas or biases.

Watching for recurring images Be aware of repeated words, phrases Synthesize in your understanding the types

of examples or illustrations used Be sensitive to consistent ways of

characterizing people, events, or issues


56

Adapted from Interrogating Texts: 6 Reading Habits to Develop in Your First Year at Harvard.http://hcl.harvard.edu/research/guides/lamont_handouts/interrogatingtexts.html


57Differentiation for the Aural LearnerEarthworms are very important animals to the soil. Their burrowing action lets the soil breath and their waste products fertilize the soil. Good soil can have as many as 1,000,000 worms per acre. There are over 3,000 species of earthworms around the world.

Earthworms range in color from brown to red, and most have a soft body. Earthworms range insize from a few inches long to over 22 feet long. The largest earthworms live in South Africa and Australia.

The earthworm’s body is one long tube divided by segments. The brain, hearts, and breathing organs are located in the first few segments of the worm. It has five pairs of hearts! The rest of the segments are filled with the intestines where food is digested.

An earthworm does not have legs or hands, eyes or ears. Instead, they have tiny bristles found onmost segments of their body that move them from place to place and help them to sense vibrations. Earthworms have no teeth, but they do have a flap over their mouth that is like their lips. This flap helps them search for food like leaves and dead grass. Once food is found, the flap breaks the food into small pieces and brings it into the mouth. From the mouth, the food is pushed through their intestines down the tube by strong muscles found in the gizzard. What is not used by the earthworm’s body is pushed out as waste through the opening at the opposite end of themouth.

A single earthworm has both male and female reproductive systems, but it still takes two worms to reproduce. Earthworms reproduce by laying eggs that are protected by a cocoon that forms around the egg where the baby worm develops.

Summarizing: Text Recall1. Highlight key vocabulary and concepts

2. List highlights

3. Write a summary or retell using only list

VariationsGive students different texts (same theme)Give students different parts of the same textUse retelling as an exit slip or ticket to leave the

session or lessonHave students write out the summary

58


Rule Strategy: Keep, Delete, Combine


Keep Topic sentence—if there is oneTransition words: however, but, consequently, resultant

Delete unnecessary words or sentencesconjunctions, prepositions, personal references, interruptions by the author w/opinion or examples,

superfluous descriptorsCombine repeated and/or similar words as one

referenceSubstitute words

For unfamiliar concepts: vast stretches—large areaTo categorize: axes, mauls, and hammers are tools

Combine kept, substituted, and topic sentenceAdapted from: Day, Jeanne D.(1986). Teaching summarization skills: influences of student ability and strategy difficulty. Cognition and Instruction 3(3). 193-210.


60Developing Listening Comprehension

Annotate the list. Add more details

After listening and annotating, use your checklist & retell the information

Then, let your partner use his/her list to retell it to you.

√ Finally, use the checklist to write a summary in your journal.

Debug the text with a partner

Tick off or check each word as you hear it read Keep track of how many times the word is repeated


61Developing Listening Comprehension Multiple Modalities

Pre-listening taskBefore you listen to the talk, partner with another and decide who is partner A and who is partner B. Then, use

Pair Sharing to explore the meaning of each word or phrase as follows: A reads a line on the list B asks, “What does that mean?” A explains the word or phrase with the option to continue discussing. B reads the next line on the list A asks, “What does that mean?” B explains the word or phrase with the option to continue discussing.

During Listening Tick off each line as you hear it in the scientific talk

Earthworms ____________________________________________ Segments ______________________________________________ Tube __________________________________________________ Organs ________________________________________________ Waste Products _________________________________________ Bristles ________________________________________________ Flap ___________________________________________________ Digestive system ________________________________________ Reproductive____________________________________________ Cocoon ________________________________________________


62

ReferencesCarter, Rita. (1998). Mapping the Mind. Los Angeles: U of California P.

Ford, Michael. (2005). Differentiation through Flexible Grouping: Successfully Reaching All Readers. Retrieved March 8, 2009 from http://www.learningpt.org/pdfs/literacy/flexibleGrouping.pdf.

Jensen, Eric. (1998 & 2005). Teaching with the Brain in Mind. Alexandria, VA: ASCD

Pressley, Michael. (2006). Reading Instruction that Works. New York: Gilford.

Tomlinson, Carol Anne. (ND).Grading and differentiation: Paradox or good practice? Theory into Practice, 44(3). 265-269.

Tomlinson, Carol Ann. (2001). How to Differentiate in Mixed-Ability Classrooms. Alexandria,VA: ASCD.

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Dea Conrad-Curry Partner in Education Email me: [email protected] Visit my website: Read my blog: ...

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