Language Arts Teaching and Learning Training Module · This would mean that teachers would no...

National Literacy Team-2018

Language Arts Teaching and Learning Training Module

NSC Language Arts Teaching & Learning Training Module 1 Version 1 July 2018 Page 1

TABLE OF CONTENTS

1. Overview………………………………………………………………………… 2

2. Objectives…………………………………………………………………………2

3. Scope and Sequence ……………………………………………………………...2

4. Grammar and Conventions ………………………………………………………5

5. Phonics…………………………………………………………………………....6

6. Oral Use of Language …………………………………………………………....9

7. Strategies…………………………………………………………………………11

7.1 Writing ………………………………………………………………………11

7.2. Comprehension ……………………………………………………………..16

8. Language Materials/Resources…………………………………………………..17

9. Assessment/Depth of Knowledge (DOK)………………………………………..19

9.1 Informal Diagnostic Reading Inventory ……………………………………19

9.2 Formative and Summative Assessment ………………………………………20

10. Differentiated Instruction…………………………………………………………24

11. Gender Based Learning…………………………………………………………...27

12. Literacy 1-2-3 …………………………………………………………..…………29

13. General Framework -Language Arts Instruction …………………………………32

13.1 Gradual Release of Responsibility…………………………………………32

13.2. Balanced Language Approach……………………………………………..33

13.3 21st Century Skills (4Cs)…………………………………………………...36

13.4 Instructional Framework (5Es)…………………………………………….36


1. Overview

In April 2017, the decision was made by the Senior Policy Group of the Ministry of Education,

Youth and Information (MoEYI) to change the approach to the deployment of teachers at the

primary level of the education system. This would mean that teachers would no longer function

as generalists but would operate as subject specialists in Mathematics and Science or Language

Arts and Social Studies. Prior to full roll out, the approach is to be piloted in 40 primary schools

island-wide. A critical component of the pilot will be the facilitation of professional development

sessions for principals and teachers. These professional development sessions are aimed at

strengthening teachers‘ knowledge and skills in their areas and equipping principals with the

skills needed to effectively manage the implementation of the pilot in their schools.

Therefore, this Language Arts module is aimed at developing teachers‘ competence in the key

components of Language Arts/Literacy instructions. Emphasis will be placed on the general

Language Arts framework which includes lesson planning, resources, differentiated instruction,

assessment and gender based learning at the primary level.

2. Objectives

The aim of this module is to:

prepare selected primary school teachers to effectively manage Language Arts/Literacy

instructions in their schools;

equip teachers with contemporary skills/strategies in Language arts/Literacy instruction;

select appropriate Language Arts/Literacy material/resources to use across all grades;

equip teachers with a wide variety of appropriate assessment modalities to identify students‘

needs and track their progress.

3. Scope and Sequence

The National Standards Curriculum (NSC) Scope and Sequence provides an overview of the

skills and content to be covered in the Language Arts curriculum at each grade level over a

period of time and in a particular order. Therefore, it is important for teachers to know how to

utilize the scope and sequence document to:


avoid being overwhelmed by or unfocused in planning;

help assess student‘s readiness for instruction (progression for learning).

Key Points

Scope: The depth and breadth of the content to be taught at a specific grade level and the

development of the content across grade levels.

Sequence: The order in which the content should be taught for the best learning (building on past

knowledge) within a grade level and across grade levels.

Importance of Scope and Sequence

Scope and sequence of learning bring order and delivery of content, supporting the maximizing

of students‘ learning and offering sustained opportunities for learning. Without a considered

scope and sequence there is the risk of ad hoc content delivery and the missing of significant

learning. (ACT Department of Education and Training, 2009)

A curriculum that is coherently organized and sequenced, on the other hand, avoids these

potential issues—at least in theory. What students are learning builds on what they have learned

previously, and lessons are not unnecessarily repetitious or redundant across courses, subject

areas, and grade levels. Teachers generally know what is being taught by other teachers,

particularly teachers in the same subject area, including the subject-area material and standards

that are taught in both previous and subsequent grade levels. All learning materials—from

textbooks and reading materials to quizzes and tests—are based on the same consistent and

coherent set of learning expectations.

Generally speaking, there are two main forms of curriculum coherence:

Vertical coherence: When a curriculum is vertically aligned or vertically coherent, what

students learn in one lesson, course, or grade level prepares them for the next lesson, course, or

grade level. Teaching is purposefully structured and logically sequenced so that students are

learning the knowledge and skills that will progressively prepare them for more challenging,

higher-level work.


Figure 1.1 Example of Vertical Coherence

Horizontal coherence: When a curriculum is horizontally aligned or horizontally coherent,

what students are learning in a one grade language arts class, for example, mirrors what other

students are learning in a different grade one class. In addition, the assessments, tests, and other

methods teachers use to evaluate learning achievement. Additionally, progress are based on

what has actually been taught to students and on the learning standards that the students are

expected to meet in a particular class, subject area, or grade level.

Figure 1.2 example of horizontal coherence

Grade 4

Nouns (Use common and proper nouns & recognize and use collective nouns)

Grade 3

Nouns (Identify and use irregular plural nouns)

Grade 2

Nouns- (Make nouns plural by adding es/ Substitute nouns with pronouns)

Grade 1

Nouns (Identify and categorize common nouns)

Identify age appropriate nouns

eg. dog, book

identify and categorize common nouns in a variety of texts

eg. animal-dog, thing-book

Use appropriate nouns to make simple sentences using SJE and JC.

eg. I have a dog.

My book is big.


4. Grammar and Conventions

Grammar Instruction

Direct instruction and modelling of grammar are part of a balanced literacy framework. Students

need adequate and multiple exposures to correct grammar in order to communicate effectively in

and outside of the classroom.

Students need to be given time to practice, learn and reinforce correct grammatical structures.

Students must read a wide variety of texts and genres, and to be exposed to a variety of writing

and sentence structures.

The following diagram gives ten characteristics of effective grammar instruction.

Source: https://www.sadlier.com/school/ela-blog/top-10-characteristics-of-effective-grammar-

instruction


Defining Conventions

We can define conventions as a set of generally accepted standards for written English. We use

conventions to make our writing more readable. In other words, we do things in a certain way so

the reader can figure out what we are trying to say.

Conventions include: spelling, punctuation, capitalization, grammar, and sentence

structure. Students should:

apply spelling rules correctly.

use correct punctuation to smoothly guide the reader through the paper.

use verb tenses correctly.

write sentences that express complete thoughts.

demonstrate paragraph organization and use smooth transitions.

In addition, each kind of writing has its own conventions. For instance:

Narrative writing must have characters, setting, and plot.

Descriptive writing must appeal to the senses through use of vivid, colourful, precise

vocabulary.

Expository writing must inform, clarify, explain, define, or instruct.

Persuasive writing must present an argument based on facts and logic, and attempt to sway

the reader‘s opinion.

5. Phonics

Reading is a vital life skill and phonics plays a critical role in its development. Therefore, it is

imperative that teachers deliver reading instructions in a systematic way. Hence, we need to

understand the whole approach of delivering phonics instructions.

What is Phonics?

Phonics is the understanding that a predictable relationship exists between the sounds of spoken

language (phonemes) and the letters and spellings that represent those sounds (graphemes) in

written language.

Why Phonics?

Systematic phonics instructions, in a meaningful context, results in better word recognition,

spelling, vocabulary development, fluency, and reading comprehension.


When is Phonics most effective?

Phonics instruction is most effective in the early grades. Letter sound correspondence should

be taught sequentially and cumulatively and then applied.

Who needs Phonics?

Developing readers in the early grades

Students reading below grade level

Students at grade level

How do we deliver Phonics instruction?

Explicit (synthetic) Implicit (analytic)

Part to whole Whole to part

Sound (phonemes) and letter (grapheme)

association.

Blending and building syllable and words.

Blending and building are not usually taught.

Identification of new words by their shape,

beginning and ending letters, analogy and

context clues.

Most effective, scientifically proven and

research based.

Least effective and used only when a child

cannot read a word as a whole word.

Explicit Phonics Instructions

Step 1

Begin instruction with phonemic awareness.

Help students to identify and manipulate phonemes (smallest units of sounds).

Step 2

Provide instruction that emphasizes awareness of letter sound correspondences.

Help students understand that there is a predictable relation between phonemes and graphemes.


Step 3

Progress to instruction in blending and segmenting phonemes and graphemes

Help students to accurately decode and encode new words using the ‗target phonics elements‘.

Step 4

Continue with activities that promote vocabulary development

Help students to spell and pronounce words accurately.

Teach specific skills to understand meanings of words in isolation and context.

Step 5

Encourage fluency

Help students to read words accurately and quickly.

Step 6

Use in Context

Help students consolidate reading skills

Step 7

Conclude with writing opportunities.

Word Bank, Journal Entries, Language Experience Stories

Critical Points for Phonics

Phonics should be taught in a systematic way.

Phonics instructions are critical at the early grades.

Students should be exposed to the rules governing the relationships between letters and

sounds.


6. Oral Use of Language

Oral Language is the system through which we use spoken words to express knowledge, ideas

and feelings. It is a critical foundational skill. Students need to be engaged in authentic activities

that will develop their oral language skills.

Running Dictation

A running dictation gets students out of their seats and engages reading, writing, listening, and

speaking skills. It can be used in a variety of contexts, one example is for reinforcing those

―little‖ words (e.g. helping verbs, articles) that are sometimes overlooked by students.

Set-up: Prepare a short text (3–5 sentences) that incorporates the target grammar. You can also

use an excerpt from the textbook that contains the grammar point. Print a copy in a 16-point font

for easy reading. Place the text at the front of the room. It remains there throughout the activity.

(For larger classes, you may need 3–5 copies placed around the room.)

Groups: Students can work in pairs or threes. One person is the designated writer. The other

partner is the runner. They can only read and speak. (If you have groups of three, the two non-

writers take turns being the runner.)

Action: When time starts, one runner from each group ―runs‖ to the front and memorises as

much text as possible. He or she then returns to the writer and reports what was read. The writer

writes. This continues until the text is complete.

Rules: The students should try to reproduce the text exactly – including correct spelling and

punctuation. With advanced groups, fine points like italics, parentheses, or other features must be

accurate. The first group to finish with a correct text is the winner.

Review: After everyone finishes, pass out copies of the text. Student can check their work, note

the target grammar structure, and do a follow-up activity.

Listening Round-Robin

A Listening round or Round-Robin is a technique to ensure that all students have a voice and that

students who might otherwise monopolise a conversation do not limit anyone else's opportunities

to participate.

In a Listening round, students share their ideas in a group. Each participant has a turn to offer her

or his answer. Nobody should interrupt the person who has the floor. Agreement, disagreement,

or surprise can only be communicated kinaesthetically. Nobody can pass. If a participant's

answer is similar to or the same as prior ones, the person has to start by acknowledging peers

who had similar ideas.

A Listening round provides opportunities for noticing and hearing new language for English

language learners. It gives opportunities for forced language output for all students.


Listening Gallery Walk

Students create a visual image, record themselves talking about the image, and then code it with

a symbol that will allow others to access the digital file.

In terms of classroom application, students can create their own videos and pair them with

displayed work. For example, during their investigation of artists, students narrated their original

artwork that had been inspired by a specific artist. Students will be able to see their classmates

talking about their work and to learn more about the other students in the class.

A Game of Telephone

Telephone might be considered a child‘s game, but it‘s actually a very useful exercise in

communication that those working to improve their own or their team‘s listening skills can

benefit from greatly. The rules are simple, but altered slightly to shed additional light on the

importance of active listening, and how information can become distorted as a result of laziness,

inattentiveness, and passivity… all enemies of effective communication.

To start the game, participants should stand in a line, or a circle. One person begins the game by

whispering a sentence to the person after them. This sentence should be prepared beforehand, by

someone moderating the game, but it should only be known to the person starting the game. The

person who received the messages should then whisper it to the person after them, and so on.

By the time it gets to the final person in the group, they should say the message aloud. The first

person will read the sentence they were given, and participants can note how much the two have

changed. It‘s very unlikely, especially in large groups, that the message has not been altered at

least a little bit.

The additional rule teams can add to make this exercise more lucid is for each participant to keep

a small note card. After they hear the message – not during, but after – they should write down

what they heard, and read it to the person next to them. This way, any slight change in the

message is down on paper, and the group moderator can post these note cards up in front of the

room. Then, the team can study how subtle changes in word use, slight additions or eliminations,

can significantly alter the meaning of any message.

Selective Listening

Selective listening is the act of hearing and interpreting only parts of a message that seem

relevant to you, while ignoring or devaluing the rest. Often, selective listeners will form

arguments before they‘ve heard the full story, making them not only poor listeners, but poor

speakers too!

To confront this in a group environment, one moderator should compose a list of objects or

ideas, all similar in theme. For example: turkey, lettuce, tomato, mayo, mustard, cheese, etc.

These are all sandwich components, and most people will recognize this. The list should be


relatively long, maybe 15 to 20 words, and have some repeated words. For example: turkey,

lettuce, tomato, mayo, mustard, cheese, ham, lettuce, pickles, onion, olives, lettuce…

The moderator should read this list to the group, and then allot them 30 seconds to write down as

many words as they can remember. Most people will remember the word that was repeated the

most, and a notable amount will most likely write down words that were obvious, but not

actually stated in the list. For example: bread, sandwich

Group Storytelling

A good listener should be able to view a discussion as a whole, and not just its most immediate

parts. The group storytelling activity is a fun, potentially silly, but incredibly valuable exercise in

active listening and comprehension.

This activity should have one group moderator, who will deliver the story‘s first line. It should

be something simple, and open for many possible continuations, such as, ―So the other day, I

went to the store.‖

Each participant in the group is responsible for making up their own contribution to the story, a

single sentence that logically continues from the last. Meanwhile, the group moderator should be

keeping track of the story on a computer or in a notepad, checking each addition for possible

continuity errors.

Most of the time, there will be a few additions that contradict previous parts of the story. The

moderator should hold out on identifying these until the full story has been written, and can be

read aloud to the group. Then, the group can discuss how these mistakes were made, and what

sorts of listening skills they should practice to ensure important information is never forgotten.

7. Strategies

Teaching and learning is most effective when teachers utilize appropriate strategies throughout

the teaching/learning process.

7. 1 Writing Strategies

What is writing?

Writing is the process of recording our thoughts and ideas on paper. It is an active process and

involves distinct stages. Learning to write is a significant part of becoming literate. When we

write we engage in a social act as we respond to people and the world around us. There is always

an audience in mind, and there is a purpose for the piece of writing. Writing is more likely to

promote thinking and learning when students view this activity as a natural process.

Effective writing instruction reflects the following views:


The process of writing is much more complicated than putting ideas down.

Ideas do not occur in tidy linear form.

Some individuals, even good writers, struggle to transfer their thoughts into writing.

Writing instruction should be flexible to accommodate individual differences in writing style

and differences in the writing task.

The teacher should model the process of writing through shared writing and group and

individual conferences.

The process of writing help children learn to use the grammar and usage elements of the

language.

Students improve their writing and learn the conventions of writing through the revision

process.

Students pass through several developmental writing stages. Students of the same age/grade

level will not all write in the same way.

Young children do not naturally revise their writing and should be supported in learning to

do this.

Children need extensive experience with writing.

The following instructional strategies will support growth in writing. You might want to select

specific ones that will fit in your writing routine.

The Writing Process

The process approach to writing identifies and focuses on the five components, which writers

engage in as they write. It is easy to assume that the writing process occurs in a clearly linear

fashion with the author moving step by step along a continuation in a strict way. This is however,

a misconception as writers do sometimes switch around or revisit various steps in the process.

Prewriting is preparing for writing. It includes exploration and selection of topics,

researching the topic, gathering, and organizing details before writing.

Drafting entails getting ideas down in the format that you intend.

Revising involves correcting any major errors. The writer has the opportunity to reconsider

and alter what he/she has written.

Editing/proof reading is that part of the process where the author polishes the writing

searching for and correcting spelling, typographical and other mechanical errors.


Publishing is the stage of the process where the writer shares the final draft or finished

product with others. In publishing the work, the writer makes the piece a public document.

Shared Writing

Shared Writing is an instructional activity in which the teacher and students work together to

compose messages and stories. It is highly effective with students who have limited vocabulary,

poor spelling and who have gaps in the development of their phonological awareness. The

children supply the ideas while the teacher provides full support by modeling and demonstrating

the process of putting the ideas into written language. The topic or theme usually connects to

some individual or group experience. The piece is usually richer than the students would have

produced by themselves.

The approach has three steps:

Step 1

The introduction is used to capture the children's attention, provide them with background

vocabulary and introduce key concepts that will be used in the writing.

Step 2

The teacher then models how a topic can be taken from idea to completion by thinking aloud the

writing process as she/ he writes. This provides opportunities to draw students‘ attention to

letters, words, and sounds. This component is highly interactive and engaging.

Step 3

The third component of the process is the illustration.

Prompts to Build/Activate Schema

1. Photo and movie walks

Challenge students to search their family photos, and look through magazines, books,

newspapers, or the comic strips to find a little writing inspiration. Have them cut out all

of the pictures that inspire them, glue those pictures in their journals and write about

them.

a. Have students look through photographs or scrapbooks to remember an event or moment

that was meaningful to them.

b. Think about the people, places and activities that were included, and note those things

that were meaningful, unusual or funny.

c. Write notes about your most interesting memories.


d. Review your notes to find a topic for an interesting story.

(Carroll & Walker 2001, p. 16)

Character Profile

A character profile is used to develop particular attributes of a character to be used on a piece of

writing. It helps the author to create highly developed characters. This will in turn have a positive

impact on the document created and will bring the character to life in the mind of the reader.

Categories

Detail

Character‘s appearance

Character‘s feelings

Character‘s likes and dislikes

Character‘s behaviour

Responses of others to character

Your feeling about character

( Prentice Hall.2001, p.20)


Journal Writing

Journals are written responses to students‘ experiences. These may be personal experiences, or

the exploration of reactions and interpretations of books they have read or subject topics covered

in class. The audience is varied. Sometimes the piece is for the author‘s eyes only, or he/she may

share it with a teacher, a best friend or selected classmates.


There are different types of journals, all of which are suitable for developing writing skills.

Using a variety of journal forms, instead of an over utilization of only type, e.g. personal or

dialogue journals, are also useful in maintaining quality of the writing.

Personal Journals - These are the most popular type of journals. The students are allowed to

write about an event in their lives and other topics of special interest to them.

Dialogue journals - These are similar to personal journals except that someone reads the

journal entry and responds to it.

Reading logs - These are written in response to material read. Students can write or draw

entries. Entries may constitute diagrams, key vocabulary, quotes.

Learning Logs - Students use learning logs to write quick writes, draw diagrams, take notes

and write vocabulary words about other subject areas.

(Tompkins, 2000, p. 174-177)

7.2 Comprehension Strategies

Reciprocal Teaching

This is a powerful technique that must be taught by the teacher working with the group,

modeling each step until students can carry out the four functions.

Have students work together, using a short, interesting passage. Each of these four steps are

carried out.

1. Students ask each other questions about what was just read.

2. Students summarize in one or two sentences what the passage was about (main idea).

3. Students clarify what they did not understand such as a vocabulary word, a phrase, a

statement, etc.

4. Student then try to predict what will come next.

Justification of Answers

1. Pose a question that cannot be answered simply by pointing to one word in the passage.

2. Have students read the passage to answer the question.

3. Each student writes down an answer.

4. Then each student goes back to the passage to find words and ideas that support the answers.

5. They discuss how those words and ideas led to their answers.


K W L (S H)

This activity may be extended to include (an) additional column(s) which require students to

state what they need more information on, and how the information will be obtained.

N.B. This could be done over several teaching sessions.

K W L S H

What I know What I want

to know

What I

learned

What I still

need to know

How I

got the

information

8. Materials/Resources

Language Resources

Grades 1-3

Wendy‘s Wonderful Week I am Growing

This is my House. This is my Home I am a Doctor Bird

The Library Hide and seek

School Rules! Harriet Hen and the Hawk

My Brain is My Boss Happy family

Molly Hopper Learns to Jump Colouring My School

I wish I had Careful, Carefree


I can We can Can You see Them

Big and Strong Can You Count With Me?

Grades 4 -6

Dr. Bird Series

GRADE 4

Book Series #

In Jamaica Where I Live and Other Stories 20

Anancy and Cow and other stories 21

The Cat Woman and the Spinning Wheel and

other Stories

22

The Strange Fisherman and other stories 23

A Game Called Football and other stories 24

How Did We Get Here and other stories 25

GRADE 5

Book Series #

Sweet Sweet Mango Tree and other stories 26

There is no King as Great as God and other

stories

27

The Heights by Great Men and other Stories 28

Aesop and His Fables 29

Travel by Land, Air and Sea and other stories 30

Volcanoes and other stories 31

Short Cut and other stories 32

GRADE 6

Book Series #

The Honest watch man and other stories 33

A Dream come true and other stories 34

The Run Away Car and other stories 35

The Prize and other stories 36

First Aid and other stories

37

Some of the World‘s Greatest in Sports and

other stories

38

Those who left Jamaica and other stories 39

China and India and other stories 40

Crab Hunt and other stories 41


9. Assessment/Depth of Knowledge

Introduction

This section aims to offer support to teachers in improving assessment practices and to equip

them with the skills necessary to execute their functions.

Focus:

Diagnostic Assessment- Informal Diagnostic Reading Inventory (IDRI)

Formative Assessment and Summative Assessment

Norman Webb‘s Depth of Knowledge

What is Assessment?

In education, the term assessment refers to the wide variety of methods or tools that educators

use to evaluate, measure, and document the academic readiness, learning progress, skill

acquisition, or educational needs of students.

Assessment is a tool for learning when it is used to:

determine what students know

determine what students need to know

help students gauge their progress

determine what students learned

plan instruction

Informal Diagnostic Reading Inventory (IDRI)

The Informal Diagnostic Reading Inventory is an individually administered informal

literacy assessment.

It was designed to be used by trained teachers in Jamaican schools.

This test assesses students‘ reading competency in the areas of:

alphabet knowledge,

word recognition,

fluency and comprehension

Do not use the IDRI for the following:

As a teaching tool.

To teach word recognition, comprehension or spelling.


Formative Assessment and Summative Assessment

Depth of Knowledge (DOK)

Depth of Knowledge (DOK) refers to the depth of understanding required to answer or explain

an assessment-related item or a classroom activity. The concept of DOK was developed in the

1990s through research by Norman L. Webb, a scientist at the Wisconsin Center for Education

Research.

DOK Background

Webb originally developed DOK for Mathematics and Science standards. However, the model

has been expanded and used in Language Arts, Mathematics, Science, and History/Social

Studies.


Webb identified four distinct DOK levels.

DOK Levels Title of Level

1 Recall and Reproduction

2 Skills and Concepts

3 Short-term Strategic Thinking

4 Extended Thinking

Webb’s Depth of Knowledge


Level 1

Level 1 includes basic recall of facts, concepts, information, or procedures—the rote learning or

memorization of facts—an essential component of learning. Without a strong foundation of basic

knowledge, students find it difficult to perform more complex tasks. Mastering level 1 tasks

builds a foundation allowing students to attempt to complete higher-level tasks successfully.

An example of Level 1 knowledge would be: What is a noun? A noun is the name of a person,

place, animal or thing.

Level 2

Level 2 DOK includes skills and concepts such as the use of information (graphs) or solving

problems that require two or more steps with decision points along the way. The foundation of

level 2 is that it often requires multiple steps to solve. You must be able to take what is there and

fill in certain gaps. Students cannot simply recall the answer though some prior knowledge, as is

the case with level 1. Students must be able to explain "how" or "why" in level 2 items.

An example of a level 2 DOK would be: Students will be given a cloze passage and asked to use

given nouns in the passage.

Level 3

Level 3 DOK includes strategic thinking that requires reasoning and is abstract and complex.

Students must analyze and evaluate complex real-world problems with predictable outcomes.

They must be able to reason their way through the problem logically. Level 3 questions often

require students to pull from multiple subject areas using a range of skills to come up with a

solution that works.

An example would be: Students are given pictures to arrange in sequence then they write a

paragraph based on the pictures.

Level 4

Level 4 includes extended thinking such as an investigation or application to solve complex real-

world problems with unpredictable outcomes. Students must strategically analyze, evaluate, and

reflect over time often having to change their approach on their way to coming up with an

amicable solution.

An example would be:

Create a scrapbook and paste pictures of nouns.

Based on the pictures, draw a table and place the nouns in the 4 categories (people,

places, animals and things).

Select a noun from any category and write 5 sentences about that noun and give one

reason why that noun was selected.


Finally, make a presentation. Students will then critique their peers based on the

presentation.

DOK in the Classroom

Most classroom assessments consist of level 1 or level 2 type questions. Level 3 and 4

assessments are more complex to develop, and they are also more difficult for teachers to

score. Yet, students need to be exposed to a variety of tasks at differing levels of complexity to

learn and grow.

Level 3 and 4 activities are challenging in different ways for both students and teachers, but they

also offer many benefits that level 1 and level 2 activities cannot provide. Teachers would be

best served by using a balanced approach when deciding how to implement depth of knowledge

into their classrooms.


10. Differentiation Instruction Module

Overview

As teachers, we interact with students who have varying instructional needs and interests. As

such we need to tailor our instructions to meet their needs. One approach to achieving this task is

through differentiated instruction.

What is Differentiation?

Differentiation is tailoring instruction to meet individual needs. Whether teachers differentiate

content, process, product, or the learning environment, the use of ongoing assessment and

flexible grouping makes this a successful approach to instruction (Tomlinson, Imbeau, 2015).

Aspects of Differentiation

Learning Profile/ Assessment

Create an environment with flexible learning spaces and options

Allow working alone or working with peers

Use part-to-whole and whole-to-part approaches

Vary teacher mode of presentation (visual, auditory, kinesthetic, concrete, abstract)

Adjust for gender, culture, language differences.

Content

What the student needs to learn or how the student will get access to the information; provide

multiple options for taking in information.

Content

Essentia l

Questions

Reading

com prehension

Vocabulary

Instruction

Com pacting

Using varied text

and resource

m aterials

Learning

contracts

M ini lessons

Varied

Support

Systems

Audio/Video

recorders

Note-taking

Organizers

Highl ighted Print

M aterials

Lists of Key Ideas

Peer or Adul t

m entors


Process

The different ways in which students engage with the content

Process

Flexible grouping

Graphic

Organizers

Tiered

assignments

Anchor Activities

Framing

Questions

Learning LogsLearning Centres

Learning

contracts

Literature Circles

Writing

Workshops


Product

Culminating tasks/projects that ask the student to rehearse, apply, and extend what he or she has

learned in a lesson/unit; multiple options for expressing what they know.

Readiness

Readiness refers to a student's skill level and background knowledge. This contributes to the

manner in which the teacher differentiates in order to facilitate students.

Concrete abstract

Simple complex

Basic transformational

Fewer multi-facets

Smaller leaps greater leaps

More structure more open

Slower quicker

Products

Develop games Write books

Give a

presentationWrite a song

Conduct a

debate

Make a video

documentary

Present a

puppet show

Write a photo

essay

Develop web

pages


Interest

Differentiation encourages application of broad concepts and principles to student interest areas.

Give choice of mode of expressing learning

Give choice of tasks and products (including student designed options)

Give broad access to varied materials & technologies

Tiered assignments

Tiered assignments are parallel tasks at varied levels of complexity, depth and

abstractness with various degrees of scaffolding, support, or direction.

Students work on different levels of activities, all with the same essential

understanding or goal in mind.

The stairwell continues through enough levels to reach the appropriate

challenge for advanced readiness students with very high skills and

complex understanding.

The bottom story represents learning tasks for students with less readiness and fewer skills.

Tiering allows students to work with the same concepts and essential ideas but at different

levels of complexity, number of steps, concreteness versus abstractness and levels of

independence.

Tiered instruction is like a stairwell providing access within the large building called

learning.

11. Gender Based Learning

Gender Based Learning involves facilitating learners based on gender differences which may

impact learning. Teachers need to know these differences and tailor the (literacy) classroom to

allow for the learners‘ strength to be reinforced and weaknesses to be strengthened (Kommer,

2006).


What Does Research Say?

Boys take longer to learn to read than girls do

Boys read less than girls read

Girls tend to comprehend narrative texts and most expository texts significantly better

than boys do

Boys value reading as an activity less than girls do

(Smith and Wilhelm, 2002)

What Should Teachers Know?

To adequately meet the needs of both boys and girls, it is necessary for the classroom to be

conducive to the needs of both genders. Each Jamaican classroom should therefore be Gender

Responsive. By doing so, we will close the Gender Disparity which may exist in the classroom.

The teacher should be cognizant of the following, as proposed by Smith and Wilhelm, 2006.

Boys are more inclined to read informational texts, magazines, and newspaper articles

Boys are more inclined to read graphic novels and comic books

Boys tend to resist reading stories about girls, whereas girls do not tend to resist reading

stories about boys

Boys like to read about hobbies, sports, and things they might do or be interested in doing

Boys like to collect things and tend to like to collect series of books

Boys read less fiction than girls

Boys tend to enjoy escapism and humor, and some boys are passionate about science

fiction or fantasy

(Smith and Wilhelm, 2002)

Scieszka, n.d, cited in McFann (n.d) proposes that teachers (and other adults) "let boys know that

nonfiction reading is reading. Magazines, newspapers, websites, biographies, science books,

comic books, graphic novels are all reading material."

Closing the Gender Gap – The Teacher’s Role

The teacher should:

plan programs aimed at meeting the needs of both boys and girls

do book talks in the classroom that include a lot of nonfiction

create opportunities for boys to read to other boys using materials that are of interest to

them

increase the number of periodicals, magazines, comic books, and newspapers in the

(class) library

buying/using books that boys recommend

putting books where the boys are.


Critical Points

The Gender Approach highlights the differences between the manner in which boys learn, as

opposed to how girls learn.

• Use a wide range of reading materials

• Recognize the power of talk/oral language

• Mobilize the power of social and group activities/interaction

• Use the power of technology

• Listen to what boys want and negotiate/provide choice


12. Literacy 1-2-3 (Proposed Model for teaching Language

Arts at Grade 1-3)

The Literacy 1-2-3 Programme is the proposed model for teaching Language Arts at Grade 1-

3 levels. Grades 1-3 teachers are expected to teach Language Arts using the Literacy 1-2-3

model and materials as well as other supplemental reading materials during the one hour

Language Arts period.

The model lends itself to grouping of students for instructions. The maximum number of

groups in a given class should be four. With a small class size teachers may need only two or

three groups. With combination or multi-grade classes, teachers may want to group the

individual students within grade levels. However, for classes that are not multi-grade teachers

may group according to literacy needs, gender or interests.

The General Framework (Grade 1 Term 1)

Estimated Time Organization Type of Instruction

20 minutes Whole Class Introductory Instruction- Direction to

students

5 minutes Pair Work Brief Practice of teacher has introduced

15 minutes Whole Class Feedback on Pair work, review of

instruction, next direction

5 minutes Pair Work Period Brief Practice of what teacher has done

15 minutes Whole Class Bringing All together-Review

At the very beginning of Grade 1(perhaps the first two weeks) teachers might follow this

model. In this model, most of the Language Arts instruction is teacher-directed.


The Instructional Framework for LA Grade 1 (Term 2)-Grade 3

Time

Estimated

Organization Type of Instruction

10 minutes Whole group Introductory instruction

Explicit modelling of skills and strategies

Directions to the groups

20 minutes Group work Language Experience and awareness or Big

Books/Little Books or Textbooks

20 minutes

Group work

Language Experience and awareness or Big

Books/Little Books or Textbooks

10 minutes Whole Group Closing discussion, reinforcement of concepts

and evaluation

Literacy 1-2-3 Critical Points

This is the expected model to teach Language Arts at the Grades 1 – 3 levels.

Children should not always work in the same pair, varied pairs for different purposes

will allow children to learn to work with other children of differing strengths, talents

and interests.

At first, all pairs can be doing exactly the same thing just so they can experience

working jointly.

Teachers should instruct children on appropriate roles for working in pairs.

All times are approximate and will vary according to the flow of the lesson.


General Instructional Framework Language Arts Grades 4-6

Language Arts at the Grades 4 – 6 levels is to be taught for one hour.

Estimated Time Stage o Lesson Type of Instruction

15 minutes Introduction Teacher introduces topics/ concepts

Engage students to stimulate their

interest.

30 minutes Development Students meaningfully engaged by

teachers in a variety of activities

where they are given opportunities to

explore, explain and extend their

learning. Differentiated activities

should be included.

Teachers can do evaluation during

this 30 minutes.

15 minutes Culminating Activities Teacher brings the lesson to a close.

Refine and clarify misconceptions if

necessary. Teachers can guide

students

The above structure is a suggested framework that can be utilized to manage time and

delivery of content.


13. General Framework

13. 1 Gradual Release of Responsibility

The Gradual Release of Responsibility Model (GRR) is a particular style of teaching. It is a

structured method of pedagogy framed around a process developing responsibility within the

learning process, from the teacher to the eventual independence of the learner.


13.2 A Balanced Language/Literacy Programme

What is balanced literacy?

It is a comprehensive programme of Language Arts acquisition. It contains ALL of the

components necessary for students to master written and oral communication. The areas of

emphasis include speaking, writing, listening, reading and viewing. (NSC Teacher

Training Manual, 2015)

Balanced literacy begins with:

Creating a genuine appreciation for good literature.

It includes teaching phonics, grammar skills, reading and comprehension strategies,

and writing forms and skills.

Direct and indirect reading instruction

Shared reading, and independent reading experiences

Effectiveness of Balanced Language/Literacy

A balanced literacy plan is most effective when students are given direct instructional support

and a variety of daily reading and writing experiences that are needed in the complex process

of becoming independent readers and writers. An effective Language Arts programme

covers all the strands of language arts.


Language Arts Strands Grades 1-3

Language Arts Strands Grades 4-6

Speaking &

Listening

Word

Recognition

& Fluency

Comprehension

Communication

(Writing)

Grammar &

Conventions

Language

Arts Strands

Speaking &

Listening

Word

Recognition

& Fluency

Comprehension

Communication

(Writing)

Grammar &

Conventions

Language

Arts Strands

Research and

Study Skills

Critical Points

A balanced literacy programme requires that students receive adequate explicit

instruction in the key components of language arts/literacy.

It also requires a proper scope and sequence of the critical skills to be taught and that

time is allotted for the development of the different components - listening, speaking,

writing, reading, and thinking.

The teacher will also have to ensure that time is spent addressing the components of

reading – fluency, decoding and comprehension, which includes vocabulary and concept

development and even motivation.

Other considerations include the use of effective methodologies which include both

student and teacher input (modelling, guided practice, and independent practice) and

differentiated instruction)

Decoding is emphasized less in the upper grades when compared to grades 1-3. There is

an exception where students with remedial needs may require full support in this area.

(NSC Teacher Training Manual, 2015)

13.3 21st Century Skills (4 Cs’)

The Four Cs of 21st century learning, also known as the Four Cs or 4 Cs, are four skills that

have been identified by the United States-based Partnership for 21st Century Skills (P21) as

the most important skills required for 21st century education: critical

thinking, communication, collaboration, and creativity.

Critical Thinking

Students are expected to:

use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation.

reason effectively.

make judgements and solve problems.

While the importance of critical thinking is paramount, its connection to the other Cs is equally

important.

Communication

Students should be allowed to:

articulate thoughts and ideas effectively using oral, written, and nonverbal

communication skills in a variety of forms and contexts. `

listen effectively to decipher meaning, including knowledge, values, attitudes, and

intentions.

https://en.wikipedia.org/wiki/Skill

https://en.wikipedia.org/w/index.php?title=Partnership_for_21st_Century_Skills&action=edit&redlink=1

https://en.wikipedia.org/wiki/21st_century_skills

https://en.wikipedia.org/wiki/Critical_thinking

https://en.wikipedia.org/wiki/Critical_thinking

https://en.wikipedia.org/wiki/Communication

https://en.wikipedia.org/wiki/Collaboration


Collaboration

Students should be given opportunities to:

demonstrate ability to work effectively and respectfully with diverse teams `

exercise flexibility and willingness to be helpful in making necessary compromises to

accomplish a common goal. `

assume shared responsibility for collaborative work, and value the individual

contributions made by each team member.

Creativity

Students should:

use a wide range of idea creation techniques (such as brainstorming) `

create new and worthwhile ideas (both incremental and radical concepts) `

elaborate, refine, analyze, and evaluate original ideas to improve and maximize creative

efforts

Source: Preparing 21st Century Students for a Global Society – An Educator‘s Guide to the ‗Four

Cs‘.

13.4 Instructional Framework (5 Es)

5Es Model

Instruction in English Language (Language Arts), as outlined in the NSC, is delivered using the

5E‘s Model at both the primary (Grades 4-6) and the secondary levels. This model segments the

lesson into five (5) phases- engage, explore, explain, extend, and evaluate.

Phase 1-Engage

During this phase students are introduced to the language skill where they make connections

between their prior knowledge and the language concept(s) being taught. It sets the groundwork

for further understanding during the lesson.

Phase 2-Explore

This phase gives students the opportunity to interact with each other and practice the language

skill/concept(s) being taught in a meaningful and contextualized manner. In addition, at this


phase that the concept becomes ‗real‘ to them as they are encouraged to speak, read and write in

Standard Jamaican English.

Phase 3-Explain

This phase allows for dialogue between the students and teachers or among the students

themselves in Standard Jamaican English. Students share their understanding of the English

Language (Language Arts) concept(s) they were introduced to in previous phases. The discourse

may be oral or written and teachers clarify misunderstandings that students may have.

Additionally, speaking, listening and writing skills are enhanced as the students participate in

this phase.

Phase 4-Extend

During this phase, students are provided with additional opportunities to practice the use of the

English Language skills learnt in a real world situation. These activities include journaling,

portfolios and activity menus and so on.

Phase 5-Evaluate

Evaluate, this phase of the model, gives both students and teachers the opportunity to assess the

teaching and learning experience. Although at the end of the process, evaluation can take place

during other phases of the model. Hence, teachers can make decisions in planning future lessons.

Critical Points

When writing your lesson plan the 5Es does not have to be linear.

The labels of the 5Es do not necessarily have to be written in the lesson plan.

The Evaluation in the 5E is not only summative but also formative. Note carefully that

the assessments in the NSC are written as criteria and not an activity.

Some activities may lead to overlapping of the Es.


References

https://www.bookwidgets.com/blog/2017/04/the-differences-between-formative-and-summative-

assessment-infographic

https://www.thoughtco.com/how-depth-of-knowledge-drives-learning-and-assessment-3194253

https://www.theedadvocate.org/how-to-implement-depth-of-knowledge-in-english-language-arts/

https://www.edglossary.org/assessment/

Kommer, D. (2006). Boys and girls together: A case for creating gender-friendly middle school

classrooms. The Clearing House, 79 (6), 247-251. Retrieved from

http://content.ebscohost.com.internal-

dns.salem.edu/pdf18_21/pdf/2006/CLH/01Jul06/22337280.pdf?T=P&P=AN&K=22337280&S=R

&D=f6h&EbscoConten

t=dGJyMNXb4kSep7E4yOvsOLCmr0qep7dSsay4SbeWxWXS&ContentCustomer=dGJyMPGsr0y1r7

ZMuePfgeyx44Dt6fIA

Lesaux, N. K. (2018) Supporting ELF’s achievement: oral language unpacked. Retrieved from

http://a040-web-print.nyc.gov/NR/rdonlyres/E4AE4518-BA8A-42E1-89C6-

844A95C7B148/0/OralLanguageUnpackedLesauxandRussHarrisBrief_102114.pdf

McFann, J. (n. d.) Boys and books Retrieved from http://www.readingrockets.org/article/boys-

and-books

Smith, M. W. & Wilhelm, J. D. (2002). Reading don't fix no chevys: Literacy in the lives of young

men. Heinemann, United States.

Tomlinson, C., Imbeau, M. B. (2015). Leading and managing the differentiated classroom.

ASCD, Ma, USA.

https://www.thefreedictionary.com/Game+of+telephone

Handbook For Literacy Teaching and Learning – MoEYI

LITERACY 4 - 5 – 6 - A Reading Programme for Grades 4 – 6 - MoEYI

https://www.bookwidgets.com/blog/2017/04/the-differences-between-formative-and-summative-assessment-infographic

https://www.bookwidgets.com/blog/2017/04/the-differences-between-formative-and-summative-assessment-infographic

https://www.thoughtco.com/how-depth-of-knowledge-drives-learning-and-assessment-3194253

https://www.theedadvocate.org/how-to-implement-depth-of-knowledge-in-english-language-arts/

https://www.edglossary.org/assessment/

http://content.ebscohost.com.internal-dns.salem.edu/pdf18_21/pdf/2006/CLH/01Jul06/22337280.pdf?T=P&P=AN&K=22337280&S=R&D=f6h&EbscoContent=dGJyMNXb4kSep7E4yOvsOLCmr0qep7dSsay4SbeWxWXS&ContentCustomer=dGJyMPGsr0y1r7ZMuePfgeyx44Dt6fIA







http://a040-web-print.nyc.gov/NR/rdonlyres/E4AE4518-BA8A-42E1-89C6-844A95C7B148/0/OralLanguageUnpackedLesauxandRussHarrisBrief_102114.pdf

http://a040-web-print.nyc.gov/NR/rdonlyres/E4AE4518-BA8A-42E1-89C6-844A95C7B148/0/OralLanguageUnpackedLesauxandRussHarrisBrief_102114.pdf

http://www.readingrockets.org/article/boys-and-books

http://www.readingrockets.org/article/boys-and-books

https://www.thefreedictionary.com/Game+of+telephone

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