WHOLE CLASS DESIGN INTERVENTION IN MINDMaking the most of literacy assessment Fall DRA spotlight

Designing whole class lessons using an intervention approach

Sunset Staff Meeting Mini-lessons

A DIFFERENTIATEDAPPROACH IS WHAT THE BRAIN NEEDS

One size

does not

fit all

• Students don’t arrive as “matched sets.”

• Any third grade class will likely have grade 1 and grade 6 readers

• Teachers role is not simply to cover material, but rather to maximize student learning

“Differentiation stems from the research-based perspective that students will engage more fully with learning and will learn more robustly when teachers proactively plan with their differences--as well as their similarities—in mind.” Tomlinson et al., 2003

MAXIMIZE WHOLE GROUP LITERACY LESSONS

Be strategic about what your class MOSTLY needs!

ALL MANY SOMEFEW

Being More Strategic with our Time

What MANY need can serve as your mini-lesson focus

Whole group lessons

Small group lessons

CCSS

George

SallyJavierMartinJessica

Remember: Need an instructional level reading to see what student needs are.

ALL MANY SOMEFEW

What Patterns do you See in the class profile sets to influence the whole group lessons?

When?

What couldthe lessonslook like?

What MANY need can serve as your mini-lesson focus

Whole group lessons

Small group lessons

CCSS

George

SallyJavierMartinJessica

LAYERING INTERVENTION IN YOUR OWN CLASSROOM

Looks like …

Differentiation