Reading Instruction for All Students, Grades K-3 Kathryn Prater, Ph.D. The University of North...
Transcript of Reading Instruction for All Students, Grades K-3 Kathryn Prater, Ph.D. The University of North...
Reading Instruction for All Students,
Grades K-3
Kathryn Prater, Ph.D.
The University of North Carolina Greensboro
Differentiating
Goals for the Session
Define “differentiated instruction” Review strategies for differentiating
instruction Discuss & develop instructional
settings that allow for differentiated instruction
Adapted from Eastern Regional Reading First Technical Assistance Center, (2004). 90-minutes plus presentation. Tallahassee: Florida State University.
What is it? Who needs it?
Differentiated instruction is planned and delivered with precision in small, flexible groups to meet identified student needs
Differentiated instruction benefits ALL students in the classroom; VITAL for the struggling readers
How do you maintain fidelity and differentiate instruction?
Follow program’s scope and sequencescope and sequence
Focus on grade-level high-priority skillsgrade-level high-priority skills
within the BIG 5within the BIG 5
Select activities to meet identified needsidentified needs
Use instructional daily routinesinstructional daily routines
Differentiated Instruction What is your greatest challenge in
providing differentiated instruction? Think for a moment Pair up with a colleague Share your challenges with your table
Features of Effective Differentiated Instruction
Systematic planning and delivery Clear, precise and consistent
language use Explicit explanation and
demonstration Connected to students’ current
understandings and experiences
Systematic Instruction Systematic literacy instruction requires an
overall plan for instruction that is: Sequential
Use the established scope & sequence Thoughtfully planned
Designed to address individual, small group or whole class needs
Delivered with precision and adaptability
Clear & Consistent Language
The way you present new information and review skills can act as a support for students.
All of these are ways of describing the same skill-- Stretch the sounds Segment the sounds Say each sound Say it like a ghost
Explicit Explanation & Demonstration
1. The teacher tells the students what they will learn.2. The teacher models and explains the skill/strategy for
the students.3. The students practice the skill/strategy with the teacher
and the teacher provides support and feedback.4. The students practice the skill/strategy on their own
using connected text. The teacher monitors and supports as needed.
Explicit instruction takes the mystery out of a skill or strategy.
Connected to Students’ Understandings and
Experiences
Students learn more when they can connect new information to something they already know.
Harp & Brewer (2005) call this the “Velcro Theory.”
When planning instruction, include a “bridge” from known to new concepts.
Strategies for Differentiation
Level of Explicitness Task Features Pacing Grouping Practices Management
Strategies to develop independence and problem solving skills in all learners
Instructional settings that allow for small group instruction
Level of Explicitness
When planning targeted lessons, ask yourself: What do students already know about the skill
or strategy? How much of a bridge do I need to build?
Do I model and explain the skill? Is the language clear and consistent across
activities? Do I provide feedback and support? Are there ample opportunities for practice?
Modify Task Features
Demands Learning new skills requires more support Review and practice of skills requires less support
Quantity Adjust the amount of items/tasks required to the
students’ needs and abilities. Students who experience difficulty may require more
practice to understand new concepts. A little practice everyday is more effective than
spending an hour on one day.
Modify Task Features
Quality Level of complexity of the response
Yes/No responses Either/Or responses Selecting from a set of possible responses Rating Generating a response (written or oral)
Modify Task Features
Quality Level of complexity of the response
Bloom’s Taxonomy
Read the nursery rhyme.With a partner, write at least one question
for each level of Bloom’s Taxonomy using the nursery rhyme as the text.
Little Miss Muffet
Little Miss MuffetSat on a tuffet Eating her curds and wheyAlong came a spider And sat down beside herAnd frightened Miss Muffet away
Pacing
There are two ways of pacing during instruction Activity pacing is the rate at which the
teacher conducts the different activities within a lesson.
Lesson pacing is the rate at which the students progress through the scope and sequence of the core reading program.
Grouping Practices
GroupGroup Instructional FocusInstructional Focus Group Group FormationFormation
Whole Intro NEW concepts
Reteach/practice concepts NOT YET developed by 2/3 class Review previous concepts
ALL
Grouping Practices
Small Small GroupsGroups
Instructional FocusInstructional Focus Group FormationGroup Formation
SAME Ability/ Need
Mixed Ability/ Need
Instruction targeted to address SPECIFIC needs of students
Practice concepts already introduced
3 to 5 Data-based
Interests Peer Tutoring
Grouping PracticesSmallSmall
GroupsGroupsInstructional FocusInstructional Focus Group Group
FormationFormation
Pairs
1:1
Practice concepts already introduced
Specific instruction to meet a student’s identified need(s)
2 Data-based
1 Data-based
Why is small group instruction important?
So the teacher can most effectively
Monitor individual oral responses and
Provide immediate and specific feedback
To help ALL students to achieve critical objectives and become successful readers
How do you plan for small group instruction?
Collect and analyze assessment data
Identify concepts and skills students know and do NOT YET know
Organize groups of students Similar instructional needs The higher the need, the smaller the group
Make data-informed instructional decisions Target the identified skills Assess progress regularly Adjust instruction as needed
And then…
Continually monitor student progress
Make timely instructional adjustments
Be Flexible when it comes to Membership Instructional purpose Level of scaffolding (explicitness)
How many students should be in a small group? …DEPENDSDEPENDS
GREATER needs = SMALLER flexible group
Especially during the early stages of reading development Letter-sound correspondence Beginning decoding skills Especially for those identified at-risk for reading difficulties FEWER needs = LARGER flexible group
How many small instructional groups? …DEPENDSDEPENDS
Consider the assessment data How many students need targeted
instruction in specific skills? How can those specific skills be grouped? Consider the reality of your classroom How many groups can you realistically
teach in a day?
Managing Small Group Instruction
Classroom Arrangement
Rules
Procedures
Appropriate Workstation/Center Activities
Classroom Arrangement
Areas of instruction Whole or large group
Large enough for all students to sit comfortably
Small group area Table with room for materials Teacher can see the whole room
Independent work or Work Stations Sufficient space to complete the
assignments Allow room for transitions Organized so students can set up and clean
up
Encouraging Talk
Oral language development provides a foundation for literacy development.
The way a classroom environment is structures can encourage or discourage conversations and meaningful use of language
Small divided areas encourage talk Wide-open spaces discourage talk
What does your classroom encourage?
Small Group Area Your “place of business”
Organize materials for easy access White boards, dry erase markers & erasers (socks) Reading materials for each group Assessments and anecdotal record logs Magnetic letters & cookie sheet Magic or “oopsy” tape Markers of various colors and sizes Timer Word cards/sentence strips Chart paper Scissors
Areas for Independent Work Create spaces for independent and small
group work Assign a place for “work in progress” Avoid “secret spaces” Arrange chart holders, easels or tables to
create smaller areas within the classroom Display work creatively
Classroom Standards Rules
3-6 basic rules Always have your materials ready for
learning. Model what following the rules looks like and
sounds like Establish meaningful consequences
Procedures “The most lavishly appointed classroom
may turn into a shambles if routines for using it have not been established.” New Zealand DOE
If you don’t establish a procedure, students will create one.
Procedures that Support Independence
In order for you to work effectively with small groups, students have to be able to work independently. How to solve problems as they arise How to get back on track How to stay focused
Some of these activities were adapted from Forsten, Grant,& Hollas (2002). Differentiated Instruction: Different Strategies for Different Learners. Peterborough, NH: Crystal Springs Books.
Morning Work Start the Day with a Purpose
Take folder out of backpack and put both away Attendance (next slide) Lunch Choice (next slide) Prepare materials for the day (sharpen
pencils) Select workstation or find name on chart
Attendance
Use clothes pins with names Students move their pins as they
enterI am NOT here.
I brought my lunch.
Lunch Choice #1
Lunch Choice #2
Morning Activities Sing-A-Long Chart Poetry & Song Books Social Writing Time DOL Partner Reading Puzzle Time (beginning kinders)Engaged students means you get to TCB--
Assessment Individual tutoring Engage students in conversations
How do I get workstations started?
Start with a manageable number (5) Teach basic procedures
I do it. We do it. You do it.
Introduce and practice new workstation activities during small group instruction time
Rotate or Choice?
How students rotate through workstations is up to you… Charts for rotation Sign Up for choice
Appropriate Workstation/Center Activities
The purpose of Workstation/Center activities is to: Reinforce the core reading program Extend practice opportunities Practice and apply learned skills
Always connect workstation activities to the skills and strategies students need to develop.
Accountability for Workstation Activities
Workstation activities provide necessary practice time for all learners, especially those who need additional practice.
Most activities should require a product to document each student’s effort. Exceptions may include rereading for fluency
practice or phonological awareness practice These products are NOT teacher-generated
worksheets; they are student-generated products that demonstrate understanding or usage of skills and strategies.
5 Components--Grade Level Relevancy
Comprehension
Vocabulary
Fluency
Phonics
PhonemicAwareness
321K
ListeningReading
ListeningReading
Multisyllables
Letter Sounds & Combinations
Adapted from Simmons, Kame’enui, Harn, & Coyne (2003). Institute for beginning reading 2. Day 3: Core instruction: What are the critical components that need to be In place to reach our goals? Eugene: University of Oregon.
Differentiating Within Workstations
Design open-ended activities that can be easily modified.
Adjust the Features of the Tasks Quantity Quality Demand
Task Cards List the tasks for each reading group
Using Task Cards
“I can. . .” Generate a list for each workstation with
each reading group and put this task card in each workstation.
Differentiate for each student using color coded task cards
Adapted from Diller (2003). Literacy Work Stations: Making Centers Work. Portland, Maine: Stenhouse.
Task Cards for 3rd Grade Loving Literature
Skill--identifying story elements, summarize events Most students--complete a graphic organizer of a
story. Describe 3 important events. Advanced students--create a graphic organizer for
a story. Write a summary with at least 3 important events.
Struggling students--provide a sample of a graphic organizer, complete a graphic organizer on a story. Write the events at the beginning, middle and end of the story.
Sounds & LettersKindergarten
Skill--segmenting words into individual phonemes Materials--picture cards, T chart for sorting, 3
square Elkonin boxes Task Cards
Most students: choose a picture, say each sound in the word
Advanced students: same as most students, sort by # of phonemes (3 or 4)
Struggling students: Teacher selects words with 3 phonemes, students use Elkonin boxes to “push” sounds as they segment
Letters & Sounds First Grade
Skill--practicing spelling/phonics patterns Materials--magnetic letters, paper Task Cards
Most students: create words using known spelling patterns, write each word (sand, hand, land)
Advanced students: same as most students, write a sentence with each word
Struggling students: Teacher limits the number and type of letters and words, provides picture support
Second GradeSing-A-Long/ Recording Studio Skill-- identify and define targeted words Materials-- books on tape, list of vocabulary words,
dictionary, paper, pencil/markers Task Cards
Most students: listen to a story, write down the vocabulary words as you hear them, write a summary of the story using at least 2 of the words.
Advanced students: same as most students; write a summary using at least 4 of the words.
Struggling students: listen to story, write the words before the story and check them as you hear them in the story. Talk with your partner about what these words mean.
Third GradeComprehension
Skill--summarize events Materials--construction paper folded into 4
door flip book, markers, crayons, pencil Task Cards
Most students: 4 part summary using story elements
Advanced students: same as most students and write a 1-2 sentence main idea statement
Struggling students: 4 part story map, sequence events
Review of the Goals for the Session
Review the “Big 5” components identified by SBRR
Define “differentiated instruction” Review some strategies for
differentiating instruction Discuss Workstation/Center activities
Resources Diller, D. (2003). Literacy Work Stations: Making Centers
Work. Portland, Maine: Stenhouse. Diller, D. (2005). Practice with Purpose: Literacy Work
Stations for Grades 3-6. Portland, Maine: Stenhouse. Forsten, Grant, & Hollas (2002). Differentiated Instruction:
Different Strategies for Different Learners. Peterborough, NH: Crystal Springs Books.
Bear, Invernizzi, Templeton, & Johnston (2004). Words Their Way: Word Study for Phonics, Vocabulary & Spelling Instruction. Columbus, OH: Pearson.
Ellery (2005). Creating Strategic Readers. Newark, DE: International Reading Association.
For more information, contact
Kathryn Prater, Ph.D.
The University of North Carolina Greensboro
A special thank you goes to Ann Fiala for her assistance with the development of this presentation.