Using literacy levels to differentiate by readiness final edit
Transcript of Using literacy levels to differentiate by readiness final edit
The view from their desk…
You have three
minutes to read
the section and
answer the
questions that
follow.
GO!
Activity Experiences
First
Thoughts?
Reactions
?
Purpose?
Today’s Objectives:
I will be able to:
Explain the purpose and benefits of differentiating by readiness.
Identify the literacy levels of my students.
Create readiness groups using student literacy levels.
Identify and create instructional activities that are appropriate for each of your readiness group.
Agenda:
The What, How, &
Why of DI by
readiness
Strategies &
Application
Your turn! Time to
plan a
lesson/assessment
that uses literacy
levels to DI by
readiness
What is Readiness?
“Current knowledge, understanding, and skill level a student has related to a particular sequence of learning” (Tomlinson & Strickland 6).
Readiness is influenced by a student’s prior learning and life experiences, attitudes about school, and habits of mind (Tomlinson 3).
Readiness, NOT ability!For more information and examples, see pages 1-8 in your
packet.
Purpose of Differentiating by Readiness
Why?
To appropriately challenge ALL learners
Goal:
“Make the work a little too difficult for students at a given point in their growth-and then to provide the support they need to succeed at a new level of challenge”(Tomlinson & Strickland 6).
Challenge is necessary for growth!
Zone of Proximal Development
The Zone of What?!
Possible
Anxiety
Possible
Boredom
For more information and examples, see pages 5-6 in your
packet.
When we differentiate by readiness, we should consider
The students’:
Knowledge, understanding, and skill with
the topic
“Attitude (toward school & topic)
Experience with the topic (outside of school or
previous courses)
Preconceptions about the topic
Overgeneralizations about the topic
General communication, thinking, & reasoning
skills”http://www.foridahoteachers.org/differentiation_framework.htm
Pre-Assessment In-Class /Formative
Assessment (During the Unit) White Boards Knowledge Rating
Chart KWL
Homework Assignment
Entrance & Exit Slips
• Explore, Plan, ACT(EPAS Data)
• Read 180
• AIMS Web Data
• NWEA Map Data
• Aleks Data
• Formal Educational Testing
Things all teachers can do to obtain information:
Formal Assessments that can provide information:
Ways to get the information you need to differentiate by Readiness
http://www.foridahoteachers.org/differentiation_framework.htm
LT gives those tests…but how do I access the scores?
Infinite Campus (individual students)
Decision Ed (whole class)
Same as above, but can access
spreadsheets of entire classes (we
know-amazing!)I wish they’d
tell us how to
find that
information!
Wish
Granted.
Infinite Campus*Instructions are on page 8-no need to write anything *
What you’ll see…
Accessing Decision Ed to see class reading levels *Instructions are on page 8-no need to write anything *
What you’ll see…
Ok…now what?
Tiering: A Method of Differentiating by Readiness
“Tiering is a
process of
adjusting the
degree of difficulty
of a question,
task, or product to
match a student’s
current readiness
level.”
Strickland, A Strategy for Readiness
Differentiation
To Tier an Assignment:
1) Determine the KUD statement
2) Identify the readiness ranges
relative to the KUD goals
3) Create an activity that is
engaging & rigorous
4) Replicate the activity to address
differences in readiness
• Use similar knowledge &
skills
• Yields the same
understanding
5) Use assessment data to match
the task to the studentStrickland, A Strategy for Readiness DifferentiationFor more information and examples, see pages 9-32 in your
packet.
Purpose of Tiered Activities
Working too far
above students’
readiness level will not
lead to growth, only
frustration
Working too far below
students’ readiness
level will not lead to
growth, only boredom
p.29-31/p.89 in unit plan/p.95 in unit plan
The Game
Everyone wants to play the game.
In order for me to play it, the game has to start where I am.
In order to continue playing it, the game has to grow as fast as I do.
If that doesn’t happen, I won’t play the game.
Tiering in a Nutshell
“…it is critical during a unit to find a way to
teach to a learner’s need rather than
only to an imaginary whole-class
readiness” (Tomlinson 84).
Students work in a variety of groups
Homogeneous
Heterogeneous.
Interest, Learning Profile, &
Readiness
Create groups that make the most sense
given the learning outcome(s) of the
lesson.
Flexible Grouping: A Method of Differentiating by Readiness
For more information and examples, see pages 33-48 in your
packet.
Flexible Grouping: An exampleFlexible Grouping: An Example
Using students’ literacy levels, arrange the students from highest to lowest performance.
1 2 3
4 5 6
7 8 9
10 11 12
13 14 15
16 17 18
Homogenous Group:
1, 2, 3, 4, 5, 6
7, 8, 9, 10, 11, 12
13, 14, 15, 16, 17, 18
Heterogeneous Group:
1, 4, 7, 10, 13, 16
2, 5, 8, 11, 14, 17
3, 6, 9, 12, 15, 18Example in Handout
For more information and examples, see page 36 in your
packet.
Use small group instruction as a regular part of instructional cycles. (Tomlinson p. 84)
Mini-lessons or mini-workshops on particular skills are a useful tool when differentiating.
Teacher quickly convenes an instructional group based on observation of need. The entire class does not
need to hear the same
Small Group Instruction: A Method of Differentiating by Readiness
Classroom Management Tips
Set clear procedures for group time
Student agreements
Transition expectations
Material management procedures
Anchor activities
A task to which a student automatically moves when an assigned task is finished
Anchor Activities for literature Bingo
Directions: If you are finished with a class assignment or are ahead in your reading, work on any
of these anchor activity options. If you get a BINGO (5 in a row, any direction), you’ll get a prize!
Write a letter to a pen-pal, friend, relative (About novel, connections, a review, etc.)
Write the prequel to the story/novel. (What happened before we got here?)
Advice column: Write two advice entries for two different characters in the novel. (“Dear Abby” style)
Recipe for _____________ (What does a character need to do to reach a goal/avoid an outcome?
Email your teacher (Connections, a review, whether or not s/he should keep teaching it, etc.)
Write a newspaper article (The 5 W’s & H of an event or character in the novel)
Write the rules for a game (Board game or video game)
Create an advertisement (For the novel, movie, or a place in the novel)
M.V.P. defense (Choose the most valuable passage in the novel and defend your choice).
Create a Facebook page of a character Include profile, “likes,” statuses, character wall posts, etc.
Decorate and write a thank you card from one character to another (For being there, for tough love-whatever!)
Write a Twitter Feed 140 characters or less! What would a character tweet? Who would follow? RT?
FREE SPACE
Write a poem (You choose! Character, topic, POV…)
Interview a character (Write the questions and answers & comments)
Most Important Word (Choose the most important word in the novel and defend your choice).
Write a skit or a scene (You choose! Character(s), topic, something that didn’t happen but could/should have…)
“You know what grinds my gears…” (Family Guy: What really got you angry/worked up while reading the text? Why?)
Create a collage (You choose! Character(s), topic, POV, events in the story…)
Dear Diary… (Write two diary entries from the POV of a character)
Write directions from one place to another for someone that hasn’t read the book.
Top 15 words to know Create a study method for someone that hasn’t read the book
Create a cartoon or comic strip (You choose! Character(s), topic, something that didn’t happen but could/should have…)
Rewrite a section of the novel (Have a character make a different decision)
Design a web page (For the novel, movie, or a place in the novel)
For more information and
examples, see pages 42-
48 in your packet.
But how can I give (& assess) different assignments?
Focus on the KUD no matter what
level the activity is designed at!
Teacher observations, checklists,
rubrics can all be based on a scale
from 1-4
To what extent do the students
demonstrate that they…For more information and examples, see pages 59-62 in your
packet.
It’s your turn!Imagine that you’ve placed your “students” into three
groups based on literacy levels.
1. Create a KUD for a unit/lesson/activity that your team teaches
OR
Use the KUD that you created with your team earlier today!
2. Use the graphic organizer to plan a lesson based on your KUD. WHAT WILL EACH GROUP DO?!
3. Insider note: TYPICALLY, the KUD has to be the same…
BUT with readiness, the U stays the same,
You can alter the K and the D!
Today’s Objectives:
I will be able to:
Explain the purpose and benefits of
differentiating by readiness.
Identify the literacy levels of my
students.
Create readiness groups using
student literacy levels.
Identify and create instructional
activities that are appropriate for
each of your readiness group.
I get it! I’m excited! (Now what?)
Realistic goals
Ask reading specialists in the building
for help!
(There is a list in your packet on page
49).
Use resources for leveled readings
(lexile.com)
Try something out!For more information and examples, see pages 49-62 & the
full unit plan at the end of your packet.
References:Ford, M.P. (2005). Differentation Through Flexible Grouping: Successfully Reaching All Readers. Learning
Point Associates: Naperville, Illinois.
Strickland, C.A. (2011). Differentiation of instruction at the high school level. ASCD: Alexandria,
Virginia.
Tomlinson, C.A. & Strickland, C. A. (2005). Differentiation in practice: A resource guide for differentiating
curriculum – Grades 9-12. ASCD: Alexandria, Virginia.
(2007). Tools for high quality: Differentiated instruction. ASCD, 12.
(2012). LTHS professional learning communities glossary. LTHS: LaGrange, IL.
http://www.act.org/standard/planact/reading/index.html
http://www.derry.k12.nh.us/dvs/staff/cmccallum/differentiation/tiered.pdf
http://www.foridahoteachers.org/differentiation_framework.htm
http://www.lexile.com/analyzer
Thank you for
attending!