The object of education is to prepare the young to educate
themselves throughout their lives. ~Robert Maynard Hutchins~
Slide 3
My goal is for every student to learn, grow, succeed, and feel
accepted at school. I want students to take pride in their
achievements and feel a sense of belonging in our classroom
community.
Slide 4
This goal would not be achieved if every student did the same
work, at that same pace, from the same book. We know that students
differ greatly in their interests, learning styles, abilities, and
prior experiences, so my teaching needs to change accordingly.
Slide 5
Differentiation is a way of teaching. It is created based on...
CONTENT what the student is learning PROCESS activities developed
to help with the learning PRODUCTS demonstration of learning
+=
Slide 6
Students learn best if their work is a close match to their own
skill level and understanding. This helps students to take
responsibility for their own growth and learning.
Slide 7
The first thing I needed to do was to assess each student in
the class. Students were given a high frequency spelling test so
that abilities and problem areas could be evaluated. All spelling
words which the student knew how to spell already were highlighted.
This gave us a great starting point.
Slide 8
And so Working with Words became our new spelling program with
the focus being that each student will grow in understanding and
skill.
Slide 9
A weekly schedule was set up to help each student become a more
independent learner.
Slide 10
Students choose their own spelling words each week. They use
their high frequency spelling list, their writing, and words from
our focused spelling lessons. They write these words out on cue
cards.
Slide 11
Each student keeps their list words in a pocket chart at the
back of the classroom. These lists are always accessible to the
student.
Slide 12
Each week, students are paired up with a buddy in the class.
This helps students feel accepted because they are contributing to
the success of each others learning. A sense of belonging builds a
community in the classroom.
Slide 13
Students work together for the week. They ask each other their
spellings, they help their partner look for patterns in their
words, and they help make connections to the lists.
Slide 14
Students also benefit from computer time using websites like
www.spellingcity.com. This site gives the students an opportunity
to practice using their words in fun and challenging situations.
www.spellingcity.com
Slide 15
Students also use manipulatives (letters, alphabets,
whiteboards) to give them a hands-on approach with their
spellings.
Slide 16
Each week, we focus on one specific area of word work. We
review the concept and then brainstorm for all the words which
would fit in a particular category.
Slide 17
Students will be making booklets, organizers, and posters
compiling all their word work together. Differentiated assessment
identifies a learners needs and strengths.
Slide 18
Assessment data is necessary to determine if students need more
work on a particular skill or if they are ready to move on to new
skills.
Slide 19
Choice boards give students a choice. Each activity is designed
to practise and assess a skill or concept. This selection should
meet students needs, abilities, and interests.
Slide 20
Students should know that each assessment tool is designed to
gather information for their growth and improvement, both
personally and as learners.
Slide 21
Ongoing feedback and daily check-ins are an essential part of a
students progress!
Slide 22
With their spelling buddies, students are given a quiz of the
spelling words on Fridays. The results have been fabulous!
Slide 23
We celebrate the students successes by highlighting words off
of our lists as we are one step closer to achieving our ultimate
goal...
Slide 24
Which is to provide a challenging learning experience for all
students so that everyone can achieve success!
Slide 25
References Chapman, C. & King, R. (2005). Differentiated
Assessment Strategies: One Tool Doesnt Fit All. Thousand Oaks,
California: Corwin Press, INC. Pinnell, G. & Fountas, I.
(1998). Word Matters: Teaching Phonics and Spelling in the
Reading/Writing Classroom. Portsmouth, NH: Heinemann. Tomlinson, C.
(2001). How to Differentiate Instruction in Mixed-Ability
Classrooms. Alexandria, Virginia: ASCD.