differentiation strategies for reading in the content instructional intervention teams training...
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Differentiation Strategies
for Reading in the Content
Instructional Intervention Teams Training
November 11, 2013
Dottie Tingen
Note: This is a student, not ME!
You only fail when you quit.
One of Winston Churchill's first big failures was his failure to pass the sixth grade. His father reportedly branded him as a child a who was not clever or a good worker, but rather "a great talent for show-off, exaggeration and make-believe." As a military leader, Churchill initiated high-profile unsuccessful campaigns and was fired from his position as First Lord of the Admiralty in 1915. As Chancellor of the Exchequer, Churchill's attempt to return the United Kingdom to the gold standard in 1925 resulted in escalated inflation and unemployment.
Because of all his very public failures, Winston Churchill lost his political favor until 1940 when he was chosen as Prime Minister of Great Britain. As Prime Minister Churchill finally achieved his first career success, and his respected place in history at the age of 66. Winston Churchill's Inspired Insight about failure and success was...
"Success is going from failure to failure without loss of enthusiasm."
Reading and the CCSS
Reading is about the text, not the reader.
Use text dependent questions.
Lessen pre-reading strategies.
Just read, re-read, and READ!
“Close Reading”
QAR
file:///Users/dtingen/Desktop/IIT/Reading%20Strategies%20Differentiated%20Instruction%20Presentation%20/ReadingQuest%20Strategies%20%20%20Question-Answer%20Relationships.html
Text Frame with Gaps(Gallagher)
Provide them with a partially completed outline. They have to pay close attention to figure out the third point.
Romeo & Juliet ~ Act 1, Scene 1
Sampson and Gregory, two of Capulet’s servants, fight with Abram and Baltazar, who are servants from the rival house of Montague
Tybalt, a quick-tempered Capulet, enters the fight
(left blank as student must fill in this point)
The Prince enters and, enraged, stops the fight
Text Frame with Gaps(Gallagher)
Chapter Two: The War Begins
German troops occupy Paris
France surrenders
(Student response)
America considers its options
(Student response)
U.S. declares war
Turn Headings or Titles into Questions BEFORE Reading (Gallagher)
Have students create questions to develop their own purpose for reading. In a SS text a heading might be “Minorities in Uniform”. This might generate the following questions from the student reader:
Were the armed forces segregated? How many minorities served? Were minorities equally represented? Which minorities participated? How many?
Turn Headings or Titles into Questions BEFORE Reading (Gallagher)
In Ch 9 of Lord of the Flies is “A View to a Death”. A whole class brainstormed these questions before reading:
Will someone die in this chapter? If so, who is most likely to die? Why? Whose death would have the most damaging
impact on the boys on the island? These questions, especially when genuine, help to
focus the reader on seeking the answer and yields greater comprehension.
Twenty Questions(Gallagher)
AFTER reading a dense, complex text, students should be able to generate questions from their confusion. After reading “D.I.Y. Biology, on the Wings of the Mockingjay”, these questions might arise:
What is genetic engineering? Are mockingjays real birds? How can there be more jabberjays if all the birds are
male? What does a microbiologist have to do with science fiction
writing? What are genes?
Focus Groups(Gallagher)
Placed in small groups, students can focus on one topic alone. Each group takes notes on their assigned area. After reading, they share with the class and all take notes from each focus area.
Gr 1 Analyze the setting and it’s role.
Gr 2 Chart any evidence of the author’s use of foreshadowing. How does this effect the whole piece?
Gr 3 Track the author’s use of descriptive language to make the story richer.
Gr 4 Identify the major and minor conflicts. Pay attention to how they are developed by the author.
Focus Groups(Gallagher)
Gr 1 List comparisons between Athens and Sparta.
Gr 2 Chart a contrast of Athens and Sparta.
Gr 3 List comparisons between Ancient Greece and present-day America.
Gr 4 Chart a contrast of Ancient Greece with present-day America.
Stop & Jot/Turn & Talk
With very difficult text and or lengthy passage, chunk it. Have students read small passages, one
paragraph or so and then “stop and jot” ~ stop reading and jot down notes about what they read or what you want them to dig out of the passage.
Then have them “turn and talk” to a partner about what each dug out of the text.
Then you review it with the whole class to ensure everyone got the message.
Continue with the next paragraph or section. This is very interactive and yields great discussions, making them all mini experts.
Leslie Grahn
Leslie Grahn
Silent Exchange1. Read “Fiery 2-Headed
Snake”2. At the top of a sheet of
notebook paper, write an open ended, text-dependent question from the article.
3. Form groups of ___.
Gallagher
Mystery Envelopes
1. Read the fable “The Slave and the Lion”.
2. Open the envelope that will be placed in front of you and answer the question. You do not have to write the answer anywhere.
3. Be ready to ask your question to a small group. You will share your answer after everyone in the group has responded.
Gallagher
"A coach is someone who can give correction without causing resentment."
CONTACT ME!
dorothy_tingen@hcpss.org Patuxent Valley Middle School Literacy Team Leader/ELA Seminar Teacher Reading Nerd BRONCOS FAN!!!
References
Gallagher, Kelly.2004. Deeper Reading. Portland, ME: Stenhouse
Grahn, Leslie. World Languages coordinator, HCPSS.
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