literacy differentiation

Differentiation Literacy Instruction for ALL Students

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Language Experience

Professional

Working-class

Welfare

Age of child in months

Differentiate Literacy Instruction for All Students

Goal: The instructor will make instructional decisions based on data to differentiate during core instruction.

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The instructor does not refer to data to make decisions regarding differentiating instruction.

The instructor makes limited decisions using data to make instructional decisions.

The instructor makes instructional decisions based on data to differentiate core instruction.

The instructor uses data to differentiate student instruction across processes, content and products

Literacy

Research conducted by the National Assessment of Adult Literacy, 2005.

Table 3

Variation in Amount of Independent Reading

% Independent Reading

Minutes Per Day

Words Read Per

Year 98 65.0 4,358,000 90 21.1 1,823,000 80 14.2 1,146,000 70 9.6 622,000 60 6.5 432,000 50 4.6 282,000 40 3.3 200,000 30 1.3 106,000 20 0.7 21,000 10 0.1 8,000

2 0.0 0

Matthew Effects in Reading (Stanovich, 1986)

Text Difficulty• Reading demands of

college/work place text have increased over past 50 years, but demands of K-12 text have decreased.

Skills Necessary for Developing Proficient Reading

Advancing to Skilled Reading:

Fluency• Fluidly without hesitation through repeated reading

Multisyllabic words• Decoding through direct strategy instruction

Vocabulary• Accurately decode and know word meaning

Comprehension• Thoughtful interaction between reader and text

Rigorous and Relevant Curriculum

Tier 1• Screen students for reading related skills at the

beginning of the year and again in the middle of the year who display concerns.

• Regularly monitor the progress of students at risk at each grade level.

• Differentiate reading instruction for all students to ensure mastery of standards.

Assisting Students Struggling with Reading

• Systematic• Highly Explicit• Highly Interactive• Small homogeneous groups 20-40 min, 3-5 times per week• Phonemic awareness, phonics, vocabulary, fluency,

comprehension• Monitor progress regularly• Interactive

FLDOE Online ToolsCPALMS: Collaborate, Plan, Align, Learn, Motivate, Share

eIPEP: Electronic Institutional Program Evaluation Plans

ELFAS: English Language Arts Formative Assessment System

IBTP: Items Bank and Test Platform

FSL: Florida School Leaders

PMRN - Progress Monitoring and Reporting Network

Motivation

Literacy Instruction for Students

Questions for Reflection

Literacy Instruction for Students

Questions for Reflection

Kick Me

Questions for Reflection

Paint Chips

Instructional Grouping• Individual ability scores guide grouping• Students in need of similar skill development should be

grouped together• Groups should be dynamic and modified as individual

student needs change• Students at high risk need to be placed in the smallest

instructional groups• Determine intervention type, frequency, and intensity

Questions for Reflection

Rick’s Reading Workshop

Regularly Monitor Student Progress

• Section 1: • Summaries & Reflections• Section 2: • Lists, Charts, & Graphic Organizers• Section 3: • Visual Representations of

Information• Section 4: • Collaborative Activities

What Are Formative Assessments and Why Should We Use Them?

Using a Variety of Formative Assessments

Types of Assessment Strategies

How to Use the Assessments in This Book

Keeping Track of the Data

Differentiating Instruction in Response to Formative Assessments

Formative Assessment Data Collection

Designing Tiered Activities

Gathering Multiple Sources of Evidence

25 Quick Formative Assessments: Quick Reference

Children Must be Taught to Read and Write!

We are all born dyslexic--the difference among us is that some of us are easy to cure

and others more difficult. -Liberman, 1996

Instructional ResourcesThe IRIS Center

Learn Zillion

Read Write Think

Reading Rockets

Teaching Channel

Why Teach Spelling

UDL Design for Learning

Webinar: Writing and Writing Instruction to Improve Reading: What We Have Learned from Research

Latin and Greek Word Elements

EXIT SLIP

• List one new idea or strategy that you learned today or will try________________________________________________________________________________________________________

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The instructor does not refer to data to make decisions regarding differentiating instruction.

The instructor makes limited decisions using data to make instructional decisions.

The instructor makes instructional decisions based on data to differentiate core instruction.

The instructor uses data to differentiate student instruction across processes, content and products

Resources

Center on Instruction. Retrieved May 6, 2015, from http://www.centeroninstruction.org/

Cunningham, A. E., & Stanovich, K. E. (1998). The impact of print exposure on word recognition. In J. L. Metsala & L. C. Ehri (Eds), Word recognition in beginning literacy. Mahway, NJ: Lawrence Erlbaum Associates.

National Center for Education and Research, Improving Adolescent Literacy: Effective Classroom and Intervention Practices. No. Department of Education-4027 at 52 (2003), (2005), (2008).

Dodge, J. (2009). 25 quick formative assessments for a differentiated classroom. New York: Scholastic.

Videos, Common Core Resources And Lesson Plans For Teachers: Teaching Channel. Retrieved May 5, 2015, from https://www.teachingchannel.org/

Liberman, A. M. (1996). Speech: a special code. Cambridge, MA: The MIT Press.