literacy differentiation
TRANSCRIPT
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
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
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.