1. Differentiating Reading Instruction

2. What does it mean to differentiate? http://www.bing.com/videos/search?q=differentiation+rap&mid=C348A48D4660C61C99 E2C348A48D4660C61C99E2&view=detail&FORM=VIRE2http://www.bing.com/videos/search?q=differentiation+rap&mid=C348A48D4660C61C99 E2C348A48D4660C61C99E2&view=detail&FORM=VIRE2

3. “If students aren’t learning in the way that we teach, then we need to teach them the way that they learn.”

4. 4 Ways Differentiation is Characterized Rigorous: means that teachers provide challenging instruction that encourages student engagement in learning Relevant: means that teachers address literacy standards to assure that students learn essential knowledge, strategies, and skills Flexible: means that teachers use a variety of instructional procedures and grouping techniques to support students Complex: means that teachers engage students in thinking deeply about books they are reading, compositions they are writing, and concepts they are learning

5. 3 Ways to Modify Instruction: Content – The “what” of teaching Process- The “how” of teaching Product- the end result of learning “Because students’ achievement levels differ and their interests and preferred ways of learning vary, teachers modify their instructional programs so that all students can be successful.” http://bcove.me/0r9eoeua http://bcove.me/0r9eoeua

6. Differentiating lessons should be based on the students’ readiness, students’ interests, students’ learning styles, or student learning needs.

7. Differentiating the Content... Utilize pre-tests to assess where individual students need to begin study of a given topic or unit. Use a variety of instructional delivery methods to address different learning styles. Should address the same concepts with all students, but will be adjusted by the degree of complexity for the diverse learners in the classroom.

8. Differentiating the Process… Provide access to a variety of materials which target different learning preferences and reading abilities. Develop activities that target auditory, visual, and kinesthetic learners. Establish stations for inquiry-based, independent learning activities. Create activities that vary in level of complexity and degree of abstract thinking required. Use flexible grouping to group and regroup students based on factors including content, ability, and assessment results.

9. Differentiating the Product…

10. Use a variety of assessment strategies, including performance-based and open-ended assessment. Balance teacher-assigned and student-selected projects. Offer students a choice of projects that reflect a variety of learning styles and interests. Make assessment an ongoing, interactive process.

11. Characteristics of Differentiated Instruction High Standards Assessment Instruction Link Flexible Grouping Reading Materials Varied Instructional Activities Instructional Modifications Respect Academic Achievement

12. Grouping for Instruction 3 types: whole group small group Individual The type of grouping depends on the teacher’s purpose, complexity of the activity, and the students’ specific learning needs. http://youtu.be/UMIXnRR_ue8 http://youtu.be/UMIXnRR_ue8

13. Instructional Strategies Bloom’s Taxonomy Anchoring Activities Adjusting Questions Learning Contracts Independent study Lesson Acceleration Lesson Deceleration Buddy Study Peer teaching Technology Activities Learning Centers

14. Tiered Activities Steps for developing a tiered activity: 1.Design an activity 2.Visualize a ladder 3.Create other versions of the activity 4.Match activities to your students.

15. Anchor Activities A differentiated instruction strategy used to offer enrichment and deeper meaning to their learning. These activities should be engaging, relatively short, and easy to put up or down through out the day or week. Examples: Worksheet with open-ended questions Journal writing Creating books or games Playing games that reinforce skills Learning centers

16. Working with Struggling Readers Differentiate Instruction Use appropriate instructional materials Expand teacher’s expertise Collaborate with literacy coaches

17. Cause & Effect TSW distinguish between cause and effect relationships.

18. What is Cause & Effect? Cause is why something happens. Effect is what happens as a result.

20. Example I ate an entire pizza for dinner, so now my stomach hurts. Cause – Ate too much pizza Effect – Stomach ache

21. Sam couldn’t find his shoes, so he was late for school. Cause – couldn’t find shoes Effect – late for school

22. Disneyland is giving away free tickets if you volunteer to work a day for free in your community. Cause – work a day for free Effect – free tickets

23. The elephant was able to escape because the gate to the enclosure was left open. Cause – the gate was left open Effect – elephant escaped

24. Mia had a pet rabbit, but it ate all of the vegetables in her mother’s garden. Cause – had a rabbit Effect – ate the garden

25. More Practice

26. Remember Cause is why something happens.

27. Effect is what happens as a result

28. Game

29. Loren left his book on his desk, so he was unable to finish his homework. CauseEffect

32. Stacy’s flowers died because she forgot to water them for a week. CauseEffect

35. The kids at Cinnamon earned a carnival because they worked hard on their STAR tests. CauseEffect

38. My dad gave me $50 for getting straight A’s on my report card. CauseEffect

41. It snowed last night so school was canceled today. CauseEffect

44. Closure What does it mean to differentiate? What are three ways you can differentiate in your lesson?

45. To truly differentiate- the key part of the term is “different”. Not more or less, but “different”.