1. Differentiation Strategies for Reading in the Content Instructional Intervention Teams Training November 11, 2013 Dottie Tingen Note: This is a student, not ME!

2. 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. 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... 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." "Success is going from failure to failure without loss of enthusiasm."

3. Reading and the CCSS Reading is about the text, not the reader. Reading is about the text, not the reader. Use text dependent questions. Use text dependent questions. Lessen pre-reading strategies. Lessen pre-reading strategies. Just read, re-read, and READ! Just read, re-read, and READ! “Close Reading” “Close Reading”

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5. Text Frame with Gaps (Gallagher) Provide them with a partially completed outline. They have to pay close attention to figure out the third point. 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 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 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 Tybalt, a quick-tempered Capulet, enters the fight (left blank as student must fill in this point) (left blank as student must fill in this point) The Prince enters and, enraged, stops the fight The Prince enters and, enraged, stops the fight

6. Text Frame with Gaps (Gallagher) Chapter Two: The War Begins Chapter Two: The War Begins German troops occupy Paris German troops occupy Paris France surrenders France surrenders (Student response) (Student response) America considers its options America considers its options (Student response) (Student response) U.S. declares war U.S. declares war

7. 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: 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? Were the armed forces segregated? How many minorities served? How many minorities served? Were minorities equally represented? Were minorities equally represented? Which minorities participated? How many? Which minorities participated? How many?

8. 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: 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? Will someone die in this chapter? If so, who is most likely to die? Why? If so, who is most likely to die? Why? Whose death would have the most damaging impact on the boys on the island? 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. These questions, especially when genuine, help to focus the reader on seeking the answer and yields greater comprehension.

9. 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: 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? What is genetic engineering? Are mockingjays real birds? Are mockingjays real birds? How can there be more jabberjays if all the birds are male? How can there be more jabberjays if all the birds are male? What does a microbiologist have to do with science fiction writing? What does a microbiologist have to do with science fiction writing? What are genes? What are genes?

10. 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. 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 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 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 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. Gr 4 Identify the major and minor conflicts. Pay attention to how they are developed by the author.

11. Focus Groups (Gallagher) Gr 1 List comparisons between Athens and Sparta. Gr 1 List comparisons between Athens and Sparta. Gr 2 Chart a contrast of Athens and Sparta. Gr 2 Chart a contrast of Athens and Sparta. Gr 3 List comparisons between Ancient Greece and present-day America. Gr 3 List comparisons between Ancient Greece and present-day America. Gr 4 Chart a contrast of Ancient Greece with present-day America. Gr 4 Chart a contrast of Ancient Greece with present-day America.

12. Stop & Jot/Turn & Talk With very difficult text and or lengthy passage, chunk it. 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. 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 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. 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.

13. Leslie Grahn

15. Silent Exchange 1. 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

16. 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

17. "A coach is someone who can give correction without causing resentment." CONTACT ME! dorothy_tingen@hcpss.org dorothy_tingen@hcpss.org dorothy_tingen@hcpss.org Patuxent Valley Middle School Patuxent Valley Middle School Literacy Team Leader/ELA Seminar Teacher Literacy Team Leader/ELA Seminar Teacher Reading Nerd Reading Nerd BRONCOS FAN!!! BRONCOS FAN!!!

18. References Gallagher, Kelly.2004. Deeper Reading. Portland, ME: Stenhouse Gallagher, Kelly.2004. Deeper Reading. Portland, ME: Stenhouse Grahn, Leslie. World Languages coordinator, HCPSS. Grahn, Leslie. World Languages coordinator, HCPSS.