ESTABLISHING STUDENT EXPECTATIONS ROUTINES Turning in assignments Moving through centers or to anchor activities RITUALS Chants and cheers Deciding with students how to celebrate something
ESTABLISHING STUDENT EXPECTATIONS RULES Conversation levels Getting help Respect for each other Participation & on-task behaviors Movement Other SIGNALS Transitions Stop and Listen Other
Hint Cards Create a “hint board” or “hint cards” where you can collect reminders of how to do things that students need to know but may have forgotten. Hint boards and cards help students work more independently and thus preserve teacher time to work with individuals and small groups. Hint: How to Read Maps 1. Look at the legend box on your map. Are you looking at the right county? Its name should be on top.: Hint: How To Subtract With Regrouping More on top? No need to stop! More on the floor? Go next door. Hint: How To Summarize Fiction Someone Wanted But So Then
WHOLE-GROUP INSTRUCTION Warm-Ups Introductions Read-Alouds Shared Reading Instructional Games Discussions Other
SMALL-GROUP INSTRUCTION Random Heterogeneous Skills/Readiness Interest Cooperative Other
INDIVIDUAL WORK Extension Activities Remedial OR Practice Activities Projects Other
FORMING STUDENT GROUPS Pretests Sign-Up Charts Interest Groups Multiple Intelligences Other
Traditional Math Lesson Step 1: Introduce fraction and decimal equivalents Step 2: Provide model problems to illustrate fraction and decimal equivalents focusing on denominators of 2, 4, 5, and 10 Step 3: Students practice with denominators of 2, 4, 5, and 10. Step 4: Give an assignment that involves naming decimals as fractions and converting fractions to decimals
Differentiated Math Lesson Step 1: Check-in: renaming fractions as decimals by dividing Step 3: Students continue work on table of decimal equivalents for fractions Step 4: Introduce and model fraction and decimal equivalents with 2, 4, 5, 10 denominators Step 3: Reinforce renaming fractions as decimals Step 5: Introduce Frac-Tac- Toe; Assign readiness- alike partners; Observe Step 6: Provide additional reinforcement and practice; Give assignment Step 6: Give assign- ment Step 7: Students play Frac-Tac-Toe with 2,3,4,5,6,7,8,9, 10 denominators Step 7: Students continue working on table of decimal equivalents for fractions Step 7: Students play Frac-Tac-Toe with 2,3,4,5,6,7,8,9, 10 denominators Step 7: Students continue working on table of decimal equivalents for fractions Step 2: Create instructional groups based on check-in results
Fle Preassess prior knowledge about deserts. Assign Web site with basic information Note-taking: double-entry journal Assign Web site with advanced information Note-taking: thinking map Form small groups: create a web of desert facts Summarize information in an essay Summarize information on labeled poster When Differentiating Be Flexible in Planning and Teaching *** Differentiation *** Technology *** Thinking Maps ***
IF I WORK WITH A SMALL GROUP OF STUDENTS, WHAT ARE THE OTHER STUDENTS DOING?
Meaningful, ongoing assignments that students can work on independently while the teacher works with small groups. ANCHOR ACTIVITIES
Possible Activities That Anchor the Class Writing journals Creative writing prompts Independent reading Content-related reading Reading games or activities Word games or activities Keyboarding practice Spelling practice Math fact games and practice Art–making art or illustrating current academic work Music–listening, composing music, or writing lyrics Independent projects or studies Small-group projects Extensions Other
Criteria for an Effective Anchor Activity 1. Will this assignment or activity help a student appropriately explore, practice, reinforce, or extend his/her learning in an identified area of the curriculum? 2. Will the assignment or activity incorporate what we know about learning? In other words, will it … Actively engage the students when they need to think about what they are doing? Reinforce or make new connections with the learner? Provide a different pathway in order to strengthen the existing connections? Be at an appropriate challenge level for the student? 3. Practice in short chunks to train students how to handle anchor activities. 4. Self-assessment—there needs to be a way for students to self-assess how they are doing so that they don’t have to go to someone else.
Compare and Contrast Use Inspiration to create a graphic organizer that compares two states or create a Venn diagram on your own paper. Written Document Analysis Analyze the provided primary source document using the Document Analysis Worksheet. Read-a-Picture Use the questions provided to analyze a given picture of one of the fifty states. 3 x 3 Use the words provided to write sentences showing the relationships of the cards. Shuffle the cards and then lay them out in 3 rows of 3. You should write 8 sentences: 3 for the 3 rows going across, 3 for the 3 rows going down, and 2 for the diagonals. Time Line Use the Timeliner software folder to create a time line of the history of one state. Walk a Mile in My Footsteps Create footprints to represent a state. One footprint must contain written information while the other contains only pictorial representations. Jeopardy using PowerPoint Use a Microsoft PowerPoint template to create a Jeopardy type game that reviews information on five states. Create a Brochure Go to the Web site www.mybrochuremaker.com to www.mybrochuremaker.com create a travel brochure that includes information needed by people considering a vacation in one of the states. Make Your Case Use a Microsoft Word template to create a CD Label related to a selected state. Include a band name, and song titles that relate to that state. Fifty States-Tac-Toe
READING TAC-TOE DRAW Draw a story. 1 ACT IT OUT Act out the story. 2 TELL Tell the story in your own words. 3 SING Sing a song that goes with your story. 4 FREE CHOICE OF ACTIVITY 5 COUNT Count all the students who like your story. 6 LISTEN Listen to a taped story. Tell the class how the taped story is different from your story. 7 BUILD Build a home for one of the characters in your story. Use the blocks at the block center. 8 CHANGE IT Create a new ending for your story. Tell the class about it. 9
Back-to-School Think-Tac-Toe Interview Pair up with someone in our class that you do not know very well and interview them using a given interview form. Be prepared to introduce this person to the class! Back-to-School: The Movie Create a two-slide movie scene about something funny or strange that could happen on the first day of school. Be prepared to act it out! Dear Me Write yourself a letter. Discuss your feelings about starting a new school year, what you loved or disliked about the previous school year, and what you expect to learn this year. Use the correct form for letter writing. Design A T-Shirt Design a t-shirt that tells about yourself. This could include your hobbies, favorite foods, movies, etc. Make sure you make it colorful and creative! Shades of Summer Draw a self-portrait, but instead of the eyes, draw a large pair of sunglasses. In the sunglasses, draw something you did over the summer. Write a paragraph about what is “reflected” in your glasses. Box of Me Take a shoe box and fill it with at least 5, but no more than 8 items that are important in your life so that the class can get to know you better. Be prepared to share with the class your box of treasures! “Me” Collage Create a collage using pictures, symbols, and words from magazines or items from home that illustrate things that are important to you. Back-to-School Puzzlers Complete a back-to-school puzzler and decoder activity. Sing-a-Long Make up a song (using the tune from the alphabet song) about the start of the new school year – be creative!
Featuring books by Dr. Seuss Choose Choose a Dr. Seuss book. Choose a character from the book and create a bubble map. Put the character’s name in the middle and adjectives to describe him or her around it. Choose two Dr. Seuss books and. read them. Create a double bubble map comparing and contrasting the two books. Choose a Dr. Seuss book. Read the book. Create a flow map retelling the sequence of the story. Look at several Dr. Seuss books. Dr. Seuss often made up new words. Create a circle map. In the center write Dr. Seuss’s Made Up Words. In the outer circle, write all the made up words that you found. Read Yertle the Turtle and Horton Hears a Who. Create a double bubble map comparing and contrasting the two characters – Horton and Yertle. Create a tree map of your favorite Dr. Seuss books. Your title is My Favorite Dr. Seuss Books. Each category should state the title. Under each category list the characters from each story. Color code repeat characters. Read The Lorax. Create a bubble map to describe the setting of the Onceler’s town at the end of the story. Read The Tooth Book. Create a circle map telling what you now know about teeth. Read The Cat in the Hat. Create a circle map telling the things the cat did that the mother would not have been happy about. Schnepp, 2011
My Highly Differentiated Classroom... Looks Like … Sounds Like… Visualization