1. Differentiation for LEP Students May 21, 2014

2. Connie Rogers STAR3 Facilitator WSFCS

5. http://www.online-stopwatch.com/dynamite-timer/full-screen/

6. Success comes from being smart Genetics, environment determine what we can do Some kids are smart—some aren’t Teachers can’t override students’ profiles Success comes from effort With hard work, most students can do most things Teachers can override students’ profiles A key role of the teacher is to set high goals, provide high support, ensure student focus—to find the thing that makes school work for a student

8. HOW????????  Talk at the door  Give interest surveys  Use formative assessments  Use small group instruction  Use dialogue journals  Have student conferences  Host open room days  Ask for student input  Take notes while kids work  Use Sticky Notes  Use notebooks  Listen  Seek varied perspectives  Start or stop class with kid talk  Go to student events  Watch before & after school, & at lunch  Keep student data cards  Take notes during class  Attend extracurricular activities  Ask parents  Ask students what’s working for them (& what’s not)

13. https://www.teachingchannel.org/videos/teac her-student-relationship?fd=1#

14. Responsive Teaching… Who we teach What we teach Where we teach How we teach IT TAKES ALL THE PARTS

16. Pre- Assessment!!!

17. Differentiation is not a set of strategies, but rather a way of thinking about teaching & learning.

18. Product Learning Environment Process Content

19. Teachers must ensure that ALL students have meaningful access to the content. Therefore, teachers do not vary from what they teach as to how students encounter the information. Different graphic organizers Manipulatives Role playing Taped passages of text Leveled texts Native language texts

20. Process How a student makes sense of, or comes to understand the information, the ideas, and skills that are at the heart of a lesson. Class activity Homework assignment Learning center Research What the students DO

21. Product Assessments or demonstrations of what students have come to know, understand, and be able to do as a result of the learning. It is the child’s opportunity to show what they have learned. (major assessment) APT Projects Authentic assessments Problem based inquiries Exhibitions Portfolios

22. Learning Environment Both the operation and the tone of a classroom. It is the “weather” that affects virtually everything that transpires in a classroom. Rules Procedures Balances seriousness about learning with celebration of success Mutual respect

23. Differentiation Differentiation is NOTDifferentiation IS ChaoticProactive, qualitative and rooted in assessment Another way to provide homogeneous grouping Multiple approaches to content, processes and products Just “tailoring the same suit of clothes” Student centered The individualized instruction of the 1970s Blend of whole-class, group, and individual instruction

25. The Role of Pre-Assessment in Differentiation Th ese three questions should guide every lesson: Planning: What do I want students to know and/or to be able to do? Pre-assessment: Who already knows the information and/or can do it? Differentiation: What can I do for them so they can make continuous progress and extend their learning? Pre-assessment is especially critical to be able to determine the student's level of readiness to proceed with the new unit of study.

26. Pre-Assessment (Finding out) Pre-test Graphing for Greatness Inventory KWL Checklist Observation Self-evaluation Questioning Graphic organizers

29. Time to Plan the Learning Event All tasks must attend to the same learning goals All tasks must be equally engaging Provide enough challenge to stretch all students

31. Differentiation is seldom about different outcomes for different kids. It’s about different ways to get kids where they need to go.

32. Small group instruction and or flexible grouping can be a powerful way to differentiate!

33. NO MORE Buzzards Blue Jays Wombats

34. Group 1 Meet with teacher Brainstorm for hot topics Web ideas for possible inclusion Develop a word bank Storyboard a sequence of ideas Make support ladders Begin writing Group 2 Alone or in pairs, develop a topic Make a bank of power ideas Web or storyboard the sequence and support Meet with teacher to “ratchet” Begin writing Paired revision Paired editing

35. Graphic Organizers – by readiness The class does the same activity, but more guidance is given for those who may need it.

36. How the character looks: ____________ How the character thinks or acts: ____________ Most important thing to know about the character _______________________ ________________________________ Character Map-1

37. What the character says or does ____________ __________________ What the character really MEANS to say or do ____________ __________________ The author’s bottom line about this character ________________________________ ________________________________ Character Map-2

38. Clues the author gives us about the character ____________ ____________ Why the author gives THESE clues : ____________ The author’s bottom line about this character _______________________ ________________________________ Character Map-3

39. About 15% of a chapter—e.g. Introduction Conclusion Critical passages Key graphics Intended for English language learners Also helpful for students: with ADHD with learning disabilities who have difficulty making meaning who are weak readers Highlighted Text

40. Try using one of these sentence starters when writing about what you have read. (Try to use a different one than you used last time.) I like the way... I was surprised... It reminds me of... I’m excited I noticed... I didn’t expect... I’m curious about... I’m not sure about... It makes me think... If I were... It seems like... I wonder... I can’t wait to... I enjoy... It makes me... I don’t understand... COMMENTS FOR THOUGHTFUL READERS

41. (Use one of the sentence starters when writing about what you read, Be sure you tell why you feel as you do.) Three ways this story is better than____are… A place the author really grabbed my imagination was... I wondered what the author was thinking when... Something in the story that sounds like my life is... Something in the story that’s absolutely not like my life is... The most creative thing in the story is... If I could change... I understand how a character felt when... I had trouble understanding a character when... An object that most reminds me of this story is... An idea I had whole reading the story is... The most important things to remember about this story are... I think the author... If I could talk to..... in the story, I’d ask….

42. Choices in Writing Prompts Learning Goals: Know – details from Viorst’s Alexander and the Terrible, Horrible, No Good, Very Bad Day Do – Write; refer to textual details in this writing Understand – The descriptions and events in a story help a reader know more about the feelings and choices of a character. Choose one of the following and write your response. Use details from the story that we read. o Compare Alexander’s Terrible, Horrible Day to one of yours. How are they similar and different? o Create a different ending to the Terrible, Horrible Day by changing some of the details of the story. o Pretend you could talk to Alexander the day BEFORE his Terrible, Horrible Day. What advice would you give him to help him make it better?

43. Speaking of Choices…..Consider Think Tac Toe Activities.

44. Think Tac Toe Think-Tac-Toe plays off the familiar childhood game. It is a simple way to give students alternative ways of exploring and expressing key ideas and using key skills. As with related strategies, it is important that no matter which choices students make, they must grapple with the key ideas and use the keys skills central to the topic or area of study. In other words, whichever choices the student makes, he/she should be addressing the same KUDs as the others

45. Knowledge list, define, tell, describe, identify, show, label, collect, examine, quote, name, who, when, where Comprehension summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, discuss, extend Application apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, Analysis analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer Synthesis combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite Evaluation assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare Comprehension or Evaluation Application or Evaluation Knowledge or Analysis

46. Underground Railroad - The Drinking Gourd and Barefoot - Grade 3 Choose your own assignments! You must choose at least three activities in a tic-tac toe design. Color in each box as you complete each assignment. Have fun! Build a constellation with min-marshmallows. Compare/contrast Underground vs. “Real” railroad Use a Venn diagram and then write 3 paragraphs. Technology - Geometry KidPix Project - Design a quilt. Drama & Sounds Act out Barefoot’s story and interject sounds being heard. Video the performances Journaling - List of things runaway will need for safe passage, advice about signals and possible route. Research stations that existed in RI. Mapping - Select route between two designated points. Calculate distance runaway traveled each day. Music - a. analyze symbolism in song b. create your own verse Debate/Trial- Different roles - unlawful unethical ?consequences How to change law

47. Let’s look a little closer at a couple of strategies

48. Tasks that students move to automatically after completing assigned work. Essential to student learning - not just time fillers Linked to curricular K-U-Ds Options offered from teacher and/or student generated lists May be generic or specifically linked to a topic of study Provide opportunities for all students to use anchor activities Seldom graded

49. used in any subject whole class assignments small group or individual assignments tiered to meet the needs of different readiness levels Interdisciplinary for use across content areas or teams

50. DEAR Time - Silent Reading Journal Writing or Learning Logs Vocabulary Work Math “Problem of the Day” Learning Centre Spelling Practice Portfolio Management Choice Boards (for different content areas) Types of Anchor activities

51. Teach the whole class to work independently and quietly on the anchor activity. Using Anchor Activities to Create Groups Flip-Flop Half the class works on anchor activity. Other half works on a different activity. 1/3 works on anchor activity. 1/3 works on a different activity 1/3 works with teacher---direct instruction.

55. … an engaging, high level strategy that encourages writing across the curriculum … a way to encourage students to… –assume a role –consider their audience, –write in a particular format –examine a topic from a relevant perspective All of the above can serve as motivators by giving students choice, appealing to their interests and learning profiles, and adapting to student readiness levels

56. RoleAudienceFormatTopic MeMyselfTalk inside my head My top 5 ideas about being a good friend Classroom gerbil Mouse outside the window Conversation after school Let me tell you what I saw today that makes me happy about the boys and girls who take care of me. Raffi1st gradersRhyme or song “Here’s How to Be a Friend” BunnyOther bunnies Story or cartoon What we should do to help each other Papa Berenstain Bear His Bear children Chart or list Best Bear Behavior in School Our class vocabulary words this week Our classJigsaw puzzle Together, we make the big picture of a respectful community.

58. Possible RAFT Formats to Differentiate by Learning Modality WrittenVisualOralKinesthetic Diary entry Bulleted list Obituary Invitation Recipe Movie critic FAQs Editorial Gossip column Comic Crossword puzzle Map Graphic organizer Print ad Photograph Fashion design Song Monologue Radiocast Museum guide Interview Puppet show Political speech Story teller Model Cheer Mime Demonstration Sales pitch with demos Sew, cook, build Wax museum

59. What is Cubing? Cubing is an instructional strategy designed to help students think about a topic or idea from many different angles. A cube includes 6 commands, one on each of its six faces, followed by a prompt that describes the task the students should do related to the command. Cubing can help students think at different levels of Bloom’s Taxonomy.

60. Example of how a command and task can be related to the same topic, but differentiated in order to meet the needs of lower ability and higher ability students: 1. Lower Question- Describe the desert using as much information as you can, and involve your five senses in the description. 2. Higher Question- Describe how your life would change if you moved to the desert. Use your senses and explain why changes would occur.

61. Side One: Locate It In two minutes, make a list of all of the places in which we find fractions in every day life. Have your partner time you. Side Two: Define It What is a fraction? How would you explain what a fraction is to a first grader? Side Three: Solve It Complete fraction problems 1-10 on page 65. Have your partner check your work. Side Four: Analyze It What are the parts of a fraction? Define each part and describe their relationships to one another. Side Five: Think About It When dividing fractions, why do we have to “invert and multiply”? Show your thinking on paper. Side Six: Illustrate It Create a children’s picture book about fractions. Use “Give Me Half!” as an example.

62. KNOWLEDGE Who is the main character? State two things that happened in the story. COMPREHENSION Write a summary of the story. List 2 words that describe the main character. APPLICATION Create a time line of the events in the story. Illustrate the climax or turning point in the story. ANALYSIS Compare yourself with the main character. Compare this story with another one by the same author. SYNTHESIS Create a reader’s theater from the text. Create an award for this story and explain its significance. EVALUATION Write a review of this story for the newspaper. Persuade the media specialist to buy or not buy this book. A Bloom’s Cube

63. ThinkDots: Students begin ThinkDots by sitting with other students using activity cards of the same color. Students roll the die and complete the activity on the card that corresponds to the dots thrown on the die. If the first roll is an activity that the student does not want to do a second roll is allowed. Teachers can create an Activity Sheet to correspond to the lesson for easy recording and management.

64. Make an acrostic poem using one of the main parts of a plant. Use the letters in the word to begin your poem. Draw a picture to illustrate your poem. Read the book The Little Seed. Choose a plant and draw the life cycle, beginning with the seed. Make a flip book about plants. Label each page with a different plant part (soil, seed, root, stem, leaf, and flower). Include a sentence and a picture on each page. Write a creative story about a plant and what it needs to survive. Illustrate your story and then read your story to a friend. Go to the enchanted learning website and choose the Little Explorers English picture dictionary. Choose five words to research. Write the words and the definition on index cards. Draw a plant and label each part. Be sure to include the soil, seed, roots, stem, leaves and flower. Draw two things the plant needs to survive in the background.

65. "Teaching school is like teaching swimming lessons. You have a couple of students that you can send off to the deep end and they will probably be okay by themselves. There are a bunch of kids in the middle who you can teach something new to and then they can go off and practice. But there are a few kids who if you take your eye off of for even a minute, they will drown.” (5th grader) Closing Analogy