1. Differentiating Instruction In Reading & The Diverse Learner Dunbar Vocational Academy Dr. Camilla Covington

2. General Reading Areas Functional Reading Recreational Reading Developmental Reading Reader

3. General Reading Areas Developmental Functional Recreational Emerging Readers Readers who have fundamentals of reading Confident Readers

4. Goal of Reading Communication Receptive Language Expressive Language Speak Write

5. Purpose of Reading Comprehension Receptive Language Reading Abilities Listening Abilities

6. Goals & Purposes: Reading Uses of oral & written language vary Uses of oral & written language vary Goal & purpose of oral and written language will always remain the same Goal & purpose of oral and written language will always remain the same communication communication comprehension. comprehension.

7. Reading Classifications: The Diverse Learner Disabled Reader Disabled Reader Severely Disabled Reader Severely Disabled Reader Slow Learner Slow Learner Underachiever Underachiever Strategy Deficient Reader Strategy Deficient Reader

8. The Disabled Reader The reader whose general level of reading ability is significantly below expectancy for their age and intelligence. The reader whose general level of reading ability is significantly below expectancy for their age and intelligence. Factors to consider Factors to consider Culture Culture Linguistics Linguistics Educational experienced Educational experienced

9. The Severely Disabled Reader Disabled readers whose general level of reading ability is extremely below expectancy Disabled readers whose general level of reading ability is extremely below expectancy Labels include dyslexia or learning disability are often applied to these cases Labels include dyslexia or learning disability are often applied to these cases

10. The Slow Learner Children who are reading below age level and reading close to their limited learning potential. Children who are reading below age level and reading close to their limited learning potential.

11. The Underachiever Children who are reading well above average, but are performing significantly below their potential or expectancy level Children who are reading well above average, but are performing significantly below their potential or expectancy level

12. The Strategy Deficient Reader The reader who regardless of general level of reading ability is weak in one or more reading strategies. The reader who regardless of general level of reading ability is weak in one or more reading strategies. The average student at DVCA*

13. Accommodating Individual Differences…A Sound Plan Maximize growth in the 3 general areas of reading. Maximize growth in the 3 general areas of reading. Consider personal and social adjustments. Consider personal and social adjustments. Develop a sound plan that: Develop a sound plan that: Involves qualified and creative teachers. Involves qualified and creative teachers. Fits the school’s climate. Fits the school’s climate.

14. The Need for Differentiation

15. High Impact Exemplary Teachers Have… 1. Instructional Balance 2. High Density 3. Scaffolding 4. Self-regulation 5. Reading-writing Integration 6. High Expectations 7. Effective Management 8. Ability to Clearly Articulate

16. Preventive Instruction “The best intervention is effective instruction” (National Research Council) Differentiated Intervention Differentiated Instruction Intensive Intervention Initial Instruction

17. Preventive Instruction High Density + Scaffolding = Differentiation High Density + Scaffolding = Differentiation Differentiation = Differentiation = Key to Engagement

18. Differentiated Options… specified to my instruction Option #1 Let meaningful small group and individual work flow naturally out of whole class instruction

19. In order for this to work… Some readers will be guided indirectly by the teacher through the structure of instructional activity away from the teacher Some readers will be guided indirectly by the teacher through the structure of instructional activity away from the teacher Some readers will be guided directly through supportive small group interactions with the teacher Some readers will be guided directly through supportive small group interactions with the teacher

20. In order for this to work… Adequate attention must be given while frontloading the lesson Adequate attention must be given while frontloading the lesson Extensive use of teacher demonstration, assisted practice and reflective questioning should take place throughout the lesson Extensive use of teacher demonstration, assisted practice and reflective questioning should take place throughout the lesson The responsibility for reading and responding must be gradually released to the learners. The responsibility for reading and responding must be gradually released to the learners.

21. In order for this to work… Options must be available to accommodate differences in work completion rates Options must be available to accommodate differences in work completion rates All readers should be prepared to make significant contributions to the response activity All readers should be prepared to make significant contributions to the response activity

22. Differentiated Options… specified to my instruction Option #2 Set up meaningful small group and individual work that allows for conversation across the learners in a class, but also for flexibility in how learners read and response to texts Set up meaningful small group and individual work that allows for conversation across the learners in a class, but also for flexibility in how learners read and response to texts

23. In order for this to work… Some readers who were guided more indirectly will need to be guided more directly at another time. Some readers who were guided more indirectly will need to be guided more directly at another time. Some readers who were guided more directly will need to be allowed to work independently at another time Some readers who were guided more directly will need to be allowed to work independently at another time Same Text for All Students, Different Parts for Different Students / Jigsawing Same Text for All Students, Different Parts for Different Students / Jigsawing

24. Differentiated Options… specified to my instruction Option # 3 Develop classroom structures for small group and independent inquiry as an ongoing alternative for engaging learners away from the teacher.

25. In order for this work… 1. Same topic for all students 2. Different Texts for Different Students 3. Literature Circle, Inquiry Teams

26. Scaffold Instruction Modeling Guided Practice Independent Practice & Application Direct Explanation Teacher / Child

27. In order for this work… Attention should be given to instructional activities which can transcend texts Attention should be given to instructional activities which can transcend texts Attention should be given to preparing students to work well in groups Attention should be given to preparing students to work well in groups Attention should be given to structuring the interactions within the groups to hear and honor the voices of all students Attention should be given to structuring the interactions within the groups to hear and honor the voices of all students

28. In order for this to work… Attention should be given to structures providing the possibility of shared experiences across mixed achievement texts Attention should be given to structures providing the possibility of shared experiences across mixed achievement texts > Topics / Themes / Genres > Authors / Elements / Strategies

29. In order for this to work… Attention should be given to the teacher’s role with each group Attention should be given to the teacher’s role with each group Attention should be given to social processing by the students on a frequent basis Attention should be given to social processing by the students on a frequent basis Attention should be given to the membership of groups to maximize learning opportunities for all Attention should be given to the membership of groups to maximize learning opportunities for all

30. Instructional Cycle Informed by Assessment Plan Instruction Model / Guided Practice Practice & Applicatio n Assessment