1. Formal & Informal Assessment MODULES 7-8 PowerPoint Slides Reading Instruction

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3. Foundations of Reading Instruction Foundations of Differentiated Instruction (DI) READINESS Content Process Product 3 x 3 INTEREST Content Process Product x 3 = DI FLEXIBLE GROUPING CLASSROOM MANAGEMENT DI TOOL BASKET READING TOOL BASKET Fluency Vocabulary Comprehension Tiered Instruction Anchors Tic-Tac-Toe Choices Choice Boards Agendas Centers & Stations Learning Contracts Curriculum Compacting Orbitals WebQuests Literature Circles I-Searches Socratic Seminars Readers’ Workshop Formal & Informal Assessment Foundations of Reading Instruction Foundations of Differentiated Instruction (DI) 3 x 3x 3 = DI ASSESSMENT FLEXIBLE GROUPING CLASSROOM MANAGEMENT DI TOOL BASKET Fluency Vocabulary Comprehension Module 7 Foundations of Reading Instruction Foundations of Differentiated Instruction (DI) 3 x 3 ASSESSMENT FLEXIBLE GROUPING CLASSROOM MANAGEMENT Phonemic Awareness Phonics Fluency Vocabulary Comprehension Writing Oral Language Assessment Tools Foundations of Reading Instruction Foundations of Differentiated Instruction (DI) FLEXIBLE GROUPING CLASSROOM MANAGEMENT Foundations of Differentiated Instruction (DI) LEARNING PROFILE Content Process Product LEARNING PROFILE Content Process Product FLEXIBLE GROUPING S- 1/G

4. Foundations of Reading Instruction Foundations of Differentiated Instruction (DI) 3 x 3x 3 = DI ASSESSMENT FLEXIBLE GROUPING CLASSROOM MANAGEMENT DI TOOL BASKET Phonemic Awareness Phonics Fluency Vocabulary Module 8 Foundations of Reading Instruction Foundations of Differentiated Instruction (DI) 3 x 3x 3 = DI ASSESSMENT FLEXIBLE GROUPING CLASSROOM MANAGEMENT READING TOOL BASKET Formal & Informal Assessment Foundations of Reading Instruction Foundations of Differentiated Instruction (DI) 3 x 3x 3 = DI ASSESSMENT FLEXIBLE GROUPING CLASSROOM MANAGEMENT Foundations of Reading Instruction Foundations of Differentiated Instruction (DI) 3 x 3x 3 = DI ASSESSMENT FLEXIBLE GROUPING CLASSROOM MANAGEMENT Foundations of Reading Instruction Foundations of Differentiated Instruction (DI) 3 x 3 x 3 = DI ASSESSMENT FLEXIBLE GROUPING CLASSROOM MANAGEMENT Foundations of Reading Instruction Foundations of Differentiated Instruction (DI) READINESS Content Process Product INTEREST Content Process Product LEARNING PROFILE Content Process Product ASSESSMENT FLEXIBLE GROUPING S- 1/H Tiered Instruction Anchors Tic-Tac-Toe Choices Choice Boards Agendas Centers & Stations Learning Contracts Curriculum Compacting Orbitals WebQuests Literature Circles I-Searches Socratic Seminars Readers’ Workshop Comprehension Writing Oral Language Assessment Tools

5. Formal & Informal Assessment ReadinessInterestsLearning Profiles What do I know about my students? How can I gather this information? S-33

6. Formal & Informal Assessment “Assessment” in a DI classroom serves the purpose of helping both the teacher and the student to know “where they are” at any given moment in time. FORMAL INFORMAL & AD HOC S-34

7. Formal & Informal Assessment Before a Unit of Study Begins Test scores from previous units Scores from formal, large-scale reading tests Results from Quick Reading Assessments Pre-Tests KWLs Learning Profile Inventories Interest Inventories Fluency Checks Timed Reading Miscue Analysis Running Records Fluency Checks Timed Reading Miscue Analysis Running Records S-35

8. Formal & Informal Assessment During a Series of Lessons in a Unit Homework & Quiz Scores Journal Entries Student Self- Assessment Exit Questions Teacher Observation Quick Collaborative Conferences Quick Reading Assessment Strategies Between lessons:In the midst of lessons: S-36

9. Formal & Informal Assessment Continuous Informal & Ad Hoc Assessment Collaboration Between Teacher & Students Mutually Respectful Classroom Environment Ad Hoc Grouping S-37

10. Formal & Informal Assessment “There’s a time for students to figure things out and a time for seeing if they did, but the two shouldn’t always be the same.” Continual grading of everything impairs students’ willingness to learn from mistakes, makes them teacher dependent, and teaches them to learn for grades, not for its own value. Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (p. 103, 104) by Carol Ann Tomlinson. Alexandria, VA: ASCD © 1999. Used with permission. S-38

11. Formal & Informal Assessment Whole Group Tiered Groupings (Based on Readiness) Mixed-Ability Groupings Student-Selected Groupings Interest or Learning Profile-Based Groupings Individuals S-39

12. Formal & Informal Assessment Pairs & trios Small, ad hoc teacher-led groupings Student-led cooperative learning groups Use TIERED GROUPINGS (homogeneous) when you want to provide students with an ideal “window of opportunity” to acquire or practice content or skills at their level of readiness: S-40

13. Formal & Informal Assessment Use MIXED-ABILITY GROUPINGS (heterogeneous)when learning will be enhanced by students of differing readiness, interests, or learning profiles working together. Critical thinking tasks Open-ended discussion & sharing Brainstorming Multi-disciplinary units Interest or learning profile- based projects Peer tutoring S-41

14. Formal & Informal Assessment S-42

15. Formal & Informal Assessment S-43

16. Differentiated Reading Instruction PowerPoint Presentation Modules 7-8 Diana Brown 352-394-4411 dbrown@pls3rdlearning.com PowerPoint Presentation by: Lawanna Martinec © 2013 PLS 3rd Learning