A Kindergarten Differentiation Plan

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Presentation transcript:

A Kindergarten Differentiation Plan Three needs-based groups (1 hour) Instruction with Teacher Required Follow-up Activity Choice Center

Choice Centers Listening Comprehension Word Work Writing- for- Sounds

What are your Resources? STEP 1 What are your Resources? Curriculum Resources Core Program Letter Recognition Phonemic Awareness Phonics Writing Vocabulary Listening/Reading Comprehension Scope & Sequence Letter & Sound Sequence Sight Words Sequence (regular & Irregular) Our main purpose is to set up for needs based instruction. In order to determine needs based instruction you must analyze your assessment data.

What are your Resources? Assessments PPVT-III (Screening) Phonological Awareness Screener (Diagnostic) Phonics Screener (Diagnostic) http://curry.edschool.virginia.edu/reading/projects/garf/ Sight Word Inventory (Diagnostic) CBA (Curriculum Based Assessments) Our main purpose is to set up for needs based instruction. In order to determine needs based instruction you must analyze your assessment data.

Step 2: Consider Your Children’s Needs Give letter name inventory to all students Give letter sound inventory to students who know at least half of the letter names

Group Students Based on Data 2nd Week: Use a simple chart to summarize the data Group children according to: 1. Those with no letter knowledge 2. Those with strong knowledge of letter names & sounds 3. Those with inconsistency of letters and letter sounds All students who leave K need to have a firm grasp on the alphabetic principle and its application in decoding and spelling unknown words.2

Group Students Based on Data 4th Week: Administer inventories created to match instruction Regroup based on new data Continue this process for each new segment/theme of instruction 12th Week: Begin including a spelling inventory into the assessment/regrouping process

Simple Repetitive Instructional Strategies Content Changes over time Changes between groups Phonemic awareness Word Recognition

Begin the Year with 2 Strategies Phonemic Awareness (Chapter 3) Initial sound sorting Say - it – and – move - it Word recognition (Chapter 4) Letter names and sounds Sounding and blending High-frequency words (Elkonin boxes and words, p.66)

What does it look like? Figure 8.7 page 131 Organize materials Review data/core sequence/plan Deliver instruction As skills are mastered, increase pace and present more challenging work