1 Tour Guides D. Barton, S. Kravet, W. Oliver and C. Smart Chapter 9 Journey Through A First Grade Differentiation Plan “Mr. Hartline’s Difficult Assignment”

2 Meet Mr. Hartline… A “3D” Dilemma! Determination Differentiation Diagnostically focused instruction 1 st Grade

Step 1 GATHER RESOURCES Curriculum Resources Assessment Resources 3

Setting the Stage Classroom wall space Student work Current lesson content Schedules/Agendas Classroom configuration Small group Whole group Independent work 4

Curriculum Resources Review Scope and Sequence/Core Phonics Approach High Decoding Demands Vocabulary Comprehension Explicit Instruction? Strategies/Support Material? 5 Step 1 – Gather Resources

6 Assessment Resources Search for curriculum-specific assessments Word recognition tests of previously taught high- frequency words Phonics Inventory Fluency Monitors

Step 1 – Gather Resources 7 Assessment Resources TOOLPURPOSE Upcoming anthology selection Oral reading fluency screening High-frequency word inventory Diagnostic for students whose oral reading fluency is weak Phonics inventoryDiagnostic for students whose oral reading fluency is weak Assessment plan for Mr. Hartline’s first grade class

Step 2 CONSIDER YOUR CHILDREN’S NEEDS 8

Step 2 – Consider Your Children’s Needs 9 Big-picture plan for first grade whole group instruction GoalMaterialsDaily Activities  Application of alphabetic principle  Development of word recognition skills, oral vocabulary, and comprehension strategies  Core program alphabet manipulatives  Core program big books  Anthology selections  Trade books  Blending /Segmenting  Work with letter patterns  High-frequency word reading/spelling  Choral and partner reading  Interactive read- alouds  Explicit vocabulary instruction

Step 2 – Consider Your Children’s Needs 10 Review results from Fluency screening (upcoming passage) administered to all students Informal diagnostic tools administered to struggling readers High-frequency word inventory Phonics inventory

Step 2 - Consider Your Children’s Needs 11 CLASSIC PROBLEM Some students … read with high levels of accuracy and little difficulty struggle with the prerequisite skills of word recognition will require intensive intervention Form instructional groups based on data

Step 2 – Consider Your Children’s Needs 12 Two Target Areas for Each Group GROUP ONE GROUP TWO GROUP THREE Students did poorly on the screening and on the consonant portion of the phonics inventory Students did poorly on their screening but know their consonant letter sounds Students did well on oral reading fluency screening Phonemic Awareness Word Recognition Fluency

Step 2 – Consider Your Children’s Needs 13 Big-picture plan for first grade small-group instruction Group 1Group 2Group 3 PA & Phonics, Oral Segmenting/Blending, Letter names/sounds Say-it-and-move-it Letter patterns High-frequency words Word recognition and fluency Teaching letter patterns Teaching high-frequency words Choral partner reading Word recognition and fluency Teaching letter patterns Teaching high-frequency words Choral partner reading Independent extension Practice letter patterns from small group Write words with partners Reread stories with partner Write a sentence about their fluency story Complete graphic organizer to demonstrate comprehension of a story they have heard read aloud Small –Group Center Word work, fluency, listening comprehension

Step 3 PLAN FOR 3 WEEKS OF INSTRUCTION 14

Step 3 – Plan for 3 Weeks of Instruction 15

Step 3 – Plan for 3 Weeks of Instruction 16 Group One High frequency words -Choose words to teach from the previous unit that were missed by at least one student in the group Next, choose letter patterns for the week

Step 3 – Plan for 3 Weeks of Instruction 17 Group One  Work backwards-choose words for say-it-move it and oral segmenting and blending practice that will help students practice the sounds needed to read and spell the letter patterns  Select three sets of words for each strategy

Step 3 – Plan for 3 Weeks of Instruction 18 Group One  Cross out during the instruction plan words or tasks that appear easy for students  Focus on the tasks that require modeling and support for success.

Step 3 – Plan for 3 Weeks of Instruction 19 Group One  Cross out during the instruction plan words or tasks that appear easy for students  Focus on the tasks that require modeling and support for success.

Step 3 – Plan for 3 Weeks of Instruction 20 Group Two  Start with decodable text that will be used for choral partner reading  Follow the backwards planning sequence

Step 3 – Plan for 3 Weeks of Instruction 21 Group Two  Letter pattern instruction will focus on comparing and contrasting words with selected patterns  High-frequency word work will target those words that any of the children in that group missed on the inventory (not reteaching of the entire list)

Step 3 – Plan for 3 Weeks of Instruction 22 Group Two  Choral partner reading of program decodable texts will provide fluency practice of previously taught material

Step 3 – Plan for 3 Weeks of Instruction 23 Group Three  Start with decodable text that will be used for choral partner reading  Follow the backwards planning sequence

Step 3 – Plan for 3 Weeks of Instruction 24 Group Three  Letter pattern instruction will focus on reteaching the letter patterns targeted in the daily lesson  High-frequency word work will focus on reteaching the high-frequency words that are targeted in the daily lesson

Step 3 – Plan for 3 Weeks of Instruction 25 Group Three  Choral partner reading of program anthology selections will provide fluency practice

Step 4 REFLECTION 26

Step 4 – Plan for Reflection 27 Modify Pace Reteach Ensure Immediate Success Enrich

Step 4 – Plan for Reflection 28 Three Week Plan Provides an organized system for thinking about the needs of all groups Group ____Week OneWeek TwoWeek Three Oral segmenting and blending Letter names and sounds Say-it-and-move it Letter pattern High-frequency words Fluency

Step 4 – Plan for Reflection 29 A First-Grade Differentiation Plan Provides a flexible set of instructional strategies that can be used for many three week cycles by just increasing the difficulty of the content for each group.