Differentiated Instruction Aligned to the ELA Common Core Standards ASCD ♦ March, 2013 Presented by Kathy Glass www.kathyglassconsulting.com kathytglass@yahoo.com.

Differentiated Instruction Aligned to the ELA Common Core Standards ASCD ♦ March, 2013
Presented by Kathy Glass 1 1 1

© Kathy Glass ▪ kathytglass@yahoo.com
AGENDA What does the CCSS include about differentiation? What is differentiation? What are meaningful ways to differentiate? What can be differentiated in a unit of study? What are differentiated assessment examples aligned to targeted CCSS? © Kathy Glass ▪ 2

What does the Common Core include about differentiation?
3 3 3

© Kathy Glass ▪ kathytglass@yahoo.com
Educators and states can determine how goals of standards should be reached. Teachers use their professional judgment and experience to meet CCSS goals. CCSS doesn’t define intervention methods or materials to support those well below or above grade-level expectations. Instruction should be differentiated when meeting standards for foundational skills. © Kathy Glass ▪

With regard to complex text…
All students should have extensive opportunities to engage with grade-level text. Provide scaffolding, as needed, but also gradually remove supports. Beware of too much scaffolding. Instructional materials should offer advanced texts to provide opportunity to read beyond current grade levels. © Kathy Glass ▪

What is differentiation? What are meaningful ways to differentiate?
6 6 6

content (what students need to learn)
Differentiated Instruction is consistently using a variety of instructional approaches to modify content (what students need to learn) process (how they will learn it) and/or products (how they will show what they have learned) in response to readiness, learning style, and interest of academically diverse students. 7 Source: from The Differentiated Classroom: Responding to the Needs of All Learners by Carol Tomlinson 7

Examples of differentiation by… ♦ readiness ♦ interest ♦ learning profile
8 8

Choose a project and incorporate textual evidence.
Write an article about how the historical setting positively and negatively influenced individual(s). Use the inverted triangle format. Lead a class discussion focusing on how two key individuals were each influenced by the historical setting. Prepare questions to facilitate discussion. Make up analogies to compare how two key individuals were influenced by historical settings. Use prose or poetry format. Create a visually appealing and factually accurate PowerPoint or photo album to show the positive and negative influences of the historical setting on individuals or groups. Design a visually appealing and factually accurate poster, bulletin board, or mural showing how the historical setting positively and negatively impacted individuals or groups. Give a presentation with musical accompaniment to express the influence of the historical setting on individuals or groups. Write and perform a play based on how individuals or groups were positively and negatively influenced by the historical setting. Use props and costumes. Teach two others about how the historical setting was an influential factor in how individuals behaved. Provide proof of student learning. Create a musical collage to depict the influence of the historical setting on individuals or groups. 9 © Kathy Glass ▪ 9

DAILY LIFE: How does the social structure of a society affect citizen’s lives? GOVERNMENT: How do the government systems of one society impact others? ROMAN ARTS: How do artistic and literary innovations influence societies? EXPANSION: How does expansion impact other cultures? INDIVIDUALS: How can groups of people form movements to drive societal change? How do individuals generate change? RELIGION: How does religion influence society? ANCIENT ROME Choose a topic to research for a project you’ll present to the class. Address the guiding questions through a(n) interview, technology, poem, music lyrics, or art with writing. © Kathy Glass ▪

Anne Hutchinson Benjamin Franklin Thomas Jefferson Abraham Lincoln
Choose a historical figure to research. Then write a short biography to share with the class that addresses this guiding question: Why is this individual a hero? How is his/her heroism linked to freedom? Anne Hutchinson Benjamin Franklin Thomas Jefferson Abraham Lincoln Frederick Douglass Harriet Tubman Martin Luther King, Jr. 11 © Kathy Glass ▪ ▪ 11

© Kathy Glass www.kathyglassconsulting.com
Read the information from your assigned website and answer these questions: How can I evaluate and decide which credible sources to use for my research task? How can I verify this information? How might the tone or style of writing reflect credibility? How can I recognize bias? Why does the author write this information? © Kathy Glass with Google Inc. 12

What can be differentiated in a unit of study?
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Content Content Content Process Process Process Product
From Mapping Comprehensive Units to the ELA Common Core Standards by Kathy Glass

What is differentiated in a unit of study?
NOT to be differentiated: Standards Essential understandings Essential unit guiding questions Skills CAN BE differentiated: Resources Teaching Strategies Learning Activities Assessments But not necessarily all the time ▪

How can differentiation be used effectively to support unit goals?
16 16 16

Standard Essential Understanding Essential Unit Guiding Question
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (W.CCR.1) Standard Essential Understanding Essential Unit Guiding Question Lesson Guiding Questions Introductions provide context for an argument and give writers an opportunity to make a favorable impression on readers. How can I draw in readers and clearly stake a claim? What is a debatable topic or issue I can use as the basis for my argument? What claim can I make? How can I write a thesis statement to stake a claim? Where should I include my thesis in my introduction? What strategies can I use to begin my argument so I get my reader’s attention? Mapping Comprehensive Units to the ELA Common Core Standards by Kathy Glass (Corwin Press)

Standard How do transitions help readers?
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. (W.7.1c) Standard Essential Understanding Essential Unit Guiding Question Lesson Guiding Questions To assist readers in following a coherent argument, writers use transitions to form logical connections among ideas and clarify relationships among sections. How do transitions help readers? Why do writers use transitions? What transitions can I use to create cohesion within my paragraphs? What transitions can I use to clarify relationships between sections of my argument? Mapping Comprehensive Units to the ELA Common Core Standards by Kathy Glass (Corwin Press)

History: A Story Well Told
1. How does the historical setting affect the plot? 2. How do characters change throughout time? 3. How does the theme of conflict present itself in the plot and setting? 4. How do characters address and resolve conflicts? © Kathy Glass ▪

What are differentiated assessment examples aligned to targeted ELA CC Standards?
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Some ways to differentiate by…
Content Process Product Choice of books Jigsaw Organizing ideas through graphic organizers Learning contracts Multiple texts Reciprocal Teaching Tape-recorded materials Anchor activities Cubing Dialectical journals Exit cards Games Grouping choice Homework options Jigsaw Interest groups Literature circles Mini-workshops (reteach or extend) RAFT Tiered activities, assignments Varied graphic organizers Graduated rubrics Community mentorships Complex instruction Independent Study Interest options Multiple intelligence options Tic-Tac-Toe Tiered assessments according to readiness, interest, learning profile. © Kathy Glass ▪ © Kathy Glass 21 21 21

What does this word mean? How can I use it to communicate?
L.CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking and listening at the college and career readiness level.* EXAMPLE: What does this word mean? How can I use it to communicate? *abbreviated © Kathy Glass ▪ 22

Three Tiers of Words Tier One: everyday speech
Tier Two: general academic words Tier Three: domain-specific words

(general academic words)
Tier Two words (general academic words) likely to appear in written texts appear in all sorts of texts: informational texts, technical texts, and literary texts can be interpreted differently based on the context Appendix A, p. 33, adapted 24 24 24

“Volcanoes” excerpt (CCSS Appendix A, p. 33) In early times, no one knew how volcanoes formed or why they spouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers, but they know much about how a volcano works. Our planet made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma.

© Kathy Glass kathytglass@yahoo.com
Draw a graphic organizer with 4 squares and a center spot (see example on next slide). Label each square in small print: √ def (for definition) √ sym/pic (for symbol or picture) √ sent (for sentence) √ ex/sit (for examples or situations) © Kathy Glass 27 © Kathy Glass 27 27 27

Lesson Design for Differentiated Instruction by Kathy Glass, pg. 119
sym./pic. def. sent. ex. 28 Lesson Design for Differentiated Instruction by Kathy Glass, pg. 119 © Kathy Glass 28 28 28

Write one of these Tier 2 words in the center of your graphic organizer:
Determine Obstacle Layer Admission Relative Vary Formulate Specificity Accumulate Calibrate Itemize Periphery Misfortune Dignified Faltered Unabashed Spouted Eruption

Find 4 SEPARATE people who are sitting near you who can fill in your squares. That means one person will complete 1 square, a 2nd person a different square, and so on. When you have a completed graphic organizer, look up. 30 30 30

Review your graphic organizer with a partner. Edit the work others contributed to your squares. If all 4 squares are correct, place a ☺ at the top. If some are wrong, work with your partner or use resources to correct them. © Kathy Glass 31 31 31 31

© Kathy Glass ▪ www.kathyglassconsulting.com

EXAMPLE 1: Using evidence from the text, what words can depict this
L. CCR.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, or research. EXAMPLE 1: Using evidence from the text, what words can depict this character or topic? 33

character or historical figure: ___________
What others say about ____ What _____ does character or historical figure: ___________ What _____ thinks and feels What _____ says Personality trait: ___________________________ © Kathy Glass ♦ 34 34

CINDERELLA shy gentle caring sacrificing humbled victim daughter
monster mother hated demanding determined cruel ugly STEPMOTHER © Kathy Glass 35 See website: 35 35

Diamante Poem Line 1: write ONE TOPIC (character, historical figure, concept); skip to line 7 and write an opposite topic Line 2: write two ADJECTIVES describing character/topic in Line 1 Line 3: write three PARTICIPLES (verb form ending with – ed or –ing) relating to character/topic in Line 1 Line 4: write four NOUNS; the first two nouns will relate to Line 1; the last two nouns will relate to Line 7 Line 5: write three PARTICIPLES relating to character/topic in Line 7 Line 6: write two ADJECTIVES describing the character/topic in Line 7 Line 7: OPPOSITE TOPIC of Line 1 36 36 36

BEOWULF reckless courageous sacrificing victimized celebrated hero
warrior monster ambiguous exiled condemned resented diabolical heinous GRENDEL © Kathy Glass 37 © Kathy Glass 37 37

SUBURB serene friendly frolicking caring inviting uniformity neighborhood sophistication marketplace bustling energizing exciting fast-paced cultural CITY © Kathy Glass 38 38 38 38

What are other opposites? bullies – non-bullies Gen. Robert E. Lee – Gen. Ulysses S. Grant Charles I – Parliament One culture – different culture Capulets – Montagues Magna Carta – Bill of Rights Fiction – nonfiction Angiosperms – gymnosperms Protons – electrons Native Americans – Settlers Democracy – Communism 39 © Kathy Glass 39

What are other usages for system?
SYSTEM: noun The digestive system makes it possible for the body to break down and absorb food. The teacher pointedly told the disruptive student who had an outburst during class, “Have you finished your tantrum? Now that it’s out of your system, let’s focus on learning.” The solar system—which was formed 4.6 billion years ago–is comprised of the Sun, eight planets and their moons, and other non-stellar objects. What are other usages for system? ecosystem—organizational system—point system classification system—central nervous system ▪

Use the Think-Pair-Share to arrive at other sentences using this word.
IGNITE: verb Pockets of methane gas ignited resulting in a fiery blast that caused people to run for their lives. The passions of Patriots and Loyalists ignited pitting one group against the other which ultimately led to war. Use the Think-Pair-Share to arrive at other sentences using this word. • 41

www.kathyglassconsultling.com ▪ kathytglass@yahoo.com
Process it… How might you differentiate these activities and use them for students, staff, or colleagues? 4-SQUARE, DIAMANTE, WORD CONTEXT ▪ 42

What do I learn from the text? How can I support this?
R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. EXAMPLE 2: What do I learn from the text? How can I support this? ▪ 43

How did the French Revolution impact _________________
… politically? … socially? How did the French Revolution impact _________________ … economically? © Kathy Glass 44 44

Group #1: _______________ Group #2: _____________ How are various groups affected economically and culturally by immigration? Group #3: _____________ © Kathy Glass 45 45

RAFT Role Audience Format Topic (What role should the student assume? From whose point of view is the piece written?) (Who will read, see, or use this?) (What is the most effective and meaningful product format to show understand-ing?) (What is the topic focus for the product?) 46 From Lesson Design for Differentiated Instruction by Kathy Glass 46 46

What was daily life like in Medieval society?
Role Audience Format Topic lord or lady monarch persuasive letter describe anger towards the rise of charters that allowed the peasants to no longer be ruled by them merchant trader from the East advertisement with illustrations and list persuade traders to purchase goods clergy God prayer how they serve the townspeople beggar self journal entry use imagery to describe their life on the streets From Lesson Design for Differentiated Instruction by Kathy Glass © Kathy Glass ▪ 47 47 47

How do authors develop characters?
ROLE AUDIENCE FORMAT TOPIC Protagonist Antagonist Dialogue Explain how their interaction affects the plot Protagonist OR Himself/ herself Personal journal entries Self-reflection about personal traits and its impact on other characters Character Literary device Thank you letter How the literary device enhances character development Author of a literary work Author of another literary work Article in a literary magazine How characters in the two works share similarities or ways they might naturally interact © Kathy Glass 48 48

How do writers support their positions? Role Allied or Axis Power Audience people with an opposing viewpoint Format propaganda or editorial piece for a newspaper Topic You need to convince those with opposing views that your position is valid and one they ought to adopt. The Writing Task: Write both reasons and evidence based on researched facts, examples, and data to support your position. Use multiple, credible sources. Reference the evidence you use so the reader is aware that you can solidly defend your position. Your response should be at least two typed double-spaced pages in 12 point Times Roman or Arial font. © Kathy Glass 51 51

From Mapping Comprehensive Units to the ELA Common Core by Kathy Glass
Responses must include evidence from the text. DIE/CUBE PROMPT EXAMPLE What is the author’s purpose in writing? Orally summarize the whole text or part of it. Interpret a part of the text that might confuse others. Compare and contrast two characters or individuals in the text. Invent meaningful dialogue between two characters or individuals. How would the text change if written from a different point of view? From Mapping Comprehensive Units to the ELA Common Core by Kathy Glass

From Mapping Comprehensive Units to the ELA Common Core by Kathy Glass
Your responses must include evidence from the text. From Mapping Comprehensive Units to the ELA Common Core by Kathy Glass

Use evidence from the text to support your answers.
55 55

Mapping Comprehensive Units to the ELA Common Core Standards by Kathy Glass, page 150

Process it… Talk to a partner or type several questions with the dice prompts: How can…? for the Topic: ELA Common Core © Kathy Glass ▪ 57

How and why do characters or individuals change over time?
R.CCR.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. How and why do characters or individuals change over time? 58

How and why do characters or individuals change?
Task Card #1 Create a timeline that shows how a character or individual has changed from beginning to end. Task Card #2 Design a poster with pictures and captions that focuses on what others say about the character or individual that illustrates change. Task Card #3 Develop a graphic organizer that shows the causes and effects of a character’s or individual’s actions. 59 59

How and why do characters or individuals change?
Task Card #4 Draw a picture of a character or individual that shows how s/he changes. Write a paragraph that uses imagery to describe what s/he looks like. Task Card #5 Write and conduct an interview with the character or individual that highlights changes over time in his/her point of view. Use costumes and props. Task Card #6 Create and present a PowerPoint presentation that addresses the guiding question. 60 60

SOCIETAL CONTRIBUTIONS Directions: Select an individual who has made a significant contribution to society. Choose a project to highlight this individual and the impact he or she has made. Respond to these guiding questions in your project: Why did you make this contribution? How has your contribution impacted individuals and society then and now? How have others hindered or supported you in your achievements? How have you overcome obstacles? From Mapping Comprehensive Units to the ELA Common Core by Kathy Glass (Corwin Press)

I realize that… I feel that… I decide that… I believe that…
Assume the role of your selected individual. Determine an audience who would benefit from hearing a speech from you. Write and deliver the speech from his/her point of view that addresses the guiding questions. Deliver the speech to the class live or pre-taped as if you were this person. Use costumes and props. Submit the typed speech. Create a series of illustrations that feature this individual and the contribution(s) s/he has made. Present these pictures in chronological or thematic order. Write a detailed caption for each drawing. Illustrations and captions must address all guiding questions. Conduct an interview by assuming the role of your chosen person. Focus on the contribution(s) s/he has made and responses to the guiding questions. Or, conduct an interview between the person who has made the contribution(s) and another who is impacted by it. Present the interview live or pre-taped. Use costumes and props. Submit typed questions and well-developed answers. Write prose or poetry using these line starters based on your selected individual’s contribution and responses to the guiding questions. Create an original title: I wish that… I see that… I realize that… I feel that… I decide that… I believe that… I wonder about… From Mapping Comprehensive Units to the ELA Common Core by Kathy Glass (Corwin Press)

RAFT, CUBING, MULTIPLE INTELLIGENCES
Process it… How might you differentiate these strategies and use them for students, staff, or colleagues? RAFT, CUBING, MULTIPLE INTELLIGENCES ▪ 63

Kathy Glass, Glass Educational Consulting 469 Eleanor Drive Woodside, CA Phone: Website: Website: Downloadable resources: lessons, templates, PPts, Common Core Standards (Word), etc. Join PD 360 group for periodic tips Archived webinars Information about my topics and books Information about online 4-credit class: Mapping and Designing Comprehensive Units to the ELA Common Core Standards (Dominican University) 64 64

If you want to feel safe and secure, continue to do what you have always done. If you want to grow, go to the cutting edge of our profession. Just know that when you do, there will be a temporary loss of sanity. So know when you don’t quite know what you are doing, you are probably growing. - Madeline Hunter 65 65 65

Differentiated Instruction Aligned to the ELA Common Core Standards ASCD ♦ March, 2013 Presented by Kathy Glass www.kathyglassconsulting.com kathytglass@yahoo.com.

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Differentiated Instruction Aligned to the ELA Common Core Standards ASCD ♦ March, 2013 Presented by Kathy Glass www.kathyglassconsulting.com kathytglass@yahoo.com.

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