• Before differentiation can be optimized, we must be solid with three things…

A. Classroom structures that provide space, time and management routines that allow the OPPORTUNITY to differentiate

B. Assessment and analysis to know WHAT to differentiate

C. Deep content and pedagogical knowledge to know HOW to differentiate

Running Records

• Formative Assessment Tool• Easy to collect samplings of reading over time

• Analysis: Difficult until practiced and utilized often

Running Records tell us:

• What parts of student’s reading are going well and what parts are not

• What a student does at difficulty: Helpful, Confused, Unhelpful

• Accuracy rate helps determine text level to work with

• Shows us what to work on

Running Records

• When we are using data from running records to inform us of the needs of readers, we are differentiating

• When we supply children with appropriate texts , based upon running records, we are differentiating

• Both scenarios lead us to rely less on others to provide intervention, when we readily have information and expertise to act accordingly

• Describe to a partner, your grandmother

• Give your partner a definition of grandmother

• Which is more descriptive?

Self-monitoring

• Definition: Readers constantly think about their thinking as they read. They notice the good things that happen and they notice when something isn’t right—when something doesn’t look right, sound right or make sense. When reading isn’t right they use some fix-up strategy to help themselves.

• Why readers need it: To be able to understand reading, all readers need to pay attention to themselves and notice when something goes well so they can do it again or when something doesn’t make sense so they can use a fix-up strategy.

• Related strategies: All strategies• Why it is important to notice: Self-monitoring is the

precursor to many other strategic actions. Being aware of when things are going well and when they are not sets up the need to develop a working system.

Strategies I could have used:

• Consult a map• Cell phone• Keep driving…until you recognize something

or continue to see nothing recognizable• Stop and ask for directions

Key Point:

• If you driving (reading) and you don’t know you’re lost (not making meaning), you have NO reason to employ a strategy.

• Self-monitoring is KNOWING that you are lost.

Types of monitoring:

• A reader who notices that something doesn’t look right is monitoring for visual information.– Evidence: Multiple attempts; sounding out

• A reader who notices that the reading doesn’t sound right is monitoring for structure– Evidence: rereading

• A reader who notices that something doesn’t make sense is monitoring for meaning– Evidence: check the picture, reread, etc.

• A reader can monitor for more than one thing at a time.

Self-correcting

• Monitoring and searching behaviors are pre-requisites to self-correction.

Gradual release of Self-monitoring

• Teacher models— “Watch me check it…”• Teacher prompts— “Check the middle

part.” OR “Reread and look at the first part.” “You said, _____. Does that make sense?”

• Teacher questions— “What could you do now?” “You made a mistake on that page. Can you find it?”

• Teacher reinforces— “How did you know it was…?” “You found out what was wrong all by yourself.”

Self-monitoring over time• Early: Outward processing…

– child says “that’s not right” or – looks to you and appeals– Multiple attempts– Self-correction

• Transitional:– Self-correction– Pausing– Multiple attempts– Mid-error fixing

• Self-extending:– Pausing– Self-correction– Undetectable because it happens on the run

Factors that Influence Self-monitoring

• Text level– Brain overload

• Teacher interactions– Interrupting– “Were you right?”

• Teacher language– “Good, you noticed that something wasn’t

right”– Gradual release from telling what to do, to

questions about what to do, to reinforcement about what was done

Grade K:All Day

Monday Tuesday Wednesday Thursday Friday

Flexible Dayto accommodate:ComputerLiteracy 2 hr blockMath 1 hr block20-30 minutes of

no new instruction

8:10-8:20Calendar Time

8:10-8:20Calendar Time

8:10-8:20Calendar Time

8:10-8:20Calendar Time

8:20-9:20Literacy

8:20-9:20Literacy

8:20-9:20Literacy

8:20-9:20Literacy

9:20-10:20

9:20 -10:30

9:20-10:20

9:20 -10:30

9:20-10:20

9:20 -10:30

9:20-10:20

9:20 -10:30

10:20-11:00 or 10:30 – 11:00Science/Social

Studies

10:20-11:00 or 10:30 – 11:00Science/Social

Studies

10:20-11:00 or 10:30 – 11:00Science/Social

Studies

10:20-11:00 or 10:30 – 11:00Science/Social

Studies11:00-12:00

Lunch11:00-12:00

Lunch11:00-12:00

Lunch11:00-12:00

Lunch11:00-12:00

Lunch12:-12:20

Nap & no new instruction

12:-12:20Nap & no new

instruction

12:-12:20Nap & no new

instruction

12:-12:20Nap & no new

instruction

12:20-1:20Math

12:20-1:20Math

12:20-1:20Math

12:20-1:20Math

1:20-2:20Literacy

1:20-2:20Literacy

1:20-2:20Literacy

1:20-2:20Literacy

2:30Dismissal

2:30Dismissal

2:30Dismissal

2:30Dismissal

2:30Dismissal

Grade K:All Day

Monday Tuesday Wednesday Thursday Friday

Flexible Dayto accommodate:ComputerLiteracy 2 hr blockMath 1 hr block20-30 minutes of

no new instruction

8:10-8:20Calendar Time

8:10-8:20Calendar Time

8:10-8:20Calendar Time

8:10-8:20Calendar Time

8:20-9:20Literacy

8:20-9:20Literacy

8:20-9:20Literacy

8:20-9:20Literacy

9:20-10:20

9:20 -10:30

9:20-10:20

9:20 -10:30

9:20-10:20

9:20 -10:30

9:20-10:20

9:20 -10:30

10:20-11:00 or 10:30 – 11:00Science/Social

Studies

10:20-11:00 or 10:30 – 11:00Science/Social

Studies

10:20-11:00 or 10:30 – 11:00Science/Social

Studies

10:20-11:00 or 10:30 – 11:00Science/Social

Studies11:00-12:00

Lunch11:00-12:00

Lunch11:00-12:00

Lunch11:00-12:00

Lunch11:00-12:00

Lunch12:-12:20

Nap & no new instruction

12:-12:20Nap & no new

instruction

12:-12:20Nap & no new

instruction

12:-12:20Nap & no new

instruction

12:20-1:20Math

12:20-1:20Math

12:20-1:20Math

12:20-1:20Math

1:20-2:20Literacy

1:20-2:20Literacy

1:20-2:20Literacy

1:20-2:20Literacy

2:30Dismissal

2:30Dismissal

2:30Dismissal

2:30Dismissal

2:30Dismissal

Grade 4 Monday Tuesday Wednesday Thursday Friday

8:10-10:10Literacy

8:10-10:10Literacy

8:10-10:10Literacy

8:10-10:10Literacy

Flexible Dayto

accommodate:ComputerLiteracy 2 hr blockMath 1 hr block20-30 minutes

of no new instruction

10:10-10: 50 or 10:10-11:00

Science/Social Studies

10:10-10: 50 or 10:10-11:00

Science/Social Studies

10:10-10: 50 or 10:10-11:00

Science/Social Studies

10:10-10: 50 or 10:10-11:00

Science/Social Studies

10:50-12:00

11:00-12:00

10:50-12:00

11:00-12:00

10:50-12:00

11:00-12:00

10:50-12:00

11:00-12:00

12:00-1:00Lunch

12:00-1:00Lunch

12:00-1:00Lunch

12:00-1:00Lunch

12:00-1:00Lunch

1:00-2:00Math

1:00-2:00Math

1:00-2:00Math

1:00-2:00Math

2:00-2:25No new

instruction

2:00-2:25No new

instruction

2:00-2:25No new

instruction

2:00-2:25No new

instruction

2:30Dismissal

2:30Dismissal

2:30Dismissal

2:30Dismissal

2:30Dismissal

Three major issues:

• May need levels of support to TEACH how to respond

• May need to EXPAND our repertoire of possible actions

• May need to examine our FEEDBACK so that it moves the learner forward

TEACHING WRITTEN RESPONSE

Where would direct teaching happen?

• Minilessons in both reading and writing workshop

• Read Aloud and Shared Reading to establish the tasks

• Guided Reading

• Teaching can only be REINFORCED during Independent Reading

Guided Reading Cycle

• Text selection• Text introduction with focus• Reading entire text or large chunk• Discussion: about meaning, about focus,

about words• Extension (optional): writing, reading,

drama, artisticFountas & Pinnell, 1996

Constructinglanguage for

response

Executing fineMotor skills

to write

Interpreting theQuestion

Considering and using

conventions:

Rememberingdetails

Locating information

Maintainingmessage order

and content while:

Self-monitoringfor

correctness

Benefits of Dictation:

• Short term memory development

• Provides access to new learning

• Success is motivating

• “Real world" applications

• Dictation can be a good indicator of overall language ability.

Research on Dictation:• Davis, Paul and Mario Rinvolucri. l988. Dictation: New Methods, New

Possibilities. Cambridge, Cambridge University Press.

• Martin, John Henry and Ardy Friedberg 1986. Writing to Read.

• Speer, Thomas M. Putting Variety into Dictation in English Teaching Forum, July l980, pp. 28-30. d - New York Warner Books Inc.

• Celce-Murcia, Mariannne and Sharon Hilles. l988. Techniques and Resources in Teaching Grammar. New York, Oxford University Press.

• Montalvan, R. 1990. Dictation updated: Guidelines for teacher-training workshops. In English language programs, U.S. Department of State. <http://exchanges.state.gov/education/engteaching/dictn2.htm>.

Using Dictation:

• Major component of Fountas & Pinnell’s new Leveled Literacy Intervention (LLI)

Inside the Brain

• When using dictated tasks, we are:

• actively co-constructing the message to model HOW it works

• holding onto the message, which frees up the learner’s attention to notice other aspects

What does

dictation do?

• Model thinking behind and construction of correct responses

• Extend language

• Extend opportunities for word work, noticing and using conventions

EXPANDING OUR REPERTOIRE

Common Tasks for Written Response

• Questions with answer in response

• Story map to retell

Other Possibilities:

• Pictures: Caption, label, think bubble

Other Possibilities:

• Pictures: Caption, label, think bubble

• Dictation tasks

How to do Dictation Tasks:

• Use something from the discussion for children to write

• Use something from the text for children to write

• Teacher says sentence slowly while children write to convention– White board to show word work for

rehearsal

Other Possibilities:

• Pictures: Caption, label, think bubble

• Dictation tasks

• Graphic organizers:– to show text organization, explore language

from text, develop vocabulary, teach how words work

Four Box Miracle: Try it on!

Retelling: event 1

Retelling: event 2

Retelling: event 3

Retelling: event 4

Quote 1 from text:

Reaction, meaning,

interpretation

Quote 2 from text

Reaction, meaning,

interpretation

Cause Effect

Problem Solution

Character trait

Evidence

Beginning character

trait

Ending character trait

Prediction Support OR confirmation

Inference Support

Character 1’s feeling regarding

event

Character 2’s feeling

regarding event

Thinking: Before

Thinking: After

Fact Opinion

Main idea Supporting detail

Word in sentence

Meaning

Word and inferred meaning

Clues that support thinking

Questions from reader

Answers from discussion

Figurative language from text

1. Response to2. Explanation of3. How it helps the

writing4. Try it out—write your

own in the same style

Connection How it helps you

understand

Tricky word

How you solved it

clever

risk-taker

The pig said he was

dirty.

The pig said he

was skinny.

He grabbed the piglet

and hauled him inside.

He passed out,

exhausted.

wolf

bear

FEEDBACK TO MOVE FORWARD

Assigning: Feedback

• Beyond RIGHT or WRONG

• Feedback must move the learner forward

• Grades are not feedback

Research on Feedback: Shirley Clarke

• Specific vs. general• Targeted to most recent learning or focus of

instruction• Come with a chance to do something with the

feedback• Move the learner forward or it is not true feedback• Three levels of prompts that might be useful in

giving quality feedback

Assigning: Feedback Prompts to move learning forward

• Reminder prompt

• Scaffolded prompt

• Example prompt

Target: Identify setting with time and place details

Child’s response: The story happened at John and Jenn’s house.

Target: Identify a character trait and give an example from the text.

Child’s response: She was a mean character.

Target: Retell the events of a story in sequence.Child’s response: First the pigs built houses and

the wolf came and then they killed the wolf.