Date post: | 22-May-2015 |
Category: |
Education |
Upload: | elizabeth-scanlon |
View: | 687 times |
Download: | 0 times |
Lit Circle Implementation: Prime Time for Differentiation
Dr. Beth Scanlon, NBCTReading Coach
Cypress Creek High School
Think-Pair-Share
Differentiation: What’s on your mind?
Seven Characteristics of Highly Effective Comprehension
Teachers (Allington, R., 2007, 279)
1. Take time to understand their use of strategies while reading.
2. Incorporate comprehension into daily, weekly, & monthly plans & lessons
3. Ask students to apply strategies in a wide variety of texts---genres, topics, & levels
4. Vary the size of instructional groups
5. Gradually transfer responsibility for strategy application to students
6. Ask students to demonstrate strategy use in a variety of ways---2 column notes, Venn diagrams, skits, sketches, timelines
7. Understand why they teach strategies and how strategy instruction fits into the overall goals for teaching reading and content
Large Group Instruction• Introduce a new
strategy• Introduce an old
strategy with a new genre
• Demonstrate a proficient use of a strategy with a think-aloud
Small Group Instruction• Provide more intensive practice
for students who need it
• Challenge students who have quickly picked up a strategy using more difficult texts
• Discuss the books
• Focus on strategy use
One-to-One Conferences• Review individual student data & set
goals• Check student understanding &
application of a strategy• Provide intensive strategy
instruction for students who need it• Push a student to use a specific strategy more deeply
Guided Reading• Reinforce strategies
• Introduce new strategies
• Help students make connections between texts and the work of readers
• Allows the teacher to carefully observe students as readers
Allen, J. (2000). Yellow Brick Roads. York, ME. Stenhouse Publishers.
Effective Readers
• Activate Background Knowledge• Question Text• Draw Conclusions• Make Inferences• Monitor Comprehension• Make Connections• Set a purpose for reading• Use text features
Planning for Differentiation
• Identify your students’ needs as individuals, small groups, or the collective
• Determine how to introduce or reinforce the strategy
• Plan small group work or literature circles in which students can work or read independently
• Find appropriate texts
Word Attack PracticeObjective: To help students practice
what to do when they come to a word they don’t know.
Steps: 1. Silently read your text. 2. Annotate or chunk the text
while\after you are reading 3. Highlight any unknown
wordsExit Slip: What did you learn about how
to strategically figure out an unknown word’s meaning while reading today?
Let’s Do: Fishbowl
What do you notice?
What are my other students
doing?
Your Turn
• Divide into groups of four• Read your assignment
card• Read your text• Practice the strategy• Debrief as a whole class
Supports for Teachers
• Service Learning Students – Lit Leaders
• Volunteers (College Students Needing Observation Hours\Service Learning)
• Audio Support• Reading Coach• Reading Portal Material• Edge Re-teach Material• Mini-Lessons for Literature
Circles by Harvey Daniels
Exit Slip
What questions do you still have?
References
Allen, J. (2000). Yellow Brick Roads. Stenhouse Publishers: York.
Allington, R. (2007). Effective teachers, effective instruction. In K. Beers, R. Probst, & L. Rief (Eds.), Adolescent literacy: Turning practice into promise (pp. 273-288). Portsmouth, NH:
Heinemann.