What is differentiation in reading instruction?

(in the primary level)

AND…

How can this be applied in the

classroom? Next Slide

Cindy Crawford

November, 2008

Human Development and Principles of learning

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Contents Why is this important to me? What is differentiated instruction? What does this look like in reading instruction? Guided Reading Benefits of guided reading How can this be applied in the classroom Teacher resources Future uses for this power point Academic sources

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Why is this important to me?

Meet each student’s needs

Bring each student to their fullest potential

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• Meet each student’s needs

As a new teacher, it is very important for me to meet the needs of each and every student in my classroom. Students all learn at different rates; therefore, I must be able to teach to the highest students and the lowest students to move them all to their next level of independence.

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•Bring each student to their fullest potential

From here…

Frustration

Independent

To here…

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What is differentiated instruction?

According to Carol Ann Tomlinson, “Differentiation means tailoring instruction to

meet individual needs…the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.”

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Differentiated instruction could be as simple as scaffolding or directing questions to specific students during a read aloud or shared reading.

Example: To figure out the “tricky” word ‘dolphin’, I’ll ask Sophia (who is

at risk) to help me with the ph sound.

What does this look like in reading instruction?

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Scaffolding “A concept based on the principles of Vygotsky’s Theory.”

The teacher provides support and assistance to keep a student from failing. As the child becomes independent,

the teacher begins removing the support.

Also connected to Dialectical Constructivism. The teacher “provides hints and prompts to students as they struggle with problems. That is, he or she provides just enough

support so that the child can make progress.”-Pressley & McCormick, pg. 86

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What does this look like in reading instruction? cont.

Students read from “just right books” Having various texts on tape for

low/struggling readers Using realia for understanding Guided Reading groups

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Realia Hands on objects to bring words to life for

students that may not have the background knowledge to be successful.

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What is Guided Reading?

A teaching approach to help students process increasingly difficult texts with fluency and understanding in a small group.

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What is Guided Reading? cont.

Students are working in their zone of proximal development for maximum success.

ZPD

The most difficult task a child can accomplish independently

The most difficult task a child can accomplish with assistance

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Vygotsky’s theory of the Zone of Proximal Development.

-Pressley & McCormick, page 156

What is Guided Reading? cont.

“Students need ongoing instruction even after they understand the essence of reading.” Fountas & Pinnell

Students must learn to adjust their strategies based on the purpose or

genre of their reading Organize their knowledge to

Summarize and/or Make inferences from difficult texts

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A teacher works with a small-group Children in the group are similar in their

development of a reading process and are able to read about the same level of text.

Teachers introduce the stories and assist children’s reading in ways that help to develop independent reading strategies.

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What is Guided Reading? cont.

Each child reads the whole time The goal is for children to read

independently and silently The emphasis is on reading increasingly

challenging books over time Children are grouped and regrouped

through ongoing observation and assessment

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What is Guided Reading? cont.

Benefits of Guided Reading Students will be able to

Develop as individual readers Be given the opportunity to develop and use

reading strategies Experience success in reading for meaning Learn how to problem solve with a new text

independently

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Benefits of Guided Reading cont.

Teachers will be able to Observe individual students as they problem

solve through new texts Assess individual students by taking running

records and anecdotal notes

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How can this be applied in the primary classroom?

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How can this be applied in the primary classroom? Cont.

Literacy centers!

Computer station

Library station

Phonics station

Listening station

Fluency station

Writing stationNext Slide

How can this be applied in the primary classroom? Cont

WHY have literacy centers?

Besides being able to work in a small group without interruptions, children are able to

work at their own level.

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Working in literacy centers, children will; Develop social skills by learning how to share

and cooperate Learn responsibility and organizational skills Repeat and practice skills Engage more senses and activate more

pathways to the brain with hands-on centers Integrate a variety of skills and concepts, such

as, ABC knowledge, word fluency, phonics, vocabulary, oral language, writing skills, small motor skills, and creativity.

How can this be applied in the primary classroom? Cont

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Teacher Resources

These are a few websites that I found helpful in setting up literacy centers for my classroom.

www.primaryteachers.org/literacy_centers.htm

www.thevirtualvine.com/workstations.html http://carlscorner.us.com http://staffweb.peoriaud.k12.az.us/Teresa_

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Future uses for this power point

Our school is implementing guided reading this year and many primary teachers are struggling with how to do this in their classroom.

My plan is to share this with the teachers at my school on December 5th as part of the professional development meeting.

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Academic Sources Vygotsky, L. (1986). Thought and language. Cambridge, MA: The MIT Press. Page 287Pulled from http://www.unm.edu/~devalenz/handouts/sociocult.html 11/23/08

Fountas, Irene C., Pinnell, Gay Su (1996). Guided Reading – Good First Teaching for all Children. Portsmouth, NH: Heinemann. Chapter 1

Fountas, Irene C., Pinnell, Gay Su (2001). Guiding Readers and Writers Grades 3-6: Teaching Comprehension, Genre, and Content Literacy. Portsmouth, NH: Heinemann. P. 190-191

Pressley, M., McCormick, C.B. (2007), Child and Adolescent Development for Educators. New York, NY. The Guilford Press

Image Sources: www..Laura-j-hughes.com/Blog/?p=239 accessed on 11/22/08 www.pellowsclass.com/reading.hem accessed on 11/22/08 www.flicker.com accessed on 11/22/08 Google images

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