Gail E. Tompkins California State University, Fresno Literacy in the Middle Grades Teaching Reading and Writing to Fourth to Eighth Graders, 2e Second Edition Gail E. Tompkins California State University, Fresno Prepared by Helen Hoffner Holy Family University This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program. © 2010 Pearson Education, Inc. All rights reserved.

Differentiating Reading and Writing Instruction Chapter 4 Differentiating the Content Content refers to the knowledge, strategies, and skills that students are expected to learn. Differentiating the Process Process refers to the instructional activities and materials that are used. Differentiating the Product Product is the end result of learning. It demonstrates what students understand and how well they can apply what they have learned.

Differentiated Instruction is: Chapter 4 Rigorous Teachers provide challenging instruction. Relevant Teachers address literacy standards. Flexible Teachers use a variety of procedures. Complex Teachers engage students in deeply thinking about their reading and writing.

Characteristics of Differentiated Instruction Chapter 4 1. High Standards Teachers maintain a commitment to meeting grade-level expectations for all students. 2. Assessment-Instruction Link Teachers diagnose needs and plan appropriate instruction. 3. Flexible Grouping Teachers change grouping arrangements to reflect students’ achievement levels & interests. 4. Reading Materials Teachers use materials written at varying difficulty levels.

Characteristics of Differentiated Instruction Chapter 4 5. Varied Instructional Activities Teachers design activities with multiple options. 6. Instructional Modifications Teachers adjust instruction to respond to students’ needs. 7. Respect Teachers respect students and value their work. 8. Academic Achievement Teachers focus on individual students’ academic achievement and success.

Response to Intervention Chapter 4 Response to Intervention Tier 1: Screening and Prevention Tier 2: Early Intervention Tier 3: Intensive Intervention

Tier 1: Screening and Prevention Chapter 4 Tier 1: Screening and Prevention Teachers provide high-quality instruction that is supported by scientifically based research. Teachers screen students to identify those at risk for academic failure and monitor their progress. If students don’t make adequate progress, they move to Tier 2.

Tier 2: Early Intervention Chapter 4 Trained reading teachers provide enhanced, individualized instruction. If the intervention is successful, the students return to Tier 1. Students who need some additional instruction, remain in Tier 2. Students who do not make improvement, move to Tier 3.

Tier 3: Intensive Intervention Chapter 4 Tier 3: Intensive Intervention Special education teachers provide more intensive intervention to individual students and small groups as well as more frequent progress monitoring. Special education teachers focus on remedying students’ problem areas and teaching compensatory strategies.

Steps in Developing a Tiered Activity Chapter 4 1.Design an Activity Focus on elemental knowledge and require high-level thinking. 2. Visualize a Ladder Consider the needs of students at all levels. 3. Create Other Versions of the Activity Create multiple versions of an activity to fit the levels of all students. 4. Match Activities to Students Decide which students will complete each version of the activity.

Working with Struggling Students Chapter 4 To enhance literacy development, effective teachers: Differentiate instruction Use appropriate instructional materials Seek professional development Collaborate with literacy coaches