Meeting the Needs of All of Students March 25, 2014

Participants will: ★ Enhance their understanding of differentiated instruction, particularly small group instruction ★ Understand basic principles of small group instruction - forming, planning and conducting to provide individualized attention/differentiation. ★ Determine skills and/or strategies to teach in small group based on student data. ★ Plan at least one guided reading/small group lesson. ★ Plan one or more authentic independent practice activities.

How do you differentiate? Think about the ways you differentiate instruction in the classroom. Jot down your ideas. Then, share with group members.

Traditional Classroom vs. Differentiated Classroom Traditional Differences are acted upon when problematic Assessment is most common at the end of learning to see “who got it” A relatively narrow sense of intelligence prevails Coverage of curriculum guides drives instruction Whole class instruction dominates A single text prevails Differentiated Differences are studied as a basis for planning Assessment is on-going and diagnostic to to make instruction more responsive to learner needs Focus on multiple forms of intelligences is evident Student readiness, interest, and learning profile shape instruction Many instructional arrangements are used Multiple materials are provided

Flexible Grouping Flexible grouping is the cornerstone of successful differentiated instruction – Carol Ann Tomlinson Flexible grouping is an opportunity for students to work with a variety of students, through whole group or in many different forms of small groups. The key to flexible grouping is in the name…FLEXIBLE. Students have an opportunity to be in different groups depending on the activity. ●Initially use whole group for instruction ●Divide group for practice or enrichment ●Not used as a permanent arrangement ●Use groups for one activity, a day, a week, etc.

What are your challenges? At your tables, talk about the challenges you have with differentiation and/or flexible grouping.

Forming groups Today we will look at ● running records data ● any additional student data to form and refine guided reading groups

Organization for Successful Small Groups ★ Establish classroom management ★ Assess and establish groups ★ Know what you need to teach ★ Plan lessons to mastery ★ Create effective and meaningful activities ★ Communicate expectations ★ Build in accountability

Organization (cont’d.) ★ Teacher chooses the groups ★ Non-teacher group needs self directed work that is challenging and engaging ★ Un-interrupted teacher group ★ Known routines & procedures ★ Consistent expectations in transitions ○Timed ○Organized ○Limited movement

I NDEPENDENT /G ROUP W ORK I DEAS Activity Read to Self …………….….. Writing Station………….…. Word Study………………... Research……………………. Textbook work…………….. Leveled Readers…………… Written dialog……………... Accountability Response Journal Writing Journal Word Study notebook Notes Written work Response Journal Turn in dialog

Guided Reading in Action Jot down any of your noticings, thoughts, or revelations as you view this video clip.

How Do I Start ?: The Initial Framework for Every Classroom Students are divided into small groups (ideally, 4-6 students per group) Lessons will run minutes Determine appropriate level of groups Provide a text for each child

What Does Guided Reading Look Like ? The teacher introduces the text to the small group As the text is read aloud or silently, the teacher briefly works with students; each child reads the whole text. The teacher may select one or two teaching points to address after reading The students resume reading and apply the teaching points presented by the teacher

Pre-Reading Activities: The Teacher From Fountas and Pinnell Selects an appropriate text, one that will be supportive but with a few problems to solve Prepares an introduction to the story Briefly introduces the story, keeping in mind the meaning, language, and visual information in the text, and the knowledge, experience, and skills of the reader Leaves some questions to be answered through reading

During Reading Activities: The Teacher From Fountas and Pinnell “Listens In” Observes the reader’s behaviors for evidence of strategy use Confirms children’s problem-solving attempts and successes Interacts with individuals to assist with problem-solving at difficulty (when appropriate) Makes notes about the strategy use of individual readers

Post Reading Activities: The Teacher From Fountas and Pinnell Talks about the story with the children Invites personal response Returns to the text for one or two teaching opportunities such as finding evidence or discussing problem-solving Assesses children’s understanding of what they read Sometimes, engages the children in extending the story through such activities as drama, writing, art, or more reading Sometimes, engages the children for a minute or two of word work

Assessment Ongoing observations will probably be the most beneficial for tracking students. A notebook with Post-It notes can serve as your documentation. Running records provide a quick assessment of fluency.

N OW IT ’ S YOUR TURN !

A ND L ASTLY … Take a few minutes to… Fill out your exit card Jot down some reflections/goals