Models of Differentiation Model 1Model 2Model 3 Model 4 Text SameVary partsVary setsVary texts Groups Two key groups Matched to parts Matched to sets Individualized Support Direct vs Indirect Vary for groups Vary for individuals

Models of Differentiation Model One: Grouping without Tracking Model Two: Jigsawing Model Three: Connected Literature Circles Model Four: Focused Workshop

Different but related texts for different learners Match texts to learners Vary levels of teacher support Connect texts through instruction that transcends texts and learners Do-able Differentiation pp , 139

Reading Workshop Focus Lesson SSR Activity log and response journal Book sharing: partners and small groups Teacher conferencing: assessment, differentiated instruction, goal-setting Community Sharing Focus lesson

Model Four Focused Workshop Different Texts Different levels of support for students “Behind the Lesson: Inferring” for Into the Book series by Wisconsin Educational Communication board 2006

Gradual Release Step One Teacher Reads Aloud, Thinks Aloud, Writes Aloud Explain, Demonstrate and Mode Step Two Teacher and Students Read, Think and Write Together Guided Practice with Teacher and Peers Leading Step Three Students Read, Think and Write Independently Independent Practice with Teacher Conferencing

Strategy Lesson on Inferring Phase One: Introduction Phase Two: Explicit Instruction Phase Three: Modeling Phase Four: Guided Practice (LG) Phase Five: Independent Practice (LG) Phase Six: Transfer (Independent) Phase Seven : Closure

Phase Two: Explicit Instruction Discuss the importance of strategies: Strategies help us solve problems we encounter when we are trying to read, write and learn. Remind students of past strategy instruction/efforts Identify WHAT the strategy is: Inferring Explain WHAT the strategy consists of: “thinking and searching”, Reading between the lines”; contrast with “right there” Explain WHY this strategy is important: Helps us think more accurately about what we are reading (King who Reigned example) and more deeply about what we are reading Explain WHEN to use this: Almost all the time, used with other strategies like making connections, visualizing summarizing Explain WHEN NOT to use this: Coupon book, Directions, Cookbook

Inferring Lesson “Right There” Clue“Between the Lines” Inference What I learned about inferring…

Informal Teacher Observation Grid StudentBook Choice Oral reading Finding Clues Making Inferences Other

Self evaluation + (good) or – (needs work) Reason Reading my book Finding clues Making inferences Working in the large group Working with my partner Working by myself

Applications to your text… Can you apply any of these insights and ideas to the text you brought? Is it possible to use it as part of a focused readers workshop? What other texts would you need? Can you use the text as a shared text to frontload instruction and build a firm foundation to guarantee success for as many individuals as possible? How would you structure instruction to gradually release responsibility to individuals? How would you help individual find access to select appropriate texts? How would you indirectly guide individuals to work away from you? How would you conference with individuals working directly with you? How would you rebuild your classroom community to response to and extend the focus of the workshop?

Elements Common to All Models Frontloading Time invested on the front end of the lesson guarantees that more students will be better able to work independently away from you Gradually turn over the responsibility for the reading and responding to the text over to the students by moving from modeling to guided practice to independent practice. Make sure the purpose and directions for independent reading and writing are clear for all students before turning over the activity to students and starting any instruction with a small group

Elements Common to All Models Reading and Responding Engagement activities should be developed so that they encourage students or teams to actually read the assigned texts, assist them in processing the texts and create a paper trail that can be used in responding to the text. Hold the same expectations for all students and then differentiate the level of support and/or texts during reading and responding. Discourage the use of activities that lead to disengagement (e.g., round robin reading). Allow for some choice in how students can respond their reading.

Elements Common to All Models Extending Extension activities should be selected so that they allow all students to contribute to the follow-up activity in mixed-achievement groups. Extension activities should be selected so that they allow all members of a team to play a role in sharing what was learned with others. Select an extension activity that allows for students to build on instruction provided during the frontloading and practiced during the reading. Select an extension activity that allows for teams, partners or individuals to use this text as a springboard for additional inquiry. Encourage teams or individuals to reflect on their work together to improve team and independent work skills throughout the year.