Differentiation in the Classroom Using Differentiated Instruction to Teach Comprehension Skills in Reading Lynne Walker Classroom Teacher – Third Grade East Kingston Elementary School East Kingston, New Hampshire

Over the years our educational communities have evolved considerably, developing from “one-sized fits all” teaching into student-centered models. Differentiating instruction in mixed-ability classrooms has become a vehicle to provide challenging learning opportunities for the increasingly diverse population of students we see entering our classrooms each fall. Sir Ken Robinson Video Clip

Through the use of multiple approaches we can customize our instruction to the individual learning styles and specific needs of all students. Knowing our students and providing a nurturing environment are key factors in helping them access their knowledge successfully. Teachers who use differentiated instruction to effectively support their students use the following techniques (Tomlinson, 2001): Provide opportunities for collaboration Develop engaging lessons that emphasize critical and creative thinking Adjust instructional practices to reach both struggling and advanced learners Identify key concepts and meaning to help students meet the learning goal Use assessment as a teaching tool rather than simply measure what’s been learned Institute flexible groupings – blending whole class, small group, and individualized instruction

Research studies have proven that effective use of differentiated instruction promotes self-efficacy, encourages students to put their best efforts forward, and ensures learning for all. As teachers, we strive to differentiate to some degree in our classrooms. Like the individual threads in a fabric where each piece woven together creates strength in the whole product, each learning experience is a thread in a student’s overall education.

Differentiated Assessment Utilization of assessment tools prior, during, and post instruction allows us to see what our students need to learn, how they learn best, and what they have retained from their learning. Gathering data through the use of formal and informal assessments affords us the opportunity to analyze and plan for the specific needs of our students. Having a wide variety of assessment tools that correlate with the multiple intelligences gives us more of a portfolio view rather than a snapshot of a student’s learning.

Assessment Tools Skill Areas to be Assessed Intelligence Observation, Oral Reports, Debates, Interviews, Essays, Research Projects Listening, Reading, Writing, Linking, Speaking Verbal/Linguistic Songs, Raps, Poetry, Musical Patterns, Jingles, Cheers, Rhythmic Patterns Rhythms, Beats, Poems, Inflections, Tonal Patterns Musical/Rhythmic Graphic Organizers, Research, Outlines, Predictions, Rubrics, Demonstrations, Time lines Numbers, Problem solving, Logical thinking, Puzzles, Games Logical/Mathematical Charts, Displays, Illustrations, Visuals, Art Media, Posters, Art media, Visualization, Brainstorming, Color coordination Visual/Spatial Inventions, Hands-on Experiences, Role- playing, Simulations, Field Trips, Dramatic Interpretations Manipulatives, Experiments, Simulations, Role-plays, Paper folding Bodily/Kinesthetic Nature Collections, Recognition of Science and Nature, Survival Skills, Classifications, Research Working with nature, Ability to survive Naturalist Conferencing, Surveys, Inventories, Portfolios, Diaries, Personal Reflections, Journaling Knowing self, Accepting self, Working alone Intrapersonal CooperativeLearning, Literature Circles, Text Talk, Collaboration Cooperative learning, Socializing, Sharing Interpersonal Using Multiple Intelligences to Assess Knowledge (Chapman & King, 2005)‏

In my third grade classroom the reading program consists of a variety of experiences with literature. Flexible grouping is at the core of my instruction and groups are formed based on one or a combination of four qualifiers: readiness, learning profile, topic, or interest. Within that format, the understanding of text is developed through the use of literature circles, journaling, discussion groups, author studies, simulations, and research-based projects. Read-alouds and independent reading are also an integral part of the reading instruction.

Levels of Comprehension Literal: involves a surface understanding of text found in facts and details. Objective questioning types include who, what, where, and when. Interpretive: what is implied or meant rather than what is directly stated. Questions are subjective – open ended and thought provoking (why, how, and what if). Upper level thinking strategies include making connections, inferences, using prior knowledge, and predicting. Applied: taking literal and interpretive thinking and applying it to concepts or ideas to extend the level of understanding. This process involves analytical thinking, synthesizing information, and applying knowledge. (Taken from Levels of Comprehension – Reading Comprehension Guide – Academic Support)‏

Comprehension Strategies SequencingSimilarities/ Differences ClassificationCause/Effect Fact/OpinionSummarizingPredicting Outcomes Character Analysis Drawing Conclusions Making Inferences Context CluesMain Idea

Graphic organizers encourage students to connect or link information and ideas to one another. Making connections using text-to-text, text-to self correlations fosters a deeper level of understanding Question-Answer Relationships are effective in helping students recall information from the text, both directly stated and implied Interest inventories and KWL charts help determine student readiness and interest level in topics of study Reading Response Journals build comprehension through writing about reading by making connections analyzing, predicting, and synthesizing information and ideas With differentiation in mind, and through the use of various tools, comprehension strategies are taught through whole group instruction, small group mini-lessons, or on an individualized basis.

The focus for each reader in my classroom is to build critical thinking skills and develop a high level understanding of the text. Most importantly, the goal is for all students to develop a love of reading that will stay with them throughout their lives.

For the purpose of this discussion the focus will be on how we use differentiated instruction in teaching reading comprehension. Please keep in mind the ways in which you accommodate individual learners as you consider the following questions: What approaches or strategies do you find most effective in teaching the core skills and concepts in reading comprehension? How do you model “thinking aloud” when teaching comprehension? What learning experiences and instruction are you providing toward a specific skill? What questions do you ask that foster inquiry, understanding, and transfer of learning? Through what tasks or activities are students able to demonstrate understanding? How can students apply what they have learned? Is there anything that you would like to change or incorporate into your reading instruction?

References Adler, C.R., (2004). Seven Strategies to Teach Students Text Comprehension. Reading Rockets. Retrieved February 15, 2009, from Chapman, Carolyn & King, Rita (2005). A wide variety of strategies and tools for gathering data, assessing knowledge, and guiding instruction in a differentiated learning environment. Differentiated Assessment Strategies, 21, 29-31, Levels of Comprehension – Reading Comprehension Guide – Academic Support, (2004). Retrieved February 15, 2009, from TEDtalksDirector. (2007, January 6). Sir Ken Robinson: Do schools kill creativity? [Video file]. Video posted to ‏ Tomlinson, Carol Ann (2001). Understanding differentiated instruction and guidelines for its implementation. How to Differentiate Instruction in Mixed-Ability Classrooms, 3-7, Tomlinson, Carol Ann and McTighe, Jay (2006). A best practice combination of a curriculum design model (Understanding by Design) and an instructional design model (Differentiated Instruction). Integrating Differentiated Instruction and Understanding by Design, 21, 97