1. Models of Differentiation Model 1Model 2Model 3Model 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

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

3. Model Three Connected Literature Circles Different Texts for Different Students Different Levels of Support Same Topic for All Students Do-able Differentiation: Varying Groups, Texts and Supports to Reach Readers Opitz and Ford Heinemann, 2008 Do-able Differentiation pp. 69-92, 138

4. FRONTLOADING Teach a large group lesson that provides modeling, guided practice, focus and/or interest for small group activity READING THE TEXTS Divide students into homogeneous small groups. Strategically assign specific texts to small groups. Assist groups who need support to read and respond Let other groups operate more independently SUPPORT GROUP Teacher works with homogeneous small group in need of support to guide reading of assigned text and completion of assigned common tasks. What Do I Do with the Rest of the Kids? Students are engaged in small groups reading and responding to assigned texts to accomplish assigned common tasks. FOLLOW UP Bring all students together so teams can share in the large group or as individuals in remixed small groups and have common conversations across texts Option Three Same “Topic” for All Students Different Texts for Different Students Connected Literature Circles Do-able Differentiation p. 69

5. Selecting Text Sets Text One (Intensive) Maximum Support Guided Directly Text Two (Strategic) Maximum> Minimum Guide Directly> Guided Indirectly Text Three (Benchmark) Minimum> Maximum Guided Indirectly> Guide Directly Text Four (Advanced) Minimum Support Guided Indirectly Do-able Differentiation p. 69