1. Small Group Differentiated Instruction
Differentiation that makes a difference

2. What is Differentiated Instruction?
How I currently differentiate
Definition
Differentiated Instruction
Examples
Non-Examples

3. Why Differentiate with Small Group Instruction?
Meet developmental needs of students
Teach to student’s instructional level
Stretch student thinking
Opportunities for interaction

4. Essential Question
How can I effectively differentiate small group instruction to meet the needs of all students?

5. Differentiation of Instruction
Differentiated Instruction is
a teacher’s response to a learner’s needs
guided by general principles of differentiation, such as
respectful tasks
ongoing assessment & adjustment
flexible grouping
clear
learning goals
positive
lrng. environment
Teachers can differentiate
Content
Process
Product
(Participants can refer to their handout as you review this slide.)
Briefly review the Framework for Differentiated Instruction, developed by Carol Tomlinson and included in the FDLRS/FIN training manual for Differentiated Instruction, pointing to parts as you go:
The Framework for Differentiation is an organizer that represents a way of thinking about differentiation in the classroom. Teachers creating differentiated learning environments make a consistent effort to respond to students’ learning needs.
Teachers are guided by general principles such as positive learning environment, clear learning goals, on-going assessment and adjustment, respectful work, and flexible grouping of students.
Teachers can differentiate according to a student’s readiness for what is being taught, a student’s interests and/or a student’s learning profile (preferences).
Teachers can differentiate content, process or product.
There is no single formula for creating a differentiated classroom. The framework presented here offers key ideas about differentiation. A teacher does not try to differentiate everything for everybody every day. Differentiation is organized, flexible, and a way of proactively adjusting teaching and learning to meet students where they are to help them to achieve maximum growth as learners.
BPS has new workshops on differentiated instruction. These are listed on our resources document located on our website.
Let’s watch differentiated assessment in action at Atlantis Elementary. (Note to trainer: Click BELOW the title on the next slide to activate the video).
based on students’
Readiness
Interests
Learning profiles
Tomlinson, The Common Sense of Differentiation, ASCD, 2005 OPTIONS, FDLRS Action Resource Center

6. Literacy Translation
Students read books at different levels of complexity to access core content (content)
Engage in activities with different degrees of teacher and peer support in accomplishing their learning goals (process)
Complete different follow-up tasks as evidence of their achievement (product)

7. Consider the Content HIGH LOW
Complex text ……………………………………………………………………… Simple, clear text
Short and longer text ………………………………………………………… Mostly short text
Mostly comprehension ………….. Balance comprehension with other literacy needs
Comprehension focus:
Mostly on discussion …………….……………. Mostly on basic construction of meaning
and reinforcing skills and strategies

8. Consider the Process HIGH LOW
More independent completion of reading ………………. Reading completed during group time
Brief review of a reading strategy …………….. Reteaching of a strategy that includes
explaining and modeling
Little prompting needed to find evidence ……………………. More prompting needed
Read longer text chunks/self-monitor …. Shorter text chunks to scaffold thinking
Less revisiting of text …………………………………………………….. More revisiting of text

9. Consider the Product HIGH LOW
Do extensive independent reading of just-right books
Do written response independently ……………………..…….. Do written response with
supports
Do other follow-up tasks independently ……….……… Do other follow-up tasks after thorough
teacher explaining/modeling with
progress monitoring

10. On-Level Readers Main selection from Treasures
Content
Main selection from Treasures
Skills – Story Elements (characters)
Compare/Contrast
Vocabulary – Frontload words students will need to think about
Word Work – word sort- Adding –ion (create-creation)
Fluency – Ongoing throughout week; students will read evidence aloud
Process
Revisiting text (second reading)
Review base words for word sort (demonstrate for students)
Briefly discuss new vocabulary
Students will read chunks of text independently
Model finding text evidence to support character traits
Model comparing characters using a Double Bubble
Product
Complete word sorts in literacy centers
Complete Double Bubble Map (comparing two characters from story)

11. Below-Level Readers
Content
Shorter, less complex text (possibly below grade level)
Skill – Story Elements (characters)
Fluency- phrasing, chunking text
Word Work – phonics skill - vowel consonant silent –e
Comprehension – constructing meaning using retelling/summarizing
Process
Revisit text 3 different times; each time focusing on something different
Explicit & direct instruction of vowel consonant silent –e (white boards)
Reinforce phonics skill in connected text
Explicitly teach vocabulary prior to reading
Students will partner read text; teacher will lean in and listen
Model finding text evidence to support character traits
Prompt and support students in finding evidence in text
Model the process of how to complete a Bubble Map with supporting evidence (at least 3 character traits)
Product
Do similar word work or word sorts at literacy centers
Complete at least one more character trait on Bubble Map

12. Above-Level Readers Readers Theater (more complex, longer text)
Content
Readers Theater (more complex, longer text)
Skills – Story Elements (characters)
Point of View
Genre - mythology
Vocabulary- Frontload words that may be new to this genre
Word Work – word sort – Greek and Latin amounts (magni, min, equ, omni)
Fluency – Reading a script with prosody
Discussion focus – How characters are perceived differently
Process
Students read text as a group before meeting
Discuss vocabulary students noticed as they were reading
Review and discuss how knowing the Greek and Latin roots may have helped with meaning
Review point of view
Teacher facilitates discussion focusing on characters and how others may perceive them
Teacher explains directions for both Bubble Maps
Product
Students practice Readers Theater script and perform for peers
Complete Bubble Maps independently

13. not a formula or recipe.” Tomlinson and McTighe (2006), p.10.
“Differentiated instruction
is a way of thinking,
not a formula or recipe.”
Tomlinson and McTighe (2006), p.10.

14. Diner Menu – Small Group Differentiated Instruction
Appetizer (Everyone Shares)
Write your definition of differentiated instruction.
Entrée (Select One)
Write 3 ways you currently differentiate instruction in you classroom.
Write 1 way you can change how you currently differentiate instruction.
Write the first name of a student who would benefit from differentiated instruction.
Side Dishes (Select Two)
How would you rate yourself on how well you currently differentiate small group instruction? (Scale 1-10, 1 being the lowest)
Name one thing that you will take away from this presentation.
Add something new to your Circle Map.
Write one question you still have.
Dessert (Optional)
Collaborate with your peers to gather new ideas for small group instruction.
Form new reading groups based on instructional level and need.