1. Differentiating Instruction Using Lexile Measures and OSLIS
Oregon Department of Education
Module II
Differentiating Instruction Using Lexile Measures and OSLIS
Developing Targets for Student Success
Participants in the Module II workshop should have participated in Module I.
Module II
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005

2. Developed by an ESD /OEMA /OSL /ODE Collaborative
Oregon Department of Education
Module II
Developed by an ESD /OEMA /OSL /ODE Collaborative
Oregon Education Service Districts
Oregon Educational Media Association
Oregon State Library
Oregon Department of Education
See Introduction to Module II for Information on the partnership.
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005

3. Workshop Goals/Objectives
Oregon Department of Education
Module II
Workshop Goals/Objectives
Understand the basic components of differentiated instruction
Use OSLIS to locate resources that support Oregon’s Content Standards and meet the Lexile range of students in their classroom
Use content standards’ documents on the ODE website and the “Selecting Materials for a Standards-Based Lesson” template to begin lesson design incorporating differentiated texts
The majority of time in this approximately two-hour workshop is devoted to time for participants to use the “Selecting Materials for a Standards-Based Lesson” template for their specific teaching situation. They will access a range of Lexiled articles that support Oregon’s content standards and can be used with students in their classroom.
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005

4. Helping Struggling Readers
Oregon Department of Education
Module II
Helping Struggling Readers
Provide text in the student’s Lexile range
Lexile Book Database
OSLIS Lexiled research databases
Use front-loading techniques
Activate relevant prior knowledge
Pre-teach vocabulary
Provide specific information on text structure and facts in the text
To locate text in a student’s Lexile range, access the Lexile Book Database or the OSLIS Lexiled research databases.
Front-loading techniques are strategies that enable students to read text more successfully. The strategies are provided up-front (before students read) enabling students to engage in the reading of a selection with an elevated reading quotient. (The Lexile Framework p.49)
Remind participants that “Student Owned Strategies” (SOS) and “Sheltered Instruction Observation Protocol” (SIOP) are two training series that help teachers know strategies to help scaffold readers when the Lexile measure of the text is high.
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005

5. The Basics of Differentiated Instruction
Oregon Department of Education
The Basics of Differentiated Instruction
Module II
Engage students in instruction through different learning modalities, by appealing to differing interests, and by using varied rates of instruction along with varied degrees of complexity.
---Carol Ann Tomlinson
A quote from Carol Ann Tomlinson that identifies the basic components of differentiated instruction.
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005

6. Differentiated Classrooms
Oregon Department of Education
Module II
Differentiated Classrooms
Each student consistently experiences the reality that success is likely to follow hard work
Teachers have a clear and solid sense of what constitutes powerful curriculum and engaging instruction
---Carol Ann Tomlinson
The key words in the first bullet are consistently, success, and hard work.
Powerful curriculum begins by using Oregon’s Content Standards.
Engaging instruction refers to “Best Practice” as well as Differentiating Instruction.
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005

7. Teachers Can Differentiate or Modify
Oregon Department of Education
Teachers Can Differentiate or Modify
Module II
Five Classroom Elements:
Content
Process
Product
Affect
Learning Environment
Content refers to what you are teaching or what students are learning and can be delivered at different levels of complexity.
Process refers to how students manipulate the information after input in order to learn the material.
Product refers to what students do or create in order to demonstrate learning over time. Newspaper, brochure, speech, and PowerPoint, are examples.
Affect refers to interactions with students or the class. Affect deals with the tone of the classroom.
Learning Environment looks at the physical look and layout of the classroom as well as the atmosphere in the classroom.
(Differentiation in Practice: A Resource Guide for Differentiating Curriculum Grades 5-9 by Carol Ann Tomlinson and Caroline Cunningham Eidson)
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005

8. Differentiate in Response to…
Oregon Department of Education
Module II
Differentiate in Response to…
Three Student Characteristics:
Readiness
Interest
Learning Profile
Differentiation based upon readiness implies the teacher has done some form of assessment (formal or informal), and has determined the need to provide differentiation for one, some, or many students. Knowing your students’ Lexile measure is one example of information used to differentiate.
Differentiation based upon interest recognizes that not all students like to do the same thing. Students could be learning different content, or processing the learning in different ways, or creating different products that better meet their individual interests.
Differentiation based upon learning profile takes learning styles and multiple intelligences (Gardner’s) into consideration.
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005

9. When teachers use Lexiles to match readers to text…
Oregon Department of Education
When teachers use Lexiles to match readers to text…
Module II
Why are they differentiating?
How are they differentiating?
Provide time for participants to pause and reflect. Possible questions to generate discussion include:
What are you currently doing to differentiate instruction?
How do you currently support students so they successfully comprehend your text?
How can Lexiles help you increase comprehension for a greater number of students?
How can Lexiles help increase students’ ability to meet Oregon’s content standards?
Teachers should recognize the need for differentiating when they look at the Lexile range of their classroom. The reason for using Lexiles is to better meet the needs of students – to make a closer match of text to reader.
Teachers that match the Lexile measure of the readers to the Lexile measure of the text are differentiating resources to enabled text accessibility.
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005