1. Guided Reading versus Differentiated Instruction
Michael C. McKenna
University of Virginia
Sharon Walpole
University of Delaware

2. Let’s start by reviewing three approaches to
differentiated reading instruction. 2

3. Approaches to Differentiation
Informal reading inventories
By instructional level By fluency level By assessed needs
Conventional basal approach, scope and sequence, mud ducks
Guided reading, not so concerned with comprehension
Our take, we assume whole-class & small-group mix
Small-group is determined by data
Groupings should be flexible and temp. 3

4. An IRI contains … One or more sequences of graded word lists
One or more sequences of graded passages
Questions accompanying each passage

5. A B C
PP P 1st • • •

6. Approaches to Differentiation
Informal reading inventories
Traditional basal instruction
Groups move at same pace
Groups are all but permanent
Differentiation is in all areas
Parallel skill “strands” used
By instructional level By fluency level By assessed needs
Conventional basal approach, scope and sequence, mud ducks
Guided reading, not so concerned with comprehension
Our take, we assume whole-class & small-group mix
Small-group is determined by data
Groupings should be flexible and temp. 6

7. Approaches to Differentiation
Differentiation by leveled books
Decoding skills not a target
Fountas & Pinnell
By instructional level By fluency level By assessed needs
Conventional basal approach, scope and sequence, mud ducks
Guided reading, not so concerned with comprehension
Our take, we assume whole-class & small-group mix
Small-group is determined by data
Groupings should be flexible and temp. 7

8. Approaches to Differentiation
Assess for differentiation
Screening + diagnostic
Groups are temporary
Groups are flexible
Target areas of greatest need
Goal is “upward mobility”
By instructional level By fluency level By assessed needs
Conventional basal approach, scope and sequence, mud ducks
Guided reading, not so concerned with comprehension
Our take, we assume whole-class & small-group mix
Small-group is determined by data
Groupings should be flexible and temp. 8

9. To us, differentiation is …
“instruction that helps [children] accomplish challenging tasks that are just out of their reach” “instruction that targets a particular group of children’s needs directly and temporarily” “instruction that applies a developmental model”
Achievement press
Temporarily!
Developmental we mean predictable stages -- we know where they are headed
Revisit slide
Walpole, S., & McKenna, M. C. (2007).
Differentiated reading instruction:
Strategies for the primary grades. New
York: Guilford Press. 9

10. Our Approach and Guided Reading: What’s the Difference?
For a small group that is best served by a focus on fluency and comprehension, our approach looks very much like Guided Reading.
And yet there are important differences. We will begin by making those differences clear.

11. Determining Group Membership
Overall leveled placement assessment, such as the DRA
This process ignores the specific skill deficits in the areas of phonological awareness and word recognition
Screening and diagnostic assessments in phonological awareness, phonics, sight words, and/or oral reading fluency.

12. Diagnostic Assessment
Running records are used to analyze oral reading errors (miscues), a practice that has been called into question in light of current views of the reading process.
The cognitive model of reading assessment is used to systematically determine skill needs on the basis of developmental stage theories of reading acquisition.

13. Stage models of reading
When children are acquiring literacy – developing the skills necessary for reading comprehension – they tend to move through stages in which their focus is very different.
All along, during each stage, they are developing oral language skills.
Oral Language
Fluency
Alphabetic Principle
Phonemic Awareness

14. Three Cuing Systems
Decoding
Syntactic
Context
Semantic
Context
A key distinction between our approach and Guided Reading is how teachers approach the use of context in recognizing words.

15. read What is this word? What information did you use to identify it?
What does this word mean?
What part of speech is it?
How do you pronounce it?

16. What new information did you use?
Now try again.
What new information did you use?
That novel was a good read.

17. That novel was a good read.
In actual reading, information within the word and information in context are available simultaneously.
That novel was a good read.
Proficient readers use all three cuing systems, to be sure, but they use context to decide among multiple meanings and multiple pronunciations. This occurs after decoding has allowed them to locate the word in memory.

18. That novel was a good read.
So what should a teacher do when a child reads this sentence and hesitates before the last word?
That novel was a good read.
Ask the child to predict the word based on the previous context. or
Ask the child to use decoding skills to determine the word’s pronunciation.

19. We want to move children to the point where they decode first and then use context to select the intended meaning of a word.
We do not want to encourage them to predict the word from context and only “sample” its letters to the extent needed to confirm this prediction.
Ask why or why not in each case so that they understand the rationale.

20. Three Cuing Systems
Decoding
Semantic
Context
Syntactic
Context
The three systems are not equally important. Context should become a child’s last resort – not the first!

21. Instructional Focus Fluency is always the primary focus.
In guided reading, the teacher coordinates reading components (comprehension, word recognition, fluency).
Fluency is the focus
only for grade 1 and above
only if decoding skills are strong.
In differentiated instruction,
the teacher isolates reading
components to address
deficits.

22. Fluency
Instruction
Fluency techniques do not proceed from most to least supportive.
Fluency techniques progress from most to least supportive:
Echo reading
Choral reading
Partner reading
Whisper reading

23. Text Types
Predictable books are preferred for beginning readers in order to promote fluency. Such books provide little basis for decoding instruction.
Decodable books are preferred for beginning readers in order to promote decoding in context. Such books provide little basis for comprehension instruction–so there is none.

24. Comprehension Instruction
Comprehension instruction is based on texts at fluency level.
This means that the easiest texts provide very little basis for asking reasonable questions or modeling strategies, but this practice is still encouraged.
In the primary grades, comprehension instruction is based on small-group read-alouds for children who are at benchmark in word recognition.
Comprehension instruction is linked with fluency or vocabulary but not with word recognition instruction.

25. Word Recognition Instruction
Word recognition needs are not systematically addressed during guided reading.
Rather, they are addressed on an as-needed basis.
Word recognition needs are identified through the cognitive model of assessment and are addressed on this basis.

26. Measuring
Progress
Running records are used to determine readiness for the next text level.
Three-week post-assessment focuses on areas targeted by instruction.
The assessment question is whether a child should move to a more advanced focus, remain at current focus, or move to a more basic focus.

27. Measuring
Progress

28. A Stairway to Proficiency
Vocabulary & Comprehension
Fluency and Comprehension
Word Recognition and Fluency
PA and Word Recognition 28