1. MODULE 3 PowerPoint Slides Reading Instruction

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3. 3 x 3 x 3 = DI Foundations of Reading Instruction Foundations of Differentiated Instruction (DI) READINESS Content Process Product 3 x 3 INTEREST Content Process Product LEARNING PROFILE Content Process Product x 3 = DI ASSESSMENT FLEXIBLE GROUPING CLASSROOM MANAGEMENT DI TOOL BASKET READING TOOL BASKET Phonological Awareness Phonics Fluency Vocabulary Oral Language Comprehensio n Assessment Tools Tiered Instruction Anchors Tic-Tac-Toe Choices Choice Boards Agendas Centers & Stations Learning Contracts Curriculum Compacting Orbitals WebQuests Literature Circles I-Searches Socratic Seminars Readers’ Workshop S- 1/C Module 3 Writing

4. 3 x 3 x 3 = D I x WHY? ReadinessInterestsLearning Profiles HOW? WHAT? Content Process Product x Classroom Management Flexible GroupingAssessment S-5

5. 3 x 3 x 3 = DI A task that’s a good match for student readiness extends that student’s knowledge, understanding, and skills a bit beyond what the student can do independently. From How to Differentiate Instruction in Mixed- Ability Classrooms – 2nd Edition (p. 45) by Carol Ann Tomlinson. Alexandria, VA: ASCD © 2001. Used with permission. Readiness S-6 Why?

6. 3 x 3 x 3 = DI Interest-based differentiation is a key to engaging and motivating students. “If a student has a spark of curiosity about a topic, learning is more likely. Similarly, a sense of choice about what or how we learn is also empowering.” From How to Differentiate Instruction in Mixed- Ability Classrooms – 2nd Edition (p. 52) by Carol Ann Tomlinson. Alexandria, VA: ASCD © 2001. Used with permission. Interests S-7 Why?

7. 3 x 3 x 3 = DI “The goals of learning profile differentiation are to help individual learners understand modes of learning that work best for them and to offer those options so that each learner finds a good learning fit in the classroom.” From How to Differentiate Instruction in Mixed-Ability Classrooms – 2nd Edition (p. 60) by Carol Ann Tomlinson. Alexandria, VA: ASCD © 2001. Used with permission. Learning Profile S-8 Why?

8. 3 x 3 x 3 = DI Adapt what we teach: Adapt how we give students access to what we want them to learn: and/or Content S-9 What? Standards/Materia ls

9. 3 x 3 x 3 = DI “Process means sense-making, or, just as it sounds, opportunity to process the content or ideas and skills to which they have been introduced. When students encounter new ideas, information, or skills, they need time to run the input through their own filters of meaning.” From How to Differentiate Instruction in Mixed-Ability Classrooms – 2nd Edition (p. 79) by Carol Ann Tomlinson. Alexandria, VA: ASCD © 2001. Used with permission. Process S-10 What?

10. Process S-11 What? Piaget’s Stages of Cognitive Development Sensory Motor 0-24 months Pre-Operational2-7 Years Period of Concrete Operations 7-12 Years Period of Formal Operations12 Years and onwards http://childdevelopmentinfo.com/child- development/piaget.shtml 3 x 3 x 3 = DI

11. Process What? Stages of Language Acquisition in Children Babbling 6-8 months One-word stage9-18 months Two-word stage18-24 months Telegraphic stage24-30 months Later multiword stage30+ months S-12 Information taken from: Linguistics 101 Course, Lecture #20: First Language Acquisition University of Pennsylvania Instructor: Mark Liberman http://www.ling.upenn.edu/courses/Fall_2003/ling001/index.htmlhttp://www.ling.upenn.edu/courses/Fall_2003/ling001/index.html

12. 3 x 3 x 3 = DI Process What? Stages of Second Language Acquisition: Stage 1 – Preproductionnewcomers Stage 2 – Early Productionup to six months, vocabulary of 1000 words Stage 3 – Speech Emergencevocabulary of 3000 words Stage 4 – Intermediate Fluency6000 words, comprehension Stage 5 – Advanced Fluency5 to 10 yrs, like native English- speaking peers S-13 Getting Started with English Language Learners by Judie Haynes. Chapter 3. Correlating Instruction with the Stages of Second – Language Acquisitions

13. 3 x 3 x 3 = DI “Unlike a sense-making activity, which is typically short and focuses on one, or just a few, key understandings and skills, a product is a long-term endeavor. Product assignments should help students – individually or in groups – rethink, use, and extend what they have learned over a long period of time.” From How to Differentiate Instruction in Mixed-Ability Classrooms – 2nd Edition (p. 85) by Carol Ann Tomlinson. Alexandria, VA: ASCD © 2001. Used with permission. Product S-14 What?

14. 3 x 3 x 3 = DI In a differentiated classroom, assessment is ongoing and diagnostic. Its goal is to provide teachers day-to- day data on students’ readiness, interests, and learning profile,... assessment is today’s means of understanding how to modify tomorrow’s instruction. Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (p. 10) by Carol Ann Tomlinson. Alexandria, VA: ASCD © 1999. Used with permission. The Association for Supervision and Curriculum Development is a worldwide community of educators advocating sound policies and sharing best practices to achieve the success of each learner. To learn more, visit ASCD at www.ascd.org. Assessment S-15 How?

15. 3 x 3 x 3 = DI From How to Differentiate Instruction in Mixed-Ability Classrooms – 2nd Edition (p. 3) by Carol Ann Tomlinson, Alexandria, VA: ASCD © 2001. Used with permission. A hallmark of an effective differentiated classroom... is the use of flexible grouping, which accommodates students who are strong in some areas and weaker in others. “Fluid” is a good word to describe assignment of students to groups in a [DI] classroom. Flexible Grouping S-16 How?

16. 3 x 3 x 3 = DI From How to Differentiate Instruction in Mixed-Ability Classrooms – 2nd Edition (p. 32) by Carol Ann Tomlinson, Alexandria, VA: ASCD © 2001. Used with permission. The same skills that help teachers succeed in the complex environment of a classroom can lead them toward success in a differentiated classroom environment as well. Many teachers do not appreciate how skilled they [already] are at attending to multiple signals and juggling a variety of roles. S-17 How?

17. 3 x 3 x 3 = DI Multiple Readiness Levels of YOUR Students Why are you differentiating? What are you modifying? PRODUCT PROCESS CONTENT One or more S-18

18. 3 x 3 x 3 = DI modify CONTENT Goal: Matching the material or information students are asked to learn to a student’s capacity to read and understand it. From How to Differentiate Instruction in Mixed-Ability Classrooms – 2nd Edition (p. 73) by Carol Ann Tomlinson. Alexandria, VA: ASCD © 2001. Used with permission. Remember: All content is based on the SAME essential knowledge or skills. Remember: All content is based on the SAME essential knowledge or skills. S-19

19. 3 x 3 x 3 = DI modify PROCESS Goal: Matching the complexity of a sense-making task to a student’s current level of understanding and skill. From How to Differentiate Instruction in Mixed-Ability Classrooms – 2nd Edition (p. 80) by Carol Ann Tomlinson. Alexandria, VA: ASCD © 2001. Used with permission. Activity A Activity C Activity B Remember: All activities are based on the SAME essential knowledge or skills. Remember: All activities are based on the SAME essential knowledge or skills. S-20

20. 3 x 3 x 3 = DI modify PRODUCT Goal: Balancing the degree of structure provided in creating a product with the student’s need for guidance and the freedom necessary to support innovation and thought. From How to Differentiate Instruction in Mixed-Ability Classrooms – 2nd Edition (p. 86) by Carol Ann Tomlinson. Alexandria, VA: ASCD © 2001. Used with permission. Remember: All activities are based on the SAME essential knowledge or skills. Remember: All activities are based on the SAME essential knowledge or skills. S-21 High structure Low structure Moderate structure

21. Differentiated Reading Instruction PowerPoint Presentation Module 3 Diana Brown 352-394-4411 dbrown@pls3rdlearning.com PowerPoint Presentation by: Lawanna Martinec © 2013 PLS 3rd Learning