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Differentiated Instruction

Massachusetts Reading First Plan and John Silber Early Literacy

Initiative Advanced Seminar

Dorothy S. Strickland, Ph. D.Rutgers, The State University of New Jersey

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Implementing and Responding to Intervention

Three Tier Model Prevention model aimed to catch

students early – before they fall behind Safety net for struggling readers &

writers An alternative to the discrepancy (wait

until they fail) model

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3 Tier Model

Tier 1 – Core InstructionAll (100%) students – receive core instruction

Tier 2 – Supplemental InterventionAt-Risk, Struggling Students (20-30%)

Tier 3 – Intensive InterventionStudents with persistent difficulties who are not

responding to Tier 1 and 2 (5-10%)

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Organizing for Tier 1 –

a typical plan

Instructional Leader – Classroom Teacher

90 -110 minute literacy block- differentiation and progress monitoring using core program

- whole group, small group, one-to-one- focus on key literacy “components”

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Organizing for Tier 2a typical plan

Instructional Personnel – may require specialized instruction in addition to classroom teacher

Use of benchmark assessments and progress monitoring twice monthly

30 additional minutes of strategic reading instruction daily in small group Continued focus on key literacy “components” Specific skills/strategies targeted for teaching &

monitoring Skills/strategies reinforced from core reading

program May use specialized intervention materials

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Organizing for Tier 3a typical plan

Instructional Personnel – requires specialized instruction

Use of benchmark assessments and progress monitoring (twice monthly or weekly)

Minimum of two additional 30 minutes of strategic reading instruction daily in small group or individualized instruction OR 90 mins. of explicit instruction that supplants the core program. Skills reinforced from core reading program May use specialized intervention materials Continued focus on key literacy “components”

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Differentiating Literacy Instruction some Evidence Based Areas of Focus for educators

Scientifically-Based Reading Research (SBRR)

Balancing instructional practices Organizing for Differentiation Scaffolded Instruction Responsible test preparation

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Scientifically-based Reading Research from National Reading Panel Report

Phonological/Phonemic Awareness

Phonics Vocabulary Development Reading Comprehension Fluency

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Balancing instructional practices for differentiation --- Areas of Contention

Skills vs. Meaning Emphasis Explicit vs. Indirect Instruction Content vs. Process Trade books vs. Text books Informal Classroom Assessment

vs. High Stakes Standardized Tests

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Organizing & Planning for Differentiated Instruction

I. Teacher-Pupil Ratio II. Group Constituency Whole Group Heterogeneous

Small Group HomogeneousOne-to-one

III. Specific Needs - English Language LearnersStruggling Readers & WritersAdvanced Learners

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Organizing & Planning for Differentiated Instruction

IV. Materials and Modalities- Varied opportunities for reading and writing- Varied ways to achieve goals

V. Intensity and Duration - depth of focus on a single skill or strategy- time commitment – short term or long term

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Language Arts Block Grades 1-6, 90+ Minutes (approx.)

Note: Independent Reading & Focused Writing Instruction are scheduled separately;

Strategies are reinforced through content areas.

Whole Group(Approx. 25 – 35 minutes) Explicit Instruction – Skills/Strategies Phonemic Awareness Phonics Comprehension Fluency Vocabulary

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Language Arts Block Grades 1-6 90+ minutes continued

Small Group/One-to-One (Approx. 60 minutes) Follow-up to Whole Group Special Needs Small group teacher-led Reading instr. Literature Circles Teacher-Pupil Conferences

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Differentiating with “structured” Independent Reading Time

Independent Reading Time Minimum - 3X30 mins. per week

1. Brief Intro. 2. Silent Reading with personalized conferences 3. Selected Sharing

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Focused Writing InstructionReading-Writing Connections

Minimum – 3 X 30 minutes per weekShort-term focused lessons linked to a long- term writing effort and reading

1.Focus Lesson 2. Independent Writing with

Teacher Conferences 3. Selected Sharing

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Ex. Differentiating with Texts in Theme-based Instruction

Themes may be content or literary and linked to reading and writing Whole group – teacher choice Teacher reads aloud; guides student

response Small group – negotiated choice -

Students read and respond; Teacher guides/monitors

Individual – student choice - Teacher monitors

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Ex. Differentiating with Scaffolded Instruction

whole group - to small group - to individuals

Instruction that involves – Modeling and Demonstrating

(as students watch)

Guided Collaboration with students

Monitoring and Assisting (as students work independently)

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Using Assessment to Differentiate Instruction &

foster Responsible Test Preparation

Apply data driven techniques with student work samples (useful data)

Focus on underlying tasks required to successfully complete test items

Teach to specific needs through existing curriculum

Avoid mindless practice