differentiating instruction for vocabulary and comprehension michael c. mckenna sharon walpole
Post on 26-Dec-2015
221 Views
Preview:
TRANSCRIPT
Differentiating Instruction for Vocabulary and Comprehension
Michael C. McKenna
Sharon Walpole
Agenda
Who needs this type of instruction? What data must be gathered? What planning decisions must be
made? What are some tricks of the trade?
We are combining ideas from
Chapters 6 and 7
Remember our plan
What are we trying to teach? These children are performing at benchmark. They will work to build their vocabularies and
comprehension proficiency. The texts may include core selections used in
FORI, the day’s read-aloud, or sets of trade books that are not phonics-controlled.
How will we know when we’ve accomplished our goal? Our goal will never be achieved. We must continue to build
vocabulary and comprehension. Temporary and targeted instruction in the other areas
allows new children to enter this group.
In our tiered system, who is likely to need
this type of differentiated instruction?
What data can we use to identify the children?
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
In Kindergarten, all DIBELS subtests at low risk
In First Grade, all DIBELS subtests at low risk
We KNOW: These children are at benchmark in alphabet skills, but can still build their vocabulary and comprehension.
We NEED to know: What specific texts, when read aloud to them, will best advance their vocabulary and comprehension.
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
DIBELS Second-Grade ORF low risk orDIBELS Third-Grade ORF is low risk
We KNOW: These children are fluent.
We NEED to know: What specific texts will best advance their vocabulary and comprehension.
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
Let’s find out
Even though all are at benchmark, it is still important to consider text difficulty; think about texts that provide a reasonable challenge and maximize interest and engagement.
This is true both for texts that your second and third graders will read in small groups and that your kindergartners and first graders will hear.
Optimal text selection for this group will require some trial and error; be flexible.
What about comprehension?
Do not attempt to identify comprehension deficits.
Using multiple challenging texts will provide many opportunities to reinforce strategy instruction.
Children will differ in their ability to apply these strategies, but assessing this ability is not necessary.
What about vocabulary?
Do not attempt to pretest word meanings. Stick to Tier 2 words (and content area
words for nonfiction texts) that are useful for comprehending the text. Do not worry that you may be introducing a word for some and reviewing it for others.
Now you’re ready!
We recommend that there be only one group, even though their reading levels may vary slightly.
This will allow you to spend more time with strugglers in other groups.
Find your texts Do not use phonics-controlled texts. You could use core selections, class read-
alouds, or sets of trade books. In any case, you are looking for texts that
are interesting and engaging, are rich in content, and represent both fiction and nonfiction.
Now choose your strategies For this group, word recognition needs are not an
issue. (The second and third graders can read the the texts you will be using, and you will read them to the kindergartners and first graders.)
Planning should focus entirely on vocabulary and comprehension.
You will need to strike a balance between these areas and vary the instructional techniques you use.
Think about vocabulary methods
Read pages 91-102. You will need to be selective since you will not have time to apply all of these approaches in a single session. Vary them across the three weeks.
Remember that your choices will depend in part on the text you will use and whether it will be read aloud to the children. Some methods will be more appropriate than others for certain texts.
Tier Two Words
Concept of Definition
Semantic Feature Analysis
Concept Sorting
TextsWordsScript
Texts Words Word Maps
TextsRelated WordsFeature Chart
TextsWord Cards
Key SBRR Approaches
Technique Target Words When
Tier Two Words High utility After reading
Concept of Definition
One central concept
Before or after reading
Feature Analysis Compare and contrast
After reading
Concept Sorting Compare and contrast
After reading
Teaching Tier Two Words1. We are going to learn the word _____.
Say the word _____.2. In our story, the author used the word
______ to mean ______.3. The word _____ means ______.4. (Provide other examples.)5. (Children provide examples.)6. Remember that our word is _____.
Concept of Definition
Concept
Category
Example ExampleExample
DescriptionDescription
Feature AnalysisCategory Feature
1Feature
2Feature
3Feature
4
Member 1
Member
2
Member
3
Now think about comprehension methods Read pages 110-123. You will need to be
selective since you will not have time to apply all of these approaches in a single session. Vary them across the three weeks.
Remember that your texts provide opportunities to build comprehension skills and strategies. This means that many of the instructional approaches should work.
QARs Story Mapping
Text Structur
e
Direct Explan-ation
Summar-ization
TextsQAR ChartQuestions
StoriesMap
Info TextsGraphic organizers
TextsStrategy descriptions
TextsSummary procedure
Key SBRR Approaches
QAR ChartRight There
The answer to the question can be found in one sentence in the text.
Think and SearchThe answer to the question can be found by combining information across sentences.
Author and YouThe answer to the question combines information from the text and from your experience.
On Your OwnThe theme is in the text, but the answer comes from your experience.
Story MappingSetting Characters
Problem
Resolution
Theme
Text Structure Instruction
Compare
Contrast
Contrast
Text Structure Instruction
Text Structure Instruction
Event 1 Event 2Cause EffectProblem Solution
Direct ExplanationPredicting Good readers predict before and during
reading. Here I see a picture of a ____. I know that _____. Because of both what I see and what I know, I predict that this story will be about _____.
Monitoring, questioning,
and repredicting
I predicted that ____. So far, that might be right because the text says _____.
I predicted that _____. That must not be true because the text says _____. My new prediction is _____.
Direct ExplanationVisualizing Good readers make pictures in their minds
to help them understand. I know that this story takes place _____. I know that setting would have _____. The author uses the words _____ and _____. In my mind, I am visualizing _____.
Inferring The author tells us that this character is _____. Because of my own experience, I know that _____. Therefore, I think the character is _____.
Direct ExplanationUsing fix-up strategies
Wait. I thought that the text said _____. Here it says that _____. That doesn’t make sense to me. I need to read ahead and see if the author tells me how both _____ and _____ could be true.
Finding the main idea
The author has given me a whole lot of facts about _____ and about _____. Some of them are the same and some are different. I think that the main idea here is that ____ are similar to ____ in some ways, and different in other ways.
Direct ExplanationRetelling a story
I can use what I know about stories to retell this one very simply. I don’t tell everything. I think about what the author usually does in the beginning, the middle, and the end. This story is set ____. The main characters are _____. The problem in the story is _____. The characters solved the problem by _____.
Synthesizing When I want to think about two stories at once, I have to decide how they were alike and different. I first think about how they were alike. Our stories are alike because _____. Then I think about how they were different. Our stories were different because _____. Together, then, I can put information from the stories together to say _____.
Summarization1. Make sure you understand.2. Reread to check your understanding, marking
important parts.3. Rethink, making sure that you can say the main idea
of each paragraph. Write the main idea as a note to yourself.
4. Write your summary, checking to make sure that you have avoided lists, included or created topic sentences, gotten rid of unnecessary details, and combined paragraphs. Check your summary, and edit it so that it sounds natural.
Gather or make all of your materials Texts, pictures, word cards, blank story maps,
graphic organizers, QAR chart, questions, notebooks – everything you need.
Texts could be selections from the previous year’s core anthology if multiple copies are available.
They could also include texts used in recent whole-class read-alouds.
Remember that our goal is that you plan for three weeks at a time.
A typical group*2 minutes Introduce text (preteach content area
words if the text is nonfiction)
2 minutes Review a comprehension strategy
7 minutes Grades 2-3: Whisper read
Grades K-1: Read aloud to them
4 minutes Introduce/review vocabulary words. Return to key points in text to focus on comprehension strategy
*Minute allocations are simply an example based on a 15-minute session.
Try it out!
Remember that we are hoping for a cycle, with teacher reflection. Your goal is to move these children into more challenging texts.
You may need to repeat a particular lesson for two days. That’s fine. You also may need to step in with echo or choral reading in grades two and three. That’s fine too.
At the end of the three weeks, you can use data collected as part of the instruction to inform your next moves.
top related