differentiating literacy instruction€¦ · supporting emergent readers and writers. who we are...
TRANSCRIPT
differentiating LitERAcy Instruction
Supporting Emergent Readers and Writers
Who We AreLindsay Hollingsworth Assistant professor
Becca Lowe Elementary Education major
University of Wisconsin-Platteville
Er
Erin WernimontKindergarten teacher
Jamie HartwigFirst grade teacher
Neal Wilkins Early Learning Center, Platteville School District
Overview
Research
Portraits from Neal Wilkins
Research
The Goal for Differentiation...“...to reach students who span the spectrum of learning readiness, personal interests, and culturally shaped ways of seeing and experiencing the world.”
(Tomlinson, 2014)
How Do I divide time, resources, and myself to maximize my students’ talent?
Teachers as….
Two Critical “Givens”Content requirements Students who vary as
learners
Differentiation 101Teachers vary________
Content
Process
Product
Learning Environment
Based on ____________
Readiness
Interests
Learning Profile
Knight’s recommendations
Learning maps
Guided questions
Cooperative learning
●
Creating Guiding QuestionsCCSS.ELA-LITERACY.
RF.K.2.E
Add or substitute
individual sounds
(phonemes) in simple,
one-syllable words to
make new words.
What words do we know that belong to the -op
family?
mop
pop
top
stop
drop
Community BuildingStudents know….
● They are welcomed and valued.● They can learn and they will be supported.● They will work together to enhance each other’s growth.● The classroom is a safe place for successes and failures.● Hard work will result in observable growth.● Routines and processes are designed to give all students
access to whatever they need for success.
(Knight, 2013; Tomlinson, 2014)
Road Trip AnalogyKeep an eye on students’ daily journey towards the final destination.
...and be prepared to lend a helping hand
Portraits from Neal Wilkins
Snapshots from Mrs. WErnimont’s Kindergarten Class
Highlights of the Week
What will we learn in kindergarten?
Design of Reading BlockMini-Lesson
Pass out Reading Badges
Center Work
● Reading Center/Listening Center● Word Work● Writing Center● Teacher Time
READING Badges● Individualized
● Determined by readiness
● Content and process vary
CENTER ORGANIZATIONCenter Organization
Students select from 12 literacy activities
#1-#4 Basic
#5-#8 Grade Level
#9-#12 Challenge
Word Work Centers
Students select from 12 literacy activities
#1-#4 Basic
#5-#8 Grade Level
#9-#12 Challenge
ReadinG gCenter
Mrs. Wernimont’s Word Work
Fishing for Sight WordsStudent fishes for sight words and then records them on recording sheet.
Bubble Gum Words
Materials:
Bubble Gum Machine
Colored rocks with sight words applied
Twist, read, and play!
Twist, read, play!
SiGHT Word PracitceRead it
Build it
Write it
More Word Work Centers
Individualized Sight Word PracticeStudents are assigned six sight words to practice a week based on preassessment data.
Writing with Mrs. Wernimont
Handwriting Zoo- letter writing with animal friends
Writing CenterCVC Word Family Practice My Handwriting Book
Individualized Spelling PracticeSpelling lists determined by pretest data.
Writing offices-I can statements
-Zookeepers house
-Word wall words
-Left/right
-Post it notes
-ABC chart
Inside of writing offices
Teacher TimeStudents meet with Mrs. Wernimont to read from Storytown Books.
Resource Sharing….A Few of My Favorite Things!Kalnicki, J. (2015). Camp kindergarten. Retrieved at http://campkindergarden.blogspot.com/
Rist, M. (2015). Inspired by kindergarten. Retrieved at http://inspiredbykindergarten.blogspot.com/
Sloane, S. (2009). Kids count. Retrieved at http://www.kidscount1234.com/
Snapshots from Mrs. Hartwig’s First Grade Classroom
Focus WallGoals for the week are displayed publicly
Standards BasedStandards are visible in “I can” language.
Design of Reading BlockTuesdays - Whole group Instruction
Reading Centers - 4 days a week
● Read to Self● Read to Buddy● Word Work● Writing● Listening to Center
Small group Reading InstructionStudents describe penguin lifecycles in sequential order.
Read to self
Personal Reading Log● Record of
strengths and goals over time
● Can be used to form skill groups
VocabularyWord wall of rich academic language for first graders.
Leveled Word WorkStudents choose word work practice sheets based on skill level.
CHALLENGEStudents complete challenge activities in addition to or instead of word work practice
Writing with Mrs. Hartwig
Writing process1. Mini-lessons
2. Practice
3. Conferences and Revisions
4. Publish
Word CollectorsIndividualized word lists developed with students to address frequently misspelled words.
teacher timeStudents work 1:1 with Mrs. Hartwig to grow as writers.
AssessmentSticky notes are used to record notes about student’s writing over time.
Writing checklist with student’s feedback
RTI at Neal Wilkins Early Learning Center
Kindergarten Camp
First GradeFrontier
RTI DesignData Points: AIMS Web, ESGI, Classroom Performance
8 groups per grade level
6-8 Week Sessions
All students are supported in a literacy skill at their level
Thank you!Lindsay Hollingsworth
Becca Lowe
Erin Wernimont
Jamie Hartwig
ReferencesBoushey, G. & Moser, J. (2009). The CAFE book: Engaging all students in daily literacy assessment and instruction. Portland, Maine:
Stenhouse.
Boushey, G. & Moser, J. (2014). The daily five: Fostering literacy in the elementary grades. (2e). Portland, Maine: Stenhouse.
Calkins, L. (2010). Units of study in opinion, information, and narrative writing, Grade 1. Portsomouth, NH: Heinemann.
Kalnicki, J. (2015). Camp kindergarten. Retrieved at http://campkindergarden.blogspot.com/
Knight, K. (2013). High-impact instruction: A framework for great teaching. Thousand Oaks, CA: Corwin.
Reed, C. (2015). The brown bag teacher. Retrieved at http://thebrownbagteacher.blogspot.com/
Rist, M. (2015). Inspired by kindergarten. Retrieved at http://inspiredbykindergarten.blogspot.com/
REFERENCESSloane, S. (2009). Kids count. Retrieved at http://www.kidscount1234.com/
Tomlinson, C.A. (2014). The differentiated classroom: Responding to the needs of all learners, 2e. Alexandria, Virginia: Association for Supervision & Curriculum Development.
Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms, 2e. Alexandria, Virginia: Association for Supervision & Curriculum Development.