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DIFFERENTIATED INSTRUCTION IN READING UNITS OF STUDY

Focus on Fiction Comprehension

Jeanne R. Dowdell

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A DISTRAUGHT TEACHER --ARE THERE TIMES YOU FEEL LIKE THIS?

How can we, as teachers, use differentiated instruction without going crazy?

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DIFFERENTIATED INSTRUCTION

What is differentiated instruction?

Why use differentiated instruction?

Why differentiate instruction in reading?

How do you differentiate instruction to improve reading comprehension?

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WHAT IS DIFFERENTIATED INSTRUCTION?

“A differentiated classroom provides different

avenues to acquiring content, to processing or

making sense of ideas, and to developing products

so that each student can learn effectively.”

(p. 1, Carol Ann Tomlinson, How to Differentiate Instruction in Mixed-Ability Classrooms, 2001.)

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WHY DIFFERENTIATE INSTRUCTION? Since its initial inception, differentiated instruction has been

supported by a sizable body of research. *

These research studies conclude that differentiated instruction produces positive affective outcomes for students with:

Increased levels of engagement

Stronger motivation to learn

Deeper understanding & meaningful achievement

* See References.

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WHY DIFFERENTIATE INSTRUCTION IN READING?

Improve student reading levels

Better use of comprehension strategies

Increase fluency and recall of text

Develop positive reading attitudes

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DIFFERENTIATED READING INSTRUCTION

IN ACTION

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HOW DO YOU DIFFERENTIATE READING INSTRUCTION?

1. Know the learner.

2. Determine the unit’s

essential questions.

3. Use pre-, during, and

post- assessments.

4. Create tiered tasks.

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1. KNOW THE LEARNER Gardner’s Eight Intelligences

Reading Interest Surveys

Classroom Observations & Reading Logs

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1. KNOW THE LEARNER: HOWARD GARDNER’S MULTIPLE INTELLIGENCES

Verbal/Linguistic Logical/

Mathematical Musical/Rhythmic Visual/Spatial Bodily/Kinesthetic Naturalist Intrapersonal Interpersonal

I like to write. I like to solve

problems. I like to make music. I like to build or

draw. I like to perform. I like to investigate. I like to keep a

journal. I like to work in

groups.

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1. KNOW THE LEARNER: READING SURVEYS

What kinds of books do you like to read?

How do you choose something to read?

How do you like to read?

Realistic fiction Fantasy Historical fiction Mysteries Biographies True facts

I listen to a friend. I look at the front cover. I read the first few pages. If it’s part of a series I like. I look to see how hard or easy it

is.

By myself With friends or in a group With kids who read about the same as I do

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1. KNOW THE LEARNER: CLASSROOM OBSERVATIONS & READING LOGS

What are your students …

o Reading during independent reading time?

o Recording in their Readers’ Notebooks?

o Borrowing from your classroom library?

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2. DETERMINE THE UNIT’S ESSENTIAL QUESTIONS

What

do I

wan

t

stud

ents

to und

erst

and

abo

ut ficti

on?

The elements of fiction?

Effective strategies to use?

Making connections to the text?

Themes or “big” ideas from the story?

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3. USE PRE-, DURING, AND POST- ASSESSMENTS

Pre-Assessments

Response Cards

Mystery Masters

Squaring Off

“During”

Sticky Tabs

Design Delights

Fist of Five

Post-Assessments

Reflection Lead-ins

Authentic Tasks

Bus Stop Centers

Please see the handout “Pre-, During, and Post Assessment Possibilities” for descriptions of these assessments.

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4. CREATE TIERED TASKS*

High Complexity

•EVALUATION•What

information would you use to support the view….?

•How would you compare …?

•SYNTHESIS•What would

happen if …?•How could

you change the plot ?

Moderate Complexi

ty

•ANALYSIS•What

inference can you make ….?

•What is the relationship between ….?

•APPLICATION

•How would you sequence the events?

•What would result if …?

Low Complexity

•COMPREHENSION

•What is the main idea …?

•What can you say about …?

•KNOWLEDGE•Who are the

main characters?

•Can you list three …?

* These suggestions are based on Bloom’s Taxonomy although other tiered tasks or questions may be used.

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A MODEL UNIT: A YEAR OF MISS AGNES

BY KIRKPATRICK HILL

It’s 1948 in Alaska. And Miss Agnes is the new teacher in a village where most of the adults and some of the children have had little schooling. How does one teacher change the thinking of an entire community? By introducing her students to the world outside Alaska. By telling them that they can do anything, such as go to college and become scientists, artists, or writers ….

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1. KNOW THE LEARNER

ReadingInterests

Reading Aptitude

Knowing the

Reader

Reading Attitude Survey

(p. 25, Fiderer, 1995)*

Reading Strategies Intermediate Survey

(p. 45, Fiderer, 1995)*

A MODEL UNIT: A YEAR OF MISS AGNES

*Fiderer, 1995. Practical Assessments for Literature-Based Reading Classrooms. See handouts for these surveys.

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2. DETERMINE THE UNIT’S ESSENTIAL QUESTIONS

What personal connections can you make to the text?

A MODEL UNIT: A YEAR OF MISS AGNES

What “big ideas” will you understand from the text?

How can fiction help you understand another culture or time in history?

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A MODEL UNIT: A YEAR OF MISS AGNES3. USE PRE-, DURING, AND POST-

ASSESSMENTS

Pre-Assessment: Mystery Masters

What would it be like to live in Alaska 60+ years ago?

What would be good about being in a one-room class with students of all ages?

How would this type of class help you learn? How would it be harder to learn?

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High Complexity

•EVALUATION

•What other story does this story make you think about?

•What genre is this story? How do you know?

•SYNTHESIS•What do you

think happens to Fred when she grows up?

•“ … before, I never knew there was an everywhere.” Why did Fred say this?

Moderate Complexi

ty

•ANALYSIS•How does the

setting affect the characters?

•How does Fred change during the story?

•APPLICATION

•How would you sequence the important events?

•Describe one of the main characters.

Low Complexity

•COMPREHENSION

•What is the main problem in A Year of Miss Agnes?

•How is this problem solved?

•KNOWLEDGE

•What happens first in the story? How does the story end?

•Who are the main characters?

A MODEL UNIT: A YEAR OF MISS AGNES

3. USE PRE-, DURING, AND POST-ASSESSMENTS

“During” Assessment

4. Tiered Questions

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Lessons from Miss Agnes

What are the life lessons that Miss Agnes teaches her students?

Something’s Fishy

Conduct a survey of your school about who

eats fish and what kinds they eat. Make a graph

of the results.

Sign Language

Like Bokko in the story, how can you learn to communicate if you

cannot hear or speak?

Books about Each Other

Miss Agnes writes books about her

students.Interview a classmate

so you can write a short biography about

him/her.

REQUIRED 1948 Alaska vs Your

Town

What are the similarities and

differences between Alaska in 1948 and your

town?

We All Make a Difference

Think about the ways Miss Agnes makes a difference. In what

ways have you had an effect on people’s lives?

Overcoming Obstacles

In the story, Fred realizes that people can

overcome their obstacles. Think about obstacles you wish to overcome in your life.

Walk in Someone Else’s

ShoesExplore how the

character of Mamma in the story changes.

Create snowshoes with details about how her

attitude changes during the book.

Miss Agnes’s Gifts

Miss Agnes has a profound effect on her

students. Make a present that contains all the “gifts” Miss Agnes gives to her students.

A MODEL UNIT: A YEAR OF MISS AGNES

Post Assessments

Student Choice Board

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AND FINALLY … SIR KEN ROBINSON ON EDUCATION, CREATIVITY, AND MULTIPLE INTELLIGENCES ----

Sir Ken Robinsons has published widely on creativity, innovation and culture. His 2001 book, Out of Our Minds: Learning to be Creative (Wiley-Capstone), was described by Director magazine as ‘a truly mind opening analysis of why we don’t get the best out of people at a time of punishing change.’ His lastest book, The Element: How Finding Your Passion Changes Everything, was published in January 2009. Robinson speaks to audiences throughout the world on the creative challenges facing business and education in the new global economies. He was knighted in June 2003 by Queen Elizabeth II for his achievements in creativity, education and the arts. In 2005 he was named as one of Time/Fortune/CNN’s ‘Principal Voices’.

Click on the video to start.

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REFERENCES

Ellis, E., Gable, R.A., Gregg, M., Rock, M.L. 2008. REACH: A Framework for Differentiating Classroom Instruction, Preventing School Failure, V52:2.

Subban, P. 2006. Differentiated Instruction: A research basis. International Education Journal, V7:7.Tomlinson, C.A. How to Differentiate Instruction in Mixed Ability Classrooms. 2001. Alexandria, VA: ASCD.

Chapman, C. and King, R. Differentiated Assessment Strategies: One Tool Doesn’t Fit All. 2005. Thousand Oaks, CA: Corwin Press.

Fiderer, A. Practical Assessments for Literature-Based Reading Classrooms. 1995. New York, NY: Scholastic Professional Books.

Chapman, C. and King, R. Differentiated Instructional Strategies: One Size Doesn’t Fit All. 2002. Thousand Oaks, CA: Corwin Press.

www.youtube.com/watch?v=bsrBQ6AGo_g&feature=related Teacher Breaking Down. The Faculty Lounge. 2007.

www.youtube.com/watch?v=oS45ZkIh_rA&feature=related Differentiated Instruction to Meet the Needs of All Students. Classroom example. 2008.

www.youtube.com/watch?v=KLi-vJSNP6U&feature=related Sir Ken Robinson. Edited version of lecture with a focus on multiple intelligences. 2008.