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Differentiated Reading and Writing Strategies in Motion With Carolyn Chapman I. Purpose: To provide strategies, tips and activities for the reading and writing differentiated classroom A. Rationale Everyone deserves to be a comprehending reader and writer. There are many students that do not comprehend while reading. Reasons: Lack of vocabulary Read it but not comprehending Can do it! Just not motivated! II. Vocabulary and Word Attack A. Tips and Activities for Success to teach Vocabulary 1. Vocabulary lists need to come within the unit of study. Therefore the learner can make a link with the content and the words meaning.

2. Use phonetic skills to sound out words. 3. Use different modalities and activities to teach the vocabulary for long term memory Novelty and uniqueness are the keys!

a. Pronounce and look at the word. Then say meaning and make a motion to act it out.

Act the Word (Magic 3 of 3) 1. asthenia - loss of body strength 2. pule - to whine

3. jollify - to be jolly 4. ichthyology - the study of fish b. Draw a picture of the meaning and write the word underneath the picture c. Highlighting and Color Coding

Keep same sequence across the curriculum. ex. Syllables and sequence d. Use Imagery Boards e. Create Vocabulary, Concept, and Story Ropes f. Put the word, spelling, and meaning to a beat. g. Box it! h. Create a puzzle.

4. Substitute familiar proper names when cannot read the name. Ex. unable to read California call it “C”.

III. Comprehension A. Find out….

1. How do I comprehend best? Read silently Hear it read aloud Read it orally 2. What are my Magic Keys? marker pointer colored overlay background music B. Find my best reading spot. Ex. Quiet Zone or read with others C. Teach to use context clues to figure out ward meaning. Ex. definition, antonym, synonym, example

IV. The Block Party; Explore Eight writing Samples A. Sunshine Web B. List

C. Hand

D. The Five Ws

A. Descriptive Writing Uses words to create picture images or impressions of a person, place,

concept, object, or event. Ex. Descriptive paragraph B. Expository Writing

Uses words to inform, give information, make a report, or recount an event. Ex. Advertisement

C. Persuasive Writing Uses words to change beliefs or behaviors. Ex. Editorial

D. Narrative Writing Uses words to tell about something that happened or could happen. Ex. Story V. Ham up the Writing Environment: Razzmatazz to Thingamajigs

A. Provide Cool Tools. B. Use Material Magic. C. Have “Ready” reference shelves, crates, or tubs. D. Find “The Write Spot”! E. Give Choices.

VI. Focus on the WRITING PROCESS

A. Getting Started: Prewriting Create clear, specific directions, purposes, and goals. Choose flexible grouping design. Select a way to organize thoughts and ideas.

Examples Graphic Organizers Journaling Research Brainstorming Interviews Class notes

Show your enthusiasm! Hook Them!! B. Sloppy Copy: First Draft

Emphasis on getting thoughts on paper. Saying it and writing it down Teacher writes while students write. Not a spelling time.

Take a Stand: Invented Spelling Mark your position on the issue.

2 3 4 5 6 7 8 9 10 C. Hamming It Up: Revision Putting style in writing

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2 Use more adjectives.

Creative Learning Connection, Inc. www.carolynchapman.com

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Insert “WOW” words. Add dialogue and conversation. Vary sentence types. Use figurative language. Write visually: Use mind’s eye.

D. Tuning It Up: Editing Skills to Edit Included: Complete Sentences Tense Sense Capitalization Sentence Stop Signs (.?!) Spelling Commas/Colons Quotation Marks

E. Neat Sheet: Final Copy All writing selections do not become a Neat Sheet. This step is for selective pieces. Let students choose the piece to go through the entire process. Students will have more First Drafts than Final Copies.

F. Publishing: Sharing and Celebrating Express your interest and enthusiasm. Display student writing.

First Draft Writing Signs Suggestions Writing in Progress First Draft Writing Sloppy Copy Work in Progress Writing under Construction Draft Craft

Provide publishing opportunities. Provide time for students to share.

Authors read their own work Read to someone they trust Provide an “Author’s Chair” Have an “Author’s Reception

VII. Celebrations and Reflections

Sources: Chapman, Carolyn and King, Rita. 2003. Differentiated Instructional Strategies for Writing in the Content Areas. Thousand Oaks, Ca. Corwin Press. Chapman, Carolyn and King, Rita. 2003. Differentiated Instructional Strategies for Reading in the Content Areas. Thousand Oaks, Ca. Corwin Press. Chapman, Carolyn and King, Rita. 2000. Test Success in the Brain Compatible Classroom. Tucson AZ. Zephyr Press.

Chapman, Carolyn. 1993. Developing the Multiple Intelligences Classroom: If the Shoe Fits. Arlington Heights, IL. SkyLight/Corwin Gregory, Gayle and Chapman, Carolyn 2001. Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks, Ca. Corwin Press. Chapman, Carolyn and King, Rita. 2004. Differentiated Assessment Strategies: One Tool Doesn’t Fit All. Video Journal/Teach Stream: Sandy, Utah. Video Series Gregory, Gayle and Chapman, Carolyn 2001. Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks, Ca. Corwin Press. Differentiated Writing and Reading Videos featuring Carolyn Chapman and Rita King. Thousand Oaks, Ca. Corwin Press. Coming Soon! Differentiated Instructional Management: Work Smarter, Not Harder. Thousand Oaks, Ca. Corwin Press.