M A K I N G S E N S E O F L I T E R A C Y R T I I N T H E C L A S S R O O M

A W O R L D LY J O U R N E Y: L I T E R A C Y I N T E R V E N T I O N A R O U N D T H E G L O B E

KATE RAFFILE, M.ED, CAGS FULBRIGHT DISTINGUISHED AWARD IN TEACHING

HTTP://KATERAFFILENEWZEALAND.BLOGSPOT.COM KATERAFFILE@GMAIL.COM

Beverly Randell on Teaching Reading

T O D AY ’ S L E A R N I N G PAT H /W A LT

• NZ Educational History

• General NZ Schools Today

• Fundamental Differences

• New Zealand Results

• Urgency of Creating a Literate Society

• Changes to our practice

1. collaboration

2. assessment

3. goal setting

4. differentiation

5. utilizing resources

6. strategies

N E W Z E A L A N D E D U C AT I O N A L S Y S T E M H I S T O R Y• Education Act 1877

• Multi-age schools- 1-2 teachers, in 1 or 2 classrooms 78% (1877); 81% (1927); 65% (1947)

• 1936-Abolition of proficiency exam, primary teachers could explore subjects in depth, more self-directed project based learning, “teachers tailored to child’s individual abilities and needs”.

• “By the 1960s urban and rural primary schools had the same curriculum. Country teachers had become skilled at teaching different ages and levels in one classroom.Classes were informal, with all children taking part of some activities. At other times, some received the teacher’s attention, while others practiced writing or read silently.”(retrieved: www.teara.govt.nz/en/country-schooling/print on 3/4/2015)

• 1966-Schools broken into primary and secondary. Teachers were still teaching a range of students. 1 teacher for primary (NE-year 6); secondary (year 7 to 12)

• http://www.teara.govt.nz/en/video/16513/country-teacher-at-work

H I S T O R Y O F T E A C H I N G R E A D I N G I N N Z

• 1958 NZ Gov’t provided reading materials- Janet & John

• 1961-1962 Produced own series: Ready to Read

• 1963- Disseminated Ready to Read and provided PD (18 books, 12 little books, 6 regular size, leveled by color, moved up in gradient); Later Years- PM/Beverly Randell to join as supplemental texts, Joy Cowley, etc

• Development of Reading Recovery - 1970s

N E C E S S I T Y O F D I F F E R E N T I AT E D G R O U P I N G : PA R T O F T H E H I S T O R Y

• Especially in baby-boomer generation- classes as big as 40-50. Children broken into groups of 8-10 @ same level of achievement.

• Sample literacy block (1949-1963, Interview with Beverly Randell, 2015) 9:00-9:45 Purposeful Play 9:50-10:30 Word Study 10:30-10:45 Playtime 10:45-12:00 Blackboard Reading/ Small Group (6 groups, 12 mins each), others independently working 2:30-3:00 Book Reading/Small Groups (10 minutes each) 3:00 Take book home

S C H O O L S T O D AY

• Most schools have less than 120 students

• Schools receive funding based on decile level- schools must fundraise

• Special Education Process- Lack of Resources, Parent Funding

• MOE provide resources: Ready to Read, School Journals, Educator Textbooks (Effective Literacy Practices)

• National Standards & Curriculum

• No national assessment

J U S T S O M E T H I N G S T O P O N D E RF U N D A M E N TA L D I F F E R E N C E S

P O W E R F U L Q U O T E S F R O M T H E N Z N AT I O N A L C U R R I C U L U M• Purpose: “Young people become confident, connected, actively involved, lifelong learners”

• High Expectations: “The curriculum supports and empowers all students to learn and achieve personal excellence, regardless of their individual circumstances.

• Autonomy:

• “The New Zealand Curriculum sets the direction for teaching and learning in English-medium New Zealand schools. But it is the framework rather than a detailed plan. This means that while every school curriculum must be clearly aligned with the intent of this document, schools have considerable flexibility when determining the detail”.

• “The design of each school’s curriculum should allow teachers the scope to make interpretations in response to particular needs, interests, talents of individuals and groups of students in their classes”.

• Learning Environment: Students are to feel accepted, enjoy positive relationships with fellow students and teachers, know what and why they are learning and how the content will be used in their lives. Teachers are encouraged to find opportunities for students to make decisions about their learning. Learning communities are such that everyone, including the teacher are encouraged, challenged, supported, and given feedback.

• Assessment: Promotes- On-going, in-the-moment assessment to inform teaching; asks teachers to be inquirers, establish baselines to create direction in teaching; requires that teachers know their students and deliberately build on what their students know and have experienced, so they can maximize learning time, anticipate students’ learning needs, and avoid unnecessary duplication of content. Each school decides on their own assessment procedures and tools.

• “The New Zealand Curriculum, together with Qualifications Framework, gives schools the flexibility to design and deliver programs that will engage all students and offer them appropriate learning pathways. The flexibility of the qualifications system also allows schools to keep assessment to levels that are manageable and reasonable for both students and teachers. Not all aspects of the curriculum need to be formally assessed, and excessive high-stakes assessment in years 11-13 it to be avoided.”

New Entrants

- Students enter on 5th birthday

-Students stay in NE class for (usually) 3 terms, or until they are ready to move on

-Fluidity between NE and Year 1

-Multi-age/level groupings NE, Year 1, Year 2

-Allows for smaller groupings throughout the year during 1st year of school

S O W H AT ? … R E A D I N G R E S U LT S

• 85% students meeting/exceeding NZ National Standards (based on observations / site visits/ERO Reports)

• Latest PISA Results (Program for International Assessment, 2012):

• 88-98% NZ students reading at level 5+(one of the highest percentage of students reading at level 6)

PISA RESULTS

New Zealand

OECD Avg.

USA

Reading Proficiency 512 496 498

• High Early Reading Expectations

• New Entrant Process= Individualized Support

NZ YEAR OF SCHOOL

USA GRADE

EOY NZ READING LEVEL

EXPECTATION

EOY ORR READING

LEVEL EXPECTATION

NE ENTRANT K 11 4

Urgency in Teaching Those Hardest-to-Teach

If early literacy skills are not acquired by age 7, everychildachancetrst.org

Return on Investment

What to do? Steps to Effectively and Efficiently Intervening

• collaborate • assess • set purpose for student learning/expectations • differentiate • utilize resources • Additional Strategies

H E W A K A E K E N O A“ W E A R E A L L I N T H I S T O G E T H E R ” M A O R I P R O V E R B

COLLABORATION

D E F I N I N G E L E M E N T S O F C O L L A B O R AT I O N• MUTUAL UNDERSTANDING

• SHARED RESPONSIBILITY

• SHARED VISION

• RELATIONAL TRUST (Willingness to be vulnerable b/c one has confidence that others will play their part. Not to be mistaken for warmth and affection).

• MUTUAL RESPECT

• COMMON LEARNING-Don’t pretend to have all the answers (open learning conversations= OLC)

A L O N E W E C A N D O S O L I T T L E , T O G E T H E R W E C A N D O S O M U C H - H E L E N K E L L E R

• “IN THE CONTEXT OF A SCHOOL, GAINING SIGNIFICANT SHIFTS IN STUDENT ACHIEVEMENT AND WELL-BEING REQUIRES THE COLLECTIVE EFFORTS OF MANY TEACHERS”( ROBINSON, ET AL 2009)

• AUCKLAND STUDY: STUDENT READING LEVELS WITH PROFESSIONAL DISCUSSIONS

• CHICAGO SCHOOLS- 200 SCHOOLS, TRUST=IMPROVEMENT IN MATH AND READING SCORES

• OPEN LEARNING CONVERSATIONS, TRUSTING RELATIONSHIPS- ALLOWS NON-JUDGMENTAL PROBLEM-SOLVING

• MODEL FOR STUDENTS

• “PROMOTING A SUPPORTIVE ENVIRONMENT AND ENCOURAGING THE DEVELOPMENTAL OF POSITIVE COLLEGIAL RELATIONSHIPS NOT ONLY AFFECTS STAFF AND QUALITY OF WORK LIFE, BUT IS LIKELY TO HAVE IMPLICATIONS FOR STUDENTS, THEIR LEARNING, AND THE COMMUNITY AS WELL.”

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H O W T O A C H I E V E P O S I T I V E C O L L A B O R AT I O N• protected time

• commitment to work together as true professional colleagues

• set goals that are clear and appropriate for student learning- focused discussions that are solution minded

• collective responsibility and accountability for student achievement and well-being, US Study: “Schools with a high level of collective responsibility for learning are those where students learn more in all subjects”

• evidence based discussions (student portfolios)

• action research projects

• personal regard-Tea Time!

• follow-through (integrity)

• engage in discussion around theories’ of practice, challenge your own approaches

• open learning conversations

• solve conflicts quickly

• time protected (syndicates)

• teacher-teacher observations

• openness and willingness to change

• question your own purpose

• understand the shared vision (or get one!)

O P E N L E A R N I N G D I S C U S S I O N A G E N D A

A S A T E A M A N S W E R T H E F O L L O W I N G Q U E S T I O N S :

A. What is our purpose? What is the problem?

B. Why is this occurring?

C. What are we going to do about it?

D. Did it work?

* All steps based on data & overall teacher judgement, lead to data based decisions.

Assessment- Starting to see the whole picture

A S S E S S M E N T

• Purposes:

• Finding out what students already know and what skills they are using

• identifying students needs in order to plan focused and timely intervention

• deciding on instructional strategies, approaches, and resources meet students’ needs

• giving students constructive feedback and help students to reflect on their own learning

• Should start with a question: What can this child do in the area of…? What are the areas of weakness specific to….? How can I move them forward? What strategies are they using? Etc…

• Remember to choose assessments based your inquiry, what exactly do you want to find out? (Broad- reading level? Specific: comprehension strengths and weaknesses; decoding ability; strategies being used- meaning, structure, visual information…)

• You may select an assessment that is broad but only analyze and use specific areas as your teaching tool/contribution to Overall Teacher Judgement

Effective Assessment:

• focus on process as much as outcome

• inform future teaching and learning

• integrated into familiar classroom literacy activities

• allow for student reflection and self-review

• be culturally appropriate

• be appropriate socially and emotionally

• uses a range of procedures

R A N G E O F A S S E S S M E N T P R O C E D U R E S

1. Informal observation

2. Structured observations with specific goal

3. Conversations, conferences, and interview

Informal- Yet, so very important!

Formalized diagnostic assessment procedures

• Running Records - Neediest students: 1-2x month - -Others: At least once a term

• Burt Word Reading Test • STAR- Supplementary Test of Achievement in Reading • PAT- Progressive Achievement Tests (reading comprehension, listening

comprehension, reading vocabulary, punctation and grammar) • Using rubrics for reading and writing • E-asTTle - achievement and progress in reading and writing • Assessment Resource Bank

• Observation Survey (6 year net)- each child, once for baseline and second to progress monitor*

• SEA- School Entry Assessment * • Creation of Reading Indicators (Reading, Responding, Thinking Critically)

for each text level (PM and DRA Assessments) • PM Assessment • Prestos- Proof Reading Tests of Spelling • Record of Oral Language • Cloze Procedures • Jost- Junior Oral Language Screening Test http://www.minedu.govt.nz/

NZEducation/EducationPolicies/SpecialEducation/PublicationsAndResources/ResourcesForEducators/JuniorOralLanguageScreeningTool11908.aspx

• Use of Tool Selector: http://toolselector.tki.org.nz

* Geared to early primary literacy acquisition

Set a purpose, clear expectations, and goals

With Assessment Evidence:

Create Overall Teacher Judgement and Set Goals (Discuss during collaborative meetings with colleagues, get feedback, ask advice).

OVERALL TEACHER JUDGEMENT:

(CAN BE SPECIFIC FOR INTERVENTION GROUP OR YEAR-LONG GOAL)

*Remember to include strengths- what can the child do and how will you move him/her forward?

*Once OTJs and Goals are written- intervention groups/differentiated groups can be formulated

*Discuss OTJs and Goals with parents at parent conferences.

- Home-School Connection

Annual: “Based on the child’s writing sample/rubrics, their writing conferences with me, and the Observation Survey sentence dictation, I believe this child will be able to acquire the skills for writing using phonemic awareness skills. However, my goal would be for them to use their phonemic awareness skills with more fluency. By the end of the school year, I want them to express themselves in writing fluently.”

Annual: “Based on the child’s PM Benchmark, Leveled Reading Indicators for their current independent reading level, and their 1:1 conferences with me, this child is able to think critically by engaging with the text and sharing personal responses/similar experiences, however my annual goal would be for them to read a greater variety of texts over the school year”.

Specific: “Based on his running records, my observation during buddy reading, and the PM Benchmark, I believe this child is able to acquire concepts of print because he has started with appropriate book handling skills, he knows that you turn the pages left to right and he holds the book in the appropriate way. My goal for him is to learn how to have 1:1 correspondence.”

Specific: “Based on The JOST, their conversations with me and interactions with their peers, as well as their writing sample/rubric, the child can use basic adjectives, such as color and shape, when writing a sentence and when speaking. However, my goal for them is to utilize more descriptive language in their writing, perhaps brainstorming and/or using a thesaurus/word chart”.

*Create and discuss WITH child, place yearly reading/writing goal in reading/writing folder for child to refer to regularly.

*Create long and short-term classroom goals regarding reading and writing.

*Short term- WALT- What Are we Learning Today (posted and discussed)

Benefits of Student Goals:

- Student accountability

-Student directed learning

-Student ownership

-Shared teacher-student vision

-Promotes student well-being (celebrate accomplishments)

S A M P L E E A R LY R U N N I N G R E C O R D

choosing mostly nonfiction during IDR

Sample Writing Student Writing Goal

Sample classroom writing goal

– A M Y, N Z P R I M A R Y S C H O O L T E A C H E R O N D I F F E R E N T I AT I O N

“I define it by looking at the individual, seeing what their needs are and then trying to teach to

their needs, and the strategies or the skills or understandings that they need and so therefore I

try and group the children and work with them in a way that best suits them”

Classroom Differentiation

V I D E O - M E E T I N G A L L S T U D E N T S N E E D S

P O W E R O F D I F F E R E N T I AT I O N - F I R S T S T E P O F R T I

Tier I: Differentiated Core Instruction For All Students

RTI: Starts in the Classroom

Benchmark Education, 2015

Classroom of 25- Tier III- 1 student Tier II-6 students

Tier I- 18 students

Grouping students and differentiated instruction is engrained in the New Zealand teacher’s ethos.

New Zealand Curriculum obliges teachers to “personalise learning to the needs of their students and communities”(New Zealand Ministry of Education, 2008). A fundamental principle of New Zealand Schools is to adapt classroom instruction to meet the needs of students. On differentiated instruction…

• New Zealand teachers have never used basal texts for any subjects; teachers decide on resources that suit their children's needs.

• Teachers are attentive to what children do in classrooms. Students explore, try ideas, and are encouraged to express themselves and engage in rich dialogue.

• Individual student goals allow teachers to create backwards design instruction, they know what they want students to achieve and plan how to get there.

• DI catches students where they stand in their development, AND pushes their learning fluently forward and as far as possible in a mixed ability classroom.

• “Every human being is unique, and they all learn differently. They require responsive teaching based on their distinctions .“(Tobin & McInnes, 2008)

• Baugmartner, Lipowski, and Rush Study (2008): Differentiated approaches in reading instruction created positive outcomes in students’ instructional reading levels, the number of comprehension strategies used, and the mastery of phonemic and decoding competencies, and their attitudes towards reading.

• Instruction is fair when students obtain what they require to learn, not when they obtain the same teaching. Teaching to the “middle of the road” is not only unfair, but also ineffective (Manning, et al, 2010).

• Differentiated Reading/Writing Groups: Possible ways to group students, based on OTJs and Goals

• Purpose: Group students for variety of purposes, students may be grouped for comprehension skills, decoding skills, overall reading level, interest, word work skills…

• Content: Group students based on content of chosen book, genre of writing, interest level, project based learning.

• Method: Group students allowing them to explore the content in a variety of ways, e.g. pair linear learners with creative “out of the box” thinkers.

• Product: Group students based on the end product and need for scaffolded support: Group A will complete the Venn Diagram individually, Group B will complete the Venn Diagram with a partner, Group C will complete the Venn Diagram as a small group with teacher guidance, Group D will complete the Venn Diagram that has already been started to allow them to clearly understand the connections.

Steps to Planning for Groups

1. Assess

2. Create OTJs and short-term goals based on assessments Collaborate

3. Decide on how groups will be formed, based on goals Collaborate

4. Choose materials and appropriate books (reading groups) Collaborate

5. Set timeline and decide when progress monitoring will be completed

• Decide how often groups will meet (recommendation for classroom teachers) :

Above -1-2 x /week

Meeting Benchmark - 3 x / week

Below- 5 x / week

Students with significant needs- add’l 5-7 minute check in daily, in addition to possible other support

6. Problem-solve, discuss progress Collaborate

• Start with what is known: Use what students know (based on assessments and OTJ) and build on those skills to attain goal for instruction.

• Choose books/materials wisely:

A. Engaging

B. Prior knowledge

C. Consistency (series), build on known

D. New word introduction (1 new word for every 20 known)

E. Widely spaced words

F. Cover page- meaningful and legible Be able to read -95% accuracy “No child should be asked to read a book that plunges him into frustration level reading, where meaning crumbles, feedback disappears, and self-correction is impossible” (Randell, 2007).

When choosing books and planning for groups:

R E M E M B E R :

• “ Slow progress children need more opportunities for independent reading than they usually get…A wide selection of materials suited to the lower level of skills of slow readers should be available”

• “ At the heart of the learning process there must be the opportunity for the child to use a gradient of difficulty in texts by which he can pull himself up by his bootstraps”. (Clay, 1991)

• Don’t underestimate power of read aloud.

• Children who discuss and seek clarification about texts, interpret and store more vocabulary at a deeper level. Questioning and discussion= powerful.

More on gradient of learning

L E S S O N P L A N ( 2 0 M I N S ) * R E S E A R C H I N D I C AT E S 2 5 M I N S *

1. Set Purpose

2. Introduce Book- Predictions, connections, phrasing, isolated words, engagement

3. Read-1 student @ a time,choral reading, teacher reading/modeling ; teacher notes student behaviors

4. Specific Feedback- “I really like how Sam stopped and used the picture to help him figure out that tricky bit”, “Dan, on page 6 you said man, try that again. … I like how you fixed that, that’s what good readers do”. (F&P Prompting Guide App)

5. Discuss comprehension/meaning/connections

6. Set purpose for individual reading of book and/or future lesson- “Today we worked on making sure what was on the page is what you read. Make sure when you read this back in your spot that you make sure what you are reading matches what is on the page. Tomorrow we will continue to work on making our words match”.

7. End with a “star” and a “wish”-What what went well (star)? What is your wish for next time (to improve)? Reflect on learning.

*Incorporate multi-modality learning and links to other areas of the curriculum as much as possible: Worm Project

L E S S O N P L A N F O R O L D E R S T U D E N T S ( 1 5 - 2 0 M I N S )• Use of Literature Circles - Teacher meets with

students 2-3 / week

• Students use IPAD to complete “jobs”: Word Master, Questions, Connector, Discussion Director, Summarizer, Illustrator.

• All have same book, complete tasks on IPAD and able to share using Google Drive and Teacher Dashboard (https://www.teacherdashboard.com/#/td) http://hapara.com

• When students come to group, all students can share their work through a shared network.

• Teacher checks in on student work/progress throughout week

• Set Purpose/Assignment “To Do”

• End with 3 positives

W H AT O T H E R S D O D U R I N G ‘ S A C R E D ’ G R O U P T I M E

* * * T H I S R O U T I N E C A N A N D S H O U L D B E E S TA B L I S H E D W I T H I N T H E F I R S T S E V E R A L W E E K S O F S C H O O L , F R O M K +

H A N D W R I T I N G S P E L L I N G W O R K O N W R I T I N G V I S I T C L A S S L I B R A R Y L E T T E R W O R K B U D D Y R E A D E R U S E O F I PA D - L I T E R A C Y A C T I V I T I E S V O C A B U L A R Y B O O K S O N TA P E L I T E R A C Y G A M E S V I S I T S C H O O L L I B R A R Y

Finally, reading must happen throughout the day

U T I L I Z I N G R E S O U R C E S

Comparing NZ School Resources & US School Resources

New Zealand • RTLIT (109 in country)-Gov’t Funded Tier II

Support • RTLB * • SENCO* • Reading Recovery* • Teaching Deputy Principal • Principal • Shared TA for neediest students

* Often shared between schools

USA • Special Educator • Title I • Reading Specialist • OT • PT • SLP • Psychologist • SAC • Nurse • TAs • Principal • Asst Principal • Vision Specialist • RTI Specialist/Data • Curriculum Director • Specialists (PE, Music, Art, Library, Media)

Comparing NZ School Resources & US School Resources

(Cont)New Zealand • Planning 2 x per term • New Teachers Provided

Mentor- Year 1: 1 full release day/ week Year 2: 1/2 day/week

• Primary Schools- no

specialists • After-school meetings-

syndicates, SPED, study groups, moderation (RTI)

• After-school professional development

• Schools provided with texts/resources/guidebooks

USA • Daily Planning • Specialists • New teacher mentor • Professional

Development • In-school meetings

C O N S I D E R AT I O N S F O R U S I N G R E S O U R C E S D I F F E R E N T LY, I N A N E F F O R T T O B O L S T E R R T I I N T H E C L A S S R O O M

• Auxiliary Personnel- Release time for classroom teacher to work with small groups for additional time

• Plan instruction for TAs for whole class so classroom teacher can work with 1:1

• Plan instruction for TAs for 1:1 or small group

• Special educator- push in services by providing release time so teacher works 1:1 with student, very little pull-out

• Classroom teacher takes ownership of all students

• Decide how to use personnel- coaching, support, direct instruction

• Make decisions around materials that meet the needs of students and school community!

• Remember breaks!

P O W E R O F D A I LY 1 : 1 ( R R ) ( 2 0 1 3 )

S TAT E - F U N D E D S C H O O L S

S T U D E N T S W H O S U C C E S S F U L LY D I S C O N T I N U E D 7 9 %

S T U D E N T S W H O W E R E R E A D I N G AT O R A B O V E E X P E C TAT I O N S 9 1 %

N Z S C H O O L S O F F E R I N G R R 2 / 3

S T U D E N T S R E C E I V I N G R R 1 1 , 0 5 7

* Funding provided by MOE , dependent on student need: State funds 1 student, school funds 1

– D R . S E U S S ( I C A N R E A D W I T H M Y E Y E S S H U T )

“The more you read, the more things you will know. The more that you learn, the more places you will go.”

VA R I E T Y O F D I F F E R E N T I AT I O N S T R AT E G I E S F O R T H E C L A S S R O O M

Reading:

Joy Alcock- Word Detective and Sounds Like Fun (phonics)

phonemic awarenss, brilliant 10 minute lessons, perhaps use as intervention model

http://www.spelling.co.nz/default.aspx

online training and resources Apps, sequence of skills, 13 week series of lessons, songs/ resources, etc

Accelerated Learning in Literacy- NZ Ministry of Education

http://nzcurriculum.tki.org.nz/System-of-support-incl.-PLD/School-initiated-supports/Accelerated-Learning-in-Literacy-Mathematics

Reading Together- home school partnerships

http://nzcurriculum.tki.org.nz/System-of-support-incl.-PLD/School-initiated-supports/Reading-Together

Student Initiated Supports- MOE:

http://nzcurriculum.tki.org.nz/System-of-support-incl.-PLD/Learner-initiated-supports

Yolanda Soryl (phonics)

phonics, word reading for fluency (5 minute lesson)

http://www.yolandasoryl.com

Teach Me to Teach-Online Training for Literacy

http://www.teachmetoteach.co.nz

SPELD- not-for-profit that provides services for educational evaluations, courses, information, trainings for special needs- certification in specific learning disabilities

http://www.speld.org.nz/about-speld.htm

Pause-Prompt-Print - Teach older children to use all sources of information. http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/proflearn/pages/pauseprompt12.aspx

VA R I E T Y O F D I F F E R E N T I AT I O N S T R AT E G I E S F O R T H E C L A S S R O O M ( C O N T )

• Guided Reading-small reading group created based on OTJ and goals, focused group that enables the teacher to provide strategic instruction in decoding, making meaning, and thinking critically.

• Shared Reading-can be used whole class or small group, students and teacher read together. Teacher leads, while students follow, actively listen, and join in.

• Independent Reading Conferencing-Teacher observes and notes student behavior, discusses texts, teacher may use log but avoid being intrusive. Independent reading is personal and should focus on enjoyment.

• Reciprocal Teaching- small group aimed at improving comprehension and critical thinking of fluent readers. Teacher initially leads, students gradually take over. 4 areas: formulating questions for thoughtful discussion, clarifying ideas, prediction using prior knowledge and info, summarizing.

• Literature Circles-student generated discussion, small groups read the same book independently and then share responses and interpretations.

VA R I E T Y O F D I F F E R E N T I AT I O N S T R AT E G I E S F O R T H E C L A S S R O O M ( C O N T )

Writing:

Language Experience Activities- Planned, purposeful “doing and talking” together followed by writing and reading about the experiences. Teacher engages students, elicits students own language and records this (typically on white board). Teacher then may use shared or guided writing for students to produce writing about their experiences (as discussed and recorded with teacher).

Shared Writing-Teacher and group of students or individual student plan and construct a piece of writing together. Students contribute their ideas, while teacher also models new and rich language and vocabulary, as well as language structures. Models the process and purpose of writing specific genres.

Interactive Writing-Variation of shared writing , best used for small groups. All students are involved in scribing common texts. Teacher leads writing, all children write down text themselves, and write down known letters and words themselves.

Guided Writing-Work with a group on focused task (based on OTJ and goals). Students construct texts individually, working with ideas already developed with the teacher. Teacher supports student and how to convey their message.

Independent Writing- Students practice what they learned, opportunity to write simply and honestly about their own experiences. Teachers model, give specific feedback during conferences, discussing goals and expectations. Teacher observes students’ writing and notes their progress. Students should always share their writing and see their work displayed.

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