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WHOLE CLASS DESIGN INTERVENTION IN MINDMaking the most of literacy assessment Fall DRA spotlight
Designing whole class lessons using an intervention approach
Sunset Staff Meeting Mini-lessons
A DIFFERENTIATEDAPPROACH IS WHAT THE BRAIN NEEDS
One size
does not
fit all
• Students don’t arrive as “matched sets.”
• Any third grade class will likely have grade 1 and grade 6 readers
• Teachers role is not simply to cover material, but rather to maximize student learning
“Differentiation stems from the research-based perspective that students will engage more fully with learning and will learn more robustly when teachers proactively plan with their differences--as well as their similarities—in mind.” Tomlinson et al., 2003
MAXIMIZE WHOLE GROUP LITERACY LESSONS
Be strategic about what your class MOSTLY needs!
ALL MANY SOMEFEW
Being More Strategic with our Time
What MANY need can serve as your mini-lesson focus
Whole group lessons
Small group lessons
CCSS
George
SallyJavierMartinJessica
Remember: Need an instructional level reading to see what student needs are.
ALL MANY SOMEFEW
What Patterns do you See in the class profile sets to influence the whole group lessons?
When?
What couldthe lessonslook like?
What MANY need can serve as your mini-lesson focus
Whole group lessons
Small group lessons
CCSS
George
SallyJavierMartinJessica
LAYERING INTERVENTION IN YOUR OWN CLASSROOM
Looks like …
Differentiation