Differentiation in Literacy as a Process

in this presentation I'm going to talk about differentiation illiteracy as the importance of being intentional when grouping and planning instruction for students you will have one learning card today at the end of this presentation you will be able to identify the three steps in the differentiation process first please take 30 seconds and jot down what comes to mind when you hear the word differentiation it's going to be a word a phrase or even a picture you you you if we were in class together I'd have you turn and talk with a partner next to you about what you wrote down but for now we will revisit this at the end of our presentation John F Kennedy once said that efforts and courage are not enough without purpose and direction differentiation provides the purpose and direction in reading instruction let's begin the fifteenth differentiation as a process differentiation is not just grouping students based on their ability if we did this many students would end up in a reading group being taught generalized skills without a focus on what skills their jersey lacking maybe if you have experienced a classroom with a high group a meeting group and a low reading group differentiation is using data to make intentional instructional decisions based on a student's level of skill and needs you can think of differentiation and literacy occurring in an ongoing process as displayed on the screen the three steps in the process are pre assessment identifying a student's strong and weak or missing skills instructional grouping grouping students based on weak or missing skills and post assessment monitoring student growth the full formative and summative assessment I was reading instructor equal attention needs to be given to each of the three steps three assessments occur at the start of the school year Universal screener such as dibbles or easy CBM are administered three times a year providing a beginning middle and ending data point other individualized assessments include phonics screeners sight word lists assessments running records or developmental reading assessments of which could be read ministered more frequently than Universal screeners to gauge student growth in progress each of these measures provide a different type of data fauna screeners focus on letter names and sounds including vowel combinations blends and digraphs sight words are words that generally cannot be sounded out phonetically and go in stages certain groups of 100 and cover word reading and vocabulary running records and dr a's address actual reading fluency and reading comprehension by using multiple data points you can identify the skills a student has in place and the skills they're lacking which are needing to be taught for example a student may score highly on their phonics screener but lowering their running record showing they would need more practice with sight birds reading fluency and comprehension next you can move to instructional grouping of students using the data gain for pre assessments you can begin intentionally grouping your students based on their instructional level and lacking skills in conjunction with the scope and sequence of rereading curriculum by identifying the level of the group and the skills needed to be taught you can select the appropriate materials for the group of students and begin providing scaffolded instruction for example in second grade you could use your phonics screener data to identify a group of students who need extra practice on long vowels when finally post assessments are used to measure growth and continue the differentiation process these formative assessments are created to match the skill taught and are given after a skill has been taught and students had time to practice in our example of the second grade group working on long vowels you could create a quick eight long vowel word assessment and see if the students can read the long vowel words as the teacher you can get a quick check to see if the students in the group need more instruction and practice on the skill or are able to move on to the next lacking skill or even maybe they need to be regrouped again depending on the variety of skills needed across the class the student it's a whole pre-assessment majors can also be used as post assessments depending on the skills you are needing to assess so let's review what's been covered in this presentation first let's revisit what you jot it down quickly before we started this time please jot down what you note differently or more deeply now you you this quick exercise has allowed you to look at your thinking from the beginning and compare it to what you've written down now your thinking has either changed or has been strengthened based on new learning we had one learning target in this presentation I can identify the three steps in the differentiation process differentiation is not just grouping students based on ability but rather an ongoing process with three steps pre assessments and instructional grouping and post assessments each of these steps need aquila tension allowing for intentional skill based instruction for each group of students once your groups have been created and the skills to be taught have been identified you can move to the structure of the SWA group reading lesson and select the appropriate materials for teaching the needed skills look scaffolded instruction if you have any questions please feel free to contact me by email thank you

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