Differentiation in Literacy Screencast

good afternoon in this presentation I'm going to talk about differentiation illiteracy as the importance of being intentional when grouping and planning instruction for students we will have one learning target for 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 this can be a word a phrase or even a picture you you you thank you if we were all together in the classroom I give you time to turn and talk to a partner about what your thoughts were in regards to when you hear the word differentiation but for now we'll set this aside and we'll revisit it at the end of this presentation John Kennedy once said efforts and courage are not enough without purpose and direction different differentiation provides the purpose and direction in reading instruction so we'll begin by looking at differentiation as a process differentiation is not just grouping students based on their abilities if we did this many students would end up in a reading group being taught to internalize skills without a focus on what skills they're truly lacking maybe you've experienced a classroom with a high medium and low reading group working on generalized skills just based on their reading level differentiation is using data to make intentional instructional decisions based on a student's level of skill and need you can think of differentiation in the reciept 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 finally post assessment monitoring student growth with both formative and summative assessments as the reading instructor equal attention needs to be given to each of the three steps pre-assessments occur at the start of the school year Universal screener such as divorce or easy CBM are administered three times a year providing a beginning middle and ending data point other individualized assessments include phonic screeners site wordlist assessments running records and for developmental reading assessments you all of these can be read ministered more frequently than Universal screeners to gauge student growth in progress each of these measures provide a different type of data bond 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 starting groups of a hundred and cover word reading and vocabulary running records in dra is 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 needed to be taught for example a student may score highly on their phonics screener but low on their running records showing that they would need more practice with reading fluency and comprehension then we move to instructional grouping of students using the data gained from pre assessments you can begin intentionally grouping your students in groups of 4 to 6 based on their instructional level and lacking skills in conjunction with a scope and sequence of your reading curriculum by identifying the level of the group and the skill needed to be taught you can select the appropriate materials for the group of students and begin providing scaffold scaffolded instruction for example in second grade you could use your phonics screener data to identify who's the students who need extra practice on long vowels and finally post assessments are used to measure growth and continue the difference use recycle these formative assessments are created to match the skill taught and are given after a skill has been taught and students have had time to practice in our example of the 2nd 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 able to move on to the next lacking skill or need to be regrouped again depending on the variety of skills needed across the classes as a whole the 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 so far first let's revisit what you jotted down quickly before we started so this time please jot down what you know differently or more deeply now again this could be a word a phrase or even a picture you you now take a few seconds and compare what you earn at the beginning to what you've written down now maybe you'll be able to see how your thinking has either changed or has been strengthened through this new information we had one learning target in this presentation I can identify the three steps of the differentiation process differentiation is not just grouping students based on ability but rather an ongoing process with three steps pre-assessments constructional grouping and post-assessments each of these steps needs equal attention 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 small group reading lesson and select the appropriate materials for teaching the needed skills with scaffolded instruction if you have any questions please contact me by email thank you

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