Differentiation

Struggling Readers
Focus on Key Skills: identify important skills and allocate time
Reteach: based on assessment, use different strategies/materials to reteach
Chunking: break lesson into small steps, students monitor progress
Concrete Examples: 3 dimensional resources, realia
Additional Practice
Multisensory – visual, kinesthetic, tactile
English Learners
Transfer from L1: cognates, prior knowledge
Differences: directionality, false cognates, sounds, grammar
Key Vocabulary: definitions, realia, pictures, charts, diagrams
Modeling
Advanced Learners
Increase pace and complexity: critical thinking/analysis
Extend Depth: more items, broader scope
Build on Skills: apply learned to novel situation, challenge problems, extensions
Planning, Organizing, Managing Reading Instruction
Based on standards
Balanced, Comprehensive Program: covers all GL Standards, strategically select skills
Skill – something a reader does automatically
Strategy – something a reader consciously does
Scaffold – temporary support to help student master complex task
Lesson Format – orientation, presentation, guided practice, independent practice
Independent Reading: self-selected, self paced
 I+I Strategy: Independent reading level, Interest survey
 SSR, reader’s workshop, at home reading
Assessment
1. Entry Level – before instruction, prerequisite skills and knowledge
a. Will students have difficulty? Who has mastery?
2. Progress Monitoring – during instruction, progress, In/formal
a. Analyze on the individual and classroom level
3. Summative – measure achievement of standards
a. Skill transfer? New task
4. Modifications: More time, small chunks, change format, provide practice, simplify
Standardized Assessments
Reliability: consistent scores across administrations
Validity: does it measure what it claims to measure
Score Types: percentile, grade equivalent, stanine (9 point)
Independent, Instructional, Frustration Levels
Assessments: informal reading inventory, word recognition list, graded reading passage
Independent: 95% fluency, 90% questions
Instructional: 90% fluency, 60% questions
Frustration: <90% fluency, <60% questions
Phonological + Phonemic Awareness
Phonological Awareness: identify, manipulate sounds, words, syllables
Phonemic Awareness: distinguish + manipulate phonemes in spoken words
Alphabetic Principle: speech sounds represented by letters
Grapheme: letter or letters that represent phonemes
Onset/Rime – parts of a syllable
Phonogram: rimes that have the same spelling (at—cat, bat, sat)
Phonological Awareness Instruction: word awareness, syllable awareness, word blending, syllable blending,
onset/rime blending
Phonemic Awareness Instruction: sound isolation (beg, mid, end sound), sound identity (what is same in lake,
light, low?), sound blending, sound substitution, sound deletion, sound segmentation
Phonics: which letters represent which sounds
Print Concepts, Letter Recognition, Alphabetic Principle
Letter recognition, letter naming, letter formation, alphabetic principle,
Print Concepts: print carries meaning; letters, words, and sentences; directionality; book handling
Assessing Print Concepts – point to front, back, identify start, point to beg. of word
Phonics and Sight Words
Word Identification: read aloud/decode word correctly
Word Recognition: connect pronunciation to meaning
Word Identification strategies: phonics, sight words, morphology, context clues

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Sight words – high frequency, sound-symbol not covered til later
Digraph – two letters, one sound (ph in phone, sh in share)
Blend – two/three letters said rapidly but have own sounds (bl in blend)
Dipthong – vowel combinations (oi in oil, oy in boy)
Syllabification Rules
1. Single syllable prefix (un-kind, pre-test)
2. Don’t divide consonant digraph (bush-el, teach-er)
3. Divide between consonants if not a digraph (sis-ter, but-ter)
4. Consonant after a short vowel (cab-in, lev-el)
5. Consonant after a long vowel (be-long, fe-ver)
Sequence
Consonants (continuous, stop), Consonant digraphs, Consonant Blends, Vowels, Vowel digraphs, Diphtongs, R-
Controlled, L-Controlled
Phonics Instruction
Whole to Part:start with sentences, look at words, focus on sound-symbol relationship
Part to Whole: start with sound, blend sounds to build words
Spelling Development
Precommunicative
Semiphonetic – use letters to represent sound
Phonetic – at least one letter represents each sound in a word
Transitional – knows most spelling patterns
Conventional – spells almost all words correctly
Spelling Instruction
Selecting spelling words (common patterns, hi-frequency, common-need, content area)
Self Study – look at word, say letters, spell word, write, repeat
Multisensory – visual, color, auditory, kinesthetic, tactile, mental imagery, group
Reading Fluency
Accuracy, Rate, Prosody
Problems: word analysis, content vocab, background knowledge, sentence structure
Fluency Instruction
Oral reading w/ teacher, teacher model, repeated readings, paired silent reading
Vocabulary
Vocabulary effects fluency, comprehension,
Choosing vocab: frequency, utility, level of knowledge, nontechnical academic vocab
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Vocab Instruction
Morphemes, affixes
Use target words in sentences and paragraphs
Repeated exposure
Direct Instruction
Contextual Redefinition: read word, give definition, see word in context, arrive at definition
Semantic Map: link word to related terms
Semantic Features Analysis: identify shared traits of target words
Independent Word-Learning
Morphemic Analysis: affixes, roots
Contextual Analysis: definition, synonym, antonym, example (explicit context clues uncommon in text)
Dictionary: age appropriate, slow, trouble understanding definition, multiple meanings
Word Consciousness
Synonyms and antonyms, homophones + homographs, idioms + puns, etymology
Activities
Speaking/listening, discussion, reading/writing, sentence structure/grammar
Differentiation
Struggling Readers: focus on key vocab, reteach, concrete examples/multisensory, total physical response
ELs: cognates, concrete examples, morphology
Advanced: increase pace, more items, connect to other topics
Assessment
Use words in a sentence
Choose synonym/definition from a list (word appears in context)
Analogies
Morphemic Analysis: identify nonsense words, define common prefixes
Comprehension
Factors: automaticity, vocabulary, academic language, background knowledge, sentence structure
Narrative comprehension vs. expository comprehension
Activities: read alouds, text-based discussion, questioning the author, KWL, prereading, picture walk, graphic
features, purpose for reading, QAR (right there, think and search, author and you, on my own), connections
Strategic Reading: visualizing, paraphrasing, clarifying, predicting, asking questions, summarizing
Text Structures: cause effect, problem/solution, compare/contrast, sequence, description
Using text features: TOC, index, glossary, guide words, graphic features
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Comprehension Instruction
Small group, matched reading level, instructional level text, strategies, selective rereading
Differentiation
Struggling Readers: fundamental skills, background knowledge, audio text, story maps, graphic organizers
ELs: transfer strategies (predict, summarize, etc.), cultural context, preteach vocab,
Advanced: more advanced texts
Assessment of Comprehension
Determine reading levels, Literal, Inferential, and Evaluative, Question Answer Relationships (QAR), retelling,
think alouds,
Test Taking Strategy
Multiple Choice – 90 minutes
Short Essay – 30 minutes (15 minutes each) (75-125 words)
Long Essay – 50 minutes (25 minutes each) (150-300 words)
Identify needs, describe strategy to address the need, explain efficacy of strategy, use subtitles
Case Study – 60 Minutes (300-600 words)
Identify 3 strengths + needs (cite evidence for each)
Describe two instructional strategies – what will T + S do?
Explain how strategy will help – connect strategy to need, explain underlying rationale
Criteria for Analysis:
 Independent Reading
 Phonological Awareness
 Print Concepts + Letter Recognition
 Phonics and Sight Words
 Syllabic + Morphemic Analysis
 Orthography
 Fluency
 Vocabulay + Academic Language
 Comprehension (narrative + expository)