Full day session, K-7, on differentiation in Language Arts. Focus on engaging ALL students in meaningful, purposeful reading, writing, speaking and listening, in such a way as to support their learning and their joy in learning.
1. Differentiation in Language Arts:
Teaching for ALL Can Learn
Richmond
November
2013
Faye
Brownlie
www.slideshare.net/fayebrownlie/
richmond.differen?a?on
2. Learning Intentions
• I
am
more
confident
in
my
ability
to
teach
the
full
range
of
my
learners.
• I
can
find
evidence
of
current
reading
research
in
my
prac?ce.
• I
have
a
plan
to
incorporate
a
differen?ated
prac?ce
in
Language
Arts
that
is
different
to
me.
• I
have
a
plan
to
work
with
a
colleague.
3. We CAN teach all our kids to read.
• Struggling
readers
need
to
read
MORE
than
non-‐struggling
readers
to
close
the
gap.
• Struggling
readers
need
to
form
a
mental
model
of
what
readers
do
when
reading.
• Struggling
readers
need
to
read
for
meaning
and
joy
• Struggling
readers
do
NOT
need
worksheets,
scripted
programs,
or
more
skills
prac?ce.
5. Differentiated Instruction
The
intent
is
to
maximize
each
student’s
growth
and
individual
success
by
mee?ng
each
student
where
he
or
she
is...rather
than
expec?ng
students
to
modify
themselves
for
the
curriculum.”
(Hall,
2002)
7. Differentiated Instruction
An
approach
to
teaching
and
learning
that
gives
students
mul?ple
op?ons:
-‐
for
taking
in
informa?on
-‐
for
making
sense
of
ideas
-‐
for
presen?ng
ideas
-‐
for
being
evaluated
on
their
learning
8. Some Key Understandings:
•
•
•
•
•
Access
to
the
content
Present
learning
goals,
learning
inten?ons
Focus
on
concepts
and
principles
Use
flexible
groups
Use
on-‐going
assessment
(assessment
FOR
learning)
10. Frameworks
It’s All about Thinking (English, Humanities, Social Studies) –
Brownlie & Schnellert, 2009
It’s All about Thinking (Math, Science)– Brownlie, Fullerton,
Schnellert, 2011
11. Universal Design for Learning
Mul?ple
means:
-‐to
tap
into
background
knowledge,
to
ac?vate
prior
knowledge,
to
increase
engagement
and
mo?va?on
-‐to
acquire
the
informa?on
and
knowledge
to
process
new
ideas
and
informa?on
-‐to
express
what
they
know.
Rose
&
Meyer,
2002
13. Backwards Design
• What
important
ideas
and
enduring
understandings
do
you
want
the
students
to
know?
• What
thinking
strategies
will
students
need
to
demonstrate
these
understandings?
McTighe
&
Wiggins,
2001
15. According
to
teachers,
what
worked
in
CR4YR
2012-‐13?
For
students
who
showed
major
gains,
what
worked
was:
• 1:1
support
(this
didn’t
necessarily
mean
pull
out)
• feeling
safe
and
supported;
rela?onships
• choice/personaliza?on
(kids
who
struggled
the
most
oaen
had
the
least
amount
of
choice)
• A
focus
on
purpose
and
meaning
Sharon
Jeroski,
August
2013
sjeroski@shaw.ca
16. “The
most
powerful
single
influence
enhancing
achievement
is
feedback”-‐Dylan
Wiliam
• Quality
feedback
is
needed,
not
just
more
feedback
• Students
with
a
Growth
Mindset
welcome
feedback
and
are
more
likely
to
use
it
to
improve
their
performance
• Oral
feedback
is
much
more
effec?ve
than
wrihen
• The
most
powerful
feedback
is
provided
from
the
student
to
the
teacher
17. “Every
Child,
Every
Day”
–
Richard
Allington
and
Rachael
Gabriel
In
Educa?onal
Leadership,
March
2012
6
elements
of
instruc?on
for
ALL
students!
18. 1.
Every
child
reads
something
he
or
she
chooses.
19. 2. Every
child
reads
accurately.
-‐intensity
and
volume
count!
-‐98%
accuracy
-‐less
than
90%
accuracy,
doesn’t
improve
reading
at
all
22. M
–
meaning
Does
this
make
sense?
S
–
language
structure
Does
this
sound
right?
V
–
visual
informa?on
Does
this
look
right?
23. 3. Every
child
reads
something
he
or
she
understands.
-‐at
least
2/3
of
?me
spent
reading
and
rereading
NOT
doing
isolated
skill
prac?ce
or
worksheets
-‐build
background
knowledge
before
entering
the
text
-‐read
with
ques?ons
in
mind
25. First
Steps
•
•
•
•
Collec?ng
baseline
data
(forma?ve
assessment)
What
do
they
know?
What
are
their
strengths?
What
areas
need
further
development?
How
will
we
support
this
development?
26. • Looked
at
the
results
as
coded
on
the
performance
standard
• Developed
an
inquiry
ques?on
• Made
a
plan
• Spent
a
term
in
each
classroom.
Two
blocks
each
week.
27. Inquiry
Ques?ons
• How
does
the
implementa?on
of
literacy
centres,
that
focus
on
reading
rather
than
isolated
skills,
change
the
engagement
and
mo?va?on
of
the
students
and
will
they
become
more
skilled
readers?
• How
does
implemen?ng
guided
reading
or
small
group
reading
instruc?on,
with
my
support
teacher,
further
our
students’
reading
development?
28.
29.
30.
31. Literacy Centres in FI
• Brooke
Douglas
at
Bridge
with
Kara,
Chantale
and
Wanda
• Focus
on
building
a
balanced
and
differen?ated
literacy
program
• Borrowing
from
others
• Things
I
no?ced
32.
33.
34.
35.
36.
37. Think Aloud
•
•
•
•
•
•
Gradual
release
Builds
interest
and
background
knowledge
Builds
oral
language
Introduces
key
concepts
and
vocabulary
Builds
ques?ons
Models
and
prac?ces
‘close’
reading
38. 1975:
Year
of
the
Cat
Today
is
Tet,
the
first
day
of
the
lunar
calendar.
39. Every
Tet
we
eat
sugary
lotus
seeds
and
lu?nous
rice
cakes.
We
wear
all
new
clothes,
even
underneath.
55. Gallery Walk – writing lesson
• In
groups,
3
things
that
count
in
wri?ng
• Made
class
list
and
categorized
• Focus
on
meaning
and
thinking
–
–
–
–
–
–
–
–
–
Descrip?on
Imagina?on
Detail
Knowledge
Focus
Ideas
Passion
Intriguing
Understandable
56. Place
a
series
of
pictures
around
the
room
Students
in
groups
of
3
3
minutes
per
picture
Chat
–
How
could
you
use
this
image
in
your
wri?ng?
• Build
on
one
another’s
thinking
• View
4
pictures
•
•
•
•
57.
58.
59.
60. • Eagle
Dreams
-‐
WriCen
by
Sheryl
McFarlane
;
IllustraKons
by
Ron
Lightburn;
• ISBN:
1-‐55143-‐016-‐9
61. • Task:
a
piece
of
wri?ng,
choose
your
genre,
think
about
the
criteria
• As
you
are
moving
to
your
desk,
keep
walking
un?l
you
have
your
first
line
in
your
head
• 12
minutes
to
write
• As
students
are
wri?ng,
move
about
the
room,
underlining
something
powerful
(criteria
connected)
in
each
person’s
wri?ng
62. • Each
student
shares
what
was
underlined
• Listen
to
hear
something
you
might
want
to
borrow
• As
a
class,
decide
on
why
each
was
underlined
• Create
the
criteria:
– Words
that
are
WOW
– Details
that
showed
emo?on
or
made
a
picture
– Hook
–
first
line
made
me
want
to
keep
reading
63. Sample
1
One
cool
and
breezy
night,
in
a
prairie,
a
boy
sat
on
the
rim
of
his
open
window,
looking
out
at
the
moon,
hoping
for
something
to
happen.
Aaer
a
few
minutes,
he
went
back
in
and
close
his
window.
Robin
sighed.
“I
wished
my
life
has
more
excitement
in
it,
“
he
thought,
before
he
turned
off
his
light
and
went
to
bed,
he
took
one
quick
look
at
his
kite
on
top
of
his
bed
that’s
shaped
like
an
eagle,
and
went
to
sleep.
64. Sample
3
Once
upon
a
?me
there
was
a
boy
that
was
facinated
by
eagles,
he
asked
his
father
to
get
one
for
him
but
he
couldn’t.
Then
the
boy
thought
about
a
way
to
catch
an
eagle
and
then
a
different
gender
one
for
more
eagles.
Delighted
with
his
idea
that
he
thought
of
last
night,
he
con?nued
his
plan.
He
put
3
fishes
in
the
open
with
a
trap,
and
went
to
bed.
Then
he
heard
a
noise
that
sounded
like
an
eagle.
When
he
had
checked
the
trap,
he
found
an
eagle
that
was
in
his
trap.
Happily
jumping
around,
the
eagle
made
him
inspired
to
make
a
home
for
the
eagle.
He
created
a
bond
with
the
eagle.
He
remembered
how
much
his
father
despised
eagles.
He
lead
the
eagle
to
a
secret
place
in
the
forest
where
his
father
never
went.
He
came
downstairs
and
his
father
was
in
a
rage.
He
threatened
to
ground
his
son
if
he
didn’t
kill
the
eagles.
Shocked,
the
boy
asked
why
he
told
him
so.
The
father
said
they
…
65. Sample
4
At
Sunday,
the
Ximing
and
his
father
mother
go
travel.
On,
Ximing
say
“I’m
see
a
eagle!”
His
father
and
his
mother
is
going
to
his.
And
his
mother
say
“Oh,
Help
it!”
OK.
It
was
heal.
OK.
We
are
go
back
home!
At
home:
Today
is
very
funning.
Because
we
are
helpa
eagle!
I’m
so
happy
now!
Ximing
is
?me
to
eat
a
dinner
say
mother
say
…
66. • Kids
can
add/edit/con?nue
to
work
• Set
up
for
next
class
– Work
on
same
criteria
– Hear
again,
pieces
that
work
– Move
to
where
kids
can
iden?fy
criteria
in
their
own
work
and
ask
for
help
with
criteria
that
are
struggling
with
• Aaer
repeated
prac?ce,
students
choose
one
piece
to
work
up,
edit,
revise,
and
hand
in
for
marking
• Feedback
is
con?nuous,
personal,
?mely,
focused
67. 5.
Every
child
talks
with
peers
about
reading
and
wri?ng.
68. 6. Every
child
listens
to
a
fluent
adult
read
aloud.
-‐different
kinds
of
text
-‐with
some
commentary
69. Literature Circles: Residential
Schools
• A
unit
co-‐developed
by
– Marla
Gamble,
gr.
6
Classroom
Teacher,
Prince
Rupert,
BC
– Marilyn
Bryant,
Aboriginal
Educa?on
Program
Resource
Teacher
– Raegan
Sawka,
LUCID
Support
Teacher
(Learning
for
Understanding
through
Culturally
Inclusive
Imagina?ve
Development)
• Lesson
2:
co-‐designed
and
co-‐taught:
Marla
&
Faye
70. • 1st
lesson
– Slide
presenta?on
on
First
Na?ons
background
in
the
geographic
area
with
some
reference
to
residen?al
schools
• 2nd
lesson
– Whip
around
– Fishbowl
on
1st
paragraph
of
Fa4y
Legs
–
C.
Jordan-‐Fenton
&
M.
Poliak-‐Fenton
(Annick
Press)
– Co-‐created
criteria
for
effec?ve
group
– Envelopes
of
5-‐6
pictures
from
Fa4y
Legs
– Make
a
story
– Share
some
stories
– Walk
and
talk
– 4
minute
write
–
story
behind
the
pictures
71.
72.
73.
74.
75.
76.
77.
78.
79. K – Building Connections/Response
to Reading
•
•
•
•
•
Prac?ce
making
connec?ons
Choose
a
symbol
Talk
about
how
this
helps
our
reading
Read
together
and
make
connec?ons
Students
show
their
connec?ons
by
drawing
and
wri?ng
• with
Jessica
Chan,
Burnaby
86. Gr 3
JC, Richmond
•
•
•
•
•
Building
vocabulary
from
pictures
Establishing
fic?on/non-‐fic?on
Predic?ng
Directed
drawing
Wri?ng
to
retell
and
connect
87.
88.
89.
90.
91. The Swaps
Who
Give
away
Want
scarecrow
hat
walking
s?ck
badger
walking
s?ck
ribbon
crow
92.
93.
94.
95.
96.
97.
98. • What’s
your
plan?
• Who
will
you
work
with?
• How
will
you
know
that
what
you
have
done
is
making
a
difference?
