Differentiated Instruction
For Reading Instruction
Part One:
Vocabulary Instruction that Makes a Difference!
Of Limited Value…
Lists alone
Context alone
Definitions alone
Dictionaries and Glossaries alone
Teacher-selected words alone
Of Durable Value…
Words in clusters
Multiple exposures in various contexts
Chances to speak, hear, write the words
Manipulation of forms of words
Classify and categorize word lists
Word games
Student-selected words (differentiation)
Multiple Exposures
• Connections to other subjects
• Morphology chart: How does the word
morph into other forms?
• Cumulative use
Richness
Use both verbal and non-verbal modes
Make connections to related words
Selecting a Target Word
• Will be frequently used
• Links to known words
• Can be key to multiple related words
Concept First
Describe the meaning of the wordconcept)
to allow students to connect new
knowledge (the word) to existing
knowledge (the concept)
“Did you ever…?”
“Well, there’s a name for that. It’s called…”
Find the word that means…
Middle of page 14: Find the word that means
“mocking, in a cruel way”
Bottom of page 16: Find the word that
means “violation of a rule”
Top of page 17: Find the phrase that means
“became prepared to face hardship”
Why have students select their own
words to learn from the text?
exempted
petulantly
ironic
audible
somber
palpable
weary
flailing
The Student
jeering
sinuous
enhance
fretful
reflective
carnage
assuage
Different levels of familiarity with
words
Never heard of it,
but I’m interested in it.
Never heard of
it; not
likely to use it
if I knew it
Might know what it means
never used it
Heard of it;
don’t know what it means,
not interested
Never heard of
it, but
it will be soon
be used a lot
around me
The Student
Have used it,
but not in this
context
Heard of it,
don’t know what it means,
but am interested
Tier II Words
Tier I Words:
Tier III Words
Basic conversational
words:
Language of academics,
business, government
“Vocab List” words
Domain-specific
terminology;
“Glossary” words
Ask
Dead
Name
Find out; figure out
Answer
Rain
Use
Sharp
Get
Take apart and put
together
balance
Interrogate
Deceased
Designate; designation;
identify, identification
Ascertain; determine
Precipitate, precipitation
Utilize; employ
Acute
Acquire
Analyze; synthesize
equilibrium
Photosynthesis
Cytoplasm
Metamorphosis
Asymmetrical
Bathysphere
Rhetoric
Deoxyribonucleic acid
Artifact
Habeas corpus
Diaspora
Polysyndeton
Adjective
Code-switching
Science English
1. Which feature best distinguishes one
form of electromagnetic energy from
another?
1. Color
2. Wavelength
3. Surface temperature
4. Distance traveled
1. What do all four animals have in
common?
Everyday English:
I
1. How can we tell the difference between
one form of electromagnetic energy from
another?
1. color
2. wavelength
3. Temperature at the surface
4. How far it has traveled
1. How are all four animals the same?
2. Young frogs do not look like adult
Frogs. What name do we give to this
Kind of change?
Three-Step Demystification
Process
1. Reword the questions into Tier I to understand
the meaning.
2. Go back to the original language (Tier II)
now that you understand it.
Answer the questions.
3. Create your own questions, using Tier II and III.
Semantic Maps and Charts
Visual representations that create
associations, deepen, and extend
word understandings
The Fishing Model
Target Word: A word to be used as
bait for other words
Synonym Set
Notional Set:
(The Neighboorhood)
Other words that go
with this topic
Grammatical Set:
The way in
Antonym
Set
which this word is used in a
sentence; the words that may
surround it:
Morphological Set: The other forms
that this word can take by using suffixes
and prefixes
Connotative Set
Positive, Negative, or Neutral
Technical/Scholarly or
Conversational/Informal
Metaphorical or Literal
Etymological Set: Root;
combining forms
The Quadrant Model
Complete sentence of at least 12 words:
Breakdown:
Use an action verb
Include a visual
Prefix
(or combining form)
Root:
Suffix:
Target Word:
My guess:
Noun form:
The___________
Verb form:
To____________
Adjective/Adverb form:
very________
very________
Visual:
Dictionary
or glossary definition:
Synonym:___________
Antonym:___________
The Tree Model
Geographical Features
Water
Navigable
Rivers
Creeks
Seas
Streams
Tributaries
Land
Unnavigable
Lakes
Estuaries
Arable
Not Arable
Frayer Model
word or phrase:
Examples:
definition:
Non-Examples
The Multiple Meaning Model
Meaning (for this class)
word
conversational meaning:
Visual:
Sentence
(for this class)
conversational sentence:
word
Visual:
Examples: function,
property, reaction, origin,
The Multiple Meaning Model
tangent, variable,
solve, mean, graphic,
base, extreme, factor,
fact, imaginary, rational,
Irrational, determine
math/science meaning
power, prime, product,
multiple, operation,
radical, remainder,
range, regular, proof,
conversational meaning: difference, cell, value,
area, cube, root, plot,
complementary, common,
math/science sentence:
depression, digit, operation,
frequency,graph, median,
mode, equation, equal,
similar, balance
conversational sentence:
The Spider Model
Target Word
Morphology Chart
Noun:
The…
Verb:
He… or They…
or Must… or
To…
Adjective
Which one?
What kind?
How many?
The___truck
Adverb
Where? When?
Why? To what
extent? In what
manner?
Morphology Kit
Noun-Making
Suffixes
Verb-Making
Suffixes
Adjective-making
suffixes
-ment
-ness
-ation, sion
-ity
-ism
-hood
-itude
-ence
-ance
-ide
-ate
-ify
-ize
-acious,icious
-y
-ous, ious
-ant
-able, ible
Adverb-making suffix:
-ly
Word Components: Level 1 (usually known in elementary grades)
Prefixes
exprereundisnonimmisminimaxi-
Word Components: Level 2 (usually known in intermediate grades)
Prefixes
co-; con-; comsyn-; symin-; en- (into)
sub-; supea-; abinterintramonounibi-; tri-; quad-, etc.
cent-; milli-; megapoly-; multiomnitranssemibio-; geo-; eco-
Word Components: Level 3 (usually known in high school)
Prefixes
pseudodemiendo-; ectoproperperihemiobbenemal-
photonomigmunicontraphilo-
Common Word Roots for Academic Subjects:
Basic:
Often combine with:
-ject (to throw)
-port (to carry)
-scrip, scribe (to write)
-vert, vers (to turn)
-pos, pon (to place)
-tract (to draw)
-pel, pul (to drive)
-struct (to build)
-grad, gress (to step)
-plic, plex (to fold)
-flic, flex (to bend)
-fic, fac (to make)
-miss, mit (to send)
-sid, sed (to sit)
-spec (to see)
-voc (to call)
-dict (to say)
-rupt (to break)
subexdecontrans-
reoba-; abeex-
Often end with:
-ive
-ation; sion
-ate
-able; ible
-or
properco-
Common Word Roots for Academic Subjects:
Advanced:
Often combine with:
-cad, -cas,-cid (to fall)
-dyna (force; power)
-magn (great; large)
-quir, -quis (to seek)
-gen (race, kind origin)
-cham, -cam (vault)
-cen (to judge)
-doc, -dox (to think)
-greg (to flock)
-cau (to burn)
-ess, -sent (to exist)
-close, -clud, -clus (to close)
-mand, -mend (to order)
-junct (to join)
-jur, -jus (to swear)
-lith (stone)
subexdecontrans-
reoba-; abeex-
Often end with:
-ive
-ation; sion
-ate
-able; ible
-or
-ize
-ence, ance
-ary
properne-
Academic “Flash Phrases”
Phrases that should become immediately
recognizable and meaningful in the subject
area context
I love
Paris in the
the springtime
The brain operates for economy of effort (filling in gaps, making assumptions)
Flash phrases for social studies:
ex post facto
law
system of
checks and
balances
bill of attainder
consent of the
Congress
respective
states
reconsideration
Senate and
reprieves and
House of
pardons
Representatives
judicial power
office of
president
executive power senators and
representatives
raising revenue
regulation of
commerce
appropriations
receipts and
expenditures
Flash phrases for life science
infrastructure
natural
resources
environmental
impact study
extgernal
conditions
ecosystem
fuel-efficient
carbon footprint
biodiversity
homeostatis
ecological
succession
point of stability
components of
the biosphere
carrying capacity photosynthetic
organisms
biotic vs. abiotic aquatic
crustaceans
Flash phrases for math
least common
multiple
multiple
representations
difference of
two perfect
squares
commutative
property
greatest
common factor
logical argument axis of
symmetry
distributive
property
common
denominator
coherent whole
exponential
growth
acute angle
difference
between
standard
notation
inverse property complement of
a subset
Generic Academic Flash Phrases:
Concept: Causes and Effects
stem from
be due to
result from
grow out of
generate
yield
be responsible
for
provoke
create
favor
promote
generate
derive from
be blamed for
take credit for
lead to
Differentiation for the flash phrases
Create and play word games to reinforce the
visual cues (www.quia.com;
puzzlemaker.com)
Create flash cards
Create classroom visuals: mobiles, book
covers, folders, etc.
Part Two: Elements of DI
What are some of the key structures of DI?
What do I already do and use?
What we already do:
Content…. Process….. Product
(Assessment)
What does DI look like?
“Content” differentiation
What does DI look like?
Process
Differentiation
What does DI look like?
“Product” or
“Assessment”
Differentiation
Differentiating Content
Begin with concepts and competencies
(understandings and abilities)
Decide on acceptable evidence of learning
Decide on specific content
Why Differentiate Content?
Differentiating Process
Begin with concepts and
competencies
Decide on acceptable evidence of
learning
Offer different but appropriate
modes of learning
Ways to Differentiate Process
Learning Style Choices: Visual, Auditory,
Kinesthetic, Social
Left Brain/ Right Brain preferences
Choices based on temperament:
Work alone, work in a group, work
holistically, work step-by-step, etc.
DI for Assessment: Showing
Knowing
Begin with concepts and
competencies
Decide on content
Decide on acceptable
different ways of evidencing
learning
Depth and Complexity
Degrees of detail
Numbers of variables, aspects, factors
Amount of steps in a procedure
Summarize a story
Analyze a story
Evaluate a story.
Depth and Complexity
Degree of abstraction
Amount of prior knowledge and prior skill required
Amount of independence expected
Give several examples of
two visual motifs in a film
Romeo and Juliet (1996)
Explain why there is a fire motif
in R & J
Ideas for Differentiating Process &
Assessment:
For visual learners:
Create and find drawings
Create/Complete graphic organizers
Go on field trips
Create visuals for the classroom
Use technology
Create or view cartoons, read graphic novels
Integrate words with images
Ideas for Differenting Process &
Assessment:
For auditory learners:
Brainstorm
Discuss, debate
Play or hear music;
Create rhythm,
rhyme, rap
Create or hear mnemonic devices
Ideas for Differenting Process &
Assessment:
For tactile-kinesthetic learners:
Role play, do creative dramatics
Air-write
Use manipulatives
Associate physical gesture with ideas &
information
Ideas for Differenting Process &
Assessment:
For social learners:
Use cooperative learning
Make presentations to others
Create practice tests for peers
Tell stories
Create and play educational games
Ideas for Differenting Process &
Assessment:
For technology-oriented learners:
Web Quests, hotlists,
e-scrapbooks
On-line communication
Power Point presentations
Planning for Differentiation
Concepts &
Competencies
This is the enduring
understanding and/or
academic skill that you
want all students to have.
is not differentiated
Content
What students will be
reading, seeing, or
doing to learn new
Information or skills
may be differentiated
Process, Product
One or more ways for students of
varying abilities and interests to
access knowledge or skill and to
demonstrate knowledge or skill
may be differentiated
What is appropriate content?
What is acceptable evidence of learning?
How can/ why should I create a tri-leveled task?
Gr. 8
I.
EU: Some information is indirectly communicated.
Content: Any story
Work with a partner:
Level 1: Draw a cartoon representing a conversation in the story.
Use thought bubbles to express what the characters are thinking but
not saying out loud.
Level 2: Identify a conversation in the story in which information
is indirectly communicated and explain why this information is not
directly communicated.
Level 3: Act out a conversation which could happen at any point in the
story in which information is indirectly stated.
What is appropriate content?
What is acceptable evidence of learning?
How can/ why should I create a tri-leveled task?
II.
EU: Summary: beg, mid, end expressed concisely
Content:
Level 1: Identify characters/ setting; Write one sent that is derived from each
of the 3 parts
Level 2: Select any character. Explain how this character changes from the beg,
to the mid, to the end. (three well-developed sentences)
Level 3:
Example : Favorite Subject Groups
Concepts &
Competencies
Great literature
can be connected
to other fields of
learning.
Acceptable Evidence
of Learning
Content
The Odyssey
Students form groups
based on their favorite
subjects in school.
Groups discuss how
The Odyssey relates
their favorite subject.
Present to class.
The Odyssey
Differentiating Writing Tasks:
Less complexity
List
Define
Describe
Identify
Put in order
Create categories
More complexity
Apply
Illustrate
Give examples of
Summarize, paraphrase, restate
Analyze (take apart + put together)
Evaluate
Compare & Contrast
Recommend
Persuade
Draw conclusions
Make generalizations
An Online Resource
www.filimentality.com: repository for
Webquests and hotlists (free of charge)
www.quia.com: collection of, and means to
create, word games (subscription charge)
www.puzzlemaker.com: means to create
word games and word puzzles (free of
charge)
Fishbowl Story Talk
Purposes:
To discover
universal themes in
books of choice
To converse about literature
To listen attentively to peers
What Students Do Now:
• Read on their own
• Complete a generic
study guide
• Take a generic
reading-check test
Story-Talks: Inner Circle/
Outer Circle Set-Up
• Arrange desks in a
circle or U
• Set up an island for
the inner circle
• Each student has tent
card with name of
story he/she read and
a visual
How the Fishbowl Works
• Students take turns
going into the inner
circle
• Inner circle should be
a mixed group,
representing various
stories
• Outer circle also
participates
Fishbowl Topics
• Setting: Where did the story take
place? Help us see it.
• Narration: Who is telling us the
story? Help us know this person.
• Plot: What is the story about?
• Language: What were the most
important words in the story? What
new words did you learn?
The Fishbowl Book Talk Looks Like
This:
Roll of
The Pearl The Giver
Thunder
Uncle
Tom’s
Cabin
Number
the Stars
Charlotte’s
Web
Charlotte’s
Web
Woman
Warrior
Holes
The
Adventures
of
Tom Sawyer
The Wind in
the Willows
The Wizard
Of Oz
The Hobbit
The Giver
The Wind in
the Willows
Roll of
Thunder
Literature Circles Look Like This:
Symbolism
Finder
Illustrator
Illustrator
Notetaker
Vocabulary
Expert
Vocabulary
Expert
Character
Explainer
Symbolism
Finder
Illustrator Vocabulary
Expert
Character
Explainer
Same book, different roles
Notetaker
Symbolism
Finder
Notetaker
Character
Explainer
Tic-Tac-Toe (aka Choice Boards) ELA
Choose 2 characters from
your book. With a
partner, script a scene
from a key moment in
the story.
(Kinesthetic, social, verballinguistic)
Write or tell a different
ending to your story.
Draw 3 comic strip frames
that illustrate a key
moment in your book.
(verbal-linguistic)
(verbal-linguistic, spatial,
visual)
Draw a cover for the book
that would attract
people to read it.
Make a chart of
significant
amounts and
measurements in the
story and explain how
each of these fits into
the meaning of the
story.
(mathematical, verballinguistic)
Turn a significant event of
the book into a poem
or song.
Make a list of hand-held
items in the story and
explain how each was
used and by whom.
(tactile, verbal-linguistic,
visual)
Retell part of the book in
the form of a rebus
(spatial, visual)
Make a timeline that
sequences 10
important events in
the story.
(spatial-mathematical,
visual, verbal-linguistic)
(musical-rhythmic,
verbal-linguistic)
(verbal-linguistic, visual)
Tic-Tac-Toe (aka Choice Boards) Social Studies
Choose 2 key people who
shaped this event. With a
partner, script a scene
from a key moment in
the event.
(Kinesthetic, social, verballinguistic)
Make a flow chart that
illustrates the
conditions that led to
this event. Explain the
significance of each
condition.
Draw 3 comic strip frames
that illustrate a key
moment in this event..
(verbal-linguistic, spatial,
visual)
(verbal-linguistic)
Draw a cover for the book
that would attract
people to read about
this event.
(spatial, visual)
Make a timeline that
places this event it its
historical context (5
before; 5 after)
(spatial-mathematical,
visual, verbal-linguistic)
Make a chart of
significant statistics in
the event and explain
how each of these fits
into the conditions
and meaning of the
event..
(mathematical, verbal
linguistic)
Express the event in the
form of a poem or
song.
(musical-rhythmic,
verbal-linguistic)
Make a list of hand-held
Retell the in the form of a
rebus.
items that were
significant in the event
and explain how each
(verbal-linguistic, visual)
was used and by
whom.
(tactile, verbal-linguistic, visual)
Tic-Tac-Toe (aka Choice Boards)
(Kinesthetic, social,
verbal-linguistic)
(verbal-linguistic)
(verbal-linguistic, spatial,
visual)
(mathematical, verballinguistic)
(musical-rhythmic,
verbal-linguistic)
(spatial, visual)
(spatial-mathematical,
visual, verbal-linguistic)
(tactile, verbal-linguistic,
visual)
(verbal-linguistic, visual)
Choice Board
Where do I need help?
Understanding the parts
of the question
Organizing
Writing the Introduction
Writing the Conclusion
Vocabulary
Development
Time Management
(meeting deadlines)
Spelling, Grammar,
Capitalization
Other
Provide graphic organizers
Provide list of suggested words/phrases
Provide key sentences and structures
Provide an outline or partial outline
Extended time
Work with a partner
Use of notebook
Use textbook or other resources
Student-created study cards
Assessment Implications:
Students give up a certain
number of points in exchange
for support ?
Students allowed decreasing
levels of support as the year
progresses ?
Scaffolding: Providing necessary support
Informational text
Language: Technical terms
Organization:
Sequential
Logical ordering
Cause and effect
Literary Text
Poetic language
Reader expected to infer
indirect meanings
Descriptive
Narrative mixed with description
“Anything can happen”
Content:
Facts, processes, procedures,
rules, theorems
Story of human experience;
plot, theme, description
Textual Features (appearance)
Diagrams, tables, charts,
visual cues to main ideas
Few pictures, chapter headings
Cornell Notes (aka: 3 column notes)
Learn to create meaning from text:
Write phrases that
help to answer the
question.
Formulate sentences that
answer the question.
Let time elapse.
Formulate a question
that you think the text
answers:
Reading Material
Least Effective:
• Texts with controlled
vocabulary
• Worksheets with
“recall level” questions
• Abridgements
Most Effective:
• Authentic texts
• Classroom libraries
• Suggestions for
extended reading
• School-to-home
connections
• Audiotapes
Scope of Reading Material
Least Effective:
• Bland
• Inauthentic (watered
down; reworded;
expurgated)
Most Effective:
• Multicultural
perspectives
• Quality non-fiction as
well as fiction
• Wide range of genres
• Likely to engage and
interest students
Groupings of Students
Least Effective:
• Fixed ability groups
• Pull out instruction
Most Effective:
• Whole class
• Changeable groups
• Independent,
individual
• Groups by interest
and choice
Instructional Approaches
Least Effective:
• Scripted
• Strategies and skill
lessons that connect
to inauthentic text
(“exercises”)
Most Effective:
• Student-generated
topics and questions
• Free choice reading
• Scaffolding toward
independence
• Strategies and skill
lessons connected to
immediate need
Comprehension Builders
Least Effective:
• Responses to
external questions
• Recall questions
Most Effective:
• Student-generated
questions
• Thematic questions
• Approach to reading
as process (before,
during, after)
• Development of
metacognition
Vocabulary Development
Least Effective:
• Lists of unrelated
words
• Lack of
connectedness from
subject to subject
• Fill-in-the-blanks
Most Effective:
• Clusters
• Spelling as a window
to word connections
• Meaningful use;
varied contexts
• Domain-specific and
vernacular meanings
Student Role
Least Effective:
• Do assigned reading,
answer shallow
questions
Most Effective:
• Choice of reading
selections
• Choice of assessment
forms
• Constructed response
• Social interaction
around literacy
• Risk-taking
SSR (Sustained Silent Reading)
20 minute sessions
Twice- three times weekly
More than one year
Student choice
No formal accountability
Wide choice of reading materials
Spelling Board
Rules and Regs Rhythm & Reps Air-Writing
Color-coding
Mnemonics
Patterns &
Partnerships
Exaggerated
pronunciation
X-word puzzles;
Word finds;
Jumbles
Working with a
spelling partner
APPLIES RESEARCH ON
LEARNING STYLES &
MULTIPLE INTELLIGENCE
RESPONDS TO
UNIQUE NEEDS OF
CHILDREN & TEENAGERS
USES MOTIVATIONAL
STRATEGIES
TEACHER BEHAVIORS
USES RESEARCHBASED STRATEGIES
THE STRATEGIC
TEACHER
Includes small group
learning
PREDURING
POSTREADING
STRATEGIES
Explicit Instruction
:
Time for
practice
Thinkalouds
Scaffolding;
Gradual release
of responsibility
Models literacy
strategies
Intermediate and Secondary
School Reading
How reading expectations change
after fourth grade
The Read-O-Meter
Pre 20C Text
Technical Language
Polysyllabic words
Long sentences
Small print
Unfamiliar subject
Abstract ideas
No, few, or complex
graphics
Apply Reading
Strategies
Adjust pace
Adjust environment
Slightly Demanding
Highly Demanding
Readability Assessment
• Read one page of textbook, timing
yourself (reading slowly)
• Compose 5 basic comprehension
questions
Readability of Your Major Text
1. Have students read the page, timing
themselves carefully.
2. Students answer the 5 questions.
3. Following the timed reading and the 5
questions, students write words from the
text that they didn’t understand.
Assessing Readability
Read at your pace, or
slightly slower
One or two comprehension
errors
Read significantly
slower than you do
Fewer than five unknown
Read at your pace
words
or faster
More than two comprehension
errors
Five or more unknown words
No comprehension \
errors
One or two unknown
words
Reading Supports/Enrichments
Support
Needed
Enrichment
recommended
Supports
• Provide more visuals
• Provide pre-reading
expectations
(overview)
Supports
• Provide guiding
questions
Supports
• Establish a purpose
for reading
Supports
• Pronounce unfamiliar
words
Online Reading Lab
http://vclass.mtsac.edu/amla-51/Skills%20Exercises/homework.htm
Another Online Reading Lab
http://wps.ablongman.com/long_henry_sr_1/0,7967,805086-,00.html