Small Group Differentiated
Instruction
DIFFERENTIATION THAT MAKES A
DIFFERENCE
What is Differentiated Instruction?
Definition
Examples
How I currently
differentiate
Differentiated
Instruction
Non-Examples
Why Differentiate with Small Group Instruction?
 Meet developmental needs of students
 Teach to student’s instructional level
 Stretch student thinking
 Opportunities for interaction
Essential Question
How can I effectively differentiate
small group instruction to meet the
needs of all students?
Differentiation of Instruction
Differentiated Instruction is
a teacher’s response to a learner’s needs
respectful tasks
clear
learning goals
Content
guided by general principles
of differentiation, such as
flexible grouping
Teachers can differentiate
Process
ongoing
assessment &
adjustment
positive
lrng. environment
Product
based on students’
Readiness
Interests
Learning profiles
Tomlinson, The Common Sense of Differentiation, ASCD, 2005 OPTIONS, FDLRS Action Resource Center
Literacy Translation
 Students read books at different levels of complexity
to access core content (content)
 Engage in activities with different degrees of teacher
and peer support in accomplishing their learning
goals (process)
 Complete different follow-up tasks as evidence of
their achievement (product)
Consider the Content
HIGH
LOW
Complex text ……………………………………………………………………… Simple, clear text
Short and longer text ………………………………………………………… Mostly short text
Mostly comprehension ………….. Balance comprehension with other literacy needs
Comprehension focus:
Mostly on discussion …………….……………. Mostly on basic construction of meaning
and reinforcing skills and strategies
Consider the Process
HIGH
LOW
More independent completion of reading ………………. Reading completed during group time
Brief review of a reading strategy …………….. Reteaching of a strategy that includes
explaining and modeling
Little prompting needed to find evidence ……………………. More prompting needed
Read longer text chunks/self-monitor ...................…. Shorter text chunks to scaffold thinking
Less revisiting of text …………………………………………………….. More revisiting of text
Consider the Product
HIGH
LOW
Do extensive independent reading of just-right books
Do written response independently ……………………..…….. Do written response with
supports
Do other follow-up tasks independently ……….……… Do other follow-up tasks after thorough
teacher explaining/modeling with
progress monitoring
Process
Content
Revisiting text (second reading)
Review base words for word sort (demonstrate for students)
Briefly discuss new vocabulary
Students will read chunks of text independently
Model finding text evidence to support character traits
Model comparing characters using a Double Bubble
Product
Main selection from Treasures
Skills – Story Elements (characters)
Compare/Contrast
Vocabulary – Frontload words students will need to think about
Word Work – word sort- Adding –ion (create-creation)
Fluency – Ongoing throughout week; students will read evidence aloud
Process
On-Level Readers
Complete word sorts in literacy centers
Complete Double Bubble Map (comparing two characters from story)
Content
Revisit text 3 different times; each time focusing on something different
Explicit & direct instruction of vowel consonant silent –e (white boards)
Reinforce phonics skill in connected text
Explicitly teach vocabulary prior to reading
Students will partner read text; teacher will lean in and listen
Model finding text evidence to support character traits
Prompt and support students in finding evidence in text
Model the process of how to complete a Bubble Map with supporting
evidence (at least 3 character traits)
Do similar word work or word sorts at literacy centers
Complete at least one more character trait on Bubble Map
Product
Product
Shorter, less complex text (possibly below grade level)
Skill – Story Elements (characters)
Fluency- phrasing, chunking text
Word Work – phonics skill - vowel consonant silent –e
Comprehension – constructing meaning using retelling/summarizing
Process
Below-Level Readers
Product
Process
Content
Above-Level Readers
Readers Theater (more complex, longer text)
Skills – Story Elements (characters)
Point of View
Genre - mythology
Vocabulary- Frontload words that may be new to this genre
Word Work – word sort – Greek and Latin amounts (magni, min, equ, omni)
Fluency – Reading a script with prosody
Discussion focus – How characters are perceived differently
Students read text as a group before meeting
Discuss vocabulary students noticed as they were reading
Review and discuss how knowing the Greek and Latin roots may have helped with
meaning
Review point of view
Teacher facilitates discussion focusing on characters and how others may perceive
them
Teacher explains directions for both Bubble Maps
Students practice Readers Theater script and perform for peers
Complete Bubble Maps independently
“Differentiated instruction
is a way of thinking,
not a formula or recipe.”
Tomlinson and McTighe (2006), p.10.
Diner Menu – Small Group Differentiated Instruction
Appetizer (Everyone Shares)
•Write your definition of differentiated instruction.
Entrée (Select One)
•Write 3 ways you currently differentiate instruction in you classroom.
•Write 1 way you can change how you currently differentiate instruction.
•Write the first name of a student who would benefit from differentiated instruction.
Side Dishes (Select Two)
•How would you rate yourself on how well you currently differentiate small group instruction?
(Scale 1-10, 1 being the lowest)
•Name one thing that you will take away from this presentation.
•Add something new to your Circle Map.
•Write one question you still have.
Dessert (Optional)
•Collaborate with your peers to gather new ideas for small group instruction.
•Form new reading groups based on instructional level and need.