Differentiated Instruction
Aligned to the ELA Common
Core Standards
ASCD ♦ March, 2013
Presented by
Kathy Glass
www.kathyglassconsulting.com
kathytglass@yahoo.com
1
AGENDA

What does the CCSS include about
differentiation?

What is differentiation? What are
meaningful ways to differentiate?

What can be differentiated in a unit of
study?

What are differentiated assessment
examples aligned to targeted CCSS?
© Kathy Glass ▪ kathytglass@yahoo.com
What does the
Common Core
include about
differentiation?
3

Educators and states can determine how
goals of standards should be reached.

Teachers use their professional judgment
and experience to meet CCSS goals.

CCSS doesn’t define intervention
methods or materials to support those
well below or above grade-level
expectations.

Instruction should be differentiated when
meeting standards for foundational skills.
© Kathy Glass ▪ kathytglass@yahoo.com
With regard to complex text…

All students should have extensive
opportunities to engage with grade-level text.

Provide scaffolding, as needed, but also
gradually remove supports.

Beware of too much scaffolding.

Instructional materials should offer advanced
texts to provide opportunity to read beyond
current grade levels.
© Kathy Glass ▪ kathytglass@yahoo.com
What is
differentiation?
What are
meaningful
ways to
differentiate?
6
Differentiated Instruction is
consistently using a variety of
instructional approaches to modify
• content (what students need to learn)
• process (how they will learn it) and/or
• products (how they will show what
they have learned)
in response to readiness, learning
style, and interest of academically
diverse students.
Source: from The Differentiated Classroom: Responding to the Needs of All Learners by Carol Tomlinson
7
Examples of
differentiation by…
♦ readiness
♦ interest
♦ learning profile
8
Choose a project and incorporate textual evidence.
Write an article about
how the historical setting
positively and negatively
influenced individual(s).
Use the inverted triangle
format.
Lead a class discussion
focusing on how two key
individuals were each
influenced by the historical
setting. Prepare questions to
facilitate discussion.
Make up analogies
to compare how two
key individuals were
influenced by historical
settings. Use prose or
poetry format.
Create a visually
appealing and factually
accurate PowerPoint
or photo album to
show the positive and
negative influences of the
historical setting on
individuals or groups.
Design a visually appealing
and factually accurate
poster, bulletin board,
or mural showing how the
historical setting positively
and negatively impacted
individuals or groups.
Give a presentation
with musical
accompaniment to
express the influence
of the historical setting
on individuals or
groups.
Write and perform a play
based on how individuals
or groups were positively
and negatively influenced
by the historical setting.
Use props and costumes.
Teach two others about
how the historical setting
was an influential factor in
how individuals behaved.
Provide proof of student
learning.
Create a musical
collage to depict the
influence of the
historical setting on
individuals or groups.
9
© Kathy Glass ▪ kathytglass@yahoo.com

ANCIENT ROME
Choose a topic to
research for a
project you’ll
present to the
class. Address the
guiding questions
through a(n)
interview,
technology, poem,
music lyrics, or art
with writing.
© Kathy Glass ▪ www.kathyglassconsulting.com





DAILY LIFE:
– How does the social structure
of a society affect citizen’s
lives?
GOVERNMENT:
– How do the government systems of one
society impact others?
ROMAN ARTS:
– How do artistic and literary innovations
influence societies?
EXPANSION:
– How does expansion impact other
cultures?
INDIVIDUALS:
– How can groups of people form
movements to drive societal change?
– How do individuals generate change?
RELIGION:
– How does religion influence society?
Choose a historical figure to
research. Then write a short
biography to share with the class
that addresses this guiding question:
Why is this individual a hero? How is
his/her heroism linked to freedom?
Anne Hutchinson
Frederick Douglass
Benjamin Franklin
Harriet Tubman
Thomas Jefferson
Martin Luther King,
Jr.
Abraham Lincoln
© Kathy Glass ▪ kathytglass@yahoo.com
www.kathyglassconsultling.com ▪ kathytglass@yahoo.com
11
Read the information from
your assigned website and
answer these questions:
How can I evaluate and decide which credible
sources to use for my research task?
1. How can I verify this information?
2. How might the tone or style of writing
reflect credibility?
3. How can I recognize bias?
4. Why does the author write this
information?
© Kathy Glass www.kathyglassconsulting.com
with Google Inc.
What can be
differentiated in
a unit of study?
13
From Mapping Comprehensive Units to the ELA Common Core Standards by Kathy Glass
What is
differentiated in
a unit of study?

NOT to be
differentiated:
– Standards
– Essential
understandings
– Essential unit
guiding questions
– Skills

CAN BE
differentiated:
– Resources
– Teaching
Strategies
– Learning
Activities
– Assessments
www.kathyglassconsultling.com ▪ kathytglass@yahoo.com
How can
differentiation be
used effectively
to support unit
goals?
16
Standard
Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence. (W.CCR.1)
Essential
Essential Unit
Understanding Guiding
Question
Lesson Guiding
Questions
Introductions
provide context
for an argument
and give writers
an opportunity
to make a
favorable
impression on
readers.

How can I draw
in readers and
clearly stake a
claim?


What is a debatable topic
or issue I can use as the
basis for my argument?
What claim can I make?
How can I write a thesis
statement to stake a claim?
Where should I include my
thesis in my introduction?
What strategies can I use
to begin my argument so I
get my reader’s attention?
Mapping Comprehensive Units to the ELA Common Core Standards by Kathy Glass (Corwin Press)
Standard
Essential
Understanding
Use words, phrases, and clauses to create
cohesion and clarify the relationships among
claim(s), reasons, and evidence. (W.7.1c)
Essential Unit Lesson Guiding
Guiding
Questions
Question
To assist readers in How do
following a
transitions
coherent argument, help readers?
writers use
transitions to form
logical connections
among ideas and
clarify relationships
among sections.



Why do writers use
transitions?
What transitions can I
use to create cohesion
within my paragraphs?
What transitions can I
use to clarify
relationships between
sections of my
argument?
Mapping Comprehensive Units to the ELA Common Core Standards by Kathy Glass (Corwin Press)
History: A Story Well Told
1. How does the historical setting affect the
plot?
2. How do characters change throughout
time?
3. How does the theme of conflict present
itself in the plot and setting?
4. How do characters address and resolve
conflicts?
© Kathy Glass ▪ www.kathyglassconsulting.com
What are
differentiated
assessment
examples aligned
to targeted ELA
CC Standards?
20
Some ways to differentiate by…
Content







Choice of books
Jigsaw
Organizing
ideas through
graphic
organizers
Learning
contracts
Multiple texts
Reciprocal
Teaching
Tape-recorded
materials
Process













Anchor activities
Cubing
Dialectical journals
Exit cards
Games
Grouping choice
Homework options
Jigsaw Interest groups
Literature circles
Mini-workshops (reteach or
extend)
RAFT
Tiered activities, assignments
Varied graphic organizers
Product







Graduated rubrics
Community
mentorships
Complex instruction
Independent Study
Interest options
Multiple
intelligence
options
Tic-Tac-Toe
Tiered assessments
according to readiness, interest, learning profile.
© Kathy Glass ▪ kathytglass@yahoo.com
© Kathy Glass kathytglass@yahoo.com
21
L.CCR.6: Acquire and use accurately a range of general
academic and domain-specific words and phrases sufficient
for reading, writing, speaking and listening at the college and
career readiness level.*
EXAMPLE:
What does
this word
mean? How
can I use it to
communicate?
*abbreviated
© Kathy Glass ▪ www.kathyglassconsulting.com
Three Tiers of Words
 Tier
One: everyday speech
 Tier
Two: general academic
words
 Tier
Three: domain-specific
words
Tier Two words
(general academic words)
• likely to appear in written texts
• appear in all sorts of texts:
informational texts, technical texts,
and literary texts
• can be interpreted differently based
on the context
Appendix A, p. 33, adapted
24
(CCSS Appendix A, p. 33)
“Volcanoes” excerpt
In early times, no one knew how
volcanoes formed or why they spouted
red-hot molten rock. In modern times,
scientists began to study volcanoes. They
still don’t know all the answers, but they
know much about how a volcano works.
Our planet made up of many layers of
rock. The top layers of solid rock are called
the crust. Deep beneath the crust is the
mantle, where it is so hot that some rock
melts. The melted, or molten, rock is called
magma.
Draw a graphic organizer with 4
squares and a center spot (see
example on next slide). Label each
square in small print:
√
√
√
√
def (for definition)
sym/pic (for symbol or picture)
sent (for sentence)
ex/sit (for examples or situations)
© Kathy Glass
kathytglass@yahoo.com © Kathy Glass www.kathyglassconsulting.com
27
def.
sent.
sym./pic.
ex.
© Kathy
Glass kathytglass@yahoo.com
Lesson Design for
Differentiated
Instruction by Kathy Glass, pg. 119
28
Write one of these Tier 2
words in the center
of your graphic organizer:









Determine
Obstacle
Layer
Admission
Relative
Vary
Formulate
Specificity
Accumulate









Calibrate
Itemize
Periphery
Misfortune
Dignified
Faltered
Unabashed
Spouted
Eruption
www.kathyglassconsultling.com
Find 4 SEPARATE people who
are sitting near you who can
fill in your squares.
That means one person will
complete 1 square, a 2nd
person a different square, and
so on.
When you have a completed
graphic organizer, look up.
Review your graphic organizer
with a partner. Edit the work
others contributed to your
squares.
If all 4 squares are correct,
place a ☺ at the top. If some
are wrong, work with your
partner or use resources to
correct them.
© Kathy Glass
kathytglass@yahoo.com
31
© Kathy Glass ▪ www.kathyglassconsulting.com
L. CCR.3: Apply knowledge of language to understand how
language functions in different contexts, to make effective choices
for meaning or style, and to comprehend more fully when reading
or listening.
W.CCR.9: Draw evidence from literary or informational texts to
support analysis, reflection, or research.
EXAMPLE 1:
Using evidence from
the text, what words
can depict this
character
or topic?
What others say about ____
What _____ does
character or
historical figure:
___________
What _____ thinks
and feels
What _____ says
Personality trait: ___________________________
© Kathy Glass ♦ kathytglass@yahoo.com
www.kathyglassconsultling.com
CINDERELLA
shy
caring
victim
gentle
sacrificing
humbled
daughter
hated
monster
demanding
cruel
mother
determined
ugly
STEPMOTHER
© Kathy Glass
kathytglass@yahoo.com
See website: 35
www.kathyglassconsulting.com
Diamante Poem

Line 1: write ONE TOPIC (character, historical figure,
concept); skip to line 7 and write an opposite topic

Line 2: write two ADJECTIVES describing character/topic in
Line 1

Line 3: write three PARTICIPLES (verb form ending with –
ed or –ing) relating to character/topic in Line 1

Line 4: write four NOUNS; the first two nouns will relate to
Line 1; the last two nouns will relate to Line 7

Line 5: write three PARTICIPLES relating to character/topic
in Line 7

Line 6: write two ADJECTIVES describing the
character/topic in Line 7

Line 7: OPPOSITE TOPIC of Line 1
36
BEOWULF
courageous
sacrificing
celebrated
hero
reckless
victimized
warrior
monster
exiled
condemned
diabolical
GRENDEL
ambiguous
resented
heinous
© Kathy Glass
kathytglass@yahoo.com
37
© Kathy Glass
kathytglass@yahoo.com
SUBURB
friendly
serene
frolicking
uniformity
inviting
caring
sophistication
neighborhood
bustling
energizing
fast-paced
marketplace
exciting
cultural
CITY
© Kathy Glass
kathytglass@yahoo.com
38
What are other opposites?

bullies – non-bullies

Gen. Robert E. Lee – Gen. Ulysses S. Grant

Charles I – Parliament

One culture – different culture

Capulets – Montagues

Magna Carta – Bill of Rights

Fiction – nonfiction

Angiosperms – gymnosperms

Protons – electrons

Native Americans – Settlers

Democracy – Communism
© Kathy Glass kathytglass@yahoo.com
39
SYSTEM: noun
The digestive system makes it possible for the body to
break down and absorb food.
The teacher pointedly told the disruptive student who
had an outburst during class, “Have you finished your
tantrum? Now that it’s out of your system, let’s focus
on learning.”
The solar system—which was formed 4.6 billion years
ago–is comprised of the Sun, eight planets and their
moons, and other non-stellar objects.
What are other usages for system?
ecosystem—organizational system—point system
classification system—central nervous system
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IGNITE: verb
Pockets of methane gas ignited
resulting in a fiery blast that caused
people to run for their lives.
The passions of Patriots and Loyalists
ignited pitting one group against the
other which ultimately led to war.
Use the Think-Pair-Share to
arrive at other sentences
using this word.
www.kathyglassconsulting.com • kathytglass@yahoo.com
Process it…
How might you differentiate these
activities and use them for
students, staff, or colleagues?
4-SQUARE, DIAMANTE,
WORD CONTEXT
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R.CCR.1: Read closely to determine what the text says
explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support
conclusions drawn from the text.
EXAMPLE 2:
What do I
learn from
the text?
How can I
support this?
www.kathyglassconsultling.com ▪ kathytglass@yahoo.com
… politically?
… socially?
How did the French
Revolution impact
_________________
… economically?
© Kathy Glass kathytglass@yahoo.com
44
Group #1: _______________
Group #2: _____________
How are various groups
affected economically
and culturally by
immigration?
Group #3: _____________
© Kathy Glass kathytglass@yahoo.com
45
Role
(What role
should the
student
assume?
From
whose
point of
view is the
piece
written?)
Audience
(Who will
read, see,
or use
this?)
RAFT
Format
Topic
(What is the
most
effective
and
meaningful
product
format to
show
understand
-ing?)
(What is the
topic focus
for the
product?)
From Lesson Design for Differentiated Instruction by Kathy Glass
46
What was daily life like in Medieval society?
Role
Audience
Format
Topic
lord or lady
monarch
merchant
trader from the
East
advertisement
with illustrations
and list
persuade traders to
purchase goods
clergy
God
prayer
how they serve the
townspeople
beggar
self
journal entry
persuasive letter describe anger towards the
rise of charters that allowed
the peasants to no longer
be ruled by them
use imagery to describe
their life on the streets
From Lesson Design
for ▪Differentiated
© Kathy Glass
kathytglass@yahoo.comInstruction by Kathy Glass
47
How do authors develop characters?
ROLE
AUDIENCE
FORMAT
TOPIC
Protagonist
Antagonist
Dialogue
Explain how their
interaction affects the
plot
Protagonist
OR
Antagonist
Himself/
herself
Personal
journal
entries
Self-reflection about
personal traits and its
impact on other
characters
Character
Literary device
Thank you
letter
How the literary device
enhances character
development
Author of a
literary work
Author of another
literary work
Article in a
literary
magazine
How characters in the
two works share
similarities or ways they
might naturally interact
© Kathy Glass kathytglass@yahoo.com
48
See website: www.kathyglassconsulting.com
© Kathy Glass kathytglass@yahoo.com
49
© Kathy
Glasswww.kathyglassconsulting.com
kathytglass@yahoo.com
See
website:
50
How do writers support
their positions?
Role
Allied or Axis Power
Audience
people with an opposing viewpoint
Format
propaganda or editorial piece for a newspaper
Topic
You need to convince those with opposing
views that your position is valid and one they
ought to adopt.
The Writing Task: Write both reasons and evidence based on
researched facts, examples, and data to support your position. Use
multiple, credible sources. Reference the evidence you use so the
reader is aware that you can solidly defend your position. Your
response should be at least two typed double-spaced pages in 12
point Times Roman or Arial font.
© Kathy Glass kathytglass@yahoo.com
51
DIE/CUBE PROMPT EXAMPLE
Responses must
include evidence
from the text.
What is the
author’s
purpose in
writing?
Orally
summarize the
whole text or
part of it.
Interpret a part
of the text that
might confuse
others.
Compare and
contrast two
characters or
individuals in
the text.
Invent
meaningful
dialogue
between two
characters or
individuals.
How would the
text change if
written from a
different point
of view?
From Mapping Comprehensive Units to the ELA Common Core by Kathy Glass
Your responses
must include
evidence from
the text.
From Mapping Comprehensive Units to the ELA Common Core by Kathy Glass
Use
evidence
from the
text to
support
your
answers.
55
Mapping Comprehensive Units to the ELA Common Core Standards by Kathy Glass, page 150
Process it…
Talk to a partner or type
several questions with
the dice prompts: How
can…?
for the Topic:
ELA Common Core
© Kathy Glass ▪ www.kathyglassconsulting.com
R.CCR.3 Analyze how and why individuals,
events, and ideas develop and interact over
the course of a text.
How and why do
characters or
individuals change
over time?
How and why do characters or individuals change?
Task Card #1
Task Card #2
Create a
timeline
that shows
how a
character or
individual
has
changed
from
beginning to
end.
Design a poster
with pictures
and captions
that focuses on
what others say
about the
character or
individual that
illustrates
change.
www.kathyglassconsulting.com
Task Card #3
Develop a
graphic
organizer
that shows
the causes
and effects
of a
character’s
or
individual’s
actions.
59
How and why do characters or individuals change?
Task Card #4
Task Card #5
Draw a picture
of a character or
individual that
shows how s/he
changes. Write a
paragraph that
uses imagery to
describe what
s/he looks like.
Write and
conduct an
interview with
the character or
individual that
highlights
changes over
time in his/her
point of view.
Use costumes
and props.
www.kathyglassconsulting.com
Task Card #6
Create and
present a
PowerPoint
presentation
that
addresses
the guiding
question.
60
SOCIETAL CONTRIBUTIONS
Directions: Select an individual who has made a
significant contribution to society. Choose a project to
highlight this individual and the impact he or she has
made. Respond to these guiding questions in your
project: Why did you make this contribution? How
has your contribution impacted individuals and
society then and now? How have others hindered
or supported you in your achievements? How
have you overcome obstacles?
From Mapping Comprehensive Units to the ELA Common Core by Kathy Glass (Corwin Press)
Assume the role of your selected
individual. Determine an audience who
would benefit from hearing a speech from
you. Write and deliver the speech from
his/her point of view that addresses the
guiding questions. Deliver the speech to
the class live or pre-taped as if you were
this person. Use costumes and props.
Submit the typed speech.
Create a series of illustrations that
feature this individual and the
contribution(s) s/he has made. Present
these pictures in chronological or
thematic order. Write a detailed
caption for each drawing. Illustrations
and captions must address all
guiding questions.
Conduct an interview by assuming the
role of your chosen person. Focus on the
contribution(s) s/he has made and
responses to the guiding questions. Or,
conduct an interview between the person
who has made the contribution(s) and
another who is impacted by it. Present the
interview live or pre-taped. Use costumes
and props. Submit typed questions and
well-developed answers.
Write prose or poetry using these
line starters based on your selected
individual’s contribution and responses
to the guiding questions. Create an
original title:
I wish that…
I see that…
I realize that… I feel that…
I decide that… I believe that…
I wonder about…
From Mapping Comprehensive Units to the ELA Common Core by Kathy Glass (Corwin Press)
Process it…
How might you differentiate these
strategies and use them for
students, staff, or colleagues?
RAFT, CUBING, MULTIPLE
INTELLIGENCES
www.kathyglassconsultling.com ▪ kathytglass@yahoo.com
Kathy Glass, Glass Educational Consulting
469 Eleanor Drive
Woodside, CA 94062
Phone: 650-366-8122
E-mail: kathy@kathyglassconsulting.com
Website: www.kathyglassconsulting.com
Website:

Downloadable resources: lessons, templates, PPts,
Common Core Standards (Word), etc.

Join PD 360 group for periodic tips

Archived webinars

Information about my topics and books

Information about online 4-credit class: Mapping
and Designing Comprehensive Units to the ELA
Common Core Standards (Dominican University)
64
If you want to feel safe and secure,
continue to do what you have always
done. If you want to grow, go to the
cutting edge of our profession. Just
know that when you do, there will be
a temporary loss of sanity. So know
when you don’t quite know what you
are doing, you are probably growing.
- Madeline Hunter
65