Syllabus
Course Prefix/Number: RED 6240
Course Title: Differentiated Instruction
Course Credit Hours: 3
Lead Instructor Name and Contact Information:
Dr. Charlotte Boling
Phone #: 850-474-2646
E Mail: cboling@uwf.edu
Prerequisites/Corequisites: RED 5515
Field Experience Required. Differentiated Reading Instructional Plan assignment.
Contact Graduate Advising Coordinator or Reading Program Advisor if placement assistance is
needed.
Course Description: RED 6240 prepares the certified teacher to prescribe, differentiate, and
utilize appropriate strategies and materials based upon scientifically based reading research in
order to address the prevention, identification, and remediation of reading difficulties among
students from diverse populations.
Purpose of Course: The Empowered Professional Making a Difference is the theme of the
Professional Education Unit’s conceptual framework. This theme focuses learning experiences
on activities that permit the candidate to examine what he/she does and to make a difference in
the instructional process. The subject matter, class activities, and skill development of this
course were selected to assist your professional growth in one or more of the following
Empowered Professional Making a Difference characteristics: a) critical thinker, b) lifelong
learner, c) counselor/mentor, d) decision maker, e) problem solver, and f) ethical/moral
professional.
The State of Florida has responded to national and state initiatives in education reform and
accountability by creating legislative policies relative to the preparation of educators. Florida’s
Uniform Core Curricula outline the knowledge, skills and dispositions that candidates require to
be successful in Florida’s educational system.
To monitor your progress in this teacher preparation program, Key Assignments are required.
Key Assignments are specific learning activities that directly relate to the course and program
learning outcomes. A passing grade (70% or higher) is required on each of the student learning
outcomes identified on the assignment in order to receive a grade for the course and advance in
the teacher education program. (Specific details are provided in your Teacher Education
Handbook.)
Program Student Learning Outcomes:
1
5.1 Project Management: Use emergent instructional technology hardware and software to
manage, evaluate, and improve instruction.
5.2 Diversity Sills: Design and execute effective strategies taking into account students’ learning
styles, cultural backgrounds and development levels.
6.1 Diversity Skills: Create educational climates that foster openness, inquiry, and concern for
others.
6.2 Diversity Skills: Act as a student advocate by seeking information about students’ culture,
home situations and backgrounds, and use the community to provide a variety of experiences.
NCATE Standards:
http://www.ncate.org/Standards/NCATEUnitStandards/UnitStandardsinEffect2008/tabid/476/Default.as
px
Florida Educator Accomplished Practices: http://www.fldoe.org/dpe/publications/professional4-99.pdf
Florida Subject Area Competencies and Skills: Reading (35)
Knowledge of Diverse Learners (8):
8.1 Choose appropriate methods, including differentiating instruction, modifications, and
accommodations, for meeting reading needs of diverse learners (e.g., gifted, economically disadvantaged,
struggling learners, students with disabilities).
8.2 Choose appropriate methods, including differentiating instruction and linguistic accommodations, for
meeting reading needs of English language learners (ELLs).
8.3 Select appropriate resources to reflect and address students' cultural and linguistic diversity.
Knowledge of Classroom Environments that Support Reading: (11)
11.1 Identify the characteristics and purposes of various reading programs (e.g., core reading program,
supplemental reading program, intensive intervention program).
11.2 Identify appropriate classroom organizational formats (e.g., literature circles, small groups,
individuals, workshops, reading centers, multiage groups) for specific instructional objectives.
11.3 Identify methods and strategies (e.g., explicit and systematic instruction, scaffolding, modeling) to
integrate reading, writing, speaking, listening, viewing, and presenting across the curriculum.
11.4 Choose effective techniques (e.g., selecting text at the appropriate reading level, matching text to
student interest, involving students in setting reading goals) for improving attitudes toward reading and for
motivating students to engage in academic and personal reading
Reading Endorsement Competency:
http://www.fldoe.org/profdev/pdf/ReadingEndorsementTemplate2007.pdf
International Reading Association Standards:
http://www.reading.org/General/CurrentResearch/Standards/ProfessionalStandards2010.aspx
IRA Standard 4: Diversity
Candidates create and engage their students in literacy practices that develop awareness,
understanding, respect, and a valuing of differences in our society. 4.3 Candidates develop and
implement strategies to advocate for equity.
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IRA Standard 5: Literate Environment
Candidates create a literate environment that fosters reading and writing by integrating foundational
knowledge, instructional practices, approaches and methods, curriculum materials, and the
appropriate use of assessments. 5.4 Candidates use a variety of classroom configurations (i.e., whole
class, small group, and individual) to differentiate instruction
National Board for Professional Teaching Standards (NBPTS):
http://www.nbpts.org/the_standards
Course Student Learning Outcomes:
Students will:
1. Identify the characteristics of both language and cognitive development and their impact
on reading proficiency.
2. Synthesize current, validated research underlying the theory, principles, and practices of
differentiated instruction.
3. Identify and explain the core principles of differentiated instruction.
4. Develop multi-level reading materials appropriate for an elementary or middle/high
reading classroom including instruction for ESE and LEP students that demonstrates
knowledge of validated research in each of the major reading components as it applies to
reading instruction (phonemic awareness, phonics, fluency, vocabulary, comprehension).
5. Identify, explain, and evaluate DI classroom instructional strategies and techniques that
increase success for all students.
6. Demonstrate knowledge of Guided Reading
7. Explain the interdependent relationship between assessment and instruction in a DI
learning environment.
Course Alignments by Assessments, Outcomes, and Standards:
Project Name
and
Assessment
Tool
Brochure
Conceptual
Framework
Outcomes
(Characteristics)
Decision Maker
Text Set
Ethical/Moral
Professional
Differentiated
Counselor/Mentor
Program
SLOs
5.1
NCATE
Standard
1.a
1.b
FEAPs
Subject Area
Reading
IRA
NBPTS
Competencies Endorsement Standards Propositions
and Skills Competency
-
-
-
-
4.1,
4.3,
4.4,
4.5,
4.6,
4.7,
4.8,
4.10.
5.1
5.2
2: Communication
35.8.1
5.3,
1
1
1.b
5.2
1.a
4.3
3
3
Instruction
Plan
Decision Maker
6.1
6.2
1.b
5: Diversity
7: Human
Development and
Learning
9: Learning
Environments
10: Planning
12: Technology
35.8.2
35.8.3
35.11.1
35.11.2
35.11.3
35.11.4
5.4,
5.5,
5.6,
5.7,
5.8,
5.9,
5.10,
5.11,
5.12
5.13
5.4
Topics Covered & Tentative Schedule:
1. language development
2. cognitive development
3. theory, principles, and practices of differentiated instruction.
4. multi-level reading materials
5. differentiated instruction for phonemic awareness, phonics, fluency, vocabulary,
comprehension
6. DI classroom instructional strategies and techniques for ESE and LEP students
7. interdependent relationship between assessment and instruction
Required Texts:
Texts/Materials:
1. Robb, L. (2008). Differentiating reading instruction: How to teach reading to meet the
needs of each student. Scholastic Teaching Resources: Theory and Practice ISBN-10:
0545022983; ISBN-13: 978-0545022989
Readings:
1. Beck, I.L., McKeown, M. G., & Kucan, L.(2002). Bringing words to life: Robust
vocabulary instruction choosing words to teach. Chapter 2; pages 15-30. 2.
2. Beers, K. (2003). When kids can’t read: What teachers can do. (Portsmouth, NH:
Heinemann
3. Chapman, C., & King, R. (20030. Differentiated instructional strategies for reading in the
content areas. Thousand Oaks, CA: Corwin Press. ISBN: 0761938257 3.
4. Tovani, C. (2004). Do I really have to teach reading?. Portland, ME: Stenhouse
5. Florida Center for Reading Research - Reading Recovery
Required: TK20 Subscription available directly at http://uwf.tk20.com or through the UWF
campus bookstore - Student Access Kits (ISBN 0-9774408-1-8)
Grading/Evaluation System:
Note: To monitor progress, selected courses in the teacher preparation program include Key
Assignments linked to program learning outcomes and state standards. Key Assignments must
be submitted in TK20. A passing grade (70% or higher) is required on the identified student
learning outcomes associated with Key Assignments to pass Key Assignment courses and
continue in this Teacher Education program. If applicable to this course, the Key Assignment
will be described below.
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Course Requirements:
Online Discussions
Case Study for Differentiated Reading Instruction
DI Brochure
Text Set
Quizzes
15 points
45 points
10 points
10 points
20 points
TOTAL
100 points
COURSE ASSIGNMENTS:
Assignments:
1. Brochure (10 points – may be completed individually or as a group)
1. Content
1. Use a word processing or publishing software program to develop a
brochure. The brochure should be developed using your previous
assignments (chart, SBRR definition, flowchart, etc.). It should be suitable
for distribution at your Open House or Parents' Night meeting. Your
brochure should have the following information:
1. Definition of SBRR.
2. Brief explanation of how Differentiated Instruction is used in the
classroom
3. Rationale concerning how Differentiated Instruction is used
4. Explanation of ii and iii instruction.
5. Explanation of modified and accommodated instruction.
6. Two examples of classroom-based LEP differentiated activities.
2. Design:
1. Your brochure should include the following:
1. Minimum of 2 graphics
2. Use appropriate text emphasis (color, bold, italics)
3. Include your name, date, grade level
4. 2 APA references
5. Save as .doc, rtf, or pub
2. Text Set (10 points)
1. Select a topic (space, King Henry VIII, etc.)
2. Locate 10 resources on this topic (trade books, novels, websites, etc.) that could
be used by students
3. Provide the following for each resource
1. APA reference
2. Cultural or linguistic Topic
3. Brief Description of the reference
4. Approximate reading level or lexile of the reference
3. Case Study for Differentiated Reading Instruction (45 points)
Using your classroom data, you will complete a Case Study of your Differentiated
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Reading Instruction. (If you are not currently teaching, you may volunteer in a classroom
or use the provided data set.) Your Case Report will include the following:
1. Description of your class. The descriptive information which you provide is very
important as it provides me a "picture" of the class with which you are working.
1. When describing the school in which you are working:
• History
• Demographics
• Community
• SES
• School-wide assessments used
2. As you describe your class (or the one with which you are working), please
provide the following:
• Number of students
• Grade level
• Racial makeup of class
• Classroom programs or materials used
• Socio-economic makeup
• Gender makeup
• Furniture setup
2. Assessment Information (Describe the assessments used to make instructional
decisions
1. Assessments may include FAIR, FORF, FCAT, STAR, MAZE, Informal
Reading Inventory, Scholastic Reading Inventory, and/or other approved
by instructor) When providing assessment information, describe the
assessments (formative and summative) used to make instructional
decisions. I will DEFINITELY expect to see students' reading levels and
how you determine reading levels as part of this section of your case
study.
1. I highly recommend that you create a chart or table to display all
data.
3. Three-Week Plan for Differentiated Reading Instruction. (Use Walpole &
McKenna’s Chapter 13 as an example)
1. Differentiated Reading Instruction. Plan, implement, and evaluate a 90
minute reading block using the 4 Block Literacy Model for 5 days
(http://www.wfu.edu/education/fourblocks/index.html) that includes
1. Guided Reading
1. Provide a rationale for the instruction
2. Describe the groups
3. Explain the details of the instruction for each group.
1. Daily Template (Include NGSSS, pre-reading
strategy, background knowledge, purpose,
vocabulary, during reading strategy, post reading
strategy, assessment)
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2. Weekly Template (Include NGSSS, pre-reading
strategy, background knowledge, purpose,
vocabulary, during reading strategy, post reading
strategy, assessment)
2. Self-Selected Reading (Hint: Use Text Set assignment)
1. Purpose of SSR
2. Rationale of SSR
3. Procedures of SSR in 90 minute reading block
4. Accountability/Assessment of SSR
3. Writing (describe the writing activities for each lesson and how the
assignments are differentiated)
4. Working with Words (describe a WwW activity for each day and
explain how you differentiate the instruction for students.
5. Describe your instructional plan for Intellectually Disabled (ID),
Physically Impaired (PI), and ESOL students. Use Assistive
Technology
4. Reflection. Describe the successful and unsuccessful elements of your
Differentiated Reading Instruction. Your Reflection should:
1. Compare pre and post assessments (affective and cognitive).
2. Describe any changes in student reading behavior(s)
3. Identify learning goals and future instruction
4. Timeline for assessment and instruction
4. Online Participation (15 points)
Students will complete a variety of textbook and online readings to develop responses to
questions and/or statements presented by the instructor. Students will be required to
submit individual and group Discussion postings and other assignments to demonstrate
the reflective practices involved in learning. These postings should fully answer the
question(s) posed by the instructor and demonstrate sincere reflective thought regarding
each topic's posting as well as responses to class members. In addition, postings should
adhere to standard grammar, punctuation, and grammar rules. Students will participate in
the course in a manner that demonstrates professional courtesy.
5. Quizzes (20 points) Students will complete 5 multiple choice quizzes throughout the
semester. The quizzes will be hosted in the Quizzes section of D2L and be available for one
week. A time limit will also be posted for the quiz.
GRADING CRITERIA:
A. On time submission: in class on due date (2 points per day deducted for late work).
NO LATE WORK ACCEPTED WITHOUT PRIOR APPROVAL!!
B. Mechanics and style: typewritten, double-spaced (please do not use page savers), APA format
when appropriate (please use headings and number pages top right); correct grammar and word
usage, linguistic integrity, organization.
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C. Comprehensive analysis and discussion: content supported with appropriate research and
references, creativity in presentation.
GRADING SCALE:
Grade
Range
96 – 100
92 – 96
87 – 92
83 – 86
80 – 82
77 – 79
Equivalent Letter Grade
A
AB+
B
BC+
Grade Range
73 – 76
70 – 72
67 – 69
63 – 66
60 - 62
Less than 60
Equivalent Letter
Grade
C
CD+
D
DF
References/Bibliography:
George, P. (2005). A Rationale for Differentiating Instruction in the Regular Classroom. Theory
into Practice, 44(3). Education Full Text database
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of
all learners: Association of Supervision and Curriculum Development.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms.
(2nd. ed.). Alexandria, VA: Association of Supervision and Curriculum
Development.
Chapman, C. & Gregory, G. (2002). Differentiated Instructional Strategies, One Size Doesn't
Fit All. Thousand Oaks, CA.: Corwin Press, Inc.
Tomlinson, C. & Et. Al. (2003). Differentiation in Practice, A Resource Guide For
Differentiating Curriculum, Grades K-5, Grades 5-9, and Grades 9-12. Alexandria,
VA.: Association for Supervision and Curriculum Development.
Special Technology Utilized by Students:
Each UWF Student is expected to:




Activate a UWF ArgoNet email account
Access email two to three times weekly
Have basic word processing knowledge
Purchase and activate a TK20 account
Plagiarism Policy: (Word Format) | (PDF Format) | (RTF Format)
Student Handbook: (PDF Format)
Statement of the University Policy on Academic Conduct: The Student Code of Conduct sets
forth the rules, regulations and expected behavior of students enrolled at the University of West
8
Florida. Violations of any rules, regulations, or behavioral expectations may result in a charge of
violating the Student Code of Conduct. It is the student’s responsibility to read the Student Code
of Conduct and conduct themselves accordingly. You may access the current Student Code of
Conduct at http://www.uwf.edu/judicialaffairs.
Expectations for Academic Conduct/Plagiarism Policy: Academic Conduct Policy: (Web
Format) | (PDF Format) (RTF Format)
Assistance: The Student Disability Resource Center SDRC at the University of West Florida
supports an inclusive learning environment for all students. If there are aspects of the instruction
or design of this course that hinder your full participation, such as time limited exams,
inaccessible web content, or the use of non-captioned videos and podcasts, please notify the
instructor or the SDRC as soon as possible. You may contact the SDRC office by e-mail at
sdrc@uwf.edu or by phone at (850) 474-2387. Appropriate academic accommodations will be
determined based on the documented needs of the individual.
UWF TurnItIn notice: UWF maintains a university license agreement for an online text
matching service called TurnItIn. At my discretion I will use the TurnItIn service to determine
the originality of student papers. If I submit your paper to TurnItIn, it will be stored in a
TurnItIn database for as long as the service remains in existence. If you object to this storage of
your paper:
1. You must let me know no later than two weeks after the start of this class.
2. I will utilize other services and techniques to evaluate your work for evidence of
appropriate authorship practices.
Syllabus Notice of Change: Although this syllabus is intended for multiple audiences and
incorporates the minimum course criteria, the content of this syllabus may change based on
individual instructor’s specifications. Any modifications to this syllabus will be announced
during the first week of the semester.
*A NOTE ABOUT ELECTRONIC DEVICES: Laptops are permitted for class-related
activities only (such as note-taking). Cell phones are allowed but must be turned off or
switched to “vibrate”. No wireless ear pieces or hands-free devices are permissible during class.
* A NOTE ABOUT THE STUDENT CODE OF CONDUCT: The Student Code of Conduct
sets forth the rules, regulations and expected behavior of students enrolled at the University of
West Florida. Violations of any rules, regulations, or behavioral expectations may result in a
charge of violating the Student Code of Conduct. It is the student’s responsibility to read the
Student Code of Conduct and conduct himself/herself accordingly. You may access the current
Student Code of Conduct at http://www.uwf.edu/judicialaffairs.
Reading Education Master’s Degree: Key Assignment
RED6240: Differentiated Reading Instruction
Assignment: Differentiated Reading Case Report
9
Program SLO: 4.1 Values/Integrity: Engage in self-reflection regarding research-based
performance and pursue opportunities for feedback to demonstrate commitment to continuous
improvement in effective goal-setting
6.2 Diversity Skills: Act as a student advocate by seeking information about students’ culture,
home situations and backgrounds, and use the community to provide a variety of experiences
NCATE Standard: 1c Professional & Pedagogical Knowledge & Skills for Teacher Candidates
Conceptual Framework Outcome: Decision Maker and Problem Solver
Competency Rubric for Reading Endorsement Differentiated Reading
Instruction Case Report
Evaluation of the Course Student Learning Outcome (SLO) listed below is determined based
on performance on the corresponding Assignment Grading Rubric as follows: 100-90% =
Exceeds Expectations, 89-70% = Meets Expectations, 69% & below = Does Not Meet
Expectations
FLDOE
ESOL
Reading
NBPTS
Exceeds Meets
Does not FEAPS
(Profess Competenc
Endorse
Expecta Expecta
Meet
ment
tions
tions
Expectati ional) y and Skills
Compete
ons
ncies and
Indicators
2
35.8
8,
5.3,
3
5
35.11
9,
5.4,
7
11,
5.5,
Cou
9
13,
5.6,
rse 4 Develop multi-level reading
12
18
5.7,
materials appropriate for an
SL
5.8,
elementary or middle/high
O
5.9,
reading classroom including
5.10,
instruction for ESE and LEP
5.11,
students that demonstrates
5.12
knowledge of validated
5.13
research in each of the
major reading components
as it applies to reading
instruction (phonemic
awareness, phonics, fluency,
vocabulary,
comprehension).
Criteria
1. Describe the DI
learning environment and
explain the interdependent
Assignment Grading Rubric
Performance Descriptors
Points or Grade
Points or Grade
Points or Grade
3
2
1
DI Learning
DI Learning
DI Learning
environment is
environment is
environment is not
fully explained
adequately
adequately explained;
10
explained
identifying some
information
pertaining to the
demographics,
socio-economic
status, resources
and assessments
available at the
school level.
Description
includes some
details that explain
the
interdependency of
instruction and
assessment.
1. Describe the DI
DI Learning
DI Learning
learning environment and
environment is
environment is
explain the interdependent
fully explained
adequately
relationship between assessment identifying
explained
and instruction found in the
demographics,
identifying some
classroom.
socio-economic
information
status, resources
pertaining to the
and assessments
demographics,
available in the
socio-economic
classroom.
status, resources
Description
and assessments
includes details that available in the
explain the
classroom level.
interdependency of Description
instruction and
includes some
assessment.
details that explain
the
interdependency of
instruction and
assessment.
Includes a richly
Includes an
2. Apply knowledge of
validated research in each of detailed description adequate
of the instructional description of the
the major reading
process used to
instructional
components as it applies to
teach the major
process used to
reading instruction
reading
teach the major
(phonemic awareness,
components,
reading
phonics, fluency,
strategies used, and components,
products required.
strategies used,
vocabulary,
relationship between
assessment and instruction
found at school level.
identifying
demographics,
socio-economic
status, resources
and assessments
available at the
school level.
Description
includes details that
explain the
interdependency of
instruction and
assessment.
lacks information
pertaining to the
demographics, socioeconomic status,
resources and
assessments available
at the school level.
Description lacks an
explanation of the
interdependency
found in instruction
and assessment.
DI Learning
environment is not
adequately explained;
lacks information
pertaining to the
demographics, socioeconomic status,
resources and
assessments available
in the classroom.
Description lacks an
explanation of the
interdependency
found in instruction
and assessment.
Limited or no
explanation of the
instructional process
used to teach the
major reading
component,
strategies, or products
required. No or
limited evidence
11
comprehension).
Specific
accommodations
for LEP and ESE
student needs are
included.
Scientifically-based
reading research is
evident.
3. Demonstrate knowledge of
Guided Reading.
Detailed
explanation
describing the
guided reading
process.
Explanation
includes complete
description of the
purpose of lesson,
NGSSS addressed,
activities involved
before, during, and
after reading.
4. Identify, explain, and
evaluate DI
classroom instructional
strategies and techniques
that increase success for all
students.
Highly detailed
reflection
explaining the
Differentiated
Reading Instruction
project that
includes pre and
post comparison of
assessments,
changes in student
reading behaviors
and/or skills, and a
plan for future
instruction that
includes a tentative
timeline.
and products
required. Some
accommodations
for LEP and ESE
student needs are
included.
Scientificallybased reading
research is
somewhat evident
in the description.
Minimum
explanation
describing the
process used when
teaching guided
reading. Purpose
of lesson, NGSSS
addressed,
activities involved
before, during, and
after reading need
more details.
addressing LEP
and/or ESE student
needs, or
scientifically-based
reading research.
Limited or no
explanation
describing the
process used when
teaching guided
reading. Explanation
is missing two or
more of the
following: purpose of
lesson, NGSSS
addressed, activities
involved before,
during, and after
reading.
Reflection
Reflection provides
provides minimal
no or limited
information
information
concerning the pre concerning the
and post
Differentiated
comparison of
Reading Instruction
assessments,
project; including no
changes in student or limited
reading behaviors information
and/or skills, and a concerning 2 or more
plan for future
of the following: pre
instruction that
and post comparison
includes a tentative of assessments,
timeline.
changes in student
reading behaviors
and/or skills, and a
plan for future
instruction that
includes a tentative
timeline.
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13