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Differentiated Instruction: Administrator Checklist
Phonemic Awareness
Phonics/Word
Recognition
o Words presented
orally or on picture
cards
o Words presented
in isolation on
cards
Integrated
Explicit
Scaffolded
Systematic
Fluency
Comprehension
o Books or passages o Strategy selected is
to practice phonics
appropriate for the book
elements
or passage
o Books or passages
that provide
challenging practice
Vocabulary
o Items
selected from
the reading
o
o
o
o
The teacher manages smooth transitions from large to small groups
All children in the classroom are engaged in meaningful activities
The teachers uses appropriate data to form and reform groups
The teacher makes connections to grade-level instruction
o
o
o
o
There are two and only two major areas of instructional focus
Instructional talk is clear and brief
The teacher names the focus skill or strategy
The teacher models the focus skill or strategy
o Group size facilitates attention and practice
o The teacher provides extended guided practice, with every student
responding
o The teacher corrects errors
o The teacher has a plan for a series of lessons for the group
o The teacher has a plan for progress monitoring
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Model Lesson #1: Differentiation for Phonics, Word Recognition, and Fluency
Whisper Read the Previous Day’s Text (3 minutes)
We are going to start with an old book. Read it to yourself in a
whisper voice. I’ll set the timer for three minutes; if you finish,
go back to the beginning and read it again.
I’ll help you if you get stuck, but remember that you can sound
and blend most of these words.
This lesson is for
children with full
phonemic
segmentation who
still need to build their
phonics and word
recognition skills.
Read Bob Book, Set 3 Book 1, Floppy Mop
Sounding and Blending (3 Minutes)
Now we are going to sound and blend some words. The way that you do that is to look at each letter, say
each sound out loud and then say them fast to make a word. “Listen to me. /p/ /i/ /n/ pin. Now you try:
/p/ /i/ /n/ pin.
Let’s do them all together. I’ll show you first and then you sound and blend.
Now do them on your own.
When you come to a word that you don’t know you can try to sound and blend it
plan
flip
frog
slap
smell
slug
trot
slip
flag
spin
fog
frog
3
High-Frequency Words (3 minutes)
Let’s practice some of our speed words. I’ll say a word and you point to it. I’ll say a word and you spell it (practice
first six words).
Now we are going to learn to read and spell two new words. The first word is little. Say that word. Now watch me
count the sounds in little /l/ /i/ /t/ /l/. We hear four sounds. Say the sounds with me: /l/ /i/ /t/ /l/. Now watch me spell
the word little. The first sound we hear in little is /l/, and it is spelled with the letter l. The second sound we hear in little
is /i/, and it is spelled with the letter i. Next we hear /t/ and we see tt. You have to remember that those letters work
together to make one sound. The last sound we hear is /l/ and we see /le/. Remember that the /t/ sound and the /l/ sound
in little are the things you have to remember. There are four sounds, but six letters.
Our next word is school. Say that word. Now watch me count the sounds /s/ /k/ /u/ /l/. We hear four sounds. Say
the sounds with me: /s/ /k/ /u/ /l/. Now watch me spell the word school. The first sound we hear is /s/, and it is spelled
with the letter s. The second sound we hear in school is /k/, and it is spelled with the letters ch. The next sound we hear
in school is /u/, and it is spelled with the letters oo. The last sound is /l/, and it is spelled with the letter l. The tricky
thing to remember about school is that ch.
I’ll say a word and you point to it. I’ll say a word and you spell it.
have
give
play
black though only
little school
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Whisper-Read a New Book (3 minutes)
Let’s see what you can do with a new book. Most of the words can be sounded
and blended. The book is called Frogs. It will help you to know that frogs
grow from polliwogs. Say that word with me: polliwogs. I also want you to look
for the words hide and dive. I’ll set the timer for three minutes; if you finish,
go back and reread. If you cannot sound and blend a word, point to it and I will
help you.
Read Bob Book, Set 3 Book 1, Frogs
Partner Read the New Book (3 minutes)
You did a great job sounding and blending. And I heard you read the words polliwog, hide,
and dive. Now move into partner position. I’ll partner with ____ today. I want you to read
to your partner in a quiet voice, taking turns on each page. If your partner needs help with a
#2:
Differentiation
Phonics,
Word
Recognition,
Fluency
word,Model
he willLesson
tap your
knee.
If you finish, for
go back
to the
beginning.
I’ll set and
the timer
for 3
Model Lesson #2: Differentiation for Phonics, Word Recognition, and Fluency
minutes.
5
Model Lesson #2: Differentiation for Phonics, Word Recognition, and Fluency
Letter Patterns (5 minutes)
We are going to start by reviewing some of our long and short
vowel patterns. We are going to review words that have the vowel
sounds in cake, bike, pig, and jack.HF
Stretch those words so that you
can find the vowel sounds. Whisper/Partner
Point to one of our short vowel words.
Point to one of our long vowel words. Remember that one way that long
vowels are spelled is with a final e.
I’ll say a word and you point to the right vowel sound.
fast, kiss, cap, cape, pine, spike, flame, fish
Now I’ll say a word and you spell it on your white board; use your
patterns to help.
fast, kiss, cap, cape, pine, spike, flame, fish
a_e
i_e
_i_
This lesson is for
children who can
read and spell
short vowel sounds
and need to learn
long vowels.
_a_
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High-Frequency Words (3 Minutes)
Let’s review our speed words. I’ll show you a card. I want you
to read the word in your head, and when I say “go,” say it out
loud.
they
there
have
what
went
came
good
pretty
soon
under
which
upon
found
both
pull
Now we are going to learn to read and spell a new word. The word
is many. Say that word. Now watch me count the sounds in many
/m/ /e/ /n/ /y/. We hear four sounds. Say the sounds with me:
/m/ /e/ /n/ /y /. Now spell the word many with me. The first
sound we hear is /m/, and it is spelled with the letter m. The next
sound we hear is /e/, and it is spelled with the letter a. Next we
hear /n/ and we see n. The last sound is /e/ and we see y.
Remember that the /e/ sound in many can be tricky.
I’m going to say a word, and you spell it in the sound boxes. Write
each sound in a separate box.
many, found, what, both
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Whisper/Partner Read (7 minutes)
Now let’s work with a new story. Remember that the silent e means a vowel
says its name. I want you to get into partner position. Today I will partner
with _________. First whisper read the whole thing. When you are done,
take turns partner reading each page. If you are done before the timer
rings, reread it as partners.
Read Bob Book, Set 5 Book 1, The Game
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Model Lesson #3: Differentiation for Phonics, Word Recognition, and Fluency
This lesson is
for your very
strongest
group.
go
Decoding by Analogy (6 minutes)
When I don’t know a word, I look for the first spelling pattern (the vowel and what comes
after). I think about my clue words and find a word with the same pattern. The clue
word might be located on the word wall under the vowel letter. I tell myself that if I
know this clue word, the new word must sound like it. Then I look for the next spelling
pattern. When I’ve come to the end, I blend the syllables together and check to see that
my word makes sense. Let’s review some key words with long o patterns. You can use
these words to read other words with these patterns.
nose
snow
goat
toe
I will show you a new word. I want you to read it and then point to our key word with the same pattern.
flow
donut
slope
gloat
chosen
below
notice
hopeless
toaster
total
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High-Frequency Words (2 minutes)
Let’s practice some of our speed words. I’ll say a word and you point to it. (Practice the first six words.)
Now we are going to learn to read and spell two new words. The first word is call. Say that word. Now watch me
count the sounds /k/ /o/ /l/. We hear three sounds. Say the sounds with me: /k/ /o/ /l/. Now watch me spell the word.
The first sound we hear is /k/, and it is spelled with the letter c. The second sound we hear in call is /o/, and it is spelled
with the letter a. Next we hear /l/ and we
see ll. and
You Partner
have to Read
remember
those letters work together to make one
Whisper
a Newthat
Book
sound. Remember that the /o/ sound in call is spelled with an a. There are three sounds, but four letters.
Our next word is been. Say that word. Now watch me count the sounds /b/ /i/ /n/. We hear three sounds. Say the
sounds with me /b/ /i/ /n/. Now watch me spell the word been. The first sound we hear is /b/, and it is spelled with the
letter b. The second sound we hear is /i/, and it is spelled with the letters ee. The next sound we hear in been is /n/, and
it is spelled with the letter n. The tricky thing to remember about been is that double e.
would
very
your
around
right
could
call
Your key words and your speed words will come in handy in this new story. I want you to try
it on your own first, in a whisper voice. When the timer rings, get into partner position.
Today I will partner with _________. Take turns reading each page. If you are done
before the timer rings, reread it.
Itty Bitty Phonics Readers, Set 3, Jill’s Toad
been
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Phonics, Word Recognition, and Fluency
Integrated
Explicit
o The teacher manages smooth transitions
from large to small groups
o All children in the classroom are engaged in
meaningful activities
o The teachers uses appropriate data to form
and reform groups
o The teacher makes connections to gradelevel instruction
o There are two and only two major areas of
instructional focus
o The teacher names the focus skill or strategy
o The teacher models the focus skill or
strategy
o Group size facilitates attention and practice
Scaffolded o The teacher provides extended guided
practice, with every student responding
o The teacher corrects errors
o The teacher has a plan for a series of
Systematic
lessons for the group
o The teacher has a plan for progress
monitoring
Phonics, spelling, and high
frequency word inventories
determine the words and
patterns to teach.
Letter cards or spelling cards from
the core are reused to prevent
confusion; phonics readers from
the core may be used.
For the word recognition portion of the
lesson, the teacher tells the children that the
are practicing to read and spell words; the
fluency portion of the lesson helps them to
apply their word recognition skills.
The teacher should model all of the word
recognition tasks. The fluency tasks,
however, should not be modeled. In this
case, the children need to apply their
phonics knowledge without support.
The teacher models each item, with all
students responding; then all students
practice individually at the same time.
Partner reading provides extended
practice.
The lesson plans target different letters
and words each day, but the strategy is
the same; the teacher periodically tests
the items that have been taught. The
texts are aligned with the phonics
instruction.