Differentiated Instruction
in the TK Classroom
Whit Hayslip, Early Childhood Education Consultant
Kris Damon, Transitional Kindergarten Coach, Long
Beach Unified School District
October 16, 2012
Agenda

Welcome : Ernesto Saldaña, State Field Director, Preschool
California

Transitional Kindergarten Presentation : “Differentiated
Instruction in the TK Classroom” – Whit Hayslip, Early
Childhood Education Consultant, and Kris Damon,
Transitional Kindergarten Coach, Long Beach Unified
School District

Q&A- Please email all questions to Araceli SandovalGonzalez: asandoval@preschoolcalifornia.org

Next Call : November 20, 2012 @ 3:30

Close
2
In order to effectively differentiate
instruction in the TK classroom you must
hold on to two different ideas at the same
time.
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3
Idea 1:
Children are more alike
than different
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4
Idea 2:
All children have unique and
individual needs.
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5
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6
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7
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8
The Essential Questions

What is each child learning?
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9
The Essential Questions

What is each child learning?

What am I teaching?
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asandoval@preschoolcalifornia.org
10
How do we
know what to
do to meet the
needs of each
child?
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11
The Early Childhood Teacher as
Decision Maker
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12
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13
Teachers make a series of
ongoing decisions throughout
the program day
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14
Key Principles of Learning
That Guide Us in Making the
Decisions that Differentiate
Instruction
Adapted from : Bredekamp and Copple
“Developmentally Appropriate Practice in Early Childhood
Programs Serving Children from Birth through Age 8”
National Association for the Education of Young Children
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15
Assessment and curriculum
are linked
Curriculum
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16
Curriculum and Assessment:
The Ongoing Cycle
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17
Curriculum and Assessment:
The Ongoing Cycle
1. Collecting and
recording facts
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asandoval@preschoolcalifornia.org
18
Curriculum and Assessment:
The Ongoing Cycle
1. Collecting and
recording facts
2. Analyzing and
evaluating what you
learned
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asandoval@preschoolcalifornia.org
19
Curriculum and Assessment:
The Ongoing Cycle
1. Collecting and
recording facts
2. Analyzing and
evaluating what you
learned
3. Planning for each
child and the group
Please email all questions to :
asandoval@preschoolcalifornia.org
20
Curriculum and Assessment:
The Ongoing Cycle
1. Collecting and
recording facts
4. Reporting on
children’s progress
2. Analyzing and
evaluating what you
learned
3. Planning for each
child and the group
Please email all questions to :
asandoval@preschoolcalifornia.org
21
Curriculum and Assessment:
The Ongoing Cycle
1. Collecting and
recording facts
4. Reporting on
children’s progress
2. Analyzing and
evaluating what you
learned
3. Planning for each
child and the group
Please email all questions to :
asandoval@preschoolcalifornia.org
22
Planning for each child
and
the group
Planning for each child
and
the group
The Group
Big Ideas
Units of Study
Themes/Projects
Anchor Texts
Intentional Messages
Storytelling
Singing
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asandoval@preschoolcalifornia.org
24
Planning for each child
and
the group
The Group
Each Child
Big Ideas
Units of Study
Themes/Projects
Anchor Texts
Intentional Messages
Storytelling
Singing
Responsive
Interactions
Flexible Grouping
Center-Based Learning
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asandoval@preschoolcalifornia.org
25
Development occurs in a
relatively orderly sequence
Later abilities, skills and knowledge build
on those already acquired.
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26
Development advances when children have
opportunities to practice newly acquired
skills as well as when they experience a
challenge just beyond the level of their
present mastery.
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27
Children can do things first in a
supportive context and then later
independently in a variety of contexts.
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28
Children can do things first in a
supportive context and then later
independently in a variety of contexts.
Teachers provide the
“scaffolding” that allows the
child to take the next step.
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29
Children can do things first in a
supportive context and then later
independently in a variety of contexts.
Teachers provide the
“scaffolding” that allows the
child to take the next step.
Learning occurs through
“guided participation”. It is
a collaborative process
between the teacher and
child.
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30
Development proceeds at varying
rates from child to child
and unevenly within different areas of
each child’s functioning.
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31
Individual variation is not only to
be expected but also valued
Decisions about adult’s interactions with children
should be as individualized as possible.
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32
Individualizing
We work with groups of children,
and
children have individual needs.
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33
Individualized
Individualized
Group
Group
Instruction
Instruction
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34
Personalized
Individualized
Group
Group
Instruction
Instruction
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asandoval@preschoolcalifornia.org
35
Differentiated Instruction
It is the practical application of the
philosophy that recognizes, values, and
plans for differences in how children
develop, the rate at which growth occurs,
and the individual life experiences that
children bring to the program.
-Diane Dodge
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36
The better able programs are to
meet the needs of the child with
the greatest challenges
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asandoval@preschoolcalifornia.org
37
The better able programs are to
meet the needs of the child with
the greatest challenges
the better able they are to meet the
needs of all children.
Please email all questions to :
asandoval@preschoolcalifornia.org
38
Planning for each child
and
the group
The Group
Each Child
Big Ideas
Units of Study
Themes/Projects
Anchor Texts
Intentional Messages
Storytelling
Singing
Responsive Interactions
Flexible Grouping
Center-Based Learning
39
Tools
for
planning for each child
and
the group
40
Big Idea: Relationships
KEY
raccoon
nuzzled
kissing
scampered
Unit of Study: My World
Theme: Off to School
Anchor Text: The Kissing Hand by Audrey Penn
VOCABULARY
tickled
thoughtful
teased
warmth
gently
secret
strange
Project Based Activity: Create a class book using connections from the story and personal experience.
Domain
English
Language
Development
SocialEmotional
Development
Language &
Literacy
Mathematics
Social Studies
Science
Art
Physical
Development
Goal/Foundation/Stand
ard
Exploring
Building
Applying
Big Idea: Relationships
KEY
raccoon
nuzzled
kissing
scampered
Unit of Study: My World
Theme: Off to School
Anchor Text: The Kissing Hand by Audrey Penn
VOCABULARY
tickled
thoughtful
teased
warmth
gently
secret
strange
Project Based Activity: Create a class book using connections from the story and personal experience.
Domain
Goal/Foundation/Stand
ard
Language &
Literacy
Writing Strategies:
1.2 Writes letter or letterlike shapes to represent
words or ideas.
1. Use a combination of
drawing, dictating, and
writing to compose
opinion pieces in which
they tell a reader the
topic or the name of the
book they are writing
about and state an
opinion or preference
about the topic or book
(e.g., My favorite book is .
. .)
Emergent Writing: *DRDPSR
Child shows increasing
ability to write using
scribbles, symbols, letters,
and words to represent
meaning
Exploring
Activity:
Building
Activity:
Applying
Activity:
Big Idea: Relationships
KEY
raccoon
nuzzled
kissing
scampered
Unit of Study: My World
Theme: Off to School
Anchor Text: The Kissing Hand by Audrey Penn
VOCABULARY
tickled
thoughtful
teased
warmth
gently
secret
strange
Project Based Activity: Create a class book using connections from the story and personal experience.
Domain
Goal/Foundation/Stan
dard
Language
& Literacy
Writing Strategies:
1.2 Writes letter or letterlike shapes to represent
words or ideas.
1. Use a combination of
drawing, dictating, and
writing to compose
opinion pieces in which
they tell a reader the
topic or the name of the
book they are writing
about and state an
opinion or preference
about the topic or book
(e.g., My favorite book is
. . .)
Emergent Writing: *DRDPSR
Child shows increasing
ability to write using
scribbles, symbols, letters,
and words to represent
meaning
Exploring
Activity:
• Text: Interactive dialogue
through the text about “Text
Features”:
• Words make meaning
• Pictures match words
• (Write the work “kiss” on the
board. (“When we see the
word k-i-s-s, what does that
mean? What clues do we get
from the story?”)
• Activity: Create your page for
the class book:
• discuss/show the various
ways that children record
their thinking about their
activity (i.e. drawing,
scribbling, letters, words)
• have pens, pencils, markers,
crayons out for students to
write/draw about their
favorite part/personal
connection.
Building
Activity:
Applying
Activity:
Big Idea: Relationships
KEY
raccoon
nuzzled
kissing
scampered
Unit of Study: My World
Theme: Off to School
Anchor Text: The Kissing Hand by Audrey Penn
VOCABULARY
tickled
thoughtful
teased
warmth
gently
secret
strange
Project Based Activity: Create a class book using connections from the story and personal experience.
Domain
Goal/Foundation/Stand
ard
Language
& Literacy
Writing Strategies:
1.2 Writes letter or letterlike shapes to represent
words or ideas.
1. Use a combination of
drawing, dictating, and
writing to compose
opinion pieces in which
they tell a reader the
topic or the name of the
book they are writing
about and state an
opinion or preference
about the topic or book
(e.g., My favorite book is .
. .)
Emergent Writing: *DRDPSR
Child shows increasing
ability to write using
scribbles, symbols, letters,
and words to represent
meaning
Exploring
Building
Text: Interactive dialogue
through the text about “Text
Features”:
• words make meaning
• pictures match words
Write the work “kiss” on the
board. (“When we see the word
k-i-s-s, what does that mean?
What clues do we get from the
story?”)
Activity: Create your page for
the class book:
• discuss/show the various ways
that children record their
thinking about their activity
(i.e. drawing, scribbling,
letters, words)
• have pens, pencils, markers,
crayons out for students to
write/draw about their
favorite part/personal
connection.
Text: Interactive dialogue
through the text around
“Text Features”:
• pre-selected
vocabulary
• co-construct chart
around words in text
• Labeling and
describing
Activity: Create your
page fro the class book:
• encourage and
support
students to label the
elements of their scene
(use charts, picture/word
cards, word wall)
• support the writing
process by highlighting
places in the room or in
the book they might find
a word
Applying
Activity:
Big Idea: Relationships
KEY
raccoon
nuzzled
kissing
scampered
Unit of Study: My World
Theme: Off to School
Anchor Text: The Kissing Hand by Audrey Penn
VOCABULARY
tickled
thoughtful
teased
warmth
gently
secret
strange
Project Based Activity: Create a class book using connections from the story and personal experience.
Domain
Goal/Foundation/Stan
dard
Language
& Literacy
Writing Strategies:
1.2 Writes letter or letterlike shapes to represent
words or ideas.
1. Use a combination of
drawing, dictating, and
writing to compose
opinion pieces in which
they tell a reader the
topic or the name of
the book they are
writing about and state
an opinion or
preference about the
topic or book (e.g., My
favorite book is . . .)
Emergent Writing:
*DRDP-SR
Child shows increasing
ability to write using
scribbles, symbols,
letters, and words to
represent meaning
Exploring
Building
Applying
Text: Interactive dialogue
through the text about
“Text Features”:
• words make meaning
• pictures match words
Write the work “kiss” on the
board. (“When we see the
word k-i-s-s, what does that
mean? What clues do we
get from the story?”)
Activity: Create your page
for the class book:
• discuss/show the various
ways that children
record their thinking
about their activity (i.e.
drawing, scribbling,
letters, words)
• have pens, pencils,
markers, crayons out for
students to write/draw
about their favorite
part/personal
connection.
Text: Interactive
dialogue through
the text around “Text
Features”:
• pre-selected
vocabulary
• co-construct chart
around words in
text
• Labeling and
describing
Activity: Create your
page for the class
book:
• encourage and
support
students to label the
elements of their
scene (use charts,
picture/word cards,
word wall)
Text: Interactive modeling
through the text around
“Text Features”:
• sentence building
• sentence structure
• sense of story
Activity: Create your
page for the class book:
• encourage students to
write and expand on
words to create simple
sentences about their
connections
• have students tell what
they want to say and
provide scaffold support
as they write
• teacher charts words,
labels, and sentences
that describe their
connections
Planning for Experiential Opportunities
Monday
Anchor Text
Key
Vocabulary:
Gestures
Signals
Songs
Chants
Visual Cues
Transitions:
Movement
Music
Songs
Chants
Patterns
Center-based
Learning:
Dramatic Play
Art
Construction
Discovery
Puzzles/Game
s
Manipulatives
Home/School
Connection:
Tuesday
Wednesday
Thursday
Friday
Tips to Consider in Planning
47
Tips to Consider in Planning
 Bring
out the guides!
Please email all questions to :
asandoval@preschoolcalifornia.org
48
Tips to Consider in Planning
 Bring
out the guides!
 Organize and integrate curricula
around Big Ideas, Units of Study, and
Themes
Please email all questions to :
asandoval@preschoolcalifornia.org
49
Tips to Consider in Planning
 Bring
out the guides!
 Organize and integrate curricula
around Big Ideas, Units of Study, and
Themes
 Select anchor texts and key vocabulary
to support the Big Ideas
Please email all questions to :
asandoval@preschoolcalifornia.org
50
Tips to Consider in Planning
Bring out the guides!
 Organize and integrate curricula around
Big Ideas, Units of Study, and Themes
 Select anchor texts and key vocabulary
to support the Big Ideas
 Find opportunities to engage all learners
through direct instruction, project-based,
and center-based activities

Please email all questions to :
asandoval@preschoolcalifornia.org
51
Tips to Consider in Planning





Bring out the guides!
Organize and integrate curricula around Big
Ideas, Units of Study, and Themes
Select anchor texts and key vocabulary to
support the Big Ideas
Find opportunities to engage all learners
through direct instruction, project-based, and
center-based activities
Develop an integrated plan that includes
development of physical, social, and
cognitive domains and also includes multiple
standards
Please email all questions to :
asandoval@preschoolcalifornia.org
52
Tips to Consider in Planning
Bring out the guides!
 Organize and integrate curricula around Big Ideas,
Units of Study, and Themes
 Select anchor texts and key vocabulary to support
the Big Ideas
 Find opportunities to engage all learners through
direct instruction, project-based, and center-based
activities
 Develop an integrated plan that includes
development of physical, social, and cognitive
domains and also includes multiple standards
 Design a comprehensive instructional plan that
leads to a rich lesson plan for a wide range of
children.

We must support
one another in
improving our
ability to meet
diverse needs of all
of our children.
Meet, reflect, plan
and work together.
No one can do it
alone!
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asandoval@preschoolcalifornia.org
54
Support One Another
55
Planning for each child
and
the group
The Group
Each Child
Big Ideas
Units of Study
Themes/Projects
Anchor Texts
Intentional Messages
Storytelling
Singing
Responsive
Interactions
Flexible Grouping
Center-Based Learning
56
Questions and
Answers