1 Differentiated Instruction Aligned to the ELA Common Core Standards ASCD ♦ March, 2013 Presented by Kathy Glass [email protected].

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Differentiated Instruction Aligned to the ELA Common Core

Standards

ASCD ♦ March, 2013

Presented byKathy [email protected]

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?

AGENDA

© Kathy Glass ▪ [email protected]

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What does the Common Core include about differentiation?

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.


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.


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What is differentiation?

What are meaningful ways to differentiate?

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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

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Examples of differentiation by…

♦ readiness♦ interest♦ learning profile

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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.


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?

© Kathy Glass ▪ www.kathyglassconsulting.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 ▪ [email protected] 11

Anne Hutchinson

Benjamin Franklin

Thomas Jefferson

Abraham Lincoln

Frederick Douglass

Harriet Tubman

Martin Luther King, Jr.

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?

www.kathyglassconsultling.com ▪ [email protected]

© Kathy Glass www.kathyglassconsulting.com with Google Inc.

Read the information fromyour 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?

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What can be differentiated in a unit of study?

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


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How can differentiation be used effectively to support unit goals?

Essential Understanding

Essential Unit 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?

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (W.CCR.1)

Standard

Mapping Comprehensive Units to the ELA Common Core Standards by Kathy Glass (Corwin Press)

Essential Understanding

Essential Unit Guiding Question

Lesson Guiding Questions

To assist readers in following a coherent argument, writers use transitions to form logical connections among ideas and clarify relationships among sections.

How do transitions help readers?

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?

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. (W.7.1c)

Standard

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?


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What are differentiated assessment examples aligned to targeted ELACC Standards?

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Some ways to differentiate by…

Content Process Product

Choice of books Jigsaw Organizing

ideas through graphic organizers

Learning contracts

Multiple texts Reciprocal

Teaching Tape-recorded

materials

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

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 ▪ [email protected]

© Kathy Glass [email protected]

EXAMPLE:What does this word

mean? How can I use it to

communicate?

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.*

*abbreviated


Three Tiers of Words

Tier One: everyday speech

Tier Two: general academic words

Tier Three: domain-specific words

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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

“Volcanoes” excerptIn 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.

(CCSS Appendix A, p. 33)


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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 www.kathyglassconsulting.com


def.

sent.

sym./pic.

ex.

Lesson Design for Differentiated Instruction by Kathy Glass, pg. 119

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

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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.


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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.


EXAMPLE 1:Using evidence from the text, what words

can depict this character or topic?

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.

character or historical figure:

___________

What others say about ____

What _____ thinks and feels

What _____ does

What _____ says

© Kathy Glass ♦ [email protected]

Personality trait: ___________________________www.kathyglassconsultling.com


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CINDERELLA

shy gentle

caring sacrificing humbled

victim daughter monster mother

hated demanding determined

cruel ugly

STEPMOTHERSee website:

www.kathyglassconsulting.com

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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

Diamante Poem


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BEOWULF

courageous reckless

celebrated sacrificing victimized

hero warrior monster ambiguous

exiled condemned resented

diabolical heinous

GRENDEL© Kathy Glass

[email protected]


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SUBURB

serene friendly

frolicking caring inviting

uniformity neighborhood sophistication marketplace

bustling energizing exciting

fast-paced cultural

CITY

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

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What are other opposites?


The digestive system makes it possible for the body to break down and absorb food.

SYSTEM: noun

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.

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.”

What are other usages for system?ecosystem—organizational system—point system

classification system—central nervous system


IGNITE: verb

The passions of Patriots and Loyalists ignited pitting one group against the other which ultimately led to war.

www.kathyglassconsulting.com • [email protected]

Pockets of methane gas ignited resulting in a fiery blast that caused people to run for their lives.

Use the Think-Pair-Share to arrive at

other sentences using this word.

Process it…How might you differentiate these activities and use

them for students, staff, or colleagues?

4-SQUARE, DIAMANTE, WORD CONTEXT


EXAMPLE 2:What do I learn from the text? How can I

support this?

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.


© Kathy Glass [email protected] 44

How did the French Revolution impact

_________________

… socially?

… economically?

… politically?


How are various groups affected economically and culturally by immigration?

Group #2: _____________

Group #3: _____________

Group #1: _______________

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Role Audience Format Topic

(What role should the student assume? From whose point of view is the piece written?)

(Who will read, see, or use this?)

(What is the most effective and meaningful product format to show understand-ing?)

(What is the topic focus for the product?)

RAFT

From Lesson Design for Differentiated Instruction by Kathy Glass

© Kathy Glass ▪ [email protected] 47

What was daily life like in Medieval society?

Role Audience Format Topic

lord or lady monarch persuasive letter describe anger towards the rise of charters that allowed the peasants to no longer be ruled by them

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 use imagery to describe their life on the streets

From Lesson Design for Differentiated Instruction by Kathy Glass


How do authors develop characters?

ROLE AUDIENCE FORMAT TOPIC

Protagonist Antagonist Dialogue Explain how their interaction affects the plot

Protagonist ORAntagonist

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


See website: www.kathyglassconsulting.com

© Kathy Glass [email protected] 50See website: www.kathyglassconsulting.com


Role Allied or Axis Power

Audience people with an opposing viewpoint

Format propaganda or editorial piece for a newspaper

TopicYou 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.

How do writers support

their positions?

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

DIE/CUBE PROMPT EXAMPLE

Responses must include evidence from the text.

Your responses must include evidence from the text.

From Mapping Comprehensive Units to the ELA Common Core by Kathy Glass

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Use evidence from the text to support your answers.

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

How and why do characters or

individuals change over time?

R.CCR.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

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How and why do characters or individuals change?

Task Card #1

Create a timeline that shows how a character or individual has changed from beginning to end.

Task Card #2

Design a poster with pictures and captions that focuses on what others say about the character or individual that illustrates change.

Task Card #3

Develop a graphic organizer that shows the causes and effects of a character’s or individual’s actions.


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Task Card #4

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.

Task Card #5

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.

Task Card #6

Create and present a PowerPoint presentation that addresses the guiding question.


How and why do characters or individuals change?

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


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Kathy Glass, Glass Educational Consulting469 Eleanor DriveWoodside, CA 94062Phone: 650-366-8122E-mail: [email protected]: 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)

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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

1 Differentiated Instruction Aligned to the ELA Common Core Standards ASCD ♦ March, 2013 Presented by Kathy Glass [email protected].

Documents

influenced individuals

key individuals

historical settings

impacted individuals

differentiated instruction

learning profile slide

carol tomlinson slide

examples of differentiation