Differentiated Reading Instruction: Strategies for the Primary Grades Chapter 10: A Second-Grade Differentiation Plan.

Differentiated Reading Differentiated Reading Instruction: Strategies for Instruction: Strategies for

the Primary Gradesthe Primary Grades

Chapter 10: A Second-Grade Differentiation Plan

Ms. Scott’s StoryMs. Scott’s StoryIt’s A New Day

Results

Ms. PasserallMs. PasserallLiteracy Coach

Step 1: Gather Step 1: Gather ResourcesResources

Curriculum Resources

Second-grade basal scope-and-Second-grade basal scope-and-sequence summarysequence summary

Decoding/spelling/alphabet Meaning Comprehension skills/strategies

Silent letters (chalk, thought, gnat, lamb, high, knot, write, sight, crumb, know, wrong, walk, sign)

/er/ (mother, brother, other, smaller, supper)

Short e (head, leather, bread)

Long e (tiny, every, happy, penny, many, worry, key, money, donkey, valley, turkey, monkey)

Fantasy/realityCause and effectContext cluesMain ideaMake inferencesSummarizeAnalyze charactersRecognize settingUse a dictionaryRead an encyclopediaUse a telephone directoryChoose a reference source

decidedimportantplanetfloatlibraryproudclimbeddriftedmessagecouplehalfnoticearrivefinishrush

earlyrecordsuccessearthlonelymountainforgetmemorywonderfulcollectjoinpockethonororderworth

Figure 10.1

Step 1: Gather Step 1: Gather ResourcesResources

Assessment Resources

Step 2: Consider Your Step 2: Consider Your Children’s NeedsChildren’s Needs

Step 2: Consider Your Step 2: Consider Your Children’s NeedsChildren’s Needs

Instructional Groups Based on the Instructional Groups Based on the DataData

Steps in FORISteps in FORI

Chapter 5 - Pg 83

• Day 1 – Read the selection aloud to the class and lead a comprehension- focused lesson.

•Day 2- Engage children in echo reading. Children take the selection home to read with a caregiver.

•Day 3- Read the selection chorally. Children again practice at home with a caregiver.

•Day 4- Students partner-read story. Children have a final chance to practice at home.

•Day 5 – Children do extension activities. As they work, assess the fluency of each child individually by having him or her read the story aloud.

A big picture plan for second-grade whole- A big picture plan for second-grade whole- group instructiongroup instruction

Figure 10.3

Goal Materials Daily Activities

•Fluency development •Basal anthology stories •Leveled texts

•Fluency-oriented reading instruction: choral reading, echo reading, partner reading of grade-level text•Partner reading of leveled text

•Vocabulary development

•Basal anthology stories•Children’s literature

•Vocabulary discussions

•Comprehension strategies

•Basal anthology stories•Children’s literature

•Before-, during-, and after-reading discussions•Direct explanation

Areas to Target for Each GroupAreas to Target for Each Group

Group 1 Group 2 Group 3 Group 4

•Word recognition and fluency•Teaching sounding and blending•Teaching high-frequency Words•Choral partner reading

•Word recognition and fluency•Teaching letter patterns•Teaching high- frequency Words•Choral partner reading

•Fluency and comprehension•Repeated reading•Question-and-answer relationships (QAR)

•Fluency and comprehension•Repeated reading•Story mapping

Independent extension

Independent extension

Independent extension

Independent extension

Partner activities with vowel families and then with decodable texts

Partner reading with decodable and then leveled texts

Partner reading with leveled texts

Partner reading and summary generation

Figure 10.4

Differentiation Strategies in Differentiation Strategies in Target AreasTarget Areas

Group 1Word

Recognition and Fluency

Group 2Word

Recognition and Fluency

Group 3Fluency

and Comprehension

Group 4Fluency

and Comprehension

•Choral partner reading•Partner activities with vowel families and then with decodable texts

•Choral partner reading•Partner reading with decodable and then leveled texts

•Repeated reading•Question-and-answer relationships•Partner reading with leveled texts

•Repeated reading•Story mapping•Partner reading and summary generation

Step 3: Plan For 3 Step 3: Plan For 3 Weeks of InstructionWeeks of Instruction

Content

Three Week Plan: Group 1Three Week Plan: Group 1

Focus: Word Recognition and FluencyInstructionReteach entire first-grade phonics

curriculum at an accelerated rateTeach high-frequency words based on

inventory data and second grade scope and sequence

A 3-week plan for struggling A 3-week plan for struggling second graders, group 1second graders, group 1

Week 1 Week 2 Week 3Phonics sounding and blending

M, P, T, Ra-n, a-p, a-tF,C,R,Lo-t, o-p, o-c-k

B, H, C, Si-t, i-n, i-pD, G, N, Vu-n, u-p, u-t

SH, CHe-n, e-d, e-tTHShort a, short o

High-frequency Words

like, me, I, the, am, went, to , my

are, we, is, mouse, she, man, once

with, have, give, when, look, said

Fluency an, at, ock, and ot poems

in, ip, up, and un poems

Short-vowel poems

Word Hunt Basal decodable story

Basal decodable story

Basal decodable story

Three Week Plan: Group 2Three Week Plan: Group 2

Focus: Word Recognition and FluencyInstructionReteach most frequent short-vowel

families at an accelerated rateProvide practice in connected text

through repeated readings of poems constructed to highlight vowel patterns

Three Week Plan: Group 3Three Week Plan: Group 3

Focus: Fluency and ComprehensionInstructionBuild fluency using mid-year first grade

anthology selectionsUse timed repeated readingsBuild comprehension through story maps

and summary sheets

Three Week Plan: Group 4Three Week Plan: Group 4

Focus: Fluency and ComprehensionInstructionUse Tier 2 words from read-aloud with the

goal of reading and spelling in addition to meaning

Use story maps and summary sheet with anthology story and daily read-aloud

Build fluency through FORI with anthology story

Extend through writing tasks

Step 4: Plan For ReflectionStep 4: Plan For Reflection

Ain’t no stopping us Ain’t no stopping us now . . . . now . . . .

Questions/AnswersQuestions/Answers