LAST ASSIGNMENT
Please read Chapters 7 and 8 and respond to the questions below. All responses should be posted by 11/20.
Chapter 7 "Writing and Differentiation"
In this chapter Robb discusses the use of journaling and other forms of writing to develop students' comprehension and provide assessment information which drives instruction. She provides detailed examples of journaling and using bookmarks.
#1. Share one form of writing you use (or plan to use) as an assessment tool or to develop the students' compehension of what they are reading.
#2 What do you think of Robb's bookmarks P. 232-236?
Chapter 8 "Professional Development and Differentiated Reading Instruction"
This chapter provides suggestions for teachers to continue to move toward differentiating reading instruction. It is truly a journey and not something that can happen quickly. Robb suggests three to five years. Please notice the goals she shares on Pages 255 and 256. Please enjoy this chapter and the appendices that follow.
#1. Review the chart on page 252 and 253. Share one area you think is a strength or need in your school. Share your reflection on how this need could be solved or strength could be made better.
#2. Look at the bibliography of professional books on pages 287-294. Share one book you would like to read as a follow up to this book. If you have read any of them, please share your thoughts on that as well.
I hope you've enjoyed the book!!
Monday, November 9, 2009
Monday, October 26, 2009
Chapter 5 & 6 Assignment
Please read Chapters 5 and 6 and respond to the questions below. All responses should be posted by 11/6.
Chapter 5 "Small Group Reading Instruction and Differentiation"
In this chapter Robb gives a detailed example of small group reading instruction. She includes making book selections, forming groups, establishing routines and assessments. The chapter is long and filled with great ideas and suggestions. On Page 144 Robb selects her books based on genre and theme.
#1. Please share or suggest a genre/theme selection you have used or would like to use. Include 2 or 3 titles within this genre/theme that you could use with differentiated reading groups.
#2 How do you form your reading groups (or would you form them)? Are they based on reading levels or strategies?
Notice P. 149 where she provides "Key Decisions for Planning a Unit of Study". This is a helpful reference.
Chapter 6 "Indpendent Reading and Differentiation"
Robb stresses the importance of independent reading in this chapter. It is crucial that the student be reading a book on their independent level. She also suggests forms of assessment (P. 180) that can be used for independent reading.
#1 Do you agree with Robb about the importance of independent reading --why or why not? Do you think it is necessary to assess students for independent reading -- why or why not?
Chapter 5 "Small Group Reading Instruction and Differentiation"
In this chapter Robb gives a detailed example of small group reading instruction. She includes making book selections, forming groups, establishing routines and assessments. The chapter is long and filled with great ideas and suggestions. On Page 144 Robb selects her books based on genre and theme.
#1. Please share or suggest a genre/theme selection you have used or would like to use. Include 2 or 3 titles within this genre/theme that you could use with differentiated reading groups.
#2 How do you form your reading groups (or would you form them)? Are they based on reading levels or strategies?
Notice P. 149 where she provides "Key Decisions for Planning a Unit of Study". This is a helpful reference.
Chapter 6 "Indpendent Reading and Differentiation"
Robb stresses the importance of independent reading in this chapter. It is crucial that the student be reading a book on their independent level. She also suggests forms of assessment (P. 180) that can be used for independent reading.
#1 Do you agree with Robb about the importance of independent reading --why or why not? Do you think it is necessary to assess students for independent reading -- why or why not?
Monday, October 12, 2009
Chapter 3 & 4 Assignment
Read Chapters 3 & 4 and respond to the following assignments. All responses are due
by 10/23.
Chapter 3 Read Alouds and Differentiation
In this chapter Robb talks about how powerful the read aloud can be when used as a common teaching text. She feels it is the first step in differentiating instruction. She says the read aloud does the following:
helps all students enlarge their prior knowledge;
ensures that all students learn to apply reading strategies and explore issues and themes;
when the read aloud is used as the teaching text, students can use other texts at their instructional level.
She uses read alouds for the following reasons:
to build background knowlege;
to model the application of reading strategies;
to teach narrative story elements;
to teach informational text features;
to use as a catalyst for teaching unfamiliar themes;
to teach different kinds of journal responses;
to help students explore issues and themes for pinpointing big ideas in texts.
Robb explains each one of these thoroughly. She also provides a sample lesson for each which includes her think aloud, follow up activites and suggested texts to use as models.
After reading each one share one way you would like to use (or have used) the read aloud. Include the name of the text you would use and some follow up activities.
Please note on P. 75 Knowing When Students Have Absorbed a Reading Strategy. She has some suggestions for assessing their progress.
Also note on P. 76 she lists the narrative story elements to teach. In the back of the book she lists elements for non fiction along with definitions.
On P. 95 Robb states that, "Issues move students beyond the facts and encourage them to use facts to infer, connect and conclude." She then provides a chart of issues and related core questions to be introduced during read alouds. Hopefully you find some issues you use or would like to use.
Finally, please share any ideas you may have on using the librarians in our schools to help us find read alouds -- including picture books, poetry and short texts.
Chapter 4 Whole Class Instructional Reading and Differentiation
Robb discusses differentiating through whole group instruction in this chapter. She discusses 10 questions she is most often asked about this approach. Share 1 or 2 questions that you would ask about this approach to teaching reading -- they can be different from the ones she listed or maybe they are the same.
Robb discusses different conferences to use when assessing. They are retellings, book conferences, strategy conferences and peer book conferences. Which one of these would work best in your classroom and why?
Enjoy the rest of this chapter -- it is rich with information, suggestions, examples and guidelines.
by 10/23.
Chapter 3 Read Alouds and Differentiation
In this chapter Robb talks about how powerful the read aloud can be when used as a common teaching text. She feels it is the first step in differentiating instruction. She says the read aloud does the following:
helps all students enlarge their prior knowledge;
ensures that all students learn to apply reading strategies and explore issues and themes;
when the read aloud is used as the teaching text, students can use other texts at their instructional level.
She uses read alouds for the following reasons:
to build background knowlege;
to model the application of reading strategies;
to teach narrative story elements;
to teach informational text features;
to use as a catalyst for teaching unfamiliar themes;
to teach different kinds of journal responses;
to help students explore issues and themes for pinpointing big ideas in texts.
Robb explains each one of these thoroughly. She also provides a sample lesson for each which includes her think aloud, follow up activites and suggested texts to use as models.
After reading each one share one way you would like to use (or have used) the read aloud. Include the name of the text you would use and some follow up activities.
Please note on P. 75 Knowing When Students Have Absorbed a Reading Strategy. She has some suggestions for assessing their progress.
Also note on P. 76 she lists the narrative story elements to teach. In the back of the book she lists elements for non fiction along with definitions.
On P. 95 Robb states that, "Issues move students beyond the facts and encourage them to use facts to infer, connect and conclude." She then provides a chart of issues and related core questions to be introduced during read alouds. Hopefully you find some issues you use or would like to use.
Finally, please share any ideas you may have on using the librarians in our schools to help us find read alouds -- including picture books, poetry and short texts.
Chapter 4 Whole Class Instructional Reading and Differentiation
Robb discusses differentiating through whole group instruction in this chapter. She discusses 10 questions she is most often asked about this approach. Share 1 or 2 questions that you would ask about this approach to teaching reading -- they can be different from the ones she listed or maybe they are the same.
Robb discusses different conferences to use when assessing. They are retellings, book conferences, strategy conferences and peer book conferences. Which one of these would work best in your classroom and why?
Enjoy the rest of this chapter -- it is rich with information, suggestions, examples and guidelines.
Monday, September 28, 2009
Chapter 1 and 2 Assignment
Read both chapters and respond to the following questions. Please respond to at least one other participant as well. All responses are due by 10/9. Enjoy!!
Chapter 1 - Reaching All Learners with Best Practice
On Pages 17, 18 and 19 Laura Robb discusses "Ten Practices to Differentiate Reading Instruction". Please review them and share 2 practices that are a strong part of your current reading instruction. Also discuss 2 practices you would like to use more often in your reading program.
On Pages 22 and 23 Robb explains Vygotsky's research which supports three fundamental elements considered essential for differentiated reading. Explain how each of these elements is (or could be) incorporated into your reading instruction.
What is your opinion about "Discussion" on P. 26? In your class are students discussing the "book" or the "issues"?
Chapter 2 Routines, Assessments & Planning -- Building the Foundation for Differentiating Reading Instruction
Robb suggests using a combination of information to determine the student's instructional reading level (Pages 38 - 41). How do you assess your student's instructional reading level? Discuss both formal and informal methods you use. Which methods have worked best for you in your experience? Does this information drive your instruction? How?
Which of the "Interventions/Solutions" do you find most helpful on Pages 43 - 47? Explain how you would incorporate 3 of these interventions into your reading instruction.
Review the Small Group Plan on P. 55 and the Whole Class Unit Plan on P. 56. Which one would you prefer to use and why?
Chapter 1 - Reaching All Learners with Best Practice
On Pages 17, 18 and 19 Laura Robb discusses "Ten Practices to Differentiate Reading Instruction". Please review them and share 2 practices that are a strong part of your current reading instruction. Also discuss 2 practices you would like to use more often in your reading program.
On Pages 22 and 23 Robb explains Vygotsky's research which supports three fundamental elements considered essential for differentiated reading. Explain how each of these elements is (or could be) incorporated into your reading instruction.
What is your opinion about "Discussion" on P. 26? In your class are students discussing the "book" or the "issues"?
Chapter 2 Routines, Assessments & Planning -- Building the Foundation for Differentiating Reading Instruction
Robb suggests using a combination of information to determine the student's instructional reading level (Pages 38 - 41). How do you assess your student's instructional reading level? Discuss both formal and informal methods you use. Which methods have worked best for you in your experience? Does this information drive your instruction? How?
Which of the "Interventions/Solutions" do you find most helpful on Pages 43 - 47? Explain how you would incorporate 3 of these interventions into your reading instruction.
Review the Small Group Plan on P. 55 and the Whole Class Unit Plan on P. 56. Which one would you prefer to use and why?
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