| oo long ago, on a visit to two sixth-grade | | | | topics. Ask them to retell part of the text. You |
| classrooms, I saw very clearly the challenge | | | | can also work with students on using context |
| teachers have before them when they try to | | | | clues or discussing how your theme connects to |
| differentiate reading. In both classrooms, | | | | the text they're reading. Students who can work |
| 11-year-olds who read like fourth graders shared | | | | independently can have partner conferences and |
| tables with classmates who read like the average | | | | then turn in a paper showing what they discussed. |
| ninth grader - a five-year span. How you | | | | How do I keep conferences to only five minutes? |
| approach this challenge can make a huge | | | | The key is to focus the conference on a single |
| difference for all levels of readers. | | | | topic. For example, if you're holding a conference |
| In the first classroom, where the students were | | | | on a specific reading strategy, first have the |
| leaning about biography, the teacher asked them | | | | student explain the strategy and tell how it helps |
| to read the first two chapters of The Greatest: | | | | her understand what she reads. Then, have the |
| Muhammad Ali by Walter Dean Myers. But only | | | | student open her book and read one page aloud |
| half the class read the chapters. A few students | | | | to you, doing a think-aloud to show how she |
| just looked at the photographs, two students | | | | applies the strategy to her independent text. |
| wrote notes to each other, one put her head on | | | | Take notes on the student's performance, and |
| her desk, and several others began doodling. | | | | provide scaffolding as needed. To make sure you |
| Roughly five minutes into the silent reading period, | | | | don't lose track of time, us a kitchen timer. |
| the teacher gathered the non-reading students | | | | How do I assess students when they have |
| and read the chapters aloud to them. When class | | | | different assignments? |
| ended, she sighed. "What else can I do? They | | | | Try using journal entries. If I want to grade |
| can't read the book, so I read it to them." This is | | | | students on their comprehension of realistic fiction, |
| one way to manage whole-class reading. But | | | | I might ask them to write journal entries that tell |
| there is another way. | | | | how they drew conclusions about a character's |
| In the second classroom - in the same school - | | | | personality, what changed from the beginning to |
| the teacher read aloud a passage from Wilma | | | | the end of the book, what the conflict was, and |
| Unlimited by Kathleen Krull. As she read, she | | | | so on. Also try using tiered activities; that is, give |
| modeled cause/effect strategy by thinking aloud | | | | students a menu of activities at different levels. |
| and answering students' questions about her | | | | Tiered activities can help you discover students' |
| thinking process. Next, she gave students | | | | levels because students will usually choose |
| instructions for silent reading: They were to read | | | | activities they know they can complete |
| the next two chapters of their book, jotting | | | | successfully. |
| down tough words on self-stick notes. Each | | | | Should I organize students into groups so they |
| student was reading a biography at his or her | | | | can discuss their reading? |
| own level. Some pairs read the same title, but | | | | Absolutely! I like to take some of the week's |
| most students had their own specially chosen | | | | class time to meet with small groups for a 10- to |
| books. As the group read, the teacher held | | | | 15-minute discussion. During these discussions, ask |
| individual conferences. When she met with Josh, | | | | group members to talk about an open-ended |
| she focused on making inferences. Keisha and | | | | genre question (for biography, Do you feel the |
| Carla practiced using context clues. With David, | | | | person's accomplishments were positive or |
| she focused on causes and effects. Each | | | | negative? Why?), or you can ask them to |
| conference lasted no more than a few minutes. | | | | connect their book to an issue you've been |
| You're probably thinking that you'd have a much | | | | discussing. Holding these conferences reinforces |
| better chance of reaching all your learners if your | | | | the social aspects of reading, and moves |
| classroom looked more like the second one. But | | | | interaction beyond you and the student to the |
| maybe you don't know how to do it. Here are the | | | | whole group. |
| 10 most frequently asked questions I get from | | | | My students are reading so many different books. |
| teachers on differentiating reading instruction. I | | | | do I need to read them all? |
| hope they'll help you diversity, too! | | | | The answer is — fortunately — no! |
| How do I get started with differentiation? | | | | You can try to skim several books before a unit |
| The first step is to move away from organizing | | | | starts, but don't be discouraged if it's not possible |
| your teaching around single books. Instead, | | | | to get to know them all. You'll be able to |
| choose a genre from which all books will be | | | | determine whether a student has read a book by |
| drawn, and pick a topic or theme. You can then | | | | the amount of detail he offers in his discussion. |
| focus on a particular issue that is present in all | | | | When you get a response such as, "The main |
| texts. Students studying realistic fiction, for | | | | character is a detective, and she's really smart. |
| instance, might discuss what constitutes a family, | | | | She solves the whole mystery," you should |
| and what determines whether their relationship is | | | | definitely probe further. Ask the student to give |
| smooth or rocky. If you have students read | | | | examples of why he thinks the character is smart |
| different books on the same topic, they'll be able | | | | and how she solves the mystery. If the student |
| to bring a variety of ideas and perspectives to | | | | can't do this, he may not have read the book or |
| their discussions. Besides, using different texts | | | | he may have found it too difficult. Ask gently, |
| means students will be able to advertise great | | | | "Why is it tough for you to remember the |
| books to one another! | | | | details?" If the book was too hard, give the |
| How do I find books at each student's reading | | | | student a few other choices. |
| level? | | | | Does every student need to read the same |
| I ask students to use the "three-finger method" | | | | number of books? |
| to see if a book is just right for them. Have | | | | No. Your stronger readers may choose longer |
| students open their book to a age near the | | | | texts, which means they will read fewer books. |
| middle and read it. Using the fingers on one hand, | | | | Meanwhile, struggling readers may read shorter |
| students should count the number of words they | | | | texts but read more of them. Negotiate with |
| can't say or don't understand. If students get past | | | | your class the minimum number of books they |
| three fingers, the book is too hard. The book is | | | | should read in a unit. Prepare a schedule with |
| "just right" if students understand and can say all | | | | reading and writing due dates, and remind |
| but two or three words and if they can retell | | | | students of the dates often. Help students budget |
| what they read. Of course, as you get to know | | | | their time by scaffolding the process. For |
| your students better, you will be able to predict | | | | example, break down a writing assignment into |
| what kind of books will be just right for each one. | | | | chunks (drafting, revising, publishing) and give a |
| Then you can gather books from your local | | | | due date for each step. This way, you can offer |
| library, school library, or reading resource room. | | | | students feedback between each step, further |
| Also, check out book club offerings or host a | | | | scaffolding their final outcomes. |
| book fair at your school. Keep a small monthly | | | | What do I do if students don't complete their |
| allowance for searching local yard sales, and collect | | | | reading assignments? |
| reading material from friends, family members, | | | | This situation must be handled with care in order |
| and neighbors, too. | | | | to build trust and help students develop a passion |
| What does a unit plan look like? How much | | | | for reading. One of my students, Zach, arrived at |
| planning do I need to do in advance? | | | | school announcing that he disliked reading and |
| I suggest making an overall plan for each unit, | | | | hadn't done any of the summer reading. "Are you |
| including the theme, your choice of reading and | | | | going to call my mom?" he asked. I told him we |
| vocabulary strategies for modeling and student | | | | would try to work it out together. We had |
| practice, the selection of read-alouds, a variety of | | | | several lunch meetings during which I found out |
| independent texts for students to choose from, | | | | more about Zach's reading struggles and about his |
| journal entry assignments, and tiered projects | | | | personal interests. After we found books that |
| that meet the varied reading and writing levels of | | | | suited his needs, Zach began to enjoy reading and |
| students in your class, as well as their particular | | | | did a lot of it. By the time he asked me if he still |
| interests. You know your class best. | | | | had summer reading to make up, I told him that |
| Should I have individual conferences with | | | | he already had! |
| students? What should I cover? | | | | As teachers, our most basic goal is to reach each |
| Meet with students individually while the group is | | | | and every one of our students. By implementing |
| doing silent reading. You might talk about a reading | | | | differentiated instruction, you can meet your |
| strategy you're working on or discuss specific | | | | students where they are and provide the |
| aspects of text structure. For students who read | | | | scaffolding and inspiration they need to move |
| far below grade level, you'll want to check their | | | | forward. |
| general comprehension before talking about these | | | | |