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Transcript of Differentiation
Detrimental to foreign relations.
What is a Jigsaw?
Modified Guided Reading
Brenda, Sheila, & Mike
How does it help?
Differentiation Through Guided Reading
- students will recognize a variety of text forms, text features, and stylistic elements and demonstrate
understanding of how they help communicate meaning;
Resources to Support Strategy
Avalos, M., Plasencia, A., Chavez, C., & Rascon, J. (2007). Modified Guided Reading: Gateway to English as a Second Language and Literacy Learning. Reading Teacher 61(4), 318–29.
Ontario Ministry of Education. (2003). A Guide to Effective Instruction in Reading, Kindergarten to Grade 3. Toronto: Queen's Printer for Ontario. pp 6.34 - 6.37.
Ontario Ministry of Education. (2010). The What and the How of Differentiated Instruction. Toronto, ON: Queen’s Printer for Ontario. pp. 21-40.
2.1 identify and describe the characteristics of a
variety of text forms, including informational texts
2.2 recognize a few organizational patterns in texts of different types, and explain how the patterns help readers understand the texts
2.3 identify a variety of text features and explain how they help readers understand texts
4.1 identify, initially with some support and direction, what strategies they found most helpful before, during, and after reading and how they
can use these and other strategies
to improve as readers
2.2 classify plants according to visible characteristics
2.5 ask questions about and identify some needs of
plants, and explore possible answers to these
questions and ways of meeting these needs
split up students into 3 groups (use guided reading groups)
Group 1 - procedures (experiments)
Group 2 - categories (a classification chart)
Group 3 - definitions (a glossary)
with teacher support each group makes sure they understand the importance and usefulness, of one of the 3 different ways of organizing and presenting information in the guided reading book
group members discuss how this strategy is helpful, come up with ways to describe it to others, and create some samples or models to share using plant books provided
original groups are split up and put together (think of a puzzle) with a member from each other group
it is then the job of each member to describe / show / explain the strategy that they have become the expert on
in the end each student should understand all of the strategies
To activate and build upon schema, students and
teachers can use:
Inspiration/Kidspiration – graphic organizers
Dragon Naturally Speaking – voice recognition
Inspiration Maps Lite– free graphic organizer app
Dragon Dictation – free voice recognition app
- Identify the learning goals and success criteria for the activity.
- Explain the strategy for Jigsaw, the expectations and roles.
- Review appropriate student behaviours
(turn taking, asking questions, listening attentively, show respect)
- Before making the groups, the teacher needs to aware of:
Students’ readiness to learn
- Review how to use a graphic organizer for recording information.
- observation / anedotal notes / consultation /checklist / rubric
(When working in their home group and their expert group)
•Listening – Are students listening actively in order to learn the required
material and be able to teach it to others in their original groups?
•Speaking - Are students able to take the knowledge gained from the expert
group and repeat it to their home group?
•Cooperation – Are all members of a group encouraging and promoting success
of others in their group?
•Creative thinking - Are groups able to create new ways of approaching,
teaching and presenting material?
•Learning Goals – Do members have a clear understanding of the learning goal
and the success criteria?
•Reading – Are all members engaged in reading the required material?
Are they struggling with the reading material?
What strategies are they using to decode?
Do the students understand the features of a text?
"From Seed to Dandelion"
(Welcome Books: How Things Grow)
by Jan Kottke and J. Kottke
"Ferns" (Rookie Read-About Science)
by Allan Fowler
"How Do Apples Grow?"
(Let’s Read and Find out Science) By Bestsy Maestro
"From Seed to Pumpkin"
(Welcome Books: How Things Grow) by Jan Kottke and K. Kottke
1. Presentation of culminating authentic task by each group member.
Did ‘experts’ present information to home group in a clear
and informative manner?
2. Did the students learn in relation to the learning goal and objectives?
3. Students need to evaluate themselves:
Did I listen attentively, use appropriate conversation skills (turn taking,
asking questions for understanding, eye contact), record and present
my information with clarity?
4. Students need to evaluate their group members:
Did group members listening attentively, wait their turn,
question each other for understanding, encourage each other,
present information with clarity?
5. Teacher needs to monitor make up of groups to
make changes in the future.
6. Teacher needs to reflect on learning experiences in
establishing changes in their next lesson.
"What are my next steps?"
students then get back together into original groupings and check for understand
This is a Grade 3 lesson from the Guide to Effective Instruction K - 3. (pp. 6.34 - 6.37)
“Investigating Plants” is a factual text that demonstrates three different ways of organizing and presenting information: procedures (experiments), categories
(a classification chart), and definitions
(a glossary). It will be shared during
As reading occurs, the teacher will be sure to highlight and discuss one of the different ways of presenting information (procedures, categories, definitions) in detail with the groups. Later on, the groups will be responsible for sharing these with each other.
Modified Guided Reading will occur to help readers of varying abilities. The lower level group will have the text read to them before they attempt to do any reading themselves, and will be seen at the guided reading table 3 to 4 times in the week. The middle group will use a shared to guided reading approach, with special attention paid to grammar and unfamiliar vocabulary. The higher level group will see the teacher less at the table, and will take on a more independent role when reading the text, the teacher will be there in a supportive role.
A jigsaw is a cooperative learning strategy that
allows for each student in a "home" group to
become an "expert" on a topic. Students meet with members from other groups who are assigned the
same aspect, and after mastering the material, return
to the "home" group and teach the material to their
With this strategy, each student in the "home" group serves as a piece of the topic's puzzle and when they work together as a whole, they create the complete jigsaw puzzle.
Instructional strategies on how to create and
implement a jigsaw activity can be found here:
This site allows teachers to create records for student assessment and evaluation purposes.
RubiStar is a site to help teachers create their own rubrics from scratch.