BSLA - Differentiation & Fidelity

 CoP - Differentiation During Whole-Class Teaching 

Dr Andy Vosslamber

Looking at this text the teacher has identified sustainable and pesticides as vocabulary that needs to be taught to build students' understanding. 

Taking a deeper look at sustainable, where sus = under, tain = hold or stretch, and able = can or is

Yes we have said Reading Comprehension and PhOM and Writing should be taught whole class. But how do we cater for different abilities.  

With Reading Comprehension

The OWLS are great for extending the content (the fifth lesson each week) and will help with extending and the chance to simplify content.

Slides also help every third lesson with more scaffolding to help with story narrative and structure; there are opportunities to slow down. POSSE is also really good to help struggling learners. You can also introduce the text the day before in small group learning.

Grouping students using dibels and hte group that is more capable they could be coming up with coming up with tricky words, they could then teach these to the class. And for QAR, coming up with Author and Me questions.

If the class is flying, use reciprocal teaching.

Square Eyes - text

With Writing 

Writing Tasks links that help structure and be more specific in teaching.

CoP - Fidelity

Dr Ann Castle and Bex Kerr

Look at these words and think about how we teach vocabulary during reading. 

Most Common Prefix and Suffixes  by Scholastics

Implementation Fidelity look like:

• implementing the intervention in the manner it was intended / verbatim
• having the right amount of time
• ensuring the content has been taught in the right way
• following the preserving key principles of the programme: systematic, script, I do, we do, you do
• staying true to the SL main idea

Yes, you can bring in your own teaching style, or what works for your students

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The more the students are activity engaged (we do), the more they are learning - chin it, peer share, turn and talk, choral reading ...

Scaffolding from I do to you do can take a long time for some children. Remember we are building on their strengths.  

We are building automaticity so it takes less brainpower/ lower cognitive load and they can focus on comprehension. Decoding gets in the way of comprehension. Building
fluency makes it easier.

PowerPoints can be done in one day, but if struggling, complete it by day 3. OWLS helps to integrate it.

For excelling students you could use the PhOM inquiry, which can use words from the topic inquiry.

You can do the plays unit before you need a play for a school production, or a unit when it relates to your inquiry. 

Building understanding through oral language and talking aloud to help students understand how to think. As this is repetitive, the aim is to scaffold students so they can do this themselves.

Teaching strategies before, during and after reading:

Reciprocal Teaching is not limited to Year 7 and 8s. They just need to be able to decode the text.