Carol Ann Tomlinson Caroline Cunningham Eidson

218 Pages·2003·1.35 MB·English

DifferentiatePracticeK-5 Cover 6/4/03 10:02 AM Page 1
Education
$25.95 U.S.
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Carol Ann Tomlinson
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Caroline Cunningham Eidson
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A RESOURCE GUIDE FOR P
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DIFFERENTIATING CURRICULUM
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Join Carol Ann Tomlinson and Caroline Cunningham Eidson T
in their continuing exploration of how real teachers incorporate IC
differentiation principles and strategies throughout an entire E
instructional unit. Focusing on the elementary grades, but
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applicable at all levels, Differentiation in Practice, Grades K–5 Grades K–5

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will teach anyone interested in designing and implementing
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differentiated curriculum how to do so or how to do so more
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effectively. Included are
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• Annotated lesson plans for differentiated units in language arts, E A RESOURCE GUIDE
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social studies, science, and mathematics.
K FOR DIFFERENTIATING
•Samples of differentiated product assignments, rubrics, and
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homework handouts. 5 CURRICULUM
•An overview of the non-negotiables in differentiated classrooms •

and guidelines for using the book as a learning tool.
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•An extended glossary and recommended readings for further O
exploration of key ideas and strategies. M Grades K– 5
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Each unit highlights underlying standards, delineates learning
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goals, and takes you step by step through the instructional
process. Unit developers provide running commentary on S
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their use of flexible grouping and pacing, tiered assignments
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and assessments, learning contracts, and numerous other

strategies. The models and insight presented will inform your &
own differentiation efforts and help you meet the challenge of E
mixed-ability classrooms with academically responsive curriculum ID
appropriate for all learners. S
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VISIT US ON THE WORLD WIDE WEB:
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Association for Supervision and Curriculum Development
Alexandria, Virginia USA
Carol Ann Tomlinson
Caroline Cunningham Eidson
A RESOURCE GUIDE FOR
DIFFERENTIATING
CURRICULUM
5
Grades K–
Association for Supervision and Curriculum Development
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Library of Congress Cataloging-in-Publication Data (for paperback book)
Tomlinson,CarolA.
Differentiationinpractice:aresourceguidefordifferentiating
curriculum,gradesK-5/CarolAnnTomlinsonandCarolineCunningham
Eidson.
p.cm.
Includesbibliographicalreferencesandindex.
ISBN0-87120-760-5(alk.paper)
1. Education,Elementary—UnitedStates—Curricula.2. Individualized
instruction—UnitedStates. I.Eidson,CarolineCunningham,1968-II.
Title.
LB1570.T5932003
372.19—dc21
For the students
who sometimes gently and sometimes
ferociously insisted we see them as individuals
For mentors
who made us believe it was not only possible
but necessary to do so
For colleagues
who share a passion for education as a shared enterprise
that enables students and teachers to grow together
And for family and friends
who renew our energy and greet us with joy—
whether or not we get it right.

Acknowledgments · · · · · · · · · · · · · · · · · · · · · · · · · vii
Introduction · · · · · · · · · · · · · · · · · · · · · · · · · · · ix
PartI:ABriefPrimeronDifferentiation · · · · · · · · · · · · · · · · · · 1
PartII:DifferentiatedUnitsofStudy· · · · · · · · · · · · · · · · · · · 15
1 ALLABOUTTHEABCs
ALanguageArtsUnitontheAlphabet · · · · · · · · · · · · · · · · 17
2 WHATPLANTSNEED
AScienceUnitontheFunctionsofPlantParts· · · · · · · · · · · · · · 40
3 WE’REALLINITTOGETHER
ASocialStudiesUnitonNeeds,Wants,
andCommunityHelpers · · · · · · · · · · · · · · · · · · · · · 67
4 THEWORLDOFGEOMETRY
AMathematicsUnitonBasicGeometricConcepts · · · · · · · · · · · · 95
5 IT’SALLAMATTEROFCHANCE
AMathematicsUnitonBeginningProbability · · · · · · · · · · · · · 128
6 WEEACHHAVEAROLETOPLAY
ALanguageArtsUnitIntroducingLiteratureCircles · · · · · · · · · · · 157
Glossary · · · · · · · · · · · · · · · · · · · · · · · · · · · · 184
ResourcesonDifferentiationandRelatedTopics· · · · · · · · · · · · · · 191
Index · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 194
AbouttheAuthors· · · · · · · · · · · · · · · · · · · · · · · · · 198

Acknowledgments
Nobookofthissortiseverreallywrittenbyjust Asalways,theASCDteamofeditorsand
oneortwopeople.Therearemanyhands,minds, designerswerethebestsupportsystemauthorscan
andprofessionalpracticesreflectedinitspages— hopefor.TheASCDvisionforandcommitmentto
and,therefore,manypeopletothank. theconceptofdifferentiationprovidesrichandfer-
Ourthanksforemosttothecontributing tilesoilforthisbodyofwork.ThatASCDstaff
authorsoftheunitscontainedinthisbook: membersholdhighstandardsforthemselves
JenniferAnnBonnett,ElizabethHargrave,Laura encouragesusalwaystodothesame.
Massey,andSandraWilliamsPage.Eachofthemis Bothofthisbook’sauthorshavebecomebetter
thekindofeducatorwhoenhancesnotjustthe educatorsinthepartnershipofcolleagues.The
livesofstudents,butthelivesofcolleaguesas teacherswithwhomwetaughtlongest(particu-
well.Theyareablepractitionersofdifferentiation larlythoseinFauquierCounty,Virginia,andat
andfinecurriculumdesigners.Inaddition,they PeabodySchoolinCharlottesville,Virginia)have
werewillingtorisksharingtheirideas—firstwith beencatalystsforourownprofessionalgrowth.
authorsandeditors,whomtheyknewwouldtinker We’realsonourishedbyeducatorsfromaroundthe
withthematerialtheysubmitted,andthenwith countrywhoaskhardquestionsandgenerously
theteacherswhowouldreadthefinishedproduct sharetheirwork—boththesuccessesandthe
and(quiterightly)examineeachunitwithaques- setbacks.
tioningeye.Onbehalfofalleducatorswholearn Ourfriendsandfamiliessupportthe
fromthisbook,ourthankstothesetalentedteach- time-intensivegoalofwriting,evenattheexpense
ersformakingithappen. ofmorecarefreeweekends,holidays,andvaca-
Weareindebted,too,toCindyStrickland— tions.Itwouldbedifficulttooverstatetheroleof
atop-qualityteacher,thinker,andeditor—who thatsortofpartnershipinourmission.
edited,revised,andstretchedourwork.Herkeen Finally,bothofusareteachers.Thefacesand
eyeandsolidthinkinghavemadethebookstron- livesoftheyounglearnersweoncetaughtcon-
gerinsomanyways. tinuetosteerustoday.Thecollegialityofthe
vii
DIFFERENTIATION IN PRACTICE
viii
adultswenowteachhelpsuskeeptheoryand educatordoes,itwillneverseemenough.Second,
practice—thecornerstonesofeffectiveeducational theeducator’sinabilitytodoeverythingisnota
writing—inbalance.Bothgroupsremindusdaily licensetodonothing.Inthatspirit,wethankall
ofthetruthinSusanO’Hanian’sobservationabout thosewhohelpedustakeonemorestepinapro-
beinganeducator:First,nomatterhowmuchthe gressionofstepsthathasnoend.
Introduction
ThisbookispartofaseriesofASCDpublications aninductivemanner,toexploreandapplykey
ondifferentiatinginstruction.Eachisdesignedto principlesofdifferentiation.
playaparticularroleinhelpingeducatorsthink Fourvideoprograms,allproducedbyLeslie
aboutanddevelopclassroomsthatattendto KiernanandASCD,giveprogressivelyexpansive
learnerneedsastheyguidelearnersthrougha imagesofhowdifferentiationactuallylooksinthe
curricularsequence. classroom.DifferentiatingInstruction(1997)shows
HowtoDifferentiateInstructioninMixed- briefapplicationsofdifferentiatingcontent,pro-
AbilityClassrooms(Tomlinson,2001)explains cess,andproductsaccordingtostudentreadiness,
thebasicframeworkofdifferentiation.Sucha interest,andlearningprofileinprimary,elemen-
frameworkallowsteacherstoplaninconsistent tary,middle,andhighschoolclassrooms.Italso
andcoherentways.TheDifferentiatedClassroom: illustratesanumberofinstructionalstrategiesused
RespondingtotheNeedsofAllLearners(Tom- forpurposesofdifferentiatingormodifyinginstruc-
linson,1999a)elaboratesontheframeworkand tion.Athree-videoset,AtWorkintheDifferenti-
describesclassroomscenariosinwhichdifferentia- atedClassroom(2001),showsexcerptsfroma
tionistakingplace.Athirdbook,Leadershipfor month-longunitinamiddleschoolclassroomasa
DifferentiatingSchoolsandClassrooms(Tomlinson meansofexploringessentialprinciplesofdifferen-
&Allan,2000),discusseshowtolinkwhatwe tiation,examinesmanagementindifferentiatedset-
knowaboutschoolchangewiththegoalsofdiffer- tingsfromprimarygradesthroughhighschool,
entiationandseekstoprovideguidanceforeduca- andprobestheroleoftheteacherinadifferenti-
tionalleaderswhowanttobeapartofpromoting atedclassroom.AVisittoaDifferentiatedClass-
andsupportingresponsiveinstruction.Inaddition room(2001)takesviewersthroughasingledayina
tothesebooks,anASCDProfessionalInquiryKit multi-age,differentiatedelementaryclassroom.
calledDifferentiatingInstructionforMixed-Ability Finally,InstructionalStrategiesfortheDifferenti-
Classrooms(Tomlinson,1996)guideseducators,in atedClassroom(2003)illustratesapproachesto
ix