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part One Language for Thinking

The Differentiated Classroom

Working with a Whole Class
The scenarios are easy to use with children aged between four and seven years. In any
class there will be children who are at different stages of language and literacy
development so the lessons need to be adapted to different language levels and
modules. However, the lesson starts with a whole-class discussion at Module 1 (Picture
and Talk).
In advance of the lesson
Choose a scenario (see Part 3, page 36).
Blow up the picture to at least A3 size or project it so that all can see.
If you have another adult available in the lesson: photocopy the Scenario and
Question Sheet.
Read through story and questions.
Photocopy text (if using).
Photocopy any worksheets that you would like to use.
Gather equipment for practical activities (if needed).
Read the Helping children succeed section (see page 18).

With the class

Look at the picture and ask the class what the story might be about.
Read the accompanying text.
Begin with the first Language Level A question from your chosen Scenario and
Question Sheet. After the first row the starter question can be selected from any
level.
Level A questions can be directed at the less confident speakers, whereas Level C
questions can be directed at more confident class members or opened up to the
whole class.
Use strategies outlined on the Helping children succeed section (see page 18). If
a child is still unable to answer a question, redirect it to another child.
If multiple answers are possible for a question (for example, What could happen
next?) ask a number of children for their answers and discuss.
Use the discussion starters at the bottom of the question sheets to promote
further debate.
The second adult can write down childrens responses on the Scenario and
Question Sheet.

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The Differentiated Classroom part One

Divide the class into small groups:
One group (possibly the least able) can talk through the activity again with an
adult. They are likely to be helped by having already heard other childrens
responses.
Children able to access Modules 2 and 3 can read the written scenarios (with or
without the picture) and complete worksheets.
All the children can then do the practical activities suggested at the bottom of the
Scenario and Question Sheet.

Working with Small Groups

Small groups can be an effective way of providing regular structured support for those
children that need it. Groups can be more effective than individual work as they offer
greater opportunities for discussion and reduce pressure on less able/confident
students. Children can learn from their peers and develop an understanding of other
peoples opinions.
Managing groups is more challenging than working with individuals. Questions need to be
tailored to individual needs. This is a skill that takes time to master, so choose questions
for each group and each individual child in advance. It is rarely possible to have groups of
children who are all at the same language level, but mixed language ability groups provide
extra learning opportunities. It is however advised that the children are all working within
the same module. Every child needs to start at Module 1 (Picture and Talk).
Before commencing the programme
Obtain a starting level by assessing each child individually (see assessment section:
Part 2, page 24).
Select children who are working on the same module (Picture and/or Text level).

In advance of the session

Choose a scenario (see Part 3, page 36).
Photocopy the Scenario and Question Sheet that corresponds with the scenario.
Photocopy text if using Modules 2 or 3.
Look at the Scenario and Question Sheet and allocate questions to each child.
Refer to Table 2 (page 13) for guidance.
Unallocated questions can be identified as open questions for the whole group.
Photocopy any worksheets that you would like to use (see Part 4, page 167).

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part One Language for Thinking

Gather equipment for practical activities (if needed).

Read the Helping children succeed section (see page 18).

With the group

Show the picture to the group and ask what the story might be about (for
Modules 1 and 2).
Read the accompanying text for Module 1. The children read the text for Modules
2 and 3.
Begin by asking the first child the first Language Level A question.
Continue asking the children the questions, as allocated.
Use strategies outlined in the Helping children succeed section (see page 18).
If a child is still unable to answer a question redirect it to another child.
If multiple answers are possible for a question (for example, What could happen
next?) ask the group for their answers and discuss.
Use the discussion starters at the bottom of the question sheets to promote
further debate.
Give out appropriate worksheets for children to complete.
Carry out the suggested practical activities.

Afterwards
Record progress on the Tracker Sheet provided (see page 163).
Reassessment should be conducted each term/semester and lessons modified
accordingly.

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The Differentiated Classroom part One

TABLE 2 Indication of language level to target

Level identified Language Language Language

by assessment Level A Level B Level C

Child starting at Start here. If successful with Do not use.

Language Level A Most questions Language Level A
from this level. ask occasional
Level B questions.

Child starting at Use for initial Most questions If successful with

Language Level B question to give from this level. Language Level B
confidence. Then ask occasional
if having difficulties Level C questions.
with Language
Level B ask Level A
questions to
support.

Child starting at Use for initial If having difficulties Most questions

Language Level C question to give with Language from this level.
confidence. Level C ask Level B
questions to
support.

As you become more familiar both with the programme and with each child, you will
learn to use the framework more flexibly and know when to ease off and start with a
more concrete question and when to challenge him with a stretching question. The table
above can be used for guidance.

Working with Individuals

Working with individuals allows the language to be more carefully targeted, but there
will not be the same opportunities for discussion that there are with class or small group
work.
Before the session select the questions according to the childs assessed level and then
follow the same format as used with a small group.

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part One Language for Thinking

Monitoring Progress
Assessment
There are three parallel assessment scenarios. Use the first one to determine where to
start. The other assessments are used for monitoring progress. The assessments are
most appropriate for use with individuals and small groups.
These assessments are working tools and not formal tests. They aim to give guidance
about where to start with a child and monitor progress. They do rely on subjective
judgement to some extent. However, you should aim to be consistent with your scoring.
Refer frequently to the scoring guides, which are given in Tables 3 and 4 and repeated
at the back of this book.
In advance of the session
Select one assessment that has not been used with the child before (if all three
have been used, reuse the first assessment).
Photocopy the Assessment Record Sheet.
Add the date and the childs name to the Assessment Record Sheet.
Select which module you will be assessing. The modules should be carried out in
sequential order starting with Module 1.

With the child

Work with one child at a time in a quiet setting.
If time permits you may wish to tape the session and then transcribe it.
Follow the guidelines relevant to each module as outlined below:
Module 1 (Picture and Talk)
Show the child the picture and read the accompanying story before commencing
the questions.
Module 2 (Picture and Text)
Show the child the picture and ask him to read the accompanying story before
commencing the questions. The support provided with reading should be minimal.
Module 3 (Text)
Do not show the child the picture, but ask him to read the story before
commencing the questions. The support provided with reading should be minimal.
Rereading the story is permitted, but should be recorded on the Assessment
Record Sheet.
Ask all the questions on the Assessment Record Sheet in the given order.
Record the childs answers exactly as he says them.

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Monitoring Progress part One

Use minimal prompts and mark the Assessment Record Sheet with a P. For
example, if the child points, prompt him Can you tell me in words?
Be generally encouraging and accepting of the childs answers.
Repeating questions is permitted, but should be recorded on the Assessment
Record Sheet with an R.

Afterwards
Score the childs answers using the method below. Add the score in the unshaded
boxes.
Add up the scores for each language level.
Allocate starting level (see Knowing where to start, page 16).

Scoring the Assessment

The scoring system is based on the method used by Blank et al (2003). Score the
assessment following the steps below.
1 Allocate points to each answer using the guidelines below.

TABLE 3 Scoring a childs response

3 points The student has understood the question and has given a relevant and
appropriate answer. The answer is accurate and does not require the
listener to interpret further. There may be minor grammatical errors but
these do not affect the meaning conveyed.

2 points The students response gives a clear indication that he has understood
the question. The response is plausible but it requires the listener to
interpret a little. Grammatical errors may mildly affect the meaning
conveyed.

1 point The students response shows possible understanding of the question.

The answer has some relation to the question but is ambiguous. It is
possible, but less plausible the listener needs to interpret the childs
answer. A child can score a maximum of 1 if he points without speaking.

0 points Here the answer is incorrect, inaccurate, tangential to the question or

no response is given.

For ease of reference Table 3 is reproduced at the back of this book (see page 191).

See examples on pages 184 to 189.

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part One Language for Thinking

2 On the Assessment Record Sheet write the score for each question in the
corresponding column. Add the points in each language level column. The sub-
totals give an indication of the childs success at each language level. Add the
sub-totals together to calculate the total.

Knowing Where to Start

Once you have completed your assessment use the following table to allocate a starting
point for each child.

TABLE 4 Allocation of language level following assessment

Total Score Language Level to start at

09 If Module 1: do not start the programme, try early developmental

teaching methods and/or consult a Speech & Language Therapist.

If Module 2 or 3: go back and repeat earlier modules. Other skills

may need consolidation before proceeding to the assessed module.

1023 Language Level A

2435 Language Level B

3647 Language Level C

48+ Module completed. Proceed to next module or programme completed.

For ease of reference Table 4 also appears at the back of this book (see page 191).

Once you have recorded the starter language level on the Tracker Sheet (master on page
165) you are ready to start.

Ongoing Monitoring
There are two options.

1 No score
When working on your own in whole class groups your attention needs to be focused
on the childrens language and behaviour, so it will be impractical for you to record their
responses. However, by listening to children you may identify those who need small-
group or individual attention.
If working in small groups you may just record a comment on the Scenario and Question
Sheet, and then track progress by repeating an assessment periodically.

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Monitoring Progress part One

2 In-depth recording
In whole-class groups you may have another adult available (for example, a teaching
assistant, trainee, nursery education officer, learning support assistant) and she may or
may not be familiar with the programme. She can write down the childs response next
to the question and the childs initials. These responses can then be scored later. It is
important to stress that the adult writes down the childs words verbatim.
When working with individual students write down the childs responses on the Scenario
and Question Sheet. Rate using the scoring system. Experienced practitioners may be
able to score as they go along, but most people will need to score responses at a later
time. Transcribing students language can interrupt the flow of the interaction, so you
may wish to use a tape recorder. Write the scores on the Tracker Sheet.

Reassessment
It is recommended that each intervention period consists of 10 to 15 lessons.
Reassessment is an important way of measuring the childs progress. It may be timely
to assess a child at the end of a term (semester). If you have the impression that the
child is progressing you may wish to reassess him earlier, but avoid over-assessing.
There are three parallel assessments which can be used. Each one contains the same
questions in slightly different contexts. Select an assessment scenario that has not been
used before or, if this is not possible, select the assessment that was last used longest
ago. Follow the assessment instructions on page 14.

Finishing one Module and starting the Next

A module is complete when the child has scored 48 or more on the assessment. Before
commencing the next module, administer an assessment for that module so that a
starter level can be allocated. It is likely that the childs language level will initially drop
back slightly when he moves up a module.

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