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Differentiating and Assessing Students in the Tu/Ud + Commands Unit in…
Differentiating and Assessing Students in the Tu/Ud + Commands Unit in Spanish
GROUP ONE
: For the 5 students who answered most, including the most difficult, of the pre-assessment questions correctly
Early Grouping: Have these students together in a group read an article about failures in diplomacy in Spanish speaking countries due in part to a lack of recognition of appropriate actions to be applied to formal settings. Have students create foreign policy guidebook for
diplomats
working in Spanish speaking countries.
Pairing for the Blindfolded Obstacle Course: Pair a student from this group with a student from Group 3. Have this student work with the more challenged student to create the script of commands they will utilize to navigate the obstacle course. The partner from this group will be the one to
receive
commands and move throughout the course (receiving is the more difficult of the two tasks in this case since directions will be drafted ahead of time and can be read).
GROUP TWO
: For the 12 students who have some knowledge about the topic as shown in their score, but need to develop higher order thinking skills
Early Grouping: Have these students in one group (or in two groups to reduce size but have each of the groups work on the same content). Have them read an overview sheet explaining tu vs Ud, and examples of formal and informal settings along with appropriate behaviors for each. Have students answer questions together using that info as the basis, including drafting a guidebook for
tourists
about how to approach formal and informal settings in Spanish speaking countries.
KWL: Students work together to create KWL charts to express what they know, what they want to know and (later) what they've learned.
Pairing for the Blindfolded Obstacle Course: Pair students together from this group. Have them work with each other to create the script of commands they will utilize to navigate the obstacle course. Partners can
decide together who will receive/give
commands.
Work with each other
to create and practice with flashcards for conjugating verbs into commands format.
GROUP THREE
: For the 5 students who appear to have limited knowledge about the topic
Early Grouping: Have these students in one group meet with me to discuss the concepts of formal vs informal, and appropriate behaviors for each setting.
Together
we will draft the guidebook for
tourists
about how to approach formal vs informal settings in Spanish speaking countries.
Pairing for the Blindfolded Obstacle Course: Pair a student from this group with a student from Group 1. Have this student work with the more advanced student to create the script of commands they will utilize to navigate the obstacle course. The partner from this group will be the one to
give
commands to move the partner through the course.
Work with teacher to create and practice with flashcards for conjugating verbs into commands format.
KWL: Students work with teacher to create KWL charts to express what they know, what they want to know and (later) what they've learned.
Assessing throughout the unit
Give
short daily / every other day quizzes
to monitor progress and mastery each step of the way
Listen in
on progress made during script-writing for the obstacle course to find patterns of challenges in conjugating verbs into command format.
Provide coaching
for students to be successful, and follow up as needed with individual / groups of students to work toward mastery, especially with verb conjugation.
Si/No Cards
: All students have two cards - one that says "Si" and one that says "No" - students hold them up if they know the answers to various questions that teacher will ask every few days: do you know how to conjugate X-verb into a tu command? Do you know which of these two actions is appropriate for a formal setting? Take answers in the moment, determine which students either hold up "no" cards more frequently and/or provide incorrect answers during these exercises.
Carousel Brainstorm
: Have the entire class participate in a carousel brainstorm focused on appropriate / inappropriate actions in a variety of settings, as well as "complete this dialogue with the right commands" chart papers. Mix students from Groups One, Two and Three to have them formulate answers together, and work their way around the carousel. Have groups then present a summary of their chart paper to the whole class.
References:
-5. Pre-assessment Ideas - Differentiation & LR Information for SAS Teachers. (n.d.). Retrieved February 21, 2018, from
https://sites.google.com/site/lrtsas/differentiation/5-preassessment-ideas
-A. (n.d.). Differentiation: It Starts with Pre-Assessment. Retrieved February 21, 2018, from
http://www.ascd.org/publications/educational_leadership/dec13/vol71/num04/Differentiation@_It_Starts_with_Pre-Assessment.aspx