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M5U4A1: Pre-Assessment for Differentiation by Addison Hardy - Coggle…
M5U4A1:
Pre-Assessment for Differentiation
by Addison Hardy
Pre-Assessment
What is pre-assessment?
Pre-assessment is a way for teachers to gather evidence of student's readiness, interests, or learning profiles before the beginning of a lesson or unit and using that evidence to better plan lessons that meet the needs of all students.
Pre-Assessment Best Practices
Given shortly before unit (to give most up-to-date information).
Pique student's interest in upcoming unit.
Aligned with the key lesson or unit goals.
Accessible to all students.
Give students multipe ways to show what they know.
Seeks to uncover what students know - not what they don't know.
Grouping
based on pre-assessment results
Group 1
This group consists of
5 students
who answered most of the pre-assessment questions, including the most difficult questions, correctly. They have
advanced knowledge
of paragraphs.
Differentiated Instruction
Tracking
Progress
Formative
Assessment
Peer review
will be a major component of this group's formative assessment. As their unit of study is more self-directed than the other two group's, peer review will give these students accountability and ensure everyone is playing their part in the writing process.
Daily
conferences
will be used to give the group a chance to share their daily progress and ask any questions. This will give the teacher a chance to check for understanding.
Summative
Assessment
Ultimately, the essay will be graded on a
rubric
provided to the group at the beginning of the unit. As this group is more comfortable with paragraphs than the other groups, their requirements will be higher. Collaboration will be included in the rubric.
This group of students is already comfortable with paragraphs. It's time to expand their horizons. They will be tasked with writing a collaborative whole-group argumentative essay. They will be given a self-guided instructional plan including an introduction to essay writing, a model essay, and graphic organizers to help them organize their thoughts before they write. They will complete this task in preparation to teach the entire class about essay writing later in the term.
Group 3
This group consists of
5 students
who appear to have
limited knowledge
about paragraphs, of which 3 are struggling with language and are at different reading levels and 2 have little to no comprehension of the the topic and need to be tested further for special needs.
Differentiated Instruction
Tracking
Progress
Summative
Assessment
These students will be given numerous accommodations based on their needs. They will have the
choice
to write on any topic that interests them. They will be given the opportunity to have a sample paragraph with them during the assessment. They will be given
extended time
if necessary.
Formative
Assessment
Exit tickets
will be used daily, with students given sentence starters (e.g. "I'm having the most success with..." and "I could use some help with..."). To accommodate for students with special needs and language difficulties, native language (Chinese) is acceptable here.
Plickers
will be used often to assess student's understanding of the content and growth over the unit. Students will be given a sample paragraph with a sentence missing, and four options to choose from. As Plickers saves student data, the teacher can monitor progress.
Next Steps
If the student is showing no signs of improvement with the differentiated instruction, it might be wise to consider referral to special education.
As this group's knowledge of paragraphs is very limited, their instruction will be stripped down to the basics. Explicit instruction will be given on paragraph writing. Students will be provided with model paragraphs at a fairly basic level, which they should mimic. They will also be given
paragraph frames
, in which a portion of the paragraph has been completed and the student completes the remainder of the paragraph.
To address the students with potential
special needs
, paragraph may be dictated (instead of written). One-on-one help may be given, either from another student or from the teacher.
Group 2
This group consists of
12 students
who have
some knowledge
of paragraphs, as shown in their score, but need to develop higher order thinking skills.
Differentiated Instruction
Tracking
Progress
Summative
Assessment
Students will be assessed by writing a persuasive paragraph. They will be graded on a rubric (which they have become familiar with over the course of the unit). The summative assessment allows students to choose their own topics - and, for students who wish to, alternative delivery methods are available (e.g. typing).
Formative
Assessment
Each pairing will give
public debates
during one class period. During these debates, they can work through their ideas and organization aloud, allowing the teacher and other classmates to comment and give constructive feedback.
Self-assessment
will be used. Students will be given the persuasive paragraph rubric and asked to identify their own strengths and weaknesses.
This group has the basics of paragraphs down, but needs more practice with them. Their instruction will have them work with a more specific type of paragraph - the persuasive paragraph. They will be given a model paragraph, a graphic organizer, and explicit instruction on writing a persuasive paragraph. They will work in pairs - one partner will write
for
an argument, and the other partner will write
against
the same argument.