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Differentiation strategies. (High achievers. (Differentiated Assessment.…
Differentiation strategies.
High achievers.
Differentiated reading materials.
For High achievers providing them with optional higher level or differentiated choices of literature can be a useful method of providing content that provides sufficient stimulus.
For content relating to the Great Depression the high level students will be reading the full version of the book of mice and men.
Differentiated Assessment.
Assessment 2. Exit cards.
For our higher level students we would focus on more subjective issues in literature, focusing on eliciting opinions based on facts from the literature.
We’re farmhands treated properly during the depression considering the desperate situations present? Give three pieces of evidence or examples that support your opinion.
Assessment 1. Entry cards, predictions.
Before we begin our chapter students will make predictions based on previous readings and themes present in the book.
Considering Lenny’s past what do you feel will happen to him in this chapter? Give three pieces of evidence or examples to support your prediction.
Assessment 3. Modern retelling of components of the chapter.
For higher level students I would have them relate modern day examples of issues present in the content. They could do research into similarities of the housing collapse at the start of the new millennium or how environmental change is causing distress.
Flexible grouping.
Depending on the activity I may have the higher achieving students working together or acting as mentors to the students who are struggling with their activities. They may create basic content that can assist students or help them with guided reading activities, working as agents to assist with fluency and content questions.
3.Tiered assignments.
As with the other tiers we can change the vocabulary present in the summative assessments to match the reading level and vocabulary present in the material.
Almost there! 12 students
Differentiated instruction.
For students who are in the mainstream I would offer the non abridged versions of literature dealing with the time period or the content area. An example for the Great Depression could be Esperanza Rising, which has been rated for grade 5 readers and deals with a migrant workers struggles during the Great Depression.
Differentiated Assessment.
Assessment 1. Entry cards.
For our midline students we would focus on higher order questions relating to the content of the reading. Fill in the blank questions relating to three themes of the chapter could be given at the start of the class relating to issues that we will cover.
Assessment 2. Exit cards.
Again relating to content checking, students will answer the same questions after guided reading activities to see if they are managing to grasp the themes of the chapter as we progress.
Assessment 3. Guided retelling.
For this assessment students would complete a multiple choice activity where they choose the correct sentences to retell the story in a modern situation.
Esperanza would be stressed if
A. Her mother told her she can’t have a cell phone.
B. She had to work a late shift at wal mart.
C. She couldn’t visit her boyfriend because her car broke down.
Listening comprehension activities.
As fluency is not as much of an issue for the more mainstream students I would propose active listening activities, with one student reading the literature and the others writing questions to ask for each section.
Flexible grouping.
As with every tier I would propose flexible grouping depending upon the activity. Students in the second tier can work well with both groups, acting as agents to promote scaffolding as well as benefiting from higher achieving students students content knowledge. They can promote fluency and pronunciation when working with the L2 students.
Not there yet. 5 students. Differentiated instruction.
Assessing reading when L2 skills are an issue. 3 students.
Differentiated reading materials.
Given that most English courses cover the classics we can utilize differentiated versions of the literature for the appropriate reading level. An example could be utilizing abridged versions of materials in order to provide context of the main points for classroom activities.
Tiered assignments
As a necessary modification we can implement tiered assignments that focus on content through simplified vocabulary.
A. What was the impact of Captain Long John Silvers actions upon the morale of the crew?
B. How did Long John Silver make his friends feel in this chapter?
Flexible grouping.
Students may be placed in different groups for different tasks. While one group may focus on content based questions another might focus on vocabulary activities for that chapter.
Not there yet. 5 Students. Assessments.
Assessment 1. Entry cards.
Depending on the lesson the students will need to write information relating to a vocabulary review or answer a few quick content checking questions. For the SLA students this can focus more on linguistic information, for the students lacking testing we can focus on content comprehension.
Fluency activities:
For our SLA students we can consider spoken reading activities to measure fluency as the semester progresses. We can count the number of words the student reads properly while skipping those they cannot pronounce. “And making them aware it is fine to skip if they cannot pronounce them.”
Assessment 3. Comprehension Assessment.
To check comprehension with students who have scored low in the past I would utilize multiple choice missing word questions. All of the sentences will make sense semantically but will tell different stories if they are answered incorrectly.