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Differentiated Planning for 3 Tiers of Learners in Kindergarten Math (Math…

- - - - can repeat odd numbers 1,3,5,7, and 9.
        
        Students were categorized into 3 groups. These measures were implemented following assessments given to the entire class, in order to scale comprehension of the material previously administered. Although, several activities will be staggered in order to scaffold learning of all students, various class activities will be delivered as an entire class or grouped in a heterogeneous manner.
        
        Average Group: 12 students
        
        Work within the math center to complete simple addition using Montessori techniques and document their findings within their workbooks.
        
        Practicing all the areas of academics being assessed on the curriculum-criteriom form and within the continuum. Please refer back to Areas Being Assessed".
        
        Begin to solve simple word problems independently and working within a group, which will enhance communication skills.
        
        Learning playlist and menus, such as the centers board.
        
        Concepts Maps to promote higher order thinking.
        
        Four Corners inquires to enhance critical thinking skills.
        
        Limited Knowledge 5 students
        
        ELL Students: 3 students
        
        All 3 students will have access to graphic organizers, paper-based computer pens, Audio players and recorders.
        
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        Special Needs Students: 2 Students
        
        https://www.youtube.com/watch?v=O0xdaCEqrU0
        
        Ashley is a 6 year old girl that displays impaired social interactions, limited communication, and repetitive behaviors. She has been diagnosed with Autism.
        
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        Nick is a 6 year old boy, that has been identified as having a Fluency Disorder. Nick often stutters, has hesitations and clutters his words. Due, to this, Nick finds communication difficult, and often lacks the confidence to complete assignments in multiple ares a academics.
        
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        Advanced Group: 5 Students
        
        Students will be placed in a center to work on addition problems that involve more than 2 whole numbers, well as adding larger whole numbers, using worksheets and Montessori techniques., implemented as a mini course.
        
        Work in a center to complete a sensory activity of telling time by 15 minutes. This activity will also include word problems and other logical thinking tools, such as solving a puzzle or pattern related to the topic.
        
        Practice counting currency by multiples of 5s and 10s within the math or role-play center.
        
        Completing simple algebra problems, such as determine the variable.
        
        Incorporating scientific measurements within their STEAM activities. For example, measuring a specimen using centimeters and documenting their findings with words and illustrations.
        
        Students work in a group to gather information and create a graph with minimal assistance from the facilitator.
        
        Debates. Expose the students to complex problems that are appropriate for their age and allow students to discover the tools that they would use in order to solve the problem. For example, students independently monitor and graph the AQI on a line graph. Students then deliberate as to why the AQI has fluctuated throughout the month, well as documented the data on the line graph with minimal assistance from the facilitator.
        
        Think-tac-toe
        
        Whole group activities
        
        Morning circle review , including songs related to counting in sequence and games, such as counting by 5 competitions and other games related to previous learning.
        
        https://www.youtube.com/watch?v=amxVL9KUmq8
        
        Class works as a team to participate in extended STEAM based projects that will include all concepts such as art, math, surveying, small group collaboration, literature, science, technology, and all other areas of study. These projects or PBLs will be conducted over 8 weeks time and each student will contribute to the final outcome.
        
        Students will periodically be placed in Heterogeneous groups to complete group projects pertaining to graphing, problem solving , and collaboration. Students will be strategically placed in order for students to cooperate using each others strengths to complete the project. Students with a better understanding of the content will work to mentor their peers on occasion.
        
        Portfolio Analysis
        
        Prediction
        
        self-evaluations
        
        Student demonstrations
        
        Journals
        
        Drawings related to the topic
        
        Flipped classroom home assignments
      - Able to count down from 10
      - Can write the numbers 1-30
      - can put numbers 1-30 in order
      - Able to sort pictures or objects into the correct category.
      - Can recognize numbers 1-60 using number cards
      - Can identify correct sequence based on procedure or events within an activity or within literature.
      - can perform rote counting 1-60
      - Can distinguish the concept of opposites.
      - Understands currency concepts 100-1000.
      - Can create a AB and ABC pattern sequence.
      - Can count by 5s and 10s to 30
      - Able to add two numbers 1-10
        
        https://www.youtube.com/watch?v=3IwacknzoDY
      - Able to identify basic shapes. (circle, square, rectangle, heart, and star).
      - Can tell time by the hour and half hour.
      - Understands that a fraction is part of a whole.