Differentiation in a Pre-Assessment on a food-related conversation lesson: "What do you eat for breakfast/lunch/dinner?" by checking Students' understanding of food vocabulary
the 5 students who answered most, including the most difficult, of the pre-assessment questions correctly
the 12 students who have some knowledge about the topic as shown in their score, but need to develop higher order thinking skills
the 5 students who appear to have limited knowledge about the topic, of which 3 are struggling with language and are at different reading levels and 2 students who have little to no comprehension of the the topic and need to be tested further for special needs
The 3 Students Who Are Struggling with Language
The 2 Students Who Have Little To No Comprehension (Need to be Tested for Special Needs)
Task 2: If the students have confidence in their comprehension in pronunciation, reading, and writing, they will put a "3" next to the word in the word bank or the picture in the word bank. If Students have confidence in only two categories, they will put a "2" next to the word in the word bank. If students have confidence in only 1 category, they will put a "1" next to the word or picture in the bank. If they don't have any confidence in any of the categories, they will put a "0" next to the word or picture in the bank.
Differentiation: Students will be put into heterogenous groups where they can receive help with understanding the instructions from students with more understanding. ;
Task 1: Students will be given a sheet with a bank of pictures and their matching words. Students will match the pictures and words
Task 2: If the students have confidence in their comprehension in pronunciation, reading, and writing, they will put a "3" next to the word in the word bank or the picture in the word bank. If Students have confidence in only two categories, they will put a "2" next to the word in the word bank. If students have confidence in only 1 category, they will put a "1" next to the word or picture in the bank. If they don't have any confidence in any of the categories, they will put a "0" next to the word or picture in the bank.
Tracking: Teacher will give instructions, then ask students to get into heterogenous groups in order to check understanding in instructions. The teacher will go over the vocabulary with everyone. The sheets will be collected and reviewed by the teacher for instruction comprehension as well as comprehension of the food vocabulary
Task 2: If the students have confidence in their comprehension in pronunciation, reading, and writing, they will put a "3" next to the word in the word bank or the picture in the word bank. If Students have confidence in only two categories, they will put a "2" next to the word in the word bank. If students have confidence in only 1 category, they will put a "1" next to the word or picture in the bank. If they don't have any confidence in any of the categories, they will put a "0" next to the word or picture in the bank.
Differentiation 1: These students will be put into heterogenous groups where they can receive help with understanding the instructions from students with more understanding.
Task 1: Students will be given a sheet with a bank of pictures and their matching words. Students will match the pictures and words
Task 2: If the students have confidence in their comprehension in pronunciation, reading, and writing, they will put a "3" next to the word in the word bank or the picture in the word bank. If Students have confidence in only two categories, they will put a "2" next to the word in the word bank. If students have confidence in only 1 category, they will put a "1" next to the word or picture in the bank. If they don't have any confidence in any of the categories, they will put a "0" next to the word or picture in the bank.
Differentiation 1: These students will be placed into heterogenous groups where they will assist students with lower-comprehension in understanding the instructions
Task 1: Students will be given a sheet with a bank of pictures of food and their matching words. Students will pair vocabulary words with pictures of the vocabulary words.
Task 1: Students will be given a sheet with a bank of pictures of food and their matching words. Students will pair vocabulary words with pictures of the vocabulary words.
Differentiation 2: Students can also receive a sample from the teacher of a completed version of this pre-assessment.
Tracking: The teacher will focus on this group and check understanding of instructions, assisting where needed (ex. using motor skills to draw lines or numbers) and/or asking students who are strong in another student's area of weakness to help.
Differentiation 2: Students in this group can also practice writing the names of the foods they have comprehension of . They can also draw pictures of some foods they want to know the names of in the space under "I want to know"
Tracking: The teacher will collect these sheets and check for comprehension. The teacher will check with the students on the words/drawings they put in the "I want to know" space.
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