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Pre-Assessment for Differentiation, Progress Tracking and Monitoring…

- - - - At the end of the activity/lesson, students will be retested, especially to see if group C and B students have made any progress.
  - - - Group B
        
        The teaching assistant will be directly working with this group. The TA will walk around to monitor, assist with the activity, and answer questions.
        
        Step 1: Students will be organized into groups of 4 students, three groups each, with a balance mix (taking into account behavior). The students will read and complete a worksheet that walks them step by step how to construct sentences in the future, and aligns with the video watched beforehand.
        
        Step 2: After the worksheet is complete, the each group will present their answers to the TA, who will ask a select set of questions to test listening/speaking. Each member will answer at least one question. If there are any errors on the worksheet, then the TA will circle, offer possible suggestions, and pass back to the group for to re-do. Groups will re-submit until their worksheet is correct, and the TA will walk students through mistakes and help them self-explore answers as they come up.
        
        Step 3: Students will independently do a "What about yourself?" matching activity where they must draw 5 activities they will do this weekend, and write a corresponding sentence for each in their student notebook. They will be encourage to write more complex sentences based on their level by including the 5 W's. They will raise their hand for the TA to check. Then, with a partner, they will pass only the 5 drawn activities page (not their notebook) to the other person, who must write 5 sentences on the back of the page for each activity. Once complete, they original student will compare what their partner wrote to what the wrote.
        
        (Step 4): For students who are a bit higher and finish earlier, they will take the sentences they wrote in step 3 and construct an accurate paragraph. They will present their paragraph orally to the TA, who will ask follow-up comprehension questions. This will differentiate for students who are stronger in the activity and encourage higher order thinking.
      - Group C
        
        For this group, the teacher will directly assist because they will need the greatest and most direct assistance. The teacher will have researched beforehand best practices/strategies to assist ESL and special needs students, including specific strategies to teach future tense.
        
        Step 1: Teacher will lead reviewing a simplified worksheet of group B, that has the very basic sentence structure of subject + will + verb + object. The worksheet will first build the sentence without "will" to review simple sentence structure for these students. The teacher will go through step by step on how to build future tense sentences, incoperaating written and oral review. The group will be organized in a circle to create a more inclusive environment. The teacher will answer any questions as they arise, and use the small group high teacher-student ratio to do verbal and written comprehension questions.
        
        Step 2: Students will complete in pairs a simplified comprehension worksheet reviewing the key concepts, with monitoring by the teacher. There will be a group of 3 and a group of 2, grouped homogenously according to their learning struggles. This worksheet will include a number of questions designed to address learners of different types, including matching, scrambles and drawing. Once complete, the teacher will review with the whole group.
        
        Step 3: Teacher will direct learning activity, where a student will say a pronoun and act out a verb they have reviewed before. The first student to raise their hand will be selected to say it for a point, then all students will write it for an additional point, if they can. Teacher will coach.
        
        -For both special needs student and English language learners, the worksheets and activities themselves are highly simplified to accommodate their learning level as well as differentiated to accommodate multiple learning types. For example, the special need student who has verbal difficulty can draw or match on the worksheet and act/say it in the activity. The verbal-visual will assist English learners in making connections as well.
        -The high teacher-student ratio will also help address their specific needs, by allowing the teacher to provide 1-on-1 support.
        -The worksheet and all activities will be strategically scaffolded, with additional time given to accommodate the learners needs. For both learners, the teacher will use TPR and other teaching practices to disseminate knowledge to these learners. For English language learners, the native language will be incorporated into the worksheet, activity instructions, as well as spoken when necessary by the teacher to help students bridge the concepts with their native language and make essential connections that way.
      - Group A
        
        The group will be assigned a student leader (one who has had responsibilities before) responsible for mediating, keeping the group on task, and reporting back to the teacher.
        
        Step 1: In this group, students will watch a short movie clip about a future event, and write down the key actions. Using their sentences, they will discuss the clip and what will happen using "will" as a group.
        
        Step 2: Once they have a clear understanding, they will split up into two pairs, with the student leader monitoring. They will each write a question about the clip in the future about "who, what, where, when, why?" and pass it to their partner to independently complete. After both have written their answers, they will evaluate, grade, and discuss.
        
        Step 3: In their pairs, they will collaborate to write a short summary 5-6 sentences long about what happened (using will). These will be collected and turned in.
        
        Notes
        
        This applies to the higher level grouping because it allows them to apply the content to a real-life situation, analyze and create.
        
        All 4 ELA proficiency areas are strengthened (ie writing, reading, listening, and speaking).
        
        The student leader will assist in answer any questions or helping troubleshoot questions about the directions. In the rare case the student leader cannot assist, the leader can report to the teacher for brief and limited assistance.