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Pre-Assessment Strategy for Differentiating Instruction (Low-Level…
Pre-Assessment Strategy for Differentiating Instruction
Connor Nash
Low-Level Students
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 topic and need to be tested further for special needs
Assessments :check:
Skills
: Name uppercase and lowercase letters and identify their sounds.
Materials
: Alphabet chart and individual chart.
Instructions
: Point to each letter one at a time on the alphabet chart in the order presented. As you point to each letter, ask the student to:
Name the letter
Make the sound the letter makes
Say two words that begin with the sound the letter makes
:
Differentiated Instruction :star:
Teach uppercase letters first
. When printing and laminating the cards, blot out the lowercase letter in the letter formation set so that you only display the uppercase letter. Uppercase letters are mostly straight lines and all letters begin at the same top line when handwriting.
Relate to real objects
.
Use toys and objects found around the classroom that begin with the letters to make meaningful letter-sound connections.
Trace laminated cards.
Have the student practice by tracing the letters on the posters with a finger. If your child can hold a marker, use a dry-erase marker directly on the posters.
Create a sound pouch
.
Laminate two posters back-to-back and cut along one edge to create a pouch. Have the student locate objects that begin with that sound and insert it in the pouch as you emphasize the letter sound.
Get physical.
Stick two or three letter posters on a wall. From across the room, ask the student to run and touch the letter symbol for the sound you articulate. For example, say, “Touch /p/” rather than naming the letter P.
High-Level Students
The 5 students who answered most, including the most difficult of the pre-assessment questions correctly
Assessments :check:
Skills
: Write all uppercase and lowercase letters.
Materials
: Alphabet chart, individual profile and writing page.
Instructions
: Name each letter of the alphabet in the order presented on the letter and letter-sound knowledge profile, asking the student to write each letter on the writing page as you name it.
Skills
: Use the first letter to predict a word in a sentence.
Materials
: Word prediction task and individual profile.
Instructions
: Explain to the student that you are going to read a series of sentences to them and that each sentence will have a missing word that they will need to say. Read the sentences from the word prediction task to the student, pointing to each word as you say it. When you come to the missing word, show the student the first letter of the word (do not name the letter). Ask the student to predict what they think the word might be, noting whether they suggest a word that begins with the letter shown.
Differentiated Instruction
These students will work on medial vowels in
CVC
(consonant-vowel-consonant) words, for example, c-a-t.
Beginning and ending sounds
: The students will look at each picture and say the name of the picture. Next, they will write the beginning and ending sound in each word
High frequency sight words:
Consonant Digraphs
: For this activity, students will complete a beginning digraph picture match. They will circle the correct beginning sound of each picture.
Mid-Level Students
The 12 students who have some knowledge about the topic as shown in their score, but need to develop higher order thinking skills
Assessments :check:
Skills
: Identify letters in a text.
Materials
: Alphabet chart, sample text, and Individual Profile.
Instructions
: Show the student the sample text and explain that they will need to find a specific letter (they will not read the words). Point to the first letter on the alphabet chart and ask the student to find that letter in the Sample Text (do not name the letter).
Differentiated Instruction :star:
Rhyming FlipBook
. Link attached for this differentiated strategy.(
https://earlylearningideas.com/printable-rhyming-book-free-at-word-family-flip-book/?utm_medium=social&utm_source=pinterest&utm_campaign=tailwind_smartloop&utm_content=smartloop&utm_term=20858372
)
Letter recognition
– the ability to recognize the shape and size of the [letter.] Link attached(
https://planningplaytime.com/preschool-letter-recognition-activities
)
Letter naming
– recognizing that the shape of the letter is associated with a letter name.
Letter sound knowledge
– determining what sound corresponds to the shape or name of the letter. [Link Title] Link attached (
https://funlearningforkids.com/letter-sounds-alphabet-game/
)
