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Grade: Kindergarten Current Unit of Inquiry: How We Express Ourselves. …
Grade:
Kindergarten
Current Unit of Inquiry:
How We Express Ourselves
.
Concept:
Nature
Pre-assessment (CLICK ON IT):
"Draw what you know about nature"
.
Group 1:
I have a strong understanding of what nature is. I can give examples of nature.
Differentiation Required!
Strategy:
Enrich through engagements that push learning further and promote higher-order thinking.
Instruction
Content Target:
I can explore the connection between some things in nature?
Deliverable (CLICK ON IT):
Mindmap
Language Target:
I can explain orally how things are connected in nature using a sentence frame with "because".
Assessment
Seesaw matching activity:
match two nature things that are connected. Explain the connection. Record.
Group 2: I am not always sure what nature is and my examples can sometimes show some misconceptions.
Differentiation Required!
Strategy:
Reinforce covered concepts, provide extra opportunities for practice, promote higher-order thinking.
Instruction
Content Target:
I can identify things that are part of nature, explain why they are nature and express my wonderings.
Language Target:
I can ask questions about nature objects using question words who? what? why? when? how many?
Deliverable (CLICK ON IT)
:
Nature Alphabet
Assessment
Seesaw sorting activity:
sort pictures into Nature and Not Nature. Explain and record. Suggest other ways for sorting.
Group 3: I do not know what nature is and can not give good examples.
Differentiation Required!
Strategy:
Teach content and language. Scaffold for ELL and SEN students
Instruction
Content Target:
I can identify things that are part of nature.
Language Target:
I can use nature vocabulary from the Nature Anchor Chart to name things that belong to nature.
Deliverable (CLICK ON IT):
Nature Anchor Chart
Assessment
Seesaw activity:
circle things that are part of nature. Name them. Record.
Scaffolds
Comprehensible language (repetitions, paraphrasing).
Visuals and concrete objects
Students get to move around during the activity;
Intentional student groupings (mixing lower with higher proficiency students)
Translanguaging
For reading in upper grades: choose leveled texts for ELLs or have them read to or listen to a text.
Chunking tasks. 2-3 step instructions
Prepared by E.Krapivina for TeachNow, M5U4A1
References: Pendergrass, E. (2013). Differentiation: It Starts with Pre-Assessment - Educational Leadership. Retrieved from Ascd.org website:
http://www.ascd.org/publications/educational_leadership/dec13/vol71/num04/Differentiation@_It_Starts_with_Pre-Assessment.aspx
Cox, J. (2009). Teaching Strategies that Enhance Higher-Order Thinking. Retrieved from TeachHUB website:
https://www.teachhub.com/teaching-strategies-enhance-higher-order-thinking
