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Innovative differentiation strategy for students at three levels of…
Innovative differentiation strategy for students at three levels of academic readiness for English 1st Grade learners'Abilties and skills"
Level 3: Developing
Pre-assessment data characteristics:12 students with some knowledge but still requiring higher order thinking skills 
I see with my little eye...Have students identify words and actions related to the topic in a children's book:Yes, I Can Listen! Hardcover – August 6, 2019
by Steve Metzger (Author), Susan Szecsi (Illustrator)
Procedural Differentiation:Individual answers using an answer sheet during the quiz.Think-pair-share for communication activitiesusing topic literature text
Question and answer with a points jar! What do you see? I see with my little eye...jump/sing/dance...
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Level 4:Expanding
Pre-assessment data characteristics:5 students who answered most and all of the pre-assessment questions
Students will take turns in sharing what they can do,and what they cannot do in extended sentences.
Procedural Differentiation:Individual answers using an answer sheet during the quiz.Think-Pair-Share using discussion prompts to formulate and ask peers question around the topic
Think - Pair - Share - A way to get students to reveal what they know or believe about a topic is to begin by having them commit their thoughts through conversation using cue cards to ask their partners or group members questions on the topic.
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Level 2:Emerging
Pre-assessment data characteristics:5 Students with limited knowledge
Preteach some key vocabulary to a small group of my English-learners who are at the beginning stage of language proficiency and possibly a few students who struggle with vocabulary.
Use images and flashcards
Procedural Differentiation:Use Kahoot quiz to present the ideas for assessment-Individual answers using an answer sheet during the quiz.Think-pair-share using card prompts for gamified learning
Yes/No Cards – Students make a card with Yes on one side, No on the opposite side. Teachers ask an introductory or review question. Students who know the answer hold up the Yes card, if they don’t know the answer they hold the No card.
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In differentiation and modification, classroom content, processes and products are adjusted to reflect the unique needs of ESL learners;instruction is scaffolded to enable ESL students to achieve grade-appropriate
outcomes;teachers offer a variety of resources, grouping arrangements, assignments and
tasks;(https://www.teachers.ab.ca/,2010).**
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