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Pre-assessment strategy for differentiating instructions, step1, step 2,…
Pre-assessment strategy for differentiating instructions
the 12 students who have some knowledge about the topic as shown in their score, but need to develop higher order thinking skills
provide a variety of related tasks at varying difficulty, give specific tasks to the the group. reinforce what they already know quickly They can then work their way up to the highest assignment. example: the student can have prior knowledge about using the auxilliaries in the present tense. activities like working in pairs to identify the conjugated form of the auxilliaries in past tenses. they can rewrite the sentences by changing the nature of the subject, by changing the word that introduce time. the 8 complex past tenses in french require the use of auxilliaries in different conjugated forms.
students create a short storyline about an superhero using the auxilliaries in the past tense in french
provide mini lesson, with worksheets and notes
including examples . give a cheat sheet about the auxilliaries "etre et avoir"
assessment: every task completed in step 2 wil be an opportunity to assess since the goal is to reach higher order of thinking. use the common questions to check for undertsanding . an interview can be done to check for understanding after the studends are done manipulating the sentences.
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. chunkig: break down the task in small parts.
for the 2 students who have little to no comprehension of the the topic and need to be tested further for special needs: provide them with all the resources available. Create a “Teacher Station” or “Center” and meet with your struggling learners to give them extra support and instruction.
fill in the blank activities are helpful for struggling students in general. have them watch a video and work in pair to write down what they listen to. Example: can watch a video and directly fill in the blanks usind the auxilliaries .
Pre-teach and highlight challenging vocabulary. provide them with a video or other type of visual relating to real life situations. provide worksheets, cheat sheet, and common question list
example: you can give them the actual table of the auxilliaries in all 8 conjugated forms .
for the 3 students struggling with language they can use online dictionnaries or our class word bank. every time a student has a difficulty with a word we research together , draw a representation of the word then record it in our word bank.
assessment: create a checlist type rubric: so students first identify the auxilliaries , then use them in the simple form in a sentence. then give handouts about the past tense , have them watch video, have them use the common question list as another checklist.
the 5 students who answered most, including the most difficult, of the pre-assessment questions correctly
students do in depth activities like RAFT: role, audience , format, topic. in this activity students will have the role of a writer, they will identify their peers as their audience, they will inform or teach and the topic is : the use of auxillaries in french language .
do a mini lesson on auxilliaries in french. avoid too many repetitions because students are familiar or have prior knowledge
students choose from a menu of activity to show mastery of the concept: use of auxilliary in the french language. students will use the auxilliaries in complex ways. this last up to 25 minutes independently
formative assessment for this group includes a checlklisdt of component the gteachers would expect to find in the text . the end product should include all elements required and meet the curriculum standards.
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