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Pre-assessment for differentiation. Grade 5 ELA Class Topic: Writing…
Pre-assessment for differentiation.
Grade 5 ELA Class
Topic: Writing personal narratives
The 5 students who scored highest on the pre-assessment plan
This group will be expected to work more independently than the rest of the students in the draft writing stage
this group will give peer-to-peer feedback on first drafts
When introducing a text have these students work together to read and discuss a higher reading level text than what the main group will study
The teacher will work with this group to introduce higher level concepts such as internal; monologues, building tension and use of rhetorical questions
If these students finish early they can coach members from the other groups about how to improve their personal narratives
to track the students progress the teacher will conference with students at the brainstorming stage, and will check the first and second drafts before adding comments.
the 12 students who have some knowledge about the topic as shown in their score, but need to develop higher order thinking skills
The group including the teacher and the lower level group will read the text together. This is so that the teacher can check students comprehension of the text and knowledge of literary devices
all students will do a storyboard first. the teacher will check each one before allowing students to begin writing the first draft
The model text that we read in class will be at grade level
students in this group will give and receive peer-to-peer feedback however most of the feedback will come from the teacher
the main literary devices that they will use in their text will be use of dialogue, and writing from a first person perspective
The teacher will check progress by checking in at the brainstorming stage, as well as first and second drafts.
the 5 students who appear to have limited knowledge about the topic
2 students who have little to no comprehension of the the topic and need to be tested further for special needs
These students will read the model text with the rest of the students but afterwards will work with learning to -re-read and check understanding. If appears that students still have trouble understanding then they may switch texts to that of a lower reading level
when working with learning support activities will be shorter and more varied.
these students will be given scaffolded worksheets to help them write the outline of their narratives
To track the students progress the teacher will meet with the learning support teacher after every lesson to see how they got on. They should also check the work and address any issues at the brainstorming, first and second draft writing stage
3 who are ELL students
these students will read the model text with the rest of the students but afterwards will work with ELL support to -re-read and check understanding
these students might need to be provided with sentence starters when writing their drafts e.g. sentence starters for startuing a new paragraph, introducing a new character etc.
this group will do a tense review at the start of the topic. They will be mostly writing in the past tense but some language learners struggle with this.
these students can use online language dictionary to support their writing. They should also keep a language diary for any new vocab that they use
To track the students progress the teacher will meet with the ELL support teacher after every lesson to see how they got on. They should also check the work and address any issues at the brainstorming, first and second draft writing stage
tools for assessment
I could also gather writing samples from students to assess their level before starting the module.
Here is a link to general ELA pre-assessment that i could use at the beginning of the course to find out more about my students
https://www.schoolonwheels.org/wp-content/uploads/2017/05/6th-Grade-ELA.pdf