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Pre-Assessment Differentiation 4th Grade Reading Comprehension - Coggle…
Pre-Assessment
Differentiation
4th Grade
Reading Comprehension
Group A:
5 Students who answered most questions correctly
Group C:
5 Students w/ Limited Knowledge
2 Students w/ little to no comprehension & need to be tested further for special needs
3 Students struggling w/ language & at different reading levels
Group B
: 12 Students w/ some knowledge but need to develop higher-order thinking skills
"Tell Me More"
Students are given a dry erase board divided into three sections: Characters Settings; and Events. Student group selects and describes characters, settings, and events in detail, using specific examples.
Students with special needs can draw and label pictures to reflect their thinking.
Reciprocal teaching
: The students rotate between Questioner, Summarizer, Clarifier, and Predictor.
The student group should practice developing questions while reading, and making predictions about what will come next in the text.
Students with special needs can be instructed to read short passages and visualize or picture what they are reading. A verbal assessment or a Socrative assignment will be used to assess their understanding for the book that the class is reading.
Gradually introduce more challenging reading material while still giving the students the opportunity to select books that interest them.
Assess students by having them create a
chain of events
or storyboard diagram.
Assess students ability to recognize words and their meaning by using sight words and vocabulary word quizzes. Have the students use a
cause and effect
chart to demonstrate what they know.
Utilize the
Question-Answer Relationship strategy
(QAR) to help students learn how to answer questions better.
Assess students using a
4th-grade reading fluency chart
. Have the students read the same passage for each assessment. Chart their fluency growth from fall, winter, and spring.
Increase exposure to language by reading to students every day using texts with lots of illustrations and frequently used vocabulary words. Select books with simple sentence structure, repetitive phrases, and a predictable plot to provide extra scaffolding. I would incorporate
FluentU
into the instruction block as well.
I would work with the students on phonics instruction as well as reading the same text repeatedly. Students would have daily time dedicated to
Spelling City
to complement the sight and vocabulary words they see in class.
Answering questions that require more than a "yes/no" answer gives students practice with organizing their thoughts in English and fosters English language proficiency. It's also a great way to check reading comprehension. Ask students for evidence of the answer, and ask other students if they agree or disagree.
Have student pairs practice reading aloud or echo reading. This will also encourage students to feel more comfortable with their classmates.