Please enable JavaScript.

Coggle requires JavaScript to display documents.

An innovative differentiation strategy for students at three levels of…

- - - - If the students can read it very well, they will do some word games on Wordwall (https://wordwall.net/)(This is a sample of word games. https://wordwall.net/resource/2300735) or Quizlet. The words are from the new assigned books. I will be able to see their performance and know their level from the website.
      - If the students had some problems reading the books, I will help them in a small group.They will record it again after the small group instruction.I will know their level by listening to their reading.
    - - Identify main characters in a story.
      - Distinguish Chinese characters which represent action (verb) vs. things/people (noun) .
      - Understand the usage of Bù, means "do not" or "no".
      - Understand the usage of the many different conjunction words in Chinese. The exact ones introduced at each level are shown in Chinese.
- - - - Writing
        
        They will learn to write more words first. They will see how I write the strokes one by one in the right order. They can follow me to write the characters.They will then practice writing on a white board or on the cupboard with chalks or write on salts.They will take pictures of their writing so I can know whether they did it. Then, they will practice writing on the worksheet with a pencil. I will look at their work and review their work to know their level. They will rewrite the ones they didn't write very well again. Finally, they will listen to the words and dictate the words.That is one of their summative assessment of writing.
        
        They will learn to write simple mandarin sentences to make a flip book. They will read their books to their buddy (two students with special needs) to help them read.That is another summative assessment of writing.
      - Listening & Speaking:They will do it with the other 2 students with special needs.
      - Reading:their reading level is different. I will find a new book which is good for every one to read. The relatively high level student will try to read the book to the other students with the help of the teacher. Then the teacher will do guided reading. They will record their reading.The high level student will help the other two students read.After reading, they will do more word games. There will be a reading assessment to know their reading level.
  - - - I will first contact their parents to see whether they want to provide reports.If they want, that will be great. If they don't want to do that, I will contact the special needs teacher for help.
      - I will contact the special needs teacher if their parent don't want to provide reports. They will give me some suggestions. I will try to use the method they told me. After 12 weeks, I will meet with them again to tell them whether the strategies were effective. If not, they will provide me more different strategies.
    - - Listening & Speaking
        
        I will show them some questions about the books they read. I will ask the questions. Students will answer the questions.Each student will need to answer each questions.I will know their level from their answers.
        
        After they practice listening and answering the questions with me, I will let them practice asking and answering questions with each other. I will help them when they forget what to say and make videos for them. That is the way to know their listening & speaking level.
      - Writing
        
        Student M
        
        Student M:he doesn't like writing and usually writes unclearly. He will go to a small group with a teacher with student M to learn how to write the characters. He will follow the teacher. Then he will trace. Finally he will write independently. There are different ways for them to practice writing. Writing on a white board, writing with a chalk, writing on salts, using play dough to make character, character puzzle. He will need more time and less work.
        
        After writing characters and words, he will write sentences. He will first follow the teacher. Then write on the worksheet. Finally he will draw a picture on the worksheet to make a book. He will read his book and make a video. That is the summative writing assessment for him.
        
        Student P
        
        After writing characters and words, he will write sentences. He will first follow the teacher. Then write on the worksheet. Finally he will draw a picture on the worksheet to make a book. He will read his book and make a video. That is the summative writing assessment for him.
        
        Student P:he can't hold the pencil and write by himself very well. He will go to a small group with a teacher with student P to learn how to write the characters. I will first hold his hands to write. Then they he trace. Finally he will write independently. There are different ways for him to practice writing. Writing on a white board, writing with a chalk, writing on salts, using play dough to make character, character puzzle.This is the formative assessment for me to know his level. He needs more time and less work than other students. He also needs some homework to practice at home.
      - Reading
        
        Guided reading in a small group is very important for these students. They can't read by themselves. They don't have any independent reading ability. I will first read the story to them. Then I will explain the words in a context to help them understand the meaning of the words. After they know the meaning of the words, they will do more practice of the words using different ways including games. Then they will read each page with the teacher for several times until they can read by themselves.They will read the book to me. That is the way I know their reading level.
        
        Finally I will help them to learn some reading skills. Their level may be lower than other students.I will give them a reading assessment to see whether they master the reading skills I taught them. The test is similar to the end of year reading test.