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Pre-Assessment for Differentiation - Coggle Diagram
Pre-Assessment for Differentiation
Students complete a
book cover
activity based on their reading book reading and comprehension level as accessed from Raz-Kids and through other pre-assessment means. Accommodations include (but not limited to):
High achievers
-individual book covers, and one page short story assignment. Individual reflection of what makes a book.
Average Achievers
-Individual book covers, but with pair brainstorming and reflection of work. Individual reflections of their experience and what they learned about books.
Low Achieving Students/ELL & Special Needs Students:
Group brainstorming, specific rubric with simplified language, visuals, oral support and teacher checkins. Individual reflection of what they learned.
Average Achieving Students:
Teaching Strategies :
Allowing independent work in reading
Grouping students with peers of other skill levels to encourage discussion and transfer of information (Think-Pair-Share)
Have students check-in compare their work with their friends. Help them use critical thinking and find out the answers on their own
Monthly Raz-Kids & Spelling City Assessments
Phonics checks
Finding out-what they know, want to know, what they learned through discussion, etc
Encourage them to read at home and choose books of interest to students
Check-in & Check-out tickets
Personalized Reading level & spelling work with Raz-kids and spelling city
Pre-Assessment:
Kahoot/quizlet, etc can be used.
Discover their understanding of the different parts of a story by discussing a common story they know and breaking down the details (i.e., characters, plot, setting, problem, sequence, lesson).
Students work in pairs/small groups to express what they know.
Check-in & Check-out tickets
Journals and Pictures
Raz-Kids & Spelling City Assessments
Final Assessments:
A reflection assignment (Exit ticket), where they write about the process of the assignment they completed and what they learned from working with their partner as well as what they would like to change for their next book cover assignment. Also, continued Raz-Kids Assessment and Phonic assessments
Lower Achieving Students
Teaching Strategies :
Have these students sitting in the front of the class to draw their attention and focus
Have students work in pairs or groups with higher achieving students
Give them direct instructions & Rubrics
Check in with them often
Give them additional skills practice (i.e., Spelling City & Raz-Kids at home)
Speak with parents about starting additional reading practice at home
Raz-Kids & Spelling City Assessment check-ins monthly
Personalized Reading level & spelling work with Raz-kids and spelling city
Phonics checkins and assessment
Pre-Assessment:
Raz-Kids assessments
Check-in & Exit Tickets
Carousel /Jigsaw brainstorming activities
Discussions
Final Assessment:
Students will continue to be assessed daily through check ins and exit tickets, formative assessments with the Raz-kids program, discussion work (jigsaw, carousel brainstorming, etc) as well as individual progress reports.
*Students with Special Needs & ELL:
Involve their parents, school staff and support members in their learning and any interventions
Offer interactive games
Accommodate students pre-assessments by making them spoken instead of just text
Audio books/Audio tests
Offer more time to ELL students to complete assignments
Modify the language used to make it easier to understand
Offer definitions or pictures of difficult words that the students may struggle with
Work with a special needs teacher or ELL assistant to help the students be successful in your class
Praise students efforts
Use Peer tutoring & One on on support
Additional Practice at home & Pre-reading practice. Send home material early, so students have more time to learn new vocabulary
Personalized Reading level & spelling work with Raz-kids and spelling city
Phonics checkins and assessment
ELL and Special Needs students will be given additional accommodations for their own specific needs, such as clear expectations/rubrics for assignments with simple english, one on one support (as needed), check ins and reading work for home to support their continued learning.
By Serena Da Rosa
High Achieving Students-
Differentiation Strategies:
Encourage reading and activities to be done independently
Encourage peer tutoring and support of friends
Have students check in with their friends to refine their comprehension of work
Working with small groups of mixed levels to further develop their skills of retelling and collaboration
Have students reflect more on their work and encourage creativity by having them make original work.
Continued Raz-Kids assessments & written journal work
Personalized Reading level & spelling work with Raz-kids and spelling city
Phonics checkins and assessment
Pre-Assessment:
-Check-in & check-out tickets
Being mindful of participation’s and desire to participate/confidence
Journals, etc
Final Assessment:
Short Story, Reflection of what it takes to make a book (exit ticket), Continued Raz-Kids & Phonic Assessments