Using Pre-Assessments for Differentiation: 3rd Grade Fractions
by: Erica Heisey
Using Pre-Assessments for Differentiation: 3rd Grade Fractions
by: Erica Heisey
Pre-assessments are used to gather information about what a student already knows before beginning a learning unit. By taking time to determine what students already know, the teacher can deliver instruction at an appropriate level for what is needed by each group of students. For this math unit, students will be given a worksheet with 10 multiple choice questions.
Low Group
Mid Group
High Group
Students answered 0-4 questions correctly
Students answered 6-10 questions correctly
Students answered 4-6 questions correctly
These students have a high
understanding of the content material
already and would benefit from
extension materials.
These students have some knowledge
about the topic but need to develop their
higher-order thinking skills.
These students have limited
knowledge about the topic and would
benefit from extra support from the
teacher. This group includes both ELL
& Special Needs students.
During independent work times,
student will meet in a small group &
sit at the teacher's table for extra support.
Goal: Solidify basic understanding of fractions & spend extra time building the foundation for understanding. (may not finish daily assigned book work)
During independent work times, students
are seated heterogeneously. If they have
questions, they are free to talk with group
members & ask one another questions.
Students will meet with the teacher 3x
weekly during independent work
time and 1x weekly during center
rotations.
Goal: Additional practice to solidify
understanding of fractions & concepts
related to fractions. Move into higher-order thinking questions. (finish daily book work + "hot questions" higher order thinking questions)
Use various forms of
manipulatives (fraction tiles, playdough, circle pieces, square pieces), student anchor charts, and partner work.
Special Needs & ELL
Students will receive modified work &
accomodations as deemed necessary
depending on need.
Special Needs student: Extra time
to complete work & assessments, Work
read-aloud, Less work to complete, Use of drawing, manipulatives, videos.
ELL student: Extra time
to complete work & assessments, Preteach
vocabulary, Vocab student anchor chart, Use
of drawing, manipulatives, videos, Support
offered in L1 if necessary.
During independent work times, students are seated heterogeneously. If they have questions, they are free to talk with group members & ask one another questions.
Goal: Extend student learning beyond content
material. Offer extension materials to challenge
and grow student understanding. (finish daily
book work + "hot questions" higher order
thinking questions + extension activity)
Student will meet with the teacher 1x weekly during center rotations.
Student will meet with the teacher 1x
weekly during center rotations.
Use of learning activities that move beyond
concepts taught in class, offer students
"the next step" activity (ex - multiplying
fractions), use of games or real-world
problems, use of multi-step word problems
Use of games to further build
understanding, use of word problems
to build real-world understanding, use
more difficult fractions to practice
learned concepts