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Differentiation for pre-assessment by Denis Cadogan Cohort 8 Module 5 -…
Differentiation for pre-assessment by Denis Cadogan Cohort 8 Module 5
Group A: Students that understood the story and answered the comprehension questions to a high level
Roles: Here the teacher would give additional instructions and pair roles when reading a new story, e.g a 'researcher' and a 'scout' in terms of going through the text together with specific answers to track and report back on.
Allow the students more creative freedom to make their own answers which may have a longer form, whilst keeping the same comprehension topic in mind.
Further reading and comprehension: The following stages would be expanded upon to help the students at a high rate of progress go even further.
Potential advanced comprehension questions:
Who is talking? What happens? What do you see in picture that tells you....
How many voices do we hear? What do you notice about…. Why do you think the end….
Group B: Students that have some knowledge based on the questions, but need further understanding to fully engage with the topic
Where necessary, students underline any unknown vocabulary and test each other's partners with the questions again.
Read similar text together. Working individually, students may be given further prompts, without being given too much detailed information.
Work in a group together to check understanding and help partners where necessary. Re-read the story and questions clearly.
Group C:Students that appear to have struggled or with very limited knowledge of the topic itself. Within that group , there are those struggling with reading, language and also with possible special needs requirements (which will be tested at a later stage)
Assistive technologies for special needs students, such as speech to text software where necessary, will be used. There will also be more image based prompts to the comprehension itself, giving additional information to the students and aiding them stepm by step in the process.
Special education or ELL learners would also be accomodated with images, direct examples, additional space in the classroom for other resources which may be required. Different time solutions in terms of completing the assignment.
Observation and Monitoring: There would be much more Teacher support directly within this group. Where A and B are given instructions and can then work more autonomously, it is important for observations purposes for the teacher to be prepared with this group, and expect to help with more questions throughout the assignment.
Objective is to help with reading, separate words, understanding the theme. Demonstrations may also help in the form of further modelling and direct examples before completing the assignment.
Paper based comprehension:
Yesterday’s story: (Stan and Daniel)
Who were the main characters?
Where did the story take place?
What was the problem?
What happened at the end?
References:
HOCKETT, J. H. (2018, June). A.C.C.E.S.S.: All Children Challenged and Equipped for Success in School Created for the Tennessee Department of Education by Dr. Jessica A. Hocket. Dr Jessica A Hockett.
https://www.tn.gov/content/dam/tn/education/training/access_differentiation_handbook_3-5.pdf
