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Pre-Assessment for Differentiation - Coggle Diagram
Pre-Assessment for Differentiation
Class information
Grade 4 Math
Topic: Shapes and their Properties
Estimated Duration: Five 40-Minute Lessons
Day 1: Pre-Assessment
Activity 1
: Lengthy Plickers Quiz
Description: Quiz of about 20-30 questions, starting with simple shape names and building up to properties including angles, sides, etc.
Rationale: Plickers questions will be answered individually and assessed immediately, allowing for differentiated grouping for activity 2.
Activity 2:
Shape Scavenger Hunt
Description: In pairs, students will be given a scavenger hunt checklist sheet, including specific shapes they need to find around the room. Open-ended section at the end to include any other shapes they find. Class will convene after 10-15 minutes, each pair will present their findings to the class.
Rationale: The 5 high-achieving students will be paired with the 5 ELL/special needs students, the former being expected to help lead the scavenger hunt and explain, the latter being expected to give the spoken presentation at the end. Mid-achieving students will be paired with each other.
Day 2: Workbook Day
Day 3: Station Day
Activity 1:
Stations
Description: Split class into 4 groups for the following stations: Coloring, Memory, Jeopardy, Hangman. Groups will have ~8 minutes in each station.
Coloring: All groups are given a sheet with several shapes. High-achievers can be challenged to name all shapes, then color them in according to angle sizes. Mid-groups can be asked to name all shapes and then color according to number of sides. ELL/special needs group can be given a list of shape names that they need to find and fill in with a certain color.
Memory: High-achievers will need to match shape-descriptions with names of shapes. Mid-groups will need to match shape descriptions with a picture. ELL/special needs will need to match shape names with pictures.
Jeopardy: High-achievers will be given shapes and need to answer advanced questions about their properties. Mid-groups will be given shapes and need to answer simpler questions about properties. ELL/special needs will be given properties and need to answer shapes.
Hangman: High-achievers will be given a bag of words with a large number of shapes and extra geometry vocabulary. Mid-groups will be given a bag of words with all shapes required by standards and some extra geometry vocab. ELL/special needs will be given a bag of words with all required shapes/vocabulary.
Rationale: Each station activity can be differentiated for the group participating.
Activity 2:
Short Plickers Quiz
Description: Max 10 questions, spot check main points required by standards.
Rationale: This is already a routine activity in the class, and a quick way to see that all groups are staying focused and on track.
Day 4: Challenge Day
Activity 1:
Challenge Cards
Description: Prepare a set of 30+ challenge cards with questions of increasing difficulty. Split class into homogenous groups and give them 30 minutes to complete as many challenges as they can. ELL/special needs students can start from Challenge 1, other groups can start from later, more difficult challenges as deemed appropriate.
Rationale: All groups could either start from Challenge 1, just to make sure students all see the same questions, or students can start from different places in the challenge card set so slower groups won't be frustrated for not completing as many challenges as the high-achieving group.
Activity 2:
Mid-length Plickers Quiz
Description: Create a quiz of 15-20 questions that serves as a review for the quiz in the following lesson. Take most questions from the pre-assessment quiz and include a few new questions to challenge the high-achievers.
Rationale: By including mostly questions from the pre-assessment (especially ones that several students missed), it can be seen directly which areas have been adequately covered and which may need more work. This can also be a good way to see if another lesson is needed before giving the class a quiz.
Day 5: Quiz Day
Activity 1:
Quiz
Description: Prepare 2-3 different versions of the quiz. Give ELL/special needs students a version with less text and more pictures. Include extra-credit challenge questions on each quiz. Plan for 20 minutes, but allow students to work for the full 40-minute period.
Rationale: By making a more visual version of the quiz, the same material can be tested without relying so heavily on reading comprehension. Also, by allowing more time this can help learners who need more time to express themselves during the quiz.
Activity 2:
Tangram Puzzles
Description: When students finish the quiz, give them a set of tangrams and a puzzle they need to complete individually at their desk. Have several puzzles of different difficulties ready.
Rationale: This will keep students busy and quiet once they finish the quiz, allowing others to maintain their focus. Having several difficulties allows not only for differentiation, but also lets students work on several puzzles if they finish them quickly.
Activity 1: Workbook Completion
Description: Put students into mixed-ability pairs or small groups to work through the relevant part of the workbook. Ask the students to read and work together, while the teacher assists students as necessary. Set a 20-minute timer. When time is up, trade workbooks with another group to mark and review the answers as a class.
Rationale: This allows students to learn from their peers. The teacher will need to check that the high-achievers aren't doing all the work and making their peers copy (idea: high-achievers can dictate while their partner writes). While correcting, students can also learn from others' work.
Activity 2: Review Mindmap
Description: As a whole class, close workbooks and call on each student to contribute to a brainstorm list or mindmap of all the vocabulary/concepts they saw in the workbook.
Rationale: By calling on ELL/special needs students first, this will allow them to contribute by adding the more obvious vocab, which makes it more challenging for the high-achievers by calling on them last, leaving less/more difficult vocab and concepts for them to contribute.
Activity 3: Summary Exit Ticket
Description: Give each student half a piece of blank paper and tell them to write down all they remember in 2 minutes. Collect their papers as they leave the class.
Rationale: This allows each student to write as much as they can, and is a quick way to see what stuck with them in the lesson and what needs more work throughout the rest of the unit.