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M5U4A1: Pre-assessment for differentiation in a 3rd Grade language arts -…
M5U4A1: Pre-assessment for differentiation in a 3rd Grade language arts
5 students who appear to have limited knowledge
3 students struggling with language comprehension
Activity for the three students struggling with language and at different reading levels: Vocabulary practice
Students will first read the story and underline any new words.
Then, students will complete some vocabulary worksheets that use pictures and simple language to teach some of the vocabulary in the story.
Students can then re-read the story and highlight any words that are still unfamiliar. The teacher can help them with these words.
2 students who have little to no comprehension
Activity
Students will read the story.
Then, students will learn about the basic structure of a story with a beginning, middle and end. They will complete a worksheet (click here for link to sample worksheet) on this idea.
After learning about beginning, middle, and ends in a story, they will go back to the original story and reread it. As a group, they can work together to identify and mark where the beginning, middle, and end of the story are.
Pre-assessment:
The pre-assessment will be a carousel brainstorm activity that activates knowledge students may already have about the topic. This will also inform the teacher of roughly where students are in their mastery and knowledge of the topic.
In this activity, the teacher will set up 3-5 stations, with each station having a question relevant to the topic and a stack of post-it notes. Students will be rotated through the stations in groups and write down their answer to the question. Students will have a chance at the end to go back through all the stations and see what other students wrote.
At the end, students will be given a quiz style worksheet with similar but different questions as the final pre-assessment tool. The questions will get progressively harder.
5 students who answered the most difficult questions correctly
Activity: Perspective writing
Students will be asked to read the story individually and choose one character. Then, put on the shoes of that character. ('Imagine you are that character' for students who don't understand the idiom) Looking at the story from the perspective of the character, they will be asked to answer some questions:
Describe the main events of the story from the perspective of your character.
How did you contribute to these events?
How did you feel during these events?
Are you happy with the outcome of the story?
If you could go back in time and do something differently, what would you change? How would this change the story?
Lastly, students in this category will get together and share their work. Together, they will rewrite the story using a storyboard worksheet that will allow them to write and draw the events of their story collaboratively.
The twelve students who have some knowledge about the topic, but need to develop higher order thinking skills.
Activity: main idea vs details
Students will complete worksheets (links below) that introduces and define main ideas and details, and then students will need to read the story to identify the main events and find details. These questions will have right and wrong answers, so the teacher will know when a student understands this or when they need more help.
This activity will set students up with the foundational knowledge of the sequence of events in the story and their relative importance that will allow them to move on and succeed in the persepctive writing activity.