Pre assessment multimedia presentation
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Beginning differentiated instruction with differentiated assessment
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Pre assessment multimedia presentation
- 1. Differentiated Yolanda Roy Differentiating Instruction (EDUC 5331 KS6
- 2. Igniting Engines of Ingenuity Preassessment • Start 1-2 weeks before planning • Use to spark interest
- 4. Targeted Area TEKS §110.18 6th Grad English Language Arts and Reading (3) Reading/Comprehension of Literary Text/Theme and Genre. Students are expected to: • (A) infer the implicit theme of a work of fiction, distinguishing theme from the topic; • (B) analyze the function of stylistic elements (e.g., magic helper, rule of three) in traditional and classical literature from various cultures; and • (C) compare and contrast the historical and cultural settings of two literary works.
- 5. Is student attending Is there promptness in response Student interaction with group members
- 9. Article Preassessment Scoring Sheet
- 10. Optional Article preassessment Assessed Area Beginning Middle Advanced Group Placement Inference Analyze Compare and Contrast
- 11. Content Vocabulary WORD I’ve seen this word …but I don’t know what it means I know what this word means I’ve seen this word and I know the definition Smuggle Demeanor Coyotes Abandoned Deported Expulsion Undocumented
- 12. 1. Read the word in column one. 2. After you read the word, think about your knowledge of that word. 3. Select the column that matches your knowledge of the word. a. If you have never seen that word before, check column 1. b. If you have seen the word before, but you do not know what it means, check column 2. c. If you think you know what the word means, write the meaning in column 3. d. If you have seen this word before and are sure you know what it means, write the meaning in column 4. Vocabulary Preassessment Instructions
- 13. Grading outcome will determine student qualification for Independent Study Explicit and Direct Instruction Technology assisted reading Homogeneous grouping Heterogeneous grouping
- 14. Chapman, C., & King, R. (2014). Differentiated formative assessment. In Planning and organizing standards-based differentiated instruction (pp. 47- 109). Corwin (Kindle Edition). Lerner, J., & Johns, B. (2015). Assessment and the IEP process. In Learning disabilities and related disabilities (pp. 37-71). Stamford: Cengage Learning. Mascolo, J., Alfonso, V., & Flanagan, D. (2014). Instructional interventios for ELs. In Essentials of planning, selecting, and tailoring interventions for unique learners (pp. Location 7388-8290). Hoboken: Wiley Kindle Edition. Nzai, v., & Reyna, C. (2014). Teaching English vocabulary to elementary Mexican American students in south Texas: Some responsive modern instructional strategies. Journal of Latinos and Education, 44-53. Yair, G. (2000). Reforming motivation: how the structure of instruction affects students' learning experiences. British Educational Research Journal, 192-213.
Hinweis der Redaktion
- Teachers, keep in mind “sitz im leben (the life setting of participants)” (Nzai & Reyna, 2014) for every aspect of this lesson.
- “The most useful preassessment data are gathered 1 to 2 weeks before planning’ (Chapman & King 2014) “Use the preassessment session as a promo or hook to spark interest for the upcoming standards, topics, or skills” (Chapman).
- Book Summary 6th grader Gaby Ramirez Howard’s mother is deported back to Honduras. Her father forgets to purchase food and neglects her emotionally. She is an outcast at St. Ann’s where classmates tease her about her family life. She finds strength and self-confidence in the class service project at their local animal shelter. She showcases her writing skills, creating individual profiles for each animal. Although her life parallels many of the abandoned pets, Gaby takes on the role of protector and defender. Her profiles and hard work help many animals find a new home and a true family, something that Gaby is lacking. The plot and tone are spiced with Spanish words along with tidbits of Honduran culture. The author humanizes the controversial issue of illegal immigration and paints an emotionally compelling story. ( School Library Journal) Retrieved from: https://www.barnesandnoble.com/w/gaby-lost-and-found-angela-cervantes/1114032970
- Pre assessments will examine student ability to infer, analyze, and compare and contrast. The second literary work, to be compared and contrasted at a later date, will be Chains by Laurie Halse Anderson.
- Teacher should observe student participation. Are there any students daydreaming, hesitating to answer or not appearing to interact with group members. This will signal a need to change instruction method, reintroduce topic in a different manner or regroup students—” students are academically stimulated in instructional units that are authentic, choice driven, and demand skills. When these structural characteristics are absent, students are bored and emotionally depressed “(Yair, 2000).
- Attach large posters to wall. Have students use markers to draw or write what they know or what to know about the topic. Encourage continuous use of wall as story develops. Use Venn Diagram or KWL chart as alternate.
- Openly discuss emotions. Topic to be discussed may introduce unexpected behavior. Encourage students to express their feelings using these or similar words. This will signal student readiness to approach the topic. If there are hostilities or signs of anxiousness teacher should approach with greater sensitivity. Explore but do not intrude. “Teachers need to learn not only important traits of the visible (surface) and invisible (deep) culture but also the folk theory of getting ahead” (Nzai & Reyna, 2014)
- Compare and contrast at least two newspaper articles regarding facts and opinions on recent immigration regulations. Try to locate various levels—federal, state and local articles. Groups can share articles but final product is individual work.
- Grading for article compare, contrast and analyze. This can be an oral or written assignment. If focusing on oral language proficiency use group presentation but each member of group must participate.
- Use this template as preassessment for content vocabulary
- Instructions for students