Differentiated Assessment

[23:05, 8/26/2018] Quality Paper: General Note: It is important that you make any corrections that need to be made to this assignment as the content will be used for the next two submissions.

Overall, I can tell that you have done much work on this assignment.

Title Page

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Note. You choose your score based on how well your submission aligns with the grading rubric.

Introduction

Feedback: You’ve included a description of students in your classroom.

Note. For purposes of working in a differentiated classroom, it is “ok” if you “make up” your student population so you have a variety of students to work with – this will help you demonstrate your learning on the topic of differentiation in the classroom. I see that your reported student population includes no students beyond “typical” students – so, you may want to change this- or focus on the different multiple intelligences or learning style preferences. Again,this is so you can demonstrate how you would differentiate the plans. Make Sense?

Stage 1: This FIRST stage is to determine the “Big Picture”; what you want students to learn,

conceptually, at the unit’s conclusion. the overall Unit Goal.

What is the content area?

Common Core State Standard: The state’s required standard of mastery (A specific CCSS).

Measurable Unit Objectives: What you want the students to master at the end of the unit.

Feedback: You’ve included most of the above. Please, always include a specific CCSS to drive your Unit of study. This prepares the foundation for (drives) everything else that follows. You need to include the specific CCSS, with the identifying code, and the descriptive title. You need to look this up (www.corestandards.org).

Your objectives are coming right along. Please see comments embedded into your submission.

Stage 2: The second stage outlines evidence of Learning including pre-assessments, formative

assessments, and a summative assessment

Pre-assessment:

Formative Assessment:

Summative Assessment:

Feedback: I see that you’ve done this. Good! Please do not copy and paste responses from day 1, 2, or 3 into other response areas. Provide fresh, supported content.

Stage 3: The final stage of the unit plan involves developing the activities and experiences.

Day 1: Learning Objective that supports the unit goal and addresses DI and UDL

Activity:

Formative Assessment:

Technology (2 per unit – minimum with at least 1 scholarly resource in the unit).

What self-regulation strategies

Feedback: Good. See comments embedded into your submission.

Day 2: Learning Objective that supports the unit goal and addresses DI and UDL

Activity:

Formative Assessment:

Technology (2 per unit minimum with at least 1 scholarly resource in the unit)

What self-regulation strategies have been built into the lesson, how they are reinforced, and

Feedback:

Good. See comments embedded into your submission.

Day 3: Learning Objective that …

[23:44, 8/27/2018] Quality Paper: Differentiated Assessment

Student Name

Ashford University

EDU 673

Date

Introduction:

For the purpose of this assignment, I have selected a standard from the Common Core English Language Arts, ELACC6RL9: Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

Goals for the Literary Genre Unit

• Identify elements of the most commonly occurring literary genres.

• Demonstrate interest in literature, which includes various components of multicultural, gender, and ethnic diversity.

• Respond to literature by the creation of a digital (Glogster) or poster board drawing to demonstrate literary genres.

Measurable Unit Objectives

• Students will be able to compare and contrast 10 types of literary genres by completing a digital poster (Glogster) or a student created poster with 80 % accuracy as measured by the Rubric.

Essential Questions

• How does a reader determine the similarities and

differences amongst genre types?

• How does the perspective from which a story is written

change the meaning?

Learning Environment:

My selected school is a suburban K-8 school. Up unto three years ago, the school catered to K-5 students. The school is near a local army base and draws at least half of its population from this facility. One of the problems associated with a military presence is problems with attendance due the somewhat transitory nature of military life. The school is located in south Chatham County and has approximately 700 students. 400 of the current students are eligible for free or reduced lunch. Racial composition: 39 % African American, 36 % white and 17 % Hispanic. In addition, Savannah has a large population of seasonal migrant workers. These families often enroll in school settings for a limited amount of time, often exiting and leaving the school setting repeatedly throughout the year. Like all of the classes in this setting, this English Language Arts class is in an inclusion setting. The particular class has19 students; 10 male students and 9 females. Two of the students have IEPs in the category of learning disabilities. The classroom is a diverse learning environment with mixed ability levels, in addition, one student is gifted and two students are English Language Learners. (School Website: http://internet.savannah.chatham.k12.ga.us/schools/Georgetown/default.aspx)

Formative Assessments:

In the assessment of reading, formative assessment has been described as a “gap minder” (Roskos & Neuman, 2012). The term gap minder indicates that formative assessments help the teacher to stay alert to gaps in individual students’ reading development and to alter instruction as needed before moving on to other areas. Indeed, formative assessments can seamlessly provide the teacher with data for remediation and enrichment, while giving ongoing support to all learners as needed.

Monday:

Essential Question: How does a reader determine the similarities and differences amongst genre types?

Learning Activity (taken from Assignment 4)

At the start of this lesson, I will introduce the term genre. Tell students that Genre is a French term derived from the Latin genus, generis, meaning “type,” “sort,” or “kind.” It designates the literary form or type into which works are classified according to what they have in common, either in their formal structures or in their treatment of subject matter, or both.

Enrichment: Utilizing prior knowledge, ask students to share words that they know comes from other language.

Ask ELL students to share cognates. I will explain to the class that cognates are words which are basically the same in spelling and meaning in different languages:

Example-English piano Spanish piano

Formative Assessment(Monday)

For Monday’s Formative Assessment, I will use a variation of the Four Corners. I will place in each of the four corners of the room a poster depicting a genre. Students will be assigned to a corner in cooperative, mixed ability groups. In each corner will be guided questions, the students will answer the questions as a group and when time is called the groups will return to make a report concerning the information they discovered about their particular genre. After students have moved, as a writing assignment they should be encouraged to reflect on changes in opinion or what they have learned. For this activity, students are grouped in flexible groups which take in account the diverse needs of all learners. I will allow students to respond to this learning activity in the method they find most comfortable. Tomlinson (2006) reminds us to move beyond a pedagogy that sorts students and a pedagogy that ignores their differences and their needs.

Tuesday:

Essential Question: How does a reader determine the similarities and differences amongst genre types?

Learning Activity (Taken from Assignment 4)

Teacher will then show students the website found at: http://www.cde.ca.gov/ci/rl/ll/litrlgenres.asp. This website lists the common genres.

Teacher will write the names of the different genres on the SMARTBoard that have been discussed and studied as students read them from the website. As the students name the different genres, the teacher places the names in a bowl. Divide the students into groups of three or four. Each group selects a genre. Explain to the students that we are going to use multiple means of expression to demonstrate student outcomes: completing a digital poster (Glogster) or student created poster with 80 % accuracy as measured by the Rubric.

Formative Assessment (Tuesday)

This assessment will bring technology into the equation and allow students to participate in a nonthreatening way so that students can respond to questions and allow the teacher to determine which students need more assistance and which students have a handle on the material. Using questions about the types of genres, students will respond to teacher-created questions using clickers or a student response system. Anderson and colleagues (2011) inform us that the “student response system,” is a classroom teaching procedure that uses frequent testing as a way to provide immediate feedback to teachers about students’ understanding of material and subject matter. I will be able to use the tenets of differentiation by determining my level of questioning as well how to support my struggling learners. I would not use this system extensively but I believe that students will be more motivated to answer questions if technology is involved and if they can do so in some anonymity. These informal questions can inform my future practice and guide the direction my teaching needs to take.

Wednesday:

Essential Question: How does a reader determine the similarities and differences amongst genre types?

Learning Activity (taken from Assignment 4)

http://www.pblunit10.com/chaile/Theme%20Webquest.htm

With their team, students will complete this webquest. The teacher will assign the team one of three stories to read. At the end of the activity, the teacher will meet with each team to assess understanding.

Formative Assessment (Wednesday)

For Wednesday’s Formative Assessment, I will use a variation of the Minute Journal Entry. Students will use their classroom journals to contrast two of the genres we have discussed. I will walk and check as students are writing. For students having difficulties, I will check for understanding and give them an option of telling me about the two genres they have selected or by making an illustration in their journal of the two genres

Summative Assessment:

This summative assessment will be a product and students may have a choice in their end result. The students will be given the rubric at the beginning of the unit. As noted by Puckett (2013), the purpose of this summative assessment is to convey student progress. Students will be asked to pick one of two formats to show their understanding of literary genres: a student-created card board poster or a glogster. For students with limiting factors other accommodations will be offered. My ELLs may work with their peer tutor, while students with cognitive delays will use a less comprehensive rubric.

Glogster/Poster

You will need to include the following:

Excellent Good Fair Poor

Poster has at least 5 Genre examples 5

Has five or more examples 4

Has four to three examples 2

Has at least two examples 1

Has only one example

Poster has 3 imported pictures from the internet or a file 3

Three or more imported pictures. 2

Two pictures imported. 1

One imported picture. 0

No imported pictures.

Poster has at least 3 text boxes 3

Three textboxes; the font is an

appropriate size for the space and centered 2

Two textboxes;

the font is an

appropriate size for the space and centered 1

One Textbox;

the font is an

appropriate size for the space and centered

0

No textboxes

Poster has

3 inserted graphics from the Glogster site. 3

Has three graphics of which at least one is animated. 2

Only two graphics 1

Only one graphic 0

No graphics

Grammar

And

Spelling 3

All words spelled correctly and demonstrates proper usage of grammar 2

Some misspelled words, good use of grammar. 1

Several spelling errors and some grammatical errors. 0

Grammar and Spelling are unacceptable

Appealing to the Eye 3

Very attractive;

Nice to look at, good use of space 2

A little busy,

has good information but background is distracting 1

Nice looking but there is not enough on the poster 0

Poster is very limited

Bonus points:

If you choose to do a glogster and if you have a video clip of less than three minutes you will receive two bonus points.

Name: _______________ Final Score: ____/20

References

Anderson, L. S., Healy, A. F., Kole, J. A., & Bourne, L. E. (2011). Conserving time in the classroom: The clicker technique. Quarterly Journal Of Experimental Psychology, 64(8), 1457-1462. doi:10.1080/17470218.2011.593264

Puckett, K (2013). Differentiating Instruction: A Practical Guide. Bridgepoint Education: San

Diego, CA.

Roskos, K., & Neuman, S. B. (2012). Formative Assessment: Simply, No Additives. Reading

Teacher, 65(8), 534-538. doi:10.1002/TRTR.01079

Tomlinson, C. (2006). An Alternative to Ability Grouping. Principal Leadership, 6(8), 31-32.

Websites:

http://internet.savannah.chatham.k12.ga.us/schools/Georgetown/default.aspx

http://www.aft.org/pdfs/teachers/teach11materials/t11_providingh3.pdf

http://www.cde.ca.gov/ci/rl/ll/litrlgenres.asp

http://www.pblunit10.com/chaile/Theme%20Webquest.htm

https://sites.google.com/a/ppsb.org/students/technology-projects/glogster/glogster-rubric