Identifying Needs

docx

School

Grand Canyon University *

*We aren’t endorsed by this school

Course

554

Subject

English

Date

Feb 20, 2024

Type

docx

Pages

Uploaded by BrigadierChinchillaMaster72

Identifying Needs Breanna Mangum Grand Canyon University EDU 554: Methods of Instruction and Assessment Dr. Marrow January 17, 2024

Identifying Students Objective 1: Students will navigate the online library to find three books on their favorite animal to use in an informative essay (ISTE 1.3.a, b, c) (ISTE, n.d.) Objective 2: Students will identify 5 scientific facts about their favorite animal to later use in an informative essay (2.W.2) (Arizona Department of Education, n.d.). Rationale of Students When considering the above lesson objectives, the following students have been identified as needing differentiated instruction: Arturo and Diana. Both students are English Language Learners (ELL) and receive RTI support in Reading. These factors are important in relation to the noted objectives because ELL students struggle when presented with tasks that require prior knowledge of topics in a non-native language (Irujo, n.d.) . In the objectives, it is assumed that students will be able to identify animals and animal traits in online library books. Although Arturo and Diana may be able to do both in their native language, they will face difficulties when transferring that knowledge into English. Another factor to consider is that Arturo does not have internet access at home. This could cause a gap in learning when asked to navigate the online library. Due to these factors, it would be beneficial to provide differentiated instruction that supports their needs. Pre-Assessment Keeping in mind that differentiated instruction focuses on providing students with tailored instruction that meets their unique needs (Tomlinson, n.d.) , I can ensure that both Arturo

and Diana meet the lesson objectives with some preplanned activities and instructional strategies. As a teacher, I would first consider both students' current vocabulary and language abilities through a pre-assessment. This would help me determine what supports would be most beneficial to each student. The pre-assessment may include asking and answering questions about a nonfictional text, identifying characteristics of various objects, and having students read a short nonfiction passage followed by comprehension questions. It would also be useful to have both students write a short paragraph using content-specific vocabulary words, as it would align with the summative assessment. The data gained from this pre-assessment would help me determine if Arturo and Diana can access the needed materials, process the information accessed, and formulate answers to questions. Instructional Strategies Based on the results of this pre-assessment I would implement instructional strategies unique to their needs. For example, instead of having Arturo and Diana choose a book from the online library I could have a prechosen book with vocabulary specific to animal traits. We would then discuss this vocabulary. Another strategy would be to put Arturo and Diana with partners that could help them access the materials needed and help them identify traits in their chosen animal after the content specific vocabulary lesson. If further differentiation is needed, I could provide Arturo and Diana with a sentence frame that helps them identify traits in animals. They would need to fill in the blank on each sentence. For example, if they were assigned to look at a book on dogs in the online library, the sentence frame could be, The dog has black ________ . Arturo and Diana would fill in the blank with fur.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Assessments At the end of this lesson, students should have identified five scientific characteristics of their favorite animal using the online library. Using formative assessments such as questioning and exit tickets will help me ensure that students are on-task and address any needs that arise throughout the lesson. Some formative questions that can be asked are, “Can you tell me what species your animal is: mammal, reptile, or amphibian?” As a class, we could also make a chart to see what animal species is most popular in our class. Pre-teaching of these vocabulary words should be given to Arturo and Diana to ensure they are successful in this formative assessment. Another formative assessment would be exit tickets. In this exit ticket, students would be given a small piece of paper. They would be instructed to write down as many facts as possible about their animal in 1 minute. Diana and Arturo may need a differentiated formative assessment in which they would be given pictures of animals and asked to circle the animal with characteristics named by the teacher, such as a bear with black fur or a snake with scales. At the end of the lesson, students will be given a summative assessment. This summative assessment would be to write an informative essay on their chosen animal using an online word document. Throughout this essay, they must use the facts found that align with the objectives above and cite them appropriately. This summative assessment considers that students should already be familiar with informative writing and able to complete a 5-paragraph essay with citations. On this summative assessment Diana and Arturo may be given sentence frames and a graphic organizer to aide in completing the assignment. They will be asked to use terms taught in the vocabulary mini lesson mentioned above throughout their writing. If Arturo and Diana are not confident at writing 5-paragraph essays they may be asked to write a 5-sentence informative paragraph to show their understanding of the topics required. Since the assessment will be done

online, Arturo may need additional support in accessing the online word document and typing. For instance, he may need extended time on the assignment and to be able to write the assignment on paper before transferring it to the online document. Providing Arturo and DIana with these supports will help them to be confident in their abilities and provide a safe learning environment in which they can flourish.

References Arizona Department of Education. (n.d.). Search . Arizona Department of Education. https://www.azed.gov/sites/default/files/2016/12/ELA%202016%20Final%202nd %20Grade.pdf?id=585aa8a3aadebe12481b8435 Irujo, S. (n.d.). What Does Research Tell Us About Teaching Reading to English Language Learners? | Reading Rockets . Www.readingrockets.org . https://www.readingrockets.org/topics/about-reading/articles/what-does-research-tell-us- about-teaching-reading-english-language#:~:text=ELLs%20are%20more%20likely %20than ISTE. (n.d.). 1. Students . ISTE. https://iste.org/standards/students#1-1-empowered-learner Tomlinson, C. A. (n.d.). What Is Differentiated Instruction? | Reading Rockets . Www.readingrockets.org . https://www.readingrockets.org/topics/differentiated- instruction/articles/what-differentiated-instruction#:~:text=By%3A

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Identifying Needs

Related Documents