Identifying Needs

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Grand Canyon University *

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554

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English

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Feb 20, 2024

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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.

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