Supporting Effective Teaching: Guide to Educator ...



Sample Artifacts for II-A-3: Student Grouping & Differentiated Lesson PlanNameTagsDescriptionRationaleGroupings.docxII-A-3. Meeting Diverse NeedsThis document that shows how flexible student groupings are used to meet the needs of each student. This artifact shows proficient practice in II-A-3. Meeting Diverse Needs, reflecting how I modified student groupings after each assessment. As assessments provide me with information about the progress my students make, I use this information to refine my instruction. ?Students are then place in instructional groups where I can provide each group with the differential instruction that meets them where they are and moves them to the next level.Artifact:Reading Groups Sun: Students in the Intensive group who need the most small group Instruction and one-on-one time (the students most at risk, performing below grade level).Moon: Students in the Supplemental group who need some small group Instruction time and one-on-one (students with some risk of falling behind).Rainbow: Students in the Core group who is functionning at grade level and need average small group instruction. Sky: Students in the advanced group who is above grade level and I meet with them less often than the other groups but who still need small group instruction to challenge them.Reading Groups after Fall AssessmentSun Zulema, Carmen, Romario, TamishaMoonTrelon, Victor, Edgar, ElianaRainbow Amari, Janika, Darnell, PrinceSky Wyatt, Serena , Anaeli, Drea Reading Groups in NovemberSun Zulema, Carmen, Romario, TamishaMoon Victor, Edgar, Serena, ElianaReading Groups in January Sun Zulema, Romario , Tamisha, Carmen, AmritMoon Serena, Victor, Eliana, Graciella Rainbow Amari, Jasmine, Drea, PrinceSky Trelon, Darnell, Edwin, Wyatt, AnaeliOur Small Group Instruction ScheduleMondayTuesdayWednesdayThursdayFridaySunMoonRainbowSkySunMoonSunMoonRainbowSkyRainbowSunMoonRainbowSkySunToday, Monday I am Meeting with:SunMoonRainbowSkyToday, Tuesday I am Meeting with:MoonSunTime for one-on-one Support Time for one-on-one Support Today, Wednesday I am Meeting with:RainbowMoonSunTime for one-on-one SupportToday, Thursday I am Meeting with:SkyRainbowMoonSunToday, Friday I am Meeting with:SunSkyRainbowTime for one-on-one SupportNameTagsDescriptionRationaleReadingUnit3.docxII-A-3. Meeting Diverse NeedsThis is a sample of how I plan my week of objectives and instruction for different groups of students.This artifact is illustrates proficient practice in II-A-3. Meeting Diverse Needs. It documents a typical week of mini-lessons, and the way that I have been differentiating instruction with my students who are at different levels and places in their learning. Each group has different needs:?Sun is?my?Intensive?group of students who have most recently been performing below grade level;?Moon?is my?Strategic?group of students who have been performing slightly below level.?Rainbow?is my?Core?group of students who have been performing on level. Sky?is my?Advanced?group of students who have been performing above level. This artifact shows how I accommodate differences in learning needs and levels of readiness (II-A-3).Artifact:Reading Unit 3, Week 3Phonics & Phonemic AwarenessTeamsObjectives for the weekSunBy the end of the week students in this group will be able to:Classify pictures/ words that begin with the /d/ soundDecode CVC words beginning with /d/Read CVC words with changing beginning soundsRead along with the teacher by pointing to the text, matching the words,MoonBy the end of the week students in this group will be able to:Classify pictures/ words that begin with the /d/ soundDecode CVC words beginning with /d/Read CVC words with changing middle soundsRead level A books with high frequency words of the week and with support from the teacher RainbowBy the end of the week students in this group will be able to:Classify pictures/ words that begin with the /d/ soundDecode CVC words beginning with /d/Read CVC words with changing beginning, middle and ending soundsRead level A books with some supportsRead high frequency words of the weekSkyBy the end of the week students in this group will be able to:Classify pictures/ words that begin with the /d/ soundDecode CVC words beginning with /d/Read CVC words with changing middle soundsRead level B books with high frequency words of the weekUnit 3 Week 3 Day 1Small Group Intervention/ Mini-LessonsSun (Intensive)Moon (Strategic)Rainbow (Core)Sky ( Advanced)Review the Alphabet and the letter sounds(5 minutes)Identify the sound /Dd/Students have to discriminate pictures beginning with /d/ sound among other pictures(10 Minutes)Review Letter Sounds(2 minutes)Blending PhonemesStudents here the sound of the word and have to put it together to make the word: d/a/d, response expected: dadd/i/g, d/oe/s, ect. (7 Minutes) Phoneme SegmentationStudents are given a word and they have to tell all the sounds they hear. Dip- d/i/p(8 Minutes)Segmenting WordsStudents are given CVC words and have to delete the beginning sound Given word: dogExpected response: og(7 minutes)Making New WordsStudents are given words and teacher keep changing either the beginning, middle or ending sounds to make new words:Dad-did-dip-dap-tap-tip-sip-sap-sat-rat-rap-rip-lip-lap-lab-tab Making New WordsStudents are given words and teacher keep changing either the beginning, middle or ending sounds to make new words:Dad-did-dip-dap-tap-tip-sip-sap-sat-rat-rap-rip-lip-lap-lab-tab Review High Frequency wordsIntroduce leveled reading bookIndependent ReadingUnit 3 Week 3 Day 2Small Group Intervention/ Mini-LessonsSun (Intensive)Moon (Strategic)Rainbow ( Core)Sky ( Advanced)Review the Alphabet and the letter sounds(5 minutes)Rhyming SoundsStudents are giving CVC words. They have to change the beginning sounds for /d/ to make new rhyming wordsEx: rag expected answer: dagLip- expected answer dipEct.Segmenting WordsStudents are given CVC words and have to delete the beginning sound Given word: dogExpected response: og(7 minutes)Making New WordsStudents are given CVC words and teacher keep changing either the beginning, middle or ending sounds to make new words:Dad-did-dip-dap-tap-tip-sip-sap-sat-rat-rap-rip-lip-lap-lab-tab Independent ReadingIndependent Reading Unit 3 Week 3 Day 3Small Group InterventionSun (Intensive)Moon (Strategic)Rainbow (Core)Sky (Advanced)Review the Alphabet and the letter sounds(5 minutes)Segmenting WordsStudents are given CVC words and have to delete the beginning sound Given word: dogExpected response: og(10 minutes)Making New WordsStudents are given words and teacher keep changing either the beginning, middle or ending sounds to make new CVC words:Dad-did-dip-dap-tap-tip-sip-sap-sat-rat-rap-rip-lip-lap-lab-tab Review High Frequency wordsIntroduce leveled reading bookIndependent ReadingMaking New WordsStudents are given words and teacher keep changing either the beginning, middle or ending sounds to make new CVC words:Dad-did-dip-dap-tap-tip-sip-sap-sat-rat-rap-rip-lip-lap-lab-tab Review High Frequency wordsIntroduce leveled reading bookIndependent ReadingIndependent Reading Unit 3 Week 3 Day 4Small Group Intervention/ Mini-lessonsSun (Intensive)Moon (Strategic)Rainbow (Core)Sky (Advanced)Review the Alphabet and the letter sounds(5 minutes)Making New WordsStudents are given words and teacher keep changing either the beginning, middle or ending sounds to make new CVC words:Dad-did-dip-dap-tap-tip-sip-sap-sat-rat-rap-rip-lip-lap-lab-tab Review High Frequency wordsIntroduce leveled reading bookIndependent ReadingReview High Frequency wordsReading Strategy:Readers look at the beginning sound to figure out the wordsIntroduce leveled reading book Independent ReadingReview High Frequency wordsReading Strategy:Readers look at the beginning sound to figure out the wordsIntroduce leveled reading bookIndependent ReadingReview High Frequency wordsReading Strategy:Readers look at through the word to help them figure out the wordEx: spot, sound out pot sound add the /s/ sound at the beginning.Introduce leveled reading bookIndependent ReadingUnit 3 Week 3 Day 5Small Group Intervention/ Mini-LessonsSun (Intensive)Moon (Strategic)Rainbow (Core)Sky (Advanced)Review the Alphabet and the letter sounds(5 minutes)Making New WordsStudents are given CVC words to blend: Dag dig dip dap didSag rag gig pig TinReading Strategy: Readers look at the pictures to figure out what the story is aboutReview High Frequency wordsIntroduce leveled reading bookIndependent ReadingIndependent ReadingReview High Frequency wordsReading Strategy:Readers look at the beginning sound to figure out the wordsIntroduce leveled reading bookIndependent ReadingReview High Frequency wordsReading Strategy:Readers look at through the word to help them figure out the wordEx: together: Identify small words they know: to-get-her to be able to read the wordsIntroduce leveled reading bookIndividual reading TeamsAssessmentSunOn going assessment: Given multiple practices during Readers Workshops/Centers and Mini LessonStudents will match beginning sound to pictures 80% of the time.MoonOn going assessment: Given multiple practices during Readers Workshops/Centers and Mini LessonStudents will match beginning sound to pictures 80% of the time.Students will match CVC words with pictures 80% of the timeRainbowOn going assessment: Given multiple practices during Readers Workshops/Centers and Mini LessonStudents will match beginning sound to pictures 80% of the time.Students will match CVC words with pictures 80% of the timeStudents will read CVC words 80% of the timeStudents will write short sentences using those CVC words and sight words of the weekSkyOn Going AssessmentGiven multiple practices during Readers Workshops/Centers and Mini LessonStudents will match beginning sound to pictures 100% of the time.Students will match CVC words with pictures100% of the timeStudents will write short sentences using those CVC and sight words of the week ................
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