Running head: DIFFERENTIATION 1

Reading Lesson Diffentiation

Walden University

EDUC-6640G-3: Designing Curriculum and Assessment

July 3, 2013

Reading Lesson Differentiation

In week five, differentiated instruction was discussed, also in week two power standards were introduced. The power standard that I chose was ELACC1RL which states that the student should be able to: Ask and answer questions about key details in a text. The students in my class do not all work the same way, therefore differentiated instruction would be needed.

One way I would differentiate the content would be through using different level books for my students. I would have a book for my advanced learners that would be on a second grade level, then I would have a book for my students who were on a first grade level. Lastly I would have a book for my students who were still reading and learning on a Kindergarten level.

I would differentiate the process by using technology, reading aloud, reading silently, and hands on activities, and audiobooks to help enforce the learning of the standard. The product would be differentiated in this way as well to ensure that I was able to hit all of the learning styles that my students have.

Lastly, I would learn that my students learn in these different manners by starting the school year teaching them in each way and seeing which students succeeded in each way. It would involve diagnostic, formative, and summative assessments. Hopefully as I learned my students, I would learn which type of instruction worked best for each student.

References

Georgia Performance Standards. (2013, May 19). English Language Arts standards.

Retrieved from https://extranet.georgiastandards.org/Common-Core/Pages/ELA-K-5.aspx

Walden University M.S. in Education Program

Formative Evaluative Criteria for Applications and Reflective Essays

Quality of Work A: Exemplary B: Graduate C: Minimal F: Work

Submitted Work Level Work Work Submitted but

A = 4.00; A- = B+ = 3.50; B = Unacceptable

Work reflects graduate 3.75 3.00; C+ = 2.50; C = F = 1.00 level critical, analytical B- = 2.75 2.00;

thinking. All of the C- = 1.75

All of the previous, in previous, in addition to the addition to the following: following:

Adherence to Most parts of Does not fulfill

Assignment All parts of the assignment are the expectations

Expectations Assignment assignment are completed. of the

exceeds completed, with assignment.

The extent to which expectations, fully developed work meets the assigned integrating topics.

criteria. additional Topics are not

material and/or The work is fully developed. Key components information. presented in a are not included~~.~~

thorough and detailed manner.

Assignment

demonstrates Assignment lacks Assignment Assignment minimal depth breadth and demonstrates demonstrates and breadth. depth.

exceptional appropriate

breadth and breadth and depth. depth.

Assimilation and

Synthesis of Ideas Demonstrates the Demonstrates a Shows some Shows a lack of ability clear degree of understanding of

The extent to which the intellectually to understanding of understanding of the assignment’s work reflects the explore and/or the assignment’s the assignment’s purpose.

student’s ability to implement key purpose. purpose.

instructional

1. Understand

concepts.

the

assignment’s Does not apply

purpose; Demonstrates Includes specific Generally applies theories,

1. Understand exceptional information from theories, concepts, and/or and analyze inclusion of course videos or concepts, and/or strategies material in major points, required readings strategies videos, using creditable to support major correctly, with readings, and sources**, in points. ideas unclear

discussions; addition to and/or Does not include

1. A_pply_ course videos or underdeveloped specific

presented required information from

strategies readings. Provides careful course videos or

**May include, but are consideration of Minimally required not limited to, scholarly articles, collegial Demonstrates key instructional includes specific readings.

discussions; insightful concepts. information from information from reflection and/or course videos or

conferences, in service, critical thinking. required faculty development, readings. and/or meetings. .

Written Expression

and Formatting Represents Work is well Somewhat The quality of scholarly writing organized with represents writing and/or The extent to which in a correct APA correct APA mature, scholarly, APA formatting scholarly, critical, format. formatting graduate-level are not analytical writing is throughout. writing, with acceptable for presented in APA APA generally graduate level format;

followed. work.

Standard Edited

English ( i.e. correct Major points do grammar, mechanics). not reflect

appropriate elements of communication.

Work is unified around a central Ideas are clearly purpose with and concisely well-developed expressed. Ideas are not ideas, logically clearly and organized in concisely No effort to paragraph expressed. express ideas structure with clearly and clear transitions. Elements of concisely.

effective

communication Elements of

Effective such as an effective

sentence variety; introduction and communication clear, concise, conclusion are such as an and powerful included. introduction and expression are conclusion are evident. not included.

Work is written Work is written

in Standard in Standard Work is not

Edited English. Edited English Work contains written in No prominent with few, if any, more than a few Standard Edited errors interfere grammatical or grammatical, or English. Contains with reading. mechanical errors mechanical many

errors. grammatical or

mechanical errors

Final Assignment A: Exemplary B: Graduate C: Minimal Work F: Work

Grade Work Level Work Submitted but

A = 4.00; A- = B+ = 3.50; B = C+ = 2.50; C = Unacceptable

3.75 3.00; 2.00; F = 1.00

B- = 2.75 C- = 1.75

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