Professional Documents
Culture Documents
First stage (2nd & 4th): students will need scaffolding to read and comprehend complex texts.
Second stage (3rd & 5th): students should be able to independently read and comprehend
complex texts.
http://www.pearsonassessments.
com/automatedlanguageassessment/products/100000021/reading-maturity-metric-rmm.
html#tab-details
http://textcompactor.com/
http://juicystudio.com/services/readability.php
http://education.ky.gov/curriculum/conpro/engla/Documents/Interactive%20Roadmap%
20Template.pdf
T Chart Example
Object
Nail
Attracted
Dice
Not Attracted
Differentiation
ELLs:
Content: Students will be placed in the front row so that they can clearly see the
pictures in the read aloud book. Teacher will model how to complete the T Chart
for the students.
Process: The T Chart will be partially completed for these students. They only must
write A (for attracted) or N (for not attracted).
Product: Students will be provided with Magnetic and Non-Magnetic, by Angela
Royston, which is a picture book with very little words. ELLs will be provided with a
partially completed T Chart (similar to process) that requires them to write either A
or N for each object provided.
Differentiation
Struggling Students:
Content: Students will be provided with the objects from the book and are required
to write either Attracted or Not Attracted.
Process: Students will only be required to read 2 additional pages from What
Magnets Can Do and will be provided with the items to be glued onto their T
Charts.
Product: Students will be allowed to work in pairs to read 3 pages from Magnets:
Pulling Together, Pushing Apart by Natalie Rosinsky. With a partner, they will cut
and glue the items for the T Chart in the correct locates.
Differentiation
Advanced Students:
Content: Students may go online to http://www.sciencekids.co.
nz/gamesactivities/detectivescience/magnets.html and research different materials
that are/are not attracted to magnets and record them in their T Charts.
Process: Students will be provided Magnets by Ann Schreiber, which is more
complex and will be required to complete their T Charts.
Product: Students will be provided with a graphic organizer and given the option to
research how magnets are used in the production of electricity, junkyards, etc.
Differentiation
ELLs:
Content: Students will be provided with a translated version of Mother to Son by
Langston Hughes.
Process: Students will be provided with a translated version of Aunt Sues Stories
by Langston Hughes and will be allowed to draw how the poem makes them feel,
which relates to the authors voice.
Product: Students may write their poems in their L1 and illustrate images to go
along with their words/phrases.
Differentiation
Struggling Students:
Content: Students will be provided with a completed bubble map as a resource that
better organizes the authors voice from Mother to Son by Langston Hughes in
the middle bubble with supporting words/phrases in the outside bubbles.
Process: Students will only be required to read the first stanza of Aunt Sues
Stories and will be provided with a graphic organizer that contains framed
sentences.
Product: These students only need to write a 1 stanza poem and may illustrate their
feelings to very convey their voice.
Differentiation
Advanced Students:
Content: These students will be asked to relate Mother to Son, by Langston
Hughes, to their own life and will be given the option to draw a picture to illustrate
the poem.
Process: These students will be given The Trumpet Player, by Langston Hughes,
which is more complex and requires deeper thought to uncover the authors voice.
Product: I will require these students to use more figurative language throughout
their poetry, and they will be given the option to illustrate their poems when they
are done.
Questions/Comments?