Implementing the Plan—Artifacts Sample Artifacts for II-A-3: Student Grouping & Differentiated Lesson Plan Name Tags Description Rationale Groupings.doc x II-A-3. Meeting Diverse Needs This 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).
Transcript
Implementing the Plan—Artifacts
Sample Artifacts for II-A-3: Student Grouping & Differentiated Lesson Plan
Name Tags Description Rationale
Groupings.docx II-A-3. Meeting Diverse Needs
This 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.
Implementing the Plan—Artifacts
Reading Groups after Fall Assessment
Sun
Zulema, Carmen, Romario, Tamisha
Moon
Trelon, Victor, Edgar, Eliana
Rainbow
Amari, Janika, Darnell, Prince
Sky
Wyatt, Serena , Anaeli, Drea
Reading Groups in November
Sun
Zulema, Carmen, Romario, Tamisha
Moon
Victor, Edgar, Serena, Eliana
Reading Groups in January
Implementing the Plan—Artifacts
Sun
Zulema, Romario , Tamisha, Carmen, Amrit
Moon
Serena, Victor, Eliana, Graciella
Rainbow
Amari, Jasmine, Drea, Prince
Sky
Trelon, Darnell, Edwin, Wyatt, Anaeli
Our Small Group Instruction Schedule
Monday Tuesday Wednesday Thursday Friday
Sun Moon Rainbow Sky Sun
Moon Sun Moon Rainbow Sky
Implementing the Plan—Artifacts
Rainbow Sun Moon Rainbow
Sky Sun
Today, Monday I am Meeting with:
Sun Moon Rainbow Sky
Implementing the Plan—Artifacts
Today, Tuesday I am Meeting with:
MoonSun
Time for one-on-one Support
Time for one-on-one Support
Today, Wednesday I am Meeting with:
RainbowMoon
Sun
Time for one-on-
one Support
Today, Thursday I am Meeting with:
Implementing the Plan—Artifacts
Sky Rainbow Moon Sun
Today, Friday I am Meeting with:
Sun SkyRainbow Time for
one-on-one Support
Implementing the Plan—Artifacts
Name Tags Description Rationale
ReadingUnit3.docx
II-A-3. Meeting Diverse Needs
This 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 Awareness
Teams Objectives for the week
Sun By the end of the week students in this group will be able to:
Classify pictures/ words that begin with the /d/ sound
Decode CVC words beginning with /d/ Read CVC words with changing beginning
sounds Read along with the teacher by pointing to
the text, matching the words,Moon By the end of the week students in this group will
be able to:
Classify pictures/ words that begin with
Implementing the Plan—Artifacts
the /d/ sound Decode CVC words beginning with /d/ Read CVC words with changing middle
sounds Read level A books with high frequency
words of the week and with support from the teacher
Rainbow By the end of the week students in this group will be able to:
Classify pictures/ words that begin with the /d/ sound
Decode CVC words beginning with /d/ Read CVC words with changing beginning,
middle and ending sounds Read level A books with some supports Read high frequency words of the week
Sky By the end of the week students in this group will be able to:
Classify pictures/ words that begin with the /d/ sound
Decode CVC words beginning with /d/ Read CVC words with changing middle
sounds Read level B books with high frequency
words of the week
Unit 3 Week 3 Day 1
Implementing the Plan—Artifacts
Small Group Intervention/ Mini-Lessons
Sun (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 Phonemes
Students here the sound of the word and have to put it together to make the word:
d/a/d, response expected: dad
d/i/g, d/oe/s, ect.
(7 Minutes)
Phoneme Segmentation
Students are
Segmenting Words
Students are given CVC words and have to delete the beginning sound
Given word: dog
Expected response: og
(7 minutes)
Making New Words
Students are given words and teacher keep changing
Making New Words
Students are given words and teacher keep changing either the beginning, middle or ending sounds to make new words:
