In writing, a student may have a specific learning disability related to writing production. This is often referred to as a language-based learning disability. One resource offered is to have them speak about their ideas. After speaking about their topic, the student would write their ideas.
If through formative assessments I find a student needs extra support, a resource is graphic organizers to help organize their thoughts, a word wall to help them write words, and or break up the task into concrete steps. If these scaffolds don’t help, it might mean they need to move to tier 2 interventions. This would require weeks of data collection and a meeting with parents and other staff members. Tier 2 would provide an intervention teacher to push-in and provide targeted supports. If after weeks of interventions at tier 2 there is still no progress, a meeting would be called to refer the student for special education testing. The map here shows this in more detail: https://coggle.it/diagram/WbnvIwem7QAB-kna/t/identifying-and-helping-struggling-learners-in-my-classroom/f1933a01e22bcb539c718ed9bd49830abf2e2c46d0b3c10c925abdf172633d8b All students benefit from differentiation. Those who are performing above grade level need a challenge to hone their skills and knowledge. Students who are struggling with a certain skills may need a scaffold. While other students may need many more scaffolds or modification due to a learning disability. The following is a diagram (created by me and my cohort) with categories of disabilities and related forms of differentiation: https://coggle.it/diagram/WbLsM0jEEwABtj-7/t/unit-3-activity-3/f074d4f1b8b2fa5229d20ca99668023a958ae398755cdc1f0d7426559c3f490f If a student is performing above grade level, I would provide them with instruction to help them apply standards more skillfully and pushing them to meet fourth grade standards in writing. This may include a mini lesson on using varying linking words in more intentional ways. The Pre-K-Grade 12 Gifted Education Programming Standards would guide my instruction. References: American Speech Language Hearing Association. (n.d.). Language-Based Learning Disabilities (Reading, Spelling, and Writing). Retrieved from http://www.asha.org/public/speech/disorders/LBLD.htm. National Association for Gifted Children. (n.d.). Pre-K-Grade 12 Gifted Education Programming. Retrieved from https://www.nagc.org/resources-publications/resources/national-standards-gifted-and-talented-education/pre-k-grade-12
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Our day to day experiences today are shaped by our history. All of the knowledge we hold as truths today, have been assessed and negotiated by scholars with their own perspectives and histories. Teachers must center this complexity, so that students begin to develop 21st century skills like critical thinking and complex problem solving. Incorporating multicultural content and perspectives is one way teachers can ensure students learn to ask questions and seek answers about the world around them. Exposing them to multicultural content will lead them to question everyday things they might take for granted. This can be done in all subject areas, like reading, math, writing, science, and social studies.
At my school, we intentionally focus on communities that have been historically marginalized. We tell their stories, so that students learn how real world problems can affect communities differently. For example, in the third grade “Right to Read” expedition third graders read about the many people who fought or are currently fighting for the rights of others to gain access to reading and education. These communities include African Americans, Latinos, people who are blind, women and girls, and people living in rural areas. In writing, they write informational pieces-biographies- of one of these “literacy heroes”. In this scenario, social studies and reading are intertwined. In science, students could examine who discovered the scientific theories or phenomenon being studied, while questioning who was granted access in the scientific community at the time. One can also study how scientific phenomenon affect different communities. When teachers implement multicultural curriculum, students will begin to talk about issues of race, class, gender, etc. on their own. You will hear them make connections to their own lives or the lives of their friends. They will question and confront peers when they hear bias. Additionally, students will display their development of cultural competence when they seek to do something about social inequities in their communities. I have been unpacking the following third grade Common Core writing standard: W.3.1Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.1.A Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1.B Provide reasons that support the opinion. W.3.1.C Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. W.3.1.D Provide a concluding statement or section. Summative Assessment One summative performance based assessment for this standard would be to have students write an opinion piece on any topic they choose. The prompt would be "Choose a topic you are passionate about. Develop a writing piece (choose your format/structure) that supports your opinion with reasons. Your piece must include a)an introduction b)reasons c)linking words and phrases d)conclusion. They would have the class period to decide what type of opinion piece (i.e. public service announcement, op-ed, petition, etc), do research if needed, and develop the writing. This would be assessed using the Teacher's College opinion writing rubric for third grade. The rubric describes the characteristics of each of these writing components at varying levels (grade 1-4). The assessment looks at specific writing characteristics, measurable (has continuum 1-4th grade), is achievable because they have been taught and practiced these skills prior, relevant to their interests. Formative Assessment I would heavily rely on frequent student conferences. To keep track of my conferences, I would use a writing checklist that describes the writing behaviors/skills. The steps to the conference includes: 1) ask the student to name the objective for the day, 2) ask them how they were practicing the objective, 3) offer a compliment 4) I would then find a teaching point (an improvement needed... "good writers...") 5) then model what it would look like 6) have the student practice it with my feedback 7) have student continue practice independently. I would circulate and complete a conference with as many students as possible. To ensure I have a sense of everyone's progress, I would lead a debrief at the end of the lesson where I would ask students to share the writing skill they practiced and how they applied it. This would be done in a think-pair-share and I would circulate to listen to those I did not confer with during the lesson. |
AuthorDon't judge me for these blog entries. I find these topics important, but teaching and going to school is hard. Archives
February 2018
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