Differentiated teaching through student product and tech.

Essential Question:

How can I differentiate through student product in my classroom?

Students learn in a variety of ways.  With the help of technology, teachers now have more tools available to offer differentiated teaching.  My proposal for a borrowed Kindergarten class is to incorporate game-based learning to promote practice of Foundational Reading skills as outlined in the state standards.  I will be utilizing ABCya.com, and collecting primarily summative with some formative assessment.

Students will work through a computer rotation (monitored by the teacher) and play a variety of words games.  Each student should play through at least 4 different games within the allotted amount of time.

Standard: Phonics and Word Recognition

3. Know and apply grade‐level phonics and word analysis skills in decoding words.

a. Demonstrate basic knowledge of one‐to‐one letter‐sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

c. Read common high‐frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).

d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

 

 

Needs work

Target goal

Exceeds goal

One-to-one letter sound

Student demonstrates a limited knowledge of   producing primary sounds and some of the most frequent sounds of individual   consonants

Student demonstrates basic knowledge of producing   the primary sound or many of the most frequent sounds of individual   consonants.

Student demonstrates knowledge of producing the   primary sound or most of the most frequent sounds of individual consonants.

Graphemes for 5 major vowels

Student associates only either long or short   sounds with the common spellings for the five major vowels.

Student associates the long and short sounds   with the common spellings for the five major vowels.

Student fluidly associates the long and short   sounds with the common spellings for the five major vowels.

High-frequency sight words

Student reads some or few common high-frequency   words by sight.

Student reads most common high-frequency words   by sight.

Student reads all common high-frequency words   by sight.

Word distinction

Student does not distinguish between similarly   spelled words by identifying the sounds of the letters that differ.

Student distinguishes between similarly spelled   words by identifying the sounds of the letters that differ.

Student fluidly distinguishes between similarly   spelled words by identifying the sounds of the letters that differ.

 http://www.abcya.com/kindergarten_computers.htm

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