Differentiated teaching through student product and tech– Revisited

Project revisited

Essential Question:

How can I differentiate through student product in my classroom?

After learning more about what this particular project was asking for, it was time for me to modify my project and rubric for a number of reasons.  First of all, I was focusing on too much as far as standards go.  This would be too much to try and demonstrate “mastery” in all of these different sub-standards.  Secondly, while the original project would have been good for practicing of foundational reading skills through game-based learning, it wasn’t differentiated enough, nor allowed room for student creativity.  Giving the students the ability to create is essential in integrated teaching, as the focused classes are slowly being phased out in lieu of “The Three ‘R’s’.”

Keeping the same standard of Phonics and Word Recognition, I am going to narrow the focus down to one sub-standard: c. Read common high‐frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).  This is a much easier standard to demonstrate, measure, and give creative license to student creations.

Here is the newly proposed project.  The students will be assessed by being asked to read from a list of 5 sight words during a rotation time.  Each student will be asked a different combination of words depending on their known reading level and/or ability (there are K4’s in this class).  We will begin a chart in the number that the student got correct.  The student will then be set with the task of writing a very short story of 3-4 sentences using their given 5 sight words.  The students will then demonstrate their story with a chosen method of drawing pictures, compiling available digital pictures, acting it out (video), or doing a puppet show (with created puppets or toys).  These demonstrations will then be compiled into a video with student narration and shared via Voicethread (http://voicethread.com/). 

Throughout the weeks that this project is being created, students will be asked to read their list of sight words.  Again, we will chart their progress with each assessment.  By the end of the project, our goal is to have student charts with positive trends.

Standard: Phonics and Word Recognition

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

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

 

 

Progressing

Target goal

Exceeds goal

High-frequency sight words

Student reads very 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.

Written word

Student incorporated very few common high-frequency   words, even with a list.

Student incorporated all common high-frequency   words with list and prompting.

Student incorporated all common high-frequency   words smoothly, with little or no help.

Creative demonstration

Student presented a project that demonstrated   little planning or attention to detail (hurriedly done).

Student presented a project that demonstrated   thoughtful planning, attention to detail, and meticulous work.

Student presented a project that demonstrated   thoughtful planning, attention to detail, meticulous work, and   excitement/enjoyment.

 

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