I created a lesson plan for kindergarteners in a resource room. I used a shorten version of “The Little Red Riding Hood” and cut out pictures to act out the story. I would model how to find the beginning, middle, and end. I would use a graphic organizer to draw and write about the story.

 

Then students would get on the computer and log into Nearpod. We would go through a poll about what they know about beginning, middle, and end. Then there is a video on “Jabari Jumps.” The last part is boards for students to find the beginning, middle, and end.

 

The last part of the lesson is the assessment. I would read “Hansel and Gretel.” Then act out using picture cut outs. Students would choose what they would like to do for their assessment. They can choose to act it out, draw it, write about it, create a trifold, or fill out a graphic organizer.

 

Differentiation

 

I used varied assessments by interest. I took the learning style inventory questions and used them to create types of assessments. I choose visuals as an instructional strategy to engage the learners (DiMichele Lalor, 2021).  I also found shortened stories to keep kindergartener’s attention (DiMichele Lalor, 2021).  The inventory helped me determine which letters they need to learn. The assessments are based on interest and learning styles. I differentiated the assessment using their learning styles (Kaur, et al, 2018).  I gave them options on how to show their learning of beginning, middle, and end of a story. I differentiated their interest through the learning style inventory. It gave me ideas through the questions that the students like videos, music, and drawing. I gave them options on their assessments (Dabrowski & Marshall, 2019).  I also adapted the level of support as some students will need to be retold the story (Ed Weekly, 2022). Other students will just need to me at least 2 of the parts in beginning, middle, end. I included options that engage students through visuals.

 

I differentiated the assessment using learning styles (Murawski & Scott, 2019). This helps support students’ autonomy and motivation on their assessment. Students have a learning goal to retell the story on their IEP and multiple step directions. This helps build a foundation of their IEP goals. I incorporated several visuals to support their special needs and ELL (Education Weekly, 2022). For early finishers I would have students pick another assessment.

 

I used Nearpod for technology in the we do part of teaching for engagement support. The Nearpod lesson has slides and videos on beginning, middle, and end. The video is a read aloud. In the Nearpod lesson there are engagement activities such as a poll and response boards. I used short stories for the means of representation and expression in the teaching assessment (Murawski & Scott, 2019). This was to engage students and keep their attention in teaching. I used cut out pictures in means of expression and representation (Murawski & Scott, 2019) to support the stories details and special needs/ ELL (Education Weekly, 2022). This gives them visual representation to recall details in the story. I used a Beginning, middle, and end graphic organizer to model how to represent the story with pictures and words.

 

 

References:

Education Weekly (2022). Differentiated instruction: How to make lessons accessible for all

https://www.edweek.org/teaching-learning/differentiated-instruction

Ed Weekly. (2022). Differentiated Instruction: How to Make Lessons Accessible for All

https://www.edweek.org/teaching-learning/differentiated-instruction

Dabrowski, J., & Marshall, T. R. (2019). Choice & Relevancy: Autonomy and personalization in assignments help motivate and engage students. Principal, 98(3), 10–13. https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=ehh&AN=134257102&site=ehost-live&scope=site

DiMichele Lalor, A. (2021). Selecting instructional strategies students can master. https://www.edutopia.org/article/selecting-instructional-strategies-students-can-master

Kaur, A. & Mohammad, N. & Awang-Hashim, R. (2018). Exploring and evaluating differentiated assessment practices of in-service teachers for components of differentiation. Teaching Education. 30. 1-17. 10.1080/10476210.2018.1455084.  

Murawski, W. & Scott, K. (2019). What really works with universal design for learning. Thousand Oaks, CA: Corwin. ISBN: 9781544338675.