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.

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

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

Rainbow
/ Sun
/ Moon
/ Rainbow

Sky
/ Sun

Today, Monday I am Meeting with:


Sun /
Moon /
Rainbow /
Sky

Today, Tuesday I am Meeting with:


Moon /
Sun / Time for one-on-one Support / Time for one-on-one Support

Today, Wednesday I am Meeting with:


Rainbow /
Moon /
Sun / Time for one-on-one Support

Today, Thursday I am Meeting with:


Sky /
Rainbow /
Moon /
Sun

Today, Friday I am Meeting with:


Sun /
Sky /
Rainbow / Time for one-on-one Support
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 isillustrates proficient practice in II-A-3. Meeting Diverse Needs. It documents atypical 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 ismyIntensivegroup of students who have most recently been performing below grade level;Moonis myStrategicgroup of students who have been performing slightly below level.Rainbowis myCoregroup of students who have been performing on level. Skyis myAdvancedgroup 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 3

Phonics & 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 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

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 given a word and they have to tell all the sounds they hear.
Dip- d/i/p
(8 Minutes) / 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 either the beginning, middle or ending sounds to make new words:
Dad-did-dip-dap-tap-tip-sip-sap-sat-rat-rap-rip-lip-lap-lab-tab / Making New Words
Students are given words and teacher keep changing either the beginning, middle or ending sounds to make new words:
Dad-did-dip-dap-tap-tip-sip-sap-sat-rat-rap-rip-lip-lap-lab-tab
Review High Frequency words
Introduce leveled reading book
Independent Reading

Unit 3 Week 3 Day 2

Small Group Intervention/ Mini-Lessons

Sun (Intensive) / Moon (Strategic) / Rainbow ( Core) / Sky ( Advanced)
Review the Alphabet and the letter sounds
(5 minutes)
Rhyming Sounds
Students are giving CVC words. They have to change the beginning sounds for /d/ to make new rhyming words
Ex: rag
expected answer: dag
Lip- expected answer dip
Ect. / 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 CVC words and teacher keep changing either the beginning, middle or ending sounds to make new words:
Dad-did-dip-dap-tap-tip-sip-sap-sat-rat-rap-rip-lip-lap-lab-tab / Independent Reading / Independent Reading

Unit 3 Week 3 Day 3

Small Group Intervention

Sun (Intensive) / Moon (Strategic) / Rainbow (Core) / Sky (Advanced)
Review the Alphabet and the letter sounds
(5 minutes)
Segmenting Words
Students are given CVC words and have to delete the beginning sound
Given word: dog
Expected response: og
(10 minutes) / Making New Words
Students are given words and teacher keep changing either the beginning, middle or ending sounds to make new CVC words:
Dad-did-dip-dap-tap-tip-sip-sap-sat-rat-rap-rip-lip-lap-lab-tab
Review High Frequency words
Introduce leveled reading book
Independent Reading / Making New Words
Students are given words and teacher keep changing either the beginning, middle or ending sounds to make new CVC words:
Dad-did-dip-dap-tap-tip-sip-sap-sat-rat-rap-rip-lip-lap-lab-tab
Review High Frequency words
Introduce leveled reading book
Independent Reading / Independent Reading

Unit 3 Week 3 Day 4

Small Group Intervention/ Mini-lessons

Sun (Intensive) / Moon (Strategic) / Rainbow (Core) / Sky (Advanced)
Review the Alphabet and the letter sounds
(5 minutes)
Making New Words
Students are given words and teacher keep changing either the beginning, middle or ending sounds to make new CVC words:
Dad-did-dip-dap-tap-tip-sip-sap-sat-rat-rap-rip-lip-lap-lab-tab
Review High Frequency words
Introduce leveled reading book
Independent Reading / Review High Frequency words
Reading Strategy:
Readers look at the beginning sound to figure out the words
Introduce leveled reading book
Independent Reading / Review High Frequency words
Reading Strategy:
Readers look at the beginning sound to figure out the words
Introduce leveled reading book
Independent Reading / Review High Frequency words
Reading Strategy:
Readers look at through the word to help them figure out the word
Ex: spot, sound out pot sound add the /s/ sound at the beginning.
Introduce leveled reading book
Independent Reading

Unit 3 Week 3 Day 5

Small Group Intervention/ Mini-Lessons

Sun (Intensive) / Moon (Strategic) / Rainbow (Core) / Sky (Advanced)
Review the Alphabet and the letter sounds
(5 minutes)
Making New Words
Students are given CVC words to blend:
Dag dig dip dap did
Sag rag gig pig Tin
Reading Strategy: Readers look at the pictures to figure out what the story is about
Review High Frequency words
Introduce leveled reading book
Independent Reading / Independent Reading / Review High Frequency words
Reading Strategy:
Readers look at the beginning sound to figure out the words
Introduce leveled reading book
Independent Reading / Review High Frequency words
Reading Strategy:
Readers look at through the word to help them figure out the word
Ex: together:
Identify small words they know: to-get-her to be able to read the words
Introduce leveled reading book
Individual reading
Teams / Assessment
Sun
/ On going assessment:
Given multiple practices during Readers Workshops/Centers and Mini Lesson
  • Students will match beginning sound to pictures 80% of the time.

Moon
/ On going assessment:
Given multiple practices during Readers Workshops/Centers and Mini Lesson
  • Students will match beginning sound to pictures 80% of the time.
  • Students will match CVC words with pictures 80% of the time

Rainbow
/ On going assessment:
Given multiple practices during Readers Workshops/Centers and Mini Lesson
  • Students will match beginning sound to pictures 80% of the time.
  • Students will match CVC words with pictures 80% of the time
  • Students will read CVC words 80% of the time
  • Students will write short sentences using those CVC words and sight words of the week

Sky
/ On Going Assessment
Given multiple practices during Readers Workshops/Centers and Mini Lesson
  • Students will match beginning sound to pictures 100% of the time.
  • Students will match CVC words with pictures100% of the time
  • Students will write short sentences using those CVC and sight words of the week