science journals. Formative Assessment Results: Students Changes Made During Lesson: Brainstormed were able to identify descriptive words words together, versus completing the activity and discern between real facts and independently in order to assist the students who as evidenced through their were unable to complete the assignment on their responses to teacher survey. Writing is own. still a struggle, but improvement is being seen. Timeline Learning Description of Learning Differentiation Assessment Goal Procedures Strategies and for Subgroup Addressed Interdisciplinary and as Needed Activities for Others #1 and #2 Day 8 *Students will *Compare and *Student who * Informal read a contrast is a good makes up observation fiction story way of reviewing subgroup was * Brainstorm 3/23/2009 about plants and synthesizing absent from * Teacher *Students will material contained class- all others Question & create a Venn in the selections. were able to Answer diagram *Students benefit perform the * Completed comparing from the visual activities with no journal entries elements of this support of the Venn interventions. *Participation to the diagram. No in the creation fictional *Making differentiation of an accurate selection they predictions is a needed during Venn diagram read last lesson valuable skill. this lesson. indicates *Students will success with make this activity. observations about plant growth and explain why some plants are not growing. *Observations will be recorded in plant journals. Formative Assessment Results: The Changes Made During Lesson: Student # 1 was students enjoyed the fiction a little absent The book was divided into 4 more, probably due to its uniqueness. All sections. I modeled recapping the first section students are doing well with and then gave each of the other students an comprehension. Student #3 needs oral opportunity to try which was successful and fluency practice and explicit instruction provided them with some fluency practice.
science journals. Formative Assessment Results: Students were able to identify descriptive words and discern between real facts and as evidenced through their responses to teacher survey. Writing is still a struggle, but improvement is being seen. Changes Made During Lesson: Brainstormed words together, versus completing the activity independently in order to assist the students who were unable to complete the assignment on their own. Timeline Learning Goal Addressed Description of Procedures Learning Strategies and Interdisciplinary Activities Differentiation for Subgroup and as Needed for Others Assessment Day 8 #1 and #2 *Students will read a story about plants *Students will create a Venn diagram comparing elements of this to the fictional selection they read last lesson *Students will make observations about plant growth and explain why some plants are not growing. *Observations will be recorded in plant journals. *Compare and contrast is a good way of reviewing and synthesizing material contained in the selections. *Students benefit from the visual support of the Venn diagram. *Making predictions is a valuable skill. *Student who makes up subgroup was absent from class- all others were able to perform the activities with no interventions. No differentiation needed during this lesson. * Informal observation * Brainstorm * Teacher Question & Answer * Completed journal entries *Participation in the creation of an accurate Venn diagram indicates success with this activity. 3/23/2009 Formative Assessment Results: The students enjoyed the fiction a little more, probably due to its uniqueness. All students are doing well with comprehension. Student #3 needs oral fluency practice and explicit instruction Changes Made During Lesson: Student # 1 was absent The book was divided into 4 sections. I modeled recapping the first section and then gave each of the other students an opportunity to try which was successful and provided them with some fluency practice. fiction
Impact%20on%20Student%20Learning%20Project.docx