Differentiation for LEP Students May 21, 2014. Connie Rogers STAR3 Facilitator WSFCS.

Differentiation for LEP Students

May 21 2014

Getting Started with

Connie RogersSTAR3 Facilitator

WSFCS

httpwwwonline-stopwatchcomdynamite-timerfull-screen

The Predictive Power of Mindset

bull Success comes from being smart bull Genetics environment determine

what we can do bull Some kids are smartmdashsome

arenrsquot bull Teachers canrsquot override studentsrsquo

profiles

bull Success comes from effort bullWith hard work most students can do most things bullTeachers can override studentsrsquo profiles bullA key role of the teacher is to set high goals provide high support ensure student focusmdashto find the thing that makes school work for a student

FIXED GROWTH

KNOW YOUR KIDS

HOW

Talk at the door Give interest surveys Use formative assessments Use small group instruction Use dialogue journals Have student conferences Host open room days Ask for student input Take notes while kids work Use Sticky Notes

Use notebooks Listen Seek varied perspectives Start or stop class with kid talk Go to student events Watch before amp after school amp at

lunch Keep student data cards Take notes during class Attend extracurricular activities Ask parents Ask students whatrsquos working for

them (amp whatrsquos not)

httpswwwteachingchannelorgvideosteacher-student-relationshipfd=1

Responsive TeachinghellipWho we teachWhat we teachWhere we teachHow we teach

IT TAKES ALL THE PARTS

Pre-

Assessment

Differentiation is not a set of strategies but rather a way of thinking about teaching amp learning

FOUR MAIN ELEMENTS TO MODIFY IN RESPONSE TO

VARIATIONS AMONG STUDENTS

Product

Learning Environment

Process

Content

ContentTeachers must ensure that ALL students havemeaningful access to the content

Therefore teachers do not vary from what theyteach as to how students encounter theinformation

bull Different graphic organizersbull Manipulativesbull Role playingbull Taped passages of textbull Leveled textsbull Native language texts

ProcessHow a student makes sense of or comes tounderstand the information the ideas and skillsthat are at the heart of a lesson

Class activityHomework assignmentLearning centerResearchWhat the students DO

ProductAssessments or demonstrations of whatstudents have come to know understand andbe able to do as a result of the learning

It is the childrsquos opportunity to show what theyhave learned (major assessment)bull APTbull Projectsbull Authentic assessmentsbull Problem based inquiriesbull Exhibitionsbull Portfolios

Learning EnvironmentBoth the operation and the tone of a classroom

It is the ldquoweatherrdquo that affects virtuallyeverything that transpires in a classroombull Rulesbull Proceduresbull Balances seriousness about learning with

celebration of successbull Mutual respect

DifferentiationDifferentiation is NOT Differentiation IS

Chaotic Proactive qualitative and rooted in assessment

Another way to provide homogeneous grouping

Multiple approaches to content processes and products

Just ldquotailoring the same suit of clothesrdquo

Student centered

The individualized instruction of the 1970s

Blend of whole-class group and individual instruction

The Role of Pre-Assessment in Differentiation

These three questions should guide every lesson Planning What do I want students to know andor to

be able to doPre-assessment Who already knows the information

andor can do itDifferentiation What can I do for them so they can

make continuous progress and extend their learning

Pre-assessment is especially critical to be able to determine the students level of readiness to proceed with the new unit of study

Pre-Assessment(Finding out)

Pre-testGraphing for GreatnessInventory KWLChecklist Observation Self-evaluation Questioning Graphic organizers

Time to Plan the Learning Event

All tasks must attend to the same learning goals

All tasks must be equally engagingProvide enough challenge to stretch

all students

Low Prep Strategies

for Differentiation

Differentiation is seldom about different outcomes for different kids Itrsquos about different ways to get kids where they need to go

Rememberhellip

Small group instruction and or flexible grouping can be a powerful way to differentiate

NO MORE

Buzzards Blue Jays WombatsX X X

Group 1 bull Meet with teacher bull Brainstorm for hot topics bull Web ideas for possible inclusion bull Develop a word bank bull Storyboard a sequence of ideas bull Make support ladders bull Begin writing

Group 2 bull Alone or in pairs develop a topic bull Make a bank of power ideas bull Web or storyboard the sequence and support bull Meet with teacher to ldquoratchetrdquo bull Begin writing bull Paired revision bull Paired editing

WRITING

Graphic Organizers ndash by readiness

The class does the same activity but more guidance is given for those who may need it

How the character looks ____________ ____________ ____________ ____________ ____________ ____________

How the character thinks or acts ____________ ____________ ____________ ____________ ____________

Most important thing to know about the character _______________________ ________________________________________________________________

Character Map-1

What the character says or does ____________ __________________ __________________ __________________ __________________ __________________

What the character really MEANS to say or do ____________ __________________ ______________________________________________________

The authorrsquos bottom line about this character ________________________________ ________________________________________________________________

Character Map-2

Clues the author gives us about the character ____________ ____________ ____________ ____________ ____________ ____________

Why the author gives THESE clues ____________ ____________ ____________ ____________ ____________

The authorrsquos bottom line about this character _______________________ ________________________________________________________________

Character Map-3

About 15 of a chaptermdashegbull Introduction bull Conclusion bull Critical passages bull Key graphics

Intended for English language learnersbull Also helpful for students bull with ADHD bull with learning disabilitiesbull who have difficulty making meaning bull who are weak readers

Highlighted Text

Try using one of these sentence starters when writing about what you have read (Try to use a different one than you used last time)I like the way I was surprised It reminds me of Irsquom excited I noticed I didnrsquot expect Irsquom curious about Irsquom not sure about It makes me think If I were It seems like I wonder I canrsquot wait to I enjoy It makes me I donrsquot understand

COMMENTS FOR THOUGHTFUL READERS

COMMENTS FOR THOUGHTFUL READERS (Use one of the sentence starters when writing about what you read Be sure you tell why you feel as you do) Three ways this story is better than____arehellipA place the author really grabbed my imagination was I wondered what the author was thinking when Something in the story that sounds like my life is Something in the story thatrsquos absolutely not like my life is The most creative thing in the story is If I could change I understand how a character felt when I had trouble understanding a character when An object that most reminds me of this story is An idea I had whole reading the story is The most important things to remember about this story are I think the author If I could talk to in the story Irsquod askhellip

Choices in Writing Prompts Learning Goals Know ndash details from Viorstrsquos Alexander and the Terrible Horrible No Good Very Bad Day Do ndash Write refer to textual details in this writing Understand ndash The descriptions and events in a story help a reader know more about the feelings and choices of a character Choose one of the following and write your response Use details from the story that we read

o Compare Alexanderrsquos Terrible Horrible Day to one of yours How are they similar and different o Create a different ending to the Terrible Horrible Day by changing some of the details of the story o Pretend you could talk to Alexander the day BEFORE his Terrible Horrible Day What advice would you give him to help him make it better

Speaking of ChoiceshellipConsider Think Tac Toe Activities

Think Tac ToeThink-Tac-Toe plays off the familiar childhood game It is a simple way to give students alternative ways of exploring and expressing key ideas and using key skills

bull As with related strategies it is important that no matter which choices students make they must grapple with the key ideas and use the keys skills central to the topic or area of study

bull In other words whichever choices the student makes heshe should be addressing the same KUDs as the others

Knowledge list define tell describe identify show label collect examine quote name who when where

Comprehension summarize describe interpret contrast predict associate distinguish

estimate discuss extend

Application apply demonstrate calculate complete illustrate show solve examine modify relate change classify experiment

Analysis analyze separate order explain connect classify arrange divide compare select explain infer

Synthesis combine integrate modify rearrange substitute plan create design invent what if compose formulate prepare generalize rewrite

Evaluation assess decide rank grade test measure recommend convince select judge explain discriminate support conclude compare

Comprehension or Evaluation

Application or Evaluation

Knowledge or Analysis

Underground Railroad - The Drinking Gourd and Barefoot - Grade 3Choose your own assignments You must choose at least three activities in a tic-tac toe design Color in each box as you complete each assignment Have funBuild aconstellation withmin-marshmallows

ComparecontrastUndergroundvsldquoRealrdquo railroadUse a Venn diagram andthen write 3 paragraphs

Technology -GeometryKidPix Project -Design a quilt

Drama amp Soundsbull Act out Barefootrsquosstory and interjectsounds being heardbull Video theperformances

Journaling -List of things runawaywill need for safepassage advice aboutsignals and possibleroute

Research stationsthat existed in RI

Mapping -bullSelect routebetween twodesignated pointsbullCalculate distancerunaway traveledeach day

Music -a analyze symbolism insongb create your own verse

DebateTrial-Different roles -unlawfulunethicalconsequencesHow to change law

Letrsquos look a little closer at a couple ofstrategies

ANCHOR ACTIVITIES SHOULDbull Tasks that students move to automatically aftercompleting assigned workbull Essential to student learning - not just time fillersbull Linked to curricular K-U-Dsbull Options offered from teacher andor studentgenerated listsbull May be generic or specifically linked to a topic ofstudybull Provide opportunities for all students to use anchoractivitiesbull Seldom graded

ANCHOR ACTIVITIES CAN BE

used in any subjectwhole class assignmentssmall group or individual assignmentstiered to meet the needs of differentreadiness levelsInterdisciplinary for use across contentareas or teams

DEAR Time - Silent ReadingJournal Writing or Learning LogsVocabulary WorkMath ldquoProblem of the DayrdquoLearning CentreSpelling PracticePortfolio ManagementChoice Boards (for different content areas)

Types of Anchor activities

Teach the whole class to work independently andquietly on the anchor activity

Using Anchor Activities toCreate Groups

Flip-FlopHalf the class workson anchor activity

Other half works ona different activity

13 works onanchor activity

13 works on adifferent activity

13 works withteacher---directinstruction

R A F Thellip an engaging high level strategy that encourages writing across the curriculum hellip a way to encourage students tohellip

ndashassume a role ndashconsider their audience ndashwrite in a particular formatndashexamine a topic from a relevant

perspective

All of the above can serve as motivators by giving students choice appealing to their interests and learning profiles and adapting to student readiness levels

Role Audience Format Topic

Me Myself Talk inside my head

My top 5 ideas about being a good friend

Classroom gerbil

Mouse outside the window

Conversation after school

Let me tell you what I saw today that makes me happy about the boys and girls who take care of me

Raffi 1st graders Rhyme or song

ldquoHerersquos How to Be a Friendrdquo

Bunny Other bunnies

Story or cartoon

What we should do to help each other

Papa Berenstain Bear

His Bear children

Chart or list Best Bear Behavior in School

Our class vocabulary words this week

Our class Jigsaw puzzle Together we make the big picture of a respectful community

Possible RAFT Formats to Differentiate by Learning Modality

Written Visual Oral Kinesthetic

Diary entryBulleted listObituaryInvitation RecipeMovie criticFAQsEditorialGossip column

Comic Crossword puzzleMapGraphic organizerPrint adPhotographFashion design

SongMonologueRadiocastMuseum guideInterviewPuppet showPolitical speechStory teller

ModelCheerMimeDemonstrationSales pitch with demosSew cook buildWax museum

What is Cubing

Cubing is an instructional strategy designed to help students think about a topic or idea from many different angles A cube includes 6 commands one on each of its six faces followed by a prompt that describes the task the students should do related to the command Cubing can help students think at different levels of Bloomrsquos Taxonomy

Example of how a command and task can be related to the same topic but differentiated in order to meet the needs of lower ability and higher ability students

1 Lower Question- Describe the desert using as much information as you can and involve your five senses in the description

2 Higher Question- Describe how your life would change if you moved to the desert Use your senses and explain why changes would occur

Side One Locate ItIn two minutes make a listof all of the places inwhich we find fractions inevery day life Have yourpartner time you

Side Two Define ItWhat is a fraction Howwould you explain whata fraction is to a firstgrader

Side Three Solve ItComplete fraction problems1-10 on page 65 Haveyour partner check yourwork

Side Four Analyze ItWhat are the parts of afraction Define eachpart and describe theirrelationships to oneanother

Side Five Think About ItWhen dividing fractionswhy do we have to ldquoinvertand multiplyrdquo Show yourthinking on paper

Side Six Illustrate ItCreate a childrenrsquospicture bookabout fractions Use ldquoGiveMe Halfrdquo as an example

KNOWLEDGEbull Who is the main

characterbull State two things

that happened in the story

COMPREHENSIONbull Write a summary

of the storybull List 2 words that

describe the main character

APPLICATIONbull Create a time line

of the events in the story

bull Illustrate the climax or turning point in the story

ANALYSISbull Compare yourself

with the main character

bull Compare this story with another one by the same

authorSYNTHESISbull Create a readerrsquos

theater from the text

bull Create an award for this story and

explain its significance

EVALUATIONbull Write a review of

this story for the newspaper

bull Persuade the media specialist to buy or not buy this

book

A

Bloomrsquos

Cube

THINK DOTS

ThinkDots10487291048729 Students begin ThinkDots by sitting with other studentsusing activity cards of the same color

10487291048729 Students roll the die and complete the activity on thecard that corresponds to the dots thrown on the die

10487291048729 If the first roll is an activity that the student does not wantto do a second roll is allowed

10487291048729 Teachers can create an Activity Sheet to correspond tothe lesson for easy recording and management

Make an acrostic poem using one of the main parts of a

plant Use the letters in the word to begin your poem Draw a picture to illustrate

your poem

Read the book The Little Seed Choose a plant and draw the life cycle beginning with the seed

Make a flip book about plants Label each page with

a different plant part (soil seed root stem leaf and

flower) Include a sentence and a picture on each page

Write a creative story about a plant and what it needs to survive Illustrate your story and then read your story to a

friend

Go to the enchanted learning website and choose the Little

Explorers English picture dictionary Choose five words to research Write the words and the definition on index cards

Draw a plant and label each part Be sure to include the

soil seed roots stem leaves and flower Draw two things the plant needs to survive in

the background

Teaching school is like teaching swimming lessons You have a couple of students that you can send off to the deep end and they will probably be okay by themselves There are a bunch of kids in the middle who you can teach something new to and then they can go off and practice But there are a few kids who if you take your eye off of for even a minute they will drownrdquo (5th grader)

Closing Analogy


Slide 2

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HOW

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Responsive Teachinghellip

Slide 15

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Content

Process

Product


Differentiation

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Pre-Assessment (Finding out)

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Getting Started with

Connie RogersSTAR3 Facilitator

WSFCS






profiles


FIXED GROWTH

KNOW YOUR KIDS

HOW








Pre-

Assessment




Product


Process

Content
















Student centered














all students

Low Prep Strategies

for Differentiation


Rememberhellip


NO MORE




WRITING






Character Map-1




Character Map-2




Character Map-3



Highlighted Text












































perspective





Classroom gerbil






Bunny Other bunnies

Story or cartoon



His Bear children










What is Cubing






























book

A

Bloomrsquos

Cube

THINK DOTS







your poem






friend





the background


Closing Analogy


Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Slide 7

HOW

Slide 9

Slide 10

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Slide 15

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Content

Process

Product


Differentiation

Slide 24

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profiles


FIXED GROWTH

KNOW YOUR KIDS

HOW








Pre-

Assessment




Product


Process

Content
















Student centered














all students

Low Prep Strategies

for Differentiation


Rememberhellip


NO MORE




WRITING






Character Map-1




Character Map-2




Character Map-3



Highlighted Text












































perspective





Classroom gerbil






Bunny Other bunnies

Story or cartoon



His Bear children










What is Cubing






























book

A

Bloomrsquos

Cube

THINK DOTS







your poem






friend





the background


Closing Analogy


Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Slide 7

HOW

Slide 9

Slide 10

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Slide 15

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Content

Process

Product


Differentiation

Slide 24

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KNOW YOUR KIDS

HOW








Pre-

Assessment




Product


Process

Content
















Student centered














all students

Low Prep Strategies

for Differentiation


Rememberhellip


NO MORE




WRITING






Character Map-1




Character Map-2




Character Map-3



Highlighted Text












































perspective





Classroom gerbil






Bunny Other bunnies

Story or cartoon



His Bear children










What is Cubing






























book

A

Bloomrsquos

Cube

THINK DOTS







your poem






friend





the background


Closing Analogy


Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Slide 7

HOW

Slide 9

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Content

Process

Product


Differentiation

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HOW








Pre-

Assessment




Product


Process

Content
















Student centered














all students

Low Prep Strategies

for Differentiation


Rememberhellip


NO MORE




WRITING






Character Map-1




Character Map-2




Character Map-3



Highlighted Text












































perspective





Classroom gerbil






Bunny Other bunnies

Story or cartoon



His Bear children










What is Cubing






























book

A

Bloomrsquos

Cube

THINK DOTS







your poem






friend





the background


Closing Analogy


Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Slide 7

HOW

Slide 9

Slide 10

Slide 11

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Slide 15

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Content

Process

Product


Differentiation

Slide 24

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Slide 65




Pre-

Assessment




Product


Process

Content
















Student centered














all students

Low Prep Strategies

for Differentiation


Rememberhellip


NO MORE




WRITING






Character Map-1




Character Map-2




Character Map-3



Highlighted Text












































perspective





Classroom gerbil






Bunny Other bunnies

Story or cartoon



His Bear children










What is Cubing






























book

A

Bloomrsquos

Cube

THINK DOTS







your poem






friend





the background


Closing Analogy


Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Slide 7

HOW

Slide 9

Slide 10

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Slide 15

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Slide 18

Content

Process

Product


Differentiation

Slide 24

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Product


Process

Content
















Student centered














all students

Low Prep Strategies

for Differentiation


Rememberhellip


NO MORE




WRITING






Character Map-1




Character Map-2




Character Map-3



Highlighted Text












































perspective





Classroom gerbil






Bunny Other bunnies

Story or cartoon



His Bear children










What is Cubing






























book

A

Bloomrsquos

Cube

THINK DOTS







your poem






friend





the background


Closing Analogy


Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Slide 7

HOW

Slide 9

Slide 10

Slide 11

Slide 12

Slide 13


Slide 15

Slide 16

Slide 17

Slide 18

Content

Process

Product


Differentiation

Slide 24

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Slide 27

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Slide 64

Slide 65
















Student centered














all students

Low Prep Strategies

for Differentiation


Rememberhellip


NO MORE




WRITING






Character Map-1




Character Map-2




Character Map-3



Highlighted Text












































perspective





Classroom gerbil






Bunny Other bunnies

Story or cartoon



His Bear children










What is Cubing






























book

A

Bloomrsquos

Cube

THINK DOTS







your poem






friend





the background


Closing Analogy


Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Slide 7

HOW

Slide 9

Slide 10

Slide 11

Slide 12

Slide 13


Slide 15

Slide 16

Slide 17

Slide 18

Content

Process

Product


Differentiation

Slide 24

Slide 25


Slide 27

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Slide 59

Slide 60

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Slide 62

Slide 63

Slide 64

Slide 65












all students

Low Prep Strategies

for Differentiation


Rememberhellip


NO MORE




WRITING






Character Map-1




Character Map-2




Character Map-3



Highlighted Text












































perspective





Classroom gerbil






Bunny Other bunnies

Story or cartoon



His Bear children










What is Cubing






























book

A

Bloomrsquos

Cube

THINK DOTS







your poem






friend





the background


Closing Analogy


Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Slide 7

HOW

Slide 9

Slide 10

Slide 11

Slide 12

Slide 13


Slide 15

Slide 16

Slide 17

Slide 18

Content

Process

Product


Differentiation

Slide 24

Slide 25


Slide 27

Slide 28

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Slide 65

Low Prep Strategies

for Differentiation


Rememberhellip


NO MORE




WRITING






Character Map-1




Character Map-2




Character Map-3



Highlighted Text












































perspective





Classroom gerbil






Bunny Other bunnies

Story or cartoon



His Bear children










What is Cubing






























book

A

Bloomrsquos

Cube

THINK DOTS







your poem






friend





the background


Closing Analogy


Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Slide 7

HOW

Slide 9

Slide 10

Slide 11

Slide 12

Slide 13


Slide 15

Slide 16

Slide 17

Slide 18

Content

Process

Product


Differentiation

Slide 24

Slide 25


Slide 27

Slide 28

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Slide 30

Slide 31

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Slide 56

Slide 57

Slide 58

Slide 59

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Slide 61

Slide 62

Slide 63

Slide 64

Slide 65


Rememberhellip


NO MORE




WRITING






Character Map-1




Character Map-2




Character Map-3



Highlighted Text












































perspective





Classroom gerbil






Bunny Other bunnies

Story or cartoon



His Bear children










What is Cubing






























book

A

Bloomrsquos

Cube

THINK DOTS







your poem






friend





the background


Closing Analogy


Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Slide 7

HOW

Slide 9

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Content

Process

Product


Differentiation

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NO MORE




WRITING






Character Map-1




Character Map-2




Character Map-3



Highlighted Text












































perspective





Classroom gerbil






Bunny Other bunnies

Story or cartoon



His Bear children










What is Cubing






























book

A

Bloomrsquos

Cube

THINK DOTS







your poem






friend





the background


Closing Analogy


Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Slide 7

HOW

Slide 9

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Content

Process

Product


Differentiation

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Slide 60

Slide 61

Slide 62

Slide 63

Slide 64

Slide 65



WRITING






Character Map-1




Character Map-2




Character Map-3



Highlighted Text












































perspective





Classroom gerbil






Bunny Other bunnies

Story or cartoon



His Bear children










What is Cubing






























book

A

Bloomrsquos

Cube

THINK DOTS







your poem






friend





the background


Closing Analogy


Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Slide 7

HOW

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Slide 18

Content

Process

Product


Differentiation

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Slide 27

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Slide 29

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Slide 56

Slide 57

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Slide 60

Slide 61

Slide 62

Slide 63

Slide 64

Slide 65






Character Map-1




Character Map-2




Character Map-3



Highlighted Text












































perspective





Classroom gerbil






Bunny Other bunnies

Story or cartoon



His Bear children










What is Cubing






























book

A

Bloomrsquos

Cube

THINK DOTS







your poem






friend





the background


Closing Analogy


Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Slide 7

HOW

Slide 9

Slide 10

Slide 11

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Slide 13


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Slide 16

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Slide 18

Content

Process

Product


Differentiation

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Slide 61

Slide 62

Slide 63

Slide 64

Slide 65




Character Map-2




Character Map-3



Highlighted Text












































perspective





Classroom gerbil






Bunny Other bunnies

Story or cartoon



His Bear children










What is Cubing






























book

A

Bloomrsquos

Cube

THINK DOTS







your poem






friend





the background


Closing Analogy


Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Slide 7

HOW

Slide 9

Slide 10

Slide 11

Slide 12

Slide 13


Slide 15

Slide 16

Slide 17

Slide 18

Content

Process

Product


Differentiation

Slide 24

Slide 25


Slide 27

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Slide 31

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Slide 59

Slide 60

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Slide 62

Slide 63

Slide 64

Slide 65




Character Map-3



Highlighted Text












































perspective





Classroom gerbil






Bunny Other bunnies

Story or cartoon



His Bear children










What is Cubing






























book

A

Bloomrsquos

Cube

THINK DOTS







your poem






friend





the background


Closing Analogy


Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Slide 7

HOW

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Slide 10

Slide 11

Slide 12

Slide 13


Slide 15

Slide 16

Slide 17

Slide 18

Content

Process

Product


Differentiation

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Slide 65



Highlighted Text












































perspective





Classroom gerbil






Bunny Other bunnies

Story or cartoon



His Bear children










What is Cubing






























book

A

Bloomrsquos

Cube

THINK DOTS







your poem






friend





the background


Closing Analogy


Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Slide 7

HOW

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Content

Process

Product


Differentiation

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Slide 57

Slide 58

Slide 59

Slide 60

Slide 61

Slide 62

Slide 63

Slide 64

Slide 65












































perspective





Classroom gerbil






Bunny Other bunnies

Story or cartoon



His Bear children










What is Cubing






























book

A

Bloomrsquos

Cube

THINK DOTS







your poem






friend





the background


Closing Analogy


Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Slide 7

HOW

Slide 9

Slide 10

Slide 11

Slide 12

Slide 13


Slide 15

Slide 16

Slide 17

Slide 18

Content

Process

Product


Differentiation

Slide 24

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Slide 60

Slide 61

Slide 62

Slide 63

Slide 64

Slide 65




Classroom gerbil






Bunny Other bunnies

Story or cartoon



His Bear children










What is Cubing






























book

A

Bloomrsquos

Cube

THINK DOTS







your poem






friend





the background


Closing Analogy


Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Slide 7

HOW

Slide 9

Slide 10

Slide 11

Slide 12

Slide 13


Slide 15

Slide 16

Slide 17

Slide 18

Content

Process

Product


Differentiation

Slide 24

Slide 25


Slide 27

Slide 28

Slide 29

Slide 30

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Slide 54

Slide 55

Slide 56

Slide 57

Slide 58

Slide 59

Slide 60

Slide 61

Slide 62

Slide 63

Slide 64

Slide 65







What is Cubing






























book

A

Bloomrsquos

Cube

THINK DOTS







your poem






friend





the background


Closing Analogy


Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Slide 7

HOW

Slide 9

Slide 10

Slide 11

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Slide 13


Slide 15

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Slide 18

Content

Process

Product


Differentiation

Slide 24

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Slide 27

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Slide 54

Slide 55

Slide 56

Slide 57

Slide 58

Slide 59

Slide 60

Slide 61

Slide 62

Slide 63

Slide 64

Slide 65





























book

A

Bloomrsquos

Cube

THINK DOTS







your poem






friend





the background


Closing Analogy


Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Slide 7

HOW

Slide 9

Slide 10

Slide 11

Slide 12

Slide 13


Slide 15

Slide 16

Slide 17

Slide 18

Content

Process

Product


Differentiation

Slide 24

Slide 25


Slide 27

Slide 28

Slide 29

Slide 30

Slide 31

Slide 32

Slide 33

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Slide 35

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Slide 53

Slide 54

Slide 55

Slide 56

Slide 57

Slide 58

Slide 59

Slide 60

Slide 61

Slide 62

Slide 63

Slide 64

Slide 65

THINK DOTS







your poem






friend





the background


Closing Analogy


Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Slide 7

HOW

Slide 9

Slide 10

Slide 11

Slide 12

Slide 13


Slide 15

Slide 16

Slide 17

Slide 18

Content

Process

Product


Differentiation

Slide 24

Slide 25


Slide 27

Slide 28

Slide 29

Slide 30

Slide 31

Slide 32

Slide 33

Slide 34

Slide 35

Slide 36

Slide 37

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Slide 39

Slide 40

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Slide 42

Slide 43

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Slide 46

Slide 47

Slide 48

Slide 49

Slide 50

Slide 51

Slide 52

Slide 53

Slide 54

Slide 55

Slide 56

Slide 57

Slide 58

Slide 59

Slide 60

Slide 61

Slide 62

Slide 63

Slide 64

Slide 65



your poem






friend





the background


Closing Analogy


Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Slide 7

HOW

Slide 9

Slide 10

Slide 11

Slide 12

Slide 13


Slide 15

Slide 16

Slide 17

Slide 18

Content

Process

Product


Differentiation

Slide 24

Slide 25


Slide 27

Slide 28

Slide 29

Slide 30

Slide 31

Slide 32

Slide 33

Slide 34

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Slide 55

Slide 56

Slide 57

Slide 58

Slide 59

Slide 60

Slide 61

Slide 62

Slide 63

Slide 64

Slide 65


Closing Analogy


Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Slide 7

HOW

Slide 9

Slide 10

Slide 11

Slide 12

Slide 13


Slide 15

Slide 16

Slide 17

Slide 18

Content

Process

Product


Differentiation

Slide 24

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Differentiation for LEP Students May 21, 2014. Connie Rogers STAR3 Facilitator WSFCS.

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Transcript of Differentiation for LEP Students May 21, 2014. Connie Rogers STAR3 Facilitator WSFCS.