My Top Ten ListDate

flescribe the Top Ten things you need tolJknow about this historical event, includinga descript ion of what i t is or was, the placeand time period in which it occurred, its purpose,

its causes and effects, i ts signif icance, whowas involved with i t . how it is/was related tosomething else we studied:

1

2

3

4

5

6

7

8

9

10

25 Quick Formative /ssessmenls for a Differentiated Classroom. @ 2009 by Judith Dodge . Scholastlc Teaching Resources

My Top Ten ListDate

flescribe the Top Ten things you need tolJknow about th is histor ical f igure, including:the place or t ime period in which the personl ived, his or her background or posi t ion, the

person's accomplishments and hiVher impacton society, the person's attributes, obstacles theperson may have oV€fcorn€:

1

2

3

4

5

6

7

8

I

10

25 Quick Formative Assessments for a Differentiated Ctassroom . @ 2W by Judith Dodge . Scholastic Teaching Resources

flescribe the Top Ten things you need tolJknow about th is concept, including i tsdef i n ition, attri butes, characteristics, exa m pl es,to what category it belongs, how it works, steps

involved in i t , t ips and hints to help rememberit, when we might use it in real l i fe, why it 'simportant to know about, how it is related tosomething else we studied:

1

2

3

4

5

6

7

I

9

10

25 Quick Formative Assessments for a Differentiated Classroom. @ 2@ by Judith Dodge . Scholastic Teaching Resources

My Opinions JournalDate

Use one of the sentence stems below (or choose your own) to respond to the "big idea" above:

r In my opinion, _ leads to _. r I feel it is important to _ because_.r I believe_ is beneficial/dangerous because _. r I used to believe/think/feel _, but now Ir I think _ is necessary/important because_, believe/think/feel _ because _.

25 Quick Formative Assessments for a Differentiated Classroom. @ 2009 by Judith Dodge . Scholastlc Teaching Resources

i_-*___"i

My Math Textbook Page - TDate

Description/Summary of the Concept: Examples/Step-by-Step I nstructions:

Hints/l-ips:Keep in mind . . . Remember to .

The most important things to understand aboutthis concept are:

How this concept relates to other conceptswe've studied:

URLs to find out more and to practice:

25 Quick Formative Assessments for a Differentiated Classroom r @ 2009 by Judith Dodge . Scholastic Teaching Resources

My Science Tbxtbook PageDate

Questions raised about the phenomena (priorto the investigation)

Descri ption/Overview/Su mmary of the ConceptExplored:

Key Vocabu lary Terms/Def i n itions/Exam ples: Visual Representation of the ExperimenVDemonstration:

Explain in words what you have discovered/conc I usions drawn : CauseVEffects-Sequence-Cyc les/Patterns-Prob lem/Sol ution, etc.

Where does this phenomenon exisVoccur in thereal world? Give at least two examples.

25 Quick Formative Assessments for a Differentiated Classroom o @ 20@ by Judith Dodge . Scholastic Teaching Resources

Description/Summary of the Topic: Key Vocabulary Terms:

lmportant Historical Figures and TheirContributions:

Historical DevelopmentVKey Events:

Geography/Economy: Achievements:

My Social Studies Textbook PageDate

25 Quick Formative Assessrtenb for a Differentiated Classroom. O 2mg by Judith Dodge . Scholastic Teaching Resources

\flriteAbout ---**--"tI

Name Date

Draw a picture or write symbols in | list Key Words about the topicthis box to summarize the topic

I "

Paragraph: Summarize your learning by using the terms above in a paragraph about the topic.Check off the terms as you use them. Then circle the terms in your paragraph.

i ll -It. ___'_

25 Quick Formative Assessments for a Differentiated Classroom o @ 2009 by Judith Dodge . Scholastic Teaching Resources

Turn 'n'Talk

r What are the most important ideas toremember?

r What are some of the details related toeach idea?

r What questions do we need to ask sothat we can understand this informationbetter?

I How is this information related tosomething else we know?

r What are the most important ideas toremember?

r What are some of the details related toeach idea?

r What questions do we need to ask sothat we can understand this informationbetter?

I How is this information related tosomething else we know?

r What are the mostremember?

important ideas to

f What are some of the details related toeach idea?

r What questions do we need to ask sothat we can understand this informationbetter?

I How is this information related tosomething else we know?

r What are the most important ideas toremember?

r What are some of the details related toeach idea?

r What questions do we need to ask sothat we can understand this informationbetter?

I How is this information related tosomething else we know?

25 Quick Formative 4ssessmenls for a Differentiated Classroom . @ 2W by Judith Dodge . Scholastic Teaching Resources

ts*-*---

Name

O u ick!/ritelQ u ic k D rdw

25 Quick Formative Assessments for a Differentiated Classroom. O 2008 by Judith Dodge . Schotastic Teaching Resources

Picture Note Making

Draw a picture to help you remember as much as you canabout the topic:

List three important ideas about the topic:

1,

Filming the ldeasDate

What I Need to Find Out

lllustrate, Solve, and Label

Explain and Iustify

25 Quick Formative,Assessrrenb for a Differentiated Classrcom. @ 2009 by Judith Dodge . Scholastic Teaching Resources

Name:

KWhat I Know

WWhat I Want to

Know

LWhat I Learned

http ://specialed.about.com

/Select 1 person from the class that you don't know. Compare/contrast your summer vacation.

http : I I sp ecialed. about. com

Compare & Contrast

Differences

Similor i t ies

Charocter Nome

Diff erences

Chorocter Nome

Nome:httpt / / sps6ioled.obout.com

Differentiated I nstructiona I Strategies

Scaffolding Struggling Learners

r 0ffer teacher direction (reteaching with a differentmethod).

r Allow the student to work with a reading partner, studybuddy, or learning partner. (Buddy-up an Englishlanguage learner (ELL) with another student.) This willprovide peer support for collaborative learning.

r Allow students to use class notes, textbooks, and/or otherclassroom resources to complete the task.

r Provide a model or exemplar (of a similar problem solvedor a sample of the type of writing expected).

r Furnish step-by-step directions; break down the task.r Provide hints or tips.r Color-code different elements; highlight for focusing;

provide "masks and markers" for focused attention onspecific text,

r Provide sentence strips, sticky labels with terms,or manipulatives (plastic coins, Judy clocks, Unif ix

cubes, fraction t i les, number l ines, algebraic t i les,calculators, etc.),

r Provide a partially completed graphic organizer oroutl ine.

r Provrde out-of-sequence steps for students to reorganize.r Provide a cloze (fill-in{he-blank) paragraph (with or

without a word box) for students whose language isextremely limited or for those who struggle withgrapho-motor ski l ls.

n Give a framed paragraph or essay (with sentencestarters to help organize the writing).

r Provide guided questions.r Supply a word bank and definitions.r Support with visuals, diagrams, or pictures.r Provide words on labels lor students to simply pull off

and place appropriately.u Allow addit ional t ime.

Challenging Advanced Learners

r Design activit ies that are more complex, abstract,independent, and/or multisiep.

r Pose a challenge question or task that requires them tothink beyond the concrete and obvious response {fromthe newly learned material) to more abstract ideas andnew use ol the information.

r Require more complex expression of ideas: differenttypes of sentences, synonyms, more than one adjective oraction (verb) to describe what's happening.

r Require that metaphors and similes, idiomatic expres-sions, 0r specific literary elements be included in theirwriting.

r Ask students to make text-to-text and textto-worldconnections (more abskact than textto-self connections).

r Require students to note relationships and point out con-nections among ideas: c0mpare and contrast; cause andeffect; problem and solution; sequence, steps, or changeover time; advantages and disadvantages; benefits; etc.

r Ask students to tell the story from a different point of view.r Ask students to place themselves into the story or time

period and write from the first-person point of view.r Ask students to consider "What if?" scenarios.r Provide multistep math problems.: lnclude distracters.r Do not provide a visual prompt.r Ask students to suggest tips or hints that would help

others who struggle to make sense of the informationr Provide a problem or model that does not work; have

students problem-solve.r Have students create their own pattern, graph, experi-

ment, word problem, scenario, story, poem, etc.s Have students use the information in a completely new

way (Design an awarcness campaign about ... ; Createa flier to inform ...; Write/give a speech to convince ...;lt/rite an afticle to educate ...; Write an ad to warn othersabout ..; Design a prlgran to solve the problen of ....)

25 Quick Fomative Assessments for a Differentiated Classrccn. O 2009 by Judith Dodge o Scholastic Teaching Resources

?'

Pluc. Mat...K to AJultPlace Mat involves groups of studentsworking both alone and together around asingie piece of paper to simultaneouslyinvolve all members. Tire paper is divided upinto pieces based on the number of member:sin the group u'itir a central sqLlare or cilcle.Ideally, groups of two to for.rr rn,ork best. Itcan be used with groups of five, six, andseven, but if you do, the students should beskilled at group work.

Materials: piece of chart paper, pen orpencil for each person and a place to set thepaper. Place Mat also works with regular8-112 x 11 inch paper; however, the chartpaper is more enjoyable as it provides thestudents with a bit more room and it's easierto read what others have u'ritten.

Application of this tactic:Situation 1: You have read a story or a poemand you want the students to take tire time toreflect, write, and share their ideas related toa key question or issue. Then do Place Mat.

Situation 2: You are starting a unit on energyor spring or government and you want toknow in'hat the students already knour Youput them into groups of two or three and doPlace Mat.

Situation 3: Yor-r have illr-rstr"ated hor.r' tobalance an equation or factor an equation orsolve an addition story problem. You thenput one question on the board and eachstudent works out the solution in their space.They then share their thinking with others inthe group. As an extension, you can putdifferent questions on the board (one foreach student in the group) and now studentswork on their own question. \7hen finished,they share their solution with the rest of thegroup,

Situation 4: You are attempting to come toconsensus around an issue. Each personwrites (in their'space) what he or she thinksare the most important issues. They thsncircle two or three ideas and star the mostimportant idea to consider. They then taketurns reading their list to the group andidentifying the most important issue. Thenext person writes that key idea in the box inthe middle, Repeat for each person. XThenfinished, the group has the kef i6."t of thegroup, with each person knowing their voicewas heard and respected.

Situation 5: You are watching a video andyou \ rant the students' minds engaged andaccountable for key' inlot*ation (you caneven assign them different questions toanswer about the video). Thel' jot downideas during the video and share the ideaswith their group.

S

-.-Q-'''Beyond Monet I Barrie Bennett / Carol Rolheiser

32 J STRATEGIES FOR TEACHING DIFFERENTLY

THINK, PAIR, SHARE J

This is another c6operative learning technique that helps students give meaning to the info

they receive

Directions:

1. Students listen while the teacher poses a question'

2. Students are given tirne to think of a response. (Variation: Students write a response.,

3. Students turn to a partner and discuss their responses'

4. Groups share their responses with the class.

How to Use

. During those times'when you wanl to give a great deal of information to the class but you. do it with a minimum of lecture.

, . During class discussion so that all students have an opportunity to participate.

. After a new concepthas been introduced, to provide opportunities for clarification.

Example: For the unil on Hunger, the teacher mightsay, "ln this country,we produce en0ugnevery man, woman, and child in the world to have 2100 calories a day. Why, then, are people I

1. Students are given time to think of a response.

2, Students would share their ideas with a partner or their study group.

3, Groups would share their ideas with the class.

Your Rubric: Digital Storytelling : Hansel and Gretel

RUbiStar Rubric Made Using:RublStar ( http://rubistar.4teacherc.org )

Digital Storytelling : Hansel and Gretel

Teacher Name: Dr. Campbell

Student Name:

Date Created: Mar 17,2010 08:25 pm (UTC)

http://rubistar.4teachers.org/index.php?screen:CustomizeTemplatePrint&

Page I of2

CATEGORY 4 3 2 1Point of View -Purpose

Establishes apurpose early onand maintains aclear focusthroughout.

Establishes apurpose early onand maintains focusfor most of theDresentation.

There are a fewlapses in focus, butthe purpose is fairlyclear.

It is difficult to ligureout the purpose of thepresentation.

Point of View -Awareness ofAudience

Strong awarenessof audience in thedesign. Studentscan clearly explainwhy they felt thevocabulary, audioand graphicschosen fit the targetaudience.

Some awareness ofaudience in thedesign. Studentscan partially explainwhy they felt thevocabulary, audioand graphicschosen fit the targetaudience.

Some awareness ofaudience in thedesign. Students findit difficult to explainhow the vocabulary,audio and graphicschosen fit the targetaudience.

Limited awareness ofthe needs andinterests of the targetaudience.

Voice -Consistency

Voice quality is clealand consistentlyaudible throughoutthe presentation.

Voice quality is clearand consistentlyaudible throughoutthe majority (8$95%) of thepresentation.

Voice quality is clearand consistentlyaudible through some(7G84%)of thepresentation.

Voice quality needsmore attention.

lmages lmages create adistinc{ atmosphereor tone that matchesdifferent parts of thestory. The imagesmay communicatesymbolism and/ormetaphors.

lmages create anatmosphere or tonethat matches someparts of the story.The images maycommunicatesymbolism and/ormetaphors.

An attempt was madeto use images tocreate anatmosphere/tone butit needed more work.lmage choice islogical.

Little or no attempt touse images to createan appropriateatmosphereftone.

Duration ofPresentation

Length ofpresentation was 4minutes.

Length ofpresentation was 3minutes.

Length ofpresentation was 2minutes.

Presentiation was lessthan 2 minutes longOR more than 4minutes.

Grammar Grammar andusage were conect(for the dialectchosen) andcontributed toclarity, style andcharacterdevelopment.

Grammar andusage were typicallycorrecl (for thedialect chosen) andenors did notdetracl fiom thestory.

Grammar and usagewere typically conectbut enors detractedfrom story.

Repeated errors ingrammar and usagedistracted greatlyfrom the story.

3n7/2010

TIC - TAC- TOE BOARD

Select the poetic elementthat you believe is themost powerful. present acase to support yourbelief using a chart.A

Find a prose paragraphand rewrite itincorporating poeticelements.A

Write a poem thatincf udes at least twodifferent poetic elements.ALL

Perform a skit with theconversation scriptedusing one of the poeticelements.A

Create a poster for apoeticelement. Includeits definition and anexample of its use in apoem.B

Sefect a magazinephotograph and tell itsstory using three poeticelements.A

Differentiation of InstructionContent-Process-Product Grid

Content:

Process skills__>

Product typesI

I

Knowledge

define labelidentift showrecall examinerecognize collect

Comprehension

explain interpretsummarize predicttranslate describedemonstrate

Application

apply experimenlsolve show

Analysis

classify relateconnect organizeiuTange comparedifferentiate

Synthesis

design composeimagine constructcombinehvpothesize

Evaluation

decide judgecriticize raterank assess

Oraldebate lecturediscussionradio showmock trial

Visual

story book mapcomic ship charttime line gaphdiagram collagedisolav

Kinestheticmaze skit/playmodel dioramasculpture puzzlelab experimentmanioulative

Written

short story joumalreport diaryeditorial poemreview letter

Technological

website webquestvideo blogpower point

Kathleen Campbell, 2008

Strategy #5

Gub,f,ng & Bfioonfttns

l rr : l ) IeVlouS l j t lel tegl i :roolessecL ways

to reach drfferent learning modaiitiesl l r rnt t r r l r t l rp l r rh i r rn c l rAlAn\/ Vnr nen..^, ""U,,

aiso create cubes in which the rnstructions oneacir srde of the cube correspond to one level

of Bloom's Taxouomy. Tlus rs a great way to

build higher-level thtniring slrllls.

STEP BY STEP. Fol a cube pattern, turn to the Bloom's

Cube reproducible on page l l l .

. Sinr:e vnl nrA\/ 1^/2nt to come back and

rc-rstr thp nrrhc natteln later With Other

conlent, make one copy of the paitern

on plain whrte paper. (You might want tor rse t i rc enlarnirro featr t re nn the r :nnic ' ' i11vvyr e I

order to give yourself more roonr to write.)

. See how there are six srdes to the pat-

tern, and how each srde clf the cube pat-

teru has a command? And you know howBloom's Taxonomy deals with six lerrels ofthinking? I'm so glad Ben made thrs easyfor us! What you're going to do is addsner: i f i r : inslrrrnl inr lg tO eaCl i baSiC COm-

mand so that you creale an appropriate

task for each level of thinking.

. To help students understand tire process,l r r l nrndpl inn l I r iq ctr :1anrr f i rc l rnr i th e

non-academic topic. For example, make ar : t thp rs inn t l re nnrppsndS in t j fe bOX On

tiris page and based on the subject of the

class vnrr ' rc lpar- l r ino {e o " l lesr:r ihe urhal]Y IU.Y.,

THE BLOOM'S CUBEYolr can mat(e i i cuire to erlcouroqe

i r , r I r r r - lcvcl 1 i r i r r l : inrr lxr qr ar l r r ro rnt i I l , 1 I r r .qr .. , ' , : , ' 'commands on the srx sides of the cube:

n^-^- ;k^, , . -^, . , ledgelevel)uGDUrlUE. I ] \ ITUVV

Fvnl r i n ie nmnrah on ci nn I orrel I!^yru] I l lUwl l l lJ lUl lu l lJ IUI j lwvvl ,

Develop . . . {appiication level)

Classi fy. . . {anaiysis ieve})f l roato i nornr lcrrnt l rocic lorrol l

' loJrrr4vu

Tn rznrrr nnininn lerr : l r r r ' l inn lerrpl \

For example, suppose a class is study-

ing the impact of the Internet on the

democrati.zation of access to information.

The sides of the cube might read:

. Describe the different ways the Internet

has changed how information is obtained^- i ^-^-^^^+^iorru PrulJqvorvu,

. Explain howyou surveyed other students,

teachers, the administration, and commu-

nity nrembers about their use of MySpace,lAI i i< iner i i r h lnnc cfn

. Develop a graph showing the effects of

our shift into the Inlormation Age.

. Classify the problems we face in terms

of the way we use information, check its

reliabil i ty, arrd provide access to its

creation and communication.

. Create solutions to some o1 the problems

we face with information overload and

managemeni.

. Tn vorrr onirr ion. l ras Lhe lnter l let createdmnrp qnae o fnr- r iamnnrnnrr rnd +hn ch rv i r rarrruru D}J@uv /vr uulrJvut quy qrru Lt ig Drrql t l lv

of ideas and information?

Chapter Two, StrategY #4

Gwhe Faffewr

Gtrapten Twc, StrategY #5

WIatEa Gwhe

Descr ibe how you

vvoutd soLl,e

Imagine whatwoutd happen i fthe FythagoreanTheorern didn't

exist.

Cornpare and con-trast exponentiatfunct ions, s ine,cosine, tangent,and cotangent.

Formulate a wordproblem using

the PythagoreanTheorem.

Make a game thatuses any of the problems on page

as a guide.

Diagram or i l tustratethe solut ion to the

problem onpage Write

a descr ipt ion of thevisual you create.

Chapter Two, Stnategy #4

Far KEne sthet.i;e F"eer,EEt,eES

Show [row

trmaEine you werein this s i tuat ion

Think about whenyou

Act out

Foint to

Suppose you were

to

Chapter Two, $trategy #5

tsEaoEEGus Gcfrbe