Differentiation

As you proceed through this Communities Curriculum Unit, you'll be able to refer to this page for appropriate modifications and accommodations to use with students of differing abilities.

 * ===Students are being asked to create a photostory using images, write text, and type text. Then the text is practiced and read. Then the text is recorded. There are also collaboration objectives inherent in the project. For this specific activity, there are some modifications and accommodations that can be created that will assist all students in evidencing the objectives.===
 * 1) Heterogenously group students of varying strengths. Pair students into Pair Share partnerships that allow each child to contribute to a piece of the completed project. For instance, pair strengths with weaknesses, such as a stronger writer with a less skilled writer. Coach pair partners in what portions of the work they will complete.
 * 2) Consider student's progress on the process of the project, rather than the end product.
 * 3) For students who struggle with prosody in oral narratives, look for evidence of growth, including the use of prosody rubric that may be an alternative assessment.
 * 4) Allow oral narration only, without typed text.


 * ===Students will be asked to create a list of vocabulary words that relate to their vocation.===
 * 1) They will then use the Wordle program to evidence their relatedness of vocabulary to definition.
 * 2) Consider having students generate different responses such as vocabulary definitions, while other students generate the list and orally define their vocabulary words. Another option could be that students use their word in a sentence to indicate an understanding of the related vocabulary.
 * 3) Students could also utilize Wallwisher (link on page Web 2.0 tools) to post vocabulary words and definitions.
 * 4) Students could also use the taxego tool to create more theme based word clouds that have greater creative outlets for students.


 * ===Students will be asked to create a map of a community using the program "Neighborhood Map Machine."===
 * 1) Allow some students to work in pairs for this project as well.
 * 2) Create a model for students to refer to, or create a template and allow for a limited number of additions if student works at a slower pace.
 * 3) Although this program is available in the computer lab, there are 2 laptops in the library that are able to access the same program and can be saved on the Sdrive, so for those students who require additional time, consider using this program as a center during centertime.
 * ===Students will be creating an extension activity of "Make One Big Classroom Map" using art supplies and will be cutting and gluing etc. They will then be labeling their community sites.===
 * 1) For those students who are not as proficient in writing, consider making a label bank, and allowing students to select, rather than create words that relate to their community site.