Planning for Second Language Acquisition Challenges

Module 3 and 4: Planning for Differentiation 4

Your Name:

CSU-G Course:

Subject / Course:

Topic:

Lesson Title:

Level:

Lesson Duration:

Common Core or State Standard(s):

Description of Lesson as currently taught:

Pre-Assessment AND Stage of Second Language Acquisition (SLA), if Applicable

Pre-Assessment

Second Language Acquisition Stage Identification (Preproduction, Early Production, Speech Emergence, Intermediate Fluency, Advanced Fluency)

Learning Target (Objectives, Student Set Goals, and/or Essential Questions):

Learning Task (Remember to consider relevance and career/workforce readiness skills around what is being taught AND Second Language Acquisition Stage Instructional Modification Ideas) NOTE: if do not have any CLD students in your classroom, identify strategies that would meet the needs of other diverse learners who are performing above or below the majority of the students in the class:

Number of Days:

Learning Task

Student Differences

You have learned that differentiation consists of planning lessons in response to student differences in one or more of the following areas: Readiness, Interest, and/or Learning Profile/Style. Choose which area you will use to differentiate your lesson.

• Readiness: The level of a student’s skills or understanding of a topic, do some need scaffolding and others challenged?

• Interest: Finding ways for students to pursue individual areas of interest about the topic; will choices be given?

• Learning Profile/Style: What is the intellectual preference of the student? Individual vs. group work; multiple- intelligences, etc.

Varying Tasks

You have learned that in order to differentiate instruction the educator can vary the task in one or more of the following areas: Content, Process, and/or Product. Choose which area you will differentiate. Then describe in detail exactly how you will differentiate your lesson based on the area you selected.

• Content: What students are to learn

• Process: How students are to learn. Includes instructional strategies, adjustable assignments, and curriculum approaches.

• Product: How students show what they have learned. Includes performance tasks and assessment tools.

Feedback Strategy (Frequent checks for understanding):

Summative Assessment (Collect student data):

SOURCES: Add a References Page for the research/sources you used to determine your strategies above (begin on a new page and follow the APA guidelines in the CSU-Global Guide to Writing and APA Style).

Self-Reflection for Continuous Improvement:

Explain what went well in the implementation of your lesson. What changes would you make to improve based on student achievement data and/or evidence? A visual display of the student achievement data must be included (i.e., table, graph, chart, etc.). What are the next steps for the students in your class, a group of students, and/or an individual student to ensure EVERY student is proficient? What are the next steps for you in becoming better at differentiating your instructional approaches for all learners in your classes? Use research (Module readings from the course text and 1-2 articles from outside sources) to support your choices and ideas.

Evidence of Implementation:

Attach student work, photos of the lesson in progress demonstrating student motivation/engagement and/or any other evidence as proof of implementation. Remember to maintain student confidentiality (e.g., names removed, etc.) and follow school policies around student photos, etc.

SOURCES: Add any additional sources or research you used in this second part of the template to the Reference list you began earlier. (Remember to follow the CSU-Global Guide to Writing and APA Style).