DIFFERENTIATING INSTRUCTON

Writing in Science in Action – MEETING 6

Learning Objectives

1. Reflect on modeling and strategies the scaffolding strategies you’re using for the scientific writing.

2. Learn strategies for differentiating learning for ELL.

3. Plan for differentiated learning.

Reflecting on Practice

Meet with your teaching partner and reflect together. Use guiding questions to reflect on use

of modeling and scaffolding.

Types of Investigating – Animals (K)

TYPE FOCUS QUESTION

Describing - ComparingCollect numerical data and/or observations

ClassifyingSort or group observations.

Controlled Experimenting Conduct a “fair test” that relates effect of manipulated variable on responding variables when other variables are controlled.

Do snails move towards rough or smooth surfaces? (K)

Background Information for the Animals Video Episode

WIDA Proficiency Levels Language Development for ELL

Students

World Class Instructional Design and Assessment

Viewing and Discussing the Animals Video Episode

Meet with your teaching partner and . . . Discuss the guiding questions.

Planning for Differentiated Learning

Meet with your teaching partner and…. Discuss the guiding questions. Refer to the “Strategies for Your

Classroom” section in WISIA Chapter 7 Using Modeling and Scaffolding with ELL for tips on differentiated instruction for English language learners.

Refer WISIA Chapter 12 Emergent Writing includes specific strategies for teaching emergent writers.

Considering Next Steps

Meet with your teaching partner and …. Discuss the guiding questions

Homework – Shared Writing

You will meet in small groups. Practice “shared writing” from the lesson you will teach. Create a Teacher Scientist Notebook

entry and visual aids. Plan questioning. Materials needed – visual aids, chart

paper, markers

Prepare for Next Class

Take notes on class notes – organize, connect. Read: WISIA Chapter 7 Using Modeling and

Scaffolding with ELL View: Animals Video Episode (2nd time) Prepare for Shared Writing Rehearsal.