Summary Sheet for Assignment 2: Differentiated Learning Experience

Name & Student Number: Demi Swaffer- 2117669

Curriculum (Learning) Area of Lesson or Learning Task: English- Language
Specific Topic of Lesson or Learning Task: Spelling
Year Level/s: 3

Differentiation Choices:

1. For this assignment, I have chosen to design a differentiated:

Learning Menu or Agenda
Choice Board
RAFT
Summative Assessment Task for Unit of Work
Lesson with Specific Adjustments for Students with Special Needs
Series of Tasks for Learning Centres or Stations
Learning Task or Lesson with Innovative Use of Technology to Support Differentiation

2. My lesson or learning task is differentiated to address differences in student:

Readiness
Interest
Learning profile preferences

Context

The created choice board will be placed within a differentiated word study unit where students
will work both individually and in groups to further develop their knowledge when spelling high
frequency words. Throughout the term, students will be provided structured activitys where
they will use their words and complete the requirements to ensure their understanding in
language and literacy. The choice board will be introduced after several lessons into the unit
and will be provided at the end of each lesson to allow for student stimulation and independent
study. The choice board provides students with nine options; therefore, it will be conducted
over five weeks towards the end of term. Students will be expected to complete two of the
activities to allow for one activity to be remaining within the fifth week. A summative
assessment will then be directed with an overall test of the words that have been provided to
students within the five weeks.

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Learning Objectives:

Understand how to use letter-sound relationships and less common letter patterns to
spell words (ACELA1485)

As a result of engaging with the differentiated lesson or task, students will: learn and
comprehend various spelling strategies to successfully spell their arranged words and
strengthen their spelling ability.

Understand that: Students will understand that the proposed activity will be used to ensure that
students can correctly spell their chosen words and to further support learners in their reading
and writing.

Know: Students will know their vowels and Can (do): Students will be able to easily memorise
consonants, including an understanding their chosen spelling words through various
towards sounds that are represented by spelling strategies provided on the given choice
various letter combinations. board.

Essential Questions:

What is a choice board?

Why do we use choice boards in spelling?

How do they assist students in spelling words?

Explanation:
Providing students with a choice board demonstrates a clear and concise differentiated learning
activity. It enables student stimulation and aims at student interest, as well as students who
have difficulties in reading and writing. Creating a differentiated task that focuses on students
interests despite disability permits engagement, development and motivation. Tomlinson
mentions in her article, Deciding to teach them all, how vital it is to focus on students
interests and needs, rather than the label of disability. Attending to students interests and
needs allows for concise instruction; thus, providing students with a calm and engaging
environment. By ignoring the thought of what motivates students, Tomlinson states that,
purpose propels human beings and that rich, purposeful curriculum propels students to master
whatever skills they need to succeed (2003). This indicates how important it is for teachers to
know their students and to cater for their interests to succeed in a high achievement.
As mentioned previously, the choice board aims too for students who have difficulties in
reading and writing. In Mercers article, it supports the idea of focussing on student interest. It
recommends for teachers to, read and discuss books of interest to students (pg. 131) who

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have difficulties with or avoidance of reading. Both adults and children need to be stimulated to
succeed in a task. Therefore, the choice board is a creative differentiated activity that can
stimulate students learning as it provides a variety of choices that embark all student interests.

References

Hoffmann, 3., & profile, V. (2017). Differentiated Word Study Program and Freebie.
3teacherchicks.blogspot.com.au. Retrieved 14 April 2017, from
http://3teacherchicks.blogspot.com.au/2015/06/differentiated-word-study-program-and.html

Mercer, K. Louise 2010, 'Supporting students with learning difficulties', in Tangen,

Donna, Engaging diverse learners, 2nd edn., Pearson Education Australia, French's Forest,
N.S.W., pp. 128-156

Tomlinson, C. A. (2003), 'Deciding to teach them all', Educational Leadership, vol. 61, no. 2, pp.
6-11.

Spelling lists for 5 weeks:

Group A Group B Group C Group D

1. mask wrench pilot coach

2. track hello write frog

3. stamp yellow inch though

4. stage bread reply vote

5. grade kept lines black

6. they better bigger sold

7. batch sentence rhyme hollow

8. chance eggshell iron lollipop

9. graph medal height telephone

10. trade metal divide octagon

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 Choice Board:

Word Study: Choice Board

Type your words Code Creation Colour Code

Type your words on a computer Quickly assign each letter of the Write the vowels in blue and the
or another device alphabet with a number, then consonants in red
write each word and write the
code

Dictionary Dig ABC order Rainbow

Write your words in alphabetical
Spelling
Look up your words in the
dictionary and write the order
Write your words 5x each with
definition
different colours

Picture Perfect Rhyme Time Silly Sentences

Write the word and draw a Write each word and write a Write each word in silly sentence
picture to represent it word that rhymes with it

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