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DRAFT OF

DIFFERENTIATED
INSTRUCTION PLAN

SCENARIO B
Mr. Jones teaches 2nd grade reading with 20 students. They are
working on using apostrophes to form contractions and frequently
occurring possessives. The instruction he has done so far on this topic
has been direct, whole group instruction. Based on a classwork
assignment he collected yesterday, 10 students have mastered the
skill, and 10 have not. Based on an interest inventory Mr. Jones gave
at the beginning of the year:
the 10 students who have mastered the skill have interests in sports
and reading
the 10 students who have not yet mastered the skill have interests
in movies and solving puzzles

EVALUATING THE DATA &


THE NEXT STEP
Mr. Jones knows what his students interest are, and he can use
their interest to create personalized problems.
For the group that has mastered apostrophes, Mr. Jones can provide
opportunities for them work on the more advanced skills through activities that
incorporate their interests in sports and reading.
Mr. Jones will reteach apostrophes to the students who have not yet mastered
apostrophes, but he will do so by incorporating their interest in movies and
solving puzzles. Doing so will make the lesson more interesting, meaningful, and
engaging to the learner.

To do this, Mr. Jones will use learning rotation centers.


allowing him to better meet the needs of his students by providing small group
instruction
Allowing him to create lessons that provide many different opportunities for his
students to make sense of the content.

DEVELOPING INTEREST
CENTERS
Mr. Jones will create center activities that derive from student interest.
Some interest center ideas:
The children who are interested in movies could create a short film about apostrophes,
and later share with the class.
Students who are interested in puzzles could work to complete contraction puzzles
The students that have mastered the skill and enjoy reading can create a book,
titled My Punctuation Book. Incorporating the punctuation marks they have
learned and explain when to use each. Other activities: read books about punctuation:
Greedy Apostrophe, read and highlight when certain punctuation is used and provide an
explanation for why it was used.
The children who are ready to move on and like sports, can work in a group to play
Punctuation baseball. (creating sentences or words that incorporate each given
punctuation mark before they move to the next base.

PLAN
Whole group instruction for this standard will only be over key concepts of
apostrophes, and will be brief.
Mr. Jones will divide his class into 4 groups:
5 who have mastered
5 who have mastered
5 who have not yet mastered
5 who have not yet mastered
(could be arranged differently based on interest, maybe 1 group has 3 and 1 group has 7).

Mr. Jones will work with each small group, challenging them to meet their
goals, and providing activities that build on their interest.
When the children are not working with Mr. Jones, they will be at an interest
center working independently or with peers, whichever they choose.

CENTER CHOICES
Mr. Jones will assign children to a specific color tub. Today these
students can choose from the red tubs, and these students from
the blue tubs.
Ideas for tub activities on previous slide.
The tub color is assigned to groups based on their need on this particular skill.
They may choose which tub of that color based on interest.
Because we know childrens needs are every changing. The color of the tub they
work in will not be the same everyday or for every activity. The teacher is also
encouraged to make sure that one color tub is not always used for the advanced
group or vice versa.

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