Module 5 and 6: Planning for Differentiation

Your Name:
Meggan Sandoval
Subject / Course:

CSU-Global
Course:

OTL 565

Lesson Title:

Cultural and Linguistic Diversity

Planning for Communicative or Cognitive Teaching
Approaches
Communicative Approach

Level:

4th Grade

Topic:

Lesson
Duration:

2 days

SUPPORT YOUR CHOICES THROUGHOUT EVERY PHASE OF THE LESSON WITH

RESEARCH THAT SUPPORTS ITS EFFECTIVENESS
Common Core or State Standard(s):

Content Area: Reading, Writing, and Communicating

Standard: 2. Reading for All Purposes
Prepared Graduates:
Interpret how the structure of written English contributes to the pronunciation and meaning of
complex vocabulary.
Grade Level Expectation: Fourth Grade
Concepts and skills students master:
3. Knowledge of complex orthography (spelling patterns), morphology (word meanings), and word
relationships to decode (read) multisyllabic words contributes to better reading skills.
Description of Lesson as currently taught:

Lesson: Compound Words

The lesson is taught with a packet consisting of six pages. Each page is of focus during an
allocated time for centers. There are six groups that rotate during centers, two of which are teacher
led. Center One- focuses on matching the two complete words into compound words. This center is
individually and group led. Side Note: The center groups have the same students each week. The
students are individually placed into their groups at their best interest to succeed. Center Twofocuses on syllables of the twenty five vocabulary words. The students will work with each other
orally to hear the different spelling patterns. Center Three-will focus on the meaning of each
spelling word. Students will work together to match definitions and complete fill in the blank
statements pertaining to the spelling words. Dictionaries & thesaurus are available resources.
Center Four- is teacher-led and focuses on proof reading/decoding. Center Five- also teacher-led
and uses writing with the vocabulary words. The teacher will help guide the students in decoding
the passage and identifying mistakes. The students will be given a writing activity to work on.
Center Six- students will practice identifying a set of words and find the misspelled word. Students
can also give each other spelling tests using white boards.

Module 5 and 6: Planning for Differentiation

Pre-Assessment

Pre-Assessment
The students are given a pre-test on the twenty-five compound spelling words
before starting the packet/centers. The teacher will give the test at the
beginning of the week, and the students will self-check after taking the pretest.

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

Objectives:
i.
ii.
iii.
iv.

Use combined knowledge of all letter-sound correspondences, syllabication patterns, and

morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context
and out of context. (CCSS: RF.4.3a)
Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a
word or phrase. (CCSS: L.4.4a)
Infer meaning of words using explanations offered within a text
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation, and determine or clarify the precise meaning of key words and phrases.
(CCSS: L.4.4c)

Student Set Goals:

Interpret how the structure of written English contributes to the pronunciation

and meaning of complex vocabulary.
Demonstrate comprehension of a variety of informational, literary, and
persuasive texts.
Evaluate how an author uses words to create mental imagery, suggest mood,
and set tone.
Read a wide range of literature (American and world literature) to understand
important universal themes and the human experience.
Seek feedback, self-assess, and reflect on personal learning while engaging
with increasingly more difficult texts.
Engage in a wide range of nonfiction and real-life reading experiences to solve
problems, judge the quality of ideas, or complete daily tasks.

Module 5 and 6: Planning for Differentiation

Learning Task (Remember to consider relevance and career/workforce

readiness skills around what is being taught AND Approach (Communicative
or Cognitive) Ideas):
The communicative approach will continue to be used.
I will continue to use the centers spelling packets, but with different methods,
techniques, and strategies.
Interacting with many variables.
Guided/ independent construction.
Many opportunities for language experience using authentic communication.

Number of Days: Two days of centers.

Module 5 and 6: Planning for Differentiation

Learning Task

Student Differences
Interest: Finding ways for students to pursue individual areas of interest about the topic;
will choices be given? With the teacher-led center, the student will have an opportunity to
write about their own topic using 4-5 compound words. This will encourage the student to
write about an interest they have and a topic they can choose.
Varying Tasks
Process: The students will be able to move around and try different methods to actively
get their work done. For example; students will use the Kagan model to play round robin
with Center Three. The center will split each definition with each word and students will be
able to find the right word to the right definition by communicating with each other. RoundRobin allows for cooperative learning and completing of tasks.
Approach (Communicative or Cognitive) Example: Communicative
Communicative approach focuses around explicit teaching and modeling of strategies. The
communicative approach focuses on "language learners use language to communicate for a
purpose" (Herrera and Murry, 2011, p. 199).
Method (Practical or Applied Instructional Method Based on Approach) Example:
Sheltered Instructional Method
Kagen Model primarily focuses on cooperative learning; its all about engaging the student!
Kagan focuses on Cooperative Learning is a teaching arrangement that refers to small,
heterogeneous groups of students working together to achieve a common goal (Kagan,
1994). Students work together to learn and are responsible for their teammates' learning
as well as their own. The basic elements are:
1. Positive Interdependence - occurs when gains of individuals or teams are positively
correlated.
2. Individual Accountability - occurs when all students in a group are held accountable for
doing a share of the work, and for mastery of the material to be learned.
3. Equal Participation - occurs when each member of the group is afforded equal shares
of responsibility and input.
4. Simultaneous Interaction - occurs when class time is designed to allow many student
interactions during the period (2014).
Strategy (Consistent with the Chosen Method) Example: Hands-On Activities
Hands- On Activity
Students will be able to take control of their own learning with hands on activity. Scholastic
expresses we know our students learn in many different ways: visual, auditory, tactile,
kinesthetic, and social (2015). Providing students with all of the above can help incorporate
language, trigger student interest, and keep kids moving.
Technique (Specific Actions Based on Strategy) Example: Think-Pair-Share Technique
Kagan states, Round-Robin is used to minimize resistance among your students, when you
introduce any new structure, begin with very easy, fun content. For example, if the structure is a

Module 5 and 6: Planning for Differentiation

Round-Robin, have students do a Round-Robin describing fun things to do after school (2014).

Summative Assessment (Collect student data):

Student data attached down below.

Module 5 and 6: Planning for Differentiation

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).

YOU WILL COMPLETE THE FOLLOWING SECTIONS IN MODULE

6, AFTER THE LESSON IS TAUGHT
Self-Reflection for Continuous Improvement:
I originally was going to teach with our curriculums Kagan method, but felt that the SIOP
(Sheltered Method of Instruction) model best fit my two CDL students learning needs. SIOP
focuses on making grade-level content comprehensible and explicitly emphasizes language and
content objectives for CDL students. (Herrera & Murry, 2011, p. 271)
After re-working my lesson on compound words, I was able to lower the linguistic demand of the
lesson without compromising the integrity of the subject matter for the rest of my students. Since
we are meeting in center groups (both independently & small group) I was able to modify tone
and speech rate using context clues based off the students experience adapting to the text and
learning tasks. The first thing I did in my small group was introduce the objectives and trigger
background knowledge of the content. I provided a graphic organizer/flowchart that allowed
students to use compound words and context clues from this weeks spelling packet and literature
reading. Using a flow chart encouraged academic language for the students. Graphic organizers are
a means of introducing and assessing concepts in a manner that encourages meaningful learning.
Graphic organizers are diagrams or maps that show the relationship between new and existing
concepts, thereby facilitating integration of new and familiar ideas CSUN (2007). I was able to
help students through each step of the flow chart by referencing back to the text. After a few steps,
the students were able to take control of their own learning and use context clues to fill out the
flow chart. The language was enriched with many compound words and detailed information. I
gave the students many opportunities to speak and read what they wrote based off the objectives
and content. It seemed to go fairly well. I saw lots of compound words and details from the story
of the week. Moving forward, it is important to adjust my small group time to each students
personal learning style and needs.

Module 5 and 6: Planning for Differentiation

45
40
35
30
25

Language

20

Compound Words

15

Flow Chart

10
5
0
Day 1

Day 2

Day 3

Day 4

I rated and observed the student on a line chart between four days of the literature lesson on
compound words ranging from language, compound words, and a flow chart. I found that the flow
chart/visual were the hardest part for my CDL student to complete. Using the SIOP model helped
trigger background knowledge and eventually the student was able to match the event to the
characters reactions. I was able to trigger the students background knowledge about the literature
piece Uncle Romie and Me and pulled the book out as a visual and reference for the student(s) to
use. CSUN shares, visual literacy, or the ability to evaluate, apply, or create conceptual visual
representation, is relatively independent of language, and is therefore invaluable to learning
Science and English simultaneously (2007).

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.

I was unable to attach the final product due to grading. I will re-post Wednesday January 21, 2014.

Module 5 and 6: Planning for Differentiation

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).

Module 5 and 6: Planning for Differentiation

Module 5 and 6: Planning for Differentiation

10

References
CSUN. (2007). Strategies for Teaching Science to English Language Learners Visuals. Retrieved
from: http://www.csun.edu/science/ref/language/teaching-ell.html
Dotson, J. (2001). Kagan Cooperative Learning Structures Can Increase Student Achievement.
Retrieved from:
http://www.kaganonline.com/free_articles/research_and_rationale/increase_achievement.ph
p
Herrera, S.G. and Murry, K.G. (2011). Mastering ESL and bilingual methods: Differentiated
instruction for culturally and linguistically diverse (CLD) students. 2nd ed. Boston, MA:
Pearson
Scholastic. (2015). Scholastic Hands on activity. Retrieved from:
http://www.scholastic.com/browse/article.jsp?id=3751901