(i.e., causes students to use key skills to understand the big idea)
Materials from basic to advanced; Leveled texts and books; materials in the L1 Form of expression from familiar to unfamiliar; and Experience from personal experience to removed from personal experience ( Tomlinson, 2000). Objectives Check-In Content: Did students identify key events in the Tiananmen Square Incident by conducting research in pairs? Language: defend their perspective on the TS incident by forming questions and/or writing their own accounts?
(knowing that rational numbers can be expressed as terminating or repeating decimals and irrational numbers can be expressed as non-terminating, non-repeating decimals).
Imagining Differentiated Instruction with Language Objectives in Mind Kristen M. Lindahl University of Utah TESOL 2010
Use a Venn Diagram to compare 2 different accounts of the incident.
Discuss why you think the accounts represent each person’s point of view.
Pretend you are a Chinese, French, or American reporter covering the event for a national newspaper. Write an article that explains your cultural and/or political perspective. Use facts to justify your point of view (Adapted from Crawford, 2008; p. 19).
share what they know in an unusual way about the content they have learned;
Role Definition Matrix Personality: Who am I? What are some aspects of my character? Attitude: What are my feelings, beliefs, ideas & concerns? Information: What do I know that I need to share in my writing? Buehl, D. (2001). Classroom strategies for interactive learning. Newark, DE: International Reading Association.
RAFT Examples English Science Social Studies Buehl, D. (2001). Classroom strategies for interactive learning. Newark, DE: International Reading Association. Problems with his generals Advice Column Dear Abby Abraham Lincoln Dred Scott Decision Appeal Speech U.S. Supreme Court Lawyer Combinations to avoid Instructional Manual Chemical Company Chemist Effects of smoking Complaint Cigarettes Lungs What I learned during the trip Telephone Conversation Tom Sawyer Huck Finn Use in Sentences Job Description Middle school students Comma TOPIC FORMAT AUDIENCE ROLE
Content: Students will be able to classify numbers as rational or irrational.
Language : Students will be able to explain the relationship between a number and the set (rational or irrational) to which it belongs in writing.
RAFT Example Defining the relationship Love letter Whole Number Square Root Prove you belong to the set Petition Set of Rational Numbers Repeating Decimal “ I’m feeling irrational” Conversation Therapist Pi Topic Format Audience Role
To the governor and legislature of Rational Number Land: Hello. My name is (point one-two-six repeating) and I recently purchased a home in RNL (Rational Number Land). I have run into a few problems though. It appears that my citizenship in RNL is not well defined. I was not born in RNL as were many of my fraction friends, but have since applied for citizenship under the name (fourteen one hundred and elevenths). This name change I assure you is perfectly legal as that it does not change my overall value. But this I fear is the problem. Many are not willing to accept that 1.26 r and 14/111 are the same number. Many of the less educated fractions think that I am irrational because my name is infinite when written out completely. My numerologist assures me that through a simple procedure, I can be turned permanently into a fraction, thus being more presentable to fellow Rationals. I think the public needs to enact laws that extend the definition of rational numbers to include repeating decimals like myself. I enclose a copy of the recommended procedure by Dr. 0.2 (Zero Point Two). You probably know him as Dr. One Fifth. The bad thing is that my insurance will not cover the procedure because they deem it to be unnecessary. You know what, they are right; it is not necessary. Please consider my petition for equality and frame a law that will allow me to prove, with ease, my citizenship in RNL. Besides, I don’t think that I should suffer because of the lack of intelligence of some Rationals. Thank You, Point OneTwoSix Repeating RAFT Example Buehl, D. (2001). Classroom strategies for interactive learning. Newark, DE: International Reading Association.
Buehl, D. (2001). Classroom strategies for interactive learning. Newark, DE: International Reading Association.
Crawford, G.B. (2008). Differentiation for the adolescent learner: Accommodating brain development, language, literacy and special needs. Thousand Oaks, CA: Corwin Press.
Echevarria, J., Vogt, M., & Short, D. J. (2008). Making content comprehensible for English learners: The SIOP model. Boston: Pearson.
Lindahl, K. & Watkins, N. (2007). The Language Objective Menu . In E. Swan & M. Christison. (2008). Concept-oriented reading instruction for English language learners: Creating engaged readers through integrated curriculum and coherent instruction. Training Materials, unpublished manuscript.
Short, D. & Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English Language Learners—A report to Carnegie Corporation of New York. Washington, D.C.: Alliance for Excellent Education.
Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms (2 nd edition). Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
Tomlinson, C.A. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).