Group Summarizing and Compare and Contrast Graphic Organizer

1. Field Test Form
Background information about the instructor, lesson, and students provided in the sections
below:
Instructor’s name: Mindy Van Galder
Strategy: Group Summarizing and Compare and Contrast Graphic Organizer
Description of Group of 5th grade students with learning disabilities
students / learners: 2 boys and 2 girls
Content Area Social Studies
Application:
Unit, lesson, or topic Review for Social Studies Test on the U.S. Government
title:
Materials needed for Students notes
the lesson: Compare/Contrast Sheets
Highlighters
Description / explanation of the instruction of the strategy including Before, During, and After
components of the lesson provided in the sections below:
Before: To activate prior knowledge the students participated in a Jeopardy
How did you introduce Game with their whole class. So, the students were refreshed on the
the strategy, prepare the concepts they had been studying in social studies class.
students? I then took the students across the hall to complete the activity. I
How did you activate
prior knowledge and
introduced it by asking them if it was difficult to keep the branches of
build background government organized in their brains. I then told them that I had a way
knowledge? that we could break each one down so that we would be able to
remember them better for the test.
During: I took one of the student’s notebooks and read their notes on the Judicial
What did you model for Branch of Government aloud to the group. I then modeled how to
instruction? summarize it into key components. I created a list on the board.
What were the students The students were helping me as I did this by answering questions and
doing?
How did you support
by helping me identify the key concepts. I then paired them up and they
students during the had to develop a list of key concepts for a branch of government. I
lesson? supported them by walking around and answering any questions they
had.
The students then recorded their list on the board. We read them aloud
as a group. I had them identify some differences they noticed as well as
similarities.
Next, I passed out the Compare and Contrast worksheet. I demonstrated
how to complete the graphic organizer by comparing the Legislative
Branch to the Judicial Branch.
Students were then paired up and compared the other forms of
government by filling out the worksheet.

2. Each group then shared their answers.
We then looked at our board of information and organizers to think of
ways we could remember the information. We highlighted things such
as Judicial Branch begins with the letter “J” and so does the word
Judges. The Legislative branch begins with the letter “L” and they make
“L”aws. The President is part of the Executive branch because he is
responsible for executing the laws.
After: To help the students process the information I had them turn their backs
What to the board. I then asked them a few questions such as:
processing/reflection did What branch of Government do Judges work for?
you and your students The President is a part of what branch of government?
do about the success of
the lesson and value of
What does the judicial branch do?
the strategy for aiding They were able to remember all of the answers.
learning?
Reflection on the lesson, including student reaction and ideas for modifying or adapting for
future use provided in the sections below:
OBSERVABLE
STUDENT The students were very cooperative in the lesson. They liked getting to
REACTION: work with one another and share their ideas. They were able to develop
Two details explaining fun ways to remember different concepts about the government.
the student reaction A modification I would make is to do it with the entire class. It was a
including attitude of fun activity that I think all of the fifth graders would have benefited
students towards the
strategy, ability of
from not just my students with learning disabilities. Next year I will
students to use the suggest that I teach the lesson to everyone.
strategy, and/or success
of the strategy for
helping students
understand the content
that is included.

3. REFLECTIONS I made a change to the original graphic organizer activity by adding
ABOUT highlighter and highlighting key information. We then used the
MODIFICATIONS information to create ways to remember it. This was a very fun way to
OR have the students study the concepts. They came up with very creative
ADAPTATIONS ways to remember the information that everyone benefited from.
STRATEGIES:
As stated above the only modification I would make is to teach the
Detailed explanation of lesson to the entire fifth grade class. I think the activity was informative
how you analyzed the and one that all students would benefit from.
effectiveness of the
strategy and how to
improve the lesson. For
example: changes for
introducing and
modeling the strategy,
supporting students,
materials used with the
strategy, and/or how
students reflected on
the learning strategy
through discussion, a
rubric, or a checklist.

4. DIVERSITY: ELL Students: One of the students who participated in this activity was
Explanation of ways you an ELL student. She was able to participate and demonstrated a clear
would adapt and understanding of the task. I think the key to this was that the vocabulary
implement instructional terms were defined in a clear and simple way. Also we were working as
approaches, as well as
materials, to meet the
a group so she was able to ask her fellow classmates and me questions
language proficiency when needed.
needs of (a) students
who struggle with B) All four of the students who participated in this activity were
learning to read and struggling readers and writers. Modeling the activity for the students and
write, and (b) students having them work collectively helped them understand the tasks. Also,
who are not fluent with having the graphic organizer helped them be better organized and that
the English language. For
allowed them to make connections.
example: changes for
introducing and
modeling the strategy
with struggling learners
and ELL learners, (a)
students who struggle
with learning to read
and write, (b) students
who are not fluent with
the English language,
supporting students,
materials used with the
strategy, and/or
reflection or follow-up.
PROFESSIONAL I plan to share this information with the fifth grade teacher. I think this
LEARNING AND lesson is differentiated and a great way for all learners to grasp the
LEADERSHIP concepts. Hopefully, in the future we will use this activity or modify it
Description of how you to fit other review material with the entire fifth grade class. I plan to
will share your learning share with her the effectiveness it had with my students, and suggest that
with individual or groups I use it to review with the entire fifth grade.
of teachers. For
example: level one
coaching such as:
providing instructional
materials to colleagues
(handout of best
practices, graphic
organizer, a list of
recommended books
and web sites), a
discussion about
providing differentiated
instruction and/or
adaptations that will
help ELL students
transfer lessons to
obtain full literacy and
be agents of their own
literacy learning.

5. Providing differentiated
instruction and/or
adaptations that will
help ELL students
transfer lessons to
obtain full literacy,
demonstrating how
students can be agents
of their own literacy
learning.
Written
Communication
Organization and
presentation of ideas is
exemplary with great
clarity, cohesiveness,
and professional
language. Neatly typed
paper, double spaced,
12-point font.
Zero spelling, grammar,
and or mechanical
errors.