1. Leveraging Technology to Differentiate Instruction by Lauren Fee Instructional Technology Services of Central Ohio

8. Sternberg’s Theory

10. Foundations of DI Pre-assessment Flexible grouping Instruction Formative assessment Adjust Instruction Flexible grouping Summative assessment

16. Tiered Activity – Writing a Persuasive Essay 4th–6th Grade Classroom Students will be able to write a five-paragraph essay that states a point of view, defends the point of view, and uses resources to support the point of view. The essay will meet the criteria on the state writing rubric. Students will be able to state a point of view and successfully defend the idea using two paragraphs that defend the point of view using main ideas and supporting details. The paragraphs will meet the criteria on the state writing rubric. Students will be able to write a five-sentence paragraph that successfully states and supports a main idea. The paragraph will meet the criteria on the state writing rubric. Assessment Students will review the graphic organizer for a persuasive essay. Students will be given explicit instruction in locating sources and quotes for their essays. As a prewriting activity, students will use the graphic organizer to organize their essay. Students will also compile a list of five sources that defend their main point. Students will receive a model of a persuasive essay and a graphic organizer that explains the construction of a persuasive essay. Students will also receive explicit instruction in writing a persuasive essay. As a prewriting activity, students will use the graphic organizer to plan their writing. Students will receive a model of a five-sentence paragraph and explicit instruction in constructing the paragraph. As a prewriting activity , students will list their topic and develop a list of at least three things that support their topic. Instruction/ Activity Students will determine a topic, state a point of view, and write an essay of at least five paragraphs that uses multiple sources to defend that point of view. Students will determine a topic, state a point of view, and write two paragraphs defending that point of view. Students will determine a topic and will write a five-sentence paragraph with a main idea, three supporting sentences, and a concluding sentence. Outcome/ Objective Advanced Intermediate Beginning

17. Learning Contracts “ In essence, a learning contract is a negotiated agreement between teacher and students that gives students some freedom in acquiring skills and understanding that a teacher (students) deems important at a given time.” - Tomlinson

19. I will read: I will look at and listen to: I will write: I will draw: I will need: Here’s how I will share what I know: My question or topic is: I will finish by this date: To find out about my question or topic… Learning Contract #1 Name _______________________

20. Learning Contract #2 To demonstrate what I have learned about ____________________, I want to _ Write a report _ Put on a demonstration _ Set up an experiment _ Develop a computer presentation _ Build a model _ Design a mural _ Write a song _ Make a movie _ Create a graphic organizer or diagram _ Other This will be a good way to demonstrate understanding of this concept because ______________________________________________________________ To do this project, I will need help with ______________________________________________________________ My Action Plan is________________________________________________ The criteria/rubric which will be used to assess my final product is _________ ______________________________________________________________ My project will be completed by this date _____________________________ Student signature: ________________________________ Date __/__/__ Teacher signature: ________________________________ Date __/__/__

21. Choice Boards “ With choice boards, changing assignments are placed in permanent pockets. By asking a student to make a work selection from a particular row, the teacher targets work toward student need and at the same time allows student choice.” -Tomlinson

23. Writing Bingo Try for one or more BINGOs this month. Remember, you must have a real reason for the writing experience! If you mail or email your product, get me to read it first and initial your box! Be sure to use your writing goals and our class rubric to guide your work. Book Think Aloud Design for a web page Journal for a week Proposal to improve something Letter to your teacher Greeting card Instructions Poem Cartoon strip Advertisement Schedule for your work Grocery or shopping list Your choice Short story Newspaper article Interview Skit or scene Letter to a pen pal, friend, or relative Email request for information Invitation Rules for a game Directions to one place to another Letter to the editor Thank you note Recipe

24. RAFT “ RAFT is an acronym for Role, Audience, Format, and Topic. In a RAFT, students take on a particular role, develop a product for a specified audience in a particular format and on a topic that gets right at the heart of what matters most in a particular segment of study.” - Tomlinson

26. Language Arts & Literature Science History Math Format based on the work of Doug Buehl cited in Teaching Reading in the Content Areas: If Not Me Then Who? Billmeyer and Martin, 1998 How to Get to Know Me Set of Directions Students in your class A word problem To Be Considered A Part of the Family Petition Whole Numbers Fractions If I Could Talk to You Now Full page Newspaper Ad Current Residents of Virginia Thomas Jefferson The Dream Revisited Speech TV audience of 2010 Martin Luther King Hitler is Dead Obituary Public Reporter Before It’s Too Late Paste Up “Ransom”Note John Q. Citizen Rain Forest To Maximize Product Life Owner’s Guide Owner Lung The Beauty of Cycles Advice Column Future Droplets Rain Drop A Few Things You Should Know Note hidden in a tree knot Tom Sawyer Huck Finn How our Language Defines Who We Are Op Ed Piece Public N.Y.Times I Wish You Really Understood Where I Belong Diary entry Middle Schoolers Semicolon Topic Format Audience Role

27. Consumer Education Class RAFT In this RAFT, all students will have a Topic that focus on food safety practices. The Formats are meant to appeal to different learning styles. Watch out! I’m going to get you! Urgent Email Picnickers Mayonnaise in egg salad What to do with items from the refrigerator and freezer that have come to room temperature Consumer Alert messages for broadcast on TV Homeowners who have lost power for 3+ days due to hurricane or ice storm Power Company Consumer Relations Dept. Dangers of thawing meat out on a counter Role play or simulation Ground beef Bacteria Proper care of knives and cutting boards Illustrated Poster or Flow Diagram Restaurant workers National Restaurant Organization The importance of cleanliness and washing hands Jingle, rap, or chant Saturday morning viewers Cartoon characters Why foods like me (poultry) require special handling and care of utensils Dramatic speech Chefs in training Raw chicken pieces Topic Format Audience Role