Answer to Question #235931 in English for Thulu

Question

Using multi-level teaching methods to teach, explain all the activities that you will be giving the different groups as per their diverse learning needs also write down the differentiated assessment activities you will give the learners to do.

Design a checklist that you will use to Identify problems that some learners might experience.you have to use it to identify these learners.

Answer 1

The multi-level instruction planning structure includes a place for me to enter my decisions for each of the process's activities. For each student in my class who requires further assistance, I will make precise judgments ranging from a short accommodation to personal aid in finishing the job. To discover the particular learner outcome(s) expected for this specific curricular aim, I will first evaluate the learner objective I will teach. Then, if applicable, I'll build an activity-based lesson that teaches this learner objective at the appropriate grade level. Through exploration, application, cooperative groups, or any other method that encourages student engagement, activity-based instruction engages the learner in learning. I'll evaluate the draft lesson after I've finished designing it to make sure it fits the two criteria of being on-grade level and activity-based. I'm going to go over the learning characteristics of my students. Are there any pupils who you believe will struggle to master the learner target in your course without some tweaks or extra help? What are their names? These kids will be listed in the first column of the form's extra instructional decisions section. Finally, I'll finish the series of questions that will help me determine the level of adaptation that each kid on this list will require in order to participate successfully in this class.

Name of Student: ____________________________________    Date/s: _________________________

 

Title of book/s read to complete checklist: ___________________________________  Fiction   Factual 

 

Checklist for identifying reading difficulties at each of the levels of text

 

Tick each box that identifies the student’s demonstrated reading behaviour and give examples.

 

Levels of text

Knowledge of writing conventions, the 'what' of reading.

Examples of the student's demonstrated reading behaviour

 

WORD LEVEL

 

 

The student:

   has difficulty blending sounds to form a word    has difficulty sounding out words into sounds  

      (segmenting)    has difficulty identifying letters and/or letter clusters    takes longer to recall names and sounds of letters, 

      letter clusters and words

   has difficulty using letter cluster knowledge used in one 

      word to assist reading another word with a similar       cluster pattern- analogy (eg. Reads went, should be       able to read sent, want.)       doesn’t recognise letter clusters (e.g. sp-ent) or 

     digraphs (e.g. oa / th) in words     is inconsistent with letter identification, learning the 

     visual code

 

The student relies heavily on these reading strategies;     predicts words on the basis of an individual letter and/or  

      a letter cluster

   converts each letter to a sound and blends sounds    overuses picture cues to read an unknown word    segments words into letters or inappropriate clusters       (e.g. wi-nd-ow)

 

 

 

 

SENTENCE LEVEL

The student:

   has restricted, immature grammar

   demonstrates limited use of punctuation to gain   

      sequence of meaning 

   is less likely to use rehearsal and/or chunking strategies    has limited recall of a story just read

   does not re-read sentences to assist comprehension    does not paraphrase text read

   has difficulty generating questions about text    has difficulty visualising information from text     reads word-by-word,  with uneven flow,  in monotone

 

 

 

CONCEPTUAL AND TOPIC LEVELS

Knowledge may be organised in episodes with contextual links

rather than in a networked format

The student:

   makes limited use of prior knowledge to assist reading 

      new texts    makes limited use of title & pictures as part of story 

      orientation

   appears unable to link ideas occurring early in a text to   

      ideas that occur later in the same text

   does not demonstrate knowledge of genre type     does not elaborate, infer, predict and/or summarise 

      while reading

 

 

 

 

 Self-management and control strategies

 

 

Examples of strategies you might see student's use are:

*initiate corrective action       *decide when to re-read        *review or consolidate what they have read

*monitor how their reading is progressing     *take further strategic action if necessary     * review and self-question

*self-correct          *organise the information gained from reading to fit purpose for reading * uses contextual cues

 

Please tick the most appropriate box

   This student has the knowledge and demonstrates reading strategies

   This student has the knowledge but does not demonstrate reading strategies

   This student does not have the knowledge or demonstrate reading strategies      Overuses one or two of these reading strategies

Oral language knowledge   

The student may have difficulty in oral language

 

at word level,     learning how words are said ('crinimal' for 'criminal' )

   less aware of sounds in words    remembering names of items

   difficulty building a word bank (receptive vocabulary)    smaller expressive vocabulary    difficulty learning word meanings

   a less developed network of word meanings (e.g. antonyms,

synonyms)

 

at sentence level     understanding complex grammatical forms in oral comprehension

 

at conceptual level     how ideas are linked into themes

 

at topic or theme level    how a theme is communicated in a narrative, description

 

at the pragmatic or dispositional level    how the social context affects how ideas are communicated    the attitudes and values of the writer towards the ideas in the text.

Examples of the student's demonstrated reading behaviour 

Experiential knowledge

The student demonstrates:

   use of personal experiences     visual imagery knowledge    motor knowledge     knowledge of symbols

Examples of the student's demonstrated reading behaviour

 

Sensory input to the knowledge base and motor aspects of expressive language

 

Auditory input

   The student has a         history of hearing         problems

Visual input 

   The student has a        history of vision         problems

Motion input

          The student has a   

      history of motor        problems

Articulatory processes

   The student has a            history of speech   

             problems