DUE 8 PM (EST) EDU673:Asford Univ. 5 pages APA (not incl. title & reference pg) Please refer to SAMPLE PAPER attached. Last person Plagiarized now it's a day late! :-(

Running head: DIFFERENTIATED ASSESSMENT 1

Differentiated Assessment

Student Sample

EDU673

Dr. Jane Doe

DIFFERENTIATED ASSESSMENT 2

Differentiated Assessment

According to the Common Core State Standards (2012), for 9th and 10th grade Language,

students should be able to “Demonstrate command of the conventions of standard grammar and

usage when writing or speaking.” When speaking and writing, students should be able to

comprehend how to compose a sentence with correct nouns, verbs and subject pronouns.

Understanding the conjugation of verbs will be crucial in mastering this unit. Students will also

“use various types of phrases (noun, verb, adjectival, adverbial)… to convey specific meanings

and add variety and interest to writing or presentations (Common Core Standards, 2012).

Grasping these concepts will allow students the opportunity to form full sentences and enhance

their reading skills.

Unit Goals

From this three-day unit students will be able to accurately conjugate verbs with the

attached subject and pronounce with at least 85% accuracy. Mastery of conjugating will be

measured individually and collectively; students will be given oral questions and worksheets to

measure their ability to conjugate (Lambert, 2012). Students will be able to connect who the

sentence is referring to based on the appropriate conjugated ending. They will also be able to

construct a sentence with the verb provided based on the subject and pronoun they see in the

sentence. In order for students to demonstrate mastery, they will complete worksheets and oral

assignments throughout the three-day unit. At the completion of the unit students should be able

to conjugate regular ar, ir, and er verbs. Because conjugating verbs is so crucial to understanding

and speaking Spanish, each student will need to pass each assignment with an 85% or higher

accuracy rate in order to master the work. Although 70% will be the passing grade, my students

will need to understand that a grade of 85% or above will help them progress better to

Identify the Common Core State Standard

being assessed for mastery (it can be the same one you used in

Week Four’s assignment).

Identify a unit goal that aligns with the Common Core State

Standard

Example: The students will

(Measurable Verb) by (A specific outcome with a specific tool)

with ___% accuracy.

DIFFERENTIATED ASSESSMENT 3

understand the following concepts that need to be learned. A grade of 70% will help me

understand that my students are at a basic level of understanding and it needs to be retaught in a

different manner in order for students to proficiently conjugate verbs.

Formative Assessment

In order to make sure my students are connecting the dots and correctly conjugating,

I will use three different formative assessments throughout the three days: oral questioning,

chalkboard work, and worksheets.

Unit Goal: At the conclusion of the unit students will be able to master the foundation of conjugating regular verbs ending in AR, ER and IR with an 85% accuracy rate or higher. Day 1- Learning Objective: Students will be able to identify the different subject pronouns accompanied with the correct AR-verb endings. Activity: On day 1 each student will be given a verb that they need to conjugate on the board. If the student struggles other students will be able to help the student conjugate the verb by explaining where each correct ending goes and why. For example, if the student is given the verb “hablar” they will need to conjugate it on the board as follows: Hablo Hablas Habla Hablamos Habláis Hablan Formative Assessment: This activity will help me assess each student and understand what needs to be retaught or emphasized during the lesson. Students will only be graded on participation this day. Technology: No technology will be used on days 1 and 2. Day 2: Learning Objective: Students will be able to identify the different subject pronouns in accompanied with the correct ER-verb endings. Activity: At the conclusion of the instruction students will be given worksheets where they have to complete the sentences with the correct ER verb ending. For example, if the question on the worksheet states, “Complete the following sentence with correct conjugation. Juan y yo________ (beber).” The correct answer would be “bebemos.” Each student will have 10 problems to answers with just ER verb endings.

Create three formative

assessments using the three day lesson plan outline from the

unit plan.

DIFFERENTIATED ASSESSMENT 4

Formative Assessment: Students will be graded on the accuracy of the worksheets. Students will be able to work together but will need to complete each assignment with an 85% or higher to master the daily unit. If the student gets below an 85% they will need to make corrections and explain what was wrong with the answer they chose previously. Technology: No technology will be used on days 1 and 2. Day 3: Learning Objective: Students will be able to identify the different subject pronouns in accompanied with the correct ER-verb endings. Activity: At the conclusion of the instruction students will be given digital worksheets where they have to complete the sentences with the correct ER verb ending. For example, if the question on the worksheet states, “Complete the following sentence with correct conjugation. Juan y yo________ (beber).” The correct answer would be “bebemos.” Each student will have 10 problems to answers with just ER verb endings. Formative Assessment: Students will be graded on the accuracy of the digital worksheets. Students will be able to work together but will need to complete each assignment with an 85% or higher to master the daily unit. If the student gets below an 85% they will need to make corrections and explain what was wrong with the answer they chose previously. Technology: Students will access the worksheets on the iPads given and will be directed to the website http://www.studyspanish.com/verbs/lessons/pireg.htm to generate an individual worksheet to help each student.

Throughout the three days, each student should have the opportunity to learn according to his

or her needs. In this class, there are less than 20 students, three of which are severely SPED.

When the students do not understand they simply ask me to repeat it. The class has been really

patient in helping and also teaching in a manner that allows the students to learn from their peers

and not just me. This has been a great help for me as their teacher. Students will be able to work

orally, in groups, individually and with technology. I am trying to incorporate as many different

learning techniques as possible. Each day when throughout the lesson and during the assessment

I will pay close attention to what changes need to be made to strengthen the comfort level and

confidence of my students in conjugating. Each question asked should allow me to understand

exactly how much my students understand and are following.

DIFFERENTIATED ASSESSMENT 5

Summative Assessment

According to Puckett (2013), “Assessment for learning provides information about what

students already know and can do, and what confusions, preconceptions, or gaps they might

have” (3.11, para. 1). Assessments are just as much for the teachers as they are for the students.

As educators, it is our duty and obligation to understand the needs and gaps in instruction in

order to sufficiently and effectively teach our children (Hoerr, 2016). If we, as educators, did not

cover a unit, or section of the unit properly, it will be reflected in the assessment. Information

that is covered properly throughout the unit will provide will allow students to fill in gaps and/or

learn new material. The end of the unit, summative assessment will be as follows:

Name: ________________________________ Part 1: Conjugate the following verbs to match the subject pronoun. Each question is worth 7 points. Jaycee y yo ___________________ (caminar). Yo ___________________ (comer) los tacos. Ud. ____________________ (vivir) en Texas? Tu ______________________ (deber) ir a la tienda. Ellas ____________________ (trabajar) juntos. Ellos y yo ________________________ (mirar) la televisión. El ______________________ (tomar) la medicina. Yo ___________________ (entrar) la puerta. Tu y ella ____________________ (terminar) el examen. El y yo ___________________ (crear) una pintura. Part 2: Draw a T-Chart to conjugate the following verbs. There are 5 possible points for each correctly completed T-chart. Amar Cantar Omitir Subir Correr Leer Note: I am aware many of you are audio or oral learners. If you would like me to read the questions to you or vice versa please let me know. I am more than happy to help!

Create a summative assessment that

appraises mastery of the Common Core State Standard and the Unit Objective

DIFFERENTIATED ASSESSMENT 6

Conclusion

Although the summative assessment is not lengthy, the purpose will be fulfilled. By the

end of the unit my students should be able to “Demonstrate command of the conventions of

standard grammar and usage when writing or speaking” (Common Core Standards, 2010).

Subject pronoun and verb agreement allow Spanish speakers to use proper grammar when

writing and speaking.

DIFFERENTIATED ASSESSMENT 7

References

Common Core State Standards Initiative. (2012). Common core state standards initiative: The

standards. Retrieved from http://www.corestandards.org/the-standards

Hoerr, T. R. (2016). Multiple ways to learn. Educational Leadership, 73(6), 86-87.

Lambert, K. (2012). Tools for formative assessment. Retrieved from

http://www.levy.k12.fl.us/instruction/Instructional_Tools/60formativeassessment.pdf

Puckett, K. (2013). Differentiating instruction: A practical guide. Bridgepoint Education: San

Diego, CA.

Study Spanish. (n.d.). Verbs. Retrieved from

http://www.studyspanish.com/verbs/lessons/pireg.htm

The assignment should be a minimum of five pages in length,

not including the title and reference pages, and must

include reference to the course text and one additional resource

(scholarly article or online resource). The assignment must be cited in proper APA format.