differentiated instruction plan oral language ...€¦ · differentiated instruction plan oral...

Reading 4: Differentiated Instruction © 2012 www.BeaconEducator.com 10.3.2014 1

Name: Joan

Differentiated Instruction Plan

Oral Language, Phonological Awareness, Phonics Directions: This lesson plan has been created in a template format. You will only be able to type or add text within the highlighted areas. Simply click within the highlighted area and begin typing. (To remove the text within the highlighted sections, you may click in the area and delete the text OR you may highlight the text and begin typing.) You will be able to change the formatting within the highlighted sections only.

This plan is to be differentiated to meet the needs of an English language learner (ELL).

The focus of this instructional plan is research-based reading instruction in oral language, phonological awareness/phonics (word recognition).

This plan must utilize appropriate complex print and digital text, embed assessment, include scaffolding, and provide re-teaching when necessary for individuals and small groups.

1. Describe the use of reading assessment data applicable to the lesson.

Students’ grade level: 5th grade

Screening/diagnostic assessment used:

Jerry John’s Diagnostic Assessment of Reading

Ekwall Shaker Reading Inventory (Structural Analysis 6a-h).

Academic need uncovered by the screening/diagnostic

assessment for an ELL (or group containing an ELL):

The identified need of my ELL student is in the area of decoding, specifically, inflectional endings, prefixes, and suffixes.

Differentiated instruction accommodation to meet

the needs of an ELL:

The lesson will differentiate by providing both a content and process accommodation. A small group will be used to work with the ELL student and a few other students struggling with the skill that was originally taught in a whole group setting. The content has been simplified and additional language interaction is evident in the lesson to engage the ELL student, as well as the other students in the group.

Statement of how the differentiated instruction

should increase the student(s) learning:

The differentiation should increase the ELL's learning since I will be working with this student in a small group with a few other students. This lesson will specifically focus on the area of prefixes for these students. With explicit, systematic instruction in the area of prefixes, the student should improve his decoding skills and eventually improve vocabulary and comprehension, too.

Additional comments (optional):

The ELL student was born in the US, but his parents are from Vietnam. The parents speak their native language in the home (although they can speak some English), but the student has not learned his parents’ native language nor has he learned the correct use of the English language. He is currently identified as not only ELL, but as having a language impairment and has an active IEP to receive language services.


2. Considering the assessment data stated above, state the goal for this instruction. The goal is to ensure students can hear the first syllable of a word with a prefix, and then to ensure the students can decode, through syllabication, words with prefixes. To attain the goal students will be taught to segment the word parts (prefix + base word) orally (ORAL LANGUAGE & PHONOLOGICAL AWARENESS). Then, students will relate the verbal word(s) to the decoding of the word to increase recognition of the words in text (PHONICS). This lesson is a lead- in to vocabulary development.

3. List the materials to be used. Identify which materials are included to meet the sociocultural and/or linguistic differences of the target students.

In each box, list the materials used for this specific lesson (i.e., interactive white board, textbook, PPT presentation, etc.). List the most important materials first. There is space for 10 different resources; you do NOT have to use all the boxes. To check one or both of the boxes, simply double click the box, and then under “Default Value,” click “checked,” then click “OK.”

Materials Check one or both

if they apply.

Words cards and definition cards for root, base word, and prefix sociocultural differences linguistic differences

Small white boards with erasable marker for students and teacher sociocultural differences linguistic differences

5 baggie word card sets with targeted prefixes (-un, -mis) and base words

sociocultural differences linguistic differences

Large index cards for pocket charts sociocultural differences linguistic differences

Type here. sociocultural differences linguistic differences







4. Write step-by-step instructional procedures. Number the steps. Note: Remember to use all CAPITAL LETTERS to indicate the focus words that are presented in capital letters in the bullets below.

Based on diagnostic assessments and whole group instruction there are six students who need additional practice with using prefixes as a way to decode larger words. One of these students is an ELL, while the others are struggling readers. I decided to put these students into a group for small group instruction. This lesson is a mini lesson (20-30 minutes). Other students in the class are participating in a variety of reading station activities as I work with these six students.

1) (Six students in small group) State the GOAL and ask the essential question of the lesson, "Today we will be learning about prefixes. The essential question for today's lesson is ‘How does being able to recognize prefixes and to divide words with prefixes into syllables help you decode words in order to be able to read better?’ "

2) (ORAL LANGUAGE, MODELING) Teacher shares that 80% of words have a prefix or suffix then discusses how being able to recognize prefixes and suffixes can increase students’ understanding of what they read.

3) (ORAL LANGUAGE, GUIDED PRACTICE) Next, begin instruction by asking students, "What is a

base word?” and then ask, "What is a prefix?" “What is a syllable?” After each question, allow students time to discuss among themselves. Ask two or three students to share their explanations of what each word (base word/prefix/syllable) means or to provide an example.

4) (ORAL LANGUAGE, MODELING)Depending on student answers, confirm and/or explicitly state

the meaning of these three terms. Base word – the main part of a word to which prefixes and suffixes can be added. For example, a base word is cover. We can add prefixes to that word to make discover, uncover, and recover. Adding each of these prefixes changes the meaning of the base word. Prefix – a letter or group of letters attached to the beginning of a word that changes its meaning. In the word disconnect, the prefix is dis. Syllable – A syllable is made up of a vowel sound and sometimes other letters. The number of syllables in a word is the number of beats you hear when you say it. The word boat has one syllable. The word inspected has 3 syllables.

Focus Procedures

In the numbered, step-by-step procedures, include how the instruction demonstrates scaffolding by sharing the GOAL, MODELING, providing GUIDED PRACTICE, and providing INDEPENDENT PRACTICE.

Note when and how researched-based instruction in ORAL LANGUAGE is being delivered.

Note when and how researched-based instruction in PHONOLOGICAL AWARENESS is being delivered.

Note when and how researched-based instruction in PHONICS is being delivered.

Note when and how students’ HIGHER ORDER THINKING skills in reading are being developed.


These student-friendly definitions have been written on index cards to display in a small group packet chart organizer. They will be used as needed throughout the lesson and later as terms for review.

5) (PHONOLOGICAL AWARENESS, MODELING) Tell students you will model for them what they are going to do. Say the word precook. Tell students that the base word is cook, the prefix is pre and the word has 2 syllables. Say the word recover. Tell students that the base word is cover, the prefix is re and the word has 3 syllables. Tapping out the syllables will provide extra scaffolded support.

6) (PHONOLOGICAL AWARENESS, GUIDED PRACTICE) Since an example of a prefix and base word was just modeled, an oral activity will be replicated, asking students to determine the base word, prefix, and number of syllables in a set of given words. Ask students to sit in pairs that you have assigned. Ask them questions about a word and have them confer and then answer. Rotate among the pairs so that each pair is given a chance to answer questions about all three targeted elements. For example, say the word, unsure. Ask, “What is the base word?” “What is the prefix?” “How many syllables are in the word?” Use the same three questions for repost, incorrect, disappear, and impossible. Make sure students correctly identify the number of syllables in the words and correctly identify the first syllable, as well as pronouncing the prefix correctly. Provide corrective feedback and positive error correction as needed.

7) (HIGHER ORDER THINKING) Tell students, “Sometimes a word will look like it has a prefix, but it

does not. For a word to have a prefix, it must also have a base word. Let’s think about the word uncle. If the prefix is un, what is the base word?” Wait for student responses. Then clarify by saying, “There is no base word, so in the word uncle, un is not a prefix.”

8) To check for understanding, (PHONOLOGICAL AWARENESS, INDEPENDENT PRACTICE) have

students work in pairs using Think-Pair-Share to determine two words that have the prefix un. Ask student groups to share their words. Have students state the complete word, how many syllables the word has, what the base word is, and what the prefix is. Provide reminders and/or support as needed. Review/reteach, if needed. Refer to the 3 index cards as needed.

9) (PHONICS, PHONOLOGICAL AWARENESS, ORAL LANGUAGE, GUIDED PRACTICE) Tell students,

"Now, we are going to focus the lesson on learning words with a new prefix. Remember, a prefix goes at the beginning of the word. We are going to learn to say and read words with the prefix mis. To divide and read words with prefixes, we will find the prefix, read the base word, and then read the prefix and base word together. Can anyone give me a word or words with the sound of /mis/ as the first syllable?” Accept all words that have the sound /mis/, including mystery, mystify, etc. Make sure the students are correctly pronouncing /mis/.

10) (PHONICS, MODELING) State, “Remember our example with uncle. Sometimes the /mis/ sound is not a prefix, like in the word mister. Today we are going to concentrate on words where the /mis/ sound is a prefix. Now, let’s think of the word miscount (write miscount on the board).” (Teacher thinking aloud) “Hmmm, miscount has the /mis/ sound at the beginning of the word (point to or underline mis). The second syllable, count, is a base word because it is a word by itself (point to or circle count). So, the word miscount uses the prefix mis.”

11) (PHONICS, GUIDED PRACTICE) Write on white board the following words: mismatch, mislead,

misstep, misbehave, misused, misread, mislead, mismanage, misspell. Touch the first word. “The word is mismatch. What is the word?” Students respond. Underline the prefix mis. “The underlined word part is mis. What is the word part? What is the base word? How many syllables


does this word have?” As students respond, provide positive feedback and error correction as needed.

12) (PHONICS, MODELING)Tell students, “When you come to a new word that has a prefix, you can

divide that word into syllables by first drawing a line to separate the prefix from the base word. Then, cover the prefix and read the base word. Next, uncover the prefix and read the whole word.” Demonstrate with the word mismatch.

13) (PHONICS, GUIDED PRACTICE) Have students volunteer to divide each of the remaining words from Step 11 on the white board, separating the prefix from the base word, covering the prefix, reading the base word, uncovering the prefix and reading the entire word.

14) Allow the students to practice (PHONICS, INDEPENDENT PRACTICE) Each student group is given

an individual baggie with miniature word cards. There are 5 un cards and 5 mis cards. The base words are place, lead, spell, judge, step, clean, do, clear, happy, pack. Students work together in pairs to match their cards so that there are 10 words with prefixes. The teacher comes to each group, provides feedback and error correction if necessary, and asks students to take turns reading the words they have made. The following questions are also asked: what is the base word, what is the prefix, how many syllables does this word have.

15) Next, briefly review the meaning of prefix, and base word. Have students each select a mis word

and read the word, tell how many syllables the word has, what the first syllable is, what the base word is and what the prefix is. A prefix at the beginning of the word changes a word’s meaning. Quickly point out the meaning of the prefix mis (means wrong or badly). Write the words place and misplace on the board and explain that place means to put in a particular position, but that misplace means to place it in the wrong position or place. This would better help students to understand all the new words they can now read. (This would be a lead-in for the forthcoming vocabulary lesson)

16) (ORAL LANGUAGE, INDEPENDENT PRACTICE, HIGHER ORDER THINKING) In small groups, have students discuss how they will use this information. Provide each group with a list of questions to include in the discussion. Examples: In which classes do you encounter the most new words? How is this approach to identifying unknown words different from what you have done in the past? After small group discussions, students share the key points with the whole class.

5. Describe the assessment procedures.

Describe the formative assessment used for monitoring student progress. This lesson uses formative assessment. Monitoring of student progress in steps 6, 8, 11, 13, and 14 ensures understanding of concepts taught and practiced. For the students who do NOT grasp the skill, reteach, re-explain, and provide more examples, etc. until those students develop conceptual understanding. If an individual student is still struggling with these skills, further individual instruction should be given to meet the need of the individual student.

Describe how the assessment results are to be used in setting goals for further instruction (differentiated instruction).

For students identified as struggling, provide additional instruction and/or additional practice on the concepts of syllabication, identifying and decoding prefix, base words and/or


on the prefix mis. Provide individual instruction as deemed necessary through the assessment results. If assessment results identify complete understanding, continue the instruction using different prefixes and multi-syllabic words that are challenging to increase students’ vocabulary.

differentiated instruction plan oral language ...€¦ · differentiated instruction plan oral...

Documents