Tag Archives: interactive writing

How can you differentiate instruction for a writing assignment based on Judaism?

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Judaism Differentiated Instruction Lesson Plan

Differentiated instruction for writing can be done with leveling. There a a couple of different approaches that a teacher can take when differentiating writing by ability levels otherwise known as tiering.

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico has a fantastic leveled writing system that takes students from a topic sentence to a DBQ essay. All of the levels of writing focus on content too so teachers know if their students are understanding the concepts presented in class.

Another way to differentiate instruction for writing on Judaism and as a conclusion to the Judaism lesson plan is by providing lower ability levels with a writing prompt. For expository writing, this may be as simple as providing a topic sentence. This will help focus them on the details, facts and elaborations one could write about Judaism.

The last way a teacher could differentiate instruction for writing about Judaism is to increase the difficulty of questions. The higher the ability level, the higher critical thinking should be demanded from the students.

When creating a differentiated instruction writing assignment for Judaism, a teacher needs to remember that each student need to use the content that is stated in the state standards or national standards that are being used in the class. Every student must be exposed to the same content during differentiated instruction.

To find out more about my Judaism differentiated instruction lesson plan, click on the links below.

How can you differentiate instruction for a Judaism lesson plan?

How can you differentiate instruction to teach vocabulary in a Judaism lesson plan?

How can you differentiate instruction for a mini-lesson in a Judaism lesson plan?

How can you differentiate instruction for an activity work session in a Judaism lesson plan?

How can you differentiate instruction with a graphic organizer in a Judaism lesson plan?

 

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico offers the Judaism lesson plan above. Check it out! Or, if you only want to purchase this single differentiated instruction lesson plan for Judaism, Click here.

Written by,

Kasha Mastrodomenico (Connect with me on Linkedin.com)

http://www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico

What accommodations can be given for GA Studies?

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Accommodation Ideas for SPED in GA Studies

GA Studies or Georgia History is a social studies class for the 8th grade in the state of GA. Accommodations are given to students who are considered to be SPED or ELL. An accommodation is different than differentiated instruction because accommodations are given to a specific student for a specific need. Accommodations can also be given to students who are going through the SST process. In this case the accommodation acts like an intervention.

One accommodation I gave to students when I was the content teacher as well as when I was the SPED teacher in a co-teaching situation was to provide flash cards with the vocabulary, important events or people on them. I gave the flash cards out at the beginning of the unit. The students were allowed to use them before the class started or when they had extra time in class. They also used them to study at home with their parents.

Another accommodation I used to give for GA Studies was a preview, reference and review page for each unit based on the GA Studies State Standards. This is a multipurpose packet. I used this packet in the following ways:

  • Breaking it up and handing out the review sheets (keys) at the beginning of every unit to SPED and ELL as an accommodation. They then used this as a reference sheet throughout the unit which saved time in class during opening and closings, note taking, class discussions, activities and helped the parents help their children with homework and studying.
  • Study guides as note sheets
  • Study guides as study guides before unit tests for all students
  • Study guides and review sheets were handed out as a big packet for studying for the CRCT.
  • Catch students up on content due to transfers, sickness, absences etc.

This packet goes through every GA History state standard in the order that the state of GA framework suggests but does not include the Connecting themes in GA History unit 1 of the frameworks.

  1. Early Natives in GA and Geography
  2. Exploration and Colonization
  3. Statehood
  4. Civil War-Reconstruction
  5. The New South
  6. The 20th Century
  7. Post WWII Georgia
  8. Civil Rights
  9. Modern GA
  10. State and Local Government
  11. Adult and Juvenile Justice System
  12. Personal Finance

It lists the standards and then either lists or charts the facts, events, people, etc. that are in the standard along with a definition, importance of, or explanation of whatever is listed or charted. There are study guides that can be filled out by students and a key to go with it. It is written in Word so it is easily modified to meet your needs as a teacher. This is available at http://www.teacherspayteachers.com/Product/GA-History-Study-Review-and-Reference-Packet.

Accommodations for vocabulary and content can help students who are labeled as SPED as well as ELL by providing the assistance they may need to flourish.

Written by,

Kasha Mastrodomenico (Connect with me on Linkedin.com)

http://www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico

Is a cause and effect essay an example of expository writing?

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A cause and effect essay is an example of expository writing.

A cause and effect writing activity is an example of expository writing. This expository writing activity can be done in the form of a paragraph or an essay. Planning can easily be done and should be done before a cause and effect expository writing activity is begun. Planning works as a type of guide for the writer and focuses them on the content needed to accomplish the task. Two forms of planning that can be done for a cause and effect expository writing activity is a graphic organizer or an outline.

Some students may have trouble putting expository writing together in a paragraph or an essay form. One accommodation that can be used is an interactive expository writing system. If students have trouble with the process or are in the midst of learning the process of expository writing a leveled expository writing system can also be helpful. Leveled expository writing systems can help teachers differentiate instruction also by allowing students to write at different levels but use the same content.

http://www.teacherspayteachers.com/Product/Leveled-Expository-Writing-System-867302 offers a leveled expository writing system. Check it out!

Written by,

http://www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico

What are academic interventions for the SST process?

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SST academic interventions are a big part of the SST process. SST academic interventions are strategies teachers can try to help the student become successful. SST academic interventions must be able to be measured. SST academic interventions also must have a goal or in some cases several goals set. The use of the academic interventions must be documented and brought to each SST meeting to be discussed by the student support team.

If the student is having trouble with the expository writing process, have them try an expository leveled writing system. Each level of a leveled writing system can be an SST academic intervention and goal. For example if a student can’t write in paragraph form, have the start with a topic sentence. Once they can do that, have them move to the next level of leveled writing system which would be the first fact in sentence form. The progress or lack of progress for an SST academic intervention should be reported on monthly at the SST meetings. Proof needs to be brought to be evaluated by the student support team. If the leveled writing system is working and the student is making progress, then continue the short term goals of the leveled writing system until the long term goal of writing a paragraph has been accomplished.

http://www.teacherspayteachers.com/Product/Leveled-Expository-Writing-System-867302 offers a leveled writing system and that can be used as an academic intervention and accommodation during the SST process. 

Written by,

Kasha Mastrodomenico

http://www.socialstudiesdifferentiatedinstruction.com

kasha@socialstudiesdifferentiatedinstruction.com

http://www.teacherspayteachers.com/Store/Kasha-Mastrodomenico