Strategies Pre-Assessment for Differentiation 1st Grade Telling Time by the Hour
1. 5 Students with Advanced Knowledge
1.1. Strategies
1.1.1. Offer the Most Difficult First
1.1.1.1. The five students who have already mastered telling time by the hour will be given a post assessment worksheet for the next item in our unit, telling time by the half-hour if they master this assessment it will be followed by telling time to the minute. They can proceed ahead taking post assessments in the unit until they reach an area that is challenging to them, or they end of the unit. When they reach an area that is challenging, they will receive small group targeted instruction
1.1.2. Taking it Up
1.1.2.1. After the students have shown mastery of the time telling unit, they will be given extension problems that require additional challenges, and require deeper problem solving skills.
1.1.3. Cater to Student Interests
1.1.3.1. I can assess the learning of advanced students by offering them their choice of enrichment activity, Sample enrichment activities that are also cross-curricular include: -Write a time line for your perfect day -Time Games -Deep dive into time- Earth’s rotation-24hrs, Make a clock for Mars.
2. 12 Students with Some Knowledge
2.1. Strategies
2.1.1. Opportunities for Practice with Immediate Corrective Feedback
2.1.1.1. During instruction ask students to answer questions that allow me to check for understanding. Students may put their answers on a whiteboard, signal with thumbs up or down, or raise their hands. If students answers are incorrect, I will reteach the content.
2.1.2. Game Based Assessment
2.1.2.1. Rock around the Clock Game Students are given a sheet of paper with their classmate’s names in one column and a second blank column next the names to record time. On each child’s desk is a picture of a clock set to a different hour. When the music starts they dance around the room. When the music stops they find the nearest desk and record the time on the clock next to the name of the student whose clock it is. After 10 rounds the game ends and they submit their papers. I use these to assess student understanding of reading time by the hour.
2.1.2.2. Telling Time Bingo Bingo cards are to the hour, and students play a bingo game in small groups.
2.1.3. Student Choice
2.1.3.1. Students choose from a variety of fun worksheets (some they color in and some they cut and paste) to demonstrate their knowledge of time by the hour. Students who feel confident with the worksheets may challenge themselves with a second one.
3. 5 Students with Limited Knowledge
3.1. Strategy
3.1.1. Multi-Sensory Assessments and Visual Cues
3.1.1.1. Students who have limited knowledge, processing -disorder and other disabilities benefit greatly from tactile activities. Using a wooden puzzle clock I can have students start by placing the numbers in the correct order, and manipulating the hands. I can observe and assess their understanding of number placement on a clock, and gradually move onto teaching by the time by the hour. Visual cues I combine the multi-sensory experience of moving the hands on the clock with matching the hands to visual cue cards of different times. I can assess their ability to make their clock match the time on the visual cue card.
3.1.2. Assess an Instruct in Small Chunks
3.1.2.1. Assessment and instruction will be given in small chunks to avoid overwhelming students, and allowing time for processing. For these students a strategic assessment would be to start with having them verbally tell me what they know about time. I can informally ask them questions, and that can guide my instruction.
3.1.3. Simple Verbal Games
3.1.3.1. I can have students practice asking the time to one another and telling their partner the time on the picture card they have chosen from a deck. I can assess their understanding of telling time by the hour by their ability to tell the correct time to a partner.
4. Accommodations and Modifications
4.1. ELL
4.1.1. As I proceed through the unit instruction it is important to check in with the vocabulary of both my regular and ELL students. I will model dialogue such as (o’clock, half-past, AM, PM, etc), and also discuss common dialogue errors. ELL students may need more direct practice and on one instruction to correctly understand the use of the vocabulary in this unit. An example of common error would be: A: Excuse me. Do you know what it is? B: It’s 9:50 O’ Clock A: Thank you. B: Your welcome.
4.2. Blind
4.2.1. Read Aloud Questions and record answers
4.2.2. Provide assessments in Braille where applicable
4.3. Aspergers, Dyslexia, ADHD, Processing Disorders
4.3.1. Provide accommodations based on IEP's or 504's. Offer opportunities for time extension, brain breaks, and the ability to complete assessments in alternate ways (verbally, small chunks, tactile objects).