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Differentiation &

Scaffolding

Handouts

Graphic Organizers (slide 2)
Roles in Group Work (slide 3)
Sentence Stems/Starters (slides 4-7)
Carousel Brainstorming (slide 8)
Exit Tickets (slide 9)
Checklists (slide 10)
Discussion Strategies (slide 11-14)
Choice Boards (Slides 15-16)
Tiered Journal Entries (Slides 17-18)
Group Brainstorming/JamBoard (Slides 19)
Vocabulary Practice (Slides 20)
Station Activities (Slide 21)
Close Reading Exercise (Slide 22)
Data-Informed Instruction/Individualized (Slide 23)

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Graphic Organizers

Additional Ideas also available on creately.com

Graphic Organizers

Graphic organizers can help scaffold learning for students and help teachers differentiate.

Click on links below to access handouts

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Group Work

Defining Roles for Students

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Sentence Starters to Cite Evidence

Sentence Starters to Cite Text Evidence

The author builds credibility or ethos with the reader by ______.
The writer evokes emotions or pathos in the reader through strong connotative language such as "_______" and "_______."
The author provides logical reasoning by comparing and contrasting __________ and providing examples that support ____.
The author employs (technique) in order to establish _____.
The _____tone of the passage is created through the use of _____
In the text, the author described _____.
The author states/says/implies _____
The author explains_____
The author describes _____
According to the author, _____
The author explicitly states _____

Sentence Starters to Elaborate on Evidence

The fact that ______(rephrase your evidence) illustrates that _____(give your reason) because ______(your analysis).
This (piece of evidence) demonstrates ____.
This point is significant because_____
The speaker’s attitude towards _____ is best described as one of _____
The author juxtaposes _____ to _____ in order to _____.
For instance, _____
The evidence suggests that _____
The fact that _____ proves that _____
This example illustrates _____
The main point of the passage is to _____
In this situation, the character _____
In this passage, the author emphasizes._____
The fact that _______(rephrase your evidence) illustrates that _____ (rephrase your claim) because (your analysis).

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Sentence Stems

______ argues that _____ when he says, "XXX."
The author ____ (claims, points out, discusses, argues, notes, states, writes, demonstrates, argues, explains, asserts ) that ______.

Nonfiction

When (character) .... (include a verb) reflects on/confronts/describes/engages/observes/complains/remarks ......
When _____ is confronted by _______ at the _______, he starts to realize that he has_______ since __________.
When says, "XXXX" (42).
_____ tries to explain ______ by saying, "XXXX" (52).
____ exhibits his true feelings to ____ when she "XXXX" (12).

Link to Sentence Stems for Reader Response Journals

Fiction

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Sentence Stems

The function of the product is ....

To educate people about ...

To entertain people with ....

To increase the efficiency of ....

To instruct people to ....

To meet a need of .... (e.g. storage)

To promote

To protect

To contain

To serve

Design/Function

To develop balance between I will....

To create harmony and unity , I will..

To create a rhythm, I will …

To offer variety, I will use ....

To match the environment, I will focus on ....

To use principles of design such as line, texture, color, shape, space, typography, etc.

To create movement in the animation, I will …

Design/Aesthetics

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Sentence Stems

Good for ELA

Structure TEMPLATE (Use this as a guide)

In (Name of Work), (Full Name of Author) (uses, employs, relies, utilizes), (device/strategy/technique), and (FORM: device/strategy/technique) to ( show, reveal, emphasize, argue, reinforce, insist, point out) that (effect/purpose/theme).

Thesis

In “Self Reliance,” Ralph Waldo Emerson writes using poetic, elevated diction with an imploring, impassioned tone and visual imagery order to convey that being true to oneself is sometimes more important than being allegiant to society.

Example

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Have students divide up specific concepts to analyze and then each group moves around to contribute until time is up. Then each group recaps what they have understood from where they are.

Link to an Example using A Chronicle of a Death Foretold

Link to Example use In Cold Blood

Link to a Resource

Carousel Brainstorming

“According to Project CRISS, Carousel Brainstorming is a cooperative learning activity that can be used both to discover and discuss background knowledge prior to studying a new topic, as well as for review of content already learned. This technique allows for small group discussion, followed by whole-class reflection.”

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Link to Mrs. MacFarland’s Hard Copy Example

Exit tickets can be a google form or a hard copy.

Exit Tickets

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Using Checklists to Help with Papers or Projects--Good for scaffolding sections

See Example Handout

Checklist for an Essay

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Discussion Strategies:

Socratic seminar

Philosophical Chairs

Quaker Readings

Some students can really demonstrate their thinking verbally.

Link to Mrs. MacFarland’s BAT Session Presentation on Discussion Strategies

Link to Handout on Discussion Strategies

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Sage and Scribe

Sage-N-Scribe

1. Partner A has the pencil

2. Partner B thinks out loud while Partner A scribes for them giving them praise or corrections

3. Partner A and Partner B switch rolls and repeat

This strategy is amazing for all students, because voicing their thinking really makes them work on their metacognition and work on academic vocabulary.

https://www.classroomtestedresources.com/2016/07/8-ways-to-differentiate-worksheet.html

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Think-Pair-Share

Think: Teacher asks a thought-provoking question and gives students time to think (usually 1-3 minutes)
Pair: Either teacher assigns or students pick a partner. Students share their ideas and ask questions to clarify their thinking. (2-5 minutes).
Share: Teacher expands to whole-class and let different pairs share out.

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Online Discussions

Do you want to create an online forum for students to participate in and engage with their peers?

Check out

https://go.parlayideas.com/

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Mrs. MacFarland’s Example with Career Exploration

https://docs.google.com/document/d/18H_nLqxsy9ZlhacNkC56DMVoKjoFwxFvgTIxyAphh78/edit

Product Choices (Different Ways to Present)

Choice Boards

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Mrs. MacFarland’s Example with Great Gatsby

https://docs.google.com/document/d/1qyw3BskHIhzOgcG-TedhzbU21aCh_KiXP8jTiiyklhs/edit?usp=sharing

Content(Theme) Choices

Choice Boards

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Options for Journal Entries

See Mrs. MacFarland’s Example

Have students choose two questions. Give options that range in difficulty to build in differentiation and accessibility.

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Leveled Questions

Use leveled questions to building on basic questioning to more advanced questions, building in scaffolding for the reader. I like how this example builds on basic information to more complex inferencing

Source: https://www.facinghistory.org/resource-library/levels-questions

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Jamboard

Group Work

Collaboration

Mixed Ability Groups can really help our struggling learners in analyzing a text and making connections with their peers.

Mrs. MacFarland’s Example

https://jamboard.google.com/

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Creative Notecards (digital or hard copy)

Mrs. MacFarland’s Example

Technology for Practice

Quizlet

Flashcard Factory

Gimkit

https://create.kahoot.it/

Vocabulary Practice

Flashcard Factory

https://quizlet.com/655932072/match

“

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Have students rotate through station activities to learn information or to develop/refine their ideas

Station Activities

Writing Stations for Science Fiction (link)

Mrs. MacFarland’s example

Creative Writing

Revising Language through Stations

Mrs. MacFarland’s example

Creative Writing

Procedures for Stations (link to article)

Procedures

Five Ways to Make Awesome Stations (link to article)

Stations

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See Mrs. MacFarland’s example (link)

Some students really benefit from zooming in on a specific passage in order to make inferences. Letting students highlight and mark a text can aid in comprehension.

This practice works for really any discipline where you have a text to read.

Reading

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Data-Informed Instruction, Individualized Learning

Sometimes, we have access to diagnostic tools that help our students see their areas of strengths and areas for improvement.

In College Readiness, students reflected on their strengths and weaknesses in order to differentiate their independent practice in Khan Academy for the PSAT.