Author Wendy Conklin, M.A.
Quality Resources for Every Classroom Instant Delivery 24 Hours a Day Thank you for purchasing the following e-book another quality product from Shell Education For more information or to purchase additional books and materials, please visit our website at: www.shelleducation.com This e-book is copyrighted. If you accessed this e-book without making payment, you should be aware that neither the author nor the publisher has received any compensation, and you may be in violation of state and federal law. For further information about our products and services, please e-mail us at: customerservice@shelleducation.com To receive special offers via e-mail, please join our mailing list at: www.shelleducation.com/emailoffers 5301 Oceanus Drive Huntington Beach, CA 92649-1030 714.489.2080 FAX 714.230.7070 www.shelleducation.com S964
Contributing Authors Ryan O Donnell Christi Sorrell, M.A.Ed. Ryan Spears, M.A. Garth Sundem, M.M. Editors Wendy Conklin, M.A. Emily Smith, M.A.Ed. Associate Editor Torrey Maloof Editorial Director Dona Herweck Rice Editorial Manager Gisela Lee, M.A. Creative Director Lee Aucoin Illustration Manager Timothy J. Bradley Print Production Manager Don Tran Print Production Juan Chavolla Phil Garcia Editor-in-Chief Sharon Coan, M.S.Ed. Publisher Corinne Burton, M.A.Ed. Learning Standards Copyright 2004 McREL. www.mcrel.org/standards-benchmarks. Shell Education 5301 Oceanus Drive Huntington Beach, CA 92649-1030 http://www.shelleducation.com ISBN 978-1-4258-0015-4 2010 Shell Education The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher. 2 #50015 (i4085) Differentiation Strategies for Social Studies Shell Education
Differentiating Instruction Why Do We Need Differentiated Instruction?... 4 What Brain Research Has to Say............ 6 Understanding by Design (UbD)............. 8 Response to Intervention (RTI)............. 11 Conclusions........................... 12 The Nuts and Bolts of Differentiation Understanding Differentiation............. 13 The Myths of Differentiation............... 13 How Do We Differentiate?................ 16 Grouping Strategies..................... 17 Proficiency Levels for English Language Learners...................... 18 Anchor Activities........................ 20 Assessment............................ 21 How to Use This Product Vertical Alignment...................... 23 Correlation to Standards How to Find Your State Correlations......... 24 McREL Compendium.................... 24 References Cited...................... 27 Table of Contents....... 29 Overview and Lessons................... 30 Tiered Graphic Organizers Tiered Graphic Organizers Table of Contents....................... 69 Overview and Lessons................... 70 Table of Contents Leveled Questions Leveled Questions Table of Contents....... 103 Overview and Lessons.................. 104 Using Realia Using Realia Table of Contents............ 137 Overview and Lessons.................. 138 Leveled Learning Centers Leveled Learning Centers Table of Contents...................... 171 Overview and Lessons.................. 172 Choices Board Choices Board Table of Contents.......... 209 Overview and Lessons.................. 210 Discovery Learning Discovery Learning Table of Contents....... 241 Overview and Lessons.................. 242 Personal Agendas Personal Agendas Table of Contents........ 271 Overview and Lessons.................. 272 Appendix Contents from the Teacher Resource CD.... 303 Shell Education #50015 (i4085) Differentiation Strategies for Social Studies 3
Grades: K 2 Home Sweet Home Student Reproducibles Name Background Information The Earth Lodge 36 #50015 (ixxxx) Applying Differentiation Strategies Shell Education Skills Summary The Mandan Indians lived in North Dakota. They built houses by the Missouri River. They hunted bison. The Mandan Indians were farmers, too. They grew corn and sunflowers. And, they grew beans and pumpkins. Their homes were big. They were covered with dirt. So, they were called earth lodges. A lot of families slept in one home. Their horses slept inside too! The frame of each home was made of wooden poles. It was covered in slabs of hard, dried soil. Each village built their homes in a circle. They danced in the center of the circle. The Mandan left their homes before winter. They moved to valleys in the woods. Here, they could find firewood. The women built earth lodges in the woods. They looked the same as their other homes. But, they were smaller. The thick walls kept the people warm in the cold weather. Activity On the back of this paper, draw a picture of some Mandan Indians with their home. Write at least one sentence below that tells what you learned about the earth lodge. Social Studies Content American Indian homes Literacy Skill Activate and connect Differentiation Strategy Tiered assignments (See pages 30 31 for more information.) Differentiation Management Tip At this level, access to the content may be the biggest hurdle. To help nonreaders, develop lessons with oral reading or pair reading of the nonfiction text. Source: The Library of Congress Overview of Activity Ñ This activity asks students to make observations about the various homes of the American Indians after reading background information. Ñ For this activity, students should be divided into homogeneous groups based on their ability levels. Depending on ability level, each group will receive a leveled text to inform students about the assigned homes. Ñ Each student will also be asked to complete a tiered assignment after reading the text. These assignments will be shared with the rest of the class. How This Strategy Benefits Students Ñ Students who are above grade level benefit from tiered assignments because the assignments are more complex and offer challenges that enhance motivation for learning. Ñ When working on assignments created with the appropriate complexity, on-grade-level students can work on assignments that are neither too difficult nor too easy. Ñ Tiered assignments help below-grade-level students find success at their own levels of readiness. Ñ Using tiered assignments in a classroom with English language learners provides time to focus on their specific language needs and to assess what types of assignments are appropriate for their ability levels. Learning Standards Ñ Students will understand the daily life, history, and beliefs of a country as reflected in dance, music, or other forms of art (such as paintings, sculptures, and masks). Ñ Students will relate new information to prior knowledge and experience. 32 #50015 (i4085) Differentiation Strategies for Social Studies Shell Education
Grades: K 2 Home Sweet Home (cont.) Preparation 1. Determine how you will share the three pictures of American Indian homes (grasshouse.jpg; earthlodge.jpg; tepee.jpg) with students (transparency, projected from the CD, or paper copies). This way, as the homes are being discussed, students can more easily visualize them. 2. Copy the Background Information sheets (pages 35 37; page035.pdf) so that each student has the correct level. 3. Copy Comparing American Indian Homes (page 38; page038.pdf) for each student. 4. Copy Home Sweet Home Peer Assessment (page 39; page039.pdf) for each student. Whole-Class Activity 1. Display the photographs of the three American Indian homes where all students can see them. Do not tell students what the pictures are about. Instead, ask them to tell you what they think each photograph shows. List their ideas next to each photograph. 2. Next, place students into groups based on their ability levels. Above-grade-level students should be placed in the triangle group (text at high second grade reading level). Students on grade level should be placed in the square group (text at low second grade reading level). Students below grade level should be placed in the circle group (text at high first grade reading level). The English language learners should be placed in the circle group as well, so that they can build their vocabulary as they read. 3. Distribute the background information sheets (pages 35 37) to students based on their ability groups. Give students time to read the information silently first. Then, have them read the information aloud within their homogeneous groups. 4. Once students have finished their readings, have them complete the activities at the bottom of each background information sheet. Visit each group, and review the directions for the activities to make sure that all students understand what they are to do. Spend extra time with the circle group to guide them as they complete the activities. 5. Give students time to complete the activities. Then, come together as a whole group. Have two or three representatives from each group share the products they created with the class to help everyone learn more about each American Indian home. Have students take notes about what the groups share on Comparing American Indian Homes (page 38). Shell Education #50015 (i4085) Differentiation Strategies for Social Studies 33
Grades: K 2 Home Sweet Home (cont.) Whole-Class Activity (cont.) 6. To conclude the study of American Indian homes, review the lists students made at the beginning of the lesson. Ask them if they were correct in the predictions they made about each picture. Allow them to share their thoughts. Assessment 1. Place students back into their homogenous groups and have each student choose a partner. 2. Give each student the Home Sweet Home Peer Assessment (page 39). Have each partner complete the questions to assess his or her peer s work. Anchor Activities Ñ Ask students to compare the American Indian homes to the homes in which they live. Have students use Venn diagrams to show the similarities and differences. Ñ Ask students how they might improve on one of the American Indian homes using the resources available to them in each region. Have students create new homes for one of the American Indian tribes that would help the American Indians in their daily lives. This can be a 3-D model or a picture. 34 #50015 (i4085) Differentiation Strategies for Social Studies Shell Education
Student Reproducibles Name Background Information The Grass House Source: The Library of Congress The Wichita Indians lived in Kansas, Oklahoma, and Texas. From spring until fall, they lived in a village. They grew corn, pumpkins, squash, and beans. A Wichita village was filled with grass houses. The houses were in the shape of cones. Cedar poles formed the frame of each home. The Wichita Indians wove prairie grass. They used the dried grass to cover the sturdy poles. There were a lot of storms and fires. But, most of the homes stood for many years. The Wichita Indians left their villages in the winter. They went west to hunt bison. They wanted to get a lot of meat and hides. They used the hides and meat the entire year. During the hunt, they lived in tepees. Then, each spring they would go back to their village to plant crops. Activity On the back of this paper, draw a picture of what you think the inside of a grass house looked like. Write at least two or three sentences below to describe what it was like to live in a grass house. Shell Education #50015 (i4085) Differentiation Strategies for Social Studies 35
Student Reproducibles Name Background Information The Earth Lodge Source: The Library of Congress The Mandan Indians lived in North Dakota. They built houses by the Missouri River. They hunted bison. The Mandan Indians were farmers, too. They grew corn and sunflowers. And, they grew beans and pumpkins. Their homes were big. They were covered with dirt. So, they were called earth lodges. A lot of families slept in one home. Their horses slept inside, too! The frame of each home was made of wooden poles. It was covered in slabs of hard, dried soil. Each village built its homes in a circle. The people danced in the center of the circle. The Mandan left their homes before winter. They moved to valleys in the woods. Here, they could find firewood. The women built earth lodges in the woods. They looked the same as their other homes. But, they were smaller. The thick walls kept the people warm in the cold weather. Activity On the back of this paper, draw a picture of some Mandan Indians with their home. Write at least one sentence below that tells what you learned about the earth lodge. 36 #50015 (i4085) Differentiation Strategies for Social Studies Shell Education
Student Reproducibles Name Background Information The Tepee Source: The Library of Congress The Dakota Indians lived in North Dakota and South Dakota. They also lived in Nebraska and Minnesota. They built tepees. The Dakota Indians used bison hides to build the tepees. They covered a frame of wood poles with the hides. It took 14 to 18 hides to cover a tepee. They had to sew the hides together. Then, they painted the hides. They painted men hunting. Pins kept the hides on the tepee. The pins were made of wood. The tepee had a small flap. The Dakota used it to go in and out of the home. A smoke hole was at the top. It let the Dakota Indians have fires in the tepees. The Dakota moved with the bison herds. They used horses to help them move. The horses held the tepees. Activity On the back of this paper, draw a picture to show what you learned. Write the title of your picture on the line below. Shell Education #50015 (i4085) Differentiation Strategies for Social Studies 37
Student Reproducibles Name Comparing American Indian Homes Directions: Students will share information about different American Indian homes. Take notes on this chart. Grass House Earth Lodge Tepee 38 #50015 (i4085) Differentiation Strategies for Social Studies Shell Education