INSTRUCTIONAL DESIGN FOR DIVERSE LEARNERS 6/22/15

A Classroom of Diversity I work in a first grade classroom in a rural farming community. Our school consists of 65% English Language Learners and English as a second Language Learners. Designing and Modifying Lessons for diverse learners is a constant and necessary pursuit. A curriculum unit has been created to engage diverse learners and reach several levels of higher order thinking skills.

Diverse Learning Groups According to student achivement data, two groups were identified that are struggling in English Language Arts. Group #1- Studnets of Spanish Decent Group #2- Students of Bosnian Decent Both groups are English Language Learners (ELL)

This unit was created to increase student achievement in English Language Arts and assist them in developing a appreciation for other cultures. This unit is a cross curricula unit focusing on English Language Arts (ELA) standards and Social Studies Standards for First Grade. Curriculum Unit Design

ELA Standards Addressed CCSS.ELA-Literacy.RI.1.10.With prompting and support, read informational texts appropriately complex for grade 1. CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.RI.1.2 Identify the main topic and retell key details of a text. CCSS.ELA-Literacy.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

ELA Standards continued… CCSS.ELA-Literacy.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. CCSS.ELA-Literacy.W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers CCSS.ELA-Literacy.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Social Studies Idaho State Standards Addressed Standard 5: Global Perspectives Students in Grade 1 build an understanding of multiple perspectives and global interdependence. Goal 5.1: Build an understanding of multiple perspectives and global interdependence.

Unit Objectives Compare family life in other parts of the world. Discuss other cultures and learn of various cultures characteristics around the world. Research a different country and create a presentation on this country using a writing sample and providing visual aids. Work in groups to provide language acquisition opportunities such as speaking and listening. Students will work on decoding, fluency, and comprehension when reading informational text. Students will work on researching and teach one another.

Activity One In groups of 3-4 Students will access the following Prezi showing a few visual/labeled characteristics about the United States and Mexico. Students will discuss and write down three things they learn about the USA and then three things about Mexico. Then students will fill out a Venn Diagram comparing and contrasting the USA and Mexico. “In today’s society, we need to prepare all children to be able to solve problems and think critically about the world around them. Teachers are challenged to find universal strategies to help a diverse range of students meet these goals” (Zydney & Hasselbring, 2012, p. 21).

Activity Two Students will work in learning groups and given a country to research. Students will be given a variety of informational leveled texts about their country to read in partners. Students will then discuss with each other what they learned and fill out a characteristics report of their country answering questions such as what they eat in that country, what continent they are on, animals in that country, and important places in that country. Students will then evaluate the most interesting facts about their country and select the three they want to use in their writing project.

Activity Three Students will work in learning groups using their characteristics report sheet they will create a writing sample trying to persuade the other students that they should or shouldn’t visit their selected country and why. The group will then create visual aids to support their writing. They may use illustrations, clip art, or power point. They may also use the toon app to read their writing and add clips but they must include the writing sample for evaluation. Students will practice presenting together to prepare to present their country to the class. Students will teach the class about their country.

Activity Three Cont… It is important for ELL's to have ample opportunities throughout the day to practice their language skills and to talk to other students about their learning (August, 2006).

Using Higher Order Thinking Skills Activity #1 Students are using all the levels up to applying their knowledge of two different countries and then analyzing when asked to compare and contrast the two countries. Activity #2 Students will continue up the scale to analyzing and then evaluating a country of their choice. Activity#3 Students will use the final skill by creating a visual presentation with a writing sample about their selected country to teach to the class as a group. Bloom’s Taxonomy Higher Order Thinking

Researched-Based Strategies Actvity #1-Learning with Technology Activity #2- Think-Pair-Share Activity #3- Student-Centered Learning “Creating a culture of rigor necessitates a shift from teacher-centered to learner-centered models of teaching and learning to give students a more empowered role in their education”(Vigil & Mieliwocki, 2015, p. 44).

“A teacher who sincerely cares about his or her students is significantly less likely to display biases toward distinct cultural differences and significantly more likely to engage in creative solutions to remove barriers as a result of them” (Brown,2004, p.267).

References August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second- language learners: Report of the National Literacy Panel on Language- Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum Associates. Brown, D. F. (2004). Urban teachers’ professed classroom management strategies: Reflections of culturally responsive teaching. Urban Education, 39(3), Vigil, V. P., & Mieliwocki, R. (2015). Genius hour: a learner-centered approach to increasing rigor in the classroom. Instructor (1990), (5). 44. Zydney, J. J., & Hasselbring, T. t. (2014). Mini anchors: A universal design for learning approach. Techtrends: Linking Research & Practice To Improve Learning, 58(6),