DIFFERENTIATED INSTRUCTION

WHOLE CLASS INSTRUCTION (Tier 1)

Tier 1 Whole Class Instruction

Tier 1: Universal Core Curriculum - All students 15 mins

Activity: Grade ones secret learning box.
- Have students one at a time pick a feature of an analogue clock out of the secret
learning box.
- What do you think these objects could be used for?
- Can anyone see any similarities or differences between the objects?
State learning objective on the whiteboard.
Watch: Time-Telling Song: Meet The Clock
Think, pair and share:.
- Why do we have two hands?
- Which one is the hour hand and which one is the minute hand?
Direct instruction different features of an analogue clock.
-The short hand is the hour hand and this tell us the name of the hour.
- The long hand is the minute hand and this tells us how many minutes have passed.
Discuss:
- The need for the numbers to be spread evenly.
- The numbers represent both hours and minutes and that each number is a product
of five.
Small groups (four to six students): Students are to form an analogue clock
(Tier 2)SMALL GROUP INSTRUCTION

Tier 2: Targeted Small Group Instruction

Tier 2 Targeted Small Group Instruction 8 mins

Have a clock and discuss with the students the purpose of each feature:
- The big hand is the minute hand and this hand tells us how many minutes have
passed.
- The small hand is the hour hand and this hand tells us the name of the hour.
- The numbers represent both the hours and the minutes.
- The minute lines tells us the exact minute and keep the numbers spread out.
- When reading the time in minutes, the numbers are a product of five.
Point to each number and skip count by five.
Tier
Individual activity:
3: Intensive Using
Targeted the feature
Individual identification cards, have the students
Intervention
INTENSIVE INSTRUCTION (TierINDIVIDUAL TARGETED

match the features of the analogue clock with their purpose.

Tier 3: Intensive Individual/ small group instruction 10 mins
Explicit teaching:
- The hour hand is the short hand and it tells us the name of the hour.
-The minute hand is the longest and it tells how many minutes have passed.
- Point at each number and inform students that each number represents both the
hours and minutes and when it is representing minutes each number goes up by
five from the previous number.
Point at each number whilst students are to skip count by fives.
Activity: Have students act out the poem: I am the hour hand short and stout, I
tell the hour and give a shout.
Im am the longer minute hand, Big and tall.
I tell the minute and that is all.
- Actions: For the minute hand, students are to stand on the tip of their toes with
their arms stretched above their head. For the hour hand, students are to knell with
their arms above their head.
 tiationDifferen
ANCHOR ACTIVITIES 25- 30 mins

OTHER HALF works on a different a

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HALF CLASS works on Anchor Activity Independent activity: Students ar
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Tier poster
Minute and hour hand wanted poster: Students are to make a wanted two students are minute
for both the to commenc
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-Tier two early finishers: are to play m

Tier 3 wo
Activity:
Activity:
-Discuss