Differentiating Instruction to Meet the Needs of All 3rd Grade Students
Table 1: Lesson Differentiation Chart
Lesson Type of Differentiation Brief Description of
Strategy
Lesson 1 Product Provide sentence starters
for the students
Lesson 2 Process I created a power point and
chart paper for students to
view when I discussed each
new vocabulary term.
Lesson 3 Process Provide sentence starters
for the hypothesis: I think
the popcorn bag will_____.
Lesson 4 Product Separate worksheet for my
ESE/ESOL students *see
attached
Lesson 5 Process Projecting the worksheet on
the board; providing
sentence starters for the
hypothesis.
Lesson 6 Process This was the day I
implemented ELA, I had a
teacher-led experiment with
marbles after reading a
fable. I used realia, and
allowed the students to
draw what they were
observing.
Lesson 7 Process/Environment I had two chart papers on
the board that showed the
students steps in completing
the center.
Lesson 8 Environment This day I gave the students
the option to work with a
partner.
Lesson 9 Environment I allowed the students to
utilize the entire room and
get into appropriate groups.
Lesson 10 Process I read the test to the ESE
kids.
How did it work?
After completing a scavenger hunt,
the students had to answer two
questions on the back of the
worksheet. I gave the students
sentence starters to begin their
writing.
We went through the power point
with each new vocabulary term.
Students were able to connect the
pictures provided to the definitions
of each term.
After conducting a popcorn
experiment, I gave the students a
sentence starter for their hypothesis.
This Halloween day, I made
separate worksheets that were
simplified for the ESOL students to
comprehend.
This day I was able to project the
worksheet we were working on
together as a class so they can refer
back to it.
This day I included realia; marbles
and graduated cylinder. That way
the students could visualize the
fable.
I provided chart papers with
directions for each center. This
allowed the students to refer back to
it when they get lost or do not know
what to do next; it also alleviated
questions.
In working with a partner, the
students can test their knowledge on
their domino vocabulary. If they get
stuck, they have a buddy to help
them.
This review day before our test was
specifically for students to play a
fun review game on quizlet live.
Students were placed randomly into
groups and we utilized the whole
classroom to play our fun game.
This was our test day. I ended up
reading each question aloud as
many times as needed for our ESE
students.