Aligned Learning Activities and Differentiation

Student #1
Class Grade (from Topic 2) Academic Standard (from Topic 2)

3rd grade 3.RF.4.4 Read grade-appropriate words that have blends (e.g.,
walk, play) and common spelling patterns (e.g., qu- ; doubling
the consonant and adding –ing, such as cut/cutting; changing the
ending of a word from –y to –ies to make a plural).
Further guidance for support will be provided in the Literacy
Framework.

Learning Objective (from Topic 2)

By the end of the lesson Students will be able to read digraphs beginning and end, as well as be able to recognize when there are
patterns in spelling and be able to change words for example changing family to families to make it plural on their own with 80%
accuracy.

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Aligned Learning Activity
Student from Class Profile and
Brief Description of
Differentiation
Home Extension Activity
Student #2
The activity would be a scavenger hunt; students would have a lined paper it would have
pictures of things that the word is a digraph, it would also have singular words such as family,
for the scavenger hunt students would go around the room to find lime green cards to find their
digraph with the correct digraph or the card with the correct ending to make the singular word
plural. For example On their paper it would say Family, they would look round to find the lime
green card it would have 3 choices families, familys, familes, the student would pick the correct
ending and write it down on their paper. For the digraph words there would be a picture like a
watch, the students would find a card with the picture and the three choices like woth, wash, and
watch, at the end we would go over the correct answers and the student who got the most correct
would receive a ticket to put in our Friday prize jar.
Arturo is Spanish speaking and one year below grade level, I will give smaller more cvc like
words in order to ensure he is understanding and able to do it on his own with easier words but
still following the same activity and doing it with the class.
Due to Spanish being his first language and English his second I will be sure that he is receiving
something that he is able to do at home without assistance, where he can understand it and feel
comfortable as well as still learn more. I will give him a worksheet where he will have simple
words and will match the picture to the correct digraph.

 Class Grade (from Topic 2) Academic Standard (from Topic 2)

3rd 3.RF.4.4 Read grade-appropriate words that have blends (e.g.,

walk, play) and common spelling patterns (e.g., qu- ; doubling
the consonant and adding –ing, such as cut/cutting; changing the
ending of a word from –y to –ies to make a plural).
Further guidance for support will be provided in the Literacy
Framework.

Learning Objective (from Topic 2)

By the end of the lesson Students will be able to read digraphs beginning and end, as well as be able to recognize when there are
patterns in spelling and be able to change words for example changing family to families to make it plural on their own with 80%
accuracy.
Aligned Learning Activity The activity would be a scavenger hunt; students would have a lined paper it would have
pictures of things that the word is a digraph, it would also have singular words such as family,
for the scavenger hunt students would go around the room to find lime green cards to find their
digraph with the correct digraph or the card with the correct ending to make the singular word
plural. For example On their paper it would say Family, they would look round to find the lime
green card it would have 3 choices families, familys, familes, the student would pick the correct
ending and write it down on their paper. For the digraph words there would be a picture like a
watch, the students would find a card with the picture and the three choices like woth, wash, and
watch, at the end we would go over the correct answers and the student who got the most correct
would receive a ticket to put in our Friday prize jar.
Student from Class Profile and Beryl is two grade levels above the class so I need to make sure she is being pushed and it is not
Brief Description of too easy for her to where she is bored, I will be sure she receives words that are much more
Differentiation difficult and more on her level so that she is pushed and is given the opportunity to grow.

Home Extension Activity Due to Beryl being two grade levels above the class she needs assignments that will not be too
easy to where she is not being pushed and is bored with the work. She will be writing down 5
different digraphs that she finds in her house, as well as she will be given 10 words that are
singular that she will be changing the ending in order to make plural.

Student #3
Class Grade (from Topic 2) Academic Standard (from Topic 2)

3rd 3.RF.4.4 Read grade-appropriate words that have blends (e.g.,

walk, play) and common spelling patterns (e.g., qu- ; doubling
the consonant and adding –ing, such as cut/cutting; changing the
ending of a word from –y to –ies to make a plural).
Further guidance for support will be provided in the Literacy
Framework.
Learning Objective (from Topic 2)

By the end of the lesson Students will be able to read digraphs beginning and end, as well as be able to recognize when there are
patterns in spelling and be able to change words for example changing family to families to make it plural on their own with 80%
accuracy.

Aligned Learning Activity
Student from Class Profile and
Brief Description of
Differentiation
Home Extension Activity
The activity would be a scavenger hunt; students would have a lined paper it would have
pictures of things that the word is a digraph, it would also have singular words such as family,
for the scavenger hunt students would go around the room to find lime green cards to find their
digraph with the correct digraph or the card with the correct ending to make the singular word
plural. For example On their paper it would say Family, they would look round to find the lime
green card it would have 3 choices families, familys, familes, the student would pick the correct
ending and write it down on their paper. For the digraph words there would be a picture like a
watch, the students would find a card with the picture and the three choices like woth, wash, and
watch, at the end we would go over the correct answers and the student who got the most correct
would receive a ticket to put in our Friday prize jar.
Yung has a first language that is Burmese and is one grade level below our class, I will ensure
that he will receive words that are at his level so that he can still be apart of the activity with the
rest of the class but do it at a level he is capable and can understand so that he can be successful
and grow himself.
For Yung because his second language is English and he is below grade level I will be sure that
his homework is at a level he can do at home with understanding and comfortability that will
also help him grow and continue to learn. He will receive a worksheet similar to Arturo where
they will draw a line to match the correct picture to the correct digraph using lower level words
like wash, bath, and fish.