Differentiated Learning Experience

Name & Student Number: Kingsley Francis, 2119710

Curriculum (Learning) Area of Lesson or Learning Task: English
Specific Topic of Lesson or Learning Task: Procedure writing
Year Level/s: 3

Differentiation Choices
1. For this assignment, I have chosen to design a differentiated:
 Learning Menu or Agenda
 Choice Board
 RAFT
 Summative Assessment Task for Unit of Work
 Lesson with Specific Adjustments for Students with Special Needs
 Series of Tasks for Learning Centres or Stations
 Learning Task or Lesson with Innovative Use of Technology to Support Differentiation

2. My lesson or learning task is differentiated to address differences in student:

 Readiness
 Interest
 Learning profile preferences

Context

This RAFT activity fits in the broader context of a year 3 English unit on procedural texts. The
objective for learners is to create a procedural text using structures and language features
specific to the genre of text. Students will have already completed a unit on narrative writing and
explored language features such as action verbs and basic adjectives. This prior experience will
act as a building block allowing the teacher to connect learning of these mentioned language
features, with features specific to procedures i.e. command verbs (timeless present tense action
verbs). This lesson takes place towards the end of the broader unit on procedural texts. Through
the teaching and learning cycle it is expected that students have had opportunity to build their
field of knowledge in regards to both the genre (procedure texts) and the language features
(command verbs and prepositions). It is further expected that students have had a chance to
briefly explore various contexts that procedure texts are used in i.e. recipes, experiments, game
rules. This RAFT focuses on students as producers and will provide them with the opportunity to
show understandings and knowledge. It is expected that this activity will be undertaken over a
phase of multiple lessons due to the complexity of both the task and learner differences.
Students have already chosen their RAFT strip and the format that they would like to use to
show their knowledge. Students have also negotiated independent or group work preferences. It
is important to note that the students have already been exposed to classroom management
practices such as task cards, task charts, and ask me hats. Therefore, deeper explanations and
modelling of expectations and classroom management systems are unnecessary. However, if
these structures had not yet been implemented, modelling and additional time clarifying
expectations is recommended in a differentiated classroom.
Learning Objectives
Students will work towards the following year 3 ACARA achievement standards:

Receptive mode:
- By the end of Year 3, students understand how content can be organised using different
text structures depending on the purpose of the text.
- They understand how language features, images and vocabulary choices are used for
different effects.

Productive mode:
- Their texts include writing and images to express and develop, in some detail,
experiences, events, information, ideas and characters.
- They demonstrate understanding of grammar and choose vocabulary and punctuation
appropriate to the purpose and context of their writing.

As a result of engaging with the RAFT students will:

 Understand that procedures have a specific purpose (i.e. to instruct).

 Understand that procedures use specific language features.

 Know the grammatical structures and language features that are used in
procedure writing i.e.: Titles, subheadings, command verbs, prepositions, concise
sentences.

 Use command verbs to instruct (i.e. put, fill, pour, cut, make, fold).
 Use prepositions to specify details of command language (i.e.
time/place/sequence).
 Communicate a logical and sequential structure of a procedure.
 Produce a procedural text with sequential components.

Essential Questions

How is text manipulated for different purposes?

How is language used to instruct in today’s world?
 Preassessment of Individual Student Interest & Readiness
Formative assessment is important to establish where the students are in relation to readiness
specific to the knowledge, skills, and understandings required during the lesson. Student
readiness is fluid and changing so it is vital teaching practices include ongoing formative
assessment strategies. The attached assessment checks in on student readiness in relation to
current knowledge and understanding of command verbs and prepositions (words that link
parts of text with time/place/manner/order). From this information the teacher can gauge how
best to support learners of differing readiness to experience success within the task.

How to Make a Chocolate Milkshake

Ingredients: Milk, chocolate syrup, ice-cream, milk
Steps:
1 Pour the milk into a blender.
2 Add the ice-cream into the blender.
3 Pour the syrup into the blender.
4 Put the lid on the blender.
5 ______________________________________

Task:
Consider the Steps above.
 Circle all command verbs in blue.
 Why are these command verbs?

 Circle all prepositions in green.
 Why are these prepositions?

 Create your own command for step 6. Your command must give the reader information
about how to blend the ingredients (e.g. time/manner)

Students are sorted into the following tiers based on the formative assessment:
Tier 1 = Students who are only able to identify command verbs and/or prepositions
Tier 2 = Students able to identify language features and explain the role of command verbs
and prepositions.
Tier 3 = Students able to identify, explain and create language features.

Task:
Rank in order, your interest in creating the following procedurals. Number each one from 1 –
7 (1 being MOST interesting and 7 being LEAST interesting).

 How to make a bike.

 How to play handball.
 Rules for a sports game.
 Rules for the Classroom.
 Directions to get to school.
 How to make a cake.
 How to conduct a science experiment.

From student responses to preferred topics of interest within the genre of procedural texts, the
teacher can alter the RAFT to offer choices that suit individual student interest.
 Lesson Plan
INTRODUCTION EXPLANATORY NOTES

Entry Task (2 min) You will need:

As a means of connecting prior learning and focusing  Instructions on the

student thinking, students complete a quick entry task whiteboard/smartboard to
upon entering the classroom after recess. Before ensure students complete entry
entering the class, students have been advised to task.
quietly add a command verb or preposition to the mind  Class Ipads/laptops
map on the board. This strategy manages time and  Access to internet
focuses student thinking.  Class headphones

Explain the goal of the lesson in relation to the KUD’s

(2 min) Student Choice/Negotiations:

“Today we are going to begin exploring your chosen  In the previous lesson, students
RAFT strip and think about how we are going to write select the RAFT strip of interest
either a script to present orally or a written procedure”: to them.
 Students also pre negotiate the
 Produce a procedural text with sequential format that they will
components. demonstrate their
 Use command verbs to instruct (i.e. put, fill, pour, understanding of the topic
cut, make, fold) through, with the teacher (i.e.
 Use prepositions to specify details of command orally/written)
language (i.e. time/place/manner/sequence)  Prior to the lesson, students
discuss with the teacher
Recap prior learning through class discussion (5 whether to complete the task Commented [KP1]: Good to revisit this at the start of the
min) lesson
independently or in pairs.

 What do procedure texts do?

 Why is it important to conduct a procedure in a
sequence/order?
 What are some examples of procedural texts we
have explored?
 How are they similar?
 How are they different?

CLASS EXPLORATION

Classroom instruction (5min)

Explain to students that today they will begin their

RAFT strip. For each strip there is a task card at the
front of the room. Students will need to collect one of
these once instructions are given. If students can’t
remember, or are not sure which RAFT strip they are
doing, instruct them to see where their name is on the
task chart at the front of the room. If they are still not
sure, ask someone with an ‘ask me’ cap.
“In a minute when I tell you to, you will come and get
the right task card from the front of the room
and one of the print-outs of a similar procedure to the
procedure you are going to make.

Your first step today is to explore these examples

individually or with a partner to identify command verbs
and prepositions in these examples.

Modelling

Students write the language features they identify in

English book in two columns. Complete one example
on the board using the below template. Leave it there
as a visual support for students.

e.g.

Command Verbs | Prepositions

|

To watch the video, you will need to use your class

headphones. Do not have it on too loud, just enough for
you to hear.
Differentiated Supports by
Clarify any questions Readiness

Instruct students doing 2nd and 3rd RAFT to collect their  The teacher provides name for
task cards and print outs and tiered supports (i.e. each tier group to ensure
descriptions or descriptions + examples of language discretion behind grouping.
features) and begin exploring the resources identifying
and recording language features.

Light Bulb Lab Commented [KP2]: Good strategy to support those students
that need it.
That will leave students doing the first RAFT strip
(handball rules), on the floor. The teacher will work with
these students for the lesson to guide their thinking and
understanding of the resources and how their own
ideas might begin to form. It is expected that given the
differences in language structures, these students may
have difficulty initially identifying command verbs and
prepositions i.e. every sentence does not typically start
with a command verb as other procedures commonly
do.
 Lesson Closure/ Check for Understanding
To close the activity, readdress the following questions, probing for ideas that might have
changed (particularly in the handball rule RAFT group.

 What do procedure texts do?

 Why is it important to conduct a procedure in a sequence/order?
 What are some examples of procedural texts we have explored?
 How are they similar?
 How are they different?

Formative assessment: Collect students’ English books to inspect the identified language
features and inform teaching.

Self-assessment

Where are my students at respective of the KUD’s? Commented [KP3]: Have you got criteria to measure
What further experiences or supports do they need? success?
Where all students engaged? (check English books)

Explanation:

This RAFT as a differentiation strategy allows students to utilise curriculum knowledge and show
their understanding in ways that suit learner interest and profile differences while still being
relevant to learning. Student interest is addressed through the choice of roles and tasks,
therefore students are more likely become motivated and engaged in learning. It is important to
note that lunchtime activities are often dominated by handball in the school. By tapping into this
interest the teacher can make learning interesting and directly relatable to students lives.
Aspects of students’ learning profile have been catered for through negotiated modes of the final
product (oral/written) and negotiated group partners.

Further, RAFT strategies can be used to differentiate by readiness. Jarvis (J. 2017) asserts that
students can be provided with readiness based (tiered) supports related to the strip chosen by
each student. In light of this, an example of how differentiating for readiness is catered for has
been attached. In consideration of the philosophy of differentiated classroom practice, catering
for student interest/learning profiles, and readiness is connected to respectful classroom tasks. It
also promotes participation and progress - elements that ensure inclusion.

The attached RAFT is based on students’ responses to formative assessment. The formative
assessment aims to analyse individual learning interests related to the topic. It also aims to
assess students’ readiness in relation to the knowledge and understanding required. Based on
the formative assessment, this RAFT differentiates by student interest that connect to the
curriculum area, and student readiness through supports available to students. Even though the
language features, structures and bigger understandings involved in each RAFT strip is similar,
the content to explore and mode to demonstrate this learning is different. This design is
underpinned by Sousa and Tomlinson’s assertions that no one size fits all learner (2018). By
making it as appealing as possible to student interests, students are more likely to engage in
learning. It is important to make sure learning is still relevant to curriculum area which is why
each task has been designed to replicate ‘real world’ roles and purposes of procedural
language/text/structures. This is also reflected in the formative assessment item. There is little
relevance in finding out what students are interested in if it doesn’t both relate back to both the
curriculum and the genre.

To ensure time is spent efficiently several classroom management strategies have been put in
place to help manage classroom behaviours. Task cards have been created to explain the
nature of the task and how students should work. It is expected that 1 or 2 students may be in
and out of classes due to extracurricular activities. These task cards will assist students in
knowing or remembering what the task is they should be doing and the nature of it. A simple
task chart will be easily visible at the front of the classroom to help students clarify where they
should be (i.e. 3 columns and each students’ name under the relevant area). Rules are put in
place prior to students splitting off into their groups to ensure the teacher is not disturbed when
working with individuals and groups. One of these strategies includes ‘ask me’ hats. One student
from each group is given the responsibility of be a point of assistance through ‘ask me’ hats.
These students are there to help other students with simple questions such as reading
assistance. The light bulb lab is a space and time management strategy whereby the teacher is
able to help students learn effectively should they require further instruction and guidance.

References
Acara.edu.au (2019). ACARA (online). Available at: htps://www.acara.edu.au [accessed 12th
Apr. 2019)

Jarvis, J. 2019, Differentiation for Diverse Learners, slides distributed in topic EDUC 4721,
Flinders University, Bedford Park, March 18th, 2019

Sousa, D. Tomlinson, C. 2011, ‘Differentiating in response to student interest’, Chapter 7,

Differentiation and the brain: How neuroscience supports the learner-friendly classroom,
Bloomington, Solution Tree Press, p 111 – 134.
ROLE AUDIENCE NEGOTIATED TASK
FORMAT

Your new classmate has never

played handball. Explain how the
A new Video recording/
Student game should be played. The rules
classmate written text
should clearly instruct a new player
how to play.

You have released a new book all

about sugary treats. To help
advertise your new book, you want
Cooking Video recording
Chef to provide a popular magazine (or
show/magazine written text
TV show) with a recipe that
instructs readers how to make a
sweet sandwich.

You have just been offered a new

job as the school’s science teacher.
You want students to enjoy a
Video recording
Teacher Class hands-on, messy and fun approach
/written text
to science, because science should
be fun! Create a procedure that
explains how to make slime.
 Tier 1 prompt Commented [KP4]: Good support for students that need it.

Command Verbs Prepositions

Example: Mix the four and the Example: Mix the flour and
egg the egg until smooth
Shut behind

Put below

Fold beneath

Open inside

Close next to

Mix through

Turn towards

Pour until

Fill with

Move on

Add near

Chop into

Slice danced

Spread by

Use after

Pick during

Hold everywhere

Get unless
 Tier 2 prompt

Command Verbs Prepositions

Example: Mix the four and the Example: Mix the flour and
egg the egg until smooth (time)

Task Card: RAFT Strip 1

Your new classmate has never played handball. Explain how the game should be played.
The rules should clearly instruct a new player how to play.

Explore the following resources:

Video: https://www.youtube.com/watch?v=S8dNj7HacCU
Text: See example sheet 1

Task volume level: Whisper --------------|-----------------------------------------------------I’m yelling!

Using the resource example, conduct an investigation that focuses on the following questions:

1) How do you know what you will need?

2) How are instructions organised?
3) Identify the command verbs used in the resources.
4) Identify any prepositions.
 HOW TO PLAY HANDBALL

Equipment: 2 - 4 squares, clearly marked, a handball or a bouncy tennis ball.

Rules

 A game must have at least two players.

 The leading square bounces the ball once in their square before it bounces in an
opponent's square.
 The receiver hits the ball to another player.
 The ball must be hit so that it bounces in the player's own square on the first bounce, and
into another player's square on the second bounce.
 If the first bounce lands on the line and is not a 'full' or a 'double', it is known as 'line'. When
'line' is called the point is replayed.
 If the second bounce of the ball lands on a line between their and another player's square,
the ball is deemed to have bounced in the other player's square, play continues.
 If an outside object interferes with the play, the point will be replayed.
 When a player is 'out', they must move to the lowest square, or to the end of the line of
players waiting to enter the court. Players on the court who were of a lower position each
move up a square.
The player is 'out' when they have committed any of the following:

 Full: when the ball lands in another player's square on the first bounce, the player has hit a
'full'.
 Out: when the ball lands outside of the court, the last person who touched the ball or the last
court the ball touched is out.
 Double: when the ball bounces twice in a person's square, the person who is in that square
is out. Usually known as 'double', 'double bounce'.
 Double touch: when the ball is touched twice in a row by the same person.
 Grabs/Carry: when the ball is held or scooped instead of a clean hit.
 Interference: if a player interferes with another player, they are out.
Task Card: RAFT Strip 2

Task volume level: Whisper --------------|-----------------------------------------------------I’m yelling!

You have released a new book all about sugary treats. To help advertise your new book,
you want to provide a popular magazine (or TV show) with a recipe that instructs readers
how to make a sweet sandwich.

Explore the following resources:

Video: https://www.youtube.com/watch?v=k2kUWOIwsVc
Text: See example sheet 2

1) How do you know what you will need?

2) How are instructions organised?
3) Identify the command verbs used in the resources.
4) Identify any prepositions.

(Example sheet 2) HOW TO MAKE FANCY FAIRY BREAD

Ingredients

10 slices fresh white sandwich bread

100g butter, at room temperature
125g (1/2 cup) hundreds and thousands
Pastry cutters
Knife
plate

Method

1. Spread the bread slices evenly with butter.

2. Use pastry cutters to cut shapes from the bread avoiding the crusts.
3. Place the hundreds and thousands on a plate.
4. Press the bread, buttered-side down, into the hundreds and thousands
to coat.
5. Serve.
Task Card: RAFT Strip 3

Task volume level: Whisper --------------|-----------------------------------------------------I’m yelling!

You have just been offered a new job as the school’s science teacher. You want students
to enjoy a hands-on, messy and fun approach to science, because science should be fun!
Create a procedure that explains how to make ooey-gooey-sticky slime!

See the following resources for examples:

Video: https://www.youtube.com/watch?v=KCX16VtUv1I
Text: See example sheet 3

Using one of the resources, conduct an investigation that focuses on the following questions:

1) How do you know what you will need?

2) How are instructions organised?
3) Identify the command verbs used in the resources.
4) Identify any prepositions.

(Example sheet 3) HOW TO MAKE SLIME

Ingredients

250ml PVA glue

1 or 2 drops of food colouring
¼ cup of glitter
¼ cup of baking soda
2 to 3 tablespoons of saline solution

Steps

1. Pour the glue into a medium bowl.

2. Stir in the food colouring and glitter, if desired.
3. Add the baking soda to the glue mixture and stir until smooth.
4. Pour in 2 tablespoons of the contact lens solution and stir slowly. The
mixture should begin to harden, becoming stringy.
5. Continue mixing slowly until a ball of slime forms.
6. Pick up the slime and work between your two hands, until smooth. If the
slime is particularly slimy, work in another ½ tablespoon of contact lens
solution as needed.