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Course Code	Class Code	Assignment Title	Total Points
ELM-480	ELM-480-O500	Differentiating for Diverse Students	30.0
Criteria	Percentage	No Submission (0.00%)	Insufficient (65.00%)	Approaching (75.00%)	Acceptable (85.00%)	Target (100.00%)	Comments	Points Earned
Criteria	100.0%
Carmen, Kindergarten	15.0%	Not addressed.	Selected text is inappropriate for the student or rationale does not justify the selection. ELA strategy or activity is irrelevant to the text and ineffectively rationalized.	Selected text is sufficient for the student and rationale attempts to justify the selection. ELA strategy or activity is simple and broadly rationalized.	Selected text is appropriate for the student and rationale logically justifies the selection. ELA strategy or activity is relevant to the text and credibly rationalized.	Selected text is creative for the student and rationale compellingly justifies the selection. ELA strategy or activity is well-crafted for the student and skillfully rationalized.
Eduardo, 2nd Grade	15.0%	Not addressed.	Selected text is inappropriate for the student or rationale does not justify the selection. ELA strategy or activity is irrelevant to the text and ineffectively rationalized.	Selected text is sufficient for the student and rationale attempts to justify the selection. ELA strategy or activity is simple and broadly rationalized.	Selected text is appropriate for the student and rationale logically justifies the selection. ELA strategy or activity is relevant to the text and credibly rationalized.	Selected text is creative for the student and rationale compellingly justifies the selection. ELA strategy or activity is well-crafted for the student and skillfully rationalized.
Jade, 4th Grade	15.0%	Not addressed.	Selected text is inappropriate for the student or rationale does not justify the selection. ELA strategy or activity is irrelevant to the text and ineffectively rationalized.	Selected text is sufficient for the student and rationale attempts to justify the selection. ELA strategy or activity is simple and broadly rationalized.	Selected text is appropriate for the student and rationale logically justifies the selection. ELA strategy or activity is relevant to the text and credibly rationalized.	Selected text is creative for the student and rationale compellingly justifies the selection. ELA strategy or activity is well-crafted for the student and skillfully rationalized.
Ines, 7th Grade	15.0%	Not addressed.	Selected text is inappropriate for the student or rationale does not justify the selection. ELA strategy or activity is irrelevant to the text and ineffectively rationalized.	Selected text is sufficient for the student and rationale attempts to justify the selection. ELA strategy or activity is simple and broadly rationalized.	Selected text is appropriate for the student and rationale logically justifies the selection. ELA strategy or activity is relevant to the text and credibly rationalized.	Selected text is creative for the student and rationale compellingly justifies the selection. ELA strategy or activity is well-crafted for the student and skillfully rationalized.
Kent, 8th Grade	15.0%	Not addressed.	Selected text is inappropriate for the student or rationale does not justify the selection. ELA strategy or activity is irrelevant to the text and ineffectively rationalized.	Selected text is sufficient for the student and rationale attempts to justify the selection. ELA strategy or activity is simple and broadly rationalized.	Selected text is appropriate for the student and rationale logically justifies the selection. ELA strategy or activity is relevant to the text and credibly rationalized.	Selected text is creative for the student and rationale compellingly justifies the selection. ELA strategy or activity is well-crafted for the student and skillfully rationalized.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)	15.0%	Not addressed.	Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors.	Sources are documented, as appropriate to assignment and style, although several formatting errors are present.	Sources are documented, as appropriate to assignment and style, and format is mostly correct.	Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)	10.0%	Not addressed.	Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.	Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.	Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.	Writer is clearly in command of standard, written, academic English.
Total Weightage	100%

Maria Thompson

ELM 480

Professor Angie Robins

September 5, 2021

Utilizing differentiation strategies in the ELA classroom is vital in meeting the various needs of students and presents an opportunity to address individual personal interests, traits, and goals. Understanding how to differentiate for different learning, linguistic, and cultural needs will increase teaching efficacy. The goal of this assignment is to practice selecting reading texts to support diverse students in the English language arts classroom.

For this assignment, complete the “Differentiating for Diverse Students Chart,” appropriately selecting a reading text (fiction or non-fiction) for each student, and providing a 50-100 word rationale for each selection. The text should be engaging, culturally relevant, and selected based on the student’s unique learning needs.

In addition, in 100-150 words, describe a strategy or activity that utilizes the selected text to teach an ELA skill for each student. Rationalize your instructional choices, supported by one or more scholarly resource (which may include your text and the readings from this course).

Support your findings with 3-5 scholarly resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Differentiating for Diverse Students Chart

Student:

Carmen, Kindergarten

English Language Learner:

Socioeconomic Status:

Mid SES

Ethnicity:

Native American/Pacific Islander

Gender:

Female

IEP/504:

Other:

None

Reading Performance Level:

At 1st grade level

Parental Involvement:

Med

Text Selection and Rationale

ELA Strategy or Activity and Rationale

References

Student:

Eduardo, 2nd grade

English Language Learner:

Yes

Socioeconomic Status:

Mid SES

Ethnicity:

Hispanic

Gender:

Male

IEP/504:

Other:

Tier 2 RTI for Reading

Reading Performance Level:

One year below student’s 2nd grade level

Parental Involvement:

Low

Text Selection and Rationale

ELA Strategy or Activity and Rationale

References

Student:

Jade, 4th grade

English Language Learner:

Socioeconomic Status:

High SES

Ethnicity:

African American

Gender:

Female

IEP/504:

Other:

None

Reading Performance Level:

At 4th grade level

Parental Involvement:

High

Text Selection and Rationale

ELA Strategy or Activity and Rationale

References

Student:

Ines, 7th grade

English Language Learner:

Socioeconomic Status:

Low SES

Ethnicity:

Hispanic

Gender:

Female

IEP/504:

Learning Disabled

Other:

Tier 2 RTI for Math

Reading Performance Level:

One year below student’s 7th grade level

Parental Involvement:

Low

Text Selection and Rationale

ELA Strategy or Activity and Rationale

References

Student:

Kent, 8th grade

English Language Learner:

Socioeconomic Status:

High SES

Ethnicity:

White

Gender:

Male

IEP/504:

Emotion-ally Disabled

Other:

None

Reading Performance Level:

At 8th grade level

Parental Involvement:

Med

Text Selection and Rationale

ELA Strategy or Activity and Rationale

References

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