The classroom teacher should utilize the expertise of the EC and ESL specialists throughout this unit. Those specialists should work closely with the teacher to accomodate the needs of the identified students. Specialists and teachers should work together to create modifications based on the individual student. Examples could be: review of basic multiplication and division facts, guided math groups by ability, one on one instrucion when necessary.
Teachers should also offer extension activities for advanced learners. Whenever possible these should be based on both the unit concepts and student interests.
Teachers should also offer extension activities for advanced learners. Whenever possible these should be based on both the unit concepts and student interests.
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*Math groups will be formed to meet the needs of small groups of students. For example, some will start with a thorough review of basic multiplication facts while some are ready to jump right into multi-digit strategies.
*Nonfiction reading to go along with Science objectives will be assigned based on student reading level.
*Nonfiction reading to go along with Science objectives will be assigned based on student reading level.
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*Some students will design their floorplan for the final assessment and others will work with an already complete floorplan.
*Students who require scaffolding will work in a group with the teacher when needed in order to complete assessments.
*Students who require scaffolding will work in a group with the teacher when needed in order to complete assessments.
process-->
*While less capable students work in small groups to practice strategies with the teacher, more advanced students will be able to explore problem-solving strategies on their own, with the use of technology and mini-lessons given by the teacher.
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*Students will have the opportunity to work in several different environments throughout the unit, including whole group, small group, technology centers, with partners, and individually.