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Posts: 49
Reply with quote  #16 
I really like the idea of previewing the topic before preassessment. This makes so much sense to me. I often find that my memory needs a little prodding before I recall a concept. I think this will save a lot of time, and make preassessment scores more valid. There are many ways to implement this. A quick video, book, or simply a discussion would accomplish this.

Posts: 83
Reply with quote  #17 
*Develop anchor activities related to the unit.

I teach with centers as a main feature of my early childhood classroom. However, I plan to add or modify existing activities that will encourage and enrich students daily, especially in the areas of letter recognition and numeracy.

Posts: 45
Reply with quote  #18 
One of the differentiation activities I will use more is to present a preview and activate background knowledge.  Just a quick preview of what we are going to talk about so I can see if they already know and remember it or at least get them thinking about the topic so that they will be able to pick it up when the material is covered.  Sometimes it may just be a matter of connecting terminology with something they understand.  They may already have the concept and just not have the vocabulary to go along with the concept. 

Posts: 89
Reply with quote  #19 

I really enjoyed this chapter because it has so many awesome strategies for implementing a growth mindset into your classroom.  If I was still teaching, I would seriously try to implement them all over the course of the school year for each unit.  Lesson planning is my passion and this got me excited! I would definitely add in previewing the content to each lesson/unit.  Such an easy way to activate background knowledge and help students take ownership in the lesson. It’s so easy to do too! I would probably implement this as my “bell ringer” on the board most of the time.  (I tried to preview some of the time, but I definitely need to step it up.)  I think the first two suggestions on page 54 are must-do’s and honestly, hard to choose one over the other because they go hand in hand.  I have never really used preassesments and love the idea.  It’s a great way for educators to plan instruction and I would be able to more specifically tailor my instruction to each child (and use flexible grouping).  Isn’t closing the achievement gap what we are supposed to be doing anyway? Creating anchor activities for students to work on independently for enrichment excites me and I know it would excite my students!  An on-going anchor activity would be choosing a scientist or science discovery (associated with the area of science we are studying) and review how they contributed to our current understanding of science, how they use the scientific method in their research, etc. There are numerous exciting enrichment activities out there to challenge students. 


Posts: 32
Reply with quote  #20 
I will definitely adhere to the policy of "present preview (2-5) minutes to activate background knowledge  prior to preassessment".  As a child, more years ago than I care to count, I remember struggling to remember the things I had already been taught about the new concept being presented. I was an average student at best and in today's world would probably be diagnosed with ADHD or some learning challenged issue.  If teachers in my day had just taken a few minutes to go over what I had previously been taught before moving forward, it would have helped immensely.  I vow to always take time to do this for my students, as I know it will assist those who struggle as I did.  This will enable them to move on to the new concept and grasp it far more quickly.
Rita Wilcox

Posts: 14
Reply with quote  #21 

As a first year teacher, I want to implement all of these! But I will narrow it down, for the sake of this post. I do know that my school requires Exit Tickets, so I’ll have that to go off of.

Previewing prior to pre assessment in order to activate background knowledge is highest on my list for differentiated instruction. As many others have pointed out, it may take a little bit to knock out the cobwebs in our brain, and a preview will help students out. At the very least, students will have a jumping off point for when we begin the lesson.

I’m a fan of the Anchor Activities. For the time being, I will be giving my students the option of participating in challenges or completeing Wonders on Wonderopolis. I look forward to checking out the Resources that this book has provided for Anchor Activities. While the websites (DIY and Wonderopolis) will help students with reading and writing skills, it will be good to have an area with further practice for students.  


Posts: 38
Reply with quote  #22 
I like the anchor activities for enrichment.  I would use the folder idea and let students use articles to assess character and denote significance.

Posts: 12
Reply with quote  #23 
I am going to try the last option in the checklist- Summative assessments, performance tasks and products.  I have used some of these before, but as a whole class, not individual or group tasks.  I know it will take a little more planning on my part, but I think it can be a very rewarding and telling way to assess.
Stacey Ward

Posts: 148
Reply with quote  #24 

The one activity I would use from the list would be pre-assessments.  I would use these assessments to activate my students’ schema of a topic and to show me the gaps in their knowledge of the topic.  The results of the assessments would also help me group students for small group assessments.  I would like to use them to plan whole group mini lessons but since we plan 2 weeks ahead, that would be almost impossible to do unless I gave pre-assessments that far in advance.


Posts: 98
Reply with quote  #25 
I would pick pre-assessments. I would ask questions orally and have the class either give thumbs up or down or use a white board for their answers.

Posts: 19
Reply with quote  #26 
Review the “Teacher Checklist for Planning Differentiated, Responsive Instruction” on page 54 (chapter 3).
Choose one differentiation idea from this chapter to try in your classroom next year. Describe a specific way in which you plan to use it.

Preassessments!! Being respectful of their prior knowledge. Would even assist grouping the class.


Posts: 94
Reply with quote  #27 


I would like to incorporate the use of exit cards and the 3-2-1 steps from the formative assessment.  Once students finish what they are working on they can look at their prompt and write a response on the exit card. Or I would have them do a Formative 3-2-1 about that days tutoring session.

This will work for the ELA and/or math that I tutor. 

  • Oral questions (Something I already do).
  • Use questions for students to respond to in writing. (This is built into the tutoring.)
  • Use exit cards.
  • Use a 3-2-1.  
  • Listen to and observe students. (already do this)      

An exit card question(s) might be:  From the book:  “The Miraculous Journey of Edward Tulane”.  Why was Abilene Tulane’s grandmother disappointed in Edward (rabbit).  Some responses might be:  He only thought of himself because …… or he was snooty and ……

Or in your own words describe the feelings that Abilene Tulane might have had when her rabbit was lost on the ship.

Or what emotion did Edward the rabbit feel when he slipped into the deep waters of the ocean and why?



2-Digit Subtraction




Things I learned

Some answers might be:  You cannot subtract a larger number for a smaller number.

You need to regroup by borrowing a 10 from the next place over (to the left) and then adding it to the one’s place.




Things I have a question about

Possible student response:  Once I borrow the 10, what do I do with the number I borrowed the 10 from?





Solve this equation and show work:

93 - 55 =




Plan to let my students know that formative assessments are not for a grade and why.   (Will need to give this further thought in best way to word this so students will want to still give it best effort even though they are not receiving a letter grade.) Fellow ATPE learners: suggestions?


Posts: 67
Reply with quote  #28 

I would try to implement the previewing of a topic before pre-assessing and teaching.  I’d never heard of doing that before, but it makes a lot of sense.  It can take me several minutes (if not longer) to recall a concept that I haven’t dealt with in a long time.  Many kids and adults are the same way.  Previewing a topic first makes for a more accurate pre-assessment.  Even if I’m not pre-assessing something, I would still like to preview the topic.   It’s no different than reading the back of a book or a DVD box before deciding to read or watch something.  It lets me know what I’m in for and helps me mentally prepare for it.

For example, conversions (metric and otherwise) are taught year after year in various Science classes.  Before going through it yet again, I could demonstrate two or three conversion problems to jog their memory.  Then they could take a pre-test, and maybe I wouldn’t have to reteach conversions to the entire class.  


Posts: 42
Reply with quote  #29 

I would like to incorporate more anchor activities in my classroom.  I started the beginning of the year with a lot of activates, but I need to add variety as the year goes on.  I have found that the anchor activities are an excellent way to keep children focused while other children are still finishing an activity.  I also have used the activities for children who come in for extra tutoring or need more practice with reading or writing. 



Posts: 6
Reply with quote  #30 
I want to make a habit of doing a Present Preview to activate any background knowledge my students may have before I do a pre-assessment.
Often, students will think they have forgotten concepts they have learned in the past only to discover that after they do a pre-assessment and are going over it, they realize they actually knew the material but their negative thoughts hampered their recall. I think a preview will help jog their memories.

Julie S
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