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Using mind map to discuss the elements of writing to expand the sentences. Who, what,when, where and why. Group work followed by digging deeper to edit and share  . Visual of digging deeper shown using the Google access in the smartboard .

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Settling the class - Acrostic poem used to capture their attention 

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Settling the class - Acrostic poem used to capture their attention 

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Math- Table of 3( associations with the number three)

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Math- Table of 3( associations with the number three)

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Children thought of things related to the number 3 and gave words like dinosaur, tricolour, tricycle, stumps, three claps etc. The image of tripod, iris flowers with three petals and octopus are some pictures tang were shown to the class to connect to real life. We also connected to the project as it is believed in Britain that if you find three grains in a loaf of bread, it is considered lucky. Children were kept thinking of more examples related to the topic.

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Differentiation using the Google access in the classroom-
English
We came across a sentence on Vishwanath Anand and students had to edit the sentence  using capital
letters and punctuation.
Children were curious about the name so one could immediately show his picture on accessing Google on the smart board and one chess player in class was happy to share information about him. He was happy to relate to the game.
As some students finished work earlier, a PowerPoint presentation on the use of Capital letters and punctuation was shown to them as a reinforcement activity, while others worked towards completion of the written work.
EVS-
Display of metro cities on the map of India was shown to the students for a visual impact.
Mathematics-
While doing the table of 11, children tried to relate the number 11 to their lives - birthday candles, 11th month of the year, number of players in few sports teams, music and military service.
Ascending and Descending  order -
Visual/ artistic  learners benefitted by drawing a columns in ascending and descending order in their notebooks for better understanding.
Bodily kinaesthetics help capture everyone's attention and a good brain break exercise also.
Brain Break - after the two periods in the morning, children were asked to mime their morning activities till that time and it was a delight to see them mime, from waking up to brushing,bathing etc.

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1) Different levels of reading:

After identifying the reading level of the child, give simple books with easy reading tasks to the  reluctant/developing readers and higher level books with challenging tasks(H.O.T) to the avid readers.

Once the developing reader starts showing interest in reading and completes the reading tasks, try increasing the reading level slowly.

2)Varied interest in the type of books: Fiction and Non-fiction

Children who read only Fiction books, give them non-fiction books after every 2/3 fiction books and vice versa with children who read only non-fiction books

3)Different genres:
Many children like reading  books belonging to the same genres

In order to expose children to different genres we can have monthly themes and activities based on each genre (eg. Mysterious March)

Kavita

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A few ideas on differentiation in teaching:

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A few ideas on differentiation in teaching:

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1) Set small goals and explain slowly so that every child understands.
2) If a task involves two or more instructions break it up and say one task and give the children time to complete it before saying the second part of the task.
2) First identify how each child is  grasping the concepts and then work with them accordingly.
3) If any child has not understood a concept, ask him or her to come to your desk and explain it on one is to one basis.
4) Motivate the children based on their needs so that every child is able to complete his\her work.
5) Using reading materials at different levels so that even a weak child is able to read  fluently.

Payal Vakil

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a)Pace of written work
b)Level of reading
c)Handwriting
What can be done :
a)Set small goals. Eg.If a child can complete 5 sums when the majority of the class has completed 9, push him gently /motivate him to do a 6th. ( rest can be sent as HW)
b) Help the child choose a book which would interest him, keeping in mind his/her level of reading. Encourage during free-time/ Reading programme to discuss the book or any difficulty he/she felt.
c) Handwriting - again set smaller goals. Identify the specific problem area, eg formation of the letter e/f and hand hold for a few times till he/she gets it.  Keep him/her back after class and work on specific areas of difficulty. Allow him/her to use a grip if that helps him/her.
Bindi

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List the different needs you see in children in a learning working situation in the classroom.  How can you cater to these different need such that they all have access to the learning and more or less move at the same pace?