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We added scaffolding/ background knowledge that the students should have learned in 5th grade such as key vocabulary.
DW

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4 corners
Graphic organizers
Think, Pair, Share
DW

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The additions we made

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Formative - results of 4 corners and quickwrites

Summative - CBA, student responses, notebook response or foldable DW

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Visual aids of cells, create models of cells, qu

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The students understand all organisms are composed of cells using quickwrites.

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We will use Nearpod

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We would pair up successful with those who aren't for peer tutoring

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Quickwrites, CBA, Results of 4 Corners, Student Response

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Small group strategies such as card sorts and odd one out

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Z-chart
Compare and contrast

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Vocab review, sentence stems, TPS, lab investigation (hands-on) quality essential questioning, and quick writes.

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Houston Academy

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Sentence Stem, lab investigation, create model, KWL, Pair Share

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Write a purpose (F); Make a hypothesis/justification (F); Record data, measure data properly (F); Proper use and reading of equipment (F); Draw and write own conclusion (S); Diagram and label lab set-up (F); Identify keyword vocabulary in writing (F); Answer essential questions (S)

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Identify TEK as 6.5C
Content Objective- Students will identify the formation of a new substance by using evidence of a possible chemical change using a lab report.

The students will record and report (discuss) observations/ conclusions by completing the lab report.

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Quick write, students response, notebooks, foldable

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Our TLP Poster for the Liver Lab.

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Small groups, peer tutoring, answer questions to a game that successful students have created

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Reteach
Peer Tutoring
Anchor Chart

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Guide peer review
Create a detailed illustration/ summary of 3 stages

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peer review, opportunities to revise and edit work after review, small group (regrouping), think alouds to aid completing quality questions, and reflection of data (review) in writing

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Language Objective, Content Objective, Vocabulary

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TSW be able to identify what a cell consists of by using a diagram to justify their understanding.

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TSW use visuals, and create foldables or posters to share.

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Based on diversity and modalities of students; TSW use reflections in journals, and write a summary of what they have learned along with small group share out afterwards.

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Shotwell:                                  We included our TEKS, content objectives, and language objectives

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Shotwell:                                  We included our TEKS, content objectives, and language objectives

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Teachers may regroup students based on level responses; Peer to peer tutor;Reteach content by (chunking, another approach, verbalizing vocabulary emphasis)

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-K-W-L to determine prior knowledge
-card sort - includes auditory, visual and sensory

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Peer-tutoring and small group lesson.

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TSW use hands-on activities, Quizlets, Cross-Curriculum,Teachnology, and SIOP

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Peer tutoring and small groups for reteach.
Extensions for discovery for unicellular and multicellular organisms through Google search.

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6th grade Science

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Teaching for Learning Process 2018

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-K-W-L verbal collaboration
-card sort into T chart
-illustrations of examples

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Differentiation for the safety practices and tools with the completion of the safety spoke map or T- chart. Students will be able to touch the safety tools  and other science equipment. The auditory learners will benefit  from the  think-pair-share/small groupings.

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peer- tutoring and small group discussions. teacher follow-up discussions.

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conduct a re-teach moment

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Card sort,-visual
vocabulary review-auditory
, gallery walk. -kinesthetic

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Formative/ summative assessments.

Types:
Quick Write,
White Board response
Notebook(left side) response
Kahoot
Game Show Reviews

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Small grouping for reteach and peer teaching, tutoring
Incentives

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Reteach/Retest
Small grouping

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We included our "SWBAT" statement, referencing the TEKS and content objectives/ELPS. We also ensured our objective was written to be measurable.

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Better content and language objectives

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Our strategies include hand-on exploration using microscopes, followed by a think-pair-share to clarify their observations.  We would also like to investigate options such as card sorts or other extensions for diversifying our approach.
In order to assess background knowledge and allow students to revisit and measure growth, we would also like to start with a KWL Chart.

These strategies address the diverse learning modalities, as they include kinesthetic (microscope activity), visual (recording and sharing written observations), and auditory (share and discuss).

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T-Chart for comparing single- to multi-cellular organisms.
Card Sort
KWL Chart revisit

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For students who have not mastered the objective, we will have a Kahoot! Review and/or card sort if it is not used in the initial strategies (depending on the quantity of students lacking mastery).

For students who have mastered the objective, we will have them complete a Z-chart as elaboration to their T-chart.

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We practiced making TEKS measurable and creating content objectives

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A strategy that I enjoyed learning about is the Ball toss boogie. This strategy would be very engaging for kinesthetic learners and for auditory learners because we can discuss the content as we do the strategy

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Z-chart with Peer Tutoring
Small group Kahoot! review (or card sort) for students who need more

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If then statements or cause and effect.
Perspective based writing

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I would use a strategy such as the Tour of Knowledge in which I can asses the misconceptions students have and their strengths

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Reteach in small groups and utilize co teachers

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First see why they were not successful then design activities that will reach them.

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I will stay for tutoring. I will create activities for the student who get it to move forward.

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Completing activities and using technology will be a way to check that students have learned.

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Gallery Walk and presentations and writing in journals using their own words.

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No additions made, just trying to learn it, so I can teach it with excellence

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We added We will and I will statements to the content objective to provide ownership for the students.

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We plan to use Think-Pair-Share, Peer Review and Gallery Walk

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We will Identify that all living organisms are composed of cells using _______. We added background information on what the students should have learned in 5th grade.

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Identify and classify organisms into kingdoms.

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INB, videos, Youtube, brainpop, etc. Illustrations, check points and vocab

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INB, warm-ups, exit tickets, quick writes, foldable, summative and formative assessments.

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Reteaching, retesting, flexibility by the teacher and reflection by the teacher.
The students that are successful will peer tutor, pair share and student lead groups.

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Teacher reflection on how to reteach and what are the students misconceptions.

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Garcia