KBT2, Differentiated Instruction, Task 3 KBT2, Differentiated Instruction, Task 3 Learning Outcomes The learning objective for the objective section of the English summative assessment is for students to identify the
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KBT2, Differentiated Instruction, Task 3 KBT2, Differentiated Instruction, Task 3 Learning Outcomes The learning objective for the objective section of the English summative assessment is for students to identify the seven types of figurative language. The learning objective for the performance section of the English summative assessment is for students to create examples of figurative language. Assessment Modification For Mingyu, because she is a Level 4 ELL student, I would modify her objective section of the summative assessment by allowing her to answer orally after I have read each question to her. I would also shorten the test on this portion to only seven questions instead of ten. For the performance section of the summative assessment, I would modify it by only requiring her to write one sentence about the subject she most prefers: either a person, a place, or a thing and I would also modify it for her by adjusting my rubric for her as well. As a level 4 student, she has the ability to use and understand the language in oral discourse, but will need support when attempting to understand the written language. As such, the teachers rubric, in order to follow the support from her IEP, needs to be adjusted. Vincente being a Level 2 ELL student will need modifications as well. I would tell the teacher to also allow Vincente to answer orally after each question is read to him for the objective assessment. I would also suggest shortening the test length to seven questions on this section and I would create . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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