WGU D091 Introduction to Curriculum,
Instruction and Assessment (Albert Chloe) Task
1 Answers Western Governors University.
, Task 1: Differentiating Instruction
A. Video #3; Case#191: Using Images to Build Speaking, Listening, and Descriptive
Language Skills
1. This a class of second and third graders with a portion of the students being english
learners. In this classroom, the teacher uses formative assessments to gauge her
student’s comprehension of the material. In this lesson she analyzed writing samples
and observed Think-Pair-Share activities to help her modify her lesson to benefit the
whole class. She did this by first asking the students to view an image of a whale and
then turn to their partners to share what they see, and then share either their
observations or their peers. She did this again with another photo this time with a
group of whales. After listening into and reflecting on their Think-Pair-Shares she
concludes that they need more guidance with their descriptive language as they are
using simple adjectives to describe the photos. Her goal is to have them use more in-
depth descriptions and incorporate scientific content and vocabulary. She modifies
the lesson by revisiting their objective encouraging them to use the vocabulary they
learned from previous lessons and previous knowledge on the topic since they had
been reading material on orcas in English and Spanish. To increase their success, she
introduces a word bank of vocabulary important to this lesson.
2. Before the modification, the students weren’t engaged in the lesson. I noticed a few
children becoming distracted and glancing around the room instead of paying
attention to the task at hand. I also noticed that many were unsure of how to tackle
this task. The uncertainty resulted in simple descriptions such as when Cesar shared
that Madelaine noticed the whale was white on the bottom. This could also explain
why some of the students weren’t engaged in the lesson. After the modification, the
students were using the vocabulary such as when they pointed out the dorsal fin or
that the second image was of a pod of orca whales. They even went on the describe
the whale’s actions and environment and not just the physical features. By the end of
the video, we see the students are engaged and confident in the tasks.
3. The modification was successful and met all the students’ needs including the EL
students. In the beginning of the video, the students were using simple descriptions
to address different whale physical features. After the teacher adjusted the lesson
the students became more confident and engaged. They jumped at chances to
answer questions and share observations. Their descriptive language also became
more complex. For example, the students assigned names to the different whales in
each photo based on context clues. We see that when one student concluded that
the photo they were observing was a Baleen whale because of its large mouth.
Another example of their more in depth thinking was when one student was
describing the movement of a whale as coming out of the water explaining that it
was because whales can’t breath underwater. Overall, I saw great improvement in
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