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Multiple Entry Points

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For the do now I always begin with multiple entry points. The students get to choose one prompt to reply to. The first choice is usually a question. The question can activate prior knowledge or connect with personal experience and is an easy question for those struggling students and students with IEPs. The second option is to analyze a quote. The quote can sometimes activate prior knowledge. I many times use quotes they can be familiar with, people they might know or learned about or that they like or read. The third option is analyzing a visual text. There is an OPTIC chart in the classroom. OPTIC is broken down by letter O-what do you see? P- parts of the image T-title I- interpret relationships C- create a claim. The multiple entry points is one way that I differentiate instruction for my struggling …show more content…
So they do not fall behind in the lesson. For the students that need to be challenged more usually tend to answer two or three of the multiple entry points. For the quote and all the m.e.p questions I choose prompts that are connected to the theme of the day’s lesson. The quote always relates to the lesson in some way. For lesson 2 I chose a line from the book. I sometimes will chose something from what they are currently reading (in this instance from the novel they are currently reading The Brief Wondrous Life of Oscar Wao) or something that they will read in class that day. I like to use this many times because it helps them when they get to the reading to understand the context of what they are reading and what it means and how it relates to the learning targets of that lesson. They recall it later in the reading. The OPTIC helps the visual learners, struggling readers, ELL students and students with IEPs. They still exercise creating a claim and writing but they find less pressure and a fun activity. I notice that it is the same few students that that choose to do the third

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