KBT2 TASK THREE 1
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 teacher’s 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 an alternate assessment with more obvious answers, easier examples
and/or limited answer choices. To modify the performance section and follow Vincente’s IEP, I
would suggest that the teacher provide sentence stems for Vincente and shorten the sentences as
much as possible. This would ensure that the teacher is following the Level 2 ELL support and
still assessing Vincente’s ability to complete the objective.
Justification
For Mingyu, allowing her to answer orally after having been read the question aloud
gives her a chance to use her understanding of the oral discourse to her best ability. By
shortening this portion the teacher would be decreasing the chances for Mingyu to get the
multiple terms confused with one another which will ensure that the content covered on her
assessment will align with the content from the lesson and will help her to demonstrate mastery
of standards 6 and 3. During the performance section of the assessment Mingyu will benefit by
only being required to write one sentence because it will allow her to focus on making sure this
one sentence is as correct as it can be and will remove the opportunity for excess errors. She will
also be selecting one figurative term that she is most comfortable with and writing about the
