Possible Sentences
Diagnostic Exercise
Introductions
 Joli Sawyer
 Science (Biology)
 Genetics
 Intro Biology (Freshman, Level 9, Bio I)
Possible Sentences
 Prior to reading
 Vocabulary
 Pairs, groups, or individually
Procedure
 1. Provide students with vocab words
 2. Group related words
 3. Create sentences using word groups
 (Share sentences with class)
 4. Read assigned reading
 5. Compare reading sentences with created sentences
 6. Fix any inaccuracies/rewrite sentences if necessary
 (Share sentences with class)
Central Focus
 This relates to my edTPA central focus because it provides students
with opportunities to use scientific concepts and apply scientific
practices to explain or predict real-life scenarios.
 Learning about genetics and heredity allows students to better
understand where their own personal traits come from and how
they acquired them.
 Can apply concepts from reading to themselves
Why I chose this method
 Vocabulary exercise
 LOTS of vocab
 No language supports
 Modeling
Why I chose this method (cont.)
 Piques student’s curiosity
 More enticed to read passage
 Compare sentences and confirm accuracy
Academic Language
 Vocabulary exercise
 Lots of academic language opportunities
Student Strengths and Weaknesses
 Strengths=Able to complete accurate sentences (before reading)
 Weaknesses=Unable to complete accurate sentences (before
reading)
 Ex: All students know dominant vs recessive (less time)
 Ex: Few students know genotype vs phenotype (more time)
As A Diagnostic Tool
 This exercise will tell me what prior knowledge my students have
about genetics
 Spend more time on concepts they are less familiar with
 Spend less time on concepts they are more familiar with
Content Concerns
 Genetics is “hard”
 Genetics is “boring”
 This exercise will alleviate those concerns
 Introducing to vocab
Q&A