Abstract
Subject-Verb Agreement (SVA) is an important component of grammatical processing. Students in Primary One (aged seven) level of Singapore schools are taught SVA involving simple nouns and verbs at the sentence level. Teachers observed that students often associated plural nouns with singular verbs and vice versa due to the ‘s’ inflection form most plural nouns share with singular verbs. To enhance 25 students' conceptual understanding of SVA and its application at the sentence level, Differentiated Instruction (DI) through process was implemented in one lesson. This presentation focuses on the planning and enactment of the differentiated lesson, which was guided by the principle of Assessment for Learning (AfL). Pre-intervention test scores were collected before the commencement of the intervention to sort students into three groups. During the intervention, each group was assigned to three learning stations, in which they were given differentiated materials based on their learning readiness as shown in the pre-intervention test scores. To further cater to their learning interest, the students were subject to different modes of learning experiences when they rotated between the stations. At Station One, students accessed videos independently to review SVA; at Station Two, students worked with peers on a board game; at Station Three, students were given worksheets tiered according to the complexity of questions for stretching their understanding of how SVA works. To further assist students to complete the worksheets in the ‘less ready’ groups, teachers provided more explicit guidance. Comparison between the pre- and post-intervention test scores showed a significant improvement.
Author Information
Rachel Lee, Fuhua Primary School, Singapore
Zhou Yu, Fuhua Primary School, Singapore
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