The effort to provide intervention to fill in gaps is challenging for different reasons. One reason is the effort to balance support for current content while filling in gaps. This post shows an example of how to fill in gaps while working through the current topic.
Various rubrics used to assess teacher instruction includes an effort to build on or connect to prior knowledge. If the student has gaps with prior knowledge, the lesson becomes less accessible for students with the gaps. Previously, I addressed how to support both current content and fill in gaps. The idea is to systematically fill in gaps by addressing prerequisite skills as they arise in new lessons.
The handout out below shows an example of how this can play out. The first page is used as a do now for the content presented on page 2. If you are teaching a student how to solve 1 step equations and are moving into integers, page 1 is a a means of supporting the new content while filling in possible gaps. The first image shows the student will need to evaluate -13 – 3 as part of the solving in the lesson. This can be addressed in the do now, as shown in the 2nd image, page on the right. (Notice all the problems on page 1 are steps to solve on page 2 problems.) This is useful for students with special needs and for differentiation.