Flexible Grouping/Instructional Strategies Tool

Teachers name: Kimball

Date: February 13, 2015
CCRS: Trace and evaluate the argument and specific claims in a text, distinguishing
claims that are supported by reasons and evidence from claims that are not.
Assessment Description:
The students read two texts and watched a video. We discussed the media at length and
worked collaboratively to identify the claims, reasons, and evidence. Scaffolding was
employed as the students wrote essays analyzing the strength of the arguments in two
of the three texts.
Period: __3__

% Advanced _26%_
(3-4)

% Proficient _43%_
(2)

% Basic _30%_
(0-1)

Enrich - Instructional
Strategies/Activities

Practice - Instructional
Reteach- Instructional
Strategies/Activities
Strategies/Activities
Differentiate for:
content process product content process product content process product
Less support with
Work with a peer to
Unpack the prompt
identifying claims, reasons, complete the pre-writing
and evidence
organizer
Collaboratively complete
pre-writing organizer in a
More refinement of the
Chunk the writing
small group with the
evaluation process
assignment
teacher
Peer editing
Practice with bad examples
of arguments

More refinement of the

evaluation process

Review evaluation
vocabulary

Peer editing

Provide sentence frames

Practice with bad examples

of arguments

Conference with students

individually
Chunk the writing
assignment

Student Name
Reed 4
Alex 3.8
Caroline 3.8
Kamryn 3.8
Nolan 3.8
Autumn 3.6

Student Name
Westin 2.8
Daniel 2.8
Caitlin 2.8
Chandler 2.6
Shadaira 2.6
Luca 2.6
Nicholas 2.6
Josh 2.4

Use argument evaluation

resources provided by
supervisor
Student Name
Lindsay 1.8
Aiden 1.8
Elizabeth 1.6
Sage 1.6
Kyle 1.6
Ben 1.4
Desi .8

Flexible Grouping/Instructional Strategies Tool

Ethan 2.4
Summer 2.4

Aggregate
Enrichments to be put in place:

UDL Considerations:

More complexity

*How will information be presented?

Fuzzier situations

*How will students demonstrate understanding?

Skip more practice

*How will students be engaged with the content/material?

More abstract

*How will you plan for learner variability?

More open-ended

* How will you provide flexible student options?

More multi-faceted

Greater independence

_________________

Embedded Interventions to be put in place:

o

use different resources

Use argument evaluation resources provided by supervisor

conduct whole class review

use different instructional strategies

One-on-one instruction with the special education teacher

allow more time

assess in a different way

Identify: _____________________________________

give more practice

use more concrete examples

Identify: _____________________________________

provide more structure

set up tutoring

When: _____________ By whom: ________________

use learning partners

use additional chunking/scaffolding

use technology

Identify: _____________________________________

_________________________