Work smarter not harder and help high ability students grow.
State and national standards demand that all students master grade-level learning
standards; yet some learners who already know those skills and concepts may be tread
milling instead of learning. Tiered instruction invites educators to rethink traditional
educational practices based upon a prior time when students were more similar in
background and readiness. Tiered instruction aligns complexity to the readiness levels
and learning needs of students. The teacher plans different kinds and degrees of
instructional support and structure, depending upon each student's level. Tiered
instruction allows all students to focus on essential concepts and skills yet still be
challenged at the different levels on which they are individually capable of working. 1
Ideally, tiered learning tasks engage students slightly beyond what they find easy or
comfortable in order to provide genuine challenge and to promote their continued
learning (Sylwester, 2003; Vygotsky, 1986).
Ensure that group membership is flexible. The word tiered is not a euphemism for
stagnant low-middle-high groups that label who can learn and who is not learning.
Tiered assignments denote all children as able to learn the same essential skills in
different ways. The make-up of students working at each tier varies with the content,
assignment, and quantity of tiers.2
Tiering assignments is not only a way to reach the struggling and excelling learners in
the classroom, but it is also a way to reach all students. This method ensures that
everyone is able to obtain a common objective while providing the appropriate
stimulating material for their individual comprehension levels. It is important that
students feel comfortable and confident in themselves when it comes to learning and
tiered assignments are one way in which teachers can ensure this goal is achieved. 3
1
2
3
Kingore, B. (Winter 2006). Tiered Instruction: Beginning the process. Teaching for High Potential, 5-6.
Kingore, B. (Winter 2006). Tiered Instruction: Beginning the process. Teaching for High Potential, 5-6.
Tomlinson, C.A, & Strickland, C.A. (2005). Differentiation in Practice. Alexandria, VA, USA: Association for
Supervision and Curriculum Development.
Factors Influencing the Complexity of
Tiered Learning Experiences 4
Degree of assistance and support
Teacher directs instruction
Teacher facilitates
Small group support
Individual autonomy
Degree of structure
Clearly defined parameters
Open-ended criteria and parameters
Required background knowledge and skills
Minimal, basic information
Grade-level information
More extensive information and understanding is required
Concrete or more abstract
Process and product are concrete
Process and product involve abstract thinking and interpretation
Quantity of resources
Single resource is provided
Multiple and varied resources are employed
Complexity of resources
Grade-level resources
Resources require above grade-level ability
Resources are concept dense
Sophisticated technology applications are required
Complexity of process
Pacing
--Repetition and guided practice are paced at rate typical for grade level
--Minimum repetition and practice allow acceleration
Number and complexity of steps
--Process is simple and short-term
--Multiple steps and an extended period of time are required
Simple to high-levels of thinking
Sophisticated research skills are required
Complexity of product
Simple, correct answers
Varied and complex responses
Integration of advanced skills and concepts is required
4
Kingore, B. (Winter 2006). Tiered Instruction: Beginning the process. Teaching for High Potential, 5-6.
TIERED LESSON PLAN:
RHYMING WORDS5
Anchor Standard: LA/Reading: Foundational Skill: Phonological Awareness
Common
Core
Standards:
1. Recognize and produce rhyming words.
2. Demonstrate an understanding of spoken words, syllables and sounds.
Objective:
 Students will analyze and examine words understanding there is a
recurrence of corresponding sounds at the end of words that rhyme.
5
Coil, Carolyn. Differentiated Activities & Assessments Using The Common Core Standards, Pieces of Learning,
2011.
Whole Class Activities
Assessment
1. Demonstrate how two or more words rhyme
by looking at a series of rhyming word cards
emphasizing that the rhyming part is at the
ending of a word and not the beginning. Write
rhyming word pairs on chart paper.
All students look and listen to the
teacher’s demonstration.
2. Listen to a story with rhyming words. Re-visit what
makes two words rhyme. Re-read the story,
and see if students can identify rhyming words
just by listening.
NOTES
Students listen quietly to the story
and participate in helping to
identify rhyming words in the
story.
Level 1 Activities
Assessment
1. Students match rhyming words using a set of
rhyming word cards provided.
Cards are correctly paired with their
rhyming counterpart.
2. Using the rhyming word cards provided, students will
write the 5 rhyming word pairs.
Words are spelled correctly.
Word pairs rhyme.
All words are used.
NOTES
Level 2 Activities
Assessment
1. Using an assigned word family(s), create 5
rhyming word pairs.
All word pairs rhyme.
Words are spelled correctly.
Has 5 pairs of rhyming words.
2. Using a “cloze” sentence format, fill in rhyming
words at the end of each sentence utilizing the word
family(s) from Activity 1.
Sentences make sense.
Words are spelled correctly.
Completed all sentences.
NOTES
Level 3 Activities
Assessment
1. Identify and highlight rhyming words in an
assigned poem.
All rhyming words are highlighted.
2. Develop and construct a rhyming words story or
poem using at least 5 rhyming word pairs. Sentences
may not be the same sentences found in Activity 1.
Has original poem or story that
used 5 rhyming word pairs.
NOTES
Rhyming and “word wall”
words are spelled correctly.
Whole Class Culminating Activities
Assessment
1. Share products from each level.
Group participation.
2. Pass out rhyming word cards (one to each student)
ranging from simple to more complex (i.e.: sat/fat,
best/rest, bite/night). Students will walk around the
room to find their rhyming match. Student pairs will
share their rhyming words with the rest of the class.
(Students who did level 3 activities will have more
complex rhyming pairs, and students who did level 1
activities will have the simple rhyming pairs.
Group participation.
NOTES
Found corresponding rhyming
word.