Implementing the Plan—Artifacts
Sample Artifacts for II-A-3: Student Grouping & Differentiated Lesson Plan
Name
Groupings.docx
Tags
II-A-3. Meeting
Diverse Needs
Description
This document
that shows how
flexible student
groupings are
used to meet the
needs of each
student.
Rationale
This artifact shows proficient practice in II-A-3.
Meeting Diverse Needs, reflecting how I modified
student groupings after each assessment. As
assessments provide me with information about the
progress my students make, I use this information to
refine my instruction. Students are then place in
instructional groups where I can provide each group
with the differential instruction that meets them where
they are and moves them to the next level.
Artifact:
Reading Groups
Sun: Students in the Intensive group who need the most small group
Instruction and one-on-one time (the students most at risk, performing below grade level).
Moon: Students in the Supplemental group who need some
small group
Instruction time and one-on-one (students with some risk of falling behind).
Rainbow: Students in the Core group who is functionning at grade level and
need average small group instruction.
Implementing the Plan—Artifacts
Sky: Students in the advanced group who is above grade level and I meet with
them less often than the other groups but who still need small group instruction to challenge
them.
Reading Groups after Fall Assessment
Sun
Moon
Zulema, Carmen, Romario, Tamisha
Trelon, Victor, Edgar, Eliana
Rainbow
Amari, Janika, Darnell, Prince
Sky
Wyatt, Serena , Anaeli, Drea
Reading Groups in November
Moon
Sun
Zulema, Carmen, Romario, Tamisha
Victor, Edgar, Serena, Eliana
Implementing the Plan—Artifacts
Reading Groups in January
Sun
Zulema, Romario , Tamisha, Carmen,
Amrit
Moon
Serena, Victor, Eliana, Graciella
Rainbow
Sky
Amari, Jasmine, Drea, Prince
Trelon, Darnell, Edwin, Wyatt, Anaeli
Our Small Group Instruction Schedule
Monday
Tuesday
Wednesday
Thursday
Friday
Sun
Moon
Rainbow
Sky
Sun
Implementing the Plan—Artifacts
Moon
Sun
Rainbow
Sky
Moon
Rainbow
Sky
Sun
Moon
Rainbow
Sun
Today, Monday I am Meeting with:
Sun
Moon
Rainbow
Sky
Implementing the Plan—Artifacts
Today, Tuesday I am Meeting with:
Moon
Sun
Time for oneon-one
Support
Time for oneon-one
Support
Today, Wednesday I am Meeting with:
Rainbow
Moon
Sun
Today, Thursday I am Meeting with:
Time for
one-onone
Support
Implementing the Plan—Artifacts
Rainbow
Sky
Moon
Sun
Today, Friday I am Meeting with:
Sun
Sky
Rainbow
Time for
one-on-one
Support
Implementing the Plan—Artifacts
Name
Tags
ReadingUnit3.docx
II-A-3.
Meeting
Diverse
Needs
Description
Rationale
This is a sample
of how I plan
my week of
objectives and
instruction for
different groups
of students.
This artifact is illustrates proficient practice in II-A-3.
Meeting Diverse Needs. It documents a typical week of
mini-lessons, and the way that I have been differentiating
instruction with my students who are at different levels and
places in their learning. Each group has different
needs: Sun is my Intensive group of students who have
most recently been performing below grade level; Moon is
my Strategic group of students who have been performing
slightly below level. Rainbow is my Core group of students
who have been performing on level. Sky is
my Advanced group of students who have been performing
above level. This artifact shows how I accommodate
differences in learning needs and levels of readiness (II-A-3).
Artifact:
Teams
Sun
Reading Unit 3, Week 3
Phonics & Phonemic Awareness
Objectives for the week
By the end of the week students in this group will
be able to:
 Classify pictures/ words that begin with the
/d/ sound
 Decode CVC words beginning with /d/
 Read CVC words with changing beginning
sounds
 Read along with the teacher by pointing to
the text, matching the words,
Implementing the Plan—Artifacts
Moon
Rainbow
Sky
By the end of the week students in this group will
be able to:
 Classify pictures/ words that begin with the
/d/ sound
 Decode CVC words beginning with /d/
 Read CVC words with changing middle
sounds
 Read level A books with high frequency
words of the week and with support from the
teacher
By the end of the week students in this group will
be able to:
 Classify pictures/ words that begin with the
/d/ sound
 Decode CVC words beginning with /d/
 Read CVC words with changing beginning,
middle and ending sounds
 Read level A books with some supports
 Read high frequency words of the week
By the end of the week students in this group will
be able to:
 Classify pictures/ words that begin with the
/d/ sound
 Decode CVC words beginning with /d/
 Read CVC words with changing middle
sounds
 Read level B books with high frequency
Implementing the Plan—Artifacts
words of the week
Unit 3 Week 3 Day 1
Small Group Intervention/ Mini-Lessons
Sun (Intensive) Moon (Strategic) Rainbow (Core) Sky ( Advanced)
Review the
Alphabet and
the letter
sounds
Review Letter
Sounds
Segmenting
Words
Making New
Words
(2 minutes)
Students are
given CVC
words and have
to delete the
beginning
sound
Students are
given words and
teacher keep
changing either
the beginning,
middle or
ending sounds
to make new
words:
(5 minutes)
Blending
Phonemes
Identify the
sound /Dd/
Students have
to discriminate
pictures
beginning with
/d/ sound
among other
pictures
Students here
the sound of the Given word:
word and have to dog
put it together to
Expected
make the word:
response: og
d/a/d, response
(7 minutes)
expected: dad
d/i/g, d/oe/s, ect.
(7 Minutes)
Making New
Dad-did-dipdap-tap-tip-sipsap-sat-rat-raprip-lip-lap-labtab
Implementing the Plan—Artifacts
(10 Minutes)
Words
Phoneme
Segmentation
Students are
given words
and teacher
Students are
keep changing
given a word and
either the
they have to tell
beginning,
all the sounds
middle or
they hear.
ending sounds
Dip- d/i/p
to make new
words:
(8 Minutes)
Review High
Frequency
words
Introduce
leveled reading
book
Independent
Reading
Dad-did-dipdap-tap-tip-sipsap-sat-rat-raprip-lip-lap-labtab
Unit 3 Week 3 Day 2
Small Group Intervention/ Mini-Lessons
Sun (Intensive)
Review the
Alphabet and
Moon
(Strategic)
Segmenting
Rainbow ( Core)
Sky ( Advanced)
Implementing the Plan—Artifacts
the letter
sounds
(5 minutes)
Rhyming
Sounds
Students are
giving CVC
words. They
have to change
the beginning
sounds for /d/
to make new
rhyming words
Ex: rag
expected
answer: dag
Lip- expected
answer dip
Ect.
Words
Students are
given CVC
words and have
to delete the
beginning sound
Given word: dog
Expected
response: og
(7 minutes)
Making New
Words
Students are
given CVC
words and
teacher keep
changing either
the beginning,
middle or
ending sounds
to make new
words:
Independent
Reading
Independent
Reading
Implementing the Plan—Artifacts
Dad-did-dipdap-tap-tip-sipsap-sat-rat-raprip-lip-lap-labtab
Unit 3 Week 3 Day 3
Small Group Intervention
Sun (Intensive) Moon (Strategic)
Review the
Alphabet and
the letter
sounds
Making New
Words
Rainbow (Core)
Making New
Words
Students are
given words and
Students are
(5 minutes)
teacher keep
given words and
changing either
teacher keep
the beginning,
changing either
Segmenting
middle or
the beginning,
Words
ending sounds
middle or
to make new
Students are
ending sounds
CVC words:
given CVC
to make new
words and have CVC words:
Dad-did-dipto delete the
dap-tap-tip-sipDad-did-dipbeginning
sap-sat-rat-rap-
Sky (Advanced)
Independent
Reading
Implementing the Plan—Artifacts
sound
Given word:
dog
dap-tap-tip-sipsap-sat-rat-raprip-lip-lap-labtab
Expected
response: og
(10 minutes)
Review High
Frequency
words
Introduce
leveled reading
book
rip-lip-lap-labtab
Review High
Frequency
words
Introduce
leveled reading
book
Independent
Reading
Independent
Reading
Unit 3 Week 3 Day 4
Small Group Intervention/ Mini-lessons
Sun (Intensive)
Review the
Moon
(Strategic)
Review High
Rainbow (Core)
Review High
Sky (Advanced)
Review High
Implementing the Plan—Artifacts
Alphabet and
the letter
sounds
(5 minutes)
Making New
Words
Frequency
words
Frequency
words
Frequency
words
Reading
Strategy:
Reading
Strategy:
Reading
Strategy:
Readers look at
the beginning
sound to figure
out the words
Readers look at
through the
word to help
them figure out
the word
Readers look at
Students are
the beginning
given words and sound to figure
teacher keep
out the words
changing either
the beginning,
Introduce
middle or
leveled reading
ending sounds
book
to make new
Introduce
leveled reading
book
CVC words:
Dad-did-dipdap-tap-tip-sipsap-sat-rat-raprip-lip-lap-labtab
Review High
Frequency
Independent
Reading
Ex: spot, sound
out pot sound
add the /s/
sound at the
beginning.
Independent
Reading
Introduce
leveled reading
book
Independent
Implementing the Plan—Artifacts
words
Reading
Introduce
leveled reading
book
Independent
Reading
Unit 3 Week 3 Day 5
Small Group Intervention/ Mini-Lessons
Sun (Intensive)
Review the
Alphabet and
the letter
sounds
Moon (Strategic)
Independent
Reading
Rainbow (Core)
Sky (Advanced)
Review High
Frequency
words
Review High
Frequency
words
Reading
Strategy:
Reading
Strategy:
Readers look at
the beginning
sound to figure
out the words
Readers look at
through the
word to help
them figure out
(5 minutes)
Making New
Words
Students are
given CVC words
to blend:
Dag dig dip dap
Implementing the Plan—Artifacts
did
Sag rag gig pig
Tin
Reading
Strategy:
Readers look at
the pictures to
figure out what
the story is
about
Review High
Frequency
words
Introduce
leveled reading
book
Independent
Reading
the word
Introduce
leveled reading
book
Independent
Reading
Ex: together:
Identify small
words they
know: to-gether to be able
to read the
words
Introduce
leveled reading
book
Individual
reading
Implementing the Plan—Artifacts
Teams
Sun
Assessment
On going assessment:
Given multiple practices during Readers
Workshops/Centers and Mini Lesson
Moon
 Students will match beginning sound to
pictures 80% of the time.
On going assessment:
Given multiple practices during Readers
Workshops/Centers and Mini Lesson
Rainbow
 Students will match beginning sound to
pictures 80% of the time.
 Students will match CVC words with pictures
80% of the time
On going assessment:
Given multiple practices during Readers
Workshops/Centers and Mini Lesson
 Students will match beginning sound to
pictures 80% of the time.
 Students will match CVC words with pictures
80% of the time
 Students will read CVC words 80% of the
time
 Students will write short sentences using
those CVC words and sight words of the
Implementing the Plan—Artifacts
week
Sky
On Going Assessment
Given multiple practices during Readers
Workshops/Centers and Mini Lesson
 Students will match beginning sound to
pictures 100% of the time.
 Students will match CVC words with
pictures100% of the time
 Students will write short sentences using
those CVC and sight words of the week