Differentiating for Diverse Students Chart Student: Carmen, Kindergarten English Language Learner: No Socioeconomic Status: Mid SES Ethnicity: Native American/Pacific Islander Gender: Female IEP/504: No Other: None Reading Performance Level: At 1st grade level Parental Involvement: Med Text Selection and Rationale ELA Strategy or Activity and Rationale References Student: Eduardo, 2nd grade English Language Learner: Yes Socioeconomic Status: Mid SES Ethnicity: Hispanic Gender: Male IEP/504: No Other: Tier 2 RTI for Reading Reading Performance Level: One year below student’s 2nd grade level Parental Involvement: Low Text Selection and Rationale ELA Strategy or Activity and Rationale References Student: Jade, 4th grade English Language Learner: No Socioeconomic Status: High SES Ethnicity: African American Gender: Female IEP/504: No Other: None Reading Performance Level: At 4th grade level Parental Involvement: High Text Selection and Rationale ELA Strategy or Activity and Rationale References Student: Ines, 7th grade English Language Learner: No Socioeconomic Status: Low SES Ethnicity: Hispanic Gender: Female IEP/504: Learning Disabled Other: Tier 2 RTI for Math Reading Performance Level: One year below student’s 7th grade level Parental Involvement: Low Text Selection and Rationale ELA Strategy or Activity and Rationale References Student: Kent, 8th grade English Language Learner: No Socioeconomic Status: High SES Ethnicity: White Gender: Male IEP/504: Emotion-ally Disabled Other: None Reading Performance Level: At 8th grade level Parental Involvement: Med Text Selection and Rationale ELA Strategy or Activity and Rationale References © 2019. Grand Canyon University. All Rights Reserved. © 2019. Grand Canyon University. All Rights Reserved. Top of Form Criteria  Carmen, Kindergarten 15.0 Selected text is creative for the student and rationale compellingly justifies the selection. ELA strategy or activity is well-crafted for the student and skillfully rationalized. Eduardo, 2nd Grade 15.0 Selected text is creative for the student and rationale compellingly justifies the selection. ELA strategy or activity is well-crafted for the student and skillfully rationalized. Jade, 4th Grade 15.0 Selected text is creative for the student and rationale compellingly justifies the selection. ELA strategy or activity is well-crafted for the student and skillfully rationalized. Ines, 7th Grade 15.0 Selected text is creative for the student and rationale compellingly justifies the selection. ELA strategy or activity is well-crafted for the student and skillfully rationalized. Kent, 8th Grade 15.0 Selected text is creative for the student and rationale compellingly justifies the selection. ELA strategy or activity is well-crafted for the student and skillfully rationalized. Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 15.0 Sources are complete ...

1. Differentiating for Diverse Students Chart
Student:
Carmen, Kindergarten
English Language Learner:
No
Socioeconomic Status:
Mid SES
Ethnicity:
Native American/Pacific Islander
Gender:
Female
IEP/504:
No
Other:
None
Reading Performance Level:
At 1st grade level
Parental Involvement:
Med
Text Selection and Rationale
ELA Strategy or Activity and Rationale
References

2. Student:
Eduardo, 2nd grade
English Language Learner:
Yes
Socioeconomic Status:
Mid SES
Ethnicity:
Hispanic
Gender:
Male
IEP/504:
No
Other:
Tier 2 RTI for Reading
Reading Performance Level:
One year below student’s 2nd grade level
Parental Involvement:
Low
Text Selection and Rationale
ELA Strategy or Activity and Rationale
References
Student:
Jade, 4th grade
English Language Learner:
No
Socioeconomic Status:

3. High SES
Ethnicity:
African American
Gender:
Female
IEP/504:
No
Other:
None
Reading Performance Level:
At 4th grade level
Parental Involvement:
High
Text Selection and Rationale
ELA Strategy or Activity and Rationale
References
Student:
Ines, 7th grade
English Language Learner:
No
Socioeconomic Status:
Low SES
Ethnicity:
Hispanic
Gender:
Female
IEP/504:
Learning Disabled
Other:
Tier 2 RTI for Math

4. Reading Performance Level:
One year below student’s 7th grade level
Parental Involvement:
Low
Text Selection and Rationale
ELA Strategy or Activity and Rationale
References
Student:
Kent, 8th grade
English Language Learner:
No
Socioeconomic Status:
High SES
Ethnicity:
White
Gender:
Male
IEP/504:
Emotion-ally Disabled
Other:
None
Reading Performance Level:
At 8th grade level
Parental Involvement:
Med
Text Selection and Rationale
ELA Strategy or Activity and Rationale

5. References
© 2019. Grand Canyon University. All Rights Reserved.
© 2019. Grand Canyon University. All Rights Reserved.
Top of Form
Criteria
Carmen, Kindergarten
15.0
Selected text is creative for the student and rationale
compellingly justifies the selection. ELA strategy or activity is
well-crafted for the student and skillfully rationalized.
Eduardo, 2nd Grade
15.0
Selected text is creative for the student and rationale
compellingly justifies the selection. ELA strategy or activity is
well-crafted for the student and skillfully rationalized.
Jade, 4th Grade
15.0
Selected text is creative for the student and rationale
compellingly justifies the selection. ELA strategy or activity is
well-crafted for the student and skillfully rationalized.
Ines, 7th Grade
15.0
Selected text is creative for the student and rationale
compellingly justifies the selection. ELA strategy or activity is
well-crafted for the student and skillfully rationalized.
Kent, 8th Grade
15.0
Selected text is creative for the student and rationale
compellingly justifies the selection. ELA strategy or activity is

6. well-crafted for the student and skillfully rationalized.
Documentation of Sources (citations, footnotes, references,
bibliography, etc., as appropriate to assignment and style)
15.0
Sources are completely and correctly documented, as
appropriate to assignment and style, and format is free of error.
Mechanics of Writing (includes spelling, punctuation, grammar,
language use)
10.0
Writer is clearly in command of standard, written, academic
English.
Total Percentage 100
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