A middle school ELAR teacher administers a diagnostic assessment on identifying figurative language at the beginning of a poetry unit. The results show that a small group of students has already mastered the skill, most of the class has a partial understanding, and another small group struggles to identify even basic similes. What is the teacher's most effective next step for differentiating instruction?
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A
Create tiered assignments where all students work on the same poems, but with varying levels of complexity in the questions they must answer.
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B
Proceed with the planned whole-group instruction, as the majority of the class will benefit and the advanced students will get a review.
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C
Assign the advanced students to tutor the struggling students while the rest of the class works independently.
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D
Administer a summative exam on poetry to determine a final grade before moving on to the next unit.