One Lesson, Four Tiers: Differentiating Speaking Standards Without Burning Out
The Reality of Mixed-Ability Classrooms
Let's be honest: you've got students at vastly different levels sitting in the same classroom, all expected to master Missouri's speaking standards like SL.4.A (Presenting). You've also got your eye on the Missouri state test, which assesses these skills. The temptation is to create four separate lessons. Don't. I'm going to show you how to teach one solid core lesson with built-in access points instead.
The key is designing from the standard backward, then identifying where students enter the learning and where they exit itâon the same essential task.
Start with Your Core Task (The Non-Negotiable)
Take 1.SL.4.A: explaining a topic using a visual aid and speaking in complete sentences. This is your anchor. Every student, regardless of level, will engage with this same standard. But the complexity of the topic, the sophistication of the explanation, and the visual support varies.
Here's what doesn't change:
- The format (explanation with visual aid)
- The expectation of complete sentences
- The standard being assessed
Here's what does change:
- Topic complexity and choice
- Amount of scaffolding provided
- Visual aid options
- Rehearsal time and peer feedback opportunities
Tier 1: Below-Grade Learners (Supported Access)
These students need the skill broken into smaller pieces. They're not ready for independence yet, so you're building confidence alongside competency.
Topic selection: Provide three pre-selected, concrete topics (e.g., "My favorite food," "How to feed a pet," "Why I like recess"). Students choose from your list rather than generating their own, reducing cognitive load.
Visual aids: Offer pre-made or heavily scaffolded options. A student might use a large, labeled photograph, a completed graphic organizer with pictures and one-word labels, or a simple three-picture sequence you've already gathered. The focus is on explanation, not creating the visual.
Sentence frames: Provide sentence starters: "This is a ___. I like it because ___. You can also ___." These aren't crutchesâthey're training wheels that help students notice sentence structure while meeting the "complete sentences" requirement of the standard.
Practice routine: This tier benefits from repeated, supported rehearsal. Practice with a partner using the same sentence frames three times before presenting to you or a small group. This repetition builds fluency without requiring you to create separate materials.
Tier 2: On-Grade Learners (Grade-Level Expectations)
These students can handle the standard as written without excessive scaffolding. They're your baseline for what proficiency looks like.
Topic selection: Students choose their own topic within broad parameters ("Something you know how to do" or "Something you find interesting"). This honors the standard's expectation of student choice while keeping options manageable.
Visual aids: Students select or create one visual aid from options: a photograph, a drawing, a diagram, or a physical object. They're responsible for ensuring their visual actually supports their explanation.
Preparation: One rehearsal with a peer who provides feedback using a simple checklist: "Did they use complete sentences? Could you understand the explanation? Did the visual help?"
Accountability: These students present to the class or small group and receive feedback aligned to 1.SL.4.A.a and 1.SL.4.A.c (volume and clarity).
Tier 3: Above-Grade Learners (Extended Thinking)
These students have mastered the basic standard and are ready for complexity and metacognition. You're not teaching them a different standard; you're asking them to apply SL.4.A in more sophisticated ways.
Topic selection: Open-ended with a twist. Instead of "Explain a topic," try "Explain a topic and why it matters" or "Explain a process step-by-step." This increases complexity without changing the standard.
Visual aids: Challenge them to create a more sophisticated visualâa labeled diagram, an infographic, or a multi-part poster. They're also responsible for explaining why they chose that particular visual format.
Audience and purpose: Have them present to a different audience or for a specific purpose: explaining to younger students (requires adjusting language), explaining to someone unfamiliar with the topic (requires more detail), or peer-teaching on a skill relevant to your current unit.
Reflection: Ask them to reflect: "What did your listener understand? What's one thing you'd change about how you explained this?" This builds the metacognitive awareness that feeds into stronger communication skills.
Tier 4: ELL Learners (Language-Specific Support)
ELL students need the same standard but with language scaffolding woven in. Your differentiation focuses on vocabulary and syntax, not lowering expectations for the skill itself.
Pre-teaching: Spend five minutes teaching key vocabulary before the lesson. If a student wants to explain "photosynthesis," pre-teach the words "plant," "sunlight," "food," and "energy."
Sentence frames with visuals: Combine visuals with frames: "This is a ___. It ___ because ___." Seeing the word in context with a picture anchors meaning.
Rehearsal with teacher or bilingual peer: One-on-one or small-group rehearsal where you can correct pronunciation and model sentence intonation. This isn't extra workâit's replacing small-group time you'd do anyway.
Vocabulary anchor chart: Keep a chart visible during presentations with words and images. This supports all students but especially helps ELLs retrieve language under the pressure of presenting.
Making It Sustainable
Create one template (a presentation checklist, sentence frame sheet, or graphic organizer) and adjust the language, topic options, and supports printed on it. Use the same peer feedback routine for everyone. This isn't four lesson plans; it's one lesson with strategic on-ramps and off-ramps.
When you assess using the Missouri state test-aligned rubric for SL.4.A, every student is being measured on the same standard. They're just getting to it differently.