[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-507430-105":59,"doc-detail-507430-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","cogat-differentiated-instruction-report-profile-4a-to-6a","CogAT Differentiated Instruction Report - Profile 4A to 6A","","CogAT Differentiated Instruction Report documents Grade 3 (Level 9) student profile recommendations for Spring 2019 at GRANITE BAY ACADEMY, Southview District. It describes students assigned profiles 4A to 6A, explaining stanine-based achievement patterns and the meaning of “A” across verbal, quantitative, and nonverbal reasoning. The report outlines learning needs related to working memory, strategy flexibility, and transfer goals, then provides instructional suggestions: build on domain strengths, focus on reducing memory load, scaffold learning structures, encourage strategic thinking, and support study skills such as planning, note-taking, and breaking complex tasks into manageable units.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cogat-differentiated-instruction-report-profile-4a-to-6a/507430/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cogat-differentiated-instruction-report-profile-4a-to-6a/507430.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-05",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What do profiles 4A to 6A indicate on the CogAT?","Question",{"text":112,"@type":113},"Students with these profiles have consistently low-average (stanine 4), average (stanine 5), or high-average (stanine 6) scores. An “A” profile means verbal, quantitative, and nonverbal reasoning scores are at about the same level across the batteries.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why do students with profile 4A to 6A sometimes struggle with new tasks?",{"text":117,"@type":113},"Their knowledge base may not be extensive or well organized, making it harder to recall and apply knowledge and skills to unfamiliar tasks. They can also have limited flexibility in strategy choice and may not know what to do next if a strategy fails.",{"name":119,"@type":110,"acceptedAnswer":120},"What instructional approaches does the report recommend to support these students?",{"text":121,"@type":113},"The report recommends building on strengths, reducing working-memory burdens, scaffolding learning with strategies and structure, and encouraging strategic thinking through monitoring, modeling, and supervised practice. It also emphasizes study-skills instruction and breaking complex problems into simpler units.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},507430,1791490547,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Profiles 4A, 5A, 6A  \nDifferentiated Instruction Report:  \nGrade/Level: Grade 3 / Level 9  \nTest Date: 07/01/2019-Spring 2019  \nClass: Avinger  \nSchool: GRANITE BAY ACADEMY  \nDistrict: SOUTHVIEW  \n\n| Students | Recommendations |\n| --- | --- |\n| ANUMAKONDA, JULISSA DEETJEN, ALEXANDR KOEPCKE, KALEB WELLS, PRISCILL | Profile Explanation\u003Cbr>Students with these profiles have consistently low-average (stanine 4) , average (stanine 5) , or high-average (stanine 6) scores on CogAT. An ”A” profile means that the scores are at about the same level on the verbal, quantitative, and nonverbal (spatial) reasoning batteries.\u003Cbr>Characteristics of Students with These Profiles\u003Cbr>Profile 4A to 6A students have adequate cognitive resources for learning in most academic situations. Although the majority of these students have similar levels of achievement in all academic areas, some show high levels of interest and achievement in particular domains. Because their knowledge base is often not extensive or well organized in memory, these students may encounter difficulty recalling and applying their knowledge and skills to accomplish unfamiliar tasks. By middle school, students with average levels of reasoning abilities typically have developed a number of learning and problem-solving strategies. Often , these strategies are fairly context-bound, so these students may not always choose the most effective strategy for a task. Their flexibility is limited, and, if they try a strategy that does not work, they may not know what to do next. Profile 4A to 6A students need help to achieve objectives requiring transfer such as high-level reading comprehension skills, problem solving, and critical thinking.\u003Cbr>Instructional Suggestions for Profiles 4A, 5A, 6A\u003Cbr>Build on Strength. Since these students have comparable levels of verbal, quantitative, and spatial reasoning abilities, strengths will be primarily evident in interests, and, to a lesser extent , in levels of achievement in particular domains. At all ages, but especially during adolescence, students strive to achieve individuality. One route is through recognition of excellence from peers and adults. Although such recognition is commonly attained through nonacademic activities such as sports, music, and other extracurricular activities, teachers should find ways to encourage student’s particular academic accomplishments. Profile 4A to 6A students can be recognized for their high levels of knowledge in particular domains. Sometimes they excel in other ways, such as in leading discussions, presenting reports, creating science projects, writing essays, or assisting other students in learning. Finding and nourishing the islands of excellence in all student’s schoolwork spreads encouragement.\u003Cbr>Focus on Working Memory. Students with levels of reasoning abilities that are typical for their age frequently must learn at the limits of their working memories, especially when tasks are new or require the simultaneous execution of several processes. Changes in instructional methods that reduce these burdens on working memory can , therefore, have a significant impact on their success in learning. For example, if a task involves comparing two concepts, it will be much easier if both are simultaneously in view. Have students put all the needed information in one place--on a single sheet of paper or a single concept map.\u003Cbr>Educators can also reduce working-memory burdens for these students by using familiar concrete concepts rather than unfamiliar abstract symbols. Familiarity is greatest for overlearned concepts and skills. Practice on low-level skills can free working memory for higher-level processing. Monitoring themselves as they execute a skill is especially troublesome for these students, particularly in the primary grades. Offloading monitoring to another individual by having students work in pairs can be especially effective early in the process of acquiring a new skill or strategy.\u003Cbr>Scaffold Wisely.","cbCaipQ0GHsLwAM5","https://ap.wps.com/l/cbCaipQ0GHsLwAM5","pdf",37938,"English","# Student Profiles\n## Profile Explanation (4A to 6A)\n## Characteristics and Learning Needs\n## Instructional Suggestions\n### Build on Strength\n### Focus on Working Memory\n### Scaffold Wisely\n### Encourage Strategic Thinking\n### Support Study Skills","[{\"question\":\"What do profiles 4A to 6A indicate on the CogAT?\",\"answer\":\"Students with these profiles have consistently low-average (stanine 4), average (stanine 5), or high-average (stanine 6) scores. An “A” profile means verbal, quantitative, and nonverbal reasoning scores are at about the same level across the batteries.\"},{\"question\":\"Why do students with profile 4A to 6A sometimes struggle with new tasks?\",\"answer\":\"Their knowledge base may not be extensive or well organized, making it harder to recall and apply knowledge and skills to unfamiliar tasks. They can also have limited flexibility in strategy choice and may not know what to do next if a strategy fails.\"},{\"question\":\"What instructional approaches does the report recommend to support these students?\",\"answer\":\"The report recommends building on strengths, reducing working-memory burdens, scaffolding learning with strategies and structure, and encouraging strategic thinking through monitoring, modeling, and supervised practice. It also emphasizes study-skills instruction and breaking complex problems into simpler units.\"}]","CogAT Differentiated Instruction Report - Profile 4A to 6A | PDF",1791177487]