Differentiated Instruction for English Language Learners

Teaching English as a Second Language 43: Professional Project

Ali Pravda
July 28th, 2017
Ruth Epstein
Table of Contents
Introduction
Abstract: Project Goals 4
Justification and Relevance to Language Teaching 4

Overview of Theory of Differentiated Instruction (DI) 5

Resource Instructions (Guide for Users) 6
Flowchart Explanation and Other Instructional Notes 6
Step-by-step Instructions 6
Flowchart (Part 1 and 2) 8
Example Chart 1 (Base Activity Example) 9
Example Chart 2 (Tiered Lesson Example) 10

The Resource 11
1. Content 11
Teaching Strategies 11
o Sorted by any skill 11
o Sorted by individual skills 11
Differentiation Strategies 12
o Sorted by any skill 12
Expectations 12
Comprehensible Input 12
Cultural Aspect 13
o Sorted by individual skills 13
2. Process 15
Teaching Strategies 15
o Sorted by any skill 15
o Sorted by individual skills 16
Differentiation Strategies 17
o Sorted by any skill 17

2
 Scaffold Activities 17
Cultural Awareness 17
Collaboration 17
Choice 17
o Sorted by individual skills 19
3. Product 20
Teaching Strategies 20
o Sorted by any skill 20
o Sorted by individual skills 20
Differentiation Strategies 21
o Sorted by any skill 21
Cultural Awareness 21
Adapt Task 21
Choice 21
o Sorted by individual skills 22
4. Environment / Affect 23
Teaching Strategies 23
o Sorted by any skill 23
o Sorted by individual skills 23
Differentiation Strategies 24
o Sorted by any skill 24
Teacher Presence 24
Cultural Aspect 24
o Sorted by individual skills 24
Concluding Aspects
References 25
Footnotes 27
Appendix A: Alphabetical List of Teaching Strategies 28
Appendix B: Skill Sort of All Teaching Strategies 30

3
 Introduction
Abstract: Project Goals
Through research on differentiated instruction (DI) and teaching English as an additional
language (TEAL) strategies, this project presents professional development information and lesson
planning materials to be used in the secondary classroom where English Language Learners (ELLs) are
present. The project supplies methods to differentiate teaching strategies based on individual language
skills.

Justification and Relevance to Language Teaching

Depending on the classroom situation, students are separated and grouped by either age (i.e.
grade level), by skill (i.e. content-area course), or by both. No matter the situation, each classroom has
studentseither/both students whose first language (L1) is English, and those who are English language
learners (ELLs)with a wide array of skills and skill-levels. This phenomenon occurs whether in a
mainstream curriculum course (e.g. Science 9students of all English skill-levels are apparent), or in an
EAL/ESL leveled course (e.g. a beginner course may have a student who has intermediate speaking
skills and beginner writing and reading skills; while another student in the same beginner class has never
received English instruction).
The teacher is expected to give instruction and to educate all students. The lower-leveled
student may find tasks difficult and daunting if the materials, tasks, or instructions are too advanced;
while another student may find the same material, task, and instruction boring, tedious, and
unnecessary for their skill development if they are more advanced in that area. Therefore, teachers are
being set-up to failoften only the middle group, or the group that the lesson was developed for is
truly benefiting from the instruction. With immigration staying stagnant or rising, language teachers and
mainstream teachers are continuing to have classrooms with higher numbers of diverse students with a
range of educational experiences. Therefore, teachers are in need of strategies to quickly and easily
differentiate their instruction for all studentsfrom beginner ELLs to those who are approaching-
fluency and everything in between. As the EAL curriculum is often thematic, many of the strategies and
activities can be used in content-area classrooms, but with the focus on language needs.
Teachers, both of mainstream classes and of EAL courses, will be able to more clearly consider
the needs of all students during lesson instruction, and will have a tool to apply the knowledge in the
classroom.

4
Overview of Theory of Differentiated Instruction (DI)
As there are numerous resources to further understand DI theory, the following is an overview
of the concept in order to understand the basic theory of DI, and therefore the structure of the project.

The resources created within this project will be divided into the following categories, as listed
above: 1. Content; 2. Process; 3. Product; 4. Affect/Environment. The differentiation will be applied
specifically according to the students Language Readiness, as the target group contains language
learners, and will not particularly be based on their interests or multiple intelligences outside of those
related to language skills as these are not distinct to the target group.

5
Instructions: Guide for Users
Explanation of Flowchart and Other Instructional Notes

On the following page is a two-part flow chart to assist in the first steps of conceptualizing
differentiating instruction for English language learners. The flow chart will assist with understanding the
best place to begin with each classroom situation (i.e. assist in which sub-section to choose in step 1).

Note that most courses in the K-12 system is determined around objective-based learning, but
within EAL courses, it is common to see content-based and task-based syllabis that correlate to English
language learning objectives. If a class is leveled by English language skill, then the curriculum may
determine the teacher to determine the content first, for example, then determine correlating language
objectives.

Also note that a teacher may choose to differentiate any of these aspects, no matter the course
curriculum. The three aspectscontent, process, and productare not mutually exclusive, and
therefore may be manipulated at the same time.

Explanation of Resource Charts

When picking teaching strategies (approximately 140 have been listed throughout this resource)
correlate the skills required with the appropriate strategy. The strategies are first sorted by content,
process, and productwith some overlap and therefore some strategies are repeated in different
subsectionsand then by skill usage. The skills are listed as follows: all skills, dependent on usage,
and then a 4x4 chart regarding skill correlation. The chart is color-coded to show which boxes are the
same skills and that the white boxes are where only one skill is primarily used.

Step-By-Step Instructions for Resource:

1. Decide on the area that will be differentiated (Using flowchart if desired)

i. Content
ii. Process
iii. Product
iv. Affect/Environment
2. Determine the language skill(s) requiring differentiation and the level of skill(s) of the student
and the task.
i. Note: The Whole Language Approach is favorable for teaching language; when
the language tasks are at an appropriate level for the student, combining
language skills is favorable. If the language required is more difficult than what
the learner has mastered, then using numerous skills may be overwhelming and
not productive to the students learning. It may be best to move from one skill
to the next within a lesson, but not to use all skills concurrently.
ii. Note: It is important for students to develop their language skills congruently;
instructors should try to ensure that each language skill is being practiced
regularly. Therefore, the resource can also be used to fulfill these planning
needs.

6
 3. Pick the applicable strategy of differentiation.
4. Decide how the strategy will be executed.
a. By the teacher
i. Executed in planning (e.g. content chosen; materials developed)
ii. Executed to select students (e.g. given selected assignment)
iii. Executed to whole class (i.e. entire class uses selected strategy;
e.g. collaboration)
iv. Execute through learning centres
v. Execute in leveled groups
b. By the student
i. Given choice of strategy/content/task
ii. Option of division

Additional Options:

1. Create Tiered Differentiation

a. (view example chart) (Particularly useful for: 4a-ii; 4a-iv; 4a-v; 4b)
b. Using the differentiated concepts required to meet the objective, create different
leveled activities of complexity, abstractness, and open-endedness.
2. Create Task Differentiation
a. Decide on a base task for the class that will meet that objective (view example image
below).
b. Analyze what language skills will be used to complete this task/objective.
c. Contemplate other activities that use other language skills (or fewer language skills) to
complete the same objective.
d. Use the base task and any other activity to continue possible differentiation and find
correlating strategies below.
i. Note: One skill should not be used as a crutch, but using a skill that a student is
more comfortable with can lead to success with other tasks and skills.

7
 What is the purpose of the class?

How do the demographics of the class and the purpose of

the class coincide?
(Do the students affect the type of class offered or do the students "fit"
into a predetermined class and curriculum?) *Continued

What can be
manipulated to aide
student success?

Questions for
differentiation needs
and for lesson assessment:

-- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- --

What is the purpose of the class?

How do the demographics of the class and

the purpose of the class coincide?
(Do the students affect the type of class offered
or do the students "fit" into a
*Continued
predetermined class and curriculum?)

What can be
manipulated to aide
student success?

Questions for
differentiation needs
and for lesson
assessment:

8
Example using a base activity from step 2:

Chart from Laura Baechers Differentiated Instruction for English Language Learners: Strategies for the Secondary English Teacher

9
Example of tiered lesson plan from step 6:

Lesson chart example from Toni Theisens Differentiated Instruction in the Foreign Language Classroom: Meeting the Diverse Needs of All
Learners.

10
 The Resource
1) Content
o The information and skills that students need to learn.
o Understand which essential or most relevant ideas, concepts, information, and facts
are necessary to meet learning objectives.

Teaching Strategies
All Skills 4-Corners Vocabulary

Dependent Adapting to learning styles/multiple intelligences Integration of content areas

on usage Modeling Questioning Prompts for Different Levels of
Mastery learning Language Acquisition
Activating prior knowledge Current events
Socratic seminar Project-based learning
Building Background Inquiry-based learning/Discovery
Value Line
Linguistic Nonlinguistic representations
Skills Not Realia (photos, illustrations, etc.)
Necessarily Field experience, field trip, or field study
Required Progressive Maps
Chunk and Chew

Read Write Speak Listen

Read Word Sort Academic vocabulary (and listening) Identifying/Using Cognates to

Sentence Sort Personal Dictionaries Teach Vocabulary
Picture Sort Framed Outlines Mix and Taped Texts for Scaffolding
Match
Document-based questions Progressive Maps Read Aloud / Stop and Think
Reciprocal Read-aloud
Word wall
Teaching
Idiom Match-Up Realia (real text items
Vocabulary Cards and Flip Books explained; e.g. newspaper
articles, ads)
Write KWL / KWHL Chart Poetry and Patterns
Gallery Walk (Math/Science strategy)

Speak Surprise Book

Listen Music and Lecture

songs Cuing
What do you Guest speakers
Know? Find the Fib

11
 Differentiating Strategies
Decrease Skill Usage Increase Skill Usage
Any Skill Expectations
Required
Break content into smaller pieces and tasks in Create extensions of the content.
order to reach content goal. Using Blooms Taxonomy, have student
Using Blooms Taxonomy, have student continue continue using the content in the next
using the content in the previous phase of the phase.
content objective. Add a skill to the task.
Focus on one content skill at a time.
Comprehensible Input

Use a variety of texts

o Authentic, adapted
o Electronic, printed
o Advanced, simpler
o Text formats: brochures, music, film, field trips, guest speakers, TPR4
Show and demonstrate before (or more than) using other language skills for explanation.

Use concrete examples
Give more opportunities to comprehend.
Have student comprehend content through
another (stronger) skill.
Correlate content and themes with other
classes/subject areas. (recycling of vocabulary and
concepts)
Use realia and objects to concrete ideas (e.g.
puppets for characters throughout a novel)
Use less content language, and support:
o Pictures and drawings
o Images for vocabulary words
o Graphic organizers
o Videos
o Translations
o Use audio for text
Adapt language of content:
o Adapted text (shortening, changing
language, summarizing)
o Use less-academic language
o Reduce figurative language
o Change format of text (e.g. play instead of
novel)
o Use a simpler text in parallel.
Give less time, and continue onto next
aspect of content.
Have S1 give one-on-one instructions to
S2+.
Use abstract examples and applications.
Give more complex content.
Have student comprehend content
through another (weaker) skill.
Use more content language
Increase language within content
o Explain verbally and read
o Use academic language
o Use idioms
o Extend text through other forms
of language (e.g. a play turned
to a short story)

12
 Cultural Aspect
1. Do not use content with accents, jargon, or
idioms/sayings outside of the learners or the
current environments dialect or culture. Explain
pieces that are used in the current environment
but not in the learners culture.
2. Create schema of unfamiliar contexts.
3. Ask for student input of their culture and use their
culture within content.
Decrease Skill Usage
Individual Skills
Reading Give more time to comprehend. (i.e. Chunk and
Chew)
Simplify directions
Start lower than students level if possible to
create confidence and unlearn the habit of
translation.
Use a Narrow Reading approach2 (using a single
author, one topic, or one genre; not disconnecting
from novel to novel); continue this concept by
creating leveled groups and matching the text that
has the same topic or theme.
Use an authentic lower-leveled book (e.g. a
middle-years book for a secondary classroom)
Supply learners whose first language is
orthographically distant from English with audio of
the text to use at home.
Text Resources
Providing enlarged text
Reading text aloud
Supporting left-right directionality (arrows;
symbols; pointing; etc.)
Model pronunciation
Using partners (another who is more fluent)
Use audiotapes
Modify/adapt text vocabulary and amount of print
(e.g. use a passage from a larger text)
Provide a word bank or glossary
Translate text
Add visuals to text
Supplement with a graphic novel or comic book.
4. Use the environments cultural aspects
with support.
5. Ask the student to give content from
their culture within the lesson (e.g.
preparation or during the lesson); note:
do not culturally appropriate the
student or the material that they give
the student is not a representative of
an entire culture.
Increase Skill Usage
Start at students reading level and then
move to the ZPD1
Use a Narrow Reading approach2 that is
similar to the lower leveled students,
but continue with more advanced
options. (i.e. using a more advanced text
that incorporates the same
content/topic/theme, etc.)
Use more authentic texts.
Give less supports.
Provide authentic text
Have student read text aloud
Have student show left-right
directionality
Have student model pronunciation
Have student assist partner with text
Have student create an audiotape of the
text (or a passage from the text)
Have student create a word bank, or
have student find definitions of words.
13
Writing Give more time to comprehend and complete.
Give cloze notes or entire notes
Have student focus on writing (not multi-tasking
by listening or reading other material).
Give word bank of academic vocabulary (i.e. for
spelling and word usage)
Allow point form / jot notes
Have student label a picture of the content
Have students describe a picture of the content
Give sentence frames.
Speaking Have students collaborate in pairs or groups.
Ask students one word or short answer questions.
Have student brainstorm content-related words or
words prompted in a picture of the content.
Supply the pronunciation of the new
academic/content words (both through written
phonemes and by demonstrating).
Put content to music.
Have student read the simplified text aloud.
Listening Alter teacher speech (i.e. speed/pace, emphasis,
pronunciation, longer pauses/wait time, etc.)
Reduce idioms
Use less academic language while explaining new
material.
Give one-on-one instruction
Give more time to comprehend.
Simplify directions
Read the directions/content to the class.
Have student listen to simplified version of
content through video, etc.
Have student extend their own writing
by using
o academic vocabulary within
notes
o writing KWLs
o answers to prompts regarding
the content
o filling in graphic organizers
o increased format demands
o increased length
o writing entire notes
o write notes from verbal source
Have student review peers work.
Have students write their own
interpretation of the content in another
form (e.g. a text book reading turned
into a poem)
Have students create metaphors to
represent a concept in the content.
Have student explain the content. (e.g.
Reciprocal Teaching)
Have student explain their thinking
about the content.
Have student answer prompts about the
content.
Have student create a song or other
format of content to share verbally.
Have student read the content aloud.
Use natural speech.
Use figurative language.
Use academic language.
Have student listen to academic talk
(e.g. onlinevideo or podcast, guest
speaker, etc.)
Use other English-speaking dialects and
accents (e.g. videos, guest speakers)
14
 2) Process
o How students make sense of the content being taught.

Teaching Strategies
All Skills Save the Last Word for Me Go-Go-Mo (Give One, Get One, Move One)
Accountable talk You are the Teacher
Debate Reader-Writer-Speaker Response Triads
Student goal setting Stop That Video-DVD
4-Corners Vocabulary Find Someone Who
SQP2RS (Squeepers) / SQ3R Piece O'Pizza
Jigsaw What You Know
Dependent Learning centers Identifying similarities and differences
on usage Adapting to learning styles/multiple intelligences Targeted feedback
Modeling Integration of content areas
Mastery learning Questioning Prompts for Different Levels of Language
activating prior knowledge Acquisition
Document-based questions Project-based learning
Role play/simulations/drama Inquiry-based learning/Discovery
Generating and testing hypotheses Hands-on learning
Socratic seminar Pretest with a Partner
Building Background Is it Complete?
Student self-assessment Value Line
Linguistic Nonlinguistic representations
Skills Not Field experience, field trip, or field study
Necessarily Hands-on learning
Required Progressive Maps
Great Performances
Chunk and Chew
In the Loop
Procedural Knowledge

15
 Read Write Speak Listen

Read Word Sort Personal Dictionaries Backwards Book Walk Identifying/Using Cognates to
Sentence Sort Framed Outlines Every Student Gets a Chance Teach Vocabulary
Picture Sort Progressive Maps Anticipation/Reaction Guide Taped Texts for Scaffolding
Close read Split Page Note Taking Directed Reading-Thinking Read Aloud / Stop and Think
Document-based Go Graphics for Expository Activity (DR-TA) Direct instruction
questions Texts Connect Two Read-aloud
Signal Words Plot Chart Realia (real text items explained;
The INSERT Method Short Story Flow Chart e.g. newspaper articles, ads)
Idiom Match-Up Reading and writing across
Vocabulary Cards and the curriculum
Flip Books Homographs,
Question-Answer Homophones, and
Relationships (QAR) Synonyms
Frozen Moment The Frame Up
Heading into Questions Simultaneous Round Table
Self-Assessment Rubrics Snowball Fight
Write Something
Write Graphic organizers Poetry and Patterns
(Adapted Venn Diagram; (Math/Science strategy)
T-chart)
Gallery Walk
Summarizing and note
taking
Speak (and listening) (and listening) Puppetry Think-Pair-Share
Role Playing Inside-Outside Circle
Find Your Match Group Response with a Are You Sleeping? Cooperative learning
You Are There White Board
Share Bear Structured academic controversy
Mix and Match In the Loop Jigsaw
Reciprocal Teaching Surprise Book
Book Walk / Picture Reciprocal teaching
Walk
Flexible/strategic grouping
Listen Music and songs TPR4/Move It
Conferencing Lecture
Number talks Cuing
Questioning Reinforcing effort and providing
Peer teaching/collaboration recognition
Go to Your Corner / Take your Guest speakers
Corners Bingo
Dinner Party Number 1-3 for Self-Assessment
What do you Know? of Objectives
Canned Questions Find the Fib
Numbered Heads Together
with a Review Sheet
Virginia Reel

16
 Differentiating Strategies
Any Skill Teacher Communication
Required
Front facing
Repeat expressions
Using gestures and intonation for key ideas
Writing words or using visuals while giving oral speech.
Paraphrasing and restating student input
Scaffold Activities

Demonstrate skill more than explaining the skill (e.g. use Fishbowl Strategy)
Show product before they do the process.
Show and reflect on the rubric while showing process.
Activate prior knowledge
Give more time
Using dictionary or technology
Using abridged notes
Give key words, pictures, or sentence frames
Summarizing or reviewing main ideas
Cultural Awareness

Select stories that are culturally Have students identify the cultural differences
identifiable with the learner. (e.g. create a Venn Diagram comparing two
Recognizing that bilingual students use cultures or cultural stories)
both languages to learn, and therefore
give opportunities to use L1.
Collaboration

I do we do you do modeling and demonstrations

grouping of pairs, or small groups
Use strategic grouping (i.e. by skill level, demographics including first language, etc.); have groups
work with a purpose related to their skill-level.
Give jobs to groups members based on skill level (e.g. recorder, time keeper, task manager, resource
manager, reporter, text analyzer)
Choice

Have student give a proposal of the topic.

Have student free write using the content or aspect of the process.

17
 Using Tic-Tac-Tow Choice Boards
(Theisen)

18
 Decrease Skill Usage
Individual Skills
Reading Allow processing time (e.g. chunk and chew)
Make the process steps clear and succinct, while
using less academic language.
Use a close read strategy
Writing Allow processing time (e.g. pre-writing strategies)
Give sentence frames of the process (e.g. thesis
statement, persuasive paragraph, etc.)
Use outline, first draft, etc.
Peer review.
Allow for writing without revision (i.e. not for marks
or to be handed in)
Have student make jot notes of the process.
Have open-ended responses during process
practice.
Have student dictate their response.
Speaking Allow processing time (e.g. wait time; Have student
write their response or lines before saying them).
Have students collaborate during the process (e.g.
Think Pair Share, Inside-Outside circles, etc.)
o Note collaboration differentiation above.
Perform a piece theatrically (instead of writing or
reading the authentic version)
Have student respond with an open-ended
response, (e.g. their opinion or their own
experience).
Listening Allow processing time (i.e. take pauses in speech or
during new process, e.g. stop the video)
Use Think Alouds while doing a process.
Have students paired with other students close to
their speaking level, thereby understanding the
level of language used.
Increase Skill Usage
Give longer lines to read (during in-
class readings or during plays).
Add additional steps of reading (e.g.
other purposes, analyzing tone,
message, word choice, etc.)
Create more complex writing process
(e.g. length, format, transition words,
verb tense and aspect, etc.)
Have student explain the process
through writing (i.e. Journaling).
Have the student summarize the
process in writing.
Have student use synonyms.
Have students respond in writing using
abstract thinking and language.
Have student explain process to
another student(s).
Have student perform think aloud.
Have student perform the piece using a
different style or purpose of speaking.
Have students exposed to abstract
thinking explanations.
Use other English-speaking dialects and
accents during the process (e.g. videos,
guest speakers)
19
 3) Product
o How students demonstrate what they have learned.

Teaching Strategies
All Skills Debate You are the Teacher
SQP2RS (Squeepers) / SQ3R Reader-Writer-Speaker
Jigsaw What You Know Response Triads
Dependent on usage Document-based questions Homework and practice
Role play/simulations/drama Project-based learning
Formative assessment process Pretest with a Partner
Generating and testing hypotheses Is it Complete?
Socratic seminar
Linguistic Skills Not Necessarily Required Great Performances In the Loop

Read Write Speak Listen

Read Word Sort Academic vocabulary Backwards Book Walk Analysis of student
Sentence Sort Split Page Note Taking Every Student Gets a work
Picture Sort Go Graphics for Expository Chance
Document-based Texts Anticipation/Reaction
questions Plot Chart Guide
Idiom Match-Up Short Story Flow Chart Connect Two
Question-Answer Reading and writing across Say Something
Relationships (QAR) the curriculum
Frozen Moment
Self-Assessment
Write Homographs, KWL / KWHL Chart Presentation (with text) Poetry and
Homophones, and Note booking / journaling Patterns
Synonyms Graphic organizers (Adapted (Math/Science
The Frame Up Venn Diagram; T-chart) strategy)
Write Something Response Boards
Summarizing and note taking
Speak (and listening) (and listening) Presentation (without text) Number talks
Puppetry Questioning
You Are There Group Response with a Dinner Party
Role Playing
Mix and Match White Board
Are You Sleeping?
Reciprocal Teaching Share Bear
In the Loop

Listen Canned Questions Take a Stand

Numbered Heads Magic Buttons
Together with a Review Response Cards
Sheet Secret Answer
Stand Up-Sit Down
Sign In, Please

20
 Differentiating Strategies
Blooms Taxonomy and Gardners theory of Multiple Intelligence can be used to differentiate the
student output in addition to the following options.

Any Skill Cultural Awareness

Required
Aware of cultural and linguistic biases on assessments.
Note that students may not have experience within formal academic environments (e.g. test taking
situations and behavior) or with the format that is being asked of them (e.g. filling in Scantron sheets;
formatting paragraphs)
Adapt task

Allow student to create a different product idea and propose to the teacher, explaining how the product
meets the criteria or academic objectives.
Use acting/theatricals to show comprehension (e.g. role plays).
Graphic organizers
Vary homework assignments (note: ELLs may already need additional time to complete what was
accomplished by others during class, therefore the time spent outside of class may be used as a necessity
to not fall behind in the class content).
Varied testing
o Having a scribe or being read the questions
Use technological options
o recorded video, PowerPoint, multimedia presentations, etc. rather than speech in front of class.
o Create comics (Comic Life app)
Use games
o jeopardy
o cross word puzzles
o Guess Who / Guess What
Use other formats
o Brochures
o Essays
o Paragraphs
o Stories
o Sentence frame completion
o Songs
o Poems
o Posters
o Research papers
o News broadcasts

21
 Decrease Skill Usage Increase Skill Usage

Individual Skills
Writing Respond to writing by giving grammar and word choice feedback (correlating to skill level)

Use the Language Experience Approach3 Use content related academic

Use vocabulary notebooks for high-frequency academic vocabulary notebooks.
words. Make requirements of academic
Adapting the assignment requirements (lessening the vocabulary usage.
amount; changing the format; e.g. using illustrations and Add additional steps onto written
captions to show comprehension rather than paragraphs) product requirements.
Give leveled word bank to use. Ask for full sentences or different
Allow jot notes, shorthand, or incomplete sentences. sentence types or structures.
Allow use of translator.
Choice

R.A.F.T. writing assignment

Reading Allow student Require student to use higher-leveled

sources for their project.
to use lower-leveled reading texts as a resource for their
Allow student to research the topic
product.
online when creating project.
to use online information and paraphrase for their product.
Allow student to show understanding
to show their understanding through pictures. of text through abstract thinking or
to show their understanding by answering true/false double-negatives.
questions. Have student create connections of
to access to the text when answering questions. text to a higher-leveled text.
to act out or demonstrate text to show understanding
Speaking Asking questions that require a yes/no or true/false format. Asking extended response or opinion
Asking short answer questions. questions.
Giving pre-assigned questions for discussions (also scripts, Giving a pre-assigned extension of the
roles, or phrases, etc.) task (e.g. asking questions, giving a
review, etc.)
Listening Use altered speech.
Use visuals or an anchor chart.

22
 4) Affect/Environment
o The feelings and attitudes that affect students learning.
o The people and inanimate objects that surround the student during class time.

Teaching Strategies
All Skills Flexible/Strategic Grouping

Dependent on usage

Linguistic Skills Not Field Experience

Necessarily Required

Read Write Speak Listen

Read Word Wall Every Student Gets a Chance

Allow Choice
Write Allow Choice

Speak Share Bear Conferencing

Cooperative Learning Strategies

Listen Music and Songs TPR4/Move It!

Reinforcing Effort and Providing Recognition
Secret Answer
Taped Texts for Scaffolding

23
 Differentiating Strategies
Decrease Skill Usage
Any Skill
Required
Understand cultural group practices
Avoid stereotypical concepts in
resources and classroom environment
Research students culture and create a
welcoming environment with this in
mind.
Increase Skill Usage
Cultural Awareness
Discuss cultural differences
Have student create and or identify aspects of their
culture and others cultures in the classroom.
Have conversations with student about the
environment with respect to their culture.

Decrease Skill Usage Increase Skill Usage

Individual Skills
Reading Have comfortable areas to read (e.g. comfortable chairs, reading nooks, etc.)
Encourage out-of-class reading (e.g. reading logs, sign-up for public library, etc.)
All books of interest to be used.
Have posters showing others reading (e.g. celebrities, etc.)

Create a print-rich environment (e.g. word wall, Have access to above grade level material
signs, anchor charts, labels) and/or encourage reading (e.g. posters of
Have student-access to leveled reading to use Shakespearean plays on the wall).
during spare time.
Writing Have posters or hand-outs of commonly misspelled words available.
Have outlines and organizers available for use after the skill has been learned.
Show images of students being excited about writing.

Have grips or bigger writing tools available for Have finer motor skilled writing tools.
literacy learners. Allow journals for extended writing or for
Have wider lined paper for literacy learners. free-time use.
Allow use of erasable markers or technology to
aide in allowing confidence in making mistakes.
Speaking Create a system that allows students to voice their opinions during the lesson.
Create seating plans that encourage speaking (e.g. tables of four or four desks in a line to be
considered for a language lab; U-shape desk formation)
Use strategies to allow numerous partners, and thereby adding to the comfortability and confidence of
the student (e.g. Appointment Clock partners)
Allow students to talk to their friends or those with the same first language.
Allow first language use when working on task.
Listening Use microphone during lesson.
Have all student equidistant to the front of the classroom (i.e. the source of the audio).
Have students facing the source of the audio so that they can see the body language and non-verbal
language of the speaker.
Show pictures of students showing that they are listening.

24
 Concluding Aspects
References
Alber, R. (2011, May 24th). 6 Scaffolding Strategies to Use youre your Students. Retrieved from
https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber

Alberta Teachers Association. (2010, November 3rd) ESL 3 5 Differentiating Instruction. Retrieved from
https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Specialist-
Councils/ESL-3-5%20Differentiating%20Instruction.pdf

Averette, P. (n.d.) Save the Last Word for ME. National School Reform Faculty. Harmony Education
Centre. Retrieved from
https://www.nsrfharmony.org/system/files/protocols/save_last_word_0.pdf

Baecher, L. (Fall 2011). Differentiated Instruction for English Language Learners: Strategies for the
Secondary English Teacher. Wisconsin English Journal. Volume 53, Number 2. Retrieved from
http://journals.library.wisc.edu/index.php/wej/article/viewFile/378/479

Comprehensible Input Strategies. (n.d.) Retrieved from

http://crystaljastzabskileecoschools.wikispaces.com/file/view/Comprehensible+Input+Strategie
s-+categorized.pdf

Flakes, S. (2015, March 30th). Using Choice to Motivate and Differentiate. Multi-Briefs: Exclusive.
Retrieved from http://exclusive.multibriefs.com/content/using-choice-to-motivate-and-
differentiate/education
Ford, K. (n.d.) Differentiated Instruction for English Language Learners. Retrieved from
http://www.colorincolorado.org/article/differentiated-instruction-english-language-learners
Keeneyville Elementary School District 20 Faculty ELL/Bilingual Committee. (2012, July). Sheltered
Instruction Observation Protocol (SIOP) Strategy Guide for ELL/Bilingual Leaners. Retrieved from
https://www.researchgate.net/file.PostFileLoader.html?id=57b325bb5b4952da263a856b&asset
Key=AS%3A395719946063872%401471358395146

Rowan, K. (2013, July 27th). Glossary of Instructional Strategies. Retrieved from

http://www.beesburg.com/edtools/glossary.html

SCH Bilingual Education Program. (n.d.) SIOP 99 Ideas & Activities. Retrieved from
http://www.theproecenter.info/uploads/2/2/5/5/22551316/siop_99_ideas__activities.pdf

Theisen, T. (n.d.). Differentiated Instruction in the Foreign Language Classroom: Meeting the Diverse
Needs of All Learners. The Communique. Issue 6. Retrieved from
https://www.sedl.org/loteced/communique/n06.pdf

25
Vogt, M. & Echevarria, J. (2007) 99 Ideas and Activities for Teaching English learners with the SIOP
Model. Pearson Achievement Solutions. Retrieved from
http://ptgmedia.pearsoncmg.com/images/9780205521067/samplepages/99ideas.pdf

Washoe County School District. (2015) Student Learning Objectives: Instructional Strategies List.
Retrieved from
https://www.washoeschools.net/cms/lib08/NV01912265/Centricity/Domain/228/Instructional
%20Strategies%20List%20July%202015.pdf

26
Footnotes
1. ZPD is the Zone of Proximal Development by Lev Vygotsky.
(https://www.simplypsychology.org/Zone-of-Proximal-Development.html)
2. Narrow Reading Approach: Hadaway, N. (2009). A narrow bridge to academic
reading. Educational Leadership, 66(7), pp. 38-41.
Benefits: Recycling language by recognizing an authors style, the vocabulary
used within specific content, or genre features.
3. Language Experience Approach allows the learners to orally tell their story while
the instructor documents it.
4. TPR: Total Physical Response

27
 Appendix A: Alphabetical List of Teaching Strategies

4-Corners Vocabulary Graphic organizers

Academic vocabulary and language Great Performances
Accountable talk Group Response with a White Board
Adapted Venn Diagram Guest speakers
Analysis of student work Hands-on learning
Anticipation/Reaction Guide Heading into Questions
Are You Sleeping? Homework and practice
Backwards Book Walk Homographs, Homophones, and Synonyms
Bingo Identifying Levels of Second Language
Book Walk Acquisition
Building Background Identifying similarities and differences
Canned Questions Identifying/Using Cognates to Teach
Chunk and Chew Vocabulary
Close read Idiom Match-Up
Comprehensible Input In the Loop
Comprehension Strategies Inside-Outside Circle
Conferencing Integration of content areas
Connect Two Interaction
Cooperative Learning Strategies Is it Complete?
Cues, questions, activating prior knowledge Jigsaw
Current events Jigsaw What You Know
Debate KWL / KWHL Chart
Dinner Party Learning centers
Direct instruction Lecture
Directed Reading-Thinking Activity (DR-TA) Lesson Delivery
Discovery/Inquiry-based learning Magic Buttons
Document-based questions Mastery learning
Effective questioning Mix & Match with Essay Direction Words
Every Student Gets a Chance Modeling
Field experience, field trip, or field study Move It!/TPR
Find Someone Who Music and songs
Find the Fib Non-linguistic representations
Find Your Match Note booking/journaling
Flexible/strategic grouping Number 1-3 for Self-Assessment of Objectives
Formative assessment process Number talks
Framed Outlines Numbered Heads Together
Frozen Moment Numbered Heads Together with a Review
Gallery Walk Sheet
Generating and testing hypotheses Peer teaching/collaboration
Go Graphics for Expository Texts Personal Dictionaries
Go to Your Corner Picture Sort
GO-GO-MO Piece O'Pizza
Plot Chart

28
 Poetry and Patterns Socratic seminar
Practice/Application Split Page Note Taking
Pretest with a Partner SQ3R
Procedural Knowledge SQP2RS (Squeepers)
Progressive Maps Stand and Share
Project-based learning Stand Up-Sit Down
Puppetry Stop and Think
Question-Answer Relationships (QAR) Stop That Video-DVD
Questioning Prompts for Different Levels of Strategies
Language Acquisition Structured academic controversy
Read-aloud Student goal setting
Reader-Writer-Speaker Response Triads Student Journals
Reading and writing across the curriculum Summarizing and note taking
Realia (real objects), Photos, Illustrations Surprise Book
Reciprocal Teaching T-Chart Graphic Organizer
Reinforcing effort and providing recognition Take a Stand
Response Boards Take Your Corners
Response Cards Taped Texts for Scaffolding
Review/Assessment Targeted feedback
Role play/ simulations/drama The Frame Up
Say Something The Insert Method
Secret Answer Think-Pair-Share
Self-Assessment Rubrics TPR
Sentence Sort Value Line
Share Bear Vocabulary Cards and Flip Books
Short Story Flow Chart What do you Know?
Sign In, Please Word Sort
Signal Words Word Wall
Simultaneous Round Table You are the Teacher
Snowball Fight You Are There

29
 Appendix B: Skill Sort of All Teaching Strategies
All Skills Accountable talk
Debate
Student goal setting
4-Corners Vocabulary
SQP2RS (Squeepers) / SQ3R
Jigsaw What You Know
Go-Go-Mo (Give One, Get One, Move One)
You are the Teacher
Reader-Writer-Speaker Response Triads
Stop That Video-DVD
Find Someone Who
Piece O'Pizza
Dependent on Learning centers Identifying similarities and differences
usage Adapting to learning styles/multiple intelligences Targeted feedback
Modeling Integration of content areas
Mastery learning Questioning Prompts for Different Levels of
activating prior knowledge Language Acquisition
Document-based questions Current events
Role play/simulations/drama Project-based learning
Formative assessment process Inquiry-based learning/Discovery
Generating and testing hypotheses Hands-on learning
Socratic seminar Pretest with a Partner
Building Background Is it Complete?
Student self-assessment Value Line
Homework and practice
Linguistic Skills Nonlinguistic representations
Not Necessarily Realia (photos, illustrations, etc.)
Required Field experience, field trip, or field study
Hands-on learning
Progressive Maps
Great Performances
Chunk and Chew
In the Loop
Procedural Knowledge

30
 Read Write Speak Listen

Read Word Sort Academic vocabulary Backwards Book Walk Identifying/Using

Sentence Sort Personal Dictionaries Every Student Gets a Cognates to Teach
Picture Sort Framed Outlines Chance Vocabulary
Close read Progressive Maps Anticipation/Reaction Taped Texts for
Document-based questions Split Page Note Guide Scaffolding
Word wall Taking Directed Reading- Read Aloud / Stop and
Signal Words Go Graphics for Thinking Activity (DR- Think
The INSERT Method Expository Texts TA)
Idiom Match-Up Plot Chart Connect Two
Vocabulary Cards and Flip Books Short Story Flow Say Something
Question-Answer Relationships Chart
(QAR) Reading and writing
Frozen Moment across the curriculum
Heading into Questions
Self-Assessment Rubrics
Write Homographs, Homophones, and KWL / KWHL Chart Presentation (with text) Poetry and Patterns
Synonyms Note booking / (Math/Science
The Frame Up journaling strategy)
Simultaneous Round Table Graphic organizers
Snowball Fight (Adapted Venn
Write Something Diagram; T-chart)
Gallery Walk
Response Boards
Summarizing and
note taking
Speak (and listening) (and listening) Presentation (without Think-Pair-Share
text) Inside-Outside Circle
Find Your Match Group Response with Puppetry Cooperative learning
You Are There a White Board Role Playing Structured academic
Mix and Match Are You Sleeping? controversy
Reciprocal Teaching Share Bear Jigsaw
Book Walk / Picture Walk In the Loop Surprise Book
Reciprocal teaching
Flexible/strategic
grouping
Listen Analysis of student work Music and songs TPR/Move It
Direct instruction Conferencing Lecture
Read-aloud Number talks Cuing
Realia (real text items explained; e.g. Questioning Reinforcing effort and
newspaper articles, ads) Peer providing recognition
teaching/collaboration Guest speakers
Go to Your Corner / Take a Stand
Take your Corners Bingo
Dinner Party Magic Buttons
What do you Know? Response Cards
Canned Questions Secret Answer
Numbered Heads Stand Up-Sit Down
Together with a Review Sign In, Please
Sheet Number 1-3 for Self-
Virginia Reel Assessment of
Objectives
Find the Fib

31