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What is Universal Design for Learning?
What is Universal Design for Learning?
"Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn [...] by eliminating barriers to learning and providing flexible pathways to achieve rigorous learning goals" (AACPS UDL Site).
Use UDL to support all students. Then, differentiate for English learners by reviewing the language needed to reach objectives.
Newcomer/EL Differentiation
Newcomer/EL Differentiation
What is differentiation? 🎯
"'Differentiation is responsive teaching rather than one size fits all teaching' (Tomlinson, 2005).This means that teachers proactively plan varied approaches to what students need to learn, how they will learn it, and/or how they will show what they have learned [...] (Tomlinson, 2003)" (AACPS Differentiation Site).
Rule of Thumb 👍
Rule of Thumb 👍
Use WIDA Can Do Descriptors to check students' language proficiency
When do you translate? Click link to view options
Ideas on how to Integrate Content and Language Instruction
Use a SIOP Lesson Planner and check your work with Instructional EL Differentiation Strategies
If you are teaching new content, use familiar language. If you are teaching new language, use familiar content
Use repetitive language on notes, assignments, and assessments
Develop a modification routine (Example: Underline bloom taxonomy verbs "evaluate, analyze, describe," bold key vocab, highlight key information)
DI on the Fly💨
DI on the Fly💨
Try these meaningful and engaging activities that include differentiation and extending rigor that can support all students!
Myths
Myths
ELs play "catch up" with academics
ELs need "water-downed" objectives and instructions
ELs need to learn English before they can learn content
ELs know another language and are from another country
Teachers need to speak Spanish to provide support
ELs need their classwork translated for them
Truths
Truths
ELs are limited in expressing their ideas in English.
ELs need language and content objectives & differentiation
ELs can learn language and content simultaneously
Not all ELs are literate in another language or from another country
Not all ELs speak Spanish. Differentiate to meet ELs' language proficiency, then gradually adjust supports to develop their English
Use home language resources as additional supports such as (home language videos/photos, translated instructions), but entire documents should not be translated
Arundel's Newcomer/EL Toolkit Padlet
Arundel's Newcomer/EL Toolkit Padlet
Newcomer Differentiation
Newcomer Differentiation
Entering Proficiency Level 1
Entering Proficiency Level 1
DI Delivery 🪑
Call and Response to ignite attention
Slower verbal pace
Use gestures and over exaggerate tone of voice
Provide instructions in home language (Google Translate)
Use multimedia resources
Turn on English subtitles for videos
4 Reading Strategies: Echo & Choral Read
Give written and numbered instructions
Activate prior knowledge
Model how to do tasks
Guide students to make personal connections
Label your classroom
DI Content 💻
Already filled in guided notes (bolded key phrases)
Chunk tasks/text
Use simple sentences, eliminate unnecessary info.
Use repetitive language
Use Picture Word Inductive Model, Categorized Word Banks, Word Banks, sentence frames
DI Process 💡
Use Picture Word Inductive Model to help brainstorm ideas
Choice board: watch a video, read a text, or audio with home language support
Collaborative and cooperative learning strategies
Provide student discourse opportunities with questions and sentence frames (model it!)
DI Product ✍️
Modify classwork/homework with visuals, draw and label, modified question format (True/False, 5 wh- and how questions, multiple choice)
Use Picture Word Banks, Categorized Word Banks, sentence frames
Provide examples and non-examples of assignments/projects
Provide student-friendly rubric
Accommodations 📔
Extended time*
Bilingual dictionary*
Beginner- Intermediate EL Differentiation
Beginner- Intermediate EL Differentiation
Emergent - Transitioning Proficiency Level 2-3
Emergent - Transitioning Proficiency Level 2-3
DI Delivery 🪑
Call and Response to ignite attention
Slower verbal pace
Clarify/rephrase instructions
Use gestures and over exaggerate tone of voice
Use multimedia resources
4 Reading Strategies: Choral & Cloze Read
Give oral and numbered instructions
Activate prior knowledge
Model how to do tasks
Guide students to make personal connections
DI Content 💻
Use fill-in guided notes
Chunk tasks/text
Use simple-compound sentences, eliminate unnecessary info.
Use repetitive language
Use Picture Word Inductive Model, Categorized Word Banks, Word Banks, sentence frames/starters
DI Process 💡
Use Picture Word Inductive Model to help brainstorm ideas
Choice board: watch a video, read a text, or audio in English
Collaborative and cooperative learning strategies
Provide student discourse opportunities with questions and sentence starters with modeled examples
DI Product ✍️
Modify classwork/homework with visuals, reduced problems and options, modified question format (True/False, 5 wh- and how questions, multiple choice)
Use categorized word bank, sentence frames/starters
Provide examples and non-examples of assignments/projects
Provide student-friendly rubric
Accommodations 📔
Extended time*
Bilingual dictionary*
Advanced EL Differentiation
Advanced EL Differentiation
Expanding - Reaching Proficiency Level 4-5
Expanding - Reaching Proficiency Level 4-5
DI Delivery 🪑
Clarify/rephrase instructions
Speak at a normal pace
Use multimedia resources
4 Reading Strategies: Cloze & Partner Read
Activate prior knowledge
Model how to do tasks
Guide students to make personal connections
DI Content 💻
Use fill-in guided notes
Chunk tasks/text
Use compound-complex sentences, eliminate unnecessary info.
Point out text features (title, subtitles, author, graphs)
DI Process 💡
Choice board: watch a video, read a text, or audio in English
Provide student discourse opportunities with guided questions and sentence starters
Collaborative and cooperative learning strategies
DI Product ✍️
Modify classwork/homework with visuals, reduced problems and options (if needed)
Provide sentence starters
Provide examples and non-examples of assignments/projects
Provide student-friendly rubric
Accommodations 📔
Extended time*
Bilingual dictionary*
Peer Mentors
Peer Mentors
Peer Mentors are students who support ELs in the classroom by clarifying, modeling, building relationships, and guiding ELs to become self-advocates and independent learners.
Teachers with Peer Mentors received a Peer Mentorship Program packet that included our program expectations, goals, and direction on how to support each other to ensure ELs' academic success.
Professional Developments
Professional Developments
We are dedicated to developing educators' skills in differentiation for English Learners. At Arundel, we offer:
Wise Wednesday PDs 💡
Collaborative lesson planning with an ELD teacher and content teacher (stipend offered) 🤑
Walk-in office hours and scheduled appointments 🚶
Contact the ELD teacher, Kalena Zamora, at kzamora@aacps.org for inquiries or Schedule an Appointment
Helpful Links
Helpful Links
Contact Us
Contact Us
Linda Herrera: Admin lvherrera@aacps.org
Mollie Bryen: Counselor mbryen@aacps.org
Kalena Zamora: ELD Teacher kzamora@aacps.org
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