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What is the amount of content-specific language that can be quickly or easily processed by the END of each PROFICIENCY LEVEL?
How can I differentiate to support my ELLs?
Discourse scaffolds for all domains
UCLA CRESST Differentiating for ELs/MLs Poster
Toolbox of Listening, Reading, Writing, and Speaking Anticipatory Guides for differentiation
Toolbox of Organizers by Proficiency Level: Venn Diagram, T Chart, KWL, Flow Chart, Frayer Model, and Concept Map. Use the button below to access the organizers.
(UCLA CRESST)
Quick and easy tips for teachers in Grades 7-12 to help their ELLs be better readers. USe the button below to access the tip sheet.
Jigsaw is a strategy that emphasizes cooperative learning by providing students an opportunity to actively help each other build comprehension. Use this technique to assign students to reading groups composed of varying skill levels. Each group member is responsible for becoming an “expert” on one section of the assigned material and then “teaching” it to the other members of the team.
Writing Organizers
Reading Differentiation: A Sample Lesson (Sasson, 2014)
Reading Tasks for Lower-Performing Students
ELLs extract and list all names of people/places/numbers. Classify them into groups.
ELLs work only with a specific paragraph, looking for specific information.
ELLs underline all the words that they know. Ask them to look up the difficult words. These students become the experts.
True/false type questions
Reading Tasks for Middle-Performing ELLs
ELLs answer questions that relate to general ideas.
Multiple choice type questions.
True/false questions where ELLs correct the false questions and/or give evidence from the text.
Reading Tasks for Higher-Performing ELLs
Oral reports on a text.
Questions for reading between the lines.
Answer detailed questions about the text. Make up questions and swap with a partner.
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