Differentiation for English learners
Mateo J.
Juan: Level 3 Intermediate (Expanding) English Language Learner
Student Information: Mateo is from Guatemala. He is Intermediate English Language Learner in tenth grade; he has a low socioeconomic status. He lives with his parents and has an older sister attending Junior College. Mateo has been in the United States for 4 years. On Saturdays and Sundays he works at a Mexican supermarket bagging merchandise. His favorite classes are math and PE. Mateo hopes to go to college and
major in Social Studies and minor in Math. His goal is to be a high school teacher. Mateo is self-sufficient in completing homework tasks; he attends after school tutoring when he is struggling with the classroom material.
Differentiation Strategies: Support auditory instruction with handouts as well as with the same information written on the white board. SDAIE strategies/objectives to be written on the board during instruction.
Speak slowly, distinctly, and write down key terms; Increase wait time during discussion.
During P.E: relate the warm-up & stretching routines to prior knowledge/experience. Visually demonstrate all new activities from two different angles, and two different vantage points. Provide picture representations of the activity. Allow Juan to sit next to other EL students (including students of a higher proficiency) to promote group/peer help. Speak slowly, and address any questions Juan may have regarding the material.
Graphic Organizers and coloring to reinforce new vocabulary. Extra time before/after school for individual attention.
During PE students will work together in small groups, giving each student more opportunities to respond (using both verbal and auditory skills). Student will be paired with a higher level Spanish speaker ELD
or reclassified in case clarification in Spanish is needed.
Mateo will sit in the front when using the computer for data gathering - preferably next to a higher level ELD student
Lots of small discussions (ex: think-pair-shares) and opportunities to grasp the information from peer resources. This also gives the student a chance to apply and check for comprehension, work on language skills, use new academic vocabulary, and ask for help if something was not understood. The lessons provide ample opportunities to practice English language development in both subjects: P.E. and Spanish.
Alejandro G.
Level 2/Beginning. Student understands parts of lessons and simple directions. He is at a pre-emergent or emergent level of reading and writing in English, significantly below grade level.
Alejandro is an English learner in ninth grade. He was born in Mexico and came to the US two years ago. He lives with parents an two younger brothers. He works with his Dad during the weekends. He wants to be a mechanic and have his own business.
Variation of sources provided: verbal, discussion, and handout to support auditory and visual presentation of information.
Speak slowly, distinctly, and write down key terms and provide extra vocab sheet on root words.
Provide 7th grade websites and printed reading material for 7th grade reading level. Increase wait time during discussion.
During P.E: relate the warm-up & stretching routines to prior knowledge/experience. Visually demonstrate all new activities from two different angles, and two different vantage points. Provide picture representations of the activity. Allow Alejandro to sit next to other EL students (including students of a higher proficiency) to promote group/peer help. Speak slowly, and address any questions Alejandro may have regarding the material.
Graphic Organizers to reinforce new vocabulary. Extra time offered before/after school for individual attention. Small group work during PE to reinforce new information, as well as to offer chances to build new relationships, and prevent Alejandro from becoming isolated during class time. This also goes for the “Think-pair-share” portion of the class discussion when he needs to exchange ideas in Mrs. Adams class & when gathering data for items. He will be seated next to a strong, sociable, and successful
student.
Lots of small discussions. An opportunity to grasp the information from peer resources. This also gives the student a chance to apply and check for comprehension, work on
language skills, use new academic vocabulary, and ask for help if something was not understood.
Elena B.
Level 4—Advanced Intermediate= Expanding
Student understands and speaks conversational English without apparent difficulty, but understands and speaks academic English with some hesitancy.
She was born in the US, both parents are originally from Mexico. She lives with her parents and three younger siblings. She visits Mexico every summer and stays at her grandparents home. She likes folk dances and is more of a visual learner.
She wants to become a social worker and work with disadvantaged children and families.
Support auditory instruction with handouts as well as the same information written on the white board. SDAIE strategies of objectives written on the board.
Speak slowly, distinctly, and write down key terms (new vocabulary from chapter Graphic Organizers and coloring sheets provided to reinforce
new vocabulary.
Extra time offered before/after school for individual attention.
Students will work together in small groups during PE, giving each student more opportunities to respond. Student will be paired with a higher level ELD student or reclassified student in case clarification in Spanish is needed. Relate the warm-up & stretching routines to prior knowledge/experience. Visually demonstrate all new activities from two different angles, and two different vantage points. Provide picture representations of the activity.
Elena will sit near the front during computer work and next to a lower level ELD student.
Lots of small discussions, and opportunities to grasp the information from peer resources. This will give Elena the opportunity to apply the information and check for comprehension while working on language skills and using new academic vocabulary.
When working with Mrs. Andrews and Adams, she will not be called on as much as the other talkative and outgoing students, however she will need
to be encouraged and supported when she does share anything in class.
Juan: Level 3 Intermediate (Expanding) English Language Learner
Student Information: Mateo is from Guatemala. He is Intermediate English Language Learner in tenth grade; he has a low socioeconomic status. He lives with his parents and has an older sister attending Junior College. Mateo has been in the United States for 4 years. On Saturdays and Sundays he works at a Mexican supermarket bagging merchandise. His favorite classes are math and PE. Mateo hopes to go to college and
major in Social Studies and minor in Math. His goal is to be a high school teacher. Mateo is self-sufficient in completing homework tasks; he attends after school tutoring when he is struggling with the classroom material.
Differentiation Strategies: Support auditory instruction with handouts as well as with the same information written on the white board. SDAIE strategies/objectives to be written on the board during instruction.
Speak slowly, distinctly, and write down key terms; Increase wait time during discussion.
During P.E: relate the warm-up & stretching routines to prior knowledge/experience. Visually demonstrate all new activities from two different angles, and two different vantage points. Provide picture representations of the activity. Allow Juan to sit next to other EL students (including students of a higher proficiency) to promote group/peer help. Speak slowly, and address any questions Juan may have regarding the material.
Graphic Organizers and coloring to reinforce new vocabulary. Extra time before/after school for individual attention.
During PE students will work together in small groups, giving each student more opportunities to respond (using both verbal and auditory skills). Student will be paired with a higher level Spanish speaker ELD
or reclassified in case clarification in Spanish is needed.
Mateo will sit in the front when using the computer for data gathering - preferably next to a higher level ELD student
Lots of small discussions (ex: think-pair-shares) and opportunities to grasp the information from peer resources. This also gives the student a chance to apply and check for comprehension, work on language skills, use new academic vocabulary, and ask for help if something was not understood. The lessons provide ample opportunities to practice English language development in both subjects: P.E. and Spanish.
Alejandro G.
Level 2/Beginning. Student understands parts of lessons and simple directions. He is at a pre-emergent or emergent level of reading and writing in English, significantly below grade level.
Alejandro is an English learner in ninth grade. He was born in Mexico and came to the US two years ago. He lives with parents an two younger brothers. He works with his Dad during the weekends. He wants to be a mechanic and have his own business.
Variation of sources provided: verbal, discussion, and handout to support auditory and visual presentation of information.
Speak slowly, distinctly, and write down key terms and provide extra vocab sheet on root words.
Provide 7th grade websites and printed reading material for 7th grade reading level. Increase wait time during discussion.
During P.E: relate the warm-up & stretching routines to prior knowledge/experience. Visually demonstrate all new activities from two different angles, and two different vantage points. Provide picture representations of the activity. Allow Alejandro to sit next to other EL students (including students of a higher proficiency) to promote group/peer help. Speak slowly, and address any questions Alejandro may have regarding the material.
Graphic Organizers to reinforce new vocabulary. Extra time offered before/after school for individual attention. Small group work during PE to reinforce new information, as well as to offer chances to build new relationships, and prevent Alejandro from becoming isolated during class time. This also goes for the “Think-pair-share” portion of the class discussion when he needs to exchange ideas in Mrs. Adams class & when gathering data for items. He will be seated next to a strong, sociable, and successful
student.
Lots of small discussions. An opportunity to grasp the information from peer resources. This also gives the student a chance to apply and check for comprehension, work on
language skills, use new academic vocabulary, and ask for help if something was not understood.
Elena B.
Level 4—Advanced Intermediate= Expanding
Student understands and speaks conversational English without apparent difficulty, but understands and speaks academic English with some hesitancy.
She was born in the US, both parents are originally from Mexico. She lives with her parents and three younger siblings. She visits Mexico every summer and stays at her grandparents home. She likes folk dances and is more of a visual learner.
She wants to become a social worker and work with disadvantaged children and families.
Support auditory instruction with handouts as well as the same information written on the white board. SDAIE strategies of objectives written on the board.
Speak slowly, distinctly, and write down key terms (new vocabulary from chapter Graphic Organizers and coloring sheets provided to reinforce
new vocabulary.
Extra time offered before/after school for individual attention.
Students will work together in small groups during PE, giving each student more opportunities to respond. Student will be paired with a higher level ELD student or reclassified student in case clarification in Spanish is needed. Relate the warm-up & stretching routines to prior knowledge/experience. Visually demonstrate all new activities from two different angles, and two different vantage points. Provide picture representations of the activity.
Elena will sit near the front during computer work and next to a lower level ELD student.
Lots of small discussions, and opportunities to grasp the information from peer resources. This will give Elena the opportunity to apply the information and check for comprehension while working on language skills and using new academic vocabulary.
When working with Mrs. Andrews and Adams, she will not be called on as much as the other talkative and outgoing students, however she will need
to be encouraged and supported when she does share anything in class.