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Strategic Sentence Frames based on language level

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Students choose how to show they know

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Sentence starters. These can help all students get started in a discussion.

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Michelle Ciancarelli

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to support vocabulary building and solidify meaning

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All students benefit from seeing what proficiency looks like

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pairing students, promotes engagement and vocab build

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Wait time and extended time allowed

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Think, pair, share- gives students time to think independently, talk it out with a partner, and then share/discuss with the class

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Think, pair, share- gives students time to think independently, talk it out with a partner, and then share/discuss with the class

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Anchor Charts-students who need the info can access it but it is also there as a reference for any other student.

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Anchor Charts-students who need the info can access it but it is also there as a reference for any other student.

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Eleni Prosser

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Task analysis, visual checklists (step by step)

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Students benefit from correlated visuals that enhance understanding and application.

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Sentence frames

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Soft deadlines (recommended due dates) vs hard deadlines (final due date or day of assessment)

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Offer variety of options for students to share knowledge with classmates

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Provide a playlist to review prior/prerequisite knowledge

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Most students benefit from positive reinforcement

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iReady
unit pre-assessments
checklists
label a picture
writing samples
summarize information
DRA
Fluency checks
IEP progress reports
WIDA  Level information

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1.  Pre-assess in a small groups in an informal way.
2.  Definitely necessary in an EL classroom.
3.  We use pre-assessment to determine if students are misplaced.
4.  Make a chart at the front of the room to list prerequisite skills/problems.  Have student tally or rate their understanding.
5.  Do a sentence starter but with math problems.

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Skills demonstration (mixing colors, drawing a shape, etc.)
Google forms/survey-based pre-assessments
Unit pre-assessment (solving problems, explaining thinking, etc.)
Journaling
Short answer

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Exit tickets as an informal post-assessments.
Frayer model as an informal pre-assessments.
Anecdotal Notes for both pre and post assessments.
thumbs up/thumbs down for informal on going assessment.

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Observations & Anecdotal Notes
Short Answer Reading Responses
KWL Charts
Writing Samples
Interest Inventories and Learning-preference checklists

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Journal entries
Surveys
Brain dump
Brainstorming

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Targeted intervention groups
Enrichment/extension groups
Interest grouping
Readiness (e.g. Reading level)
Learning profile grouping
Stations

Different activities call for different grouping - for example, heterogeneous grouping allows Level 1 students to be exposed to richer academic conversations, but homogeneous grouping is necessary for intervention or remediation

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Group 5 - Reading Levels with choice on which group members to complete work with. 

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Group 5 - Reading Levels with choice on which group members to complete work with. 

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Specific Skill Groups - writing sentences vs editing vs spelling, math - place value vs computation etc.
Extension/Remediation Groups
Behavior - helpful students with students that may need a little more support

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Reading groups based on DRA levels
Book clubs based on book choice/interest
Reading strategy groups based on target skills
Similar home backgrounds/home language
Student choice based on preferred activity (math workshop)

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After a quiz: based on readiness
Virtual choice environment grouping: decide how you want to work and choose your breakout room

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Interest grouping with tiered reading levels.

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Interest grouping with tiered reading levels.

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Choice Boards
Different levels of the same game
Leveled texts with same reading concept
Partnered vs Individual
Different ways of presenting

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Pairs
Pulling students into small group in back

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Reading levels
Word work groups
Specific skills that need to be worked on
Interest levels
Student choice (including opportunities to work with friends)

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Data-based
All students have access to content
Multiple entry points
Grade-level standards (i.e. not changing the exit ticket itself, but providing scaffolds where necessary)
Gradual release of responsibility

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Technology - assigning students with different leveled texts, games

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Differentiate math games
Differentiate writing tasks (some with sentence starters, etc)
Reading levels
Read aloud for students as needed
Early finisher options to meet their levels