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You can differentiate instruction across four main areas: content, process, product, and environment. To differentiate content, we need to consider the objective of a lesson, then provide students with flexible options about the content they study to meet the objective, from subject or topic to approach or presentation.

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You can differentiate instruction across four main areas: content, process, product, and environment. To differentiate content, we need to consider the objective of a lesson, then provide students with flexible options about the content they study to meet the objective, from subject or topic to approach or presentation.

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1. The first way I use to differentiate my students who need extra support in class is through a small group rotation, that is, first in my class I evaluate my students in the 4 main areas (writing, speaking, reading and listening) later, in the learning labs hour, carry out this rotation providing scaffolds to the students, in this way, those who need more support are those who practice more topics of phonics, sentence structure, vocabulary and common English expressions with the help of dynamic activities.

2.Another strategy used is definitely flashcards or visual material at all times since students associating a new word with an image will increase their retention ability and subsequently put it into practice.

3.Another way in which ELL students can better develop their language skills is through an organized way of seating students, this in order for them to interact and build language through listening and speaking in a fair environment. where the participation of each of them is taken.

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1. Flexible Grouping: I Arrange students into small groups based on their readiness, interests, or learning styles. Grouping can be done for specific activities or projects to provide targeted instruction and support.

2. Adjusted Difficulty Level: I Modify the complexity or depth of tasks based on individual student skills and or needs. I provide additional support or challenges as necessary to ensure appropriate levels of challenge and engagement.

3. Supportive Environment: I promote a supportive and inclusive classroom environment where students feel comfortable asking questions, seeking assistance, and collaborating with their peers.

Luis D Quezada

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Then, explore the Linguistic Accommodations document.

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Then, explore the Linguistic Accommodations document.

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Linguistic Accommodations for Scaffolding Instruction: What Teachers CAN DO

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Three ways I differentiate for my ELL students

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Three ways I differentiate for my ELL students

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1. I use scaffolding techniques, like modeling, think-alouds, graphic organizers, sentence frames, word banks, and visuals to build on students’ prior knowledge, skills, and experiences and to help them access grade-level content and language.
2. I use supports like  read-alouds, cooperative learning, peer tutoring, questioning strategies, and feedback to help students construct meaning from language and communicate their understanding.
3. Lastly, I use flexible grouping to provide students with opportunities to work with different peers and different levels of challenge and support.

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Rouse-

Three of the ways I differentiate for my students are:

1- I use a lot of gestures and visual cues to support vocabulary in my classroom. We use a lot of ASL as well as gestures we come up with on our own to remember words and their meanings. (TPR)

2- I also do a lot of peer to peer support in my classroom- peer editors,  peer review, partner talk, partner reading, etc. Student’s get to a do a lot of learning and exploring with different buddies within the classroom, both at their tables and with other students as well.

3- I provide verbal sentence stems and written sentence stems for every partner talk or writing we do, regardless of content area. Students are able to use the stems provided, or use one of their own, as long as it is a complete sentence. As the year progresses, students then volunteer to help write or give verbal sentence frames that the class can use in their partner talk or writing. This allows the students to still get supports that they need, but also allows other students who are ready to do more independent writing, have a chance to support their peers with student led ideas, versus teacher ideas.

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1. I try to include as many BE GLAD strategies into my lessons, such as visuals and TPR. I feel that visuals are a great way to easily build understanding without spending so much time explaining a concept.
2. I provide several scaffolds including extra think-time or pair-talk time if needed. Not every student has the same critical thinking skills, thus it is crucial to ensure that each student gets a fair opportunity to either participate or construct an idea to demonstrate what they know.
3.  I also keep clear expectations and  continuously model for students to know the what and how of our learning processes. Modeling also represents a great way to build class routines and gradually prompt student autonomy.

Guadalupe

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1. Scaffolds - Modeling, think-aloud, activating prior knowledge, graphic organizers, sentence frames, brainstorming, and quick writes.
2. Supports - Kagan structures, student discourse sentence frames, student models, and Be Glad strategies.
3. Flexible grouping - Ensure students are able to sit with other students to help with discussion topics.

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1. A lot of partner and group work with different leveled students. I also provide my EL students with a partner that can help with clarification when needed. This gets students talking with each other which helps them practice their language and also rely on each other to put their brains together and think of strategies to solve problems.

2. I use extra think time a lot in the classroom. This gives all students the opportunity to try to get an answer or create a solution. Not all students have the same speed in solving things and especially for our EL students, when they require time to process what is being said in English.

3. Lastly, as many probably do, I scaffold for my students. This looks like think alouds, modeling, graphic organizers, sentence starters and frames, a lot of visuals, and trying to tap into their background knowledge.

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1. The first way I differentiate is through small group instruction. My groups are differentiated based on EL levels and ability. During Learning Lab, I will pull these small groups to work on literacy and language skills. Each group will be working on a different skill and it allows me time to intensely support my students. They are very comfortable with communicating in this small group setting.

2. The second way I differentiate is during whole group instruction. I will often have students turn and talk in groups of 2 or 3. The students will work through a problem or perhaps have a discussion about what is happening in a story. I often provide students with sentence starters or sentence stems and monitor their discourse and scaffold by prompting with questions.

3. A third way I differentiate is through a lot of visuals and hand gestures. Thinking maps are my favorite and I love to use them throughout my lessons. I use a circle map frequently for many activities because it is a great brainstorming tool. I can write the word and draw a picture so students can make a connection with the word and visual. Be Glad strategies are great too!

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1. Scaffolding - Mostly everyone's number one, whether that is peer discussions, think-aloud, or activating prior knowledge. Another way is letting them make connections to their experience to these new ideas being introduced to them.
2.  Visual Aids - Taking new ideas and putting them into illustrations or supporting new skills with modeling. Many times when students are struggling they just needed to see it in front of them to understand it fully.
3. Mind Maps/Circle Mapping - This was a great way to visualize complex ideas and see how they can be interconnected. It allows students to construct their understanding and add new ideas to what they know.
- Takeo Fujioka

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The three ways I differentiate are the following: Small group instruction based on reading levels.  I provide sentences starters and lots of prompting.  Also, Allow thinking time.

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The three ways I differentiate are the following: Small group instruction based on reading levels.  I provide sentences starters and lots of prompting.  Also, Allow thinking time.

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1. I differentiate for my students by providing them with opportunities to talk about the visuals related to the text in order for ELs to gain a better understanding.

2. When teaching vocabulary, I would have students circle words they do not know in the text, then I will show them pictures to predict and then define the new word.

3. I provide my students with graphic organizers for vocabulary that will go along with a word wall.

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Some ways I differentiate my instruction for my students is across scaffolds of setting high and reachable expectations in all my students and designing time to think, discuss and share and guide them to create their own conclusions. Also I provide different supports, depending of the level that my students need, most of them usually are using pictures or videos to introduce the idea or the content that they need, another one is reading in partners and reflective discussions across questions that promote deeper understanding, and provide them sentences stems which contains academic vocabulary and practicing a correct pronunciation of this vocabulary as well as its spelling.

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Three ways I differentiate for my students are using sentence stems, centers, and differentiated assignments. I will write a sentence stem on the board for the students who need help with starting their writing. The centers are based on skill level. One center will be for students are a grade level below, one for at grade level and one for above grade level. The students don't know that but are strategically placed at that center. Lastly, I allow ELLs to orally tell me what they've learned or they are allowed to write short sentences as opposed to a paragraph. As well as they can draw a picture of their what they learned instead if they are unable to write yet.

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1. Using gestures, visuals, and movements. This helps them to understand concepts easily.
2. Giving opportunities to  work in pairs and small groups. Most of the time students feel more comfortable sharing with their peers, and not only they can communicate their ideas or thoughts but also they can learn from one another. And they feel confident when participating in whole group after lot of practice.
3. Giving students sentence starters, word walls, revoicing, and extra time when needed.
Itandehui

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1. Scaffolds during small group instruction- Integrating the use of technology embedded in the lesson like SIM and modelling tools. Each group will have to work on something and answer the given guide questions.
2. Differentiated instruction. Each group is going to deliver a response different from other groups. Creative and artistic groups can deliver a dance or a short play. Others through dance, graphic organizer, pictures or painting.
3. Whole group discussion- I often provide sentence starters for them to open up a conversation within the group. They turn and talk for a few minutes with peers and then later continue discussing it to the entire group to answer the given group problem/question to ponder on.
M.Danos

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1. I like to start off my lessons with presenting visuals that are relavent to the topic we are studying. Students interpret them in a whole group discussion. This allows for students to build on others' ideas while having a discussion.
2.  Flexible grouping is also something i use very often when students' are in independent practice. I make small groups to target and support students that need help.
3. I provide extra resources for students that need that extra push. (ie. sentence stems, synonyms or cognates for vocabulary words).

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I-  Gather background information, making connections to their home language, or experiences, letting them use their home language if needed. I use many pictures and targeted vocabulary. I model a LOT and there is a LOT of repetition.
We- read text related to the content.  Together we create writings, we ask and answer questions, either in partners, groups, or as a whole. We work as a community to help each other understand and to not critize for not knowing something.
They- Read at their capacity, usually I chunk the texts so it's not overwhelming. They answer questions (with sentence starters and vocabulary available).

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First I begin by giving pre-assessment activity to check their level of readiness and how my students learn. Through this I can proceed to group my kids based on their readiness, ability and learning styles.

Next, I build lessons, develop teaching materials, and vary my approach so that all students, regardless of where they are starting from, can learn content effectively, according to their needs.

Then, I love using Be Glad strategy as well as the kagan strategy. With the Kagan method, all students face each other and have a chance to share. All students are engaged simultaneously within just a minute or two. Students develop self-esteem, social skills, leadership skills, and communication skills.

Lastly is the scaffolding, like pre-teaching the vocabulry for reading, use of visual aids, ask and answering questions, sentence frames, and use of graphic organizers.

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1. Teachers guides come with scaffold ideas, excellent to aid instruction and help with differentiation like "stop and discuss" talking with a partner, visuals, charts, sentence frames to help making a sentence, questions to improve DOK.
2. Looking at personal data, helps me lesson plan a challenging enough activity for groups of students when I am working on small group.
3. Inviting students to create their own goals and reward them when they reach them as well as if they come close.

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1.  Flexible Grouping - ensuring that I have multiple formative assessments to ensure students are always being challenged, yet supported.
2.  Language Acquisition - Be GLAD strategies are particularly helpful.  Color coding is a personal favorite.
3. Think-pair-share - allowing time for students to digest what they are learning, pair-share their knowledge, and ensure the depth of the understanding by sharing with the class.

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1. I like to make references to things students had previously mentioned in any class any jokes any songs, anythings of their interest to make a relevance of what we are learning and that way they actually pay attention and they participate and it allows for them to remember, real-life examples works as well.

2. Peer to peer interaction is also very helpful. (Kagan Strategies).

3. Visuals is a must!!!

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I use several ways to differentiate in my classroom. I often draw pictures, use visual aids, videos, I incorporate songs/chants. I also allow my students to partner with their peers.
During reading, I ask the students to pre read the text and highlight any words that are unfamiliar. I given the students the opportunity to share if the have heard the word before and in what content was the word used. I often would share other meanings for the word if applicable. I will use the word in a sentence and we would also discuss the meanings of the words. To check for understanding I would allow the students to use the would in a different sentence.
In a small group setting, I allow the students to draw what happened while sequencing a story(BME). Depending on the students level I would have them to write simple sentences. I would encourage the students to always tell me what's happening at each stage so that I'm able to check for understanding.

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The ways I will differentiate in my classroom is-
Think-pair-share which allows students to think first, then pair up with a partner to discuss, then share with the class if they get called on.
Songs and chants is a great way for students to remember things that they are learning.
Gestures and visuals for the students is important so that they are able to see as well as hear what they are learning.

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3 ways I differentiate are

Reading aloud, students are able to hear the words they see in front of them gives them a better idea of how the words sound when they see it.

Circling unknown words, when they do this they are listening for those words and context clues to give them an idea of what the word means.

Partner sharing, giving students the opportunity to engage with each other and sharing their ideas and also learning new ideas from their peers

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3 Ways that I differentiate in my classroom are by using differentiated formative assessments based on the child's needs. I also use lots of visual aides/ songs. This allows the children to out words to illustrations and helps them with learning new words or new ideas. Another way that I differentiate is provide sentence stems for those that may need it. This helps support them in their oral language.

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Three things I do in my classroom to provide differentiation for my students are:

1. TPR and Visuals: Students achieve a better comprehension of a text if images and physical movement is involved.

2. Graphic organizers: To ensure that ELL students are able to produce sentences with the same elements as other students, the use of graphic organizers can be a great way to achieve this, as it provides an extra support to ensure all elements are included.

3. A list of the key vocabulary words from the lesson translated in their home language.

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The following represent three ways in which I differentiate instruction for my ELs:

Scaffolding: Visuals to enhance reading comprehension and vocabulary acquisition; graphic organizers to support them structure and organize information; sentence stems to increase academic discourse; use of first language as support and read alouds; say it with me to mention a few.

Differentiated assignments: for example, a student is expected to write an article with heading, illustration, captions and text. A student with a disability or that is just learning the language will identify the elements in a given text.

Success criteria with specific learning goals "I can" so students can monitor their own progress.