https://padlet.com/krush3/bnubyxakepyt en-us 2017-02-19 01:23:27 UTC 2017-02-19 02:23:06 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Lightdecrease.png krush3 https://padlet.com/krush3/bnubyxakepyt/wish/154768517 1)Vocabulary needs to be taken into major consideration when giving a science lesson to help EL students development of vocabulary. 
2) Words are divided into tiers. Tier one words are basic/common words. Tier two words are part of academic language.
Tier three words are content specific words.
3) Science provides rich context for EL students. 
According to the article 5E's for ELL by Gomez-Zwiep, Straits, and Topps, to differentiate instruction for EL students teachers need to take in to consideration the specific needs of each EL student. Many adaptation should be specific to students to ensure they get the aid they need to succeed (Gomez-Zwiep, Straits, and Topps). One effective strategy this article relayed was the use of sentence frames. Another strategy that will benefit language development in EL students is front-loading the new vocabulary. Preceding front-loading vocabulary, vocabulary scaffolds should be given to aid students in making connections to the meaning of the word. 
According to the article Differentiated Instruction Strategies in Science k-8 by Elizabeth Hammerman, instruction is a carefully constructed plan using a variety of methods and strategies to engage students thoughtfully and activity in meaningful learning. An effective practice for differentiating instruction for all students is to consider multiple intelligences and learning practices. It is important to understand students learning interests and preferences to direct instruction and adapt it to the specific needs of each individual learner. One activity that is effective for all learners is KWL charts. The students create them based on their prior knowledge and what they have learned. By integrating thinking maps, instructors can differentiate with each student. Thinking maps can be adapted to different levels of learning. In addition, by offering multiple pathways for students to achieve goals is an effective practice to meet the students specific learning needs (Hammerman). “All children are unique. They will achieve understanding in different ways and at different depths as they explore answers to questions about the natural world” (NRC, 1996, p. 20).  Co-teaching allows for teachers to differentiate instruction in many ways. Lessons can be better designed to meet the specific needs of all students. Many teachers tend to over look enrichment students, and give them more work. This is never an appropriate strategy. Co-teaching will enable teachers to differentiate student work and allow for specific groups as well as small group instruction/ one-on-one instruction. One strategy that I would use is literature circles in science. When planning activities it is important to take into consideration Multiple Intelligences. Strategies that would help me differentiate instruction would be quizzes. By allow students a variety of outlets to show what they know will engage the students and lead to better student outcomes. Another strategy I would use is grouping patterns. By grouping students in specifically designed groups can better meet their specific needs and allow you as the instructor to meet with the group to facilitate learning.  Lastly, it is important to provide a variety of learning approaches to engage students with activities that are rich in specific learning content.


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