This supports development of language because it is quick so it allows students to stay engaged in the lesson and allows the students to be creative while making a gramatically correct sentence.

This can be differentiated through partner work as well as providing word banks or visuals for students to use words or pictures to make their sentences.

Another way to practice this is through madlib exercises that have past present and future tense verbs.

This can be differentiated for EL students by providing a list of past present and future tense words on a chart and allowing them to use it for this exercise. The teacher can also provide the list through video or digitally.

This supports development of language structure because it allows students to recognize and then record past tense words in a sentence. It helps the students to spell them if they are writing them or recognizing them.

You can differentiate this for ELL students by pairing up students to compare their words or have students write out the words first by copying the spelling and then compare the words.

To differentiate this, the teacher can write the words on index cards instead of the students. This way the sentence will make sense when they are put in the correct order. While making students write their own index cards, the sentence can be written first on paper then each word can be put on an index card then mixed around to quiz their partner.

This supports development of language because it allows students to form complete sentences and paragraphs with the use of graphic organizers to convey meaning of what they read.

This can be modified for EL's by using sentence starters in the graphic organizer. For example (somebody: who is the person the story is about?/ wanted: what did the person want?) Prompts are useful in understanding what each word is asking you to find in the story.

This supports language development because it can be modified for each learner or lesson. The game rules stay the same but the structure can change depending on what is being taught, (i.e homophones or compound words)

This activity can be differentiate for ELLs by doing them in partners or whole group depending on what is more helpful for them. ELLs can also be provided with a digital version that reads the words to them when the card is flipped so they can do this independently if needed.

This supports development of the language structure because it is making meaning within the words being spoken and then acted physically to see if the students understood the meaning of the step by step directions.

This can be modified for EL students by giving ideas to the student who is the leader a list of ideas either written out or whispered to them from another student or the teacher. This way the EL student can be a leader as well.

This supports development of the language structure by making text to world, text to text and text to self connections which helps students with comprehension since semantics is about meaning.

This can be differentiated for EL students by reading through both texts on the same day instead of comparing texts from different days. It will stay more fresh in their head. If there is a youtube read aloud for the book this may also be helpful in showing visuals or slowing down reading and can be paused and discussed as the story is read.

To differentiate this for EL students, a teacher can allow sentence starters so the students don't get stuck and have nothing to talk about. This helps them stay on task but also give their own input since it's just a sentence starter not a whole sentence.

This supports development of language structure because these games allow students to interact socially with peers and work on "winning attitudes" vs. "losing attitudes". These games allow friendly and healthy competition and may need to be practiced on how to treat friends when losing or winning games.

These games can be modified for ELs by adding visuals or making small adjustments to each game to make it more understandable for the student. Through equity it is important to explain to the class why equality isn't exactly equal for every student and that EL students aren't "cheating" by having tools they need to succeed.

This supports development of language structure because it helps students understnad social cues and emotions through stories or acting. This can be helpful through conversion to identify how someone is feeling through facial emotions and communicate accordingly.

To modify this for EL students the teacher should make directions very clear about the character the student should be acting and make known which part of the story is acted. For an example tell the student to "act out the pigs when they are frightened in the story", NOT just "act out the three little pigs"

This supports development of language structure because it offers students to bring their social skills and home life/ culture into school as long as there is a safe place to share.

This can be differentiate for EL's by simplifying scenes to just one moment like "you are at the mall with a friend, what would you do for the day?" Let the students imagine their scenes and flourish with creativity