What are your thoughts on our approach to differentiation in Prologue? by

ctufveson — 2025-08-29 00:26:13 UTC

calling out Spanish cognates is a great support!

2025-08-29 00:26:34 UTC

I like how it is embedded right in the main section with everything. It is simple and right to the point. I like the sentence frames.

2025-08-29 00:27:01 UTC

I like the "Language Support" and "Language Expansion" sections. I am wondering what ELD level these lessons are catered to.

2025-08-29 00:27:01 UTC

Provide visuals, esp in lower grades

2025-08-29 00:27:09 UTC

Visuals with the key concepts/vocabulary

2025-08-29 00:27:22 UTC

Providing background knowledge while exploring language structure was cool to see... differentiation of sentence stems, cognates was good to see

mssima — 2025-08-29 00:27:32 UTC

Add more TPR (Total Physical Response) within the K-2 Lessons. They want to move, so it would support their needs while keeping them engaged in the lesson.

2025-08-29 00:27:52 UTC

The lesson is explicit. It doesn't just give the teacher a general idea of what to teach.

2025-08-29 00:28:00 UTC

Listen, read, write, speak domains

2025-08-29 00:28:02 UTC

I like that it is directly embedded.

2025-08-29 00:28:15 UTC

Utilizing the text in the Tier 1 curriculum will help them continue to build knowledge and help them attach their learning to something they recently learned.

2025-08-29 00:28:18 UTC

The differentiation I noticed for Multilingual Learners is refreshing. I looked at a 6-8 lesson and it started with giving students a visual chart of different feeling words, and then asked them to act some of them out and try to match ones on the chart. My next favorite piece is the discussion about the false cognate in the word relevant/relevante. This is largely missing in current curriculums and teachers who don't speak another language don't know, or have the time to look for what is a cognate and what is not.

2025-08-29 00:28:38 UTC

The team clearly aimed to provide strategies that address a range of learner needs, and those attempts are evident and valuable. That said, I believe there is room for improvement, particularly when it comes to English Learner (EL) supports. The current guidance provides a starting point, but more comprehensive and scaffolded supports are necessary to ensure that EL students can fully access and engage with the curriculum. Strengthening this area would not only make the differentiation strategies more inclusive but also align the text more closely with the diverse realities of today’s classrooms.

2025-08-29 00:28:41 UTC

I like that the frames are there for the teachers to teach but I also think it would be helpful if there were more handouts/manipulatives that could be provided, it seems like it is a lot of just teacher says this and point this out to the students, but can they have that on paper somewhere so they can see the examples themselves?

2025-08-29 00:28:50 UTC

Are the prologue lessons mentioned in the main teacher manual for the whole class lessons?

2025-08-29 00:29:05 UTC

Needs to apply to students needs and the standards not just the standards. Teachers will need to be guided on how to determine who needs what.