This document discusses strategies for differentiating instruction for English language learners (ELLs). It defines differentiated instruction as modifying lesson delivery and materials based on students' backgrounds, readiness, and learning preferences. The document recommends that teachers create a supportive learning environment, differentiate instruction, encourage flexible grouping, use student diversity as a resource, and develop alternative assessments for ELLs. It provides specific strategies in each of these areas, such as simplifying language, using visuals, focusing on key vocabulary, and allowing ELLs additional time and translation resources on assessments.

1. Differentiating Instruction
for English Language Learners
By: Rebecca Brown, ShaToya Jones, Gary
Wolfe

2. What is Differentiated Instruction?

3. What is Differentiated Instruction?
To differentiate instruction is to recognize
students varying background knowledge,
readiness, language, preferences in learning,
interests, and to react responsively to those
variations through modifications in lesson
delivery.
Know your audience...then deliver a product
that fits your audience.

4. Why is this important for ELLs?
’’What teachers do or don’t do in the classroom
influences the success of English language learners.
Highly skilled teachers of ELLs incorporate 5 essential
practices into their work:’’
•Creating a thriving learning environment.
•Differentiating instruction for English language learners.
•Encouraging flexible grouping for students.
•Using diversity as a resource.
•Developing alternative assessments for English language
learners.

5. Creating Thriving Learning Environments
Observation, sensitivity, and adaptation to the needs of the ELL
is key.
•Create a positive learning environment that will decrease the
anxiety of new students and encourage classroom integration.
•Assess individual student needs.
•Use the classmate buddy system to help with student
integration. (Academically and Socially)
•Relate new learning to the student’s background knowledge.
•Use simplified language without watering down concepts.

6. Differentiating Instruction for English
Language Learners
Accomodating students through modification of
mainstream materials for ELLs.
•Simplify content language.
•Use Visuals.
•Focus on Key Vocabulary.
•Identify Key Content.
•Summarize Text.

7. Using Graphic Organizers
Powerful Visual Tool useful in differentiated
instruction.
•Can provide options for alternative expression of
understanding, e.g., illustration.
•Encourages opportunities for group activities.
•Can enhance demonstration of comprehension
through oral, written and illustrative means.

8. Using Think-Alouds to Help ELLs
Learn
• Giving students a step-by-step thinking
process to finding a solution/answer
• Helpful with reading comprehension, but can
be useful for all content areas
• Students often understand concepts, but need
help applying them.

9. Encouraging Flexible Grouping
• Classroom arrangement should encourage group
or partner work
• Arrange desks in groups of 4-5
• Creates community feel for ELLs
• Allow ELLs to work with native speakers for
better understanding of content
• Use choral reading to encourage fluency
development (everyone reads together)
• Duet reading (weak reader with strong reader)

10. Using Diversity as a Resource
• Diversity in the classroom is positive
addition
• Students share unique experiences with
their peers, build self esteem
• Teachers can incorporate students’
diverse background in their lessons/units
• Teachers should recognize students’
unique culture view it as important.

11. Developing Alternative
Assessments for ELLS
• Realistic picture of what ELLs can do, without
focusing on what they cannot do
• ELLs often memorize tested materials without really
understanding what they have learned.
• Examples of Grading and Assessment Policies:
• Pass/Fail grades
• Extended time for tests
• Instructions in native language
• Using bilingual dictionaries and electronic translators
• Stress student growth, not correct answers

12. Assessing Beginning ELLs
For students who have attended school in
the US for one year or less:
• Yes or no questions
• Point to or circle the correct answer
• Fill in the blank answers
• Vocabulary bank
• Discussing pictures
• Hands on/drawing tasks to demonstrate skills
• K-W-L Charts
• Portfolio assessments

13. Assessing Advanced Beginners
to Intermediate ELLs
At this stage students are able to ask
questions about the material they have
studied and compose short stories.
Teachers can modify assessments for
students at this stage by doing the
following:

14. • Role-play
• Graphic organizers
• Simplified study guides
• Allow ELLs to use their book or notes during a test.
• Allow students to answer essay quesitons orally
• Have students compare and contrast together
• Have ELLs fill in a modified outline, chart, graph, or time
line
• Reformat test to include larger font and more white space
• Simplify essay questions
• Use a dialogue journal to discuss specific topics with
students

15. Assessing ELLs in Middle and
High School
Strategies to simplify test for ELLs:
• Tell them what they are required to study for a test.
• Use graphic organizers, study guides, and other
scaffolding .
• Simplify language and reduce responses for multiple-choice
• Allow ELLs more time.
• Highight key words or clues on a test.
• Provide support for essay questions through discussion,
brainstorming, and webbing.
• Allow students to use a translation dictonary.

16. 16
Twenty Five Ideas for ClassroomTwenty Five Ideas for Classroom
TeachersTeachers
Before for the Lesson:Before for the Lesson:
1.1. Consult with the ESL Teacher in your school andConsult with the ESL Teacher in your school and
experiment with different activities.experiment with different activities.
2.2. Plan ahead.Plan ahead.
3.3. Reflect on how you can teach with oral, visual, auditory,Reflect on how you can teach with oral, visual, auditory,
and kinesthetic learning.and kinesthetic learning.
4.4. Prepare teaching aids in advance. Ie. Graphic organizers,Prepare teaching aids in advance. Ie. Graphic organizers,
charts, graphs, web lessons.charts, graphs, web lessons.
5.5. Add vocabulary word banks to student activities.Add vocabulary word banks to student activities.
6.6. Paraphrase key concepts in text book.Paraphrase key concepts in text book.
7.7. Ask native English speakers to find nonfiction simplifiedAsk native English speakers to find nonfiction simplified
books on the lesson.books on the lesson.

17. 17
Twenty Five Ideas for ClassroomTwenty Five Ideas for Classroom
TeachersTeachers
During the Lesson:During the Lesson:
8.8. Build on what ELLs already know.Build on what ELLs already know.
9.9. Use simplified vocabulary and sentence structure.Use simplified vocabulary and sentence structure.
10.10.Use either/or or yes/no questions and give themUse either/or or yes/no questions and give them
questions in advance so they can prepare.questions in advance so they can prepare.
11.11.Introduce concepts and vocabulary before moving toIntroduce concepts and vocabulary before moving to
abstract topics.abstract topics.
12.12.Teach students to categorize their information usingTeach students to categorize their information using
graphic organizers.graphic organizers.
13.13.Demonstrate and practice highlighting techniques.Demonstrate and practice highlighting techniques.
14.14.Review and repeat important concepts and vocabulary.Review and repeat important concepts and vocabulary.

18. 18
Twenty Five Ideas for ClassroomTwenty Five Ideas for Classroom
TeachersTeachers
During the Lesson continued:During the Lesson continued:
15.15.Provide real examples and experiences.Provide real examples and experiences.
16.16.Teach ELLs to find definitions for key vocabulary in text.Teach ELLs to find definitions for key vocabulary in text.
17.17.Help ELLs become aqcuainted with their textbooks. Ie.Help ELLs become aqcuainted with their textbooks. Ie.
Table of contents, glossary, and index.Table of contents, glossary, and index.
18.18.Model your thinking process for students using think-Model your thinking process for students using think-
alouds.alouds.
19.19.Record important parts of your lesson to reinforceRecord important parts of your lesson to reinforce
learning.learning.

19. 19
Twenty Five Ideas for ClassroomTwenty Five Ideas for Classroom
TeachersTeachers
After the Lesson:After the Lesson:
20.20.Have native English-speaking classmates make copies ofHave native English-speaking classmates make copies of
their notes for ELLs to use.their notes for ELLs to use.
21.21.Allow ELLs to watch videos or listen to recordings aboutAllow ELLs to watch videos or listen to recordings about
current lesson.current lesson.
22.22.Provide follow-up activities that reinforce vocabulary andProvide follow-up activities that reinforce vocabulary and
concepts. Include maps, charts, outlines, graphicconcepts. Include maps, charts, outlines, graphic
organizers, flashcards, etc.organizers, flashcards, etc.
23.23.Encourage students to work in small groups or pairs.Encourage students to work in small groups or pairs.
24.24.Adjust ELLs homework to their English languageAdjust ELLs homework to their English language
proficiency. Show models of what you expect on theirproficiency. Show models of what you expect on their
homework.homework.
25.25.Modify your assessments so that ELLs have opportunity toModify your assessments so that ELLs have opportunity to
show what they learned.show what they learned.

20. References
Haynes, Judie. Getting Started with English Language Learners. Alexandria:
Association for Supervision and Curriculum Development, 2007. Print.