This document discusses strategies for differentiated instruction for English language learners. It describes techniques like cubing, tiered activities, and RAFT that engage students in higher-order thinking about content while meeting language objectives. Cubing involves students rolling dice with directions to complete tasks related to content. Tiered activities provide multiple levels of complexity while addressing the same concepts. RAFT assigns students roles to write from different perspectives on a topic. The document emphasizes addressing both content and language objectives to support ELL students' learning.

1. Imagining Differentiated Instruction with Language Objectives in Mind Kristen M. Lindahl University of Utah TESOL 2010

19. Role Definition Matrix Personality: Who am I? What are some aspects of my character? Attitude: What are my feelings, beliefs, ideas & concerns? Information: What do I know that I need to share in my writing? Buehl, D. (2001). Classroom strategies for interactive learning. Newark, DE: International Reading Association.

20. RAFT Examples English Science Social Studies Buehl, D. (2001). Classroom strategies for interactive learning. Newark, DE: International Reading Association. Problems with his generals Advice Column Dear Abby Abraham Lincoln Dred Scott Decision Appeal Speech U.S. Supreme Court Lawyer Combinations to avoid Instructional Manual Chemical Company Chemist Effects of smoking Complaint Cigarettes Lungs What I learned during the trip Telephone Conversation Tom Sawyer Huck Finn Use in Sentences Job Description Middle school students Comma TOPIC FORMAT AUDIENCE ROLE

22. RAFT Example Defining the relationship Love letter Whole Number Square Root Prove you belong to the set Petition Set of Rational Numbers Repeating Decimal “ I’m feeling irrational” Conversation Therapist Pi Topic Format Audience Role

23. To the governor and legislature of Rational Number Land: Hello. My name is (point one-two-six repeating) and I recently purchased a home in RNL (Rational Number Land). I have run into a few problems though. It appears that my citizenship in RNL is not well defined. I was not born in RNL as were many of my fraction friends, but have since applied for citizenship under the name (fourteen one hundred and elevenths). This name change I assure you is perfectly legal as that it does not change my overall value. But this I fear is the problem. Many are not willing to accept that 1.26 r and 14/111 are the same number. Many of the less educated fractions think that I am irrational because my name is infinite when written out completely. My numerologist assures me that through a simple procedure, I can be turned permanently into a fraction, thus being more presentable to fellow Rationals. I think the public needs to enact laws that extend the definition of rational numbers to include repeating decimals like myself. I enclose a copy of the recommended procedure by Dr. 0.2 (Zero Point Two). You probably know him as Dr. One Fifth. The bad thing is that my insurance will not cover the procedure because they deem it to be unnecessary. You know what, they are right; it is not necessary. Please consider my petition for equality and frame a law that will allow me to prove, with ease, my citizenship in RNL. Besides, I don’t think that I should suffer because of the lack of intelligence of some Rationals. Thank You, Point OneTwoSix Repeating RAFT Example Buehl, D. (2001). Classroom strategies for interactive learning. Newark, DE: International Reading Association.