References CAST (2018). Universal Design for Learning Guidelines version 2.2. Available at http://udlguidelines.cast.org Chita-Tegmark, M., Gravel, J.W., Serpa, M.D.B.P., Domings, Y., & Rose, D.H. (2012). Using the universal design for learning framework to support culturally and linguistically diverse learners. Journal of Education, 192(1), 17-22. Available at http://gaia.femingc. on.ca/~jmior/ EDU705Web/Georgian/UDL/UDL%20 to%20Support%20Culturall%20Diverse%20Learners.pdf U.S. Department of Education, Office of English Language Acquisition, National Clearinghouse for English Language Acquisition. February 2017. Profiles of English Leaners (ELs). Available at http://www.ncela.us/ files/fast_facts/05-19-2017/ProfilesOfEls_FastFacts.pdf DIFFERENTIATED INSTRUCTION Instructional routine Before beginning any activity, look at the Teacher’s Edition and locate the differentiation boxes at the bottom of the page. Read the suggestions for how to scaffold as well as amplify the lesson. It may be the case that additional materials need to be prepared or gathered. Further, the differentiation occasionally includes information about language transfer and interference, purposeful pairing, and grouping. Take time to consider individuals’ developing proficiency across domains, as well as their unique personalities. Are they naturally shy? Do they feel safe taking academic risks? Do they focus and attend to tasks? From classroom management to individual traits, take all the variables into account in order to create the most effective and accessible learning opportunities possible. • Explore and learn At the beginning of any activity, have students first preview words, phrases, and sentences in the book. Play available audio or read aloud. As students delve into the unit, watch their expressions and listen to their vocalizations to gauge their comfort level so that you may differentiate according to the two suggested areas (Scaffold or Amplify). Do not limit students to always being at one level or another, as they may display more or less language in any given context. • Practice If the differentiation calls for grouping or an alteration of the task, gather students into an appropriate setting. Keep this as part of the routine so students know where to go for small group or partner work. Implement varied combinations: Pair multilingual learners with a multilingual learner of higher English-language development; Pair multilingual learners with a multilingual learner who shares the same home language so they may converse and process linguistically first in their home language, then in English; Pair striving readers with a strong ELA student who can model fluent reading and writing; Pair multilingual learners with a strong ELA anchor partner; Place developing readers who need additional support into a small group for the Scaffold activity; Place multilingual learners who need more advanced support into a small group for the Amplify activity. Be flexible with grouping throughout the school year. • Communicate Follow the suggested audio, repetition, pauses, and preview/review suggested in Bridges. However, offer differentiated strategies, as noted in the Scaffold or Amplify sections. • Assess Monitor students’ abilities. In addition to self-evaluations and formative assessments, keep anecdotal records across the domains and make adjustments to teaching, activities, and assignments based on your observations. Make continued adjustments in keeping with needs. 27
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