Get Ready! Soar - PROGRAM SAMPLER

Differentiated Instruction in your classroom 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 activity . It may be the case that additional materials need to be prepared or gathered . 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 . At the beginning of any activity, have students first preview images, words, phrases, and sentences in the book . Play available audio or read aloud to students . 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 . 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 ELs with a student of higher English-language proficiency; Pair ELs with an EL who shares the same home language so they may converse and process linguistically first in their home language, then in English; Pair ELs with a non-EL peer (from a separate classroom, if needed); Pair ELs with a strong ELA anchor partner; Place ELs who need additional support into a small group for the Scaffold activity; Place ELs who need more advanced support into a small group for the Amplify activity . Be flexible with grouping throughout the school year . Monitor students’ abilities . In addition to 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 . References 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 diverse learners . Journal of Education, 192(1), 17–22 . Available at http://gaia .femingc .on .ca/~jmior/ EDU705Web/ Georgian/UDL/UDL%20to%20Support%20Culturall%20 Diverse%20Learners .pdf . CAST (2018) . Universal Design for Learning Guidelines version 2 .2 . Available at http://udlguidelines .cast .org U .S . Department of Education, Office of English Language Acquisition, National Clearinghouse for English Language Acquisition . (2020) . Fact Sheet: English Learners Who Speak Spanish as a Home Language . ncela .ed .gov/files/fast_facts/20200915-Del4-4%20 SpanishELs-508 .pdf U .S . Department of Education, Office of English Language Acquisition, National Clearinghouse for English Language Acquisition . (2017) . Our Nation’s English Learners . https://www2 .ed .gov/datastory/el- characteristics/index .html Txxxiv DIFFERENTIATED INSTRUCTION