Differentiating Instruction For English Language Learners: By: Rebecca Brown, Shatoya Jones, Gary Wolfe

Differentiating Instruction
for English Language Learners

By: Rebecca Brown, ShaToya Jones, Gary
Wolfe
What is Differentiated Instruction?
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.
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.
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.
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.
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.
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.
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)
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.
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

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
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:
• 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
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.
Twenty Five Ideas for Classroom
Teachers
Before for the Lesson:
1. Consult with the ESL Teacher in your school and
experiment with different activities.
2. Plan ahead.
3. Reflect on how you can teach with oral, visual, auditory,
and kinesthetic learning.
4. Prepare teaching aids in advance. Ie. Graphic organizers,
charts, graphs, web lessons.
5. Add vocabulary word banks to student activities.
6. Paraphrase key concepts in text book.
7. Ask native English speakers to find nonfiction simplified
books on the lesson.
16
Teachers
During the Lesson:
8. Build on what ELLs already know.

9. Use simplified vocabulary and sentence structure.
10.Use either/or or yes/no questions and give them
questions in advance so they can prepare.
11.Introduce concepts and vocabulary before moving to
abstract topics.
12.Teach students to categorize their information using
graphic organizers.
13.Demonstrate and practice highlighting techniques.
14.Review and repeat important concepts and vocabulary.
17
Teachers
During the Lesson continued:
15.Provide real examples and experiences.

16.Teach ELLs to find definitions for key vocabulary in text.
17.Help ELLs become aqcuainted with their textbooks. Ie.
Table of contents, glossary, and index.
18.Model your thinking process for students using think-
alouds.
19.Record important parts of your lesson to reinforce
learning.
18
Teachers
After the Lesson:
20.Have native English-speaking classmates make copies of

their notes for ELLs to use.
21.Allow ELLs to watch videos or listen to recordings about
current lesson.
22.Provide follow-up activities that reinforce vocabulary and
concepts. Include maps, charts, outlines, graphic
organizers, flashcards, etc.
23.Encourage students to work in small groups or pairs.
24.Adjust ELLs homework to their English language
proficiency. Show models of what you expect on their
homework.
25.Modify your assessments so that ELLs have opportunity to
show what they learned.
19
References
Haynes, Judie. Getting Started with English Language Learners. Alexandria:

Association for Supervision and Curriculum Development, 2007. Print.

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Differentiating Instruction

for English Language Learners

To differentiate instruction is to recognize

Know your audience...then deliver a product

’’What teachers do or don’t do in the classroom

•Creating a thriving learning environment.

Observation, sensitivity, and adaptation to the needs of the ELL

•Create a positive learning environment that will decrease the

Accomodating students through modification of

•Simplify content language.

• Giving students a step-by-step thinking

• Stress student growth, not correct answers

8. Build on what ELLs already know.

15.Provide real examples and experiences.

20.Have native English-speaking classmates make copies of

Haynes, Judie. Getting Started with English Language Learners. Alexandria:

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