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WIDA Focus on Differentiation

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Katherine Hansen

on 11 August 2014

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Transcript of WIDA Focus on Differentiation

WIDA Focus on Differentiation
Differentiated assignment template
Language-based expectations
Selecting the language objectives
Content of lessons must remain the same, but the language-based expectations, scaffolding and support change in differentiated lessons
Flexible Groupings
Students should be grouped purposefully to draw on their strengths as individuals and in groups in mutually beneficial ways.
Differentiation through
scaffolding and support make grade-level content-area instruction comprehensible and challenging

Scaffold: an educator's intentional act of building upon students' already acquired skills and knowledge to teach new skills

Support: use of instructional strategies or tools used to assist students in accessing content necessary for classroom understanding or communication and to hlep construct meaning from language

Katherine Hansen, Jacqueline Stipo
Utilizing student strengths in home languages
Evaluating achievement
Further Information:
Differentiating Instruction and Assessment for English Language Learners: A Guide for K-12 Teachers
Fairbairn, Jones-Vo
WIDA Consortium Focus on Differentiation
Part 1 (May 2012) & Part 2 (December 2012)
Rebecca Freeman Field
Making Content Comprehensible for Elementary English Learners: The SIOP Model
Echevarria, Vogt, Short
1. key content vocabulary, complexity, and grammar
2. reading, writing, listening and speaking for academic purposes
3. the specific academic language functions; ex: describe, compare, contrast, and persuade
Content objectives and Language objectives are both framed starting with Students will be able to...
Content objectives utilize verbs to indicate the level of critical thinking or higher-order thinking skills (HOTS) demonstrated by the objectives
Language objectives focus on the language function needed to communicate comprehension; listening, speaking, reading or writing
Standards-based content or topic
Using a template helps focus your planning.
Using your students' Can-do descriptors, build their individual language based expectation, and the whole class language expectation
Repeat the established content objective
Detail the added supports necessary for the individual student to access to the content, and outline what supports will be available to the whole class
Language objectives use:
Students will be able to...
Describe features of the rainforest before deforestation
Describe features of the rainforest after deforestation
Compare and contrast features of the rainforest before and after deforestation
Prepare a persuasive argument for or against deforestation to present orally to the town council

Understand and use key vocabulary orally and in writing, such as:
rainforest, deforestation, erosion/erode, habitat, destruction/destroy, ecosystem
Use oral and written language to
describe, compare, contrast
, which might involve practicing with:
- organizational features of oral and written arguments
- conjunctions (and, but, or, yet, so, if, even though, unless, etc)
Part 2
Part 1
content objectives
of the lesson can be achieved with the use of a T-chart graphic organizer as an
instructional scaffold
Graphic Organizers
Graphic organizers can be used to build on students strengths.
of using a T-chart graphic organizer is to provide students with language structures that can be used throughout their academic experience, not just the unit at hand.
A T-chart can assist in meeting expectations of describing, comparing, and contrasting.

It is both a content organizer as well as a language support.
Students strengths in their home language can be used to support their
language development
Identifying cognates across languages is a powerful way for bilingual students to make connections between their two languages.
Multilingual word walls and books that include key content vocabulary in multiple languages promotes multilingualism as well as allows students to make connections.
Cognates can be used as a strong scaffold for academic vocabulary development.
Grouping students at
similar levels of ELP
in one domain allows focus on instruction on a particular scaffold, support, or strategy that is intended to benefit this group.
Intentionally grouping students at
different levels of ELP
allows students to draw on the strengths of their peers.
All students should be considered in grouping arrangements.
Reciprocal teaching benefits students as they work together to learn content, develop social and academic language and literacy in English, and integrates students from diverse backgrounds into a strong community of learners.
Students should be graded on their performance relative to the differentiated objectives you write for them.
Teachers assess student performance by collecting evidence of what their students can do in a range of activities that they organize for the class and evaluate students' performance relative to their realistic content and language objectives.
The performance-based evidence will take different forms depending on the nature of the activity and the content and language expectations for student performance.
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