Differentiation Makes the
Difference English Learners
Our Priorities: Tennessee
Succeeds
Today’s Outcomes
• Walk through the English Learner (EL) Tennessee Landscape and discuss
needed differentiation to meet the needs of ELs during core instruction
• Discuss successes and challenges for Tennessee (TN)
• Be actively engaged and share experiences and/or insights
EL TN Landscape
2015-2016 ESL Students in Tennessee
8000
7000
6000
5000
4000
3000
2000
1000
0
K
1
2
3
4
5
6
L
W
7
1
2
8
9
10
11
12
12
TN ELs SWD
Note: 38,329 L’s students
had no identified
disability.
TN English Learners with Disabilities
2000
1918
1800
1600
1400
1233
1200
1000
800
400
581
538
600
267
217
252
169
200
24
0
30
25
7
76
11
20
0
31
9
EL Population Increase Over the Past Six
Years
Numbers of EL Students by English Language Background, 2010–2015
60000
50000
40000
30000
20000
10000
0
2010
2011
2012
1
2013
2
L
2014
2015
Districts clustered around the state’s major
metropolitan areas tend to serve larger
percentages of EL students.
The percentages above include only EL students. They do not include
T1 and T2 students.
47 percent of students scored proficient
on WIDA Access in 2015, compared with
51.3 percent in 2016.
Number of Students Meeting the Growth Standard by Year on WIDA Access
52%
51.3%
51%
50%
49%
48%
47%
47.0%
46%
45%
44%
2015
2016
Met growth standard
The percent of EL students meeting the
growth standard from 2015 to 2016 varies
by district.
Percent of EL students meeting growth standard
90
80
70
60
51.3% met the standard across the state
50
40
30
20
10
0
Each bar represents a district
10 percent of students scored proficient
on WIDA Access in 2015, compared with
14.9 percent in 2016.
Number of Students Scoring Proficient by Year on WIDA Access
45000
40000
35000
30000
25000
20000
35237
33225
15000
10000
5000
0
6168
3690
2015
2016
Proficient
Not Proficient
The percent of students scoring
proficient on ACCESS in 2016 varied by
district.
Percent of EL students scoring proficient on ACCESS
50
45
40
35
30
25
14.9% of students met the proficiency standard across the state
20
15
10
5
0
Each bar represents a district
Who Is Coming to School?
Just a Glance …
Slightly over 9% of students in the United States speak English as a second language,
although percentages vary by location and are as high as 23% of the population in many of
the great city schools.
-National Center for Education Statistics, 2014
If we include students with limited English proficiency (LEP) in this tally, 13% of primarygrade students in the U.S. public schools are less than proficient in English.
-National Center for Education Statistics, 2014
“U.S. classrooms are more ethnically and culturally diverse today than at any time in
the nation’s past …”
-Carol Ann Tomlinson & Mike Murphy
Tomlinson & Murphy 2015
12
Group Discussion
• How do we refine and support instructional practices for fastest
improvement in order to prevent English learners from falling even further
behind?
• How do we remove the barriers to learning that impede academic
progress?
Differentiated
Instruction
Differentiation of Instruction
Tomlinson, 2014
15
Differentiation and Scaffolding
• Students who have a skill deficit or need language support benefit from
spiraled support through their entire instructional day.
• It is imperative that core subject teachers understand a student’s area of
need to differentiate and scaffold core instruction for each student
accordingly.
16
Instruction Model
Content Standards
Critical Thinking
lesson objectives
Language Domains
Adjust
Language Objectives
Academic Language
differentiated content
refine instruction
reteach
Practice & Application
Student Progress
projects, activities, tasks
differentiated process
accountable talk, scaffolding, strategies
Growth
Assessment
check for understanding
differentiated product
Using Data to Guide Instruction
Examples of Data
Anecdotal data
• (i.e. student observations throughout the instructional day: level of discourse, collaborative group work, and/or
accountable talk)
• The purpose is to demonstrate development, have ongoing records of instructional needs, have data to share
with student, parents, or during Professional Learning Community (PLC) planning time.
MODEL data
• (part of WIDA support, can be used twice as an interim assessment to measure progress/ growth)
English as a Second Language (ESL) formative and summative data
• (i.e. student samples of discourse, writing, journaling, miscue analysis, running record (survey level
assessment), English proficiency assessment, common formative assessments, district benchmarks, and/or end
of year assessments)
Comparison of ELs to ELs
• Be aware of student previous data/schooling background (e.g., student cumulative files, student data profiles,
language levels, levels of intervention, school supports provided).
• Determine student interest, preferred way of learning, and environmental comfort (e.g., interest in insects, small
group setting, partner work, visual instruction, interactive learning boards).
Differentiated Environment
Environment includes the conditions and interactions in the classroom that set the tone and
expectations for learning. A flexible classroom layout is key, incorporating various types of furniture and
arrangements to support both individual and group work.
Examples of differentiating environment:
• Clear expectations: written daily goals (visuals)
• Breaking students into small groups to discuss assignments
• Flexible grouping
• Providing material choices
• Movement in the classroom
• Detailed instructions that are precise
• Repetition of directions
• Adequate wait time for student response
• Labeling objects in the classroom
• Purposeful word walls (interactive if possible)
• Prompting ahead of time when calling on a student
Tomlinson & Murphy 2015
Instructional Planning Focused on
Environment
Developing Oral and Written Language Skills
Provide daily opportunities for students to talk about content in pairs or small
groups.
• Student role
– Is the learning environment teacher-centered or student-centered?
• Classroom environment
– What routines and procedures are in place in the classroom that promote a safe
learning environment where students can engage with the teacher and with one
another?
• Role of Accountable Talk for English learners
– Accountable Talk Language Stems
– In what ways can the use of sentence stems increase EL students’ access to core
content?
Literacy Block
TN Read to be Ready
•
•
•
•
•
•
Interactive read aloud
Small group reading
Guided reading
Independent reading
Modeled writing
Independent writing
Differentiated Content
Lesson content covers the academic content standards. Some students in a class may be completely
unfamiliar with concepts in a lesson, while some have partial mastery, and others may already be
familiar with concepts before a lesson begins.
Presentation of a lesson will vary given the level of readiness, interest, and learning style of students.
Differentiated Content Examples:
• Strategic selection of vocabulary words & number assigned
• Varied support mechanisms for reading: building background knowledge, frontloading vocabulary,
making real life connections, etc.
• Modeling/demonstration
• Incorporating interest based materials
• Reduced number of high quality tasks/ problems (if needed)
• Embedding use of technology in learning (creating PPTs, etc.)
Differentiated Content: Know Your
Audience
How do I identify what my students already know?
How might students best learn the concepts and skills of this unit? How can I
incorporate students' interests and spark new ones?
How can I provide each learner with appropriately challenging opportunities?
How might I provide students with meaningful choices of different ways to
demonstrate mastery of the learning objectives?
Instructional Planning for Content
Designing content and language objectives (learning targets)
• Observable
 Learning goals should be observable throughout
 What are you working toward?
•
Measurable- (already have a check for understanding in mind)
 How will you determine whether or not students are making
progress toward meeting the objective?
•
Assess
 How will you know when the objectives are met?
 What will you do if they are not met?
Example of Lesson Alignment
Standard 2 - The Language of Language Arts
Topic: Key Ideas and Details
Grade: 4
Connection to TN State Standards: RL 4.3 Describe in depth a character, setting or event in a story or drama, drawing on specific details in the text. (e.g. a
character’s thoughts, words or actions) (Key ideas and details)
Language objective : Students will demonstrate the use of the present progressive in the first and second person as they describe characters, setting, important
events, and specific details from the text to complete a story map.
Students at all levels of English language proficiency will describe characters, setting, events, and draw on specific details given vocabulary lists and sentence structure
guidance.
Match pictures with key
details about the character,
setting, problem, solution,
using a word bank and
sentence frames with a
partner.
Level 2
Emerging
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Identify details about the
characters, setting, problem,
solution from the illustrated
text using sentence frames
and key vocabulary with a
partner.
Categorize details about the
characters, setting, problem,
solution from the illustrated
text using a graphic organizer
with a partner then share in a
small group.
Sequence information about
the key details from text with a
partner and small group using
a graphic organizer to explain
character thoughts and
actions.
Connect key details and
character actions using
current text and making
connections to an additional
text using a graphic organizer
to show similarities and
differences between character
actions and story sequence.
Topic Language: character thoughts, setting, key details, rising action, cause, effect, and sequence
Level 6 - Reaching
READING
Level 1
Entering
Instructional Planning
Steps for Developing Oral and Written Language Skills
Integrate oral and written English language instruction into content-area teaching.
• Strategically use instructional tools—such as short videos, visuals, and graphic
organizers—to anchor instruction and help students make sense of content.
• Provide daily opportunities for students to talk about content in pairs or small
groups.
• Provide writing opportunities to extend student learning and understanding of
content material.
Example of Tools Used to Help Planning
Can Do Descriptors
Third grade student Level 4
Listening
Expanding
Level 4
Infer from and act on
oral information.
Speaking
Expanding
Level 4
Discuss stories,
issues, and concepts.
Reading
Expanding
Level 4
Find details that
support main ideas.
Writing
Expanding
Level 4
Take notes using
graphic organizers.
Fifth grade student Level 5
Listening
Bridging
Level 5
Speaking
Bridging
Level 5
Carry out oral
Answer opinion
instructions containing questions with
grade-level, contentsupporting details.
based language.
Reading
Bridging
Level 5
Match graphic
organizers to different
texts.
Writing
Bridging
Level 5
Summarize
information from
multiple related
sources.
Differentiated Process
Successful differentiation includes delivering material to each style of learner. Not all students require
the same amount of support from the teacher. Teachers can enhance student learning by offering
support based on individual needs.
Examples of differentiated process
• Varied formats of presentation
• Learning Centers, Station Learning
• Graphic Organizers
• Using a multi-sensory approach
• Audio books for auditory learners when appropriate
• Models of student work at different degrees of complexity (exemplar models)
• Completing interactive assignments online
• Highlighting “Big Ideas”
• Writing folders with transition words, structure of writing, student self reflection check list for
completed writing
• Sentence starters or sentence frames for group or small group discussion
Instructional Delivery for Process
(Activity)
Content and language objectives clearly supported by lesson delivery
• What does this look like in action during instruction?
• Written and orally discussed
• Student-friendly terms
• Explicitly revisited throughout lesson
• Use of formative assessment practices during lesson to determine progress to
mastery of objectives
*Connection to TN TEAM model: evidence of classroom instruction
Explicit Writing Instruction
District Example
Explicitly model the writing expectations. Develop the
first couple of writing pieces together to develop
exemplar models.
Use a Thinking Map or graphic organizer to help with
organizing thoughts and help with prewriting
Engage in partner talk and group discussions
Use realia and visuals to encourage writing. Invite
students to provide the realia if appropriate
Incorporate the teaching of grammar and sentence
structure while developing writing.
Writing Map Example – Flowing Tree
Map
Differentiating Writing Activities
District Example
• EL students at Level A copy a sentence or short passage exactly as it is written.
This helps beginning-level students who are not very familiar with the language,
but may be able to interpret some of the information as they copy it.
• Level B students receive a paragraph or two that has blank spaces in the text. The
students write the word or phrase that completes the sentence. This allows the
student to write an amount that is not overwhelming and helps them
comprehend the information.
• Level C students write on their own, but perhaps they receive paragraph prompts
or are allowed to look in a book, but must put the idea in their own words. After
some practice with this system and getting to know students' English language
skills, tailoring systems that work best to meet student needs become more
fluid.
Language Experience Approach
Little Red Hen Example
• Students have listened to the story, "The Little Red Hen" and have acted it out.
The teacher stands by the board or a large sheet of paper and says to the
students, "Tell me the story of the Little Red Hen."
• As each student tells a part of the story, the teacher writes it down on the board,
just as it was stated. For example, a student might say, "The Little Red Hen work
so hard and nobody want help her." This continues until each student has
spoken or the story is finished.
• Then the teacher tells the students, "Let's read the story together and listen to
see if the story makes sense and if there is anything we want to change."
Language Experience Approach
• After reading the story, the teacher asks students if they want to change
anything. For example, one student may raise her hand and say, "I think it should
say, "worked" not "work." The teacher may ask other students if they agree or
disagree.
• If the suggested change is correct, the teacher offers praise and moves on to the
next suggestion. If the suggested change is not correct, the teacher should help
the student analyze the suggested change. For example, if the student says, "I
think it should say, “The Little Red Hen she worked so hard." The teacher would
ask if others agree and see if there is discussion, then the teacher could point out
that the Little Red Hen is the pronoun or "name," so in English we don't need to
put it in twice. We can say "She worked so hard." Or "The Little Red Hen worked
so hard."
Language Experience Approach
• When students have analyzed and corrected the whole text, the teacher may
either circle a few more spots where students missed corrections and they can be
challenged to figure out what the change should be, or the students can be
instructed to copy the text with the corrections included.
• As a final activity, students are instructed to take the story home and read it to
three people and bring it back with signatures.
Examples of Sensory, Graphic, &
Interactive Support
Sensory Support
Real-life objects (realia)
Manipulatives
Pictures & photographs
Illustrations, diagrams &
drawings
Magazines & newspapers
Physical activities Videos
& Films Broadcasts
Models & figures
Graphic Supports
Charts
Graphic Organizers
Tables
Graphs
Timelines
Number Lines
Interactive Supports
In pairs or partners
In triads or small groups
In a whole group
Using cooperative group
structures
With the Internet (Web
sites) or software programs
In the native language (L1)
With mentors
Another District Example
Math
Objective: Students must complete two of the
following tasks to learn about the process
of 3-step equations.
– Create a poster that has a fraction,
decimal, and integer 3-step equations.
– Produce a short PowerPoint outlining a
procedure for solving any 3-step
equation.
– Find 4 websites that demonstrate how
3-step equations are solved.
Science
Objective: Students must complete two of the
following tasks to learn about density.
– Using a water table to explore
properties of various objects,
– Reading a chapter in their textbook
about density, then completing a
graphic organizer
– Watching a video about density, and
creating a visual representation of
density.
Specific Examples of Support
Content Areas
Differentiated
Product
This is how students will demonstrate their mastery of the content. This can be done in the form of tests,
projects, or other meaningful activities.
Examples of differentiated product:
• Read and write learners write a book report
• Create a visual response with key details
• Orally produce responses
• Kinesthetic learners use readers theatre, building projects
• Recording responses
• Use of class responders to input understanding
• Exit ticket
• Community based projects
• Independent study
Improving Outcomes
Differentiate for each English Learner
• Age/grade level
• Former education
Use formative and summative assessment data to inform instruction
•
•
•
•
Checks for understanding
Classroom work
Progress monitoring data
Summative data
Look for cultural factors that impact learning
• Religion/beliefs/superstitions
• Parental expectations and involvement
Remember to consider the differences between Basic Interpersonal Communication Skills
(BICS) and Cognitive Academic Language Proficiency (CALP)
Engage all learners at all times
40
Questions to consider for instruction
…
• Do students have sufficient opportunity to learn (time and quality of
instruction)?
• Does core instruction reflect best practice, and is it being implemented to a high
degree? (Researched based & fidelity monitoring)
• How are we documenting progress monitoring? What tools are used?
• Do core teachers have an understanding of students’ cultures and language
learning needs?
• Are we utilizing the expertise on our staff in a collaborative way to provide a
comprehensive instructional program for all students?
• Are we working collaboratively with ESL teachers, instructional coaches, and/or
special education teachers?
http://www.doe.in.gov/sites/default/files/elme/el-guidebook-11-20-14.pdf
Making a Difference
“I like this class because there’s something different going on all the time.
My other classes, it’s like peanut butter for lunch every single day. This
class, it’s like my teacher really knows how to cook. It’s like she runs a really
good restaurant with a big menu and all.”
Comment from a course evaluation
seventh grade student
Tomlinson, 2014
42
Helpful Resources
Example Individual Learning Plan for
English Learners
Student Name:
Birthdate:
Grade Level:
Current Date:
Progress review should be based on the collection and analysis of data. A process for data collection needs to be in place. Sources could be
• Universal screener and progress monitoring
• Summative assessments, curriculum based measures for formative assessments
• Classroom assessments, quizzes, projects
• Student/parent/teacher feedback
This document needs to be revised regularly to show growth and current needs of the student.
Concentrate on 3-5 goals at a time. As goals are met, the plan needs to be revised with new goals. This plan may be used to help with scaffolding and
accommodations. This plan should help ELs access core language acquisition instruction and with RTI2 intervention decisions. This should be shared
with all of the EL’s teachers.
Measurable Learning Improvement Goals:
(Improvement goals should link to the learning outcomes. Consider issues of culture, engagement, behavior, attendance, skills.)
1.
2.
3.
4.
Observed learning outcomes or improvements, data from progress monitoring on curriculum based measures:
(Link to the Learning Improvement Goals. Note dates and rate of success that an improvement was noted. A record of progress
monitoring will be available when teams review data.)
Example Individual Learning Plan for
English Learners
Student Comments:
Teacher’s Comments:
(When possible, include all teachers involved in the EL’s education when discussing a student in data meetings.)
Parent (s) Comments:
Accommodations needed to access core instruction: (e.g., visual, behavior charts, scaffolding. Also list skill based needs.)
WIDA Support for Differentiation of
Instruction
Using your WIDA login information access Tennessee’s three
recorded webinars posted in the Download Library https://www.wida.us/downloadLibrary.aspx
IRIS Center- Vanderbilt Peabody
College
Instructional Practices for ELs
Teaching English Language Learners –Effective Instructional Practices
http://iris.peabody.vanderbilt.edu/module/ell/
•
•
•
•
•
•
•
•
•
•
Defining English Language Learners
Understand Levels of Language Proficiency (BICS & CALPS)
Content Instruction
Contextual Supports
Activating Background Knowledge
Teaching Vocabulary- Vocabulary Usage
Teaching Comprehension Strategies
Differentiation of Instruction
Opportunities for Students to Practice
Measuring Performance
Helpful Links
WIDA RTI² & English Learners
RTI2 support under Professional Learning, Educator Resources
www.wida.us
The IRIS Center Vanderbilt University
Teaching English Language Learners: Effective Instructional Practices
http://iris.peabody.vanderbilt.edu/module/ell/
Universal Design for Learning
http://www.cast.org/
http://www.udlcenter.org/
Colorin Colorado
http://www.colorincolorado.org/
Everything ESL
http://www.everythingesl.net/
References
Dear Colleague Letter, English Learner Students and Limited English Proficient Parents, January 7, 2015.
http://www2.ed.gov/about/offices/list/ocr/letters/colleague-el-201501.pdf
Leading for Differentiation: Growing Teachers Who Grow Kids
Tomlinson, C. A., & Murphy, M. (2015). Leading for Differentiation: Growing Teachers Who Grow Kids. Alexandria, Virginia:
Association for Supervision and Curriculum Development (ASCD).
The Differentiated Classroom: Responding to the Needs of All Learners
Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners(2nd ed.). Alexandria, Virginia:
Association for Supervision and Curriculum Development (ASCD).
How to Differentiate Instruction in Mixed Ability Classrooms
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms (2nd ed.). Alexandria, Virginia: Association for
Supervision and Curriculum Development (ASCD).
Developing a Culturally and Linguistically Responsive Approach to Response to Instruction & Intervention (RtI²) for English
Language Learners
file:///C:/Users/ca18722/Downloads/WIDA_RtI2_forELLs%20(7).pdf
.
Contact Information
Jan Lanier
Director of English Learner, Immigrant, and Migrant Programs
Office of Consolidated Planning and Monitoring
[email protected]
Joann Runion
Coordinator of English Learner Instruction and Intervention
Special Populations and Student Support
[email protected]
Lori Nixon
Assessment Design
Special Populations and Student Support
[email protected]
Questions &
Answers
Districts and schools in Tennessee
will exemplify excellence and equity
such that all students are equipped
with the knowledge and skills to
successfully embark on their chosen
path in life.
Excellence | Optimism | Judgment | Courage | Teamwork