Please enable JavaScript.
Coggle requires JavaScript to display documents.
Differentiated Instruction for ELL Students and Deaf Students in…
Differentiated Instruction for ELL Students and Deaf Students in Kindergarten
ELL STUDENTS
FORMATIVE ASSESSMENT
Go around the classroom and check for understanding through verbal answers or drawings.
Keep a simple chart with objectives. While checking for understanding when the students are doing the assignment, check off the objectives that students have reached.
DIFFERENTIATING CONTENT
Show more pictures and grahics
T.A. can translate concepts if child completely doesn't understand the concept.
DIFFERENTIATING PROCESS
When doing the writing activity, the teacher can dot the words or sentences so that students can trace the words on their own.
Give students extra time to complete the activity if they are struggling.
For students who need more of a challenge, ask them to write sound out the words on their own.
DIFFERENTIATING PRODUCT
Students can verbally tell me the vocabulary of the fruit if they are unable to write it.
Students can also write words instead of sentences if it's too challenging.
DIFFERENTIATING AFFECT
Understand the students academic skills, interests, languages, language level, and culture. This will help the teacher understand the feelings and attitude of the student when they are learning.
DIFFERENTIATING ENVIRONMENT
The environment should help the student to feel comfortable.
Words and pictures on the wall should be clear and easy to understand such as simple words and colorful pictures.
Group students up so that they are able to communicate with other students.
STUDENT READINESS
Before the beginning of the year I always do baseline assessments to know what the student knows or doesn't know. When students complete the objective I will check on my baseline assessment whether they have reached the objective or not. This will help me when I am lesson planning and differentiating.
DEAF STUDENTS
FORMATIVE ASSESSMENT
Go around the classroom and check for understanding through verbal answers or drawings.
Keep a simple chart with objectives. While checking for understanding when doing the assignment, check off the objectives when student has reached them.
If the deaf student is having difficulty saying the words, allow they to draw or write the word to check for understanding.
DIFFERENTIATING CONTENT
Show words and pictures clearly.
Face towards the student when you are talking. Some students need to lip read. They will also have a better idea of the lesson through observing the teacher's facial expressions.
Have the student sit close to the teacher so they can see the board and teacher clearly.
Pre-teach vocabulary before the lesson.
DIFFERENTIATING PROCESS
Repeat words, directions, and activities.
When assisting the student, face towards them so they can read the teachers face and mouth.
DIFFERENTIATING PRODUCT
If the deaf student is unable to say the vocabulary, allow them to draw the word or answer in sign language.
Dot in the words or sentences for them if they need help with writing.
Keep in mind, some deaf students start to speak at a later age.
DIFFERENTIATING AFFECT
Understand the students academic skills, interests, languages, language level, and culture. This will help the teacher understand the feelings and attitude of the student when they are learning.
DIFFERENTIATING ENVIRONMENT
Ask deaf students where they feel comfortable to learn and where they feel the least distracted.
Let deaf students sit close to the front when lessons are being delivered so they can clearly see everything.
STUDENT READINESS
Before the beginning of the year I always do baseline assessments to know what the student knows or doesn't know. When students complete the objective I will check on my baseline assessment whether they have reached the objective or not. This will help me when lesson planning and differentiating.