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Differentiated Instruction for ELL and Emotional Disturbance Disorder…
Differentiated Instruction for ELL and Emotional Disturbance Disorder Students
Emotional Disturbance Disorder
Differentiate Learning Environment
Allow students to determine if they
would like to work alone of in a group
Allow students to choose who they
work with during group activities
Allow students to choose where they sit in the classroom
Formative Assessment
Students will read a text about bullying individually, and then out loud with their group for a reread. Afterwards they will discuss the reading comprehension questions with their group and decide on the correct answers. Finally, the class will come together and go over the answers.
Differentiate Product
Allow students to fulfill the requirements of the formative assessment by giving verbal responses to the questions rather than written responses
ELL
Formative Assessment
Students will read a text about bullying individually, and then out loud with their group for a reread. Afterwards they will discuss the reading comprehension questions with their group and decide on the correct answers. Finally, the class will come together and go over the answers.
Differentiating Content
If a student is struggling to read the text have them highlight ten vocabulary words, look them up in the dictionary, and write them down in their notebook to better prepare them for the text.
If a student is still struggling with the text, have them highlight ten difficult or unknown vocabulary words in the text and then have them translate them from an online translator.
If I realize the text is too difficult, have the students read a simplified version of the same text, with easier syntax and vocabulary, but with the same main ideas and key details. As students get better, increase the text level.
Differentiating Process
Pre-teach some vocabulary to students to make it easier to read the text.
Post the text in the digital classroom and allow students to pre-read the text before class.
Deliver the text in small chunks rather than 1 large piece. Break the text up into smaller pieces accompanied with fewer comprehension questions. This makes it easier for them to follow and digest.