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Differentiation
To differentiate is to modify the content, process, product, and/or learning environment, based on readiness levels, interests,
and learning profile to provide success and challenge for all students.
Example Context: 4th grade Social Studies unit to identify and describe the significance of the individuals from Missouri who
have made contributions to our state and national heritage
Content
Process
Product
Learning Environment
Example: Teacher provides a
variety of resource materials for
students on individuals from
Missouri.
Example: In addition to reading
about individuals from Missouri,
students will watch videos, and
participate in center activities.
Example: Some 4th grade
students are producing a poster,
while others are creating a
travelogue
Example: The teacher places
students into small groups to
research individuals from
Missouri.
Your Context:
Content
Process
© 2016 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium
Product
Learning Environment
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Content Differentiation:
To differentiate content is to modify the presentation of the content,
process, product and/or learning environment, based on readiness
levels, interests, and learning portraits to provide success and
challenge for all students
Language Differentiation:
To differentiate language is to make grade-level content-area
instruction comprehensible and challenging to all of the students in
their classes. Educators scaffold their instruction and include
linguistic supports with specific attention to the diverse language and
learning needs of their ELLs.
Using Supports and Scaffolds
Support: use of instructional strategies or
tools used to assist students in accessing
content necessary for classroom
understanding or communication and to help
construct meaning from language
Scaffold: an educator’s intentional act of
building upon students’ already acquired skills
and knowledge to teach new skills
© 2016 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium
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Instructional Supports
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Real-life objects (realia)
Manipulatives
Pictures & photographs
Illustrations, diagrams & drawings
Magazines & newspapers
Physical activities
Videos & Films
Broadcasts
Models & figures
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Charts
Graphic organizers
Tables
Graphs
Timelines
Number lines
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In pairs or partners
In triads or small groups
In a whole group
Using cooperative group
structures
t With the Internet (Web
sites) or software programs
t In the native language (L1)
t With mentors
Differentiating Supports
Look at the example supports below and discuss any differences. Keep in mind that topic related vocabulary
can be added as additional labels.
www.field-studies-council.org
www.sciencelearn.org.nz
www.snh.org.uk
www.dailyteachingtools.com
thisreadingmama.com
© 2016 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium
312
Examples of Sensory Supports across the ELD Standards
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Illustrated word/phrase
walls
Felt or magnetic figures
of story elements
Sequence blocks
Environmental print
Posters or displays
Bulletin boards
Photographs
Cartoons
Audio books
Songs/Chants
Blocks/Cubes
Clocks, sundials and
other timekeepers
Number lines
Models of geometric
figures
Calculators
Protractors
Rulers, yard/meter sticks
Geoboards
Counters
Compasses
Calendars
Coins
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Scientific instruments
Measurement tools
Physical models
Natural materials
Actual substances,
organisms or objects
of investigation
Posters/Illustrations of
processes or cycles
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Maps
Globes
Atlases
Compasses
Timelines
Multicultural artifacts
Arial & satellite
photographs
Video clips
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Examples of Graphic Supports across the ELD Standards
ELD standard
1- Social and
Instructional
Language
3- The language of
Mathematics
4- The language of
Science
5- The language of
Social Studies
● Two characters
● Two settings
● Two genres
● Two operations
● Two geometric
figures
● Two forms of
proportion
● Two body
systems
or organs
● Two animals or
plants
● Two conflicts
● Two forms
of government
● Two forms of
transportation
● Colors
● Classroom objects
● Facts/Opinions
● Points of view
● Pros/Cons
● Area/Perimeter
● Fractions/
Decimals
● Addition/
Subtraction
● Forms of matter
● Forms of energy
● Senses
● Vertebrates/
Invertebrates
● Types of
transportation
● Types of habitats
● Conflict/
Resolution
● School or
classroom
routines
● Plot lines
● Steps in
problem
- solving
● Scientific
inquiry
● Life cycles
● Water cycle
● Elections in a
democracy
● Passage of a law
● Classroom or
school rules
● Health and safety
at home or in
school
● Responses of
characters
to events
● Variables
in algebraic
equations
● Geometric
theorems
● Chemical
reactions
● Adaptation
● Weather events
● Political
movements
● Economic trends
● Personal interests
● Idiomatic
expressions
● Multiple meanings
of words and
phrases
● Root words and
affixes
● Main idea/
Details
● Types and
features
of
polygons
● Types and
characteristics
of angles
● Foods and
their
nutritional
ingredients
● Types and
characteristics of
rocks
● Types of human
and civil rights
● Impact of
economic policies
● Two friends or
family members
Venn Diagrams - Comparing and
Contrasting Two Entities
● Two traditions
2- The language of
Language Arts
T-Charts - Sorting or Categorizing
Objects or Concepts
Cycles - Producing a Series of
Connected Events or a Process
Cause and Effect - Illustrating a
Relationship
Semantic Webs - Connecting
Categories to Themes or Topics
Taken from the WIDA ELP Standards Resource Guide 2007, Page RG 23Resou
© 2016 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium
413
The Features of Academic Language in the WIDA Standards
The Features of Academic Language operate within sociocultural contexts for language use.
Dimension
Performance Criteria
Features
Discourse
Linguistic
Complexity
(Quantity and variety of
oral and written text in
communication)
•
•
•
•
•
Sentence
Language Forms and
Conventions
(Types, array, and use of
language structures in
communication)
• Types and variety of grammatical constructions
Vocabulary Usage
(Specificity of word or
phrase choice in
communication)
•
•
•
•
Word/Phrase
Amount of speech/written text
Structure of speech/written text
Density of speech/written text
Coherence and cohesion of ideas
Variety of sentence types to form organized text
• Mechanics of sentence types
• Fluency of expression
• Match language forms to purposes/perspectives
• Formulaic and idiomatic expressions
General, specific, and technical language
Multiple meanings of words and phrases
Nuances and shades of meaning
Collocations and idioms
The sociocultural contexts for language use involve the interaction between the student and the language environment, encompassing the…
•
•
•
•
•
Register
Genre/Text type
Topic
Task/Situation
Participants’ identities and social roles
© 2016 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium
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Performance Criteria
Features
DISCOURSE LEVEL
• Amount of speech/written text
Linguistic Complexity
• Structure of speech/written text
• Density of speech/written text
(Quantity and variety
of oral and written text
in communication)
SENTENCE LEVEL
Language Forms and
Conventions
(Types, array, and use of
language structures in
communication)
WORD/PHRASE LEVEL
Vocabulary Usage
(Specificity of word or
phrase choice in
communication)
• Coherence and cohesion of ideas
• Variety of sentence types to
form organized text
Content Area
Example
Language Arts
Narratives, Expository Essays, Blogs, Debates,
Poetry
Math
Word Problems, Explanations, Tables, Graphs,
Proofs
Science
Field Notes, Lab Reports, Arguments,
Research, Observations, Instructions
Social Studies
Timelines, Primary Sources, Debates,
Newspapers, Biographies
Language Arts
Metaphor (e.g., break a leg) stanzas,
dialogue,
Math
Logical connectors (e.g., consequently, then),
Comparative structures (e.g., greater than)
• Match language forms to
purposes/perspectives
Science
Passive voice sentence frames (e.g., The polio
vaccine was discovered by Salk.)
• Formulaic and idiomatic
expressions
Social Studies
Historical present (e.g., in his journal, Lewis
writes…)
• General, specific, and technical
language
General
• Multiple meanings of words and
phrases
Specific
Terms associated with a content area: divisor,
least common denominator
Technical
Terms associated with a specific content area
topic: ratio, integrals, Pythagorean theorem
• Types and variety of grammatical
constructions
• Mechanics of sentence types
• Fluency of expression
• Nuances and shades of meaning
• Collocations and idioms
© 2016 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium
Terms associated multiple content areas:
combine, describe, therefore
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WIDA Performance Definitions - Listening and Reading Grades K-12
Within sociocultural contexts for processing language…
Discourse Dimension
Sentence Dimension
Word/Phrase Dimension
Linguistic Complexity
Language Forms and Conventions
Vocabulary Usage
Level 6 - Reaching Language that meets all criteria through Level 5, Bridging
At each grade, toward the end of a given level of English language proficiency, and with instructional support, English language learners will process…
Level 5
Bridging
Level 4
Expanding
Level 3
Developing
Level 2
Emerging
Level 1
Entering
• Rich descriptive discourse with complex
sentences
• Cohesive and organized related ideas
• Compound, complex grammatical
constructions (e.g., multiple phrases and
clauses)
• A broad range of sentence patterns
characteristic of particular content areas
• Technical and abstract content-area
language
• Words and expressions with shades of
meaning across content areas
• Connected discourse with a variety of
sentences
• Expanded related ideas
• A variety of complex grammatical
constructions
• Sentence patterns characteristic of particular
content areas
• Specific and some technical content-area
language
• Words or expressions with multiple
meanings across content areas
• Discourse with a series of extended sentences
• Related ideas
• Compound and some complex (e.g., noun
phrase, verb phrase, prepositional phrase)
grammatical constructions
• Sentence patterns across content areas
• Specific content language, including
expressions
• Words and expressions with common
collocations and idioms across content areas
• Multiple related simple sentences
• An idea with details
• Compound grammatical constructions
• Repetitive phrasal and sentence patterns
across content areas
• General content words and expressions,
including cognates
• Social and instructional words and
expressions across content areas
• Single statements or questions
• An idea within words, phrases, or chunks of
language
• Simple grammatical constructions (e.g.,
commands, Wh- questions, declaratives)
• Common social and instructional forms and
patterns
• General content-related words
• Everyday social and instructional words and
expressions
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WIDA Performance Definitions Speaking and Writing Grades K-12
Within sociocultural contexts for language use…
Discourse Dimension
Sentence Dimension
Word/Phrase Dimension
Linguistic Complexity
Language Forms and Conventions
Vocabulary Usage
Level 6 - Reaching Language that meets all criteria through Level 5, Bridging
At each grade, toward the end of a given level of English language proficiency, and with instructional support, English language learners will produce…
Level 5
Bridging
Level 4
Expanding
Level 3
Developing
Level 2
Emerging
Level 1
Entering
• Multiple, complex sentences
• Organized, cohesive, and coherent
expression of ideas
• A variety of grammatical structures matched
to purpose
• A broad range of sentence patterns
characteristic of particular content areas
• Technical and abstract content-area language,
including content-specific collocations
• Words and expressions with precise meaning
across content areas
• Short, expanded, and some complex
sentences
• Organized expression of ideas with
emerging cohesion
• A variety of grammatical structures
• Sentence patterns characteristic of particular
content areas
• Specific and some technical content-area
language
• Words and expressions with expressive
meaning through use of collocations and
idioms across content areas
• Short and some expanded sentences with
emerging complexity
• Expanded expression of one idea or
emerging expression of multiple related
ideas
• Repetitive grammatical structures with
occasional variation
• Sentence patterns across content areas
• Specific content language, including cognates
and expressions
• Words or expressions with multiple meanings
used across content areas
• Phrases or short sentences
• Emerging expression of ideas
• Formulaic grammatical structures
• Repetitive phrasal and sentence patterns
across content areas
• General content words and expressions
• Social and instructional words and
expressions across content areas
• Words, phrases, or chunks of language
• Single words used to represent ideas
• Phrase-level grammatical structures
• Phrasal patterns associated with common
social and instructional situations
• General content-related words
• Everyday social, instructional and some
content-related words
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Which English Language Proficiency Level?
Fill in the chart with example activities from your content and grade level. Using the WIDA
Performance Definitions, record the English language proficiency level a student would need to
perform each activity independently (as it is written). Discuss options for differentiating the
activity for students of various proficiency levels. There are a few listed as examples.
Classroom Activity
English
Language
Proficiency
Level
How might you differentiate this task for a more proficient student
and/or less proficient student?
Follow oral directions to create
a timeline
Give directions to another
classroom to a new student
Explain how to solve a multistep
math problem
List the steps in an experiment
Write a letter to a government
official requesting money for
school computers
Identify facts and opinions from
a grade level text
Complete a graphic organizer
based on oral text
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