Differentiation Strategies for Adolfo:

A) Name: Adolfo
B) Level/Label Intermediate English Language Learner
C) Student Information: Adolfo Lopez is a Mexican-American Intermediate English Language Learner in Tenth grade; he has a low socioeconomic status, and is an intermediate ELL. He lives with his single mother and has an older sister in college. Adolfo has been in the United States for 3 years. On Saturdays and Sundays he sells merchandise at the swap meet for his family’s business. His favorite classes are math and PE, and he enjoys doing ballet folklorico.
D) Adolfo hopes to go to college and major in Spanish and minor in math. His goal is to be a high school Spanish teacher or math teacher.
E) Adolfo is self-sufficient when it comes to completing homework tasks and he comes to after school tutoring when he is struggling with the material.

Differentiation Strategies

1) Support auditory instruction with handouts as well as the same information written on the white board. SDAIE strategies of objectives written on the board.
Speak slowly, distinctly, and write down key terms (new vocabulary from chapter 36). Provide Spanish version of Classroom Text book : CA Prentice Hall Biology and glossary in Spanish (primary language) during lecture. Increase wait time during discussion. Consistent routines during lab write up for Biology class. Outline provided during Biology lecture and for the whole unit to help with difficult concepts. Relate to prior knowledge during warm up and closing activities during lesson.
Graphic Organizers and coloring sheets provided to reinforce new vocabulary. Extra time offered before/after school for individual attention.
2) Students will work together in small groups, giving each student more opportunities to respond. Student will be paired with a higher level Spanish speaker ELD or reclassified incase clarification in Spanish is needed.
Aldolfo is seated up near front lab team tables and during computer lab time make sure to seat near paired higher level ELD student.
3) Lots of small discussions. An opportunity to grasp the information from peer resources. This also gives the student a chance to apply and check for comprehension, work on language skills, use new academic vocabulary, and ask for help if something was not understood.
Many opportunities to practice English language development is provided in all three subjects during the think-pair-share activities described in the lesson plans.