Task 14: Differentiation Strategies for Elena:


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.
Elena is seated up near front lab team tables and during computer lab time make sure to seated near lower 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.
The lab team design in Biology class, encourages Elena to gain more confidence because she will feel comfortable in the other leadership roles besides presenting and having to speak in front of the class. She will not be called on as much as the other talkative and outgoing students, however she will need to be encouraged and supported when she does share anything in class.
Many opportunities to practice English language development is provided in all three subjects during the think-pair-share activities described in the lesson plans.