- Elena is a 15 year old 10th grader. She is identified as an ELL with a CELDT level of 4 whose primary language is Spanish. She comes form a middle class family and has 2 older brothers, one of which also attends RBV, and a younger sister. Her parents are second generation immigrants and her family speaks a mixture of Spanish and English at home. Her parents are active on the schools PTSA. Elena does not read or write in Spanish. Her performance in school is good if not excellent. Her reading, writing and math skills are all at grade level. She does, however, excel in Art and Music classes and is a member of the school choir. She reports that her favorite spare time activities are dancing and singing. Elena is vivacious and outgoing, prefers to work in small groups as opposed to whole-class or individual activities. She easily gravitates to a leadership role in small group activities but does have a tendency to take the group off task.
Differentiation
Strategies for Elena With Respect to Content:
Provide advance
copies of lecture notes and outside resource references.
Vocabulary broken
into word parts and illustrated by total body response and graphical real-world
examples to facilitate comprehension.
Differentiation
Strategies for Elena With Respect to Process:
When planning group
work, place Elena in a group with a strong on-task leader to help her maintain
focus.
Differentiation
Strategies for Elena With Respect to Product:
Consideration of writing
skills and greater weight given to visual/graphical work vs. written work given
in assessment.
Task 14
- Ibram is 16 years old in the 11th grade. His CELDT level is 3 and his primary language is Arabic. His family immigrated fairly recently and he has been in the California school system for 3 years. He comes from an upper middle class family and is the youngest of three children. His oldest sibling, a brother, did not emigrate with his family and his older sister attends a local community college. His family speaks Arabic almost exclusively at home, primarily because, while his father is fluent in English, his mother speaks no English at all. Ibram enjoys sports, particularly soccer, but does not play on a school team. He gets very good grades; all A's but one B on his last report. His parents have high expectations for his schoolwork but offer little concrete support. Ibram is shy and tends to isolate. He reports that because of his language and cultural differences he does not feel that he fits in well in school.
Differentiation
Strategies for
Ibram With Respect to Content:
Provide advance
copies of lecture notes and outside resource references.
Vocabulary broken
into word parts and illustrated by total body response and graphical real-world
examples to facilitate comprehension.
Differentiation
Strategies for
Ibram With Respect to Process:
When planning group
work, place Elena in a group with a strong on-task leader to help her maintain
focus.
Differentiation
Strategies for
Ibram With Respect to Product:
Consideration of writing
skills and greater weight given to visual/graphical work vs. written work given
in assessment.
Task 15
- Maria is a 14 year old girl in the 9th grade and is identified as an ELL with a CELDT level of 3 and a primary language of Spanish. Her father is a first generation immigrant and her mother second generation. They speak mostly Spanish at home. She has one older sibling who also attends RBV. Her family is middle class to lower middle class. Her parents own and operate a small convenience/grocery store where Maria works after school and on weekends. Maria's CELDT score is much higher for reading than for writing and she reads extensively, preferring romantic and fantasy fiction. She enjoys sports and loves to play soccer but has little time to do so. Maria if quiet and shy but friendly. She works well in small groups but seldom takes on a leadership role, even when encouraged to do so.
Differentiation
Strategies for Maria With Respect to Content:
Provide advance
copies of lecture notes and outside resource references.
Vocabulary broken
into word parts and illustrated by total body response and graphical real-world
examples to facilitate comprehension
Differentiation
Strategies for Maria With Respect to Process:
When planning
group work, place Maria in a group with a strong and sympathetic mentor who can
be expected to have good mastery of the content and be able to communicate it
to her.
Encourage Maria
to complete homework in the school’s computer lab.
Differentiation
Strategies for Maria With Respect to Product:.
Consideration of
lagging writing skills and greater weight given to visual/graphical work vs.
written work given in assessment.
Task 16
- Alex is a 16-year-old boy in the eleventh grade. He had difficulty with the development of his early literacy skills, including the acquisition of sound/symbol relationships and word identification, demonstrated in both his reading and writing. In the second grade, Alex was identified as a student with specific learning disabilities. Since then, Alex has received special education support primarily in a resource room for language arts, while he is included in the general education curriculum. He is able to independently read text at a ninth grade level and continues to struggle with decoding words. Alex also has asthma for which he takes daily medication and occasionally needs to use an inhaler. He is a self-isolating person who does not readily join into whole-class conversations or contribute to group learning situations. His tendency is to sit alone at lunch and to be by himself during transitional time. There is no in-class support for this student.
Differentiation
Strategies for Alex With Respect to Content:
Provide advance
copies of lecture notes and outside resource references.
Provide references
for audio/visual instructional materials
Vocabulary broken
into word parts and illustrated by total body response and graphical real-world
examples to facilitate comprehension.
Differentiation
Strategies for Alex With Respect to Process:
When planning
group work, place Alex in a highly socially accepting group with a strong group
leader and at least one member who can be expected to master the content
relatively quickly.
Encourage Alex to
seek assistance with any difficulty from the rest of his group
Differentiation
Strategies for Alex With Respect to Product:
Additional time
given for formal in-class assessments.
Task 17
- Ross is a 15 year old boy in the tenth grade, identified as a student with ADHD in the fourth grade. He is the only child in an upper middle class family. Both parents are professional college graduates. They are members of the PTSA but find little time to participate actively. Ross is a highly visual learner and his school performance as measured by grades and test scores is uneven. Ross enjoys sports and plays on the school baseball team. He also enjoys playing his guitar. Ross prefers to work in small groups in class but is sometimes disruptive.
Differentiation
Strategies for Ross With Respect to Content:
Provide advance
copies of lecture notes and outside resource references.
Provide references
for audio/visual instructional materials
Differentiation
Strategies for Ross With Respect to Process:
Vocabulary broken
into word parts and illustrated by total body response and graphical real-world
examples to facilitate comprehension.
When planning
group work, place Ross in a group with at least one student who does not easily
get off task. When checking in with this
group, encourage Ross to take detailed notes on the group’s work so as to help
him maintain focus.
Differentiation
Strategies for Ross With Respect to Product:
Placed in a
low-distraction environment for formal in-class assessment
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