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Mia Marques
Second Language Learning
February 2, 2022
Week 5: Differentiating Beginning and Intermediate ELLs’ writing
As their understanding of English evolves, the needs of an ELL change. English
Language Learners’ use of the language also changes as their understanding changes. To best
adapt to this, teachers can differentiate their instruction and assessment between beginning and
intermediate ELL writers. Teachers can differentiate the product, content, or learning
environment of the lesson. Teachers can also differentiate the assessments for students. These
levels of ELLs are vastly different and thus need different assessments as well.
Students who are learning any new language do so in parts. Beginner ELLs in writing
typically need assistance with developing their fluency in writing as well as creating ideas to
write about. Alternately, intermediate ELLs are typically much more comfortable with this, but
need more assistance with grammar and form (Peregoy and Boyle, 2017). When there is more
than one level of ELLs in a classroom, there are some ways that a teacher can differentiate
instruction. A teacher can differentiate the product a student produces during the writing activity.
In a classroom, this might look like having the beginner ELLs write to describe something and
having the intermediate students write about the process of something. For example, a teacher
can have the beginner students write about a photo of a beach scene and using descriptive words
and phrases as the main focus of the lesson. To differentiate this for the intermediate students, a
teacher can post the same photo but instruct the students to write about the process of preparing
for a beach day. Using these differences, the students can all work on writing about the beach but
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Mia Marques
Second Language Learning
February 2, 2022
can also strengthen the skills at their level. This creates a cohesive lesson that allows everybody
in the classroom to work together.
Another part of differentiating instruction for ELLs in a writing activity is to differentiate
the content that they learn in the day’s lesson. Differentiating the content between beginner ELLs
and intermediate ELLs can help eliminate any instances where one group is relearning
information below their comprehension level, or one group is learning information far beyond
their comprehension level. In a classroom this might look like a teacher breaking the class into
two groups. They might begin by working with the beginner group for a portion of the class to
go over the day’s new lesson while the intermediate-level students work on a review or warm up.
After some time, the teacher may send the beginners back to their desks to practice writing and
work with the intermediate students. While going over the lesson with the intermediate students,
the beginner students will get the chance to attempt their writing assignment without the
teacher’s help. After the intermediate students’ lesson, the teacher may go back to their desk and
allow students from either group to come up and ask questions or circle the class and ask of
anybody needs help. This model allows for students to have time working in a whole class
setting, a smaller group setting, and an independent setting. In addition, this model allows the
teacher have time to work with both groups and have time to assist students individually.
Lastly, the teacher can differentiate the learning environment. To do this, the teacher can
allow students to work independently or in a small group (no more than three) quietly. Allowing
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Mia Marques
Second Language Learning
February 2, 2022
the option to work in conjunction with peers can create a more comfortable space for ELLs as
well as allow for student-centered learning. In addition, a teacher can allow an intermediate
student to help a beginner student if they are done.
As for assessments, there are options for how to best assess each one. One way to assess
the groups is to use informal assessments and analyze student work. When using this method,
comparing the student’s work to those in their group or against their past work to analyze
progress is a very strong indicator of their progress (Peregoy and Boyle, 2017). If any of the
students have accommodations, that is another differentiation to be made to their assessment.
In summation, teachers can differentiate the two groups’ products, content, or learning
environment to provide the best teaching experience possible. In addition, using student work to
best assess students’ progress and learning in the class is a great idea.
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Mia Marques
Second Language Learning
February 2, 2022
References
Peregoy, S. F., & Boyle, O. (2017). Chapter 7. In Reading, writing, and learning in ESL: A
resource book for teaching K-12 English learners (7th Edition). essay, Pearson.
Peregoy, S. F., & Boyle, O. (2017). Chapter 8. In Reading, writing, and learning in ESL: A
resource book for teaching K-12 English learners (7th Edition). essay, Pearson.