Engaging in the Language Arts:
Exploring the Power of Language
Donna Ogle and James W. Beers
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Copyright © 2009 Pearson Allyn & Bacon
Engaging in the Language Arts:
Exploring the Power of Language
Donna Ogle and James W. Beers
Chapter 4: Supporting
Diverse Learners
Copyright © 2009 Pearson Allyn & Bacon
How Do We Define Diversity?

Language and Cultural
Diversity
 Diversity in Intellectual and
Personal Learning Preferences
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Howard Gardner
Myers-Briggs Personality Inventory,

Students with Language and
Learning Difficulties
 Socioeconomic Diversity


Fear of School
Gender Sensitivity
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How Do We Define Diversity?
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What Do You Need to Consider When
Teaching English Language Learners?

Supporting Students Who Are ELLs

Using Students’ First Language in the
Classroom

Bilingual and one-way immersion programs
Social and Academic Language
 Nonverbal Communication


Support for Teachers of English
Language Learners

WIDA Standards for ELLs
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What Do You Need to Consider When
Teaching English Language Learners?
Copyright © 2009 Pearson Allyn & Bacon
What Do You Need to Consider When
Teaching English Language Learners?

Instructing English Language
Learners
Sheltered Instruction
 Sheltered Instruction Observation Protocol
(SIOP)

Copyright © 2009 Pearson Allyn & Bacon
Copyright © 2009 Pearson Allyn & Bacon
What Do You Need to Consider When
Teaching English Language Learners?

Determining Language Development Needs
 Providing Opportunities for Language
Development
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Pacing and Wait Time
Encourage Student-to-Student Engagement
Partner Students Who Speak the Same Language
Think-Pair-Share
Say Something
Reading and Writing Buddies
Partner Reading
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How Does Diversity
Affect Your Classroom?

Mexican Immigrants
 New Formats for Communication
 Understanding the Cultures Represented in
Our Classrooms


Seek information about your students
Communicating the
Curriculum and
Pedagogy to Families


Curriculum night
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How Does Diversity
Affect Your Classroom?
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How Does Diversity
Affect Your Classroom?

Becoming Part of a School Planning Team
for Students with Special Needs

IDEA 2004

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Tier one: classroom instruction is modified with more
explicit directions and often with the instructional
sequences broken into small chunks.
Tier two: students are provided with small group
instruction that meets their specific skill and processing
needs.
Tier three: students receive individual instruction from
specialists rather than classroom teachers.
Copyright © 2009 Pearson Allyn & Bacon
How Can You
Differentiate Instruction?
Copyright © 2009 Pearson Allyn & Bacon
How Can You
Differentiate Instruction?

Defining Differentiation
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Content
Process
Product
Planning for Differentiation
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Whole class instruction
Guided small group instruction
Book clubs and discussion groups (student led)
Listening and viewing stations
Partner work for fluency and reading engagement
Centers and work stations
Inquiry and project-based teams
Individual inquiry
Reader’s theater and drama
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What Intellectual and Social Needs
Are Important to Consider?

Accommodating Multiple
Intelligences and Modes of
Expression
 Teaching to Multiple
Intelligences
 Teaching Students Who Are
Gifted
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