Differentiation Guide for Listening (6-8)
ACCESS 1 -Entering
CAN –DO
(Listening)
ACCESS 2- Beginning
ACCESS 3-Developing
ACCESS 4-Expanding
ACCESS -5
Bridging
Follow one-step oral
commands/instructions
Follow multi-step
directions/instructions
Categorize content-based
examples from oral directions
Identify main ideas and details
of oral discourse
Use oral information to
accomplish grade-level
tasks
Math social language to
visual/graphic Displays
Classify/sort contentrelated visuals per oral
descriptions
Match main idea of familiar text
read aloud to visuals
Complete content-related tasks
or assignments based on oral
discourse
Evaluate intent of speech
and act accordingly
Apply learning strategies to
new situations
Make inferences from
grade level text read
aloud
Role play, dramatize, or reenact scenarios from oral
reading
Discriminate among
multiple genres read
orally
Understands most social/general
language and increasing amounts
of academic language that is
supported visually or contextually
Comparable to gradelevel peers
Identify objects, people, or
places from oral
statements/questions using
gestures (e.g., pointing)
Sequence visuals per oral
directions
Use learning strategies
described orally
Identify everyday examples of
content-based concepts
described orally
Match instructional language
with visual representation (e.g.,
“Use a sharpened pencil)
Identify information on
charts or tables based on
oral statements
Student
Behaviors
Starts to process new language
(common words and phrases)
supported visually and/or
contextually; demonstrates
understanding through gestures
or actions; requires repetition
Recognizes and responds
to language heard often
Across all
Levels for
English
Language
Instruction
Create a welcoming classroom environment including artifacts, posters, alphabets, words, or pictures from the culture represented by each student.
Explicitly share content objectives and language objectives (how students will use language to achieve content objectives) with students daily in both oral and written form.
Differentiate instruction according to students’ language proficiency levels (matching differentiated assessment).
Teach students to the academic content standards set for all students.
Connect students’ prior knowledge, interests, and life experiences to instruction.
Bring the student’s home culture and language into the classroom, providing multicultural and take-home books in the students’ first languages.
Increase interaction through cooperative activities and heterogeneous grouping.
Encourage the development of literacy skills and proficiency in the student’s first language in order to facilitate English language acquisition.
Shorten and modify assignments without sacrificing higher order thinking
Use visual aids, pictures, clear and large print, realia, videos, computer-assisted instruction, gestures, modeling, and graphic organizers.
Demonstrate abstract concepts by first demonstrating application (e.g, experiment, manipulatives).
Provide explicit vocabulary instruction (general, academic, and content-specific words) for all ELLs.
Accompany oral directions with written directions for student reference.
Provide peer or cross-age tutoring.
Post models, word and concept walls (with pictorial support), and rubrics for student reference.
Associate oral language with
different time frames (e.g., past,
present, future)
Comprehends simple and
compound sentences,
particularly in social contexts;
ascertains main ideas of
conversations; attends to basic
grammatical features (e.g.,
plurals, tenses)
Instructional Strategies
Use manipulatives, realia, and other
visual aids for every lesson.
Use commands to teach receptive
language (Total Physical
Response).
Require physical response to check
comprehension.
Ask students to show/draw answers
to questions.
Ask “yes/no” questions.
Show/write key words after oral
presentation.
Accompany oral presentations with
print and other visual support.
Allow students to participate in
discussions by communicating
non-verbally and with single
words or memorized utterances.
Incorporate plenty of visual support
and scaffolding for readingrelated activities
Allow drawing and copying to serve
as writing.
Engage student in higher-order
thinking skills.
Focus on the student’s message
rather than on grammar, syntax,
or pronunciation.
Simplify language, paraphrase and
restate often, and model correct
usage.
Ensure that directions are
understood.
Increase wait time; do not force
reticent students to speak.
Provide age-appropriate, interesting
supplementary reading materials
with strong pictorial support.
Use manipulatives, realia, and
other visual aids for every
lesson.
Continue to expand receptive
language (Total Physical
Response).
Encourage all attempts to
respond.
Ask students questions that
require one/two words to
answer: Who? What?
Where? When? Which one?
Accompany oral presentations
with print and other visual
support.
Allow students to participate in
discussions by
communicating with single
words, phrases, or
memorized utterances.
Incorporate plenty of visual
support and scaffolding for
reading-related
Accept words or phrases for
writing assignments.
Engage student in higher-order
thinking skills.
Focus on the student’s message
rather than on grammar,
syntax, or pronunciation.
Simplify language, paraphrase
and restate often, and model
correct usage.
Ensure that directions are
understood.
Increase wait time; do not force
reticent students to speak.
Provide age-appropriate,
interesting supplementary
reading materials with strong
pictorial support.
Use manipulatives, realia, and
other visual aids for every
lesson.
Expand receptive language
through comprehensible
input (visual support is key).
Engage student in producing
language such as describing,
re-telling, comparing,
contrasting, defining,
summarizing, reporting.
Ask application questions: e.g.,
What do you do when…?
How do you react when…?
Elicit sentence-level speech.
Support students’ reading of
simplified text with visual
support and scaffolding.
Incorporate sentence-level
writing.
Engage student in higher-order
thinking skills.
Focus on the student’s message
rather than on grammar,
syntax, or pronunciation.
Simplify language, paraphrase
often and make sure
directions are understood.
Provide age-appropriate,
interesting supplementary
reading materials with strong
pictorial support.
Use manipulatives, realia, and
other visual aids for abstract or
unfamiliar content.
Develop cognitive academic
language: oral and written.
Introduce figurative language.
Ask “why” questions soliciting
opinion, judgment, prediction,
hypothesis, inference, creation.
Elicit extended speech.
Support students’ reading of
complex and grade-level text
with visual support and
scaffolding (students may still
struggle with grade-level text).
Assign grade-level writing tasks
but make allowances for level
of language proficiency (e.g.,
allow for language-related
errors/issues).
Engage student in higher-order
thinking skills.
Provide age-appropriate,
interesting supplementary reading
materials with strong pictorial
support.
Assign grade-level tasks.
Continue to develop
cognitive academic
language, both oral
and written.
Provide templates to
scaffold language to
appropriate academic
register.
Continue to ask “why”
questions soliciting
opinion, judgment,
prediction,
hypothesis, inference,
creation.
Engage student in
higher-order thinking
skills.
Adapted from Differentiation Guide for ELLS by Shelley Fairbairn, Ph.D. and Stephaney Jones-Vo, M.A. and The English Language Learner CAN DO Booklet by The WIDA Consortium
Differentiation Guide for Speaking (6-8)
ACCESS 1 -Entering
CAN –DO
(Speaking)
• Answer yes/no and choice
questions
• Begin to use general and
high frequency vocabulary
• Repeat words, short phrases,
memorized chunks
• Answer select WH-questions
(e.g., “who,”
“what,” “when,” “where”)
within context of lessons or
personal experiences
ACCESS 2- Beginning
ACCESS 3-Developing
• Convey content through
high frequency words/
phrases
• State big/main ideas of
classroom conversation
• Describe situations from
modeled sentences
• Describe routines and
everyday events
• Express everyday needs and
wants
• Communicate in social
situations
• Make requests
Begin to express time
through multiple tenses
• Retell/rephrase ideas from
speech
• Give brief oral content-based
presentations
• State opinions
• Connect ideas in discourse
using transitions (e.g.,
“but,” “then”)
• Use different registers inside
and outside of class
• State big/main ideas with
some supporting details
• Ask for clarification (e.g.,
self-monitor)
Begins to produce original
sentences, though errors are
likely to be frequent
ACCESS 4-Expanding
• Paraphrase and summarize
ideas presented orally
• Defend a point of view
• Explain outcomes
• Explain and compare
content-based concepts
• Connect ideas with
supporting details/evidence
ACCESS -5
Bridging
• Defend a point of view
and give reasons
• Use and explain
metaphors and similes
• Communicate with
fluency in social and
academic contexts
• Negotiate meaning in
group discussions
• Discuss and give
examples of abstract,
content-based ideas (e.g.,
democracy, justice)
• Substantiate opinions with
reasons and evidence
Student
Behaviors
Mostly silent; speaks or
repeats only individual words
or memorized utterances;
relies upon gestures to
communicate
Across all
Levels for
English
Language
Instruction
Create a welcoming classroom environment including artifacts, posters, alphabets, words, or pictures from the culture represented by each student.
Explicitly share content objectives and language objectives (how students will use language to achieve content objectives) with students daily in both oral and written form.
Differentiate instruction according to students’ language proficiency levels (matching differentiated assessment).
Teach students to the academic content standards set for all students.
Connect students’ prior knowledge, interests, and life experiences to instruction.
Bring the student’s home culture and language into the classroom, providing multicultural and take-home books in the students’ first languages.
Increase interaction through cooperative activities and heterogeneous grouping.
Encourage the development of literacy skills and proficiency in the student’s first language in order to facilitate English language acquisition.
Shorten and modify assignments without sacrificing higher order thinking
Use visual aids, pictures, clear and large print, realia, videos, computer-assisted instruction, gestures, modeling, and graphic organizers.
Demonstrate abstract concepts by first demonstrating application (e.g, experiment, manipulatives).
Provide explicit vocabulary instruction (general, academic, and content-specific words) for all ELLs.
Accompany oral directions with written directions for student reference.
Provide peer or cross-age tutoring.
Post models, word and concept walls (with pictorial support), and rubrics for student reference.
Uses short phrases,
memorized utterances, and
telegraphic speech
(incomplete sentences that
communicate complete
thoughts)
Produces speech to meet both
social and academic needs; errors
do not generally impede
understanding
Comparable to gradelevel peers
Adapted from Differentiation Guide for ELLS by Shelley Fairbairn, Ph.D. and Stephaney Jones-Vo, M.A. and The English Language Learner CAN DO Booklet by The WIDA Consortium
Instructional Strategies
Use manipulatives, realia, and other
visual aids for every lesson.
Use commands to teach receptive
language (Total Physical
Response).
Require physical response to check
comprehension.
Ask students to show/draw answers
to questions.
Ask “yes/no” questions.
Show/write key words after oral
presentation.
Accompany oral presentations with
print and other visual support.
Allow students to participate in
discussions by communicating
non-verbally and with single
words or memorized utterances.
Incorporate plenty of visual support
and scaffolding for readingrelated activities
Allow drawing and copying to serve
as writing.
Engage student in higher-order
thinking skills.
Focus on the student’s message
rather than on grammar, syntax,
or pronunciation.
Simplify language, paraphrase and
restate often, and model correct
usage.
Ensure that directions are
understood.
Increase wait time; do not force
reticent students to speak.
Provide age-appropriate, interesting
supplementary reading materials
with strong pictorial support.
Use manipulatives, realia, and
other visual aids for every
lesson.
Continue to expand receptive
language (Total Physical
Response).
Encourage all attempts to
respond.
Ask students questions that
require one/two words to
answer: Who? What?
Where? When? Which one?
Accompany oral presentations
with print and other visual
support.
Allow students to participate in
discussions by
communicating with single
words, phrases, or
memorized utterances.
Incorporate plenty of visual
support and scaffolding for
reading-related
Accept words or phrases for
writing assignments.
Engage student in higher-order
thinking skills.
Focus on the student’s message
rather than on grammar,
syntax, or pronunciation.
Simplify language, paraphrase
and restate often, and model
correct usage.
Ensure that directions are
understood.
Increase wait time; do not force
reticent students to speak.
Provide age-appropriate,
interesting supplementary
reading materials with strong
pictorial support.
Use manipulatives, realia, and
other visual aids for every
lesson.
Expand receptive language
through comprehensible
input (visual support is key).
Engage student in producing
language such as describing,
re-telling, comparing,
contrasting, defining,
summarizing, reporting.
Ask application questions: e.g.,
What do you do when…?
How do you react when…?
Elicit sentence-level speech.
Support students’ reading of
simplified text with visual
support and scaffolding.
Incorporate sentence-level
writing.
Engage student in higher-order
thinking skills.
Focus on the student’s message
rather than on grammar,
syntax, or pronunciation.
Simplify language, paraphrase
often and make sure
directions are understood.
Provide age-appropriate,
interesting supplementary
reading materials with strong
pictorial support.
Use manipulatives, realia, and
other visual aids for abstract or
unfamiliar content.
Develop cognitive academic
language: oral and written.
Introduce figurative language.
Ask “why” questions soliciting
opinion, judgment, prediction,
hypothesis, inference, creation.
Elicit extended speech.
Support students’ reading of
complex and grade-level text
with visual support and
scaffolding (students may still
struggle with grade-level text).
Assign grade-level writing tasks
but make allowances for level
of language proficiency (e.g.,
allow for language-related
errors/issues).
Engage student in higher-order
thinking skills.
Provide age-appropriate,
interesting supplementary reading
materials with strong pictorial
support.
Assign grade-level tasks.
Continue to develop
cognitive academic
language, both oral
and written.
Provide templates to
scaffold language to
appropriate academic
register.
Continue to ask “why”
questions soliciting
opinion, judgment,
prediction,
hypothesis, inference,
creation.
Engage student in
higher-order thinking
skills.
Adapted from Differentiation Guide for ELLS by Shelley Fairbairn, Ph.D. and Stephaney Jones-Vo, M.A. and The English Language Learner CAN DO Booklet by The WIDA Consortium
Differentiation Guide for Reading (6-8)
ACCESS 1 -Entering
ACCESS 2- Beginning
ACCESS 3-Developing
ACCESS 4-Expanding
ACCESS -5
Bridging
CAN –DO
(Reading)
• Associate letters with
sounds
and objects
• Match content–related
objects/pictures to words
• Identify common symbols,
signs, and words
• Recognize concepts of print
• Find single word responses
to
WH- questions (e.g., “who,”
“what,” “when,” “where”)
related to illustrated text
• Use picture dictionaries/
illustrated glossaries
• Sequence illustrated text of
fictional and non-fictional
events
• Locate main ideas in a
series of simple sentences
• Find information from text
structure (e.g., titles, graphs,
glossary)
• Follow text read aloud (e.g.,
tapes, teacher, pairedreadings)
• Sort/group pre-taught
words/phrases
• Use pre-taught vocabulary
(e.g., word banks) to
complete simple sentences
• Use L1 to support L2 (e.g.,
cognates)
• Use bilingual dictionaries
and glossaries
• Identify topic sentences,
main ideas, and details in
paragraphs
• Identify multiple meanings
of words in context (e.g.,
“cell,” “table”)
• Use context clues
• Make predictions based on
illustrated text
• Identify frequently used
affixes and root words to
make/extract meaning (e.g.,
“un-,” “re-,” “-ed”)
• Differentiate between fact
and opinion
• Answer questions about
explicit information in texts
• Use English dictionaries
and glossaries
• Order paragraphs
• Identify summaries of
passages
• Identify figurative language
(e.g., “dark as night”)
• Interpret adapted classics or
modified text
• Match cause to effect
• Identify specific language
of different genres and
informational texts
• Use an array of strategies
(e.g., skim and scan for
information)
• Differentiate and apply
multiple meanings of
words/
phrases
• Apply strategies to new
situations
• Infer meaning from
modified
grade-level text
• Critique material and
support argument
• Sort grade-level text by
genre
Student
Behaviors
Derives meaning from pictures
only; may begin to transfer first
language literacy skills if
supported with explicit
instruction (if not literate in the
first language, may begin to
recognize print)
Derives meaning primarily
from pictures; begins to
recognize letter/sound
correspondence; may
recognize words seen
often
Comprehends individual words
and simple sentences with
teacher/visual support; connects
text with prior knowledge
Successfully reads text on familiar
topics; continues to need
visual/contextual support to read
text on unfamiliar topics
Comparable to gradelevel peers
Across all
Levels for
English
Language
Instruction
Create a welcoming classroom environment including artifacts, posters, alphabets, words, or pictures from the culture represented by each student.
Explicitly share content objectives and language objectives (how students will use language to achieve content objectives) with students daily in both oral and written form.
Differentiate instruction according to students’ language proficiency levels (matching differentiated assessment).
Teach students to the academic content standards set for all students.
Connect students’ prior knowledge, interests, and life experiences to instruction.
Bring the student’s home culture and language into the classroom, providing multicultural and take-home books in the students’ first languages.
Increase interaction through cooperative activities and heterogeneous grouping.
Encourage the development of literacy skills and proficiency in the student’s first language in order to facilitate English language acquisition.
Adapted from Differentiation Guide for ELLS by Shelley Fairbairn, Ph.D. and Stephaney Jones-Vo, M.A. and The English Language Learner CAN DO Booklet by The WIDA Consortium
Shorten and modify assignments without sacrificing higher order thinking
Use visual aids, pictures, clear and large print, realia, videos, computer-assisted instruction, gestures, modeling, and graphic organizers.
Demonstrate abstract concepts by first demonstrating application (e.g, experiment, manipulatives).
Provide explicit vocabulary instruction (general, academic, and content-specific words) for all ELLs.
Accompany oral directions with written directions for student reference.
Provide peer or cross-age tutoring.
Post models, word and concept walls (with pictorial support), and rubrics for student reference.
Adapted from Differentiation Guide for ELLS by Shelley Fairbairn, Ph.D. and Stephaney Jones-Vo, M.A. and The English Language Learner CAN DO Booklet by The WIDA Consortium
Instructional Strategies
Use manipulatives, realia, and other
visual aids for every lesson.
Use commands to teach receptive
language (Total Physical
Response).
Require physical response to check
comprehension.
Ask students to show/draw answers
to questions.
Ask “yes/no” questions.
Show/write key words after oral
presentation.
Accompany oral presentations with
print and other visual support.
Allow students to participate in
discussions by communicating
non-verbally and with single
words or memorized utterances.
Incorporate plenty of visual support
and scaffolding for readingrelated activities
Allow drawing and copying to serve
as writing.
Engage student in higher-order
thinking skills.
Focus on the student’s message
rather than on grammar, syntax,
or pronunciation.
Simplify language, paraphrase and
restate often, and model correct
usage.
Ensure that directions are
understood.
Increase wait time; do not force
reticent students to speak.
Provide age-appropriate, interesting
supplementary reading materials
with strong pictorial support.
Use manipulatives, realia, and
other visual aids for every
lesson.
Continue to expand receptive
language (Total Physical
Response).
Encourage all attempts to
respond.
Ask students questions that
require one/two words to
answer: Who? What?
Where? When? Which one?
Accompany oral presentations
with print and other visual
support.
Allow students to participate in
discussions by
communicating with single
words, phrases, or
memorized utterances.
Incorporate plenty of visual
support and scaffolding for
reading-related
Accept words or phrases for
writing assignments.
Engage student in higher-order
thinking skills.
Focus on the student’s message
rather than on grammar,
syntax, or pronunciation.
Simplify language, paraphrase
and restate often, and model
correct usage.
Ensure that directions are
understood.
Increase wait time; do not force
reticent students to speak.
Provide age-appropriate,
interesting supplementary
reading materials with strong
pictorial support.
Use manipulatives, realia, and
other visual aids for every
lesson.
Expand receptive language
through comprehensible
input (visual support is key).
Engage student in producing
language such as describing,
re-telling, comparing,
contrasting, defining,
summarizing, reporting.
Ask application questions: e.g.,
What do you do when…?
How do you react when…?
Elicit sentence-level speech.
Support students’ reading of
simplified text with visual
support and scaffolding.
Incorporate sentence-level
writing.
Engage student in higher-order
thinking skills.
Focus on the student’s message
rather than on grammar,
syntax, or pronunciation.
Simplify language, paraphrase
often and make sure
directions are understood.
Provide age-appropriate,
interesting supplementary
reading materials with strong
pictorial support.
Use manipulatives, realia, and
other visual aids for abstract or
unfamiliar content.
Develop cognitive academic
language: oral and written.
Introduce figurative language.
Ask “why” questions soliciting
opinion, judgment, prediction,
hypothesis, inference, creation.
Elicit extended speech.
Support students’ reading of
complex and grade-level text
with visual support and
scaffolding (students may still
struggle with grade-level text).
Assign grade-level writing tasks
but make allowances for level
of language proficiency (e.g.,
allow for language-related
errors/issues).
Engage student in higher-order
thinking skills.
Provide age-appropriate,
interesting supplementary reading
materials with strong pictorial
support.
Assign grade-level tasks.
Continue to develop
cognitive academic
language, both oral
and written.
Provide templates to
scaffold language to
appropriate academic
register.
Continue to ask “why”
questions soliciting
opinion, judgment,
prediction,
hypothesis, inference,
creation.
Engage student in
higher-order thinking
skills.
Adapted from Differentiation Guide for ELLS by Shelley Fairbairn, Ph.D. and Stephaney Jones-Vo, M.A. and The English Language Learner CAN DO Booklet by The WIDA Consortium
Differentiation Guide for Writing (6-8)
ACCESS 1 -Entering
ACCESS 2- Beginning
ACCESS 3-Developing
ACCESS 4-Expanding
ACCESS -5
Bridging
CAN –DO
(Writing)
Draw content-related pictures
Produce high frequency
words
Label pictures and graphs
Create vocabulary/concept
cards
Generate lists from pre-taught
words/phrases and word
banks
Complete pattern
sentences
Extend “sentence starters”
with original ideas
Connect simple sentences
Complete graphic
organizers/forms with
personal information
Respond to yes/no, choice,
and some WH- questions
Student
Behaviors
Labels, draws, and copies to
demonstrate understanding
and express ideas of content
area standard.
Some use of native language
in writing.
Draws, copies, and begins
to write words and phrases
to demonstrate
understanding and express
ideas of content area
standard.
Produce short paragraphs
with main ideas and some
details
Create compound sentences
(with conjunctions)
Explain steps in problem
solving
Compare/contrast
information, events,
characters
Give opinions, preferences,
and reactions along with
reasons
Engages in sentence-level
production, relying on
developed BICS vocabulary
and explicitly taught CALP
vocabulary of content area
standard.
Create multiple paragraph
essay
Justify ideas
Produce content related reports
Use details/examples to
support ideas
Use transition words to create
cohesive passages
Compose
intro/body/conclusion
Paraphrase or summarize text
Take notes
Create expository text
to explain
graphs/charts
Produce research
reports using multiple
resources/citations
Begin using analogies
Critique literary essays
or articles
Writes paragraph-level text for
both social and academic
purposes; errors do not
generally impede meaning of
content area standard.
Comparable to gradelevel peers
Across all
Levels for
English
Language
Instruction
Create a welcoming classroom environment including artifacts, posters, alphabets, words, or pictures from the culture represented by each student.
Explicitly share content objectives and language objectives (how students will use language to achieve content objectives) with students daily in both oral and written form.
Differentiate instruction according to students’ language proficiency levels (matching differentiated assessment).
Teach students to the academic content standards set for all students.
Connect students’ prior knowledge, interests, and life experiences to instruction.
Bring the student’s home culture and language into the classroom, providing multicultural and take-home books in the students’ first languages.
Increase interaction through cooperative activities and heterogeneous grouping.
Encourage the development of literacy skills and proficiency in the student’s first language in order to facilitate English language acquisition.
Shorten and modify assignments without sacrificing higher order thinking
Use visual aids, pictures, clear and large print, realia, videos, computer-assisted instruction, gestures, modeling, and graphic organizers.
Demonstrate abstract concepts by first demonstrating application (e.g, experiment, manipulatives).
Provide explicit vocabulary instruction (general, academic, and content-specific words) for all ELLs.
Accompany oral directions with written directions for student reference.
Provide peer or cross-age tutoring.
Post models, word and concept walls (with pictorial support), and rubrics for student reference.
Adapted from Differentiation Guide for ELLS by Shelley Fairbairn, Ph.D. and Stephaney Jones-Vo, M.A. and The English Language Learner CAN DO Booklet by The WIDA Consortium
Instructional Strategies
Use manipulatives, realia, and other
visual aids for every lesson.
Use commands to teach receptive
language (Total Physical
Response).
Require physical response to check
comprehension.
Ask students to show/draw answers
to questions.
Ask “yes/no” questions.
Show/write key words after oral
presentation.
Accompany oral presentations with
print and other visual support.
Allow students to participate in
discussions by communicating
non-verbally and with single
words or memorized utterances.
Incorporate plenty of visual support
and scaffolding for readingrelated activities
Allow drawing and copying to serve
as writing.
Engage student in higher-order
thinking skills.
Focus on the student’s message
rather than on grammar, syntax,
or pronunciation.
Simplify language, paraphrase and
restate often, and model correct
usage.
Ensure that directions are
understood.
Increase wait time; do not force
reticent students to speak.
Provide age-appropriate, interesting
supplementary reading materials
with strong pictorial support.
Use manipulatives, realia, and
other visual aids for every
lesson.
Continue to expand receptive
language (Total Physical
Response).
Encourage all attempts to
respond.
Ask students questions that
require one/two words to
answer: Who? What?
Where? When? Which one?
Accompany oral presentations
with print and other visual
support.
Allow students to participate in
discussions by
communicating with single
words, phrases, or
memorized utterances.
Incorporate plenty of visual
support and scaffolding for
reading-related
Accept words or phrases for
writing assignments.
Engage student in higher-order
thinking skills.
Focus on the student’s message
rather than on grammar,
syntax, or pronunciation.
Simplify language, paraphrase
and restate often, and model
correct usage.
Ensure that directions are
understood.
Increase wait time; do not force
reticent students to speak.
Provide age-appropriate,
interesting supplementary
reading materials with strong
pictorial support.
Use manipulatives, realia, and
other visual aids for every
lesson.
Expand receptive language
through comprehensible
input (visual support is key).
Engage student in producing
language such as describing,
re-telling, comparing,
contrasting, defining,
summarizing, reporting.
Ask application questions: e.g.,
What do you do when…?
How do you react when…?
Elicit sentence-level speech.
Support students’ reading of
simplified text with visual
support and scaffolding.
Incorporate sentence-level
writing.
Engage student in higher-order
thinking skills.
Focus on the student’s message
rather than on grammar,
syntax, or pronunciation.
Simplify language, paraphrase
often and make sure
directions are understood.
Provide age-appropriate,
interesting supplementary
reading materials with strong
pictorial support.
Use manipulatives, realia, and
other visual aids for abstract or
unfamiliar content.
Develop cognitive academic
language: oral and written.
Introduce figurative language.
Ask “why” questions soliciting
opinion, judgment, prediction,
hypothesis, inference, creation.
Elicit extended speech.
Support students’ reading of
complex and grade-level text
with visual support and
scaffolding (students may still
struggle with grade-level text).
Assign grade-level writing tasks
but make allowances for level
of language proficiency (e.g.,
allow for language-related
errors/issues).
Engage student in higher-order
thinking skills.
Provide age-appropriate,
interesting supplementary reading
materials with strong pictorial
support.
Assign grade-level tasks.
Continue to develop
cognitive academic
language, both oral
and written.
Provide templates to
scaffold language to
appropriate academic
register.
Continue to ask “why”
questions soliciting
opinion, judgment,
prediction,
hypothesis, inference,
creation.
Engage student in
higher-order thinking
skills.
Adapted from Differentiation Guide for ELLS by Shelley Fairbairn, Ph.D. and Stephaney Jones-Vo, M.A. and The English Language Learner CAN DO Booklet by The WIDA Consortium