English | 10-12
Strategies for Differentiation: Limited English Proficient
Strategy Name/Description
Word Wall
Organize relevant vocabulary
words (content-based, academic
vocabulary) and display
alphabetically for reference and
use in the classroom. The wall
must be reviewed and used by
students on a routine basis, highly
interactive in its function.
Leveled Questions
Modify the way questions are
posed to students based on their
level of English-language
acquisition. In addition to
adjusting the structure of the
question itself, it may also require
the use of gestures or visual
support (pictures, realia, etc.).
Gallery Walk
Source: edCount, LLC
Differentiation for students with:
Beginning
Intermediate
Advancing
English Proficiency
English Proficiency
English Proficiency
Include words and
Sort words into relevant
Require students to use
coordinating picture clues
categories to better
words from the Word Wall
for visual support. Allow
internalize vocabulary.
in their writing and to refer
students to nonverbally act Promote structured and
to the Word Wall to find
out words to help them
appropriate discussion that correct spellings. Promote
process vocabulary without requires students to utilize
structured and appropriate
having to speak.
words from Word Wall in
discussion that requires
Describe/define words on
their verbal responses.
students to utilize words
Word Wall for students and Allow students to find
from Word Wall in their
have them point to correct
words they encounter to an verbal responses. Allow
word. Word Walls may
appropriate Word Wall.
students to find words they
include multilingual
encounter to an
translations in students’ L1
appropriate Word Wall.
to support transfer of
vocabulary into English.
Use/include the following
Use/include the following
Use/include the following
question stems:
question stems:
question stems:
 Show me ___
 What? questions
 Why? questions
 Which of these…
 Where? questions
 How? questions
 Yes/no questions
 When? questions
 Require students to find
textual support if used for
 Identifying questions
 Offer choice (is it ____ or
reading comprehension
(What is this?)
___?)
practice
Expect nonverbal or oneExpect a few words or a
Expect longer and more
word answers.
simple sentence as a
complex sentences, which
response, which may
include grammatical errors. may still include some
grammatical errors.
Allow students to work with Ensure questions are
Consider grouping students
Best used with these types
of activities:
 Incorporate content-
specific, academic
vocabulary into speaking
and/or writing
 May be used for either
high-frequency words,
literature vocabulary or
content-specific
vocabulary
 Language modalities
supported: reading,
writing, speaking


 Oral-language practice
 Syntax/sentence structure
support (questions vs.
statements)
 Language modalities
supported: reading,
writing, listening, speaking


 Develop oral language
1
English | 10-12
Strategies for Differentiation: Limited English Proficient
Strategy Name/Description
Post large poster paper up around
the classroom. Students work in
groups to move from one poster
to another, answering the
questions written on each of the
posters. Students spend a few
minutes at each poster, discussing
and responding to the questions,
as well as other students’
responses.
Graphic Organizers/Anchor Charts
Demonstrate and document
English-language concepts by
organizing information in a
particular way. Demonstrate
relationships between ideas by
creating flow charts, tables or
webs. Incorporate pictures and/or
illustrations when appropriate to
help support language
development. Consider posting
these charts throughout the room
and encourages students to use
for reference throughout class.
Cloze (Fill-in-the-Blank) Reading
Create cloze texts based on
Source: edCount, LLC
Beginning
English Proficiency
their groups, listening to
discussion and contributing
when able. Additionally,
student responses can be
recorded in illustrations as
opposed to written words.
Differentiation for students with:
Best used with these types
Intermediate
Advancing
of activities:
English Proficiency
English Proficiency
written in a format that is
with stronger Englishthrough structured
comprehensible to students language skills with other
student discussion
lacking extensive English
students to help support
 Review key concepts
proficiency. Students may
discussion. Students may be
through peer interaction
be able to write simpler
able to write more compete  Language modalities
written responses and
written responses and/or
supported: reading,
participate in the group
lead group discussion.
writing, listening, speaking
discussion.


Combine written language
with corresponding visuals
whenever possible.
Students who are in the
beginning stages of Englishlanguage acquisition will
need references to their
native language through
vocabulary or pictures to
help build background
knowledge.
Provide students with a text
that is at their reading level
and only remove vocabulary
Encourage students who
are in the process of
developing their Englishlanguage acquisition to
refer to and create their
own graphic organizers in
lieu of longer written
responses. Often, students
at this proficiency level do
not have enough written
English to express their
ideas in a formal written
paragraph, but may be able
to express their ideas and
demonstrate their
understanding through
graphic representation and
less written language.
Provide students with a text
that is at their reading level
and only remove vocabulary
Allow students to use
graphic organizers as a
starting point for more indepth writing assignments.
This will encourage students
to brainstorm ideas more
easily before taking on the
difficult task of formal
writing in English.
 Organize new language
concepts with minimal
written language
 Demonstrate
understanding of a topic
with less written language
 Language modalities
supported: reading,
writing


Provide students with a text
that is at their reading level
and only remove vocabulary
 Develop vocabulary and
decoding skills by using
context clues
2
English | 10-12
Strategies for Differentiation: Limited English Proficient
Strategy Name/Description
students’ reading levels. Provide a
word bank so that students have
words to which they may refer as
they complete the cloze text.
Words that are left out may be
targeted to reinforce vocabulary
or grammar that students are
working to master.
Student Response Boards
Provide each student with a small
whiteboard and marker with
which to respond. Pose questions
with students’ comprehension
level in mind and offer feedback.
Student Journals
Each student writes (or dictates or
draws) to track new information
and reflect on previous learning.
The level of structure and support
will vary based on students’ level
of English proficiency. Respond to
students in writing or conference
with students as a way to expand
upon the conversation, assess
students’ level of understanding,
and clarify any lingering questions.
Dictoglos
This activity allows students to
Source: edCount, LLC
Beginning
English Proficiency
that can be accessed
through context clues.
Include short texts and
more basic vocabulary, as
well as pictures for visual
support to help make
meaning.
Differentiation for students with:
Intermediate
Advancing
English Proficiency
English Proficiency
that can be accessed
that can be accessed
through context clues.
through context clues.
Provide a text that is
Extend the learning by
challenging but engaging,
asking for either written or
focusing not only on
verbal explanation of
vocabulary, but also on
answers to check for
grammatical concepts.
understanding.
Allow students to work in
pairs if they need more
support or accept pictures
as correct answers instead
of written language.
Provide students with
sentence frames and/or key
vocabulary to help students
most clearly communicate
their ideas in writing.
Allow students to reflect on
what they already know or
what they have recently
learned by drawing pictures
to demonstrate
understanding. Provide key
vocabulary for students to
copy in their journal to
identify both old and new
concepts. Allow students to
dictate to you if necessary.
Allow students to respond
using simple sentences and
consider providing some of
the critical language
students would need to
complete their journal
entry. Clarify in areas where
students demonstrate a
need for additional support.
If students only have a basic
level of English proficiency,
consider incorporating a
Once students have basic
literacy skills developed in
English, encourage them to
Best used with these types
of activities:
 Expand students’
knowledge of English
phonics and syntax
 Language modalities
supported: reading,
writing


Offer immediate, corrective  Formatively assess student
feedback or prompting for
understanding individually
students to encourage
 Language modalities
further development of
supported: reading,
written answers.
writing, listening


Encourage students to
 Develop both writing skills
expand on their ideas and
and metacognition
incorporate content-specific
(students thinking about
vocabulary into their journal
their own learning) as
entry. Provide follow-up
students self-asses and
questions to help students
reflect in writing on what
further expand their
they have learned
responses.
 Language modalities
supported: reading,
speaking


For students who have a
more advanced level of
English proficiency,
 Provide opportunities for
listening comprehension
practice through modeled
3
English | 10-12
Strategies for Differentiation: Limited English Proficient
Strategy Name/Description
Beginning
English Proficiency
cloze structure so they have
some language and context
provided as they listen.
Additionally, consider
grouping these students
with other student who are
more proficient. This will
provide guidance for the
activity.
Differentiation for students with:
Best used with these types
Intermediate
Advancing
of activities:
English Proficiency
English Proficiency
focus on the syntax and
encourage them to support
fluent reading
grammatical structure
other students during small-  Develop oral language
found in their writing
group work. Additionally,
through peer discussion
samples. Consider choosing extend the activity for them  Language modalities
writing that explicitly
by pointing out word
supported: listening,
emphasizes certain types of choice, historical context
speaking, writing
language to help reinforce
and its connection to

and target particular
language (i.e., how writing

linguistic structures.
styles have changed over
time).
practice their listeningcomprehension skills by listening
to fluent reading samples in
English. Students first listen
without writing anything; upon
subsequent readings of the text,
students work individually, then in
pairs, and finally in small groups,
to re-create the text. The activity
ends when students read their
final product aloud in small
groups.
 Can be used with students of other ages to promote similar skills.
 Can be used in multiple content areas to promote similar skills.
Source: edCount, LLC
4