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Posted on October 12, 2015 12:45 am
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gyteMe
gyteMe
Reps: 90
Moving Ahead
While passing by an open door, you hear Jorge, a 4th grade ELL student, some sentences from a story that he wrote for homework using the week’s vocabulary terms. The teacher, Ms. Shoefit, has 24 students in her ELA class and 10 of those students are English learners. How can Ms. Shoefit balance trying to reach the goal of increasing the English of her ELL students while trying to move ahead with her regular students?
 
     
     
 
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Solution 1
Posted October 12, 2015 11:00 am

aNajem
aNajem
Reps: 79
I think when you have a range of students in your classroom, an efficient way to reach all of the students is small group activities. Group the students by what you want to achieve. This will allow you to differentiate the different activities for each group and focus on what that small group of students need. This will give you the opportunity to increase the skills needed by your ELL students and giving you the ability to move on with your regular ed. students.
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Morgan Zwissler
Morgan Zwissler
Reps: 81
Utilizing leveled readers as opposed to a basal reader and differentiating skill based activities are wonderful ways to meet the needs of students at all levels. Words Your Way is a differentiated spelling program that is worth checking out.
  Posted on: October 13, 2015 10:48 pm

aTeRaz
aTeRaz
Reps: 201
I think this information is helpful.
  Posted on: October 17, 2015 10:57 pm

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Solution 2
Posted October 14, 2015 2:13 pm

JoBeth Griffin
JoBeth Griffin
Reps: 76
Differentiated instruction with small groups would be an answer. You could also pair higher students with ELL students to practice vocabulary.
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Solution 3
Posted October 18, 2015 1:10 am

vaWety
vaWety
Reps: 82
The best way to reach all students is through guided reading groups. If the teacher breaks the class into groups of 4-5 students based on their reading levels, she can differentiate to meet each student's need.
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Solution 4
Posted February 25, 2018 1:19 pm

geSuNy
geSuNy
Reps: 205
Differentiate instruction is the key to Ms. Shoefit's dilemma. The ELL students can continue becoming proficient in English while still moving forward with the class. Students in 4th grade are working on finding the main idea and key details within a text. Ms. Shoefit's regular students will fill out a graphic organizer using complete sentences, and her ELL's will write the main idea in a complete sentence started by the teacher and draw pictures or two words describing the key details within the story. The Ell's can demonstrate their knowledge of theme and key details without being bogged down with having to write four complete sentences.
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