Differentiation & Pacing

Differentiation Options for English Language Learners

DIFFERENTIATION OPTIONS CHART

Differentiation Strategies for Writing and Close Reading

Use this resource to explore and select options for differentiation and scaffolding in writing and close reading. It is important to remember that differentiating instruction is not “one size fits all.” Rather, it’s a dynamic process, based on the needs of students and demands of the content and curriculum. It is critical that teachers have an intimate understanding of each student’s needs in order to select appropriate differentiation strategies. This resource is part of the KIPP Wheatley Toolkit.

An important note for planning differentiation

Students who are multiple grade levels below in reading are often struggling in many areas of literacy. In order to close reading gaps, teachers need intimate knowledge of a student’s particular struggles and should consider:

What are all the areas in which this student is struggling?
What can I do to differentiate or scaffold for each area of need?
How will I know that my approach is working?

Differentiation Options Chart
CURRICULUM ASPECT	STRATEGY TO CONSIDER	FUNCTION OF THE STRATEGY
Independent Reading of Complex Text	Pre-read text, or read an additional text on same topic or theme	supports vocabulary development literal comprehension of complex text vocabulary development fluency literal comprehension of complex text scaffolds abstract ideas/concepts is useful when text is multiple grades above reading level
	Pre-teach critical vocabulary
	Chunk text (identify shorter excerpts but keep objective constant)	supports fluency weak working memory (and attention/stamina)
	Buddy reading	builds motivation supports fluency learners whose comprehension improves when text is read and/or heard aloud (read aloud with fluent peer) oral language development
	Reformat texts to include embedded definitions or picture cues	supports vocabulary development English language learners scaffolds abstract ideas/concepts
	Provide structured overviews for some sections of text	supports weak working memory
	Teacher reads aloud to a small group (read aloud could also be provided via technology – purchased, teacher recorded, student recorded, etc.)	supports vocabulary development decoding fluency increased focus learners whose comprehension improves when text is read and/or heard aloud is useful when text is multiple grades above reading level
Answering Questions	Add literal level text-dependent questions before moving to higher levels of critical thinking	scaffolds abstract ideas/concepts is useful when students lack background knowledge on topic
	Tackle small sections at a time to provide small wins	supports slow readers easily overwhelmed readers aids in retaining information
	Provide additional modeling once students have tried the task Heterogeneous pairing (strategic partnerships) of students	aids in locating textual evidence
	Provide sentence stems or frames	supports task initiation aids in moving beyond literal phase of understanding
	Highlight key ideas or details in the text	aids in distinguishing key details from main ideas
	Modify graphic organizers to include picture cues or additional step-by-step directions	aids those lacking flexible thinking planning and prioritizing supports weak working memory English language learners
	Post directions & anchor charts	supports all students, especially visual learners
	Provide “hint cards” that give students more support with text-dependent questions	supports those easily overwhelmed unmotivated to read
	Indicate where students may find key information	aids locating textual evidence
Writing	Modify graphic organizers to include picture cues or additional step-by-step directions	aids those lacking flexible thinking supports weak working memory planning and prioritizing English language learners
	Provide sentence starters & sentence frames	supports task initiation aids in moving beyond literal phases of understanding
	Provide word banks Provide models of similar writing products but with different topics	supports vocabulary development supports inexperienced writers those lacking confidence all students
Collaborative Work	Monitor specific students more strategically (e.g. seating them closer to teacher)	promotes confidence supports short attention span English language learners
Collaborative Work	Provide & model structured roles for group members during discussion or inquiry based work	supports those students lacking successful experiences with collaboration provides opportunities for active engagement for all students

DIFFERENTIATION OPTIONS FOR ENGLISH LANGUAGE LEARNERS

Choose from the options below during Module Internalization and Planning to adjust module and lesson plans for English Language Learners. Emphasize the key principles of infusing lessons with oral language; limiting and simplifying language inputs; and supporting language with visual and/or kinesthetic symbols or markers.

A number of instructional routines can be particularly useful for English Language Learners. A few examples include TALK FIRST, SENTENCE FRAMES, and WORD BANK.

Differentiation Options for ELL
Text Options	Reduce amount students read by one or more of the following methods: Choose texts to prioritize and texts to de-emphasize or delete Provide read alouds, including in students’ home language if available Synopsize sections of texts to support understanding of plot and content while reducing reading load Strategically choose small sections for students to read Narrow the amount of text students read while keeping the skill constant Create a foundation for reading by using one or more of these options: Engage in background knowledge building with realia, photographs, games, oral discourse Create anticipation guides such as the wide lens framework Engage in picture walks before reading Obtain versions of texts in students’ home language
Standards Options	De-emphasize or eliminate lessons on supporting standards Simplify standards to foundational standard (e.g., RL9 becomes RL2; RI8 becomes RI3) Identify academic language for explicit instruction and support
Focus Writing Tasks	Choose from these options to reduce the amount of writing students do: Adjust the tasks to shorten the quantity of writing students produce Incorporate labeled drawings, diagrams and storyboards Reduce the number of paragraphs and sentences required Incorporate oral reports, speeches, plays Eliminate one Focus Writing Task if necessary
Pacing Options	Create time for lessons focused on background knowledge and language support by choosing one or more of these options: Reduce number of texts read Reduce amount of time spent reading in lessons Reduce amount of each text that students read Eliminate lessons on supporting standards Utilize pause points Add time to modules for additional lessons by reducing number of modules
Reading Lesson Options	THROUGHOUT: Integrate accountable talk into every section of the lesson BEFORE THE LESSON: Preview text or topic Read a lower level text in the same topic ENGAGE: Use realia, photographs, games & oral discourse about the topic or skill, utilizing key vocabulary Create background knowledge as needed, including building in-text synopses Elicit connections to students’ home cultures READ FOR GIST: Emphasize this section of the lesson Provide time for picture walks, student retells and acting out, discussion Provide read-alouds. Reduce the amount of text that students read. PROVIDE DIRECT INSTRUCTION Prioritize clarity and brevity over modeling many nuanced steps Provide immediate time to practice the skill in a guided setting READ FOR DEEPER MEANING Strategically choose very focused sections of text for students to read Utilize partner work to support engagement and oral language Support oral rehearsal before writing EXIT TICKETS Provide sentence frames and/or a word bank and model how to use them Provide support for oral rehearsals before writing Consider adjustments to the task such as dictating a response; drawing and labeling; or shortening the amount of writing
Writing Lesson Options	ENGAGE: Use realia, photographs, games & oral discourse to introduce the task or skill Create background knowledge as needed Elicit and build connections to students’ home cultures and experience DIRECT INSTRUCTION Prioritize clarity and brevity over modeling many nuanced steps When appropriate, scaffold to a lower skill in the same standard (e.g., change a lesson on complex sentence construction to simple sentence construction; or change writing an introductory paragraph to an introductory sentence.) GUIDE PRACTICE: Pair students strategically &/or work with small group in guided setting Integrate oral rehearsal before writing Model how to use sentence frames and word banks Provide immediate feedback to ELL’s INDEPENDENT PRACTICE Work with small group to guide practice Integrate oral rehearsal with partners before writing Provide sentence frames and word banks CLOSE THE LESSON Provide opportunities for students to read their work to others

LESSON PACING AND ENGAGEMENT

Sometimes time is tighter than you expected: a task took longer or students needed unanticipated support or review. Other times you need to increase student engagement in order to maintain interest and keep the lesson moving. During Writing instruction, you may need to slow down or add lessons to give students sufficient time to draft and to practice skills and strategies for effective writing.

Likewise, since active readers are usually the strongest comprehenders, it is important to support engagement and personal connections with texts. Sometimes a text is dense, difficult, in an unfamiliar format, or targeting a distant-seeming topic. In those situations, it’s important to augment student engagement, especially in the first lessons for the text.

Below and on the next page are some pyramids to help you understand what can or should not change in a Wheatley lesson. After the pyramids are suggestions for ways to adjust a Wheatley lesson when you need to move a little more quickly or need to increase student engagement.

This Decision Pyramid provides guidance for adjusting lessons to accommodate pacing or differentiation needs. The lighter sections at the top of the pyramid represent those sections that are most open to adjustment. When adjusting, keep the goal of the section constant, i.e., feel free to change CONNECT questions to others that will relate better to your students, but keep the goal of promoting personal engagement with texts. Within Direct Instruction, keep the skill and the Thinking Steps constant, but vary the modeling as needed for your students with more or less scaffolding as warranted. The Lesson Objective and Exit Ticket should not change.

This Decision Pyramid provides guidance for adjusting writing lessons to accommodate pacing or differentiation needs. The lighter sections at the top of the pyramid represent those sections that are most open to adjustment. When adjusting, keep the goal of the section constant, i.e., feel free to change the opening in a way that is more aligned to your students’ prior knowledge and interests, but keep the goal of creating readiness for the day’s skill. Within Direct Instruction, keep the skill and the process constant, but vary the modeling as needed for your students with more or less scaffolding as warranted. Another recommended adjustment is to model within the same writing task students are working on, but changing the examples or specifics so that students learn from what you show but cannot directly copy it.

Other Pacing Suggestions

The table below shows some other ways to adjust pacing for engagement or other purposes.

Other Pacing
LESSON SECTION	TEACHER OPTIONS
Reading
Open the Lesson	Make it quick & engaging. Prioritize the CONNECT step. Omit or add prepared background activities (decide during Module Internalization if background knowledge is necessary and/or will increase engagement) Vocabulary: Omit Tier 2 / Tier 3 Vocabulary instruction. Define words during read aloud as drop-ins; don’t discuss. Only pre-teach high concept words that are essential to understanding but too complicated for drop-in definitions (e.g. government or slavery.) Make a word wall or anchor chart of important words for discussion & writing.
Skill Instruction	Ask students to retell the main reading-thinking steps. Refer them to an anchor chart for help. Choose only that language from the Teacher Modeling section that your students need to execute the skill. Omit the first bullet from each section of the Teacher Modeling when needing to streamline.
Read for Gist	Make sure each student or pair has a text and is actively reading or viewing the text. Prioritize reading and engaging with the text over TDQs. Use a routine such as Read and Retell, Read and React, or Read & Show. See Check the Gist in Engaging Ways and/or First Lesson for details. If students have a solid grasp of the gist, prioritize the Guided Reading framework question, which has an identifying (GR) label. Omit the bulleted progress monitoring questions in Read for Gist. Prioritize this section in the first lesson for any text.
Read for Deeper Meaning	Have partners reread the text using the skill or have them alternate sections of text. Use a collaborative routine to jigsaw or otherwise divide up the reading. See Collaborative Work and Discussion for ideas and details. Prioritize TDQs related to the learning objective (the lesson standard and skill). Answer these TDQs together orally, through sticky notes, or in a writing activity. Prioritize any Conceptual questions, which are tagged with (C). Prioritize the Guided Reading framework question, which has an identifying (GR) label.
Close the Lesson	Have students write the answer to the Exit Ticket outside lesson time, such as for homework. Prioritize the Focus Question discussion over other reflections. Prioritize the Guided Reading framework question. Collect young students’ Exit Ticket answers orally (yes, no, single word answers) or with a checkmark system.
Writing
Open the Lesson	Make it quick & engaging. Omit or add any background activities (decide during Module Internalization if background knowledge is necessary and will increase engagement). Frame lesson objective with the Transferable Takeaway.
Skill Instruction	Model skill concisely and clearly. Consider modeling the skill in the same writing task, but changing an aspect so that students can learn from but not copy your work. (For example, if students have 4 choices for examples,, model with one of those choices and leave them with just 3 choices.) Share a think-aloud of decisions you are making as you write. Create and include an anchor chart of writing-thinking steps. Students should be able to repeat the steps. Add lessons on grammar during pause points. Use pause points for students to complete any writing skill practice they were unable to finish in previous lessons.
Writing
Guided Practice	Provide students with a whiteboard or clipboard with paper for practice. If students’ Guide Practice work shows that they are ready, shorten Guided Practice and proceed to Independent Writing.
Independent Writing	Allow at least 15 minutes for this section. Reduce time spent in Guide Practice or other sections to prioritize Independent Writing. Allow students time for productive struggle. Conference with individuals during this time, or guide practice with those students who need more scaffolding.
Independent Writing	Have students share their writing with a partner or small group on a regular basis.

Differentiation & Pacing

Contents

DIFFERENTIATION OPTIONS CHART

Differentiation Options Chart

DIFFERENTIATION OPTIONS FOR ENGLISH LANGUAGE LEARNERS

Differentiation Options for ELL

LESSON PACING AND ENGAGEMENT

Other Pacing Suggestions

Other Pacing