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Differentiating Assignment Template

Complete the Differentiated Assignment Template for your students. The key is to align teacher expectations for use with what students at particular ELP levels can do with language.

Publication: Differentiating Instruction and Assessment for English Language Learners: A Guide for K-12 Teachers, second edition

Topic: Professional Development

Specialty:  

Object(s): template



Differentiating Instruction and Assessment, presentation

The presentation from Rebecca Field.

Publication: Differentiating Instruction and Assessment for English Language Learners: A Guide for K-12 Teachers, second edition

Topic: Professional Development

Specialty:  

Object(s): Presentation



Differentiating Instruction and Assessment Rubric Layout

Differentiated rubrics require specific details rather than global descriptions. Rather than using more general holistic rubrics, teachers must break down each level into discrete and specific benchmarks. In so doing, teachers and students have a clear understanding of the overall expectations and student progress toward success.

Publication: Differentiating Instruction and Assessment for English Language Learners: A Guide for K-12 Teachers, second edition

Topic: Professional Development

Specialty:  

Object(s): Rubric



Example of Differentiated Writing Rubric

Table 3-2 is an example of a differentiated rubric designed for scoring or grading content-based writing. It is not meant to be a perfect representation of how to grade ELLs across ELP levels; rather, it is meant to provide insight and to serve as a starting place for teachers to develop their own differentiated rubrics. Readers may notice that some language-related criteria are either not graded at all for students at lower ELP levels or are graded more “gently.” For example, as a general rule, no Ds or Fs are issued to students at level 1 because their language development does not allow much production; there are databased reasons for not requiring level 1 or 2 students to produce grammatical work.

Publication: Differentiating Instruction and Assessment for English Language Learners: A Guide for K-12 Teachers, second edition

Topic: Professional Development

Specialty:  

Object(s): Rubric



Teacher Leadership Excerpt Chapter 1

One of the most effective ways to transform classrooms for multilingual learners, including English language learners (ELLs), is to prepare all teachers to differentiate instruction and assessment in ways that build on what these students can do with oral and written language. Teacher leadership offers the opportunity to build collective capacity in differentiating for multilingual learners through purposeful collaboration.

All teachers need to share responsibility for the multilingual learners in their classes, but their roles and responsibilities differ. General education teachers need to know how to differentiate content-area instruction and assessment by ELD levels so that ELLs have opportunities to learn in general education classes. ELD teachers need to know how to teach and assess language through content, and how to support their general education colleagues’ learning. As general education teachers assume responsibility for the ELLs in their classrooms, ELD teachers can take on more of a leadership and capacity-building role in the general education program.

Publication: Differentiating Instruction and Assessment for English Language Learners: A Guide for K-12 Teachers, second edition

Topic: Curriculum, Instruction, and Assessment

Specialty:  





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