Differentiating For Diverse Students Chart

Maria Thompson

ELM 480

Professor Angie Robins

September 5, 2021

 

Utilizing differentiation strategies in the ELA classroom is vital in meeting the various needs of students and presents an opportunity to address individual personal interests, traits, and goals. Understanding how to differentiate for different learning, linguistic, and cultural needs will increase teaching efficacy. The goal of this assignment is to practice selecting reading texts to support diverse students in the English language arts classroom.

For this assignment, complete the “Differentiating for Diverse Students Chart,” appropriately selecting a reading text (fiction or non-fiction) for each student, and providing a 50-100 word rationale for each selection. The text should be engaging, culturally relevant, and selected based on the student’s unique learning needs.

In addition, in 100-150 words, describe a strategy or activity that utilizes the selected text to teach an ELA skill for each student. Rationalize your instructional choices, supported by one or more scholarly resource (which may include your text and the readings from this course).

Support your findings with 3-5 scholarly resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

 

 

 

Differentiating for Diverse Students Chart

Student: Carmen, Kindergarten
English Language Learner: No	Socioeconomic Status: Mid SES	Ethnicity: Native American/Pacific Islander	Gender: Female	IEP/504: No	Other: None	Reading Performance Level: At 1st grade level	Parental Involvement: Med
Text Selection and Rationale     ELA Strategy or Activity and Rationale     References
Student: Eduardo, 2nd grade
English Language Learner: Yes	Socioeconomic Status: Mid SES	Ethnicity: Hispanic	Gender: Male	IEP/504: No	Other: Tier 2 RTI for Reading	Reading Performance Level: One year below student’s 2nd grade level	Parental Involvement: Low
Text Selection and Rationale       ELA Strategy or Activity and Rationale           References
Student: Jade, 4th grade
English Language Learner: No	Socioeconomic Status: High SES	Ethnicity: African American	Gender: Female	IEP/504: No	Other: None	Reading Performance Level: At 4th grade level	Parental Involvement: High
Text Selection and Rationale     ELA Strategy or Activity and Rationale     References
Student: Ines, 7th grade
English Language Learner: No	Socioeconomic Status: Low SES	Ethnicity: Hispanic	Gender: Female	IEP/504: Learning Disabled	Other: Tier 2 RTI for Math	Reading Performance Level: One year below student’s 7th grade level	Parental Involvement: Low
Text Selection and Rationale     ELA Strategy or Activity and Rationale     References
Student: Kent, 8th grade
English Language Learner: No	Socioeconomic Status: High SES	Ethnicity: White	Gender: Male	IEP/504: Emotion-ally Disabled	Other: None	Reading Performance Level: At 8th grade level	Parental Involvement: Med
Text Selection and Rationale     ELA Strategy or Activity and Rationale     References

 

 

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© 2019. Grand Canyon University. All Rights Reserved.