Selecting and Modifying Materials to Differentiate
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3. Modification Examples for Grades 3-8
Struggling learners and English Language Learners benefit from additional scaffolding, and this is another way to modify modules when necessary to:
- Provide students with background information about the topic being studied
- Develop contextualized academic vocabulary
- Build deeper understanding by previewing material in native languages, or easier language, when possible and when necessary.
Struggling students benefit from interactive discussions in pairs, small groups, or the whole class. Discussions can be structured as:
- Brainstorm Concept Map – whole class
- Completing Graphic Organizers – small group, pair, or individual work with sharing
- Plus-Minus-Interesting – whole class, small group or pair work
- Round Robin Discussions – whole class or in groups
- Collaborative projects – whole class or in groups
- Small Group Interviews – Individual interactions with first-person sources
Building Academic Vocabulary
Pre-Reading Sentence Starters
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Select vocabulary related to the lesson or unit and create sentences which employ the word but require completion by the students.
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Use only speaking and listening skills initially to introduce and have students practice carefully selected academic vocabulary and sentences.
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Students employ higher order thinking skills in making “educated guesses” about what the words may mean.
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Reinforcement of academic vocabulary and sentences in written form can be introduced afterwards, via a variety of approaches .
Differentiation Options (this and other resources can be found in the Course Objectives | Research | Materials folder
