Selecting and Modifying Materials to Differentiate

Strategies for ELLs

There is something called Spontaneous Intervention, and we have all responded in this way to our students at some point. It is when we intervene without planning, because they reacted either academically or behaviorally without anticipation. We typically ask questions in anticipation of student response as a way of scaffolding or leading students into material. Teacher speech and spontaneous interventions have become the subject of increasing research to result in improved strategies in response to unpredictable student academic behaviors (Strickland, 2003).

According to Strickland et al. (2003), the classroom talk typically focuses on actions that are initiated, in response to something, or as an evaluation - IRE. This classroom talk can take the form of a question, a student response, or an evaluation of a student academic action or response. Here are some examples:

T: What did Scout believe happened to Mayella Ewell? (Initiation act).

S: That she was actually hurt by her father. (Response act).

T: Good, that’s right. (Evaluation act).

When initiated by the Teacher: It is typical, and also traditionally advisable, to invite students into the discussion whenever possible, either invite several students, or invite a few. What does this look like? Let's first think about what happens when a student responds incorrectly. It is usually tempting to call on someone else until the correct answer is given, or evaluate that they are wrong and move on. By clarifying students' thinking, or closing it down can lead into a trajectory of wrong answers or lack of sustained attention on the right answers. By breaking down and looking at the wrong answer, boosting the students' to troubleshoot, problem solve, and correct their own mistakes builds their capacity to think and learn independently or "spontaneously".

Solutions for ELLs:

1. Allow students opportunities to read and write in their own language in less difficult text at their independent or easy reading levels. Scaffold by chunking the text, or reading short pieces interspersed with questions, short discussions, or short written responses based on what they know in their own language.

2. Provide them with reading of cultural and personal interest to aid in both comprehension, vocabulary context, and word recognition. When possible, provide them with plenty of:

• Books at multiple reading levels.
• Uninterrupted reading time with opportunities to read in their own language.
• Themes that reflect their culture and background knowledge

3. Encourage participation by using predictable text and with small group discussions that share reading experiences and how they relate personally and culturally to those experiences.

4. Peer coaching throughout the writing process with a focus on communicating goals and trouble spots in their writing, with ample opportunity to edit, give, and receive feedback recursively.

5. Encourage students to write from what they know and feel passionately about; allow them to select their own topics.

References: Ganske, Kathy; Monroe, Joanne K., Strickland, Dorothy, S. Questions teachers ask about struggling readers and writers. Reading Teacher, Oct. 2003, Vol. 57, Issue 2.