19 Aug 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, trait
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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. Please read and follow. If you do not know how to do it, do not bid.
Understanding how to differentiate between different learning, linguistic, and cultural needs will increase teaching efficacy. Select reading texts to support diverse students in the English language arts classroom.
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 to each student. Rationalize your instructional choices, supported by one or more scholarly resources (which may include your text and the readings from this course).
Support your findings with 3-5 scholarly resources.
Differentiating for Diverse Students Chart
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Student: Carmen, Kindergarten |
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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 |
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Student: Eduardo, 2nd grade |
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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 |
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Student: Jade, 4th grade |
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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 |
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Student: Ines, 7th grade |
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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 |
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Student: Kent, 8th grade |
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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 |
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Text Selection and Rationale ELA Strategy or Activity and Rationale References |
© 2019. Grand Canyon University. All Rights Reserved.
© 2019. Grand Canyon University. All Rights Reserved.
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