Making a Difference

Spelling folders
Make and laminate individual folding cards. Inside each card, students write 
words they are having dif
fi
culty with, then practice with the “look-say-cover-
write-check” strategy.
Must spell lists
Have individualized “must spell” lists for each student. Posted on the desk, this 
list of eight to 10 high-frequency words are words that the student is responsible 
for spelling correctly in his or her daily writing. A must spell list might include a 
list of high-frequency words students tend to use in their writing, such as:
about are because 
been does 
felt from 
girl heard 
here 
just know 
like little looked 
make next now our said 
saw there they their write 
Best try
When English language learners ask how to spell a word, encourage them to 
give it their best try to spell the word on their own. This “best try” approach 
encourages ownership for learning and active problem solving. If the spelling 
attempt is incorrect, the best try allows the adult editor to see the approximate 
spelling and comment on the parts of the word that are correct. It also may give 
clues about the writer’s speci
fi
c spelling dif
fi
culties, and common patterns that are 
causing problems may become obvious. When giving the correct spelling, write it 
down and spell it out loud; 
e.g., student writes “ntelligent”
teacher writes “intelligent.”

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Part 2—Making a Difference
| 
Meeting diverse learning needs with differentiated instruction
167
Technology for learning
T
echnology for learning can provide English language learners with support in 
reading, writing, clarifying and interpreting written content, and enable them 
to better access content that is within their grade and language pro
fi
cency level 
range. When choosing and implementing technology, consider students current 
comfort and skill level with technology, and whether support may be needed.
Technology for Learning for English Language Learnerss
Multiple Means of