Making a Difference

Language Arts, 
Grade 4 
Recognize how 
words and word 
combinations, 
such as word play, 
repetition and 
rhyme, in
fl
 uence or 
convey meaning.
Explore fun uses of 
language in picture 
books and poetry and 
practice playing with 
language in their own 
writing.
Complete some basic 
rhyme recognition 
activities; e.g., circle 
the rhyming words in a 
poem and then think of 
more rhyming words.
Science, Grade 8 
Select and integrate 
information from 
various print 
and electronic 
sources or from 
several parts of 
the same source; 
e.g., summarize 
information on a 
river basin.
Complete a written 
summary based on 
research in the library 
or computer laboratory.
Complete a cloze 
activity using facts 
from reading and 
their own science 
knowledge, then 
follow up by making 
a drawing or graphic 
representation of each 
fact.
Social Studies,
Grade 7
Recognize 
the positive 
and negative 
consequences of 
political decisions.
Complete a “cause-
and-effect graphic 
organizer.”
Paste ready-made basic 
text with pictures into 
a “cause-and-effect 
graphic organizer.”

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Chapter 9–English Language Learners (ELL)
150
Supports
English language learners bene
fi
t from a variety of supports in order to 
learn new skills and concepts. These same types of supports can be used in 
assessment situations to support English language learners and allow them to best 
demonstrate understanding. Examples of supports that can be used when learning 
new content include:
providing models
• 
adjusting language level of content
• 
providing study notes (with visuals)
• 
providing extra practice
• 
assigning a reader buddy or peer tutor.
• 
Supports that can be made to assignments and also used in assessment situations 
include:
adjusting the length of material or the types of questions to be answered
• 
providing extra time
• 
allowing for an oral or visual product versus a written product
• 
providing extra assistance to read the material.
• 
English language learners should be working toward the same learning outcomes 
as their same-aged peers; 
fi
nding ways to support this is a major goal of 
differentiated instruction. Consider the following ideas.