English Language Arts

Differentiated instruction through the lens of English language arts

Differentiated instruction is a key component of an effective language arts program. All students are expected to meet or exceed the grade-level expectations set forth in the California English-language arts content standards. Differentiated instruction aims to optimize learning opportunities and outcomes for all students by tailoring instruction to meet their current level of knowledge and prerequisite skills (Bickel, 1998; Bos & Vaughn, 2002; Simmons et al., 2002). Students with a wide range of learning needs can be expected in almost any classroom, and their needs are addressed in more detail in Chapter 7 Universal Access of the Reading/Language Arts Framework For California Public Schools.

What does differentiation look like in an English language arts classroom?

The Framework recommends that teachers utilize these strategies to establish successful instruction for all students:

1. Establish a safe and supportive environment in which the students are encouraged to talk and ask questions freely when they do not understand.
2. Use a wide variety of ways to explain a concept or assignment. When appropriate, the concept or assignment may be depicted in graphic or pictorial form, with manipulatives, or with real objects to accompany oral and written instructions.
3. Provide assistance in the specific and general vocabulary to be used for each lesson prior to the lesson, using reinforcement or additional practice afterward. Instructional resources and instruction should be monitored for ambiguities or language that would be confusing, such as idioms.
4. Set up tutoring situations that offer additional assistance. Tutoring by a qualified teacher is optimal. Peer or cross-age tutoring should be designed not to detract from the instructional time of either the tutor or tutee and should be supervised.
5. Extend the learning time by establishing a longer school day, weekend classes, and intersession or summer classes.
6. Enlist the help of parents at home when possible.
7. Establish special sessions to prepare students for unfamiliar testing situations.
8. Ask each student frequently to communicate his or her understanding of the concept or assignment. Students should be asked to verbalize or write down what they know, thereby providing immediate insight into their thinking and level of understanding. In addition, students should be encouraged to confer about each other’s understanding of the concept being taught and the class work or homework assignments, particularly if the students are not fully proficient in English.
9. Check frequently for understanding in a variety of ways. When a student does not understand, analyze why.
10. Allow students to demonstrate their understanding and abilities in a variety of ways while reinforcing modes of communication that will be used on standardized tests. (Excerpted from Reading/Language Arts Framework For California Public Schools, p. 228-29)

The Framework also cautions teachers that advanced students and those with learning difficulties in the language arts often require systematically planned differentiation to ensure that curriculum and instruction are appropriately challenging. The strategies for modification of curriculum and instruction for special education or at-risk students are similar to those used for advanced learners and can be considered variations along four dimensions: pacing, depth, complexity, and novelty.

Characteristics of the differentiated instruction component in an effective language arts program are as follows:

• Students with reading difficulties or disabilities are provided with opportunities for more intensive, systematic teaching and practice to learn the skills and strategies needed for meeting the standards. Those students with more intensive needs requiring special education services may need further instructional differentiation based on their individualized education programs.
• Teachers adapt learning contexts to stimulate and extend the proficiency of students who are advanced learners. Opportunities for acceleration and enrichment are provided.
• English learners develop proficiency in English and in the concepts and skills contained in the English–Language Arts Content Standards. Emphasis is placed on (1) instruction in reading and writing; and (2) simultaneous instruction in the acquisition of academic vocabulary and the phonological, morphological, and syntactical structures of English already understood by English speakers.
• Teachers adapt instruction for students with multiple needs (e.g., gifted English learners or students identified as gifted and eligible for special education services). 

Sample lessons

Response to Literature - Grade 2
In this lesson, differentiation is present in opportunities in which students connect their interests to their learning. Students start out by selecting a favorite text, then choose among options as a product or performance task to share their response.

Literature Response and Analysis: Tiered Activity - Grade 2
This interdisciplinary lesson matches a version of the activities to the learning needs of groups of students. Evaluation is likewise differentiated to identified groups of students.

Writing Lesson Segments - Grade 4
Focusing on written language conventions and writing strategies, this lesson outlines the phases of direct instruction used to scaffold the teaching of conjunctions to combine sentences.

Transition Words - Middle and High School
The purpose of this lesson is to teach abstract academic vocabulary by focusing on transition words in contexts familiar to students. Students apply their learning in writing activities.

Standards resources

California Department of Education California Content Standards
http://www.cde.ca.gov/be/st/ss/index.asp (outside link)
Content standards define the knowledge, concepts, and skills each student should acquire at each grade level.

California Department of Education Curriculum Frameworks
http://www.cde.ca.gov/ci/cr/cf/allfwks.asp (outside link)
Each of the frameworks outlines how instructional programs can be directed to meet the needs of providing students Universal Access.