Accommodating esl students classroom

For example, in 2002, nearly 42% of students in Los Angeles Unified School District, the second largest district in the country, were classified as English language learners.The Institute of Education Sciences of the United States Department of Education defines English language learners (ELL) as: “Individuals who (1) were not born in the United States or whose native language is a language other than English; or (2) come from environments where a language other than English is dominant; or (3) are American Indians and Alaskan Natives and who come from environments where a language other than English has had a significant impact on their level of English proficiency; and who, by reason thereof, have sufficient difficulty speaking, reading, writing, or understanding the English language, to deny such individuals the opportunity to learn successfully in classrooms where the language of instruction is English or to participate fully in our society.” Today’s science teachers must be prepared to teach students whose first language is not English.

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And every student does not need to be taught individually; differentiating instruction is a matter of presenting the same task in different ways and at different levels, so that all students can approach it in their own ways" (Trujo, 2004).

To prepare for Halloween in your classroom, check out these Halloween classroom activities for fun new ways to sneak in some spooky lessons and ghoulish learning!

Take advantage of the season to teach foreshadowing, plot, or other literary analysis concepts. Have students practice identifying the elements of a plot by outlining their favorite scary or Halloween-themed movie (What is the inciting incident in Want students to practice using suspense, foreshadowing, or plot structure in their writing and Halloween classroom activities?

It is important to recognize that differentiated instruction is an approach to teaching, not simply a collection of strategies or activities.

Effective differentiation requires ongoing evaluation of students' needs and conscious attention to designing instructional activities and assessment to meet those needs.

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