In today’s general education classrooms, struggling ELLs are those who have difficulty meeting standards and expectations for academic achievement.More than ever before, there is a considerable urgency for teachers to use differentiated instruction to support second-language learning. Differentiated instruction for those struggling ELLs especially in the early primary grades should relate to those critical areas of language learning that teachers have already assessed.

The problem is that not many teachers are aware of the critical importance of assessment when it comes to customizing lesson plans to meet the needs of their struggling ELLs. Also, teachers don’t know how to differentiate instruction using the results of those assessments.

When teachers know the critical areas of their struggling ELLs in a general education setting, they are better able to provide a customized lesson plan that supports their language learning needs.

Wouldn’t you feel more at ease knowing that your struggling ELLs are on their way to reading and writing success?

In my special report, you’ll learn how early assessment can help with differentiating instruction to suit your struggling ELLs. You’ll also find out the steps involved in differentiating instruction using those assessment results. Check HERE to purchase my special report on “How to Use Assessment to Differentiate Instruction for Struggling ELLs.”

So what are you waiting for? Take control with your struggling ELLs today!

All students are different in terms of their achievement, ability, learning and cognitive styles as well as attitudes, pace of learning, personality and motivation.  Teachers need to cater to diverse learning needs.

The problems the teacher faces when teaching differentiated classes include how to plan lessons that can meet the needs of all the students from getting bored and the lower performing students from feeling that they are lost. How can the teacher do this without preparing materials for each level? What options are available to teachers?

Look at it like this: In order for students to feel engaged with the material you are teaching, they need to be challenged. And when students are engaged, they are motivated to learn.

In my special report  ”Teaching Tips on Differentiated Instruction,” you’ll receive important information about how differentiated instruction works and how you can use it in your classrooms. I’ll provide you with five steps to help you get started as well as additional lesson planning tips.

Please leave your name and email in the comment box if you would like to receive a FREE pdf file of this special teaching report. It’s my free gift to you to welcome in the New Year. Here’s to your teaching success!

As a new teacher, you’ll see various gaps in your students’ learning. These gaps become evident especially after you’ve marked a test. It becomes very clear to you then, that what you’ve previously taught, now needs to be refined. This is known as the process of adapting instruction. By continually adapting and refining instruction, you have a much higher chance of engaging students ALL the time.

New teachers usually learn by “hitting” or “missing.” Part of that hitting and missing is building a relationship with the class and part with matching the curriculum to meet the needs of the students. In assessment however, it’s crucial to refine instruction based on what students can actually do. Think of the curriculum of standards as a road map that will guide you at every point of the journey and see if you are on track.

Initially, the test results should show you the areas of weaknesses of your class. Then refine areas of instruction based on what students CAN do not what you THINK they can do. This is an important realization. If student X is only at the decoding stages of reading, you’ll need to adapt instruction so that s/he can finally decode and read with greater fluency.

So, how can you effectively implement the process of adapting instruction? Here are a few new teacher tips to help get you started:

1. Match areas of instruction to the curriculum that truly are necessary for what the students need right NOW.

If they are not up to par with early reading comprehension then work on decoding and vocabulary building. But remember: vocabulary building is an important part of reading instruction.

2.Use the first ten to fifteen minutes to provide main input for the entire class, then set aside time to provide additional examples (visual examples can be most effective) for your lower performing students that highlight the main skill builder. For example, if you are teaching an important reading comprehension skill like scanning, demonstrate using a highlighter, smart board or colored chalk examples of scanning.

3. Incorporate the principles of the three R’s in your lessons: review, repeat, recycle. All students need repeated opportunities to review a skill. It is not enough to assumed they’ve acquired it after the first few lessons. Find different and new ways to make vocabulary learning interesting especially for the lower performing students.

Make sure your next test incorporates ONLY the skills you have taught. Do NOT assess a skill students have not mastered. Assessing what you have taught is test validity and is an important criteria for adapting instruction.

If you have been adapting instruction in this general fashion, eventually, you should be able to pull all students up.

Pat yourself on the back for coming this far. Remember, you CAN take control in the classroom!