English | 4-6

Strategies for Differentiation: Limited English Proficient

Differentiation for students with:

Best used with these types
Strategy Name/Description Beginning Intermediate Advancing
of activities:
English Proficiency English Proficiency English Proficiency
Word Wall Include words and Sort words into relevant Require students to use  Incorporate content-
coordinating picture clues categories to better words from the Word Wall specific, academic
Organize relevant vocabulary
for visual support. Allow internalize vocabulary. in their writing and to refer vocabulary into speaking
words (content-based, academic
students to nonverbally act Promote structured and to the Word Wall to find and/or writing
vocabulary) and display
out words to help them appropriate discussion that correct spellings. Promote  May be used for either
alphabetically for reference and
process vocabulary without requires students to utilize structured and appropriate high-frequency words,
use in the classroom. The wall
having to speak. words from Word Wall in discussion that requires literature vocabulary or
must be reviewed and used by
Describe/define words on their verbal responses. students to utilize words content-specific
students on a routine basis, highly
Word Wall for students and Allow students to find from Word Wall in their vocabulary
interactive in its function.
have them point to correct words they encounter to an verbal responses. Allow  Language modalities
word. Word Walls may appropriate Word Wall. students to find words they supported: reading,
include multilingual encounter to an writing, speaking
translations in students’ L1 appropriate Word Wall. 
to support transfer of 
vocabulary into English.
Leveled Questions Use/include the following Use/include the following Use/include the following  Oral-language practice
question stems: question stems: question stems:  Syntax/sentence structure
Modify the way questions are
 Show me ___  What? questions  Why? questions support (questions vs.
posed to students based on their
 Which of these…  Where? questions  How? questions statements)
level of English-language
 Yes/no questions  When? questions  Require students to find  Language modalities
acquisition. In addition to
 Identifying questions  Offer choice (is it ____ or textual support if used for supported: reading,
adjusting the structure of the
(What is this?) ___?) reading comprehension writing, listening, speaking
question itself, it may also require
practice 
the use of gestures or visual
Expect nonverbal or one- Expect a few words or a 
support (pictures, realia, etc.).
word answers. simple sentence as a Expect longer and more
response, which may complex sentences, which
include grammatical errors. may still include some
grammatical errors.
Gallery Walk Allow students to work with Ensure questions are Consider grouping students  Develop oral language
their groups, listening to written in a format that is with stronger English- through structured
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 English | 4-6
Strategies for Differentiation: Limited English Proficient

Differentiation for students with:

Best used with these types
Strategy Name/Description Beginning Intermediate Advancing
of activities:
English Proficiency English Proficiency English Proficiency
Post large poster paper up around discussion and contributing comprehensible to students language skills with other student discussion
the classroom. Students work in when able. Additionally, lacking extensive English students to help support  Review key concepts
groups to move from one poster student responses can be proficiency. These students discussion. These students through peer interaction
to another, answering the recorded in illustrations as may be able to write may be able to write more  Language modalities
questions written on each of the opposed to written words. simpler written responses compete written responses supported: reading,
posters. Students spend a few and participate in the group and/or lead group writing, listening, speaking
minutes at each poster, discussing discussion. discussion. 
and responding to the questions, 
as well as other students’
responses.

Story Reenactment Include more props for Allow students to read Encourage students to read  Assess reading
greater level of context and stories at a lower reading stories at their reading comprehension
Students act out stories after they
comprehension support. level so they may better level, and then act out the  Sequencing practice
are heard or read, using language
Read stories to students so access the text. Include story using the academic  Language modalities
from the story and props to help
they do not have to read props to aid in student language they have just supported: reading,
provide context.
the stories yet themselves. comprehension. read. listening, speaking

Guided Reading Encourage students who Provide targeted feedback Once students have  Develop oral language and
are at the beginning stages specific to students’ reading developed fluency and basic comprehension through
Group students based on reading
of English-language needs. If students are reading comprehension in structured student
level and select a text that can be
acquisition to focus on struggling with vocabulary, English, support their interaction
comprehended with various
decoding; this is a necessary incorporate visuals to continued growth by having  Build reading
instructional supports. First,
first step towards reading support. If students are not them extend their comprehension with
encourage students to make
comprehension. Be sure to reading fluently, model for responses both orally and in targeted, individualized
predictions about what they will
provide visual support to them and/or point out writing. Build instructional support
read. Next, allow students to read
help students make errors and correct them. If comprehension through  Language modalities
aloud to themselves and coach
meaning out of what they students are having specific writing prompts and supported: reading,
them individually on their fluency
read. difficulty comprehending, targeted discussion writing, listening, speaking
and comprehension.
encourage students to refer questions. 
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 English | 4-6
Strategies for Differentiation: Limited English Proficient

Differentiation for students with:

Best used with these types
Strategy Name/Description Beginning Intermediate Advancing
of activities:
English Proficiency English Proficiency English Proficiency
to the text to find answers. 
Student Response Boards Allow students to work in Provide students with Offer immediate, corrective  Formatively assess student
pairs if they need more sentence frames and/or key feedback or prompting for understanding individually
Provide each student with a small
support or accept pictures vocabulary to help students students to encourage  Language modalities
whiteboard and marker with
as correct answers instead most clearly communicate further development of supported: reading,
which to respond. Pose questions
of written language. their ideas in writing. written answers. writing, listening
with students’ comprehension

level in mind and offer feedback.

Student Journals Allow students to reflect on Allow students to respond Encourage students to  Develop both writing skills
what they already know or using simple sentences and expand on their ideas and and metacognition
Each student writes (or dictates or
what they have recently consider providing some of incorporate content-specific (students thinking about
draws) to track new information
learned by drawing pictures the critical language vocabulary into their journal their own learning) as
and reflect on previous learning.
to demonstrate students would need to entry. Provide follow-up students self-asses and
The level of structure and support
understanding. Provide key complete their journal questions to help students reflect in writing on what
will vary based on students’ level
vocabulary for students to entry. Clarify in areas where further expand their they have learned
of English proficiency. Respond to
copy in their journal to students demonstrate a responses.  Language modalities
students in writing or conference
identify both old and new need for additional support. supported: reading,
with students as a way to expand
concepts. Allow students to speaking
upon the conversation, assess
dictate to you if necessary. 
students’ level of understanding,

and clarify any lingering questions.
Active Read-Aloud Help students who may not Break down difficult Expand students’  Build English
yet be verbal in English to vocabulary by rewriting vocabulary by rewriting comprehension with a
During a read-aloud, incorporate a
make meaning without complex passages and texts to incorporate new variety of scaffolds.
variety of supports to help
words. Providing pictures or explicitly defining new and terms not yet familiar to  Reinforce comprehension
students best comprehend the
realia for additional visual challenging vocabulary. students. Consider including strategies for students to
difficult text they are hearing.
support may help to build Paraphrasing is also a useful graphics such as Venn apply in other settings.
These extension supports can
on prior knowledge without strategy to use with diagrams or other  Language modalities
include visuals, realia,
the use of written or spoken students who have a organizers to help students supported: listening,
paraphrasing, rewriting,
language. Also consider developing English build on prior knowledge reading
illustrating, or physicalization. This
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 English | 4-6
Strategies for Differentiation: Limited English Proficient

Differentiation for students with:

Best used with these types
Strategy Name/Description Beginning Intermediate Advancing
of activities:
English Proficiency English Proficiency English Proficiency
does not have to be used only acting out certain parts of proficiency but may need and organize previously 
with fictional stories, but can also the story, since even simpler language used in learned information with 
be used with informational texts paraphrasing may still be order to best understand new knowledge.
being presented as a read-aloud. too complex for students to what they are hearing.
comprehend.
 Can be used with students of other ages to promote similar skills.
 Can be used in multiple content areas to promote similar skills.

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