Differentiation for ELLs in Mainstream Classes

This chapter presents thirty-fourth innovative and research-based instructional strategy [differentiation for English language learners (ELLs) in mainstream classes] which teachers can use to support all levels of ELLs. It describes this strategy by explaining what it is; why teachers like it; what research it supports, its common core connections, and its applications; and what could go wrong about it and its technology connections in more detail. Many schools are not able to have classes exclusively for ELL students. In those cases, ELLs are in mainstream classes—with or without an ELL co-teacher. This strategy provides a few general suggestions to mainstream teachers who have one or more ELLs placed in their classes. When teachers regularly check for understanding in the classroom, students become increasingly aware of monitoring their own understanding, which serves as a model of good study skills.