Ideal as a supplementary text for a variety of courses and as a guide for in-service teachers and for professional development settings, Teaching English Language Learners: 43 Strategies for Successful K–8 Classrooms provides teachers of all content areas with a broad, practical approach to teaching English language learners in the regular classroom setting.

Managing Differentiated Instructional Materials
Managing differentiated instructional materials

How do I organize all these different materials, like visuals and text at different reading levels?

—Middle School Teacher

How do I make differentiated materials available to students?

—Pre-Service, Secondary Teacher

Theory and/or Research Underlying the Strategy

Differences in learning styles, developmental levels, reading levels, and levels of proficiency in academic English require a variety of materials to make content accessible and to build academic language skills. Providing visuals, video, and graphic organizers builds comprehensibility of instruction for ELLs (Echevarria, Vogt, & Short, 2003; Krashen, 1981), which increases the likelihood that instruction will be meaningful to students with different learning styles. Providing text at different reading levels makes readings more accessible to ELLs and builds academic language (Nation, 2008; Schmitt, 2008).

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