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Differentiated Instruction
Topics Covered
A ll students are capable of and can benefit from learning a
second language. However, today’s students bring into the classroom
a wide range of needs, interests, motivations, home languages, and
literacy levels. This diversity presents heightened challenges to
both curriculum and instruction. It should be clearly acknowledged
that individual needs of some students require additional
specialized support. However, the goal of a comprehensive program
remains the provision of teaching all students to develop
proficiency in Spanish. All students should have access to a
communicative and culturally rich program in addition to whatever
specialized intervention may be required. Auténtico has been
developed especially to meet the diverse needs of students in
Spanish classrooms.
Success in Teaching All StudentsAll students are able to access
learning when teachers provide curriculum and instruction in ways
that allow all learners in the classroom to participate and achieve
the instructional and behavioral goals of general education, as
well as those of the core curriculum. Success is achieved in
classrooms that consistently and systematically integrate
instructional strategies that are responsive to the needs of all
learners with a special focus on students that need extra
help—students with learning difficulties, heritage speakers, and
students who are eligible for and receiving special education
services.
Effective Instructional StrategiesHere are general strategies
that deliver effective instruction for all learners in the Spanish
classroom.
• Clarify the objectives for a chapter. Students need to
understand theoutcomes for which they will be assessed.
• Success in Teaching All Students• Effective Instructional
Strategies• Teaching Today’s Students• Teaching Spanish to Students
with Learning Disabilities• Accommodating Instruction•
Accommodations for Students with Special Needs• Accommodation in
AUTÉNTICO• Heritage Speakers
Teaching Heritage Speakers
Teaching Heritage Speakers with Para hispanohablantes
Teaching Heritage Speakers with AUTÉNTICO 2• Teaching All
Students: Summary
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• Provide “thinking time” before students have to talk. You may
want to ask a question and then count to 10 before expecting a
response. If a student is struggling, state that you want him/her
to think about it, and indicate that you’ll be back for the
response in a minute. Move on to another student, and then return
to the student for his/her response.
• Write all assignments on the board. Assignments given both
verbally and visually are clearer to all students.
• Use visuals throughout the lesson. Present vocabulary
visually. Use charts to present grammar. Use video that provides
visual support (such as vocabulary words highlighted on the screen)
and grammar videos that visualize grammar patterns. Use graphic
organizers whenever possible. Connect communicative tasks to
photos, art, and realia.
• Assist in time management. When requiring students to complete
projects or long-term assignments, provide a calendar that breaks
down requirements by due dates. Many students experience
significant difficulties in self-managing the time needed to
complete complex projects.
• Build in opportunities for reteaching and practicing
vocabulary words and grammar. Students need many opportunities to
learn new concepts and need to practice in a variety of
formats.
• Build vocabulary skills by teaching the patterns of language.
Teach the meaning of prefixes, suffixes, and the role of cognates.
Point out connections between English, Spanish, and Latin.
• Work with students based on their strengths rather than their
weaknesses. Allow students to experience success by using their
strengths while working on areas of weakness.
• Consider alternative means for demonstrating understanding.
Think beyond the common modes of reading and writing. Students
could present information orally, create a poster or visual
representation of work, record their ideas on an audio file, or act
out their understanding.
• Have students begin all work in class. Prior to class
dismissal, check to ensure that each student has a good start and
understands what is expected.
• Assign work on Realize or create a class Web page. Homework
assignments could be posted and easily accessed by parents and
students outside of school hours.
Teaching Today’s Students The strategies presented on these
pages provide an overview of instructional strategies that are
effective with all learners. Today’s students need instruction that
enables them to see how learning is relevant, that helps them
organize their time and learning, that provides focus on what is
important (either within instructional materials or with classroom
activities), that provides multiple opportunities to learn
utilizing different modalities, and that assures students know what
is expected of them whether in the classroom or for homework.
“All students are capable of and can benefit from learning a
second language.”
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Differentiated Instruction
Teaching Spanish to Students with Learning Disabilities
There are many reasons why students may experience difficulties
in learning a second language. In general, these difficulties may
be characterized by the inability to spell or read well, problems
with auditory discrimination and in understanding auditory input,
and difficulty with abstract thinking. Research by Ganchow and
Sparks (1991) indicates that difficulties with one’s first language
are a major factor in foreign language learning difficulties.
It is not always evident which students will experience
difficulties with learning a second language. Many times these
students are bright and outgoing. They may have experienced reading
or spelling problems in elementary school, but they have learned to
compensate over time. Ask students what problems they may have
experienced with their first language, especially in the areas of
reading and dictation.
Accommodating InstructionStudents with learning disabilities can
develop a level of proficiency in a second language with some
modifications to instruction and testing. These learners benefit
from a highly structured approach that teaches new content in
context and in incremental amounts. Teach, practice, and assess
using multi-sensory strategies. Many students benefit when
instruction combines seeing, hearing, saying, and writing. For
example, a teacher would first show a visual of a word and say it
aloud. This is followed by using the new word in context. The
teacher then writes the word on the board. Students would say the
word aloud with the teacher. They then write it down and say it
aloud again. In subsequent days, many students benefit from
frequent reviews of learned auditory materials.
Accommodations for Students with Special Needs
Here are suggestions for instruction for students with special
needs. For additional support, see the Auténtico Alternate
Assessment Program.
Hearing impairments
• Help students comprehend oral information or instructions.
Provide written directions/materials and/or visual cues to support
what is presented orally. Face the students when speaking, repeat
as needed, and speak clearly. Seat these students in the front of
the classroom. Provide outlines of lectures or oral presentations.
Have another student take notes and make copies of notes available
to all students. Use the audio and video scripts on Realize. Turn
the close-caption feature on.
• Allow students to refer to their textbooks or to other written
materials during oral presentations.
• Limit background noises that may distract students. Avoid
seating these students where they may hear extraneous noise.
• Change listening activities and assessments to reading/writing
activities. In activities that require aural/oral skills, let
students demonstrate skills through alternative responses such as
writing.
• Provide access to the audio and video materials on Realize.
The eText provides pronunciation support, access to all Student
Edition listening activities, and access to the vocabulary and
grammar videos.
Visual perception problems
• Help students access information provided visually. Allow for
preferred seating in the front of the class, including providing
space for a guide dog, if necessary. Avoid seating students where
they will be distracted by extraneous auditory or visual stimuli.
Give students additional time to review visual input prior to an
oral or written task. Highlight important information by providing
key words, visuals, and simple outlines.
• Provide support for accessing printed information. Make sure
the print is easy to read. The readings should be designed to
maximize readability: easy-to-read font, layout, and design. Teach
reading strategies that highlight the visual aspects of a
selection: text organization, use of visuals, titles and headers,
and the use of color. Provide copies of reading selections with
additional support: underline key words/sentences/concepts or
magnify the text in duplication.
• Teach, practice, and assess using multi-sensory
strategies.
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ADHD/ADD
• Provide additional support that enables students to focus.
Present information in small “chunks.” This includes new content,
short instructions or directions, and shorter assignments, or break
assignments into steps. Limit extraneous auditory and visual
stimulation. Provide visual and written support for aural
instructions or input. Repeat and explain (again) as needed.
Provide outlines of oral presentations. Support readings with
strategies similar to those for students with visual perception
problems. Use graphic organizers.
• Verify that students “got it.” Check that students are looking
at you (eye contact) when providing oral instructions. Ask students
to repeat what you just told them. Move closer to students to
increase attention. Provide preferential seating that allows you to
monitor students’ focus and attention. Allow extra wait time when
students are responding.
• Provide a variety of different learning activities that reach
different learning styles. This will also allow for frequent
changes of activities within a class. Provide for hands-on
activities, vocabulary clip art, and grammar manipulatives.
• Use technology to provide interactive learning. These students
will benefit from using the online resources on Realize.
• Be predictable. Establish a daily routine for managing the
classroom and be consistent. Avoid surprises with these
students.
• Help students organize themselves and their learning. Ask
students to maintain notebooks that are organized by dividers.
Provide study guides, summary sheets, and organizers for daily or
weekly assignments.
Accommodation in AuténticoAuténtico 1 provides a wide range of
support for accommodating instruction.
STUDEnT EDITIon
Clean design and layout of pages
Visualized presentation of vocabulary
Step-by-step scaffolding of activities
Online vocabulary and grammar tutorials and extra practice
available on Realize
TEACHER’S EDITIon
Differentiated Instruction article
Differentiated Instruction suggestions
LEVELED VoCABULARy AnD GRAMMAR WoRKBooK: GUIDED PRACTICE
Vocabulary clip art to create flashcards
Focused vocabulary practice
Simplified grammar instruction
Answer Key in Teacher’s Resource Materials on Realize
ALTERnATE ASSESSMEnT PRoGRAM on REALIzE AnD TESTnAV
Additional suggestions for accommodating assessment for students
needing extra help
AuténticoTEXAS
AuténticoTEXAS
TEACHER’S EDITION
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Autentico DI TE 1Autentico DI TE 2Autentico DI TE 3Autentico DI
TE 4