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Differentiated Assignment/Assessment Template

(Fairbairn & Jones-Vo, 2010)


Level 1
Language-based Expectations:

Level 2

Level 3

Level 4

Fully English Proficient


(Level 5 in Iowa)

Language-based Expectations:

Language-based Expectations:

Language-based Expectations:

Language-based Expectations:

Writing: Students will


write simple sentences
describing weather types.

Writing: Students will use


complex sentences to
describe weather types.
(Using more academic
language - errors may
obstruct meaning)

Writing: Students will use


compound sentences to
describe weather types.
(Using academic language
errors do not obstruct
meaning)

Writing: Students will


write a paragraph about
each weather type using
complex and compound
sentences.

Reading: Students
are actively engaged
and follow along
while I read aloud to
them.

Reading: Students
read books on
weather in order to
gain information.
They may have
trouble pacing and
self-correcting.

Reading: Students
read books on
weather in order to
gain information
They read at an
appropriate pace and
self correct the
majority of the time.

In their weather
dictionaries:
Writing: Students will
write a phrase or simple
sentence describing a
weather type.
Reading: Students
are actively engaged
and follow along
while I read aloud to
them.

Reading: Students
read books on
weather in order to
gain information
They read at an
appropriate pace and
self correct when
they make errors.

Standards-based Content/Topic (from the curriculum):

Iowa Core S.35.ES.4


Essential Concept and/or Skill: Understand and apply knowledge of weather and weather patterns.
Iowa Core RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate
understanding of the text.
Iowa Core W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Source: Fairbairn, S., & Jones-Vo, S. (2010). Differentiating instruction and assessment for English language learners: A guide for K-12 teachers.
Philadelphia: Caslon Publishing.

ELP Standard 2-3.5:


An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems
Scaffolding/Support:

Scaffolding/Support:

Scaffolding/Support:

Scaffolding/Support:

Scaffolding/Support:

Native language
dictionary
Resources in students
L1
Pictures
Videos
Audio Clips
Charts
Vocabulary Wall
Provide rubric
Varied grouping
strategies
Modeling
Hand gestures
One on one work with
the teacher
Chart on
comparatives,
superlatives and
signal words
Chart on description
words

All of level 1
supports plus:
Sentence frames
Sentence starters
Model filling in these
sentence
frames/starters with
simple sentences

All of level 1 and 2


supports plus:
Model filling in the
sentence
frames/starters using
complex sentences

All of level 1, 2,
and 3 supports
plus:
Model filling in the
sentences
frames/starters using
compound sentences

All of level 1, 2, 3,
4 and 5 supports.

Source: Fairbairn, S., & Jones-Vo, S. (2010). Differentiating instruction and assessment for English language learners: A guide for K-12 teachers.
Philadelphia: Caslon Publishing.