ENGLISH SF 3 A & B

Mrs. Roberts wants to teach her students about persuasive writing in English language arts. To differentiate the content effectively, she should:

• Ask them to read a complex persuasive essay written for high school students

• Provide a bilingual glossary of key persuasive writing terms, along with a simplified example of a persuasive paragraph

• Require them to complete a persuasive essay immediately without any models

• Give them the same assignment as the native speakers without any modifications

Ms. Eve is teaching a lesson on persuasive writing techniques to a mixed-proficiency class. To differentiate the process for her students, she should:

• Ask all students to draft a full persuasive essay without any supports

• Offer ELs the option to brainstorm ideas in small groups, using graphic organizers

• Give ELs a list of persuasive techniques to memorize without additional guidance

• Provide only an oral lecture on persuasive writing techniques

Ms. Habagat is teaching her students about the sequence of events in the water cycle. Which graphic organizer would be most effective for this topic?

• Process Chart

• Sequence Chart

• Concept Map

• Cause and Effect Chart

Mr. Will is teaching a lesson on comparing and contrasting two characters from a novel. Which graphic organizer would best help his students organize their thoughts?

• Venn Diagram

• Timeline

• Fishbone Chart

• KWL Char

Mr. Diaz wants his English Learners to demonstrate their understanding of photosynthesis. To differentiate the product, he provides a range of options. Which of the following options would be least effective for an intermediate-level EL?

• Designing a visual infographic explaining each step of photosynthesis with simple captions

• Creating a comic strip that illustrates the steps of photosynthesis using both images and basic sentences

• Constructing a 3D model of photosynthesis with labeled parts and a short oral explanation

• Writing a multi-paragraph essay describing the process of photosynthesis

Ms. Simmons is teaching a lesson on historical events and wants her English Learners to show their understanding of a specific event. Which differentiated product would be the most effective option for intermediate ELs who are developing their narrative skills?

• Writing a timeline of events with brief, structured descriptions of each event

• Creating a detailed written essay describing the causes and outcomes of the event

• Recording a podcast episode about the event, using complex historical terminology

• Answering multiple-choice questions about the event on a quiz

Ms. Delgado is using the RAFT strategy to teach her students about historical figures. She wants her students to write from the perspective of a famous inventor explaining an invention to a modern-day audience. Which part of RAFT is represented by the "modern-day audience"?

• Role

• Audience

• Format

• Topic

Ms. Graham wants her students to use RAFT to demonstrate their understanding of the American Revolution. Which of the following options would best apply the RAFT strategy to this topic?

• Writing a biography of George Washington

• Writing as a British soldier explaining to Parliament why the colonies are rebelling in a journal entry

• Writing an essay summarizing the causes of the American Revolution

• Completing a timeline of key events in the American Revolution

In a science class, Mr. Parker implements cubing to help students understand the water cycle. If one side of the cube requires students to analyze the impact of pollution on the water cycle, which of the following tasks would best fulfill this requirement?

• Drawing a diagram of the water cycle

• Writing a personal reflection on their experiences with water conservation

• Creating a report discussing how pollution affects each stage of the water cycle

• Listing the stages of the water cycle

Which of the following best describes differentiating content in the context of teaching English Learners?

• Providing all students with the same textbook to ensure uniformity in learning.

• Adjusting the complexity of materials and resources to match students' language proficiency and background knowledge.

• Focusing solely on grammar and vocabulary instruction for all students.

• Assigning group work without considering the language needs of individual students.