Literature Review Domain C 1

Running head: LITERATURE REVIEW DOMAIN C

Literature Review Domain C

Kayla Franklin
National University

Literature Review Domain C 2

Abstract
This is a literature review for Differentiated Instruction for English Language Learners:
Strategies for the Secondary English Teacher by Laura Baecher. The article includes multiple
options for differentiation and making content accessible for all students. The artifacts included
in this domain reflect the strategies I have used in my classroom.

Literature Review Domain C 3

Literature Review Domain C
This literature review is for Differentiated Instruction for English Language Learners:
Strategies for the Secondary English Teacher by Laura Baecher.
In the classroom one of the main goals teachers have is making the content material
available for students at varying levels of skill. Differentiation strategies are an important aspect
of teaching that teachers need to consistently apply for all students to have success. The
strategies are especially important for English Language Learners. Laura Baecher shares
differentiation strategies that maintain consistent whole-class learning objectives, while meeting
the needs of adolescents learning English as a new language (Baecher, 2011). When
implementing differentiation strategies it is very important to ensure that all students can benefit
from the strategies you implement.
Scaffolding is one of the most talked about strategies for differentiation. Scaffolding is
when a teacher makes connections and builds on what a student already understands.
Scaffolding practices activate students background knowledge, engage them in the learning
through pairing and grouping, and initiate independent work only after a model or guide has been
provided (Baecher, 2011). Kagan Learning strategies works with scaffolding and I often sue the
Think, Pair, and Share strategy in my classroom. This allows students a chance to review the
information, hear another students response and completely understand the material.
Another differentiation strategy is providing ELL students with alternative text or print. I
think providing ELL students with vocabulary words prior to the lesson can really help
strengthen the based before new information is introduced. The article suggests providing
students with a model on how to pronounce the new words and I think that would be very
beneficial. Some additional ideas for print modifications include:

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1.Selecting an abridged or adapted version of a text;
2.Providing a word bank or glossed text;
3.Re-writing the text in language at the students level;
4.Adding in visuals to illustrate text;
5.Using a graphic novel or comic book version of a text. (Baecher, 2011)
For TPE Domain C the focus is on providing lessons that are accessible for all students.
Some of the differentiation strategies discussed in the article would be very successful in a
Language Arts classroom. According to the Commission on Teacher Credentialing They
(candidates) are familiar with the philosophy, design, goals, and characteristics of programs for
English language development, including structured English immersion (2013). Teachers are
responsible for making the content accessible for all students and I think this article provides
great examples for how this can be accomplished.
For Domain C I have included a paper that shows different differentiation strategies for all
students. Many students are of average performance can be ignored. This paper provides
strategies to keep the high, middle, and low student actively involved in the classroom. The
strategies help keep students as active participants in their own educations.
The other artifact included is regarding vocabulary and how to integrate it into all lessons.
Students should have a strong foundation of vocabulary to be successful achieving the content
standards. I would use a variety of graphic organizers to help students understand the lesson.

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References
Baecher, L. (2011). Differentiated Instruction for English Language Learners: Strategies for the
Secondary English Teacher. Wisconsin English Journal.
Commission on Teacher Credentialing. (2013). California Teaching Performance Expectations.
CA.