Indicator 12

In my most recent small group, we read a complex text (informational text about insects with domain-specific vocabulary requiring word analysis) for ELLs with varying abilties. To differentiate this text, we read text a below grade level, filled out a graphic organizer while we read, and used self-correction techniques to appropriately tackle the text. I chose these students for a variety of reasons. This text would be considered complex for them in its vocabulary as well as for comprehension as the text has a lot of information that it bombards the reader with. I wanted these students to have practical applications with certain skills that we had discussed prior to reading as these students could benefit from using and reinforcing strategies for independent fluent reading and tackling unfamiliar words, especially as ELLs.