Page 347 - KSPK ENGLISH LANGUAGE

10. Differentiation activities

Strategy 1: Differentiate by the type and amount of support you provide
a) Offering options, e.g. Is it sunny or is it rainy?
b) Saying first letter sound, e.g. It’s sss; It’s www.
c) Prompting with a mime.
d) Allowing a child to ask for help using Help please!

Use different types and amount of support for different children, depending on their needs, and provide
extra challenge for children who find tasks too easy.

Strategy 2: Differentiate by the outcome you expect from children
You may expect more language from some children, and less from others. The main principle here is
that you want every child to do or say something eventually, so that they feel successful.

Differentiate by outcome – allows children to respond to the new topic in different ways
a) By miming / pointing only.
b) By mouthing the new language (mouthing is imitating the movement of the mouth associated
with a word or words which is/are being learned).
c) By repeating the new language after or with you.
d) By using known language spontaneously.
e) By showing an interest in wanting to know more.

As you move through a topic expect children to use more English and to become more autonomous in
their use of English.

Strategy 3: Differentiate by the time you allow children to complete a task
Some children need longer than others to complete tasks, especially when table work is involved.
When it’s appropriate, give these children a little more time to finish, and provide extra tasks for fast
finishers.
a) Additional table work, e.g. embellishing their work or a different table activity.
b) Set up activity centres with different resources children associate with English, e.g.
flashcards, storybooks, puppets, games. Allow children to select an activity centre and play
for a while.

Strategy 4: Differentiate by supporting individual learning preferences and needs
When appropriate, you can support preferences by letting children make choices about what they do
and how they do it.
a) Provide two different table activities and children select which they want to do.
b) Provide choice in relation to which craft resources the child can use to complete an activity,
e.g. crayons, paint, collage.
c) Provide choice in relation to which song to sing or game to play during a lesson.
d) Provide choice in how children suggest mimes for new words or mimes to accompany songs
and rhymes.

Strategy 5: Differentiate by the types of question you ask
a) Weaker learners: Ask closed questions, (e.g. Is it sunny?) or limit their options (e.g. Is it
sunny or rainy?). This gives them a chance to produce accurate answers. As weaker
children grow in confidence and competence, you can ask them more open questions.
b) Stronger learners: Ask more open questions (e.g. What’s the weather like? Or What’s your
favourite weather?). This provides extra challenge.

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