Differentiated Instruction for ELL Students: A Practical Guide

The Core Principle: Adjust Language, Not Thinking

Every differentiation decision for an ELL student should start with this question: am I adjusting the language demand or the cognitive demand?

Adjusting language demand — appropriate:

• Providing a sentence frame for a writing task
• Offering a word bank of key vocabulary
• Using a simplified text alongside the grade-level text
• Allowing a graphic organizer instead of freeform notes

Adjusting cognitive demand — only when necessary and intentional:

• Reducing the number of concepts a student is expected to learn
• Assigning a task that assesses a lower-order skill
• Consistently excusing ELL students from higher-order tasks

The second category is sometimes necessary for newcomers at very early proficiency levels. It is never appropriate as a default response to the presence of an ELL student in your class.

Differentiation by ELP Level

ELP 1 — Entering:

• Maximum visual support for all content
• Nonverbal response options: pointing, drawing, sorting, matching
• Survival vocabulary and basic sentence frames
• Bilingual resources where available
• Oral responses accepted in place of written

ELP 2 — Emerging:

• Sentence frames with single blanks
• Word banks for all writing tasks
• Simplified texts with the same content as grade-level texts
• Partner work with a supportive peer
• Graphic organizers with frames inside each box

ELP 3 — Developing:

• Sentence starters (not full frames)
• Word banks for content-specific vocabulary only
• Grade-level texts with pre-taught vocabulary
• Structured discussion protocols
• Graphic organizers without frames

ELP 4 — Expanding:

• Minimal scaffolding for most tasks
• Academic vocabulary instruction focused on Tier 2
• Sentence frames only for complex academic tasks
• Increasing independence in extended writing

ELP 5 — Bridging:

• Scaffolding faded almost entirely
• Focus on academic register and complex syntax
• Peer feedback and revision processes
• Monitoring for academic language gaps that persist after near-proficiency

Tiered Assignments

Tiered assignments allow all students to work on the same content standard while the language demand is adjusted by proficiency level. The conceptual goal is identical across tiers.

Example — photosynthesis:

• Tier 1 (ELP 1–2): Label the parts of the photosynthesis diagram. Use the word bank.
• Tier 2 (ELP 3): Complete the graphic organizer: What goes in? What comes out? Why does it matter?
• Tier 3 (ELP 4–5): Write a paragraph explaining the process of photosynthesis. Use at least three vocabulary terms.
• Mainstream: Explain why photosynthesis is essential to the food chain. Use evidence from the text.

The concept is the same at every tier. The language demand increases. The cognitive demand stays constant.

Making Differentiation Manageable

Differentiating for ELL students at four or five proficiency levels while managing a class of 30 students is genuinely difficult. It does not require creating four entirely different lesson plans.

Design once, adjust the support: Create one lesson. Add sentence frames for ELP 1–2. Add a word bank. Create a simplified text version for beginning levels. These adjustments take 15–20 minutes per lesson once you have a system.

Use universal supports: Post sentence frames and vocabulary on the wall for all students. Provide graphic organizers to the whole class. These benefit ELL students specifically without requiring separate materials.

Lean on co-planning: If you have access to an ELD specialist, co-plan one lesson per unit. The specialist designs the language supports while you design the content.