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Bibliography Strategy 3 - Adapting Content and Instruction
English learners can succeed when lessons are designed with their language needs in mind. By adjusting how content is delivered and making it engaging and relevant to students’ lives, teachers help ensure all learners feel included, motivated, and challenged.
Comprehensible Input
This term was coined by Stephen Krashen, referring to language that is just slightly above a learner’s current level but still understandable due to context, visuals, gestures, or support. It helps students build new language skills without feeling overwhelmed.
Use clear and simple language that matches your students’ English levels.
- Speak slowly and clearly.
- Use pictures, gestures, and real objects to explain ideas.
- Repeat key words and check for understanding.
These strategies support curriculum goals outlined in the Ontario Language and ESL/ELD policies. They help students access grade level content while developing English skills.
Scaffolding
This is a teaching strategy in which the teacher provides support while students are learning something new. As students gain confidence and skill, the support is gradually reduced so they can complete the task independently.
Give students tools that help them understand new content.
- Use graphic organizers (e.g., charts, mind maps).
- Provide sentence starters and word banks.
- Pair student with helpful peers, based on ELL profiles and\or by ability, interest, or task.
Differentiated Activities
These activities include tasks that allow students to learn and demonstrate their understanding in different ways based on their language level, learning style, or interests. While the learning goal stays the same for everyone, the activity is adjusted to challenge each student according to individual needs and to provide the right amount support.
Offer different ways for students to learn and show what they know.
- Give choices in how they complete a task (draw, write, speak, act).
- Match tasks to students' language levels and learning styles.
- Include visuals, hands-on work, and group activities.
Flexible Grouping
This is a teaching strategy in which students are placed in pairs, in small groups, or as a whole class based on their needs, interests, learning styles, or language levels. The groups are changed regularly to give all students a chance to learn from and with different peers. It helps provide targeted support and encourages collaboration.
Group students in different ways depending on the activity.
- Use pairs, small groups, or whole-class instruction.
- Group by ability, interest, or task.
- Change groups often to keep learning fresh and balanced.
How this supports UDL:
Flexible grouping aligns with Universal Design for Learning by offering multiple ways for students to engage with learning, process information through peer interaction, and express their understanding in varied formats. It allows teachers to tailor the learning experience to meet diverse needs, promote equity, and support meaningful language development.
Tiered Assignments
These are tasks that have the same learning goal for all students but are designed at varying levels of difficulty based on students’ readiness, language ability, or learning needs.
Students work toward the same outcome but complete assignments that match their current skill level, ensuring challenge without frustration.
Give the same learning goal but adjust the difficulty.
- Provide easier or more advanced options based on student needs.
- Keep the expectations high while offering the right amount of support.
How this supports UDL:
Tiered assignments reflect Universal Design for Learning by offering students multiple pathways to success. They support students in engaging with content at an appropriate level of challenge. Moreover, they allow for different ways to access, process and demonstrate learning. This ensures that all students, including English learners, can participate meaningfully without feeling overwhelmed.
Content Modifications
This refers to changes made to how learning material is presented or accessed, without altering the learning goal itself. These modifications help English learners by simplifying instructions, breaking tasks into smaller steps, using visuals, or focusing on essential concepts while still keeping high expectations.
Simplify complex tasks without lowering the learning goal.
- Focus on the most important ideas.
- Break big tasks into small, clear steps.
- Provide checklists and clear instructions.
These modifications adjust how tasks are delivered, not what is being learned. In contrast, tiered assignments adjust the complexity of the task to match the student's level.
Make it Fun and Meaningful
Lessons should be enjoyable, engaging, and connected to real life. When learning feels relevant and rewarding, students are more motivated to participate and more likely to remember what they have learned. Learning is more powerful when students enjoy it.
Strategies for increasing engagement:
- Use games, interactive activities and real-life topics.
- Build in moments for success and confidence.
- Let students feel proud of what they accomplish.