Lesson 19
Language Assessment &
Differentiated Instruction
in Elementary Grades
WHAT IS LANGUAGE ASSESSMENT?
The systematic process of gathering information about a
student's language proficiency and progress across various
domains.
Core Purposes:
Diagnostic: Pinpointing specific strengths and areas for
growth.
Formative: Guiding daily instruction and providing ongoing
feedback.
Summative: Evaluating overall learning at the end of a unit or
period.
Placement: Determining appropriate learning support or
A HOLISTIC VIEW: ASSESSING ALL LANGUAGE
DOMAINS
For Comprehensive Understanding, We Assess:
1. Listening: Comprehending spoken language (e.g.,
following multi-step directions, understanding stories).
2. Speaking: Producing spoken language (e.g.,
participating in discussions, explaining ideas clearly).
3. Reading: Decoding, fluency, and comprehending
written text (e.g., identifying main idea, making
inferences).
4. Writing: Expressing ideas clearly and coherently in
written form (e.g., structuring narratives, using
* TYPES OF LANGUAGE ASSESSMENT: FORMAL &
INFORMAL
1. Formal Assessments: (Often standardized, used for large-scale
data)
• Standardized Language Proficiency Tests (e.g., WIDA ACCESS)
• District-level Benchmark Assessments
• Diagnostic Screeners (e.g., DIBELS, specific phonics inventories)
2. Informal Assessments: (Daily, ongoing, highly informative for
instruction)
• Observation: Noting student participation, understanding, and
challenges.
• Checklists & Rubrics: Evaluating specific skills in speaking or writing.
• Anecdotal Records: Brief notes on student behaviors or progress.
• Student Work Samples: Analyzing writing, journals, projects.
• One-on-One Conferences: Quick conversations to gauge
THE VITAL LINK: ASSESSMENT
How AssessmentINFORMS DI
Drives Differentiation:
• Assess: Gather data on student language proficiency and
needs.
• Analyze: Interpret the assessment data to identify patterns
and specific gaps.
• Plan: Design lessons and activities based on the identified
needs.
• Differentiate: Adapt content, process, and product to
meet individual learners.
• Implement: Teach using the planned, differentiated
strategies.
• Re-assess: Monitor student progress and adjust instruction
UNDERSTANDING DIFFERENTIATED
Core Idea: Responding to the diverse needs of individual
INSTRUCTION
learners in the classroom.
Why Differentiate?
• Students have varied readiness levels (what they
already know).
• They possess different interests (what motivates
them).
• They have unique learning profiles (how they learn
best).
The "How": We Differentiate:
• Content: What students learn.
• Process: How students learn.
DIFFERENTIATING LANGUAGE INSTRUCTION: CONTENT
&Practical
PROCESSStrategies: What & How
1. Differentiating CONTENT (What students learn):
• Providing varied text levels on the same topic.
• Using visuals, graphic organizers, and real objects (realia) to
support understanding.
• Pre-teaching specific vocabulary or concepts for targeted groups.
• Offering choices of reading materials or research topics.
2. Differentiating PROCESS (How students learn):
• Flexible Grouping: Small group instruction, partner work, whole
class.
• Tiered Activities: Tasks at different complexity levels for the same
learning goal.
• Scaffolding: Providing temporary support like sentence starters,
word banks, teacher think-alouds.
DIFFERENTIATING LANGUAGE INSTRUCTION: PRODUCT &
ENVIRONMENT
Practical Strategies: How They Show & Where They Learn
3. Differentiating PRODUCT (How students demonstrate learning):
• Allowing choice in how students show understanding (e.g., oral
presentation, written report, drawing, dramatic skit).
• Providing rubrics with clear expectations that can be adapted for
different levels.
• Varying the length or format of assignments based on readiness.
4. Differentiating Learning Environment:
• Creating flexible seating and work areas.
• Fostering a respectful, inclusive, and language-rich classroom
culture.
• Displaying word walls, anchor charts, and student work.
• Providing quiet spaces for independent work and collaborative
CHALLENGES & KEY CONSIDERATIONS
Navigating Implementation: What to Keep in Mind
Common Challenges:
• Time: Planning and preparing differentiated materials can be time-
consuming.
• Class Size: Managing diverse needs in large groups requires
strong organization.
• Resources: Availability of varied materials, books, and
technology.
• Professional Development: Ongoing training and support for
teachers.
Overcoming Challenges - Important Considerations:
• Start small, celebrate successes, and gradually expand.
• Collaborate with colleagues and specialists (ESL, SpEd).
• Remember: Differentiation is about support, not lowering
CONCLUSION & CALL TO ACTION
Empowering Every Learner's Language Journey
* Key Takeaways:
• Effective Language Assessment is the essential first
step for Differentiated Instruction.
• Meeting individual language needs fosters deeper
engagement and academic growth.
• A diverse toolkit of strategies benefits all students in
elementary grades.
*Final Thought: How can we, as educators, continue to
refine our practices to ensure every elementary student
reaches their full language potential?
PREPARED BY:
JAMAICA DAG-UMAN
ROSE JEAN BARBA
KENNETH JOY
JANIOLA
THANK
YOU
