Page 19 - The Language of Composition 4e Teacher Edition Sample.indd

Differentiation by Task

When you have a classroom of students of multiple levels, it is important to recognize
that all students might not need the same assignment. This book is designed to give
you maximum flexibility to assign tasks to students based on their individual needs.
For example:
Questions following readings: At the end of each reading, Understanding and
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Interpreting questions and Analyzing Language, Style, and Structure questions
allow you to target student needs and interests, while still covering the Big Ideas and
skills of the course. Others, such as the Vocabulary in Context questions, are specifi-
cally designed to support struggling learners. In addition, in your Teacher’s Resource
Materials, you will find Vocabulary in Context handouts, which help support student
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reading by asking them to discover the meaning of a word, consider its connotation,
and think about what effect that word choice has on the sentences.
Topics for Composing, Entering the Conversation, and Suggestions for
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Writing prompts: In these prompts, in addition to prominently featured AP -style
free-response questions, you will find personal questions designed to help disen-
gaged students connect with the text, creative questions to excite students who are
yearning for something other than strictly academic work, argument and research
prompts to provide rigorous academic extension opportunities for advanced learn-
ers, multimodal prompts for students who excel in modes of expression beyond
writing, and more. Rubrics for each type of prompt are provided in the Teacher’s
Resource Materials.

Differentiation by Process

When we have multiple levels of students in the same classroom, not only do we need
to differentiate the texts they read and the products they produce, but we also need to
vary our own instructional practices to meet our students’ needs. To support this type
of differentiation, we have included:
Differentiation notes in the Teacher’s Edition to provide teachers with specific
ideas for large-group, small-group, paired, and independent work. When a note
in the Teacher’s Edition calls for a specific instructional strategy, such as an
Interrupted Reading, a description and best practices for that strategy can be found

in the Teacher’s Resource Materials and is called out with a TRM tag.
Individualized Grammar Workshops: Not all students commit the same kinds of
errors with grammar and conventions, so at the end of the book, we have included
fifteen different grammar lessons with tiered activities that guide students from
understanding to application. These workshops focus on a range of grammar
concerns, and you can assign them to students individually based on their own
needs. In the Teacher’s Resource Materials, you will find easily reproducible
grammar handouts that align with these exercises.

ELL Support
English Language Learners are capable of high-level academic work, and with the right
supports they can succeed in this course. That’s why — in addition to the supports
already built into the book, such as Key Context notes, Vocabulary in Context
questions, and foundational-level texts as denoted in the Text Overview and Pacing
tables in the Planning Pages of this Teacher’s Edition — we offer ELL Essential Guide

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Teaching AP English Language and Composition with The Language of Composition TE-xvii

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