1) A 5th grade dual language teacher provides three different texts about the water cycle—one in Spanish with simplified vocabulary and cognates highlighted, one bilingual text with side-by-side translation support, and one in English with technical terminology. All students will learn the same key concepts about evaporation, condensation, and precipitation. a) Process b) Content c) Product d) Environment 2) After studying the American Revolution in both Spanish and English, 8th graders can demonstrate their understanding by: writing a bilingual newspaper article from a colonist's perspective, creating a visual timeline with labels in their stronger language, or delivering a speech as a historical figure in Spanish, English, or translanguaging between both. a) Content b) Process c) Product d) Assessment 3) During math class, a 3rd grade dual language teacher has students learning multiplication in different ways: some use manipulatives with teacher guidance in Spanish, others work on practice problems with a bilingual partner alternating languages, and another group solves word problems independently in English with extension challenges. a) Content b) Process c) Environment d) Product 4) A high school dual language English/Spanish teacher arranges the classroom with different work zones: a "Spanish-dominant zone" with anchor charts and resources in Spanish, an "English-dominant zone" with English supports, a "bilingual collaboration zone" for translanguaging work, and a quiet corner for students who need minimal distraction in either language. a) Content b) Process c) Product d) Environment 5) A 7th grade dual language science teacher assigns different labs based on student readiness and language proficiency: emerging bilinguals follow a structured worksheet with visual supports and sentence frames in both languages, intermediate students receive guiding questions in their target language with glossaries, and advanced bilinguals create their own experiment writing procedures in their non-dominant language. a) Content b) Environment c) Process d) Assessment

Differentiation

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