DQ1:

Select a grade level of your choice and create an English language arts content objective and a language objective that complements it. Share the objectives and discuss the distinctions between them. How would you determine if students at two different English language proficiency levels were meeting the objectives? 

DQ2:

How can teachers use scaffolding strategies to differentiate instruction for a variety of English language proficiency levels? How can scaffolding increase the comprehensibility of content learning? Provide examples in your response.