Quick Classroom Modifications

Not all of the listed modifications are needed for every EL.  They each are at different stages in their language acquisition process.  The best way to modify something is to look at what they are able to do based on their test scores and the CAN DO descriptors for the Four Domains:  Listening, Speaking, Reading, and Writing.

Something to keep in the back of your mind is that they have prior knowledge in their first language, but are trying to connect to a word they know.  A typical EL needs 7-10x more practice with a new vocabulary word than an English speaking student.


Below are some examples of modifications that are helpful when developing a lesson to include an ESL student.

PACING:
___ Extend time requirements
___ Omit assignments

ENVIRONMENT:
___ Assign preferential seating
___ Assign peer buddy

REINFORCEMENT AND FOLLOW THROUGH:
___ Use positive reinforcement
___ Use concrete reinforcement
___ Check often for understanding/review 
___ Arrange for peer tutoring
___ Plan cooperative learning experiences 
___ Provide language experience
___ Give immediate feedback
___ Have student repeat directions
___ Make/use vocabulary files
___ Teach study skills
___ Use study guides to organize materials
___ Repeat/review/drill

ASSIGNMENTS:
___ Lower reading level
___ Give directions in small, distinct steps 
___ Allow copying from paper/book
___ Use written backup for oral directions 
___ Lower difficulty level
___ Shorten assignment
___ Read directions to students
___ Give oral clues or prompts
___ Record or type assignments
___ Adapt worksheets, packets
___ Use alternate assignments

PRESENTATION OF SUBJECT MATERIAL:
___ Use individual/small group instruction
___ Use specialized curriculum
___ Simplify language
___ Tape lectures for playback
___ Demonstrate concepts
___ Use manipulatives
___ Emphasize critical information
___ Use graphic organizers
___ Pre-teach vocabulary

MATERIALS:
___ Provide taped textbooks
___ Highlight textbooks/study guides
___ Use supplementary materials
___ Give assistance in note taking
___ Type handwritten teacher materials
___ Use bilingual dictionaries, language learner dictionaries and electronic translators
___ Use adapted/modified textbooks
___ Allow use of computer/word processor

Tests and Quizzes:_

___ Only Assess ESL students according to what they can do rather than what they cannot do.

___ Simplify instructions.

___ Provide a word bank.

___ Give students extra time to complete tests.

___ Give students objective tests:.

___ Eliminate m/c answers

___ Matching

___ Labeling of diagrams

___ Give sentence starters

___ Use alternative oral and written strategies:  interviews, oral reports, describing, summarizing, retelling, and  rephrasing.

GRADING:
___ Modify grading system: *Based on CAN DO Descriptors

Descriptive Strategies Teaching Strategies Recommended for ESL Students:

• Encourage students to participate in class.
• Have high expectations for your students, but realize that students may become frustrated if they are asked to explain things that they don’t understand or cannot translate into English.
• Avoid idioms unless they have been explicitly taught.
• Stay in close communication with the ESL teacher.
• Be patient and flexible.
• Use your kindest, calmest tone of voice.  Even if the student cannot understand your words, he/she will respond to your tone and expressions.
• Give students more wait time:  at least 15-25 seconds before answering aloud.
• Seat the ESL student near the teacher.
• Stand near the student when giving instructions; point out the words on his/her paper.
• Use cooperative learning and put students in groups with native English-speaking students.
• Use hands-on activities and lots of visuals like graphic organizers and pictures.
• Use physical activity:  role-playing, acting out, modeling.
• Repeat and rephrase often!  Use simple sentences.
• Emphasize the 5-8 most important vocabulary words of a lesson/unit.
• Focus on the 2-3 most important key concepts of a lesson/unit.
• Give students an outline of the lesson that highlights the key concepts.
• Let ESL students copy your notes or someone else’s notes.
• Write in print unless specifically teaching the cursive alphabet.
• Give simple step-by-step instructions.
• Use concrete language and questions.
• Simplify complex questions and complex tasks.
• Use children’s literature or lower grade level materials to teach content.
• Incorporate the 4 skills of language acquisition into your lessons: listening, speaking, reading, writing.
• Check for understanding using non-verbal “show me” techniques (point, gesture, act out, thumbs up/down)and pictorial products (create drawings, manipulatives, diagrams, models, graphs, charts, label pictures, etc).
• Allow for flexibility in the tasks you assign.
• Reduce assignments.
• Give ESL students extra time to complete work, tests, or projects.
• Adapt the task/assignment to the student’s skill level.
• Ignore spelling or grammar errors except when explicitly taught.
• Allow students to take breaks when working:  their brains tire quickly when having to constantly translate from their native language to English.

Assessment Modifications for ESL Students:

Assess ESL students according to what they can do rather than what they cannot do.  

Modify the tests you give.

• Base grades on effort and improvement rather than comparison to the work of native English speakers.  A rubric may be created based on appropriate expectations and the student’s ability level.
• True/False questions are almost impossible for ESL students.
• Questions that say things like “All of the following are true except---“ are very hard for ESL students.
• Essay questions should be counted as extra credit unless the student is an Advanced ESL student.
• Test key concepts or main ideas.
• Avoid test questions asking for discrete information.
• Make a simplified language version of the test.
• Simplify instructions.
• Provide a word bank.
• Give students extra time to complete tests.
• Give students objective tests:  matching, multiple choice, etc.
• Use alternative oral and written strategies:  interviews, oral reports, describing, summarizing, retelling, rephrasing, portfolios, reading response logs, etc.
• Make all or part of the exam oral until reading skills have improved.
• Instead of spelling tests, give beginning ESL students a word list and let him/her number the words as you call them out.

Resources:  http://www.gustine.esc14.net/users/0001/docs/Accommodations%20Checklist%20from%20TEA%20from%20TELL-IT.pdf, 
http://c2.warrenschools.schoolwires.net/site/handlers/filedownload.ashx?moduleinstanceid=4236&dataid=1770&FileName=Modifications_for_ESL_students.doc.