Technique: Consult CAN DO Descriptors See the CAN DO Descriptors for guidance to establish appropriate objectives for your ELL within the four domains: listening, speaking, reading and writing.For many students with disabilities-and for many without- the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities. Creative projects (posters, folded books, other fun ideas to lower anxiety while assessing comprehension and critical thinking).Describing, explaining, summarizing, retelling, paraphrasing.Interviews, oral reports, role plays using visual cues, gestures or physical activity.KWL Charts using pictures or native language.Pictorial products (manipulate or create drawings, diagrams, dioramas, models, graphs, charts label pictures keep a picture journal.Physical demonstration (paint, gesture, act out, thumbs up/down, nod yes/no).Technique: Use alternative assessment strategies for ESL students Provide manipulative objects for the student to use when solving math problems.Tape record material for the student to listen to as he/she reads along.Tape record directions/tests/quizzes for the student.Outline reading material for the student at his/her reading level, emphasizing main ideas.Use a highlighter or marker to identify key words, phrases, or sentences.

Reduce the number of problems on a page.

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Make all or part of the exam oral if applicable.

For multiple choice items, eliminate one or two of the possible answers avoid 'a, b, and c' or “none of the above”.

Do not place extra words in a matching activity.

Use fill-in-the-blank procedures rather then essays.

Provide students with ideas on test-taking strategies and provide practice.

Provide shorter testing times to prevent exhaustion.

Give students extra time to complete tests.

Allow more time for student to respond if they process information more.

Simplify instructions and rewrite directions at an appropriate reading level.

Make a simplified language version of the test.

Avoid test questions asking for discrete information.

Have they shown progress? Have they sincerely made an effort to learn? Have they demonstrated their learning? Technique: Modify the tests you give Instead, measure ESL students by what they can do at any point in time, keeping in mind what they could not do earlier. Standardized tests or even teacher-created tests can’t always measure ESL students’ progress accurately or authentically. Assessment Modifications Technique: Assess ESL students according to what they can do rather than what they cannot do Modifications are changes in courses, standards, test presentation, location, timing, scheduling, expectations, student response and/or other change which is deemed necessary to provide access for a student with a disability to participate in the course, standard or test, but which most critically DOES fundamentally alter or lower the standard or expectation for that student's participation in the course, standard or test. Do you know the difference between modifications and accommodations?Īccommodations are changes in courses, standards, test presentation, location, timing, scheduling, expectations, student response and/or other change which is deemed necessary to provide access for a student with a disability to participate fully, and which most critically DO NOT fundamentally alter or lower the standards or expectations for the course, standard or test.

Accommodations for ell students