Helping and Understanding your ELL

StudentsDana Turner

Christenberry Elementary

http://resources.imaginelearning.com/public/preview/winter-conferencetheme

Reversing the Trend

ObjectiveProvide practical

applications to assist teachers struggling with ELL students.

http://padlet.com/alyson_lerma/PI

Your advice… Can you List at least 3

suggestions you would give to the teacher to meet the

needs of Moises?

What are accommodations?Accommodations are intended to reduce or even eliminate the

effects of a student’s English language proficiency level;

however, accommodations do not reduce learning

expectations.

An Accommodation Does Not…

Reduce learning or achievement expectations

Change the content being instructed or assessed

Compromise the integrity or validity of the standard or assessment

Accommodations Should…Enable students to participate more fully in

instruction & assessmentAllow students to better demonstrate their

knowledge & skillsBe based on need and individualizationBe aligned with daily instructionFoster and develop independence for

students

Instructional Accommodations

Quantity Adapt the number of items that the learner is expected to learn

or number of activities the student will complete prior to

assessment for mastery.

Quantity Examples

Shorten task or assignmentAssign only a portion of the task

Assign partial creditAsk for key words instead of whole

sentencesShorten homework

Students Who Benefit from Quantity Accommodations

Students who benefit most from quantityaccommodations are those who become• easily frustrated• process information more slowly• have limited assistance at home.

Newcomers and those with a lower proficiency will benefit

most.

Time (Timing & Scheduling)Adapt the time allotted and allowed for:• learning• task completion• testing

Instructional Accommodations

Time ExamplesGive extra time to complete tasksGive frequent breaksProvide more time to work on

frustrating tasksExtend assignment deadlinesAllow more time for processing prior

to beginning task

Level of Support

• Increase the amount of personal assistance to keep the student on task or to reinforce or prompt use

of specific skills.

• Enhance adult-student relationship; use physical space

and environmental structure.

Instructional Accommodations

Level of Support ExamplesHave student work cooperatively with a

peer, using heterogeneous pairingProvide extra help

Provide positive reinforcersUse daily or weekly progress reports

Use daily assignment sheetsRegular school-home contact

Input (presentation)

Adapt the way instruction is delivered

to the learner.

Instructional Accommodations

Input ExamplesProvide visual supportsProvide additional written examplesProvide audio books or materialsUse hands-on activitiesProvide prewritten notes or outlineInclude all domains of communication:

Listening, Speaking, Reading, WritingUse simple, basic English (free of idioms &

slang)

Output (Response)

Adapt how the student can respond to

instruction.

Instructional Accommodations

Examples of Output Accommodations

Allow verbal or pictorial responsesUse multiple-choice, fill in the blank, word

banks, and matching instead of essay responses

Use computer for writing assignmentsUnderline or highlight answers instead of

writing them out

Examples of Output Accommodations Specific to

ELsAllow use of a bilingual dictionaryAllow connection to students’ native

languageUse rubrics to grade assignments AND

acknowledge effort & achievementGrade holisticallyOutput is tied to proficiency level and the

domain of communication.

Serving Our ELL Populations:Important Factors Impacting

InstructionFormal schoolingLiteracy in first language

(& type of native language & alphabet)Parent’s educational background & experience

with U.S. systemsCultural moresSPED Refugee status

English ProficiencyAcademic vs. playground or social language skillsMinimum 5-7 years to demonstrate proficiency in

academic language“Silent phase” up to 18 months

Language acquisition & literacy areVERY different for 2nd or 3rd language

Immersion Video Clip

Which suggestions would you add or change as to how the

teacher could best meetthe needs of Moises?

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p d b q

One sumpy clum dro, Framble wever to prave in de sneve.Hem munder wever hive to glur to slumb all clum. Huv ket frungle to Prim on sump clivets, and hem munder ket clamming have blasé’In de hender.

Fimtal, Framble belament toble trent and walut blasé’ to brazen.

Answer the following questions.

1. Who wever to prave? 2. What did Framble ket frungle?3. When did Framble wever to prave in de sneve?4. Where did Framble wever to prave?5. Why did Framble wever to prave in de sneve?

Framble Gutres Demish

One cold, winter day, Froggy wants to play in the snow. His mother wantsHim to go to sleep all winter. He kept forgetting to put on some clothes, and his mother kept calling him back in the house.

Finally, Froggy was worn out and went back to sleep.

Who wanted to play in the snow?Froggy

What did Froggy keep forgetting?To put on some clothes

When did Froggy want to play in the snow?One cold, Winter day

Where did Froggy want to play?In the snow

Why did Froggy want to play in the snow?He had never seen snow before and thought it would be fun.

Froggy Gets Dressed

Scenario #1A new ELL does not speak much.

The classroom teacher thinks she’s not learning anything. The ELL nods

her head when asked if she understands.

What can you tell the teacher?

Your ELL goes to the cafeteria with the class but never eats.

What can you do?

Scenario #2

Scenario #3Your ELL has been here for 2 years and is

doing pretty well in class. This student turns in a report that was

obviously copied from a book.What should you do?

Scenario #4Your Hispanic ELL Kindergartener needs to

have a letter sent home to Mom. The teacher has the letter

translated into Spanish online. The Mom never responds to the letter.

Why?

Scenario #5It’s time for a fire drill, and the buzzer begins to ring.

An ELL starts to cry and runs to hide under the table.

Why?

Scenario #6Your ELL can decode words beautifully

and appears to be able to read. However, the ELL does poorly on the reading

Selection tests and fails the comprehension section.

Why?

Remember: YOU are responsible!

The law mandates that ALL teachers must make necessary

accommodations and modifications for ALL ELs to access

the content. This includes: *Waivers, *Transitions, & *Actives.

Questions?