Suggested Modifications for English Learner
Modifying instruction is critical to EL students’ success. However, modifying instruction doesn’t mean creating a second lesson plan or curriculum; it just means changing some of the ways you do things. Most of your native English-speaking students can benefit from modifications as well.
Special Considerations:
EL students don’t often come with the same educational background as native English speakers.
Enhance English acquisition by encouraging the development of literacy skills and proficiency in the first language also.
Promote first language literacy when appropriate by providing multicultural and take-home books in the student’s home language.
Provide age-appropriate and interesting reading materials with strong picture support that relate to the cultural backgrounds of the students.
Increase your own knowledge of the student’s culture and language.
Support the student’s home culture and language by bringing both into the classroom when appropriate.
Recognize that students are adjusting to a new language and new culture. Some behaviors considered culturally appropriate here, are not culturally appropriate in the native country of the EL student.
Ensure that classroom rules and consequences are understood with the help of an interpreter, if necessary.
Write clearly, legibly and in print unless specifically teaching the cursive alphabet. Many EL students have difficulty reading cursive.
Avoid using idioms and slang words that might cause confusion.
Encourage students to participate, and encourage social interaction among EL students and the native English speakers in class.
When grading tests/assignments take into consideration the lack of English support the EL student receives after school. The EL student is struggling to overcome many obstacles.
Realize that oral knowledge precedes reading or writing ability.
Focus on the student’s message rather than on grammar, syntax or pronunciation.
Daily Class Procedure:
Provide a daily or weekly routine and maintain consistent, clear, and reasonable expectations. EL students NEED routines and consistent expectations to feel secure so that they perform to the best of their ability.
Assess prior knowledge. It may be necessary to include basic terms such as printing, cursive, main idea, topic sentence, addition, diagrams, multiplication, decimal, equal, greater than, less than, minus, year, subtract, place value, telescope, grow, temperature, animals, scientific process, pollution, thermometer, ocean, road, continent, governor, democracy, etc..
Write down assignments and test dates. Verify that the student understands and has written the information in his/her assignment book as well.
Speak slowly and enunciate clearly, but do not raise your voice.
Use simplified language when giving instructions; repeat, rephrase, and summarize often (especially for new arrivals).
Accompany oral directions with written directions for student reference.
Add gestures, point directly to objects or draw pictures when appropriate.
ELs sometimes pretend to understand more or less English than they actually do. To verify their understanding ask him/her to retell the information.
Check for the student’s understanding of assignment directions; ask him/her to restate in their own words. Check for comprehension and assignment understanding. Question the student regarding the facts given, assignment expectations, and procedure.
Relate new concepts to those previously taught. Connect students’ prior knowledge, interests, and life experiences to instruction.
Ask students to find examples in the classroom or real life.
Clearly relate how the information taught applies to real life.
Increase interaction through cooperative strategies and activities, putting EL students in groups with English-speaking students.
Provide differentiated instruction.
Model examples of quality work. Model or demonstrate activities before students are asked to participate. Provide examples when explaining concepts.
Use physical activity: model, role-play, act out, etc.
With fill in the blank activities, provide a word bank with the same number of words as answers with each word being used once. Provide word banks on worksheets and tests. Adding visuals, pictures, photos, charts, and clip art next to words, phrases, or tasks is great.
Multiple choice questions for EL students should have no more than three answers. The three answer choices should be clear and concise.
Provide peer, bilingual, or cross-age tutoring.
Post models, rubrics, and daily objectives for student reference.
Allow additional time for oral responses in class, as well as extra time to complete activities, assignments, and assessments.
Do no force reluctant students to speak.
Supplement your textbook with other available resources on the same topic (borrow materials from other grade levels when possible).
Distribute rubrics that explain what is expected of the students.
Talk regularly with EL students.
Provide sincere praise and reinforcement as students’ skill building and English develop.
Visuals/Vocabulary/Technology:
Provide explicit vocabulary instruction for all EL students.
Write key vocabulary words and concepts on the board.
Teach students the importance of visual clues.
Pre-teach vocabulary and key concepts.
Teach using pictures, charts, graphs, objects, diagrams, and stories to illustrate new terms, vocabulary, or concepts.
Use a white board, chalkboard, overhead, etc. Visuals are a must!
Have the student draw or illustrate concepts that they understand but are unable to translate into English.
Encourage students to “copy” vocabulary words and/or sentences after proper letter formations occurs.
Teach student how to use a dictionary/ bilingual dictionary. Allow students to use bilingual dictionaries, picture dictionaries in all class work and tests depending on their proficiency levels.
Use computer software to reinforce skills. Utilize LMTC resources regularly.
Encourage the student to make a card file of vocabulary words or concepts in English on one side and native language information on the other. Like Hmong, some languages, are not written, therefore this activity would have to be adapted. With math, the student can write English words on one side and the symbols on the other. Do the same with measurement terms, ordinal numbers, etc..
Encourage him/her to keep a log (glossary) of difficult vocabulary words he/she encounters in the text.
Reading Material/Assignments:
Be aware that reading materials may contain words that are culturally foreign, i.e., American holidays, foods, slang, idioms, pop culture, etc..
Read most important information from text or article aloud to all students.
Audio-tape textbook readings or provide abridged versions of texts/books. Or, find a children’s book that is a simplified version of the story.
Provide students with a purpose for reading.
Use a variety of reading materials.
Assign reading “chunks” for homework.
Provide pre-reading, during reading, and post-reading activities.
Writing Material/Assignments:
Provide students with a purpose for writing.
Use a variety of writing materials/genres, i.e., writing workshops, journals, etc..
Use a variety of writing strategies, i.e., guided writing, process writing, etc..
Assign short writings for homework.
Model many examples of good writing.
Use dialogue/interactive journals, response journals and simple “copying”.
Teaching/Learning Strategies:
Model “thinking aloud” when learning new concepts. Provide additional student “think time.”
Use role play activities to make abstract concepts concrete.
Use concrete examples to help students understand concepts.
Teach and utilize graphic organizers, i.e., concept maps, attribute webs, k-w-l charts, SQ3R (Survey, Question, Read, Recite, Review), Venn diagram, etc..
Teach memory strategies. (ex. “Please excuse my dear Aunt Sally”)
Use cooperative groupings/pairs focusing on specific goals or tasks.
Notes/Outlines/Study Guides:
Teach note-taking skills and outlining skills.
ELs are more academically successful when provided with partial notes, study guides, or summaries before introducing new units and vocabulary.
Give students an outline of the lesson that highlights the key concepts.
Allow EL students to copy your or someone else’s notes.
Provide outlines or summaries to students. Study guides for ELs should be provided at least 10 days in advance. When possible, please provide a completed study guide for your EL tutor. The EL tutor will keep the study guide on file for future use.
Be a considerate lecturer to help struggling listeners (pass out fill-in-the blank lecture guides or graphic organizers before you lecture, etc...)
Testing:
Provide extended time to complete assessments.
Read parts or the entire test aloud to students.
Adapt the test by highlighting key words or sentences that capture the concepts to be learned.
Simplify tasks, language, and requirements on tests.
Provide an “old” test for the EL student to study and better understand the expectations.
Extended Time:
Students have limited homework support at home and with the EL teacher.
EL students require more time to comprehend and process information, as well as to produce and complete the required tasks.
EL students are entitled to extended time to complete certain homework assignments, projects, tests, quizzes, etc..
EL Teacher & Tutor:
Contact the student’s EL teacher with concerns or needs that you or your EL students have. They will assist in providing instruction, strategies, and/or suggestions.
Regularly provide the student’s EL tutor with key vocabulary, concepts, and skills to pre-teach two weeks prior to beginning a unit. This information can be used to reinforce your teaching during the unit as well.
If possible, please provide a completed copy of a test to the EL teacher for feedback on how to modify the assessment for students.