Embedded Files
Assignment Support
Assignment Support
Rim 2020
Alternative Assignment:
Alternative Assignment:
Diff assignment with the same objective
Diff assignment with the same objective
Considerations:
Focus is on documenting individual student growth over time, rather than comparing students with one another.
Emphasis is on students' strengths (what they know), rather than weaknesses (what they don't know).
Consideration is given to the learning styles, language proficiencies, cultural and educational backgrounds, and grade levels of students.
Provide separate rubric based on language skills
Modify Assignment
Modify Assignment
Modify the wording or amount of assignment
Modify the wording or amount of assignment
Considerations:
Avoid trick questions, test what you have taught
Use direct speech
Vary the difficulty level, it is best to go from easy to difficult
Clear, simple directions
Beware of cultural bias in developing the test
Provide examples and use visuals to clarify directions
Select major questions/
specific chapters/section for students to answer
Grade work based on work completed
Grade written work for content, allow flexibility for grammar/language mistakes, etc.
Raise difficulty level of content, keep language simplified
Provide opportunities for student to answer orally or in simpler written form (ex. list steps instead of write paragraph)
Accommodation
Accommodation
Does not alter the assignment.
Does not alter the assignment.
Considerations:
Reading the questions and directions aloud
Extended time
Use of translator, bilingual dictionary
Simplifying, Clarifying directions
Preferred seating
Preferred setting (ex: testing with the ELL teacher)
Type answers
Presentation of Information Support
Presentation of Information Support
Give directions/information in small, distinct steps
Reduce jargon/slang ** (ex: Let's switch gears)
Repeat/Paraphrase directions/information/questions
Provide written and/or visual back up for oral directions
Give extra cues or prompts
Teach to student’s learning style/strengths/intelligences
Provide clear, simplified English notes on board, print/not cursive
Provide copies of teacher or student notes, EL student can add to their own notes
Provide simplified definitions for new vocabulary
Pre-teach vocabulary
Provide background knowledge as needed (photo, short video clip.. etc)
Emphasize critical information
Use visual organizers
Provide one-on-one help while rest of class works
Mark specific sections/paragraphs to be read
Provide page numbers to guide specific sections for reading
Provide fill-in worksheets with answers, student focuses on listening/reading/translating
Allow more “think time” for oral responses in class
Use supplemental materials as needed
Provide note-taking help so student can develop this skill
Provide recorded texts, lectures, notes for student to hear/replay
Show student models of completed work/projects
LAPS 2020
Follow Up/Student Self-Management Support
Follow Up/Student Self-Management Support
Check in often for understanding/review
Student repeats/paraphrases directions/assignment
Teach study skills
Use study guides/organization techniques/strategies
Use calendar/assignment notebook
Textbooks/Materials for use at home
Student makes class/content dictionary, definitions in home language and simpler English
Allow use of class/content dictionary in class, for homework, tests, etc.
Student uses bilingual dictionary as appropriate (note: only approved book dictionaries are allowed for state testing, no online translators)
Student labels areas of homework, tests, etc. where English help is needed
Student asks for help as needed in class and for homework
LAPS 2020
Social/Emotional/Parent Support
Social/Emotional/Parent Support
Use “study buddy”/peer tutor in class
Partner work for reading in class
Allow opportunity to verbalize information read or discuss with a peer before doing an assignment
Partner work for writing in class
Structure shared experiences in school, extracurricular activities
Teach friendship, sharing, negotiating skills
Seat student carefully in relation to dynamics of class
Explain/Simplify classroom procedures, expectations one-on-one as needed
Assign student to group work carefully, in helpful group that will work, not socialize
Make extra effort at parent contact, home language/easier English letters/invitation home, etc.
Include references to student’s culture when possible, opportunities for student/family to share
LAPS 2020
EL Teacher & Classroom Teacher Collaboration Checklist (one page - district form)
EL Teacher & Classroom Teacher Collaboration Checklist (one page - district form)
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