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Make content comprehensible.
Teachers provide temporary accommodations, adjusted to students’ particular needs, in order to improve access to meaning and to support ongoing language and cognitive development. Accommodations support students in how to do something today that they will be able to do independently in the future.
Accommodations are provided during assessment as well as instruction so that assessment results are valid and more accurately reflect what a student knows and can do. Accommodations do not change the intellectual challenge of the task, but allow students to build the knowledge and skills for future independence.
The level and kind of accommodations that a student needs depends on a variety of factors, including the nature of the task, the student’s background knowledge of relevant content, as well as the student’s proficiency with the language required to engage in and complete the task.
If you would like a deeper understanding of how to support your multilingual learner, the three articles linked below are extremely helpful.
High Leverage Principles of Effective of Effective Instruction for English Learners
Academic Language Function Toolkit
The GO TO Strategies: Scaffolding Options for Teachers of English Language Learners, K-12
Provide multiple means of Representation
Build background knowledge (assess and supplement if necessary)
Model / demonstrate / use exemplars
Use concept-bearing pictures, images, visuals
Use highlighted texts / study guides / graphics organizers / concept maps
Use manipulatives and realia
Use adapted texts and/or supported grade level complex text (Diffit for teachers is a useful AI tool that can help level texts, study guides, assessments, etc. It is amazing.)
Paired oral and written instructions
Audio recording to accompany / supplement text
Provide supplemental multimedia resources
Universally designed tests (shortened, wordbanks, change the format)
Allow oral responses
Provide multiple means of Action and Expression
Use sentence / paragraph/discourse frames by genre
Explicitly instruct vocabulary
Structure opportunities to speak with partners or in small groups
Scaffold academic talk (display desired language)
Oral planning with teacher for writing
Instruct one-to-one or in small groups
Explicit instruction regarding register and language choices
No penalty for grammar or imperfect use of English (model correct usage in relaxed way)
Provide multiple means of Engagement
Teach specific note-taking skills (Cornell for example)
Schedule extended time for projects and assignments
Read aloud classroom texts
Prioritize essential learning; reduce homework
Modify homework (scaffolded independent practice)
Assign a classroom buddy
Preferential seating
Use of Google Translate
Computer assisted instruction
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