Most ELLs require accommodations for a longer period of time, even after they have developed proficiency in social English. According to the MOE's Growing Success (pp. 76-78), accommodations may include:
use of visual cues
use of graphic organizers
strategic use of students’ first languages
allowance of extra time
pre-teaching of key words
simplification of instructions as needed
use of adapted texts and bilingual dictionaries
use of dual-language materials
use of technology
use of alternative assessment strategies
Allow extra time when needed
Use simplified language and instructions (e.g. use a graphic organizer or cloze activity rather than writing essays or short-answer paragraphs)
Use alternative assessment strategies and/or allow ELLs to demonstrate their learning in multiple ways (e.g. oral interviews, portfolios, dramatization, visual representations, etc.)
Remember that ELLs in the early steps will likely need modifications to their curriculum expectations in order for learning goals to be achievable
Source: Growing Success, Ontario Ministry of Education, 2010