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Myth 4: All EL students require content modifications
FALSE! Many of our EL students may face linguistic barriers that prevent them from engaging in the class material at the same pace and/or level as native speakers. But this does not mean our EL students are not as smart or any less capable as our native speaking students. Our EL students content knowledge should not be dictated by their linguistic ability. Instead the linguistic component within a content should be modified so that the discipline content can be delivered more appropriately and made more accessible for the diverse learners like ELs that exist within our classrooms.We do not want to change what is being learned but instead how we are learning it and teaching it.
Resource: Color in Colorado
This is a framework of teaching pedagogy that supports students success at varying levels. Not every student starts on an equal playing field. Some of our students may experience physical disabilities, learning disabilities, behavioral issues, or they may face linguistic barriers as English Language Learners (ELLs).
Students are entering our classrooms with a host of inhibitory factors that prevent them from learning the content knowledge we expect of them. Due to this differentiated learning, accommodations, and modifications are strategies teachers can implement to help students have equitable access to learning.
In the EdWeekly Video Source veteran teachers Larry Ferlazzo and Katie Hull Synieski provide some helpful tips and strategies for novice teachers engaging in differentiation for the first time in the classroom. They explain why it is important, how they carry out differentiation, and its effects on their students. They emphasize that differentiation is not equal but instead equitable by supplementing each student with their individual needs.
Students are entering our classrooms with a host of inhibitory factors that prevent them from learning the content knowledge we expect of them. Due to this differentiated learning, accommodations, and modifications are strategies teachers can implement to help students have equitable access to learning.
In the EdWeekly Video Source veteran teachers Larry Ferlazzo and Katie Hull Synieski provide some helpful tips and strategies for novice teachers engaging in differentiation for the first time in the classroom. They explain why it is important, how they carry out differentiation, and its effects on their students. They emphasize that differentiation is not equal but instead equitable by supplementing each student with their individual needs.
Accommodations vs Modifications
Accommodations vs Modifications
Accommodations - are alterations in the way tasks are presented that support struggling learners to complete the same assignments as other students. Accommodations do not alter the content of assignments, give students an unfair advantage or in the case of assessments, change what a test measures.
Modifications - a change to what students are being taught or expected to do in school. Varying the content material complexity.
Resource: Understanding Accommodations verse Modifications by Understood.org
When should you accommodate?
When should you accommodate?
"A strategy used to help a student with learning needs access the same curriculum as their peers"
This should be used when students can understand the content but just need a different style of delivery to understand the content. For many of our EL students they are more than capable of understanding the content they just may require additional delivery supports that helps them reach this understanding.
When should you modify?
When should you modify?
Modifications change the content and curriculum students are engaging with. This is only done after all accommodations have been exhausted. Students who receive modifications need to because they are unable to reach the same difficulty level that is being presented to them even with supports.
Ideas and Strategies for Accommodating ELs
Ideas and Strategies for Accommodating ELs
Reduced/Translated Reading Load
EL's can be provided with reduced reading amount so they do not become overwhelmed. Teachers can pick out the main ideas in a passage they want students to focus on. Teachers could also pre-annotate and highlight text for students so that they main ideas stand out. Students can also be provided with translated reading in their native language to make comparisons to.
Vocabulary Instruction and Pre teaching
Unfamiliar, Abstract, and Content specific vocabulary can be difficult for EL students to learn. To help them grasp these words better it is important to provide them vocabulary accommodations. Vocabulary accommodations can come in many forms such as: pre teaching, word banks, translated vocabulary, and providing vocabulary definitions.
Sentence Stemming and Modeling
Providing ELs with sentence stems and models can help them better understand concepts and participate in class. By providing them with sentence stems they are able to more easily convey their ideas and feel more confident in answering questions. Sentence stems also provide them with opportunity to apply and practice their knowledge. Modeling helps ELs learn through examples and creates expectations for them.
Rephrasing and Rewriting
Rephrasing and rewording sentences and passages can help make content more clear and concise for EL students. Sites like Newsela can help you present the same content to students just at different reading levels. There are many great reading tools that differentiate content but educators can also reword and rework text for their students themselves.
Other Resources for Educators:
Other Resources for Educators:
Contributor: Shannon Lawless
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