Instruction:
• Graphic organizers for all concepts
• Simply language and keywords
• Present content vocabulary using pictures, real examples, & graphics organizers
• Visual or multi-modal presentations
• Frequent checks for understanding
• Use of manipulatives
• Native language presentations with ELL EA support
• Build background for new concepts
• Limit amount of “teacher talk”
Environment:
• Preferential seating (up front or with another native language speaker)
• Visual charts/cues
• Labels of key words/items
• Use real objects & manipulatives
Management:
• Repeat all directions
• Provide language experience tasks
• Have student repeat directions
• Provide praise/feedback
• Provide extended time to complete assignments
• Allow student to think/speak in native language
• Allow for frequent “brain breaks”- learning a second language is tiring
Assignments:
• Adjust reading levels (if reading)
• Use books with pictures
• Give single step directions
• Provide samples or models
• Shorten assignments or tasks to the key concepts
• Read directions aloud
• Simplify language
• Allow pictures to replace writing
• Pre-teach all vocabulary
Materials:
• Use computer programs for ELL learners
• Use speech to text programs
Assessment:
• Read test aloud and allow oral vs written responses
• Supply word banks for responses
• Modify format/length of tests
• Use multiple choice format
• Ask yes/no or either/or questions to limit the need for language
• Focus on key skills and concepts
• Extended time to complete
• For special education testing, assessment must be given in their native language and not
be culturally biased
SUBJECT ACCOMMODATIONS:
Reading:
• Remember the instructional differences between listening/speaking vs reading/writing
• Use books with pictures that give information about the text
• Provide materials at their reading proficiency level
• Teach vocabulary in context + limit the number of words taught in each unit to the key
words necessary for comprehension of the key concepts
• Provide audio recordings so students can listen to the story several times
• Have students act out the story to demonstrate understanding
• Provide the background knowledge necessary to understand the content
• Teach the reading strategies of predict, connect, question, and visualize
Math:
• Show example of a completed assignment to model the correct format
• Print assignment and directions on the board with examples
• Use a bilingual educational assistant to explain the math concept in their native
language
• Use manipulatives such as counters, number lines, etc. to help aid in understanding
• Rewrite story problems in simple English, shorter sentences, pictures, and illustrations
to support understanding
Writing:
• Remember many ELL learners may be advanced in listening but at a beginning level of
instruction for writing
• Allow pictures and graphs to demonstrate understanding
• Provide list of basic words with pictures
• Provide a model of what the finished assignment should look like
• Allow ELL students to work together to brainstorm and begin the writing assignment
• Use vocabulary words and sentence structures at the student’s instructional level
• Remember that usually an ELL student’s oral language skills are higher than their
reading and writing skills so adjust assignments to their instructional level
Science & Social Studies:
• Allow students to use drawings to demonstrate knowledge of a concept
• Teach key concepts while limiting your vocabulary and details of the lesson
• Test only the key concepts addressed
• Use many visuals during the instruction process
• Give assessment orally
• Students should work in groups when possible to solve problems or conduct
experiments with other native speakers
• Provide many hands on experiences as ELL students learn best by doing and seeing
• Show ELL students a sample of the completed project or assignment when requiring a
project for a grade
• Use hands on experiential activities that do not rely on academic language for
understanding