Instructional modifications for Second Language Learners HELPING STUDENTS HELP THEMSELVES

1. Vocabulary Specialized vocabulary should be selected and pre-taught. Students should keep a personal glossary/ notebook of definitions. Instruction should simplify the vocabulary.

Specialized vocabulary should be selected and pre-taught.

Students should keep a personal glossary/ notebook of definitions.

Instruction should simplify the vocabulary.

Use visuals and supports Models, toys, banners, flipcharts, presentations, video, posters, drawings, graphic organizers, flash cards, vocabulary lists Provide hands-on activities, demonstrate don’t explain.

Models, toys, banners, flipcharts,

presentations, video, posters, drawings, graphic organizers, flash cards, vocabulary lists

Provide hands-on activities, demonstrate don’t explain.

Instructions Give clear instructions. Sequential and with visuals. Reinforce oral instructions and give clear guidelines Allow students time for questions and to process instructions.

Give clear instructions. Sequential and with visuals.

Reinforce oral instructions and give clear guidelines

Allow students time for questions and to process instructions.

Note taking / Review Highlight key terms and concepts. Use a chart or post in class key concepts for constant review Provide notes and summaries for students to study and for reference

Highlight key terms and concepts.

Use a chart or post in class key concepts for constant review

Provide notes and summaries for students to study and for reference

Language Simplify language, avoid complex sentences or language Pause often and raise voice to emphasize Avoid “teacher talk” Check for comprehension orally

Simplify language, avoid complex sentences or language

Pause often and raise voice to emphasize

Avoid “teacher talk”

Check for comprehension orally

Non-verbal cues Use body language, gestures, facial expressions, mime, to convey meaning Be aware that some “expression” may convey a negative meaning. Provide concrete examples of concepts to students. Relate one thing to another.

Use body language, gestures, facial expressions, mime, to convey meaning

Be aware that some “expression” may convey a negative meaning.

Provide concrete examples of concepts to students. Relate one thing to another.

Time management Allow more time for student response. Students should prepare answers, brainstorm, in advance. Give more time for projects, learning, completion of exercises.

Allow more time for student response. Students should prepare answers, brainstorm, in advance.

Give more time for projects, learning, completion of exercises.

Provide support Dictionaries, online materials for review, simple encyclopedias, leveled reading, out of class tutoring/help, internet reference, parental help Give more time for student face to face help in non-class time. Work closely with student language instructors

Dictionaries, online materials for review, simple encyclopedias, leveled reading, out of class tutoring/help, internet reference, parental help

Give more time for student face to face help in non-class time.

Work closely with student language instructors

Assessment / Testing Test for content knowledge / ability NOT language ability. Use more visuals, simplify the testing. Give tests orally for younger learners, lower levels. Give more time to complete tests.

Test for content knowledge / ability NOT

language ability.

Use more visuals, simplify the testing. Give tests orally for younger learners, lower levels.

Give more time to complete tests.

References English as a Second Language, Resource Guide K-8 (2001), Ontario Ministry of Education, Curriculum Guidelines. Pgs 16-20

English as a Second Language, Resource Guide K-8 (2001), Ontario Ministry of Education, Curriculum Guidelines. Pgs 16-20

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