ESL Modifications Presentation
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A presentation given during a workshop on modifying content for high school ESL students

A presentation given during a workshop on modifying content for high school ESL students

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ESL Modifications Presentation Presentation Transcript

  • 1. Ming ca la baHihi kan voikhat hnatuan nak a si ih. Thu sut ding in, in ngak uh :• abawl• asen• aeng• ahring• adum
  • 2. Ming ca la baHihi kan voikhat hnatuan nak a si ih. Thu sut ding in, in ngak uh :• abawl• asen• aeng• ahring• adum
  • 3. Hihi kan voikhat hnatuan nak a si ih. Thu sut ding in, in ngak uh.• Pakhat• Pahnih• Pathum• Pali• Panga• Pakhat le pahnih kawm ziang hmuah?
  • 4. Hihi kan voikhat hnatuan nak a si ih. Thu sut ding in, in ngak uh.• Pakhat 1• Pahnih 2• Pathum 3• Pali 4• Panga 5• Pakhat le pahnih kawm ziang hmuah?• 1+2=?
  • 5. Comments on the Chin as a second language experience1. I had no idea what the topic was2. I felt embarrassed3. I was looking for any clue to help me4. This was going to be a long day…
  • 6. The rationale/need for modifications• Allows ESL students to access academic content.• Accessing that content allows for them to learn, participate, succeed, reduce discipline issues, etc.• Differentiation is a district policy.• Modifying is a legal requirement (and the modifications needs to be recorded).• Measurable effect on testing success and closing the achievement gap.
  • 7. Challenges involving modifying for the ESL population at East• Tremendous discrepancy between various groups.• Many students arrive at or beyond grade level and simply need to learn to produce English so they can demonstrate their knowledge.• Many students arrive with large academic experiences missing and in many cases are semi-literate or non literate in their native language.• Content at secondary level is extensive• Time, resources and materials…
  • 8. • Not all students’ native languages have cognates…or the same alphabet…
  • 9. ESL population ECHHS 2011-2012 China South Korea25 USA Burma Mexico El Salvador20 Japan Egypt Kenya Congo15 Russia Thailand Honduras Rwanda Guatemala10 Germany Kazakstan Iran Poland5 Colombia Chile Ethiopia Uzbekistan0 Kazakstan 1 India
  • 10. What ESL students have to say• Please use easier words.• Please speak slowly and clearly.• Please write more clearly on the board.• Dont give difficult words in test questions.• Repeat what other students say when they ask a question or give an answer.• Please wait after the lesson to explain.• Give me more time to do my work.• Please write answers on the board.• Give us more time to write down things from the board.• Explain the homework please.• It is good that some of my teachers allow us to work together.• When we have a chance to answer a question, make the other students quiet down, because it takes a time to transfer thoughts in words.• Stand near me when I must answer a question.• Please do respect my questions even if they seem easy.• Even if I answered wrong, dont laugh.• Jokes are difficult to understand.• Please be nice to us!
  • 11. Cross-curricular modifications• Use lots of visuals, pictures, video and realia (ex: use Google images)• Use physical activity: model, role-play, act out, gestures.• Use cooperative learning and put students in groups with English-speaking students.• Give ESL students an outline of the lesson that highlights the key concepts.• Let ESL students copy your or someone else’s notes.• Use simple instructions and speak slowly.• Use lower grade materials to teach content, especially with pictures.• Have the ESL students do half of the assignment, e.g. do all even numbered questions.• Make a simplified language version of a test or assignment.• Provide word banks.• Label items used in presentation.• Avoid idioms!• Speak slowly, clearly and provide the students with “wait time”• Stick to a lesson routine• Provide a “model” answer of what is expected of them
  • 12. Cross-curricular modifications• Use lots of visuals, pictures, video and realia (ex: use Google images)• Use physical activity: model, role-play, act out, gestures.• Use cooperative learning and put students in groups with English-speaking students.• Give ESL students an outline of the lesson that highlights the key concepts.• Let ESL students copy your or someone else’s notes.• Use simple instructions and speak slowly.• Use lower grade materials to teach content, especially with pictures.• Have the ESL students do half of the assignment, e.g. do all even numbered questions.• Make a simplified language version of a test or assignment.• Provide word banks.• Label items used in presentation.• Avoid idioms!• Speak slowly, clearly and provide the students with “wait time”• Stick to a lesson routine• Provide a “model” answer of what is expected of them
  • 13. Content specific modifications English• Simplify the English when you give or write instructions.• Allow ESL students to use dictionaries and word lists.• Teach learning strategies on how to read – Print off the notes that your students will be copying during the class and give it to them ahead of time.• Read text aloud, so that the ESL students can hear the inflections, rythmns, etc. of the text• Choose multicutural texts – If using American texts, help the students create background knowledge that the native English speakers have already acquired • Creating Anticipation Guides • Using Visuals • and creating other Graphic Organizers appropriate for the material• Allow students to read summaries
  • 14. Content specific modifications Math• In most countries, math is taught in an integrated format. The United States is one of the few countries that separates math instruction by math topics, i.e. Algebra, Geometry, Trigonometry.• Many ESL students have not been taught in their native countries to use a calculator (scientific or graphing)• When placing written instructions or problems on the board, be aware of the pace in which you are writing....ESL students will tend to write everything down that you put on the board.• Also, try to print as much as possible.• Extra time should be allowed to finish assignments, quizzes and tests.• Highlight the question. Help students isolate what is being asked for word problems. Cross out irrelevant information• Create a databank of key math terms that are symbols in word problems (hand out sheet)• Division in French speaking countries…
  • 15. Content specific modifications Science• Simplify the language of instruction, not the concept being taught. Use simple sentence structure and high frequency words• Use graphic organizers such as charts, venn diagrams, webs, story maps, etc. to make language more accessible• Present Science vocabulary and concepts using real objects, pictures, and hands-on activities• Provide models of what is expected.• Provide students with a list of key vocabulary words from a chapter. They can find the words in their bilingual dictionaries.• Have students draw pictures of concepts both to learn and to demonstrate cognitive understanding.• If reading level is too complex, have students look at visuals in the text and think about the pictures
  • 16. Content specific modifications Social Studies• Do a K-W-L chart before and after units of study• Utilize students cultural background knowledge and experience during a lesson• Give students plenty of multimedia and realia, and manipulatives while teaching content. A picture is worth a thousand words. Multimedia materials can give visual cues to help students understand time periods in history, etc.• Use graphic organizers• Introduce key vocabulary at beginning of lesson/topic• Post vocabulary and or word banks in classsroom for student reference.• Do read-alouds of texts and literature relating to Social Studies topic• Have students trace maps and then label individual parts of the map, e.g. cities, states, countries, rivers, mountains.• Have students copy a chart, make a graph or draw a picture, timeline or diagram.
  • 17. Case study #1• You are teaching your students about World War 2.• What modifications would you come up with in order to make World War 2 content accessible to the ESL students?• 5 minutes.
  • 18. Case Study #2• You are teaching the students about The Hunger Games. They are to read the novel in class and write a book report about it.• What modifications would you adopt to make the content of the book accessible to the ESL students?• 5 minutes
  • 19. Next session:• Review modifications – success/less-than- successful stories• New suggested modifications• Testing Accommodations and Assessments for ESL students