Slide show based on a document to which I contributed:
Accommodations and Modifications:
A Working Handbook for Subject Teachers with English Language Learners, 2006
The document discusses two seminars for CLIL teachers in Petropavlovsk, Kazakhstan. The first seminar focuses on working with terminology in CLIL. The second seminar focuses on how teachers can transform academic texts for CLIL lesson planning. Key topics covered include the differences between BICS and CALPS language skills needed for CLIL, content-specific vocabulary and language functions for different subject areas, and considering genre and register when selecting or adapting texts for CLIL lessons.
This document contains lesson plans for an audio-visual English class on the topic of traveling. It includes:
1. An exam and production schedule with midterms and finals.
2. Three detailed lesson plans that involve listening exercises, vocabulary presentations, video watching and worksheet completion, role playing, and skits. The lessons aim to improve students' ability to understand and use travel-related English.
3. Teaching plans that include warm-up activities, presentations, group work, question times, and performances to reinforce the material through speaking practice.
Y9 core subject curriculum information evening finalJonny Hall
This document provides information about a Year 9 Core Subject Curriculum Information Evening held at St Benet Biscop Catholic Academy. It includes an agenda for the evening with presentations on the Flight Path model used in all subjects, as well as information sessions on GCSE subjects including English, Maths, Science, and RE. The document outlines changes to the new GCSE specifications and assessment formats. It provides course overviews and homework examples for each subject. Presenters are listed to answer specific subject queries during the question portion of the evening.
This document contains the daily lesson plans for Wednesday, March 08, 2006. The day includes lessons in gym, Bible, math, language arts and unit studies. In gym, students will participate in a cross country skiing lesson exploring movements with and without poles. In Bible, students will summarize Bible passages about the Israelites' journey to Canaan and the story of Balak and Balaam. The math lessons focus on estimating length, problem solving, and reviewing division. The language arts lessons cover phonics including the schwa sound and spelling words containing "ou". The unit studies lesson introduces different types of bridges.
This document provides lesson plans and materials for teaching blending and segmenting words to young students. It includes 5 steps: 1) introducing focus words through pictures, 2) practicing blending and segmenting sounds, 3) blending letters to form words, 4) playing a bingo game to practice blending, and 5) having students sing an action song about the words. Appendices include pictures, texts, letters, and worksheets to support practicing blending and segmenting skills. The overall goal is for students to improve their ability to blend and segment sounds in words.
This document provides guidance for teachers on supporting students with special needs through Individualized Education Programs (IEPs) and accommodations. It discusses qualifying disabilities for IEPs, common IEP terminology like inclusion and accommodations, examples of typical accommodations in areas like presentation, response, timing, setting and testing, assistive technologies, and other strategies teachers can use to help students succeed.
This document discusses accommodations for students with special needs. It explains that accommodations are required by law to provide equal access and remove barriers to learning for students with disabilities. Accommodations can include modifying presentation of materials, modifying assignments or assessments, and designing fair tests. The document provides examples of accommodations teachers can implement, such as providing visual cues, note takers, or modifying test instructions. It also outlines best practices for constructing accessible tests.
The document discusses two seminars for CLIL teachers in Petropavlovsk, Kazakhstan. The first seminar focuses on working with terminology in CLIL. The second seminar focuses on how teachers can transform academic texts for CLIL lesson planning. Key topics covered include the differences between BICS and CALPS language skills needed for CLIL, content-specific vocabulary and language functions for different subject areas, and considering genre and register when selecting or adapting texts for CLIL lessons.
This document contains lesson plans for an audio-visual English class on the topic of traveling. It includes:
1. An exam and production schedule with midterms and finals.
2. Three detailed lesson plans that involve listening exercises, vocabulary presentations, video watching and worksheet completion, role playing, and skits. The lessons aim to improve students' ability to understand and use travel-related English.
3. Teaching plans that include warm-up activities, presentations, group work, question times, and performances to reinforce the material through speaking practice.
Y9 core subject curriculum information evening finalJonny Hall
This document provides information about a Year 9 Core Subject Curriculum Information Evening held at St Benet Biscop Catholic Academy. It includes an agenda for the evening with presentations on the Flight Path model used in all subjects, as well as information sessions on GCSE subjects including English, Maths, Science, and RE. The document outlines changes to the new GCSE specifications and assessment formats. It provides course overviews and homework examples for each subject. Presenters are listed to answer specific subject queries during the question portion of the evening.
This document contains the daily lesson plans for Wednesday, March 08, 2006. The day includes lessons in gym, Bible, math, language arts and unit studies. In gym, students will participate in a cross country skiing lesson exploring movements with and without poles. In Bible, students will summarize Bible passages about the Israelites' journey to Canaan and the story of Balak and Balaam. The math lessons focus on estimating length, problem solving, and reviewing division. The language arts lessons cover phonics including the schwa sound and spelling words containing "ou". The unit studies lesson introduces different types of bridges.
This document provides lesson plans and materials for teaching blending and segmenting words to young students. It includes 5 steps: 1) introducing focus words through pictures, 2) practicing blending and segmenting sounds, 3) blending letters to form words, 4) playing a bingo game to practice blending, and 5) having students sing an action song about the words. Appendices include pictures, texts, letters, and worksheets to support practicing blending and segmenting skills. The overall goal is for students to improve their ability to blend and segment sounds in words.
This document provides guidance for teachers on supporting students with special needs through Individualized Education Programs (IEPs) and accommodations. It discusses qualifying disabilities for IEPs, common IEP terminology like inclusion and accommodations, examples of typical accommodations in areas like presentation, response, timing, setting and testing, assistive technologies, and other strategies teachers can use to help students succeed.
This document discusses accommodations for students with special needs. It explains that accommodations are required by law to provide equal access and remove barriers to learning for students with disabilities. Accommodations can include modifying presentation of materials, modifying assignments or assessments, and designing fair tests. The document provides examples of accommodations teachers can implement, such as providing visual cues, note takers, or modifying test instructions. It also outlines best practices for constructing accessible tests.
This document provides an introduction to the book 1001 Vocabulary and Spelling Questions. It discusses the purpose and organization of the book, which provides over 1000 practice questions to improve vocabulary and spelling skills. It recommends how to use the book for study and practice. It also lists some common exams that test vocabulary and spelling abilities. Finally, it includes a table that defines common prefixes, suffixes, and word roots to help with understanding word meanings.
This document provides an introduction to 1001 Vocabulary and Spelling Questions, a book designed to provide review and practice for vocabulary and spelling skills. It contains over 1000 questions organized into three main sections: synonyms, antonyms, and analogies; vocabulary in context; and spelling. The introduction explains how to use the book for study and test preparation. It also provides lists of common English prefixes, suffixes, and word roots to help understand word meanings.
The document discusses cultural and linguistic diversity at Abraham Moss High School in Manchester. It provides data showing that around 90% of the school's 1200 pupils are from ethnic minority backgrounds, speaking over 50 different languages. Around 75% of pupils have English as an additional language. It highlights challenges for pupils with EAL and strategies teachers can use to create an inclusive curriculum and classroom environment, such as using visual resources, collaborative learning activities, and structured support for working with texts.
The document discusses the importance of academic language for English learners. It notes that simply exposing students to English is not enough and they need explicit instruction in academic language. It provides examples of the language used in different subject areas like science, history, and math. The document emphasizes that teachers need to provide scaffolding support, differentiate instruction based on language needs, and explicitly teach academic language.
This document discusses various aspects of inflection in English morphology. It begins by defining inflection as grammatical markers such as affixes that signal properties like number, tense, or possession without changing the word's class. It then provides examples of verb agreement and person/number agreement in English. It also discusses intensifiers like "very" and "too" that modify adjectives and adverbs, genitive markers like -'s and of, and noun plural markers like -s. It concludes by listing six key characteristics of inflectional morphemes in English, such as always being suffixes and not changing the syntactic category or meaning of words.
Annette Woolard is an experienced English teacher seeking a new teaching position. She has over 12 years of experience teaching 9th-12th grade English at Halifax County High School in Virginia. She is licensed to teach in Virginia through 2017. Her teaching experience includes developing lesson plans, differentiating instruction, and preparing students for standardized tests. She also has experience teaching college-level remedial English and serving on various curriculum development committees. In her spare time, she enjoys participating in local theater productions. She provides strong references from her current and former supervisors who can attest to her teaching abilities.
660 FA23 Strategies for Teaching ELs.pptCassieBoyd3
This document provides strategies for making language input comprehensible for English learners based on Krashen's theory of second language acquisition. It recommends using appropriate speech, clear explanations, and non-verbal cues. Specific strategies include modifying vocabulary, emphasizing key ideas, using visuals and manipulatives, building background knowledge, pre-teaching vocabulary, and incorporating active learning techniques like think-alouds. The document also suggests recruiting community members who speak students' native languages to support learning.
Generative grammar power point presentation,, ulfamahbubiyahulfah
This document discusses the power and implications of generative-transformational grammar for teaching English as a second language. It notes that this grammar can generate an infinite number of well-formed syntactic structures using a finite set of rules. While some criticize it as too complex for language teaching, the document argues it can guide curriculum development by revealing how sentences are structurally related. It suggests teaching simple kernel sentences first before more complex forms, and provides examples of phrase structure rules and exercises teachers could use to help students learn how to generate grammatical utterances step-by-step.
Larsen-Freeman proposes a three dimensional framework for teaching grammar that includes form, meaning, and use. She challenges the conventional view of only focusing on grammatical form. The framework represents the dimensions as interconnected wedges in a pie chart to show they are not hierarchical. Teachers can use it to identify which dimension may pose the biggest challenge for students with a given grammar point. Several approaches are discussed for addressing grammar within a meaning-based or communicative language teaching approach, including recasting student errors, enhancing input, consciousness-raising tasks, and output production through communicative tasks.
This presentation was created for a final project in one of the courses included in my master's program at the State University of New york, SUNY, Albany 1999/00.
Definition
Vocabulary is a list or collection of words arranged in alphabetical order and explained, a dictionary or lexicon, either of a whole language, a single work or author, a branch of science, or the like, a word book.
INTRODUCING VOCABULARY
Example 4 below is clearly designed to focus the students’ attention on an aspect of vocabulary.
Example 1 : Walking, running, jumping
Focus : verb of movement
Age : adult
Level : beginner
Example 2 : Inviting
Focus : Functional language
Age : adult
Level : pre-intermediate
Example 3 : Explaning what you mean
Focus : type, kind, something you use
Age : young adult plusLevel : intermediate
Example 4 : Word formation
Focus : prefixes and suffixes
Age : young adult plus
Level : upper intermediates
This document provides instructions for a lesson plan using the song "Waltzing Matilda" as the basis for teaching English literacy skills to ESL students. The lesson consists of 8 tasks that require students to listen to, read, analyze and summarize the song. Tasks include writing a biography of the song's author, explaining the verses, retelling the story, defining words, analyzing verbs and their tenses, and writing a letter. The document outlines the process for students to complete the tasks in pairs or individually and submit word-processed responses for evaluation based on criteria including level of detail, accuracy and effort. The goal is for students to improve reading, writing, listening and speaking abilities using a variety of text genres and literacy skills.
The document discusses principles and strategies for teaching English learners. It outlines six key principles for developing instruction for ELs, noting that all principles should be incorporated. It emphasizes that instruction should take into account students' English proficiency levels and prior experiences. Teachers must be attentive to student differences and design instruction accordingly. Short videos can be used for close reading to engage students in analyzing details, patterns and developing understandings of texts. Providing structured routines for close reading can help students develop independence in reading.
English grammar refers to the structure and rules of the English language including words, phrases, clauses and sentences. The document classifies parts of English grammar such as nouns, adjectives, adverbs, verbs, determiners, punctuation, and relative clauses. It provides examples and explanations of each. It also compares some differences between English grammar and Spanish grammar such as adjective placement, subject usage, noun gender, capitalization rules, and verb conjugations.
The document discusses effective vocabulary instruction strategies supported by research. It recommends explicitly teaching vocabulary words, including providing student-friendly definitions and examples of words in context. It also suggests varying vocabulary instruction tasks, such as asking questions about word meanings, and relating words to students' prior knowledge and experiences. The document emphasizes the importance of multiple exposures, active engagement, and relating new words to known words.
This document contains the resume of William Schnaithman. It outlines his educational background which includes a MA in Linguistics from SUNY Buffalo, TEFL certification from Boston Language Institute, and a BS in Education from Baylor University. It also details his extensive work experience in teaching English, Spanish, ESL, and other subjects at both the K-12 and college levels. Additionally, it lists presentations given at education conferences on topics related to language teaching and learning.
Research proposal (Students' Knowledge of Adverb and Adjectives)Ria Dwi Pratiwi
This document provides an introduction to a student's thesis on distinguishing between adjectives and adverbs. It includes sections on the background of the topic, definitions of adjectives and adverbs, their distinguishing characteristics, the research methodology used in the study, and references. The study aimed to determine 10 students' knowledge of adjectives versus adverbs through a test. It found that some students were still confused between the two parts of speech due to similarities in some cases where adverbs are formed from adjectives with the "-ly" suffix.
Evolution of language - Linguistic Changes and Adaptations Over TimeAljonLariosaAasco
The document summarizes key linguistic changes that have occurred in the English language over time, including phonological, grammatical, lexical, and syntactic changes. Phonological changes include the Great Vowel Shift and loss of final unstressed vowels. Grammatical changes involve simplification of verb conjugations and loss of noun case endings. Lexical changes comprise borrowing of words from other languages and coining of new words. Syntactic changes feature the development of fixed word order and loss of grammatical agreement. Overall, the evolution of English reflects its dynamic and adaptive nature responding to various external influences.
The document summarizes a presentation on effectively teaching vocabulary. It discusses why vocabulary teaching is important, concepts in teaching and learning vocabulary, what words to teach, traditional and creative teaching methods, traditional and creative learning methods, moving words from short-term to long-term memory, and five specific ways to teach vocabulary including directly and indirectly. The presentation provides research and examples to support adopting creative and multi-sensory approaches to make vocabulary learning more effective and memorable for students.
Amanda Wardlow-Cosey (SEI/500) Professional Development Presentationawardlow30
(SEI/500) Academic Vocabulary Assessments: Professional Development Presentation for best practices in assessing vocabulary for English Language Learners. -Amanda Wardlow-Cosey
This document provides an introduction to the book 1001 Vocabulary and Spelling Questions. It discusses the purpose and organization of the book, which provides over 1000 practice questions to improve vocabulary and spelling skills. It recommends how to use the book for study and practice. It also lists some common exams that test vocabulary and spelling abilities. Finally, it includes a table that defines common prefixes, suffixes, and word roots to help with understanding word meanings.
This document provides an introduction to 1001 Vocabulary and Spelling Questions, a book designed to provide review and practice for vocabulary and spelling skills. It contains over 1000 questions organized into three main sections: synonyms, antonyms, and analogies; vocabulary in context; and spelling. The introduction explains how to use the book for study and test preparation. It also provides lists of common English prefixes, suffixes, and word roots to help understand word meanings.
The document discusses cultural and linguistic diversity at Abraham Moss High School in Manchester. It provides data showing that around 90% of the school's 1200 pupils are from ethnic minority backgrounds, speaking over 50 different languages. Around 75% of pupils have English as an additional language. It highlights challenges for pupils with EAL and strategies teachers can use to create an inclusive curriculum and classroom environment, such as using visual resources, collaborative learning activities, and structured support for working with texts.
The document discusses the importance of academic language for English learners. It notes that simply exposing students to English is not enough and they need explicit instruction in academic language. It provides examples of the language used in different subject areas like science, history, and math. The document emphasizes that teachers need to provide scaffolding support, differentiate instruction based on language needs, and explicitly teach academic language.
This document discusses various aspects of inflection in English morphology. It begins by defining inflection as grammatical markers such as affixes that signal properties like number, tense, or possession without changing the word's class. It then provides examples of verb agreement and person/number agreement in English. It also discusses intensifiers like "very" and "too" that modify adjectives and adverbs, genitive markers like -'s and of, and noun plural markers like -s. It concludes by listing six key characteristics of inflectional morphemes in English, such as always being suffixes and not changing the syntactic category or meaning of words.
Annette Woolard is an experienced English teacher seeking a new teaching position. She has over 12 years of experience teaching 9th-12th grade English at Halifax County High School in Virginia. She is licensed to teach in Virginia through 2017. Her teaching experience includes developing lesson plans, differentiating instruction, and preparing students for standardized tests. She also has experience teaching college-level remedial English and serving on various curriculum development committees. In her spare time, she enjoys participating in local theater productions. She provides strong references from her current and former supervisors who can attest to her teaching abilities.
660 FA23 Strategies for Teaching ELs.pptCassieBoyd3
This document provides strategies for making language input comprehensible for English learners based on Krashen's theory of second language acquisition. It recommends using appropriate speech, clear explanations, and non-verbal cues. Specific strategies include modifying vocabulary, emphasizing key ideas, using visuals and manipulatives, building background knowledge, pre-teaching vocabulary, and incorporating active learning techniques like think-alouds. The document also suggests recruiting community members who speak students' native languages to support learning.
Generative grammar power point presentation,, ulfamahbubiyahulfah
This document discusses the power and implications of generative-transformational grammar for teaching English as a second language. It notes that this grammar can generate an infinite number of well-formed syntactic structures using a finite set of rules. While some criticize it as too complex for language teaching, the document argues it can guide curriculum development by revealing how sentences are structurally related. It suggests teaching simple kernel sentences first before more complex forms, and provides examples of phrase structure rules and exercises teachers could use to help students learn how to generate grammatical utterances step-by-step.
Larsen-Freeman proposes a three dimensional framework for teaching grammar that includes form, meaning, and use. She challenges the conventional view of only focusing on grammatical form. The framework represents the dimensions as interconnected wedges in a pie chart to show they are not hierarchical. Teachers can use it to identify which dimension may pose the biggest challenge for students with a given grammar point. Several approaches are discussed for addressing grammar within a meaning-based or communicative language teaching approach, including recasting student errors, enhancing input, consciousness-raising tasks, and output production through communicative tasks.
This presentation was created for a final project in one of the courses included in my master's program at the State University of New york, SUNY, Albany 1999/00.
Definition
Vocabulary is a list or collection of words arranged in alphabetical order and explained, a dictionary or lexicon, either of a whole language, a single work or author, a branch of science, or the like, a word book.
INTRODUCING VOCABULARY
Example 4 below is clearly designed to focus the students’ attention on an aspect of vocabulary.
Example 1 : Walking, running, jumping
Focus : verb of movement
Age : adult
Level : beginner
Example 2 : Inviting
Focus : Functional language
Age : adult
Level : pre-intermediate
Example 3 : Explaning what you mean
Focus : type, kind, something you use
Age : young adult plusLevel : intermediate
Example 4 : Word formation
Focus : prefixes and suffixes
Age : young adult plus
Level : upper intermediates
This document provides instructions for a lesson plan using the song "Waltzing Matilda" as the basis for teaching English literacy skills to ESL students. The lesson consists of 8 tasks that require students to listen to, read, analyze and summarize the song. Tasks include writing a biography of the song's author, explaining the verses, retelling the story, defining words, analyzing verbs and their tenses, and writing a letter. The document outlines the process for students to complete the tasks in pairs or individually and submit word-processed responses for evaluation based on criteria including level of detail, accuracy and effort. The goal is for students to improve reading, writing, listening and speaking abilities using a variety of text genres and literacy skills.
The document discusses principles and strategies for teaching English learners. It outlines six key principles for developing instruction for ELs, noting that all principles should be incorporated. It emphasizes that instruction should take into account students' English proficiency levels and prior experiences. Teachers must be attentive to student differences and design instruction accordingly. Short videos can be used for close reading to engage students in analyzing details, patterns and developing understandings of texts. Providing structured routines for close reading can help students develop independence in reading.
English grammar refers to the structure and rules of the English language including words, phrases, clauses and sentences. The document classifies parts of English grammar such as nouns, adjectives, adverbs, verbs, determiners, punctuation, and relative clauses. It provides examples and explanations of each. It also compares some differences between English grammar and Spanish grammar such as adjective placement, subject usage, noun gender, capitalization rules, and verb conjugations.
The document discusses effective vocabulary instruction strategies supported by research. It recommends explicitly teaching vocabulary words, including providing student-friendly definitions and examples of words in context. It also suggests varying vocabulary instruction tasks, such as asking questions about word meanings, and relating words to students' prior knowledge and experiences. The document emphasizes the importance of multiple exposures, active engagement, and relating new words to known words.
This document contains the resume of William Schnaithman. It outlines his educational background which includes a MA in Linguistics from SUNY Buffalo, TEFL certification from Boston Language Institute, and a BS in Education from Baylor University. It also details his extensive work experience in teaching English, Spanish, ESL, and other subjects at both the K-12 and college levels. Additionally, it lists presentations given at education conferences on topics related to language teaching and learning.
Research proposal (Students' Knowledge of Adverb and Adjectives)Ria Dwi Pratiwi
This document provides an introduction to a student's thesis on distinguishing between adjectives and adverbs. It includes sections on the background of the topic, definitions of adjectives and adverbs, their distinguishing characteristics, the research methodology used in the study, and references. The study aimed to determine 10 students' knowledge of adjectives versus adverbs through a test. It found that some students were still confused between the two parts of speech due to similarities in some cases where adverbs are formed from adjectives with the "-ly" suffix.
Evolution of language - Linguistic Changes and Adaptations Over TimeAljonLariosaAasco
The document summarizes key linguistic changes that have occurred in the English language over time, including phonological, grammatical, lexical, and syntactic changes. Phonological changes include the Great Vowel Shift and loss of final unstressed vowels. Grammatical changes involve simplification of verb conjugations and loss of noun case endings. Lexical changes comprise borrowing of words from other languages and coining of new words. Syntactic changes feature the development of fixed word order and loss of grammatical agreement. Overall, the evolution of English reflects its dynamic and adaptive nature responding to various external influences.
The document summarizes a presentation on effectively teaching vocabulary. It discusses why vocabulary teaching is important, concepts in teaching and learning vocabulary, what words to teach, traditional and creative teaching methods, traditional and creative learning methods, moving words from short-term to long-term memory, and five specific ways to teach vocabulary including directly and indirectly. The presentation provides research and examples to support adopting creative and multi-sensory approaches to make vocabulary learning more effective and memorable for students.
Amanda Wardlow-Cosey (SEI/500) Professional Development Presentationawardlow30
(SEI/500) Academic Vocabulary Assessments: Professional Development Presentation for best practices in assessing vocabulary for English Language Learners. -Amanda Wardlow-Cosey
Amanda Wardlow-Cosey (SEI/500) Professional Development Presentation
Accommodations New
1. Accommodations and Modifications for Subject Teachers with English Language Learners Slides by: Sylvia Gonsalves Alexander Mackenzie H.S., YRDSB
2. Sylvia Gonsalves, AMHS February 2007 Program Adaptations To support the literacy needs of English Language Learners, teachers are required by the Ministry of Education to make the necessary adaptations (accommodations and/or modifications) to their programs. The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000 (10).
3. Sylvia Gonsalves, AMHS February 2007 Program Adaptations The Ministry of Education acknowledges that students who are receiving modifications are still working towards a credit. The Ontario Curriculum, Grades 9 to 12: English as a Second Language and English Literacy Development, (8–9).
4. Sylvia Gonsalves, AMHS February 2007 Accommodations are strategies and provisions provided by the teacher to help the student meet the expectations of a course. Some examples of accommodations include: providing extra time, adjusting instructional language, allowing dictionaries and using graphic organizers. strategies and provisions Accommodations & Modifications Accommodations
5. Sylvia Gonsalves, AMHS February 2007 Modifications are adjustments to the curriculum expectations and are made for some or all of the course expectations, based upon the student’slevel of English proficiency. adjustments to the curriculum expectations Accommodations & Modifications Modifications
6. Sylvia Gonsalves, AMHS February 2007 Accommodations Clarify Instructions Provide a Glossary Adjust Format
7. Sylvia Gonsalves, AMHS February 2007 Accommodation #1: Clarify Instructions WHAT Simplify vocabulary Simplify instructions (less words; simpler construction) Bold key words in questions WHY Helps students comprehend content Helps students understand what to do Helps students focus on what is being asked Accommodation #1
8. Sylvia Gonsalves, AMHS February 2007 Example Original Question: Which one of the following series of words best describes the Appalachian Region? ice-covered, flat lowlands high, young, peaked mountains coastal plain, muskeg worn down, old, rounded mountains Accommodation: II. Which best describes the Appalachian Region? ice-covered, flat lowlands high, young, peaked mountains coastal plain, muskeg old, rounded mountains
9. Sylvia Gonsalves, AMHS February 2007 Accommodation #2: Provide a Glossary WHAT Provide a glossaryof difficult words before unit Provide a glossaryfor review & tests Underline glossary words in questions/ handouts WHY Helps students focus on essential terms Helps students comprehend content Indicates to students that the unfamiliar term is explained Accommodation #2
11. Sylvia Gonsalves, AMHS February 2007 Providing a Glossary on Tests WHAT Provide a glossary of difficult vocabulary Place a glossary at the end of the test on a separate sheet of paper Give students a glossary in advance to study at home and bring into the test WHY While the glossary is not a list of the terminology being tested, it does simplify the language. Students can tear off the glossary page and use it efficiently as they work through the test Helps students learn words and phrases used on the test
12. Sylvia Gonsalves, AMHS February 2007 Example 1. A moraine is (a) an elevated, flat area or plateau (b) a ridge or hill of glacial till (c) the bottom of a river valley (d) another name for glacial valleys That was easy . . . GLOSSARY of terms elevated: raised up in the air; high till: sand and gravel
13. Sylvia Gonsalves, AMHS February 2007 Accommodation #3:Adjust Format WHAT Maintain the same sentence structure throughout Increase spacing Chunk related information together in a chart format WHY Reduces level of reading complexity Reduces density of text and provides space for first language translation and student notes Helps students understand the relationship between pieces of key information Accommodation #3
14. Sylvia Gonsalves, AMHS February 2007 Accommodation: What to do if you are absent You should: Tell your teacher when you will be away. Bring a note from your parents/ guardians or tell them to call Attendance Office (905) 884-0554. Bring an admit slip to class from the office. Finish missed work. Example Original: WHAT YOU SHOULD KNOW ABOUT ATTENDANCE If you know you will be absent, inform your teacher prior to the day. All absences must be authorized with a note or phone call to the attendance office. You must authorize your absences with your teacher by presenting an admit slip upon your return. You must complete an assignment for every 3 absences. Accommodation:
15. Sylvia Gonsalves, AMHS February 2007 # 1 Word Problems in Science Possible Accommodations Examples for: ESL EO ESL CO ESL BO Nothing like the wonder of SCIENCE
16. Sylvia Gonsalves, AMHS February 2007 Word Problems in Science Original Question A gem dealer is presented with three red stones, X, Y and Z, and told that they are rubies. He knows that rubies have a density range of between 3950kg/m³and 4100 kg/m³. He is also able to mix different liquids to obtain a liquid, A, with a density of 3950 kg/m³ , and another liquid, B, with a density of 4100 kg/m³ . After experimenting, the gemologist finds that in liquid A, Z floats, while X and Y sink. In liquid B, Y sinks, while X and Z float. Can you determine which stones are real rubies and which stones are fake?
17. Sylvia Gonsalves, AMHS February 2007 Possible Accommodations Reformat the question Read the question aloud to the student & stress the important words Explain unfamiliar words Bold the question Eliminate unnecessary vocabulary Chunk the information into three distinct paragraphs Highlight variables and key concepts Write the question first Write information in point form Put the information in a graphic organizer (chart) Highlight headings Sequence process Provide space for work and blanks for answers
18. Sylvia Gonsalves, AMHS February 2007 Accommodations for ESLEO WHY Provides more space for first language translation Reading aloud helps students get the main idea Stress helps students focus on the key words and the task Provides context; for example, students may not know what a gem dealer is Helps students focus WHAT Reformat the question Read the question aloud to the students Stress the important words Explain unfamiliar words Bold the question Accommodation
19. Sylvia Gonsalves, AMHS February 2007 Example #1: ESLEO A gem dealer is presented with three red stones, X, Y and Z, and told that they are rubies. He knows that rubies have a density range of between 3950kg/m³ and 4100 kg/m³. He is also able to mix different liquids to obtain a liquid, A, with a density of 3950 kg/m³ , and another liquid, B, with a density of 4100 kg/m³ . After experimenting, the gemologist finds that in liquid A, Z floats, while X and Y sink. In liquid B, Y sinks, while X and Z float. Can you determine which stones are real rubies and which stones are fake?
20. Sylvia Gonsalves, AMHS February 2007 Accommodations for ESLCO WHY The word gemologist has no impact on the question and may present a barrier to understanding Helps students sequence information in the question and organize their thoughts Provides more space for first language translation of unfamiliar terms Helps students pick out important information WHAT Eliminate unnecessary vocabulary Chunk the information into three distinct paragraphs Reformat the question Highlight variables and key concepts Accommodation
21. Sylvia Gonsalves, AMHS February 2007 Example # 2: ESLCO There are three stones, X, Y and Z. They may be rubies. Rubies have a density range of 3950 kg/m³ to 4100 kg/m³. There are two liquids. Liquid A has a density of 3950 kg/m³.Liquid B has a density of 4100 kg/m³. Each of the stones is put into liquid A and then into liquid B. In liquidA, stone X sinks, and stone Y sinks, too. StoneZfloats. In liquidB, stone X floats, stone Y sinks and stone Zfloats. Which stones are rubies?
22. Sylvia Gonsalves, AMHS February 2007 Accommodations for ESLBO WHAT Write the question first Write information in point form Highlight variables WHY Provides a purpose for reading Eliminates excess information and provides one idea per line Helps students organize information Accommodation
23. Sylvia Gonsalves, AMHS February 2007 Example # 3: ESLBO Which of the three stones are rubies? three red stones: X, Y, and Z density of rubies: 3950 kg/m³ - 4100 kg/m³ density of liquid A= 3950 kg/m³ density of liquid B= 4100 kg/m³ in liquid A: X sinks, Y sinks, Z floats in liquid B: X floats, Y sinks, Z floats Moving on
24. Sylvia Gonsalves, AMHS February 2007 # 2 Word Problems in Math Possible Accommodations Examples for: ESLC/D/E ESLB/C/D ESLA/B Identify the equation . . . That was easy . . . Y = mX + b?
25. Sylvia Gonsalves, AMHS February 2007 Word Problems in Math Original Question Two Search and Rescue ships are out at sea looking for a downed aircraft. The two ships, SR1 and SR2, are 108 km apart. SR1 picks up a signal from the downed aircraft and estimates that it is 95 km away. SR1 calculates that the angle between the line of sight from SR1 to SR2 and the line from SR1 to the downed aircraft is 36°. Determine who is closer to the downed aircraft, SR1 or SR2.
26. Sylvia Gonsalves, AMHS February 2007 Possible Accommodations Read the paragraph aloud to the students Emphasize key words Highlight key words Simplify the vocabulary Eliminate unnecessary words Reformat the question Provide a labeled diagram
27. Sylvia Gonsalves, AMHS February 2007 Accommodations for ESL C, D, E ACCOMODATION Two Search and Rescue ships are out at sea looking for a downed aircraft. The two ships, SR1 and SR2, are 108 km apart. SR1 picks up a signal from the downed aircraft and estimates that it is 95 km away. SR1 calculates that the anglebetween the line of sight from SR1 to SR2 and the line from SR1 to the downed aircraft is 36°. Determine who is closer to the downed aircraft SR1 or SR2.
28. Sylvia Gonsalves, AMHS February 2007 Accommodations for ESL B, C, D ACCOMODATION Two ships, Ship 1 and Ship 2, are 108 km apart. Ship 1 is 95 km away from an airplane. The angle for Ship 1, between the line to Ship 2 and the line to the airplane is 36°. Which ship is closer to the airplane – Ship 1 or Ship 2?
29. Sylvia Gonsalves, AMHS February 2007 Accommodations for ESL A, B, C ACCOMODATION AND MODIFICATION Ship 1 This ain't rocket science . . . 36° 95 km 108 km Airplane Ship 2 Which ship is closer to the airplane? Prove your answer.
30. Sylvia Gonsalves, AMHS February 2007 Expectations & Evaluation TWO MATH EXPECTATIONS BEING ADDRESSED: Calculate the measures of sides and angles in acute triangles, using the sine law and cosine law. Solve problems involving the measures of sides and angles in acute triangles. All examples meet #1 Example 3 does NOT meet Expectation # 2 EVALUATION Examples 1&2 (ACCOMMODATION) Students are evaluated on both expectations. Example 3 (MODIFICATION) Students are evaluated only on #1. As the students’ English language proficiency increases, the be second expectation can evaluated (most recent).
31. Sylvia Gonsalves, AMHS February 2007 Adaptations and the Report Card Indicate that modifications are made by: Checking the ESL or ELD box according to the designation of the learner as ESL or ELD. Inserting the code: 8657 “Adaptations have been made to support ESL/ELD learners.” Do not check the box if only accommodations are made.
32. Sylvia Gonsalves AMHS, February 2007 Primary Source: Accommodations and Modifications: A Working Handbook for Subject Teachers with English Language Learners, 2006