Student Name/ESOL Level:______School/Grade Level: ______| 1

School District of ______County English for Speakers of Other Languages (ESOL) Services Individualized Modifications/Accommodations Plan

General Specific Strategies and Ideas Modifications General  Collaborate closely with ESOL teacher.  Establish a safe/relaxed/supportive learning environment.  Review previously learned concepts regularly and connect to new learning.  Contextualize all instruction.  Utilize cooperative learning.  Teach study, organization, and note taking skills.  Use manuscript (print) fonts.  Teach to all modalities.  Incorporate student culture (as appropriate).  Activate prior knowledge.  Allow extended time for completion of assignments and projects.  Rephrase directions and questions.  Simplify language. (Ex. Use short sentences, eliminate extraneous information, convert narratives to lists, underline key words/key points, use charts and diagrams, change pronouns to nouns).  Use physical activity. (Total Physical Response)  Incorporate students L1 when possible.  Develop classroom library to include multicultural selections of all reading levels; especially books exemplifying students’ cultures.  Articulate clearly, pause often, limit idiomatic expressions, and slang.  Permit student errors in spelling and grammar except when explicitly taught. Acknowledge errors as indications of learning.  Allow frequent breaks.  Provide preferential seating.  Model expected student outcomes.  Prioritize course objectives. Reading  Pre-teach vocabulary. in the Content Areas  Teach sight vocabulary for beginning English readers.  Allow extended time.  Shorten reading selections.  Choose alternate reading selections.  Allow in-class time for free voluntary and required reading.  Use graphic novels/books and illustrated novels.  Leveled readers  Modified text  Use teacher read-alouds.  Incorporate gestures/drama.  Experiment with choral reading, duet (buddy) reading, and popcorn reading.  Use Language Experience Approach, story charts, storyboards, and other methods.  Introduce reading selections. Assessment  Allow open note/open book tests (include page numbers as appropriate).  Allow short answer for LEP students, avoid essay questions for most limited English speakers.  Reduce number of questions/prioritize questions.  Reduce cultural bias.  Allow students to answer questions on test; avoid Scantron and answer sheets.  Provide oral administration/oral response.  Break test into small parts.  Present test question using same phrasing as instruction.  Correlate instruction and assessment styles.  Allow alternate forms of assessment. (Ex. Portfolios, Classroom Observations, Conferencing, Art Forms, 2009 Furman University

Student Name/ESOL Level:______School/Grade Level: ______| 2

Simulations, Drama, Non-Verbal Responses)  Provide visible criteria for assignments and projects (Ex. Rubrics, Checklists).  Provide examples and models of completed projects and papers.  Provide quality study guides for assessments.  Include word banks, small groups of matching, no more than three distracters in multiple choice.  Allow student translations. Note Taking  Limit or modify note taking: o Cloze Notes o Prioritize Information o Graphic Organizers o Copy of Teacher Notes (Word Processed)/Buddy Notes o Visual Notes (Avoid aural note taking.) Grouping  Partners; L1+L1, L1+L2. Suggestions  Small Groups.  Heterogeneous and Homogenous Grouping (depending on the purpose, avoid pairing struggling learners).  Pair with native English speakers  Pair with compassionate and mature learners. Resources  Picture Dictionary  Bilingual Dictionary  Textbooks/Novels in home language: when available.  Recorded text novels; when available. (English and/or L1)  Simplified/High-Low/Adapted Novels  Flash cards with pictures and/or words.  Realia.  Games supporting language acquisition and cultural knowledge.  Music with lyrics.  Illustrations/Videos  Manipulatives Standardized  Bilingual Dictionary Testing  Reword and/or translate directions.  Oral administration: o Writing o Mathematics o Science o Social Studies  Scheduling  Write or circle answers in the test booklet  Individual or small group administration/setting.  Extended time.  Prior test preparation concerning testing strategies. These modifications are suggestions based on current student level of English proficiency. Since language learning is a dynamic process, modifications/accommodations will change in relation to language development. Although some form of modification is required, teacher and student are not limited to the indicated modifications. The list can be expanded or condensed based on student need and/or classroom and ESOL teacher observations. Signatures indicate that modifications have been discussed and acknowledged by ESOL and classroom teachers.

Signatures:

ESOL Teacher: ______Date: ______Teacher: ______Date:______Teacher:______Date:______Teacher:______Date:______Teacher:______Date:______

2009 Furman University