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How to Modify Assignments and Assessments for English Language Learners Cheryl Parr & Tracey Hardee.

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Presentation on theme: "How to Modify Assignments and Assessments for English Language Learners Cheryl Parr & Tracey Hardee."— Presentation transcript:

1 How to Modify Assignments and Assessments for English Language Learners Cheryl Parr & Tracey Hardee

2 What are BICS and CALP?  Basic Interpersonal Communication Skills (BICS) are language skills needed in social situations. They support the day-to-day language needed to interact socially with other people.  CALP (Cognitive Academic Language Proficiency) refers to formal academic learning. This includes listening, speaking, reading, and writing about subject area content material. This level of language learning is essential for students to succeed in school. (from (from

3 The Four Domains of the English Language: Reading and Listening Input Writing and Speaking Output

4 How do I modify my lessons? Answer these questions:  What do you want them to learn?  What vocabulary do they need to know?  What proficiency level are they?

5 What do you want them to learn? What do you want them to learn?  Look at your final product/assessment.  List three or four main points or tasks that will be required.

6 What vocabulary do they need to know?  Make a vocabulary list.  Decide what vocabulary might be tough for ESOL students.  Include content area vocabulary as well as directions.

7 What proficiency level are they?  Know the LEP level of your students. When in doubt, look at the LEP levels and corresponding actions. Some students might appear to be between levels. This is normal!  Check to see what types of activities students will be capable of accomplishing at various LEP levels.

8 What can Level 1 students do? Level 1 students can:  Follow most one-step directions.  Point, draw, highlight, underline, and gesture to show comprehension.  Use their first language to help them.  Learn simple vocabulary.

9 What can Level 2 students do? Level 2 students can:  Respond with increasing ease to more varied directions. ease to more varied directions.  Begin to produce some oral and written language.  Comprehend “main ideas” in their reading with the use of visuals.

10 What can Level 3 students do? Level 3 students can:  Understand and be understood in many basic social situations (while exhibiting many errors of convention).  Produce more “complex” academic language with support.  Begin to access some grade-level texts, with support.

11 What can Level 4 students do? Level 4 students can:  Use English as a means for learning in other academic areas, although some minor errors of conventions are still evident.  Have some metacognition.

12 What can Level 5 students do? Level 5 students can:  Speak, understand, write, and comprehend English without difficulty. comprehend English without difficulty.  Display academic achievement comparable to that of native English- speaking peers, though further linguistic enhancement and refinement are necessary.

13 What can I expect to ask them?  Level 1 (0-6 months): Show me...Circle the...Where is...Who has... What is...  Level 2 (6 months-1 year): Yes/No questions, Either/Or questions, One or two-word answers, Lists and Labels  Level 3 (1-3 years): Why...? How...? Explain... Phrase or short-sentence answers.  Level 4 (3-5) years: What would happen if...? Why do you think...?  Level 5 (5-7 years): Decide if... Retell...

14 So how do I really do it? So how do I really do it?  Modify/adapt by matching the students’ abilities with your learning goals for them. Use the last few slides as a guide.  Modifying your own material might be as easy as offering a vocabulary list, or letting LEP students use notes.

15 What about tests and other assessments?  Keep in mind that the content of the material is important. Progress should be assessed over time. Grade what students can do instead of what they can’t do.  Be patient with them and yourself!

16 Cadena alimentaria 1. _________ se denominan los productores porque son capaces de utilizar la energía de la luz desde el ____ para producir alimentos de dióxido de carbono y agua. 2. _________ no puede hacer sus propios alimentos por lo que deben comer vegetales y y/o otros animales. Se les llama _________. 3. Los animales que comen sólo plantas se denominan ___________. 4. Los animales que comen otros animales se denominan ____________. 5. Los animales y las personas que consumen los animales y las plantas se denominan _________. 6. Las bacterias, microorganismos, hongos o otros animales que ayudan en la descomposición se denominan ____________. 7. La mayoría de cadenas de alimentos no tienen más de organismos de ___.

17 Food Chain consumers producers six decomposers plants animals sun 1. _________ are called producers because they are able to use light energy from the ____ to produce food from carbon dioxide and water. 2. _________ cannot make their own food so they must eat plants and /or other animals. They are called _________. 3. Animals that eat only plants are called ___________. 4. Animals and people who eat both animals and plants are called _________. 5. Bacteria, microorganisms, fungi or other animals that aid in decomposition are called ____________. 6. Most food chains have no more than ___ organisms. Label the pictures below as Consumer or Producer.

18 What are some strategies for modifying assessments?  Reduce response materials for content area testing  Provide a version of the test with simplified language  Read test questions aloud  Supply word banks for tests  Provide matching activities  Extend time to complete the tests  Allow the student to respond orally rather than in written form  Use portfolios to authentically assess student progress

19 What if I have to modify “on the fly”?  Use a highlighter/ post-it to focus on key concepts.  Write “top three” vocabulary words on the board.  Draw, gesture, or mime the concepts while you teach.  Use a “Sharpie” to simplify/ shorten readings/ questions that are not-as- essential.

20 For Example…  Your 4 th grade Science test has 10 matching questions, 5 short-answer questions, and 5 fill-in-the-blank.

21 You could…  For a level 1 student you could write down the 5 most important vocabulary words/ concepts, and have them illustrate each word/ concept.  For a level 3 student you could: give a word bank for the fill-in-the-blank questions, ask him/her to pick 3 of the 5 short-answer questions, and underline the critical vocabulary in each of the matching questions.

22 Example #2  Your 2 nd grade list of spelling words has 20 words, and your ESOL students don’t know what the words mean, much less how to spell them!

23 You Could..  For a level 2 student you could shorten the list to 4-7 words, and ask a native speaker in the class to draw a picture next to the words to clarify their meaning.  For a level 4 student you could shorten the list to 15 words, and have them do the other 5 as “bonus” words. The student could use a dictionary to look up words he/ she doesn’t know.

24 Thank you!  Students are learning and gaining a firm foundation, as evidenced by 2010 PASS scores.  Long term learning for all students is gained by differentiating instruction according to individual needs.


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