1. Simple Ways to Accommodate for ESOL Students Information from Carolina TESOL Conference

2. Multiple Choice – Cut down number of options  Mark through 1 or 2 of the options  Choose the trickiest options to omit  Omit the “none of the above” type answers

3. True/False – Omit tricky true/false questions  Omit examples in which 1 word changes the answer.  Ex. – Paris is not the capital of France.  Check if language is misleading.  True/False can be used instead of short answer questions.  Ex. – Name something that people can do to improve health.  T/F – Eating fruits and vegetables is healthy for you.

4. Matching – Cut down the number of options or break up into smaller options.  Mark out some of the options.  Make the selections smaller.  Ex. – Instead of 1 set of 20, make it into 4 sets of 5.

5. Labeling – Have options available to students.  Use a word bank for ESOL students. Simply attach a list to the test.  Give students 2 or 3 options from which to choose.  Labeling can be given instead of short answer or essay.  Ex. – Label the oceans on the map. Substitute: Compare and contrast the Artic and Pacific Oceans.

6. Levels 3+

7. Levels 1 & 2 (Middle/High)

8. Fill-in-the-blank – Make sure to phrase the sentences as they were phrased in the notes.  Write in a word bank for the ESOL students.  Give options from which students may choose the correct answer.  Fill-in-the-blank may be used instead of short answer or essay.

11. Short Answer – Grade on the content presented, not the way it is presented.  Allow answers that are not in complete sentences.  Give prompts to start the answer or make it into fill-in-the blank.  Ex. One reason it is necessary to use goggles in the lab is…

12. Short Answer (continued)  Allow examples instead of explanations.  Allow fewer explanations/reasons than expected from other students.

13. Long Answer/Essay Questions – Grade on content presented, not the way it is presented.  Give prompts to start an answer.  Allow students to bullet answers.  Give graphic organizers/charts/diagrams to complete instead of paragraphs or essays.

14. Oral presentation  Allow students to read or memorize.  Do not require answering extra questions.  Do not count off for pronunciation, word usage, eye contact, tone of voice.  Give credit for presenting and for including information required.  Allow shy/nervous students to present to the teacher by themselves.  Videotape rather than requiring presentation in front of whole group.

15. If an ESOL student fails a test:  Review modifications/accommodations form to decide if you met accommodations for that student during class and for testing.

16. If an ESOL student fails a test:  Look at test/assessment to decide if appropriate accommodations were made.  Was the test modified for individual student’s needs?  Was a different grading scale used?  Was the student accountable for only the most important content?  Was the content simplified enough for the student to truly understand?

18. INSTRUCTIONS   1. COMPLETE the attached accommodation forms for each of your ESOL students.   Students’ forms will vary according to need. See “Can Do” chart in folder.   Level color codes: pink=4; yellow=3; green=2; blue=1   If student’s performance indicates a need to accommodate during standardized testing, THAT SAME ACCOMMODATION MUST BE IMPLEMENTED IN THE CLASSROOM throughout the school year.   2. SIGN AND DATE all of the completed Individualized Modifications/ Accommodations Plan forms.   3. MAKE A COPY of each accommodation sheet.   KEEP color-coded original in your purple ESOL folder. Put in an accessible location for easy reference. At the end of the year, I will request these folders be returned to me.   PUT copies in my box.   4. Please call me at extension 60411 or E-mail lucylee@newberry.k12.sc.us if you have questions or need help with anything.lucylee@newberry.k12.sc.us

19. Resources  http://www.discoveryeducation.com/Texas-Virtual/index1.cfm http://www.discoveryeducation.com/Texas-Virtual/index1.cfm  http://www.northcanton.sparcc.org/~hck/cgi-bin/wq_student_page. pl?id=dml2nc&wq=1