CHECKLIST OF INSTRUCTIONAL MODIFICATIONS FOR ENGLISH LANGUAGE LEARNERS

DAILY INSTRUCTION/LESSON PREPARATION / Level / Check
1. English/Native Language side by side / P, B
2. Reading Assistance (read aloud, simpler language, summarize) / P, B, I
3. Dictionaries/Glossaries (Bilingual, ESL, English, native language, picture, electronic) / P, B, I, A, T
4. Translation into the native language / P, B
5. Visual aids (graphic organizers, realia, manipulatives, pictures, videos) / P, B, I, A, T
6. Developmentally appropriate writing tasks (use rubrics) / P, B, I, A, T
7. Teach note-taking strategies (Highlighting, underlining key words & facts, T-charts & other organizers). / I, A, T
8. Select developmentally / linguistically appropriate materials. / P, B, I, A, T
9. Assess and build background when necessary. / P, B, I, A, T
10. Directly teach vocabulary (word wall + activities, word sort, 4 square vocabulary cards). / P, B, I, A, T
11. Directly teach reading strategies (chunking, context clues, shared reading, paired reading, SQ3R, concept mapping, KWL). / P, B, I, A, T
12. Frequently monitor for comprehension and re-teach when necessary. / P, B, I, A, T
13. Use language experience activities. / P, B
14. Post and discuss daily objectives. / P, B, I, A, T
15. Teach organization skills (assignment notebooks). / P, B, I, A, T
16. Use cooperative learning strategies (random grouping, selective grouping, peer coaching). / P, B, I, A, T
17. Use small group instruction when appropriate. / P, B, I, A, T
18. Integrate language objectives (Listening, Speaking, Reading, Writing) with content objectives. / P, B, I, A, T
19. Provide extended time for completion of assignments. / P, B, I, A, T
20. Provide additional instructions/clarification. / P, B, I, A, T
21. Modify teacher talk when necessary (reduce use of or explain idiomatic expressions, simplify language and rate of speech) / P, B, I
ASSESSMENTS (Teacher informal classroom assessments)
21. Provide extended time for completion. / P, B, I, A, T
22. Provide additional instructions/clarification (individual if necessary). / P, B, I, A, T
23. Shorten tests ( eliminate 1 or more items and/or answer choices) / P, B, I
24. English/Native Language side by side / P, B
25. Reading Assistance (read aloud, simpler language, summarize) / P, B, I
26. Dictionaries/Glossaries (Bilingual, ESL, English, native language, picture, electronic) / P, B, I, A, T
27. Translation into the native language / P, B
28. Use alternative assessments (oral, project, portfolio). / P, B, I, A, T
29. Use parallel assessments (rewritten, extra visuals for LEP students). / P, B, I, A
HOMEWORK/SPECIAL PROJECTS SUPPORT
30. Provide time, location, and/or teach/peer assistance at school for homework assignments. / P, B, I, A, T
31. Provide materials, time, location, additional teacher and/or peer assistance at school for special projects. / P, B, I, A, T
32. Other

Levels: P – Preliterate, B – Beginning, I – Intermediate, A – Advanced, T – Transitional

ELL STRATEGIES ALIGNED TO PDAS

1. Context Imbedded. Hands-on activities regardless of grade level. Domains I-1, II-2, V-2,V-8
2. Wait time. Students may be hesitant to answer but with the probing of the teacher and/or the assistance of peers, an ELL student might respond at a later time. Domain V-3
3. Grouping. After large-group instruction, the teacher may pull a small group of students to review and modify the instruction in order for the students to meet the objective(s). Domains III-1-2-5-6, II-1-5-6, VIII-C-8
4. Print-Rich Environment. Numerous visuals with labels are needed for LEP students to move from their first language to the second language; therefore, these should be in evidence in the classroom. Domains IV-8, IV-7, VIII-C-9
5. Supplemental Material. Some students may have an English to native language dictionary at his/her desk or a small hand electronic translator. The teacher needs to give students sufficient wait time before student can put it into context. Domains IV-8, II-6, IV-7, VIII-C-9
6 Active Learning. Controlled group interaction: there may be a lot of movement and talking among the students. Students have to "do" and "speak" to learn and comprehend. Domains I-1-5, II-4, VIII-C-9
7. Oral Language Development. Rhymes and singing are common in ESL classrooms, especially in the primary grades. This gives students a chance to learn the rhythm, repeat, and not feel inhibited to speak aloud. Domains I-1-4-5, II-4, III-4, VIII-C-9
8. Skits and Role-Play. Students learn best from concrete to abstract. The next step is application in a comprehensible format, i.e., The objective of the lesson that is now meaningful to the students. Domains I-1-2, II-2-5, III-3, V-2-3, VIII-C-9
9. Questioning Strategies. The teacher should check comprehension and retention of information through direct questions i.e., Do you understand? Do you have any questions? What did I say? Watch for non-verbal feedback that indicates understanding or confusion. Students should feel comfortable asking questions. Domains I-3, II-3-8, III-5-6
10. Graphic Organizers. A hands-on problem solving tool used to help students see relationships. Organizes thoughts to show connections. Allows for efficient organization of information at a concrete level. Domains II-1-2-5
11. Activating Prior Knowledge. Relating new to known information and making personal associations. Use what the student knows, use background knowledge, make analogies. Domains II-4-5, VIII C-9
12. TPR Total Physical Response (Asher) Students respond with overt physical action to verbal commands in a second language. Teacher models action as commands are given and students respond with physical action. Helps teacher evaluate comprehension. Students learn grammar and build vocabulary in context. Domains VIII C-9, II 2-4-5-6, IV 7-8, V-2.
13. Demonstration. Technique in which students are shown how to complete a task or are shown a process. Illustrates concepts for which words alone are inadequate. Addresses the visual learner, breaks the language barrier. Domains II 2-4-5-6, IV 7-8, V-2.
14. Cooperative Learning. Working with peers to complete a task, pool information, solve a problem, get feedback. Helps students learn from others. Effective strategy with students that are reluctant and having difficulty. Domains I-1-4-5, II 2-4, V -3, VIII C-9