Grades 6-8 Individual ESOL Classroom Modifications -- Novice (Language level 1) Student/SASI_______________________________________Teacher: Massey Grade: 7 Year General Classroom Set Up Differentiated Instruction Modified AssessmentsModified Assignments Seat student near front of class Assign peer tutor/ study buddy Establish and follow routines Label items in the classroom Provide extralinguistic cues (props, visuals, drawings, body language) Speak slowly & clearly Ask yes/no questions Provide instructions in print Allow a silent period before expecting speech production Ask questions allowing student to respond non- verbally Allow more time Provide adequate wait time after asking a question Check that appropriate text and materials are on desk Reduce note taking Incorporate concrete, hands- on, realia, manipulables Adapt/simplify text Use simple words, repetitions & paraphrasing Adapt material by adding graphic organizers, pictures, charts, maps, etc. Provide opportunities for computer-assisted instruction & word processing Provide activities for increased student talk Divide reading passages into shorter segments Model desired task/behavior Include buddy reading & cooperative learning strategies Use physical activity: demonstration, role play, Total Physical Response (TPR) Provide high interest/low vocabulary texts Provide extra assistance Provide word bank Assign vocabulary cards/flash cards Reduce copying from board or screen Modify the quantity, scope & magnitude of task Provide bilingual dictionary Print instructions on board List & review instructions step-by-step Allow copying from the text Allow use of word processor/ spellcheck Reduce number of problems/ questions Test Modifications: reduce number of questions, provide word bank, give open book/note tests, allow more time, read test aloud, no essay tests, allow oral answers, etc. Ask questions allowing student to respond non-verbally Ask yes/no questions Assess mastery through teacher observation, lists, charts, models, etc. Provide immediate feedback Monitor for comprehension Assess mastery by allowing student to match key vocabulary with definitions, draw or point to a picture of correct answer, give one word answers, give simple responses, etc. Novice→ Beginning → Intermediate 1 → Intermediate 2 Language Acquisition level 1 → 2 → 3 → 4 → 5

Grades 6-8 Individual ESOL Classroom Modifications – Beginning (Language levels 1 & 2) Student/SASI_______________________________________Teacher: Massey Grade: 7 Year General Classroom Set Up Differentiated Instruction Modified AssessmentsModified Assignments Seat student near front of class Assign peer tutor/ study buddy Establish and follow routines Label items in the classroom Provide extralinguistic cues (props, visuals, drawings, body language) Speak slowly & clearly Ask yes/no questions Provide instructions in print Ask questions allowing student to respond non- verbally Allow more time Activate prior knowledge/ experience Provide adequate wait time after asking a question Check that appropriate text and materials are on desk Reduce note taking Provide activities for increased student talk Incorporate concrete, hands- on, realia, manipulables Adapt/simplify text Use simple words, repetitions & paraphrasing Adapt material by adding graphic organizers, pictures, charts, maps, etc. Provide opportunities for computer-assisted instruction & word processing Divide reading passages into shorter segments Model desired task/behavior Include buddy reading & cooperative learning strategies Use physical activity: demonstration, role play, Total Physical Response (TPR) Provide high interest/low vocabulary texts Provide extra assistance Focus on sight word vocabulary and meaning Highlight key content Assign vocabulary cards/flash cards Reduce copying from board or screen Modify the quantity, scope & magnitude of task Maintain learning logs Ignore spelling or grammar errors except for those explicitly taught Provide bilingual dictionary Print instructions on board List & review instructions step-by-step Allow copying from the text Allow use of word processor/ spellcheck Reduce number of problems/ questions Provide word bank Assess mastery by allowing student to match key vocabulary with definitions, draw or point to a picture of correct answer, give one word answers, give simple responses, cloze, etc. Test Modifications: reduce number of questions, provide word bank, give open book/note tests, allow more time, read test aloud, no essay tests, allow oral answers, focus on meaning, etc. Ask questions allowing student to respond non-verbally Question using same phrasing used during instruction / review Reduce number of problems/ questions Assess mastery through teacher observation, lists, charts, models, etc. Novice→ Beginning → Intermediate 1 → Intermediate 2 Language Acquisition level 1 → 2 → 3 → 4 → 5

Grades 6-8 ESOL Classroom Modifications – Intermediate 1 (Language levels 2 & 3) Student/SASI_______________________________________Teacher: Massey Grade: 7 Year General Classroom Set Up Differentiated Instruction Modified AssessmentsModified Assignments Seat student near front of class Assign peer tutor/ study buddy Allow more time Check that appropriate text and materials are on desk Speak slowly & clearly Activate prior knowledge/ experience Reduce note taking Incorporate the four skills of language acquisition: listening, speaking, reading, writing Incorporate concrete, hands- on, realia, manipulables Adapt/simplify text Use redundancy & examples Adapt material by adding graphic organizers, pictures, charts, maps, etc. Provide opportunities for computer-assisted instruction & word processing Include semantic maps Divide reading passages into shorter segments Model desired task Include buddy reading & cooperative learning strategies Use physical activity: demonstration, role play, Total Physical Response (TPR) Provide high interest/low vocabulary texts Provide extra assistance Focus on sight word vocabulary and meaning Highlight key content Explicitly teach instructional/ academic terms Pre-teach vocabulary Provide word bank Modify the quantity, scope & magnitude of task Maintain learning logs Ignore spelling or grammar errors except for those explicitly taught Provide simple English dictionary Print instructions on board Allow use of word processor/ spellcheck Reduce number of problems/ questions Test Modifications:reduce number of questions, allow more time, short answer vs. essay tests, focus on meaning, etc. Question using same phrasing used during instruction / review Assess mastery by allowing student to match key vocabulary with definitions, give simple responses, complete cloze, etc. Novice→ Beginning → Intermediate 1 → Intermediate 2 Language Acquisition level 1 → 2 → 3 → 4 → 5

Grades 6-8 Individual ESOL Classroom Modifications – Intermediate 2 (Language levels 3 & 4) Student/SASI_______________________________________Teacher: Massey Grade: 7 Year General Classroom Set Up Differentiated Instruction Modified AssessmentsModified Assignments Seat student near front of class Assign peer tutor/ study buddy Allow more time Incorporate the four skills of language acquisition: listening, speaking, reading, writing Adapt/simplify text Use redundancy & examples Provide opportunities for computer-assisted instruction & word processing Include semantic maps Divide reading passages into shorter segments Model desired task Include buddy reading & cooperative learning strategies Provide high interest/low vocabulary texts Focus on sight word vocabulary and meaning Explicitly teach instructional/ academic terms Pre-teach vocabulary Modify the quantity, scope & magnitude of task Ignore spelling or grammar errors except for those explicitly taught Provide simple English dictionary Print instructions on board Allow use of word processor/ spellcheck Provide word bank Test Modifications: reduce number of questions, allow more time, short answer vs. essay, focus on meaning, etc. Assess mastery by allowing student to complete self assessment instrument Novice→ Beginning → Intermediate 1 → Intermediate 2 Language Acquisition level 1 → 2 → 3 → 4 → 5