Simple Ways to Simple Ways to Accommodate for Accommodate for ESOL StudentsESOL Students

Information from Carolina TESOL Information from Carolina TESOL ConferenceConference

Multiple Choice – Cut Multiple Choice – Cut down number of optionsdown number of options

Mark through 1 or 2 of the optionsMark through 1 or 2 of the options Choose the trickiest options to omitChoose the trickiest options to omit Omit the “none of the above” type Omit the “none of the above” type

answersanswers

True/False – Omit tricky True/False – Omit tricky true/false questionstrue/false questions

Omit examples in which 1 word changes the Omit examples in which 1 word changes the answer.answer. Ex. – Paris is Ex. – Paris is notnot the capital of France. the capital of France.

Check if language is misleading.Check if language is misleading. True/False can be used instead of short True/False can be used instead of short

answer questions.answer questions. Ex. – Name something that people can do to Ex. – Name something that people can do to

improve health.improve health. T/F – Eating fruits and vegetables is healthy for you.T/F – Eating fruits and vegetables is healthy for you.

Matching – Cut down the Matching – Cut down the number of options or break number of options or break up into smaller options.up into smaller options.

Mark out some of the options.Mark out some of the options. Make the selections smaller.Make the selections smaller.

Ex. – Instead of 1 set of 20, make it into 4 Ex. – Instead of 1 set of 20, make it into 4 sets of 5.sets of 5.

Labeling – Have options Labeling – Have options available to students.available to students.

Use a word bank for ESOL students. Use a word bank for ESOL students. Simply attach a list to the test.Simply attach a list to the test.

Give students 2 or 3 options from which Give students 2 or 3 options from which to choose.to choose.

Labeling can be given instead of short Labeling can be given instead of short answer or essay.answer or essay. Ex. – Label the oceans on the map. Ex. – Label the oceans on the map.

Substitute: Compare and contrast the Artic Substitute: Compare and contrast the Artic and Pacific Oceans.and Pacific Oceans.

Levels 3+Levels 3+

Levels 1 & 2 Levels 1 & 2 (Middle/High)(Middle/High)

Fill-in-the-blank – Make Fill-in-the-blank – Make sure to phrase the sure to phrase the sentences as they were sentences as they were phrased in the notes.phrased in the notes.

Write in a word bank for the ESOL Write in a word bank for the ESOL students.students.

Give options from which students may Give options from which students may choose the correct answer.choose the correct answer.

Fill-in-the-blank may be used instead of Fill-in-the-blank may be used instead of short answer or essay.short answer or essay.

Economics 1.2 Goods: items that are economically useful or satisfy an economic want, tangible, (ex. book, car, cd player). Goods can be classified as durable (lasts more than 3 years) or nondurable (goods lasts less than 3 years if used on a regular basis-ex. food, writing paper, most clothes). Service: work that is performed for someone. Ex. Haircut, concerts, lawyer and doctor work. Consumer: person who uses goods and services to satisfy wants and needs. Paradox of value: situation where necessities like water have little monetary value but diamonds do but are not necessary. Utility: to have value, it must be useful or provide satisfaction. Productivity: scarce resources are used efficiently. Division of labor: specialize in one task when working. Why? Opportunity Cost: cost of the next best alternative use of money, time or resources Economía 1,2 Productos: Artículos que son económicamente útiles o satisfacen una Want económico, tangible (por ejemplo, libro, coche, cd player). Los bienes pueden ser clasificados como duradero (dura más de 3 años) o no duraderos (bienes dura menos de 3 años si se usa de manera regular-ex. Alimentos, papel de escribir, la mayoría de la ropa). Servicio: El trabajo que se lleva a cabo por alguien. Ex. Corte de pelo, conciertos, abogado y médico: trabajo. Consumidor: persona que utiliza bienes y servicios para satisfacer sus deseos y necesidades. Paradoja del valor: situación en la que las necesidades como el agua tienen poco valor monetario, sino hacer diamantes, pero no son necesarios. Utilidad: para tener valor, debe ser útil y proporcionar satisfacción. Productividad: los escasos recursos se utilicen de forma eficiente. División del trabajo: se especializan en una tarea durante el trabajo. ¿Por qué? Costo de oportunidad: el costo del uso siguiente mejor alternativa de dinero, tiempo o recursos

Economics Ch. 1 Test Directions: Answer on this sheet in the space provided. You may use the back if needed. 1. _________________: items that are economically useful or satisfy an economic want. They can be durable or nondurable. They are tangible. An example would be _______________________________. 2. _______________________: work that is performed for someone. An example would be: _______________ 3. If you were starting a business, what would it be called? Also, list and explain the four factors of production in regards to your business. 4. What does Paradox of value mean? (You can give an example if that helps your explanation) 5. What does division of labor mean and what are its benefits? For # 6-10: Are the following wants or needs? Write the word beside the question. 6. _______________ water 7. _____________________ food 8._______________ Domino's pizza 9. _________________ Tommy Hilfiger shirt 10. What does TINSTAAFL stand for and explain what it means. __________________________________ 11. ____________________: results when society does not have enough resources to produce all the things people would like to have. Instrucciones: Responda en esta hoja en el espacio proporcionado. Usted puede utilizar el reverso si es necesario.

1. _________________: Los artículos que son económicamente útiles o satisfacen una Want económica. Pueden ser durable o no durable. Ellos son tangibles. Un ejemplo sería ____________. 2. _________: El trabajo que se lleva a cabo por alguien. Un ejemplo podría ser: ______________. 3. Si estás empezando un negocio, ¿cómo se llamaría? Además, enumerar y explicar los cuatro factores de la producción con respecto a su negocio. 4. ¿Qué paradoja del valor medio? (Puede dar un ejemplo si eso ayuda a que su explicación) 5. ¿Qué significa la división del trabajo y cuáles son sus beneficios? Para # 6-10: son los siguientes deseos o necesidades? Escriba la palabra al lado de la pregunta. 6. _______________ Agua 7. _______________ alimentos 8._______________ DOMINO'S PIZZA 9. _________________ Camisa Tommy Hilfiger 10. ¿Qué TINSTAAFL representar y explicar lo que significa. _______________________________ 11. ____________________: Resultados cuando la sociedad no cuenta con recursos suficientes para producir todas las cosas que la gente le gustaría tener.

Short Answer – Grade on the Short Answer – Grade on the content presented, not the content presented, not the way it is presented.way it is presented.

Allow answers that are not in complete Allow answers that are not in complete sentences.sentences.

Give prompts to start the answer or make Give prompts to start the answer or make it into fill-in-the blank.it into fill-in-the blank. Ex. One reason it is necessary to use Ex. One reason it is necessary to use

goggles in the lab is…goggles in the lab is…

Short Answer (continued)Short Answer (continued)

Allow examples instead of Allow examples instead of explanations.explanations.

Allow fewer explanations/reasons than Allow fewer explanations/reasons than expected from other students.expected from other students.

Long Answer/Essay Long Answer/Essay Questions – Grade on Questions – Grade on content presented, not the content presented, not the way it is presented.way it is presented.

Give prompts to start an answer.Give prompts to start an answer. Allow students to bullet answers.Allow students to bullet answers. Give graphic organizers/charts/diagrams Give graphic organizers/charts/diagrams

to complete instead of paragraphs or to complete instead of paragraphs or essays.essays.

Oral presentation Oral presentation

Allow students to read or memorize.Allow students to read or memorize. Do not require answering extra questions.Do not require answering extra questions. Do not count off for pronunciation, word usage, Do not count off for pronunciation, word usage,

eye contact, tone of voice.eye contact, tone of voice. Give credit for presenting and for including Give credit for presenting and for including

information required.information required. Allow shy/nervous students to present to the Allow shy/nervous students to present to the

teacher by themselves.teacher by themselves. Videotape rather than requiring presentation in Videotape rather than requiring presentation in

front of whole group.front of whole group.

If an ESOL student fails a If an ESOL student fails a test:test:

Review modifications/accommodations Review modifications/accommodations form to decide if you met form to decide if you met accommodations for that student during accommodations for that student during class and for testing.class and for testing.

If an ESOL student fails a If an ESOL student fails a test:test:

Look at test/assessment to decide if Look at test/assessment to decide if appropriate accommodations were made.appropriate accommodations were made. Was the test modified for individual student’s Was the test modified for individual student’s

needs?needs? Was a different grading scale used?Was a different grading scale used? Was the student accountable for only the Was the student accountable for only the

most important content?most important content? Was the content simplified enough for the Was the content simplified enough for the

student to truly understand?student to truly understand?

INSTRUCTIONSINSTRUCTIONS  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.

ResourcesResources

http://www.discoveryeducation.com/Texas-Virtual/index1.cfm http://www.northcanton.sparcc.org/~hck/cgi-bin/wq_student_page. http://www.northcanton.sparcc.org/~hck/cgi-bin/wq_student_page.

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