Accommodating ell in the classroom

Posted by / 02-Mar-2019 12:36

Accommodating ell in the classroom

Increasingly mainstream teachers are faced with teaching students who speak English as their second language along with their native English speaking students.

According to NCLB, the teacher is responsible for teaching grade level content to ELLs and for assessing ELLs on content areas.

This article will provide practical suggestions on how busy mainstream and ESL teachers can accommodate ELLs in assessments in ESL and mainstream classrooms.

Simple strategies will be described for modifying existing tests for ELLs, preparing Ells to take tests and incorporating other forms of assessments to determine student progress. ELL students benefit most from having assessment accommodations in English rather than assessment translations in their language.

However, once you get into the habit of this type of reflection as you plan each learning experience, you will soon be a pro at ensuring the inclusional classroom works as best as it can to meet your diverse group of students.

Always remember that no two students learn the same, be patient, and continue to differentiate both instruction and assessment as much as possible.

Taking a test can be a very frustrating experience for an English Language Learner.

Many (ELLs) are now mainstreamed into regular classrooms.

Teachers are now required to include in lessons and assessments not only the traditional content objectives but also language objectives if they have ELLs in their classroom.

These objectives need to be for four domains: reading, writing, listening and speaking.

This tip sheet will focus on four areas where one can make special accommodations to support special needs students in the inclusive classroom.

Those four areas include: Overall, this may seem like a lot of questions to ask yourself to ensure that all students have maximized learning opportunities.

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Incorporate oral presentations and demonstrations that offer an alternative for students who are at a higher level in the speaking domain but at a lower level in reading and writing domains.

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