Testing Accomodations

  • Let ELLs know exactly what they are expected to learn.

    Make a study guide using key vocabulary, important concepts and connections.

    Use graphic organizers to increase comprehension.

    Reformat the test --- use more space.

    Provide a word bank.

    Allow more time to complete the test.

    Allow students to answer fewer items.  Star the items you want them to do.

    Eliminate some of the choices on multiple choice tests.

    Avoid using negatives in test questions.  Like "all of the following are true EXCEPT..."

    Highlight key words or clue words- especially on math tests.

    Read questions for students with more limited English.  -- show sample responses.

    Don't penalize students for misspelled words.

    Simplify the language for essay questions or break the question into manageable parts.  Accept lists instead of written paragraphs from NES students.

Daily Classroom Strategies

  • Establish routines: Write schedules, objectives, homework, etc. in the same place everyday.  State and write objectives before lessons begin.

    Condense:  Shorten lengthy lessons while keeping key concepts.  Alert students to key points. "This is important" or "You need to know this for the test."

    Show: provide them with examples of papers and projects

    Time: Allow wait time for student response. 

    Communication: S peak naturally, but try to avoid too much slang or jargon.

    Comprensible Input: Use visual aides whenever possible.

    Write legibly!

    Extra Credit:

    Understand our alphabet and how it reads, in relation to theirs. (direction, sweep, etc.)  

    Read about their language and how it differs from English.

    Try out the SIOP model (created for ELLs) and see how it benefits ALL your students.


  • 1) Determine objectives for the lesson.

    Student will describe the uses of fire in the Stone Age.

    2) Individualize objectives. 

    Student will recognize the uses of fire in the Stone Age.

    3) Adapt assignments.

    (Beginner) Student will circle the uses of fire in the Stone Age.

    (Intermediate) Student will list the uses of fire in the Stone Age.

    (Advanced)  Student will write a description of the uses of fire in the Stone Age.

    4) Modify assessments.

    Grade on content rather than form.