Helping English Language Learners Orientation for Teachers
Modifications and Accommodations
Modifications are required for all ELLs, if needed
ELLs cannot fail because they lack English proficiency!
Entering (Level 1)/Beginning (Level 2)
Use lots of visuals and demonstrations
Reduce stress.
Allow wait time!
Use hands-on activities
Establish consistent classroom routines
Use yes/no questions
Use Language Experience Approach
Use cooperative learning
Simplify your vocabulary
Watch idioms
Reduce the # of spelling/vocabulary words
Reduce the # of objectives
Build background and teach American culture
Connect learning to student’s life
Check for understanding
Repeat and rephrase
Allow ELL to work on computer.
Provide opportunities to develop phonemic awareness.
Provide opportunities for ELL to learn everyday words.
Include ELL in content
Label important words
Assessment
Allow student to point to answer
Allow student to illustrate answers
Oral tests
Extended time
Developing (Level 3)/Expanding (Level 4)
Use lots of visuals and demonstrations
Allow wait time!
Use hands-on activities
Establish consistent classroom routines
Use Language Experience Approach
Use cooperative learning
Simplify your vocabulary
Watch idioms
Reduce the # of spelling/vocabulary words
Reduce the # of objectives: depth instead of breadth
Reduce reading burden by shortening assignments
Use graphic organizers
Go over key vocabulary before reading
Build background and teach American culture
Check for understanding
In math, ELL may be familiar with metric system,
not our English system.
Teach English skills in all content areas
(for ex., teach how to use the index of the
math book).
Assessment
Extended time on tests
Word banks on tests
Reduced writing requirements
Matching tests
Oral tests
Group projects
Labeling
Teachers
PARCC Accomodations
It is important to ensure that a student’s performance in the classroom as well
as on standardized testing is not influenced by the student’s disability or
linguistic characteristics that are unrelated to the content being assessed.
Accommodations are intended to reduce the effects of a student’s disability
and/or English language proficiency level but not to reduce learning
expectations.
Any and all accommodations provided to a student must be generally
consistent with those provided for classroom instruction and classroom
assessment.
Testing Accommodations must adhere to established principles, such as but not
limited to:
•Enable students to participants more fully in assessments
•Based upon individual student needs
•Based on documented need
Click Download for Information (pdf)
New Jersey’s current testing
accommodations for English
Learners include:
•Additional time of up to 150% of
the administration times indicated
•Translation of test directions
ONLY in the student’s native
language
•Use of a bilingual (i.e., word-for-
word) translation dictionary
Accessibility Features and Accommodations for English
Learners in PARCC Assessments—A Teacher’s Guide
During the 2014–2015 school year, the new computer-based PARCC state
assessments, which measure students’ mastery of Common Core State
Standards in mathematics and English language arts/literacy in Grades 3 through
11, will be implemented. To provide equitable access to the online PARCC
assessments (Performance-Based, Midyear, and End-ofYear), PARCC has
embedded accessibility features for all students and developed accessibility
features that educators can provide for individual students as needed. PARCC
also has identified accommodations that English learners, English learners with
disabilities, and students with
disabilities may require.
Testing Accomodations
Teachers