Differentiation for English Language Learners...

Differentiation for English Language Learners (ELLs)

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This packet contains:

• Strategies/differentiation ideas for ELLs • Accommodations for ELL students • Websites for students • Websites for teachers of ELL students • Google Translate Instructions • Quizlet Instructions • Powerpoint to Word Document Instructions • STAAR testing accommodations for ELLs • Levels of oral language proficiency • Accommodations for each proficiency level • More differentiation ideas for each proficiency level • Template to help you organize your ELL students

and their specific interventions/accommodations • Instructions for translating a document or

requesting a translator through Eduphoria (LISD District Translator: Isabel Ceballos ... 512-570-0333)

Presenters: If you have any questions, please do not hesitate to email or call...

• Carrera Crockett (RBMS ESL Math), X43324 • Casey Enstrom (LMS ESL Math), X43266 • Suzy Mahoney, X41066 (LHS Sheltered Math),

X41066 • Rachel Schulz (RHSNRHS Sheltered Math);

X42066/X4 1884 • Veronica Roa (LHS Sheltered Biology), X41 147 • Kylie Russell (LHS Sheltered English), X41068 • Van Huynh (LHS Sheltered English), X41069

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1) Use Google Translate!

2) Let students have access to a translator or glossary.

3) Laugh at yourself when you make a mistake.

4) Students should use complete sentences. For example ... students can use journals

5) Use sentence stems. Put them around the room. Have a word bank for the

sentence stems for newcomers if needed.

6) Label words around the room for newcomers.

7) Greet your students and smile at them every day.

8) Respect newcomers "silent period".

9) Wait for students to process information.

10) Check for understanding frequently with a thumbs up or a nod.

11) Team build with class so they get to know each other. Use this website for

classroom activities:

12) Use gestures and facial expressions to help get your point across.

13) Repeat what was said indifferent words.

14) Speak slowly and in a simplified language so it is easier to understand.

15) Demonstrate your patience of them through your body language.

16) Give advanced learners different material, not more.

17) Start with what they know and then move forward.

18) Use kinesthetic movements. For example use arm movements to show steepness

and positive/negative slope.

19) Use other students as expert helpers.

20) Pre-teach vocabulary to increase repetitiveness and comprehension.

21) Focus on vocabulary using visuals. Teach less than five new words per day.

22) Build Relationships with students. For example, have the student teach YOU

something, do something outside of school with your students like playing a sport or

have a club.

23) Contact parents through email or phone calls for positive feedback.

24) Use choral reading.

25) Have student participate in group work for support of peer interaction.

26) Use graphic organizers.

27) bisplay samples of work student for ELL's to observe.

28) Create a word wall with visuals.

29) Give students a hard copy of all verbal assignments/instructions.

Accommodations for ESL Students

Federal law requires that teachers of second language students provide accommodations to enable students to succeed in the classroom. Documentation of accommodations is recommended.

You may use this as a checklist to document your accommodations each 6 weeks.

Use visuals/pictures throughout lesson/unit/assignment

(Recommended for all assignments)

Give instructions/directions in writing and orally

Assign a peer tutor, same language or English speaking

Allow use of a bilingual dictionary/electronic translator

Provide summaries of text or study guides of particular chapters

Shorten reading assignments

Highlight key vocabulary (Recommended for all assignments)

Assess comprehension through demonstration or other alternative means

(gestures, drawings, retellings)

Allow open book tests

*For each question, indicate page number in textbook where answer is found

Rephrase questions, directions, and explanations

Use group projects rather than individual work

Provide study guides and/ or outlines and word banks

Provide video on subject

Use reduced text, so that print is not dense

Provide hands-on activities and explanations

(Recommended for all assignments)

Allow extended time to answer questions, and permit drawing, as an explanation

Accept participation at any level, even one word (Beginner students)

Use Graphic organizers (Recommended for all assignments)

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Classroom.google.com ... classroom is designed to help teachers create and collect assignments

paperlessly, including time-saving features such as the ability to automatically make a copy of a google

document for each student. It also creates drive folders for each assignment and for each student to

help keep everyone organized.

Edmodo ... like Facebook for the classroom but secure so only the class or a specific group talks to each

other. You can send messages to each other outside of the classroom, the teacher can create quizzes,

and students can turn in work to you.

**Educreations students can create their own videos by speaking and writing directly on the screen.

Then others can listen to the videos. In my Algebra I classroom last year I created videos for my flipped

classroom. I will put the videos on my website to supplement classroom instruction. Students can

watch them at home or in class.

lnfuseLearning.com ...Students take quizzes (multiple choice, open ended, or drawing on the screen and

sending the picture or answer to the teacher) ... Infuselearning.com also translates the quizzes into other

languages.

KhanAcademy.org...Videos of math, science, etc... guided practice showing steps for all math problems,

and independent practice ... l believe Khan Academy translates to Spanish as well

(Listening/Reading/Writing)

Translate.google.com ... instantly translates text and web pages

Thin kThrough Math. com ... a personalized approach to mathematical thinking, accelerates student

understanding, goes at their own pace and prepares them for the rigorous TEKS and assessments,

Grades 3-12

BuzzMath.com ... a fun way for students to practice their math skills, gives immediate feedback and

detailed explanations and examples, Grades 6-8

Compass Learning. com ... math program that is aligned to the state standards, provides reteaching,

practice and quizzing of math skills with feedback for teacher and student, great way for teachers to

design a student specific learning experience

Kahoot.it ... assess students in a fun way by allowing them to use their devices to answer questions

Rewordifycom ... helps students understand what they read, a great way to improve reading

comprehension and vocabulary development with ELLs

IXL.com ... offers math practice in a variety of learning styles that help build the student's confidence and

skill level, Grades K-12

Helpful websites for English Language Learners and all students!

1) ELL Language Standards and Instructional strategies

http://www.arises2s.com/texas/arisetxt/index.cfm (Go to: Browse A+ Rise Strategy Card List)

2) Texas English Language Learners Portal

http://www.elltx.org

3) Videos of teaching strategies from Region XIII

www.theteachertoolkit.com

4) Project Share: Math and Science Global Online Learning Community

www.proiectsharetexas.org

5) If you have the opportunity, sign up for the ESL Academy through LISD hosted by Pearl Perez

and Sandra Broussard.

Google Translate

If you are having problems communicating with a student even after you've used giant hand motions and tried saying it different ways in English, try google translate.

Different ways to use google translate:

Type in google translate into the google search engine. You can do this on your phone or your Lenovo.

1) Type in what you want to say and choose the language in which you want it translated.

2) Click on the microphone button and say what you need translated. "

3) A student can type what they need and translate it to you. They can also click on the microphone button as well and say it into the device being used.

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I Ea ~ b r words

***Notice there are more translations than the one shown.Google Translate does not always translate accurately and works best if you only type in one to two words at a time.

Quizlet Instructions

1. Make a Quizlet account with your Gmail account (log into Quizlet).

2. Go through the instructions to make the account.

Google Spreadsheet:

1. Make a Google Spreadsheet.

2. Copy and paste a list, story, or whatever text into Column A.

3. Copy and paste that column into Google Translate.

4. Paste the translation into column B.

Importing:

1. Click on "Create a new study set."

2. Select the languages for both sides of the cards.

3. Press "import" on Quizlet.

4. Copy and paste column A and B from the Google spreadsheet. 5. Click "import terms."

6. Give the set a title.

Quick and Easy Fill in the Blank Notes (from Powerpoint)

1) Go to your Powerpoint presentation

2) Click File and select "Export" from the drop down menu

3) Select "Create Handouts" from the drop down menu

4) Then Select "Create Handouts" again

5) Select "Outline Only," then click "OK"

6) *This will open your powerpoint as a word document

7) Go to word and click (Ctrl+a) This will select all the text for you to resize

8) Type in Font size and style that you prefer in the font toolbar

9) Then select key words, delete them, and insert for students to fill in when taking

notes!

If, for whatever reason that method does not work you can also access the outline on PowerPoint by:

1) Select "View" from the horizontal menu on the top of the screen.

2) Click "Outline View" in the upper left corner.

3) Type (Ctrl+a) to select all

4) Type (Ctrl+c) to copy

5) Open a word Document

6) Type (Ctrl+p) to paste the text

7) Resize font as necessary

8) Then select key words, delete them, and insert for students to fill in when taking

notes!

Testing Accommodations -2015 Calendar Year award

Accommodations • For an additional resource, • Accommodations are see the lead4ward

• changes to instructional materials, procedures or techniques that allow a student with a disability or an Allowable Test

English Language Learner (ELL) to participate meaningfully in grade-level or course instruction and testing Administration tE t activities Procedures and Materials

• should be effective in allowing a student to access the TEKS quickluok posted at the I - must be individualized for each student website noted at the

• can change over the course of the school year or from year to year based on student needs bottom of this page

• might be appropriate for classroom use, but NOT be appropriate or allowable on a statewide assessment • Students using an • It is important to keep in mind that the policies for accommodation use on state assessments should not limit Allowable Test

an educator's ability to develop individualized materials and techniques to facilitate student learning. Administration Procedure

Allowable Test Administration Procedures and Materials or Material during a state

• For STAAR, STAAR Spanish, STAAR A, STAAR Land TELPAS assessment should have

• May be provided to students based on their needs had practice and

• Available to any student who regularly benefits from the use of these procedures or materials during experience using the

instruction (although a student cannot be required to use them during testing) procedure or material

• Students using these may need to complete the test in a separate setting in order to eliminate distractions to during instruction

other students and ensure that security and confidentiality of the tests are maintained • There should be some

• NOT considered testing accommodations (so no coding is required on answer documents) indication or evidence that

• Allowable procedures and materials the procedure or material

1. Signing test administration directions for a student who is deaf or hard of hearing benefits the student during

2. Translating test administration directions into the native language of an English language leaner assessment

3. Allowing a student to read the test aloud to facilitate comprehension • Coordinators are 4. Reading aloud or signing the personal narrative, expository, literary or persuasive writing prompt to any responsible for ensuring

student who requests this assistance that test administrators 5. Providing reading assistance on the Grade 3 Mathematics test for any student understand the proper 6. Making the following assistive tools available: scratch paper, colored overlays, blank place markers, implementation of General

magnifying devices, highlighters, colored pencils or crayons Test Administration 7. Giving permission for a student to use tools to minimize distractions or to help maintain focus (e.g., Procedures and Materials

stress ball, noise-reducing headphones, or instrumental music with no lyrics played through an

individual student's headphones or ear buds)

S. Allowing individual and small-group administrations

9. Reminding students to stay on task

Applicable to STAAR, STAAR Spanish, STAAR L, STAAR A and TELPAS for: • For additional resources, 1. A student with an identified disability who receives special education services and meets established eligibility see the lead4ward Type 1

criteria for the accommodation (determined by ARD committee) and Type 2 2. A student with an identified disability who receives Section 504 services and meets established eligibility Accommodations for

criteria for the accommodation (determined by 504 committee) Students with Disabilities 3. A student with a disabling condition who does not receive special education or Section 504 services but who quicklooks posted at the

meets established eligibility criteria for the accommodation (determined by RTI team, student assistance team website noted at the or other appropriate team of people at the campus level) bottom of this page

Accommodations Triangle

1. Type 1— Accommodations Approved Locally

a. Student meets specific eligibility criteria

b. Decision to use is made by appropriate campus-level team

(i.e., ARD committee, 504 committee, RTl team)

c. No Accommodation Request Form required

2— Accommodations Requiring TEA Approval ppropriate campus-level team (i.e., ARD committee, 504 committee,

TI team) determines if student meets all specific eligibility criteria

ccommodation Request Form must be submitted to TEA

The decision to use an accommodation during state assessment should be made on an individual-student basis and

take into consideration the needs of the student and whether the student routinely receives the accommodation

during classroom instruction and testing

Routine accommodation use results in 2 outcomes:

1. The student has used the accommodation often enough during classroom instruction and testing that he/she

is able to use it independently (if appropriate) during state assessment (independent use is applicable to some

accommodations, such as calculator, but not to others, such as oral administration)

2. The accommodation has proven to be effective in meeting the student's specific needs, as evidence by

student scores or teacher observations with and without accommodation use

Accommodations in Unexpected or Emergency Situations Routine use in classroom instruction and testing not required

Follow these steps (encouraging student independence should be a priority)

1. Consider General Test Administration Procedures and Materials 2. Consider a Type 1 Accommodation (encouraging student independence as much as possible)

3. If the student's needs cannot be met with Step 1 or 2, review Type 2 Accommodations and, if needed,

contact TEA's Accommodation Task Force

• Routine use of an accommodation does NOT

require that it be used

every day during instruction

• A students should be accustomed to using the

accommodation so that it

helps, not hinders, the

student during state assessment

• Teachers should collect data (e.g., test results with

and without an

accommodation) to evaluate and analyze

whether an

accommodation is

effective

• Whether an accommodation is

allowable on state

assessments should NOT limit an educator's ability

to develop individualized materials and techniques

to facilitate student

learning during classroom

instruction and assessment

©lead4ward, LLC 2013 w,sw.lead4ward.com/resources REV 10/10/2014

4warc qutc( Testing Accommodations -2015 Calendar Year

Linguistic Accommodations

• Language supports that decrease the language barrier ELLs experience when learning and demonstrating

knowledge and skills in English

• In the classroom, linguistic accommodations help ELLa understand the language of instruction and accelerate

the learning of both the subject matter and English

• Not all linguistic accommodations suitable for instruction are appropriate or allowable during state

assessments

Use of Linguistic Accommodations for STAAR, STAAR L, and STAAR A

• LPAC makes and documents decisions about the use of linguistic accommodations (in conjunction with

appropriate campus-level team for an ELL student with a disability)

• Decisions about use of linguistic accommodations are to be based on

1. Student's particular need for second language acquisition support and

2. Whether the student uses the accommodation routinely in classroom instruction and assessment

Linguistic Accommodations are NOT available for

• STAAR Spanish

• An ELL whose parent or guardian has declined bilingual/ESL program services

STAAR

1. Math, Science, Social Studies

a. Bilingual dictionary

b. Extra time (same day)

2. Reading and Writing

a. Dictionaries of various types (in addition to STAAR Dictionary Policy for all students)


3. Writing

a. Clarification in English of word meaning in writing prompts

4. English land English II



c. Clarification in English of word meaning in short answer questions and writing prompts

STAAR I


a. Bilingual Dictionary

b. Extra Time (same day)

c. Clarification in English of word meaning and reading aloud of text (provided through online interface for

ALL students taking STAAR L - so if an ELL student does not need these accommodations, the student

should take STAAR)

STAAR A


a. Bilingual dictionary

b. Extra Time (same day)

c. Clarification in English of word meaning

2. Reading and Writing

a. Dictionaries of various types (in addition to STAAR Dictionary Policy for all students



3. English land English II




• For an additional resource,

see the lead4ward

Linguistic Accommodations

quickluok posted at the

website noted at the

bottom of this page

• Base decisions on student's

language needs and

whether student uses the

accommodation routinely

in instruction and testing

• It is essential that testing

coordinators, special

program coordinators, and

test administrators

communicate to plan the

logistics for test day

• Document current

accommodations used

with students

• Do students have

experience using the

accommodation?

• Review LPAC processes

© lead4ward, LLC 2013 www.lead4ward.com/resources REV 10/10/2014

Levels of Oral Language Proficiency

Stages of Development Pie-Production Stage I Early Production Stage Speech Emergence Stage I Intermediate fluency Stage I Transition Stage

ESL Catcgori&Levelu_ liegin—er Intermediate I Advanced I Exit

ELL • Minimal comprehension • Limited comprehension • Increased comprehension • Very good comprehension • Very good comprehension No verbal production • One/two word responses • Uses simple sentences • Uses more complex sentences • Near oral fluency

Characteristics • Communicates with action and • Answers in short phrases • Several errors in speech • Complex errors in speech • Vocabulary Approaches gestures • (31vea yes/no answers • Uses strings of 3 or more • Engages in conversation native speaker of same age

• Performs an act • Gives one word answers to words • Produces connected narratives s Few errors in speech • Points to in item in picture either/or questions • Uses short phrases and some a Retells stories • Understands and produces

Behaviors • Manipulates items to demonstrate • Gives one word answers to longer phrases • Stales opinions complex sentences understanding general questions • Uses complete sentences a Reports on events • Lacks experience with

• Imitates • Gives lists of words • Participates in dialogues • Gives instructions written language • Nods • Uses two/litres word strings • Engages in simple story • Follows lectures - Writes a letter (a, b, c) - Uses global expressions telling and retelling • Understands differences in

corresponding Loapicture LI & U Intonation • Says yes or no a Discusses idioms • Says names of other students • Scorns at or above 40th

percentile on achievement test

Assessment Options listen choose name group recall role-play analyze support draw mime list tell/say summarize explain evaluate debate point act/act out label respond retell restate create example All assessment options select match categorize answer describe compare justify, complete move circle (with one/two words) define contrast defend compare

Instructional Focus & • Lessons focus on listening • Lessons expand receptive • Lessons continue to expand • Lessons continue to expand • Lessons continue to expand

Appropriate Teacher comprehension vocabulary receptive vocabulary receptive vocabulary receptive vocabulary

Activities • Lessons build receptive • Activities designed to motivate • Activities designed to develop • Activities are designed to - Activities designed to vocabulary students to produce higher level of language use develop higher levels of develop higher levels of

• Provides opportunities to listen vocabulary and structures they • Language experience language use in the content language use • Uses visuals aids understand activities are introduced areas • Reading and writing are * Speaks more slowly to facilitate • Seeks to develop active • Seeks to develop and extend • Reading and writing activities incorporated into lessons

comprehension vocabulary verbal expressions are incorporated into lessons • Some brief directed lessons • Emphasizes and reiterates key • Structures questions that • Structures questions that • Develops skills in following a on letter/sound relationships

words require responses appropriate require reponses appropriate lecture and writing mechanics that • Uses gestures to early production student to speech emergent students • Selects higher level thinking differ between L & L2

• Acts out scenes whenever possible a Allows for mistakes in • -Provides situation to skills on which to focus • Free rending of easy-to-read • Does not force production pronunciation, form, grammar, encourage speech production • Provides extensive practice books

and word usage that is longer and more • Teacher and peer support complex (cooperative learning)

• Provides directed lessons on idioms, nuances, etc.

• Organizes activities that develop native-like intonation

• Provides practice with

conventions

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Tecie i Linguistic Accommodations for each Proficiency Level

• :.. .: •:...:.:H -: •:

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Development

-.

Listening speaking Reading Writing

• Allow use of same language peer and • Provide short sentence stems and - • Organize reading In chunks • Allow drawing and use of native native language support single words for practice before • Practice high frequency, concrete language to express concepts

a Expect student to struggle to conversations terms -. Allow student to use high frequency Beginning

•

understand simple conversations • Allow some nonparticipation in • Use visual and linguistic supports recently memorized, and short, simple, Ufl

Use gestures and movement and simple conversations • Explain classroom environmental print sentences -

other linguistic support to communicate • Provide word bank of key vocabulary • Use adapted text • Provide short, -simple sentence stems ' -' language and expectations • Model pronunciation of social and with present tense and high frequency

academic language vocabulary

• Provide visuals, slower speech, a Allow extra processing time • Allow wide range of reading • Allow drawing and use of native verbal cues, simplified language • Provide. sentence stems with simple • Allow grade-level comprehension and language to express academic

• Preteach vocabulary before sentence structures and tenses analysis of tasks including, drawing concepts Intermediate -

discussions and lectures • Model and provide practice in and use of native language and peer • Allow writing on familiar, concrete - a Teach -phrases for student to request pronunciation of academic terms collaboration topics -

speakers repeat, slowdown, or . - • Provide high level of visual and . Avoid assessment of language errors rephrase speech linguistic supports with adapted text in content area writing

- - and pretaught vocabulary • Provide simple sentence stems and scaffolded writing assignments

a Allow some processing time, visuals, • Allow extra time after pauses • Allow abstract grade-level reading- • Provide grade-level appropriate verbal cues, and gestures for • Provide sentence stems with past, comprehension and analysis with peer writing tasks unfamiliar conversations present, future, and complex grammar, support • Allow abstract and technical writing with

Advanced • Provide opportunities for student to and vocabulary with content-based and • Provide visual and linguistic supports linguistic support including teacher request clarification, repetition and abstract terms including adapted text for unfamiliar modeling and student interaction rephrasing - topics

- • Provide complex sentence stems for scaffolded writing assignments

-

- -. Allow some extra time when academic • Opportunities for extended discussions • Allow abstract grade-level reading • Provide complex grade-level

material is complex and unfamiliar • Provide sentence sterns with past, • Provide minimal visual and linguistic appropriate writing tasks Advanced-High '• Provide visuals, verbal cues, and present, future, and complex grammar supports -• Allow abstract and technical writing with

gestures when material is complex and vocabulary with content-based and • Allow grade level comprehension and - minimal linguistic support and unfamiliar abstract terms analysis tasks with peer collaboration • Use-genre analysis to identify and use

features of advanced English writing

© Canter Press, 2008. All Rights Reserved - 45 - -- -

11F5 Tootcit

DIFFERENTIATING INSTRUCTION WITH THE ELPS

How can I differentiate instruction for students who are English learners? This chart helps us to think of accommodating instruction for English learners at varying degrees of language proficiency In terms of:

The words we use: Making sure our words are comprehensible by using consistent language appropriate for the learner.

The work they do: Melting sure the learning tasks and activities are developmentally appropriate for students current language proficiency levels.

What they see and hear: Making sure we help the learner understand what is being presented by providing concrete objects, gestures, visuals, repetition, and frequent opportunities for students to express their ideas.

ELPS LINGUISTIC ACCOMMODATIONS

BEGINNER INTERMEDIATE Words Provide: Provide:

Vocabularyresources, r -Native language/English language word lists Related native language literature ,

Simplified/Adapted text, Personal dictionaries •Scaffolded paragraph frames

sentence starters, native Related native language literature -Adapted texts for English learners

'Taped texts -Prereadlog supports language resources -I-ugh frequency vocabulary lists -Modeled writing

-Texts adapted for English learners -Preteaching key content vocabulary words -Basic classroom communication -Phrases to request clarification • Key vocabulary word banks • Pronunciation of academic language -Short sentence stems -Sentence stems -Lists of cognates -Highlighted text -Outlines -Personal dictionaries

Highlighted text Paragraph frames to scaffold writing -List of cognates

Work Allow: Allow:

(Language and content Some nonparticipation 'Student clarification of instructions

processes, Interaction, -Drawing -Some expression in native language

Assessment) -Use of native language to express concepts and instructions - Peer support -Peer support -Peer reading -Waittime -Drawing -Nodding, pointing, matching -Some grammatical errors -Listing and labeling Some spelling errors -Grammatical errors -Wait time -Spelling errors -Free writing on familiar topics -Tasks with simple listening comprehension -Writing on familiar topics -Short, simple sentence structures (SVO) -Retelling/summarizing activities -Language experience approach -Analysis of text structures Use of present tense -Present and past tenses

-Echo/choral reading -Information/assignment preview -Frequent review -Questions that require elaborated responses

What They See Provide: Provide:

Hear and -Gestures and movement to teach procedures and content -Gestures and movement to content -Visuals to teach social language, concepts and instructions -Visuals to teach academic language, concepts

(Visuals, Graphic -Recast, restate, rephrase -Realie (reel world objects) Organizers, Hands-On) -IRealla (real world objects) -Lesson/assignment preview

-Labeled items in classroom -Slower, simplified speech -Lesson/assignment preview -Multimedia, PowerPoint®, technology -Slower, simplified speech -Demonstrations and dramatization -Multimedia, PowerPoint®, technology • Nonlinguistic representation -Demonstrations and Dramatization -Lesson/assignment preview -Nonlinguistic representation -Graphic organizers -Visuals for key concepts and instructions -Simplified speech -Lesson/assignment preview Fewer idioms in spoken vocabulary -Graphic organizers with icons and native language vocabulary as -Hands-on activities

needed -Recast, repeat, restate -Fewer idioms in spoken vocabulary -Hands-on activities

23 Copyrtght®2008 Education Service Center Regk

ADVANCED ADVANCED HIGH Provide: Provide:

Adapted texts for English learners for unfamiliar topics -Abstract and content area vocabulary -Transition words -Use of conventions, prepositions Sentence stems with simple and complex tenses -Grade level texts

-Strategies to request clarification, repetition, and rephrasing -Sentence stems with complex tenses -Vocabulary with content and abstract terms. -Sentence stems with content based and abstract terms -Content area vocabulary and low frequency vocabulary -Paragraph frames to scaffold writing -Signal words - Paragraph frames to scaffold writing • List of cognates Use of conventions, prepositions

Allow: Allow: -Processing time -Wait time when topics are unfamiliar -Waittime -Abstract grade level reading with support if necessary -Grade level reading with peer support • Peer collaboration -Scaffolded writing assignments -Abstract and technical writing with minimal support -Activities that elicit supporting ideas and details -Complex language structures -Free abstract and technical writing -Extended discussions -Modeling and student -Interaction for writing assignments -Grade level-appropriate writing tasks with support -Analysis of text structures

Provide: Provide: -Visuals to teach concepts -Visuals to teach concepts when unfamiliar -Multimedia, PowerPoint®, technology -Hands-on activities -Demonstrations and dramatization -Multimedia, PowerPoint®, technology •Nonlinguistic representation -Demonstrations and dramatization -Graphic organizers -Nonlinguistic representation -Simplified speech -Graphic organizers ,Hands-on activities -Paraphrasing, restating -

www.esc13.net/bilingual

Student Nam

Subject

Instructional Interventions for LEP Students

School ____ Grade ______ Years in U.S Schools'

(years 4-6+) Date

OLPT (W-M) Scores TELPAS Spring: Grade:______ STAAR Spring;____________ Grade;______ Date: Listening B I A AH Reading EIS L M A English Score/Level; Speaking B I A Al-I Math E/S L M A Spanish Score/Level: Reading B I A Al-I Writing E/S L M A

Writing B I A AH Science E/S L M A Social Studies M A

Instructional Interventions: The following instructional interventions are being implemented to target the educational needs and accelerate progress: (circle all that apply)

SRP RTI Tutorial Special EducatIon Accelerated Instruction Intervention Specialist

Small Group Instruction Apps Class Testing/Study Skills Bilingual Dictionaries Extra time

Clarification in English of word meaning Reading aloud of text

Others:

"Please Note: The above interventions are for INSTRUCTIONAL PURPOSES ONLY. You will receive "ALLOWABLE TESTING ACCOMMODATIONS" prior to state assessments.

Getting a translator to help you with a parent phone call or conference...

Sign into Eduphoria and choose Help Desk

Scroll to the bottom and select Meeting Interpretation

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Fill out the form

Click Submit Request at the bottom

Someone will email you to confirm. ©

TRANSLATING A DOCUMENT

Sign into Eduphoria..

Select the helpdesk icon from your selection, which is different for some people depending on their access needs to the system.

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At the bottom of the selection, select either Document Translation or Meeting interpretation,

depending on your need,

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If you are requesting a document translation, fill out all the fields. Then, click Submit Request at the

bottom right corner of the page. Then, in the following page, click on Finish, also at the bottom right

corner of the page.

Once you have cicked on Submit Request and Finish, you have to open the "ticket" you created by

selecting "View My Open Requests". This will allow you to see the information you just entered and to

attach the document.

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With the open request shown, click on the blue "Ticket" to see the information.

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Click on the blue paper clip in orlier to browse and select the file you need to attach.

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If you are requesting a meeting interpretation, fill out all the fields. Then, click Submit Request at the

bottom right corner of the page, and then click Finish, also at the bottom right corner of the page.

Once you have clicked Finish, you are done with this meeting interpretation request and you will be

assigned who will be interpreting your meeting.

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