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Differentiation Accommodations / Modifications

Differentiation Accommodations / Modifications. Developing Reading Skills for English Language Learners. Agenda. Differentiation Accommodations Modifications Content Objectives & Language Objectives Best Practice Strategies for ELLs in Reading Questions & Answers. Strategy….

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Differentiation Accommodations / Modifications

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  1. DifferentiationAccommodations / Modifications Developing Reading Skills for English Language Learners

  2. Agenda • Differentiation • Accommodations • Modifications • Content Objectives & Language Objectives • Best Practice Strategies for ELLs in Reading • Questions & Answers

  3. Strategy… • List-group-label

  4. Accommodations versus Modifications Accommodations vs. Modifications • Accommodations may change how, where, and when a student accesses information. • Modifications change what the student is expected to learn and what rubric/criteria will be used to evaluate performance.

  5. Accommodations versus Modifications Place an A or M for the 5 statements Accommodations vs. Modifications Accommodations may change how, where, and when a student accesses information. Modifications change what the student is expected to learn and what rubric/criteria will be used to evaluate performance. • Changes how a student accesses information and demonstrates learning. ___ • Does not change the instructional level, content (standards), or performance Modifications. ___ • Changes what a student is expected to learn. ___ • Does alter the instructional level, content (standards), or performance criteria. ___ • Criteria during the instruction and assessment phase. ___

  6. Accommodations versus Modifications Accommodations vs. Modifications • Accommodations may change how, where, and when a student accesses information. • Modifications change what the student is expected to learn and what rubric/criteria will be used to evaluate performance. • Changes how a student accesses information and demonstrates learning. (A) • Does not change the instructional level, content (standards), or performance Modifications. (A) • Changes what a student is expected to learn. (M) • Does alter the instructional level, content (standards), or performance criteria. (M) • Criteria during the instruction and assessment phase. (M)

  7. Examples of Accommodations & Modifications Accommodations • Scheduling • Seating • Assistive Technology or Adapted Materials • Presentation • Response (with the same performance requirements) Modifications • Same activity with different performance requirements / materials • Same activity with a focus on embedded skills • Different activity with different materials of same content • Same, only less

  8. Assessment Accommodations Timing: changes in the length of testing. • Timing: Frequent Breaks • Timing: Extended Time Scheduling: changes in the time at which testing occurs. • Scheduling: Over Several Days • Scheduling: Order of Subtests • Scheduling: Specific Time of Day Setting: changes in the place where an assessment is given. • Setting: Preferential Seating • Setting: Separate Location • Setting: Specialized Setting

  9. Presentation: changes in how an assessment is given to a student. • Presentations: Read Test/Directions • Presentation: Reread Directions • Presentation: Clarification • Presentation: Secure Paper to Desk • Presentation: Magnifying/Amplification Devices Response: changes in how a student responds to an assessment. • Response: Student Marks Booklet • Response: Verbal Response • Response: Pencil Grips • Response: Point to Answer

  10. PrimaryAccommodations versus Modifications • Jack is allowed to use a word processor instead of having to hand write from an open response questions(ORQ). • Maven learns 10 vocabulary and spelling words instead of the 20 words required for the rest of the 4th grade class. • Ms. Grant expects her 1st grade social studies class to discuss the community and impact it has on the student, family, neighborhood, however, Sully will instead name and explain the characteristics of a community using a concept map for our circle time bulletin board. • Some students will be allowed to complete the same number of math problems over two instructional days. • Accommodation • Modification

  11. IntermediateAccommodations versus Modifications • Jack is allowed to use a word processor instead of having to hand write persuasive writing piece in his 3rd grade class. • Maven learns 10 vocabulary and spelling words instead of the 20 words required for the rest of the 5th grade class. • Ms. Crenshaw expects her students to discuss the system of checks and balances that occurs across the branches of government, however, Sully will instead name and explain the functions of each branch of government. • Some students will be allowed to complete the same number of math problems over two instructional days. • Accommodation • Modification

  12. Sample Language Objectives http://documents.cms.k12.nc.us/dsweb/GetRendition/Document-17176/html#bmk2

  13. English Language Proficiency Standards WIDA Consortium / CAL / Metritech

  14. There are 4 Language Domains Listening- process, understand, interpret, and evaluate spoken language in a variety of situations Speaking- engage in oral communication in a variety of situations for a variety of purposes and audiences Reading-process, interpret, and evaluate written language, symbols, and text with understanding and fluency Writing- engage in written communication in a variety of forms for a variety of purposes and audiences WIDA Consortium / CAL / Metritech 14

  15. There are 5 Grade-Level Clusters • PreK-K • 1-2 • 3-5 • 6-8 • 9-12 WIDA Consortium / CAL / Metritech 15

  16. The levels of ELP 6 5 4 BRIDGING 3 REACHING EXPANDING 2 DEVELOPING BEGINNING 1 ENTERING WIDA Consortium / CAL / Metritech 16

  17. Structure of Standards WIDA Consortium / CAL / Metritech 17

  18. English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. Grade Level Cluster: 1-2 WIDA Consortium / CAL / Metritech 18

  19. A Model Performance Indicator English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. Domain: Speaking WIDA Consortium / CAL / Metritech

  20. The Elements of the MPI The Language Function The Content Stem The Support or Strategy* WIDA Consortium / CAL / Metritech 20

  21. The Model Performance IndicatorLanguage Function Describe objects of earth or sky from observation, photographs, or models (e.g., “The sun is big and yellow.”) WIDA Consortium / CAL / Metritech 21

  22. The Model Performance IndicatorContent Stem Describe objects of earth or sky from observation, photographs, or models (e.g., “The sun is big and yellow.”) WIDA Consortium / CAL / Metritech 22

  23. Support or Strategy Describe objects of earth or sky from observation, photographs, or models (e.g., “The sun is big and yellow.”) WIDA Consortium / CAL / Metritech 23

  24. The language function WIDA Consortium / CAL / Metritech

  25. Transform the language function WIDA Consortium / CAL / Metritech

  26. The Content Stem WIDA Consortium / CAL / Metritech

  27. Transform the content stem WIDA Consortium / CAL / Metritech

  28. The supports WIDA Consortium / CAL / Metritech

  29. Transform the supports WIDA Consortium / CAL / Metritech

  30. Exit Slip DRAFTLanguage Objective shared with table partner. WIDA Consortium / CAL / Metritech 30

  31. Exit Slip DRAFTLanguage Objective shared with table partner. WIDA Consortium / CAL / Metritech 31

  32. Best Practice Reading Strategies For English Language Learners

  33. Content Reading Strategies Provide Outstanding Support • Preview vocabulary • Manipulations (maps, pictures, etc.) • Retelling • Visualization Provide Good Support • Audio or computer materials • Five W questions • Study guides • Graphic organizers Accommodation? Modification?

  34. Reading Strategies • Activate prior knowledge • Context clues • Decoding • Graphic organizers • Vocabulary compare/contrast • Group summary • Vocabulary squares • Jigsaw reading • Connections to text (T-T, T-S, T-W) • Paired reading • Predicting • Read aloud for fluency • Vocabulary predicting • Word association • Word sorts

  35. Vocabulary Strategies… • Word ladders • Dollar Word Charts • “SH” word spelling game • Vocabulary games

  36. Helpful websites • http://www.wida.us • http://www.cal.org/respources/digest/0006fillmore.html • http://escort.org/files/active/0/Chap4.pdf • http://www.colorincolorado.org • http://www.alliance.brown.edu

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