Scribd
Upload
55 views

Instructional Adaptations and Modifications

Uploaded by

api-250139422
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
55 views

Instructional Adaptations and Modifications

Uploaded by

api-250139422
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 2

Megan Tunon

Instructional Adaptations and Modifications



I read an interesting article called Meeting the Challenge of Content Instruction in which
the authors, Judith O'Loughlin and Judie Haynes, discussed the changing role of ESL
teachers in the times of Common Core Standards. They recommended that ESL teachers
hold an in-service that advises regular education teachers on how to incorporate ESL
strategies into their content courses. The following are some strategies that can be imparted
upon the mainstream teachers in the in-service that they can employ to better educate ELLs
in their classroom. I edited some of these because they were a bit repetitive, so heres the
greatest hits list from the article.
Evaluate their second language learners' listening comprehension skills. How much
do they understand?
Simplify the language of instruction, not the concept being taught.
Work toward depth, not breadth of information, presenting materials in a clear,
concise, comprehensible manner and eliminating all peripheral, nonessential
information.
Impart information through oral, visual, auditory, and kinesthetic learning
modalities.
Use graphic organizers, such as webs, Venn diagrams, and charts, to make
information more accessible to second language learners. Content materials present
text which is too dense for second language learners.
Present content area vocabulary and concepts using realia, picture files, and hands-
on activities.
Examine their ESL students' backgrounds and learn how their past experiences will
effect learning. The impact of students' backgrounds on learning will depend on the
their previous schooling, home languages and cultures, and the concepts important
to those cultures.
Understand that ESL students may not have experience with all of the concepts
being taught in American schools. For example, concepts such as freedom and
democracy, perceptions of time, and right to privacy may be different or non-
existent in many cultures.
Build background knowledge before teaching a lesson.
Actively help students build connections and associations in order to access
background knowledge or previously taught information. This can be accomplished
through teacher-prepared outlines and study guides.
Provide students with written as well as aural messages. Outline what you are saying
on the chalkboard or have a classmate take notes for second language learners.
Always write assignments on the chalkboard. This will ensure that your ESL students
know what the homework is.
Megan Tunon
Instructional Adaptations and Modifications
Modify the assignments for newcomers. Choose one question or a few key
vocabulary words for them to learn. This technique allows students to participate,
but doesn't overwhelm them.
Allow more advanced English language learners to tape your content lessons so that
they can listen to what you have said as many times as necessary.
Provide concrete examples of vocabulary words through the use of visuals, such as
flash cards, games, and puzzles.
Model "Think-Alouds" to increase student comprehension. "Think-Alouds," are orally
or physically demonstrated by the teacher. They show ESL students what strategies
they should use to determine the correct 2:51 PM; locate information within a text;
or to organize study materials.
Directly teach learning strategies. Teachers should demonstrate how to organize
information in outline form, how to select the main idea and supporting details, and
how to sequence and summarize. Techniques such as marking essential concepts
and vocabulary with a highlighter, labeling diagrams, using word banks, and
organizing information on various types of graphic organizers, maps, graphs, time
lines. and flow charts, are important skills for second language learners to acquire.
Learning strategies empower our students to become active learners rather than
passive recipients of information to be memorized.


Heres he article: http://www.everythingesl.net/inservices/judith.php

You might also like