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Language Accommodation

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Cindy Garcia

on 12 June 2015

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Transcript of Language Accommodation

Language Accommodations
Definition and Rationale
Access through Instruction
Impact on Assessment
Access to Curriculum
Presented by:
Rodrigo Cano for Zavala Elementary

TEA defines linguistic accommodations as "language supports that decrease the language barrier ELLs experience when learning and demonstrating knowledge and skills in English."

Linguistic accommodations:
should be made for all ELLs (
ALL
) in your classroom AND
should be commensurate with their English language proficiency levels
Instruction should be sequenced and scaffolded so that:
content is accessible AND
learning of subject matter and English language are accelerated
Both Content and Language Objectives:
must be clearly written
must be in student-friendly academic language
may include visuals
Successful Content Objectives:

Identify the objective being taught, based on the standards for learning (TEKS)
Include what concept(s) students will learn
Are accessible and visible to students
Can be read/visualized by the students
Referred to by teacher at the
beginning, during and conclusion
of a lesson

Example:
9th grade ELA Common Core
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Provide a concluding statement or section that follows from, and supports the argument presented.

Content Objective:
We will be able to draft a conclusion paragraph for our expository essay.
Practice Writing Content Objectives

Example Content Objectives

Let's start our journey!
How would you access foreign academic language?
When writing language objectives, ask yourself:
What are my students doing today to develop their language skills?

Will they be able to verbalize and demonstrate learning?
Language Objective:
I will be able to use transitional phrases (e.g. as a result) in writing.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Provide a concluding statement or section that follows from and supports the argument presented.

Content Objective:
We will be able to draft a conclusion paragraph for our expository essay.
Equal access to the curriculum
Tips for Writing a Language Objective
Include an
active verb
that relates to language domain (read, write, listen, speak)
Who
's doing what and how -- "I" rather than "we" or "they" or "TLW"
Don't copy ELPS -- they are not language objectives
Language accommodations allow students to participate during instruction (TEKS) in the classroom.
Example:
9th grade ELA Common Core
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Provide a concluding statement or section that follows from, and supports the argument presented.

Content Objective:
We will be able to draft a conclusion paragraph for our expository essay.

Language Objective:
I will be able to use transitional phrases (i.e. as a result of) in writing.

Decide what
key vocabulary, concept words
, and other
academic words
students will need to know in order to speak, read, and write about the topic of the lesson.
Consider the
language functions
related to the topic of the lesson (e.g., will the students describe, explain, compare, or chart information)
Think about the
language skills
necessary for students to accomplish the lesson’s activities
Identify
grammar or language structures
common to the content area.
Consider the
tasks
that the students will complete and the language that will be embedded in those assignments.
Explore
language learning strategies
that lend themselves to the topic of the lesson.

Important Ideas to Consider in Writing Language Objectives
We will be able to select activities and strategies that integrate appropriate content & language objectives together with respective language accommodations, which will allow all students equal access to the curriculum, instruction, and assessment.
Content Objectives:
Language Objectives:
I will read, discuss, and design activities to provide effective instruction with language accommodations for all students.
Practice Writing Language Objectives
Language Proficiency Levels
Instructional accommodations should match language proficiency levels.
Proficiency levels are fluid, not static
Reevaluate often to address appropriate needs of your students
Equal access to content
Lowers language barrier
Three Aspects of Student Engagement
Allocated Time -- choice of time to spend on each subject during a school day
Engaged Time -- active participation of students in learning tasks
Academic Learning Time -- time-on-task that is related to content that will be tested
Texas Administrative Code Section 74.4 (b) (2)
Requires that school districts provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is
linguistically accommodated
(communicated, sequenced, and scaffolded)
commensurate with the student's levels of English language proficiency
to ensure that the student learns the knowledge and skills in the required curriculum.
Examples of Linguistic Accommodations
supplementary materials
instructional delivery
tasks based on current language proficiency level

How will my students learn?
9th grade ELA Common Core Example
Equal Access to Curriculum
4 Language Domains 4 Proficiency Levels
Listening
Speaking
Reading
Writing
Beginning
Intermediate
Advanced
Advanced High
Six Umbrella Categories of Accommodations
1. Using visuals

2. Sentence starters/
Cloze sentences
3. Media Technology
4. Manipulatives
5. Vocabulary
6. Class Structure/Interaction
4th Grade Math TEKS
4.4 (H) Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders.
Content Objective:
We will solve one-step problems using division.
Language Objective:
I will listen to, speak, read, and follow a four-step model using the appropriate vocabulary to solve division problems.
Using visuals -- symbol representation
Vocabulary -- word wall, cognates & root word
Class structure/interaction -- whole group for initial teach with 100% participation; then guided practice in groups; eventually they will have independent practice continuing to use all accommodations modeled in this lesson.
As language levels increase, accommodations will change.
i.e. Adding sentence starters
Model Lesson
Manipulatives -- Kinesthetic movements
This training does
NOT
take the place of reading the manual
These accommodations are intended to decrease the effect of linguistic difficulties ELLs experience when learning and demonstrating knowledge and skills in English.
STAAR Linguistic Accommodations
XT = Extra Time
BD = Bilingual Dictionary
D = Dictionary
Let's Practice

Choose a TEK from those supplied.
Write a content and language objective.
Be prepared to share!
Not all linguistic accommodations suitable for instruction are appropriate or allowable during state assessments
QUESTIONS & ANSWERS
Full transcript