Standardized Assessment and Accomodations
Why I chose the item:
I wanted to include this worksheet with accommodations in my portfolio because it demonstrates that you can start at one point and accommodate the student with word recognition for them. It is important to have tools such as this worksheet to help the students as much as possible. You cannot expect the student to know right away what the word desk means in English. Utilizing this worksheet allows the students to read the word in their native language, see the word in English, and then a picture to demonstrate the word. I feel that it is okay to change the work to some degree in order to individualize the work to each student. It is important to work with the students and try to make accommodations that will help them learn.
How I will use it in my classroom:
I wanted to include this worksheet with accommodations in my portfolio because it demonstrates that you can start at one point and accommodate the student with word recognition for them. It is important to have tools such as this worksheet to help the students as much as possible. You cannot expect the student to know right away what the word desk means in English. Utilizing this worksheet allows the students to read the word in their native language, see the word in English, and then a picture to demonstrate the word. I feel that it is okay to change the work to some degree in order to individualize the work to each student. It is important to work with the students and try to make accommodations that will help them learn.
How I will use it in my classroom:
- I plan to use this as a reminder to try to accommodate each piece of work to the students and not just use the same thing for each person.
- This accommodation will not only help the students in the beginning, but it will help them throughout their learning process. I want the students to feel comfortable and safe. This encourages learning.
- I would use this as an accommodation in the lesson and then eventually have the students get to the point where I hold up the picture of the desk and they tell me in English the word desk.
Student Accommodations--ESL (English As A Second
Language)
Name of Student: _______________________________________
Country/Language: ___________________________________
Date of Entry into US: _____________________________________
Quarter/Term: ______________________________________
Subject/Teachers:______________________________________________
______________________________________________
_______________________________________________
________________________________________________
_________________________________________________
__________________________________________________
__________________________________________________
ESL Teacher: ________________________
Why I chose the item:
I selected this artifact because I felt like it was a good starting point as you are getting to know your English Language Learner. The sheet allows you to see where they are from, what their first language is, how long they have been in the United States, and how long they have been at this school. This information allows you to gain background information on your student so you will have a better idea of how to proceed with the m. This assessment is helpful because the purpose is to gather information about your student so you can get to know them. Once you have a better understanding of who they are you and the student can make some goals and start building a relationship together.
How I will use it in my classroom:
The following is a list of accommodations that may help a student succeed in the classroom.
Physical Arrangement of Room:
Seating student near the teacher or a positive role model
Standing near the student when giving directions or presenting lessons
Avoiding distracting stimuli
Increasing distance between desks
Lesson Presentation:
Pairing students to check work
Writing key points on the board
Providing peer tutoring
Providing visual aids, a written outline and/or a notetaker
Including a variety of activities and teaching through multi-sensory modes
Repeating directions to the student and having him/her repeat them back to the teacher
Allowing student to tape record lessons
Using computer-assisted instruction
Accompany oral directions with written directions or vice versa
Provide a model to help students
Break longer lessons into shorter ones
Assignments/Worksheets:
Giving extra time to complete tasks/exams
Simplifying complex directions
Handing worksheets out one at a time
Reducing the reading level
Requiring fewer correct responses to achieve grade (quality vs. quantity)
Providing a structured routine in written form
Providing study skills training/learning strategies
Giving frequent short quizzes and avoiding long tests
Allowing typed assignments or allowing students to dictate assignments
Using self-monitoring devices
Reducing homework
Not grading handwriting
Not requiring lengthy, outside reading assignments
Arrange for communication between school & home regarding homework
Recognize and give credit for student’s oral participation in class
Test Taking:
Allowing open book exams
Giving exam orally
Giving take home tests
Fewer essay responses
Allowing students to give test answers on a tape recorder
Remove time constraints
Organization:
Provide assistance with organizational skills
Assign a volunteer homework buddy
Allow student to have an extra set of books at home
Send daily/weekly progress reports home
Develop a reward system
Provide an assignment notebook
Behavior:
Use timers to facilitate task completion
Structure transitional and unstructured times
Use self-monitoring strategies
Give extra privileges and rewards
Keep classroom rules clear and simple
Make “prudent use” of negative consequences
Allow for short breaks between assignments
Nonverbal cues for student to stay on task
Mark student’s correct answers – not mistakes
Implement a classroom behavior management system
Allow student time out of seat to run errands, etc.
Ignore mildly inappropriate behaviors
Use of behavioral contracts
Increase immediacy of rewards
Implement time-out procedures
Language)
Name of Student: _______________________________________
Country/Language: ___________________________________
Date of Entry into US: _____________________________________
Quarter/Term: ______________________________________
Subject/Teachers:______________________________________________
______________________________________________
_______________________________________________
________________________________________________
_________________________________________________
__________________________________________________
__________________________________________________
ESL Teacher: ________________________
Why I chose the item:
I selected this artifact because I felt like it was a good starting point as you are getting to know your English Language Learner. The sheet allows you to see where they are from, what their first language is, how long they have been in the United States, and how long they have been at this school. This information allows you to gain background information on your student so you will have a better idea of how to proceed with the m. This assessment is helpful because the purpose is to gather information about your student so you can get to know them. Once you have a better understanding of who they are you and the student can make some goals and start building a relationship together.
How I will use it in my classroom:
- I would use this the first day the student is in my class. It will be used as a “get to know each other” tool. This will help me to know where they are and where to go. This tool also helps the student feel included.
- This is the first step to building a relationship with the student. They will know that I am interested in them and hopefully feel safe and be able to open up so learning is more likely.
- I don’t think this assessment should be used as the main assessment. This will just be an ice breaker and informal. They will be more likely to be themselves if they don’t think they are being assessed at this time.
The following is a list of accommodations that may help a student succeed in the classroom.
Physical Arrangement of Room:
Seating student near the teacher or a positive role model
Standing near the student when giving directions or presenting lessons
Avoiding distracting stimuli
Increasing distance between desks
Lesson Presentation:
Pairing students to check work
Writing key points on the board
Providing peer tutoring
Providing visual aids, a written outline and/or a notetaker
Including a variety of activities and teaching through multi-sensory modes
Repeating directions to the student and having him/her repeat them back to the teacher
Allowing student to tape record lessons
Using computer-assisted instruction
Accompany oral directions with written directions or vice versa
Provide a model to help students
Break longer lessons into shorter ones
Assignments/Worksheets:
Giving extra time to complete tasks/exams
Simplifying complex directions
Handing worksheets out one at a time
Reducing the reading level
Requiring fewer correct responses to achieve grade (quality vs. quantity)
Providing a structured routine in written form
Providing study skills training/learning strategies
Giving frequent short quizzes and avoiding long tests
Allowing typed assignments or allowing students to dictate assignments
Using self-monitoring devices
Reducing homework
Not grading handwriting
Not requiring lengthy, outside reading assignments
Arrange for communication between school & home regarding homework
Recognize and give credit for student’s oral participation in class
Test Taking:
Allowing open book exams
Giving exam orally
Giving take home tests
Fewer essay responses
Allowing students to give test answers on a tape recorder
Remove time constraints
Organization:
Provide assistance with organizational skills
Assign a volunteer homework buddy
Allow student to have an extra set of books at home
Send daily/weekly progress reports home
Develop a reward system
Provide an assignment notebook
Behavior:
Use timers to facilitate task completion
Structure transitional and unstructured times
Use self-monitoring strategies
Give extra privileges and rewards
Keep classroom rules clear and simple
Make “prudent use” of negative consequences
Allow for short breaks between assignments
Nonverbal cues for student to stay on task
Mark student’s correct answers – not mistakes
Implement a classroom behavior management system
Allow student time out of seat to run errands, etc.
Ignore mildly inappropriate behaviors
Use of behavioral contracts
Increase immediacy of rewards
Implement time-out procedures
Why I chose the item:
This article discussed how many factors can contribute to a student success in a classroom. The one thing that it discussed that I really liked was about how the arrangement of the room is crucial to learning. This article has shown many different ways that a teacher needs to do in order to make sure that our students are getting the best environment to help them learn. This article was great because it had many different ideas that you can choose from. It is nice to look at the layout and decide which areas in the diagram will be what I feel will work for my classroom.
How I will use it in my classroom:
This article discussed how many factors can contribute to a student success in a classroom. The one thing that it discussed that I really liked was about how the arrangement of the room is crucial to learning. This article has shown many different ways that a teacher needs to do in order to make sure that our students are getting the best environment to help them learn. This article was great because it had many different ideas that you can choose from. It is nice to look at the layout and decide which areas in the diagram will be what I feel will work for my classroom.
How I will use it in my classroom:
- I plan to use the many different ideas in the article and combine these to create my own classroom. I also will make sure I pay attention to the items that they feel should be avoided.
- I will allow extra time on assignment/exams without questions when the students are struggling.
- I will have several ways to do work and exams in the classroom. Such as giving work orally, take home tests, allow open book exams, and allow answers to be given with a tape recorder.
- This article helped me to see that I need to keep an open mind about my students’ ability. Knowing that they want to learn but they just might not learn in the certain way I am expecting them to will help me to help them!