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Read Related Post: Inclusion Must Start in Preschool I’m blown away by the standards kindergarteners must meet.
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Writing journals, addition math problems, and mandatory reading levels are an actual thing now. Still, expectations have changed a lot since I was in kindergarten 30 years ago. With the use of accommodations that changes “how” students with disabilities learn, many students with intellectual disabilities can meet the same kindergarten standards. Inclusion should come naturally, because all the students enter kindergarten at different levels. Good teaching often incorporates many of the strategies suggested to accommodate these students.Everything is still possible in kindergarten, even for students with significant disabilities. They will, however, need to grow more conscious of the choices they make. Ultimately, mainstream teachers will not necessarily need to alter their instruction or their classroom environment to accommodate ESE or ESL students. When comprehension seems to be lagging, the teacher can provide additional illustrations to enhance learning. Teachers should also frequently check for comprehension by asking students concrete questions about the subject matter. Teachers should be sure to summarize ideas during transitions, mid-lesson and at the end of a lesson. Summaries should briefly articulate only the key points necessary for understanding. However, sometimes they forget the importance of summarizing information. Teachers are usually adept at introducing new material and attracting student attention at the beginning of the lesson. When giving examples, teachers can also try to explain a concept in several different ways, using visual aids when possible. Teachers should try to provide at least two examples to illustrate a concept, with the first being very simplistic and the second being more detailed or complex. This is clearly beneficial for all students. When teachers provide examples, they encourage students to make real-life connections and access prior knowledge of a topic. Teachers should strive to enhance learning whenever possible. It is helpful to speak in short, simple sentences when appropriate – especially when giving student directions. Teachers should define challenging words as they speak and be conscious to refrain from using too sophisticated a vocabulary when speaking to students. Instead, use synonyms as necessary. Teachers should strive to be conscious of their speech and enunciation when instructing their classes. Cooperative Learning opportunities benefits all students.ĭirect instruction is still the most common method of information delivery. Therefore, teachers may want to arrange desks in pairs or pods, with students facing one another, for certain activities or units. With this fellowship, students should be in close proximity to their buddy.
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ESOL and ESE students in particular often benefit by being assigned a buddy or student mentor. Rows of desks may not be the best way to facilitate student interaction, which is beneficial to some students. Teachers should also consider rotating the student desk arrangement.
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A variety of reading materials with various flexile levels should be readily available in the classroom as well. Depending on the grade level taught, teachers can label articles in the classroom with bold text or use bulletin boards to provide reading They should try to create a print-rich environment as much as possible. Teachers who want to make ESOL and ESE accommodations for their students should begin by surveying their classroom from the perspective of their students.