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THE SCHOOL BOARD OF SARASOTA COUNTY FLORIDA
DEPARTMENT OF ACADEMIC INTERVENTION
English for Speakers of Other Languages (ESOL)
Instructional and Assessment Strategies
READING
R1 – Analyze text in order to anticipate comprehension problems.
R2 – Activate prior knowledge students have about a topic.
R3 – Provide opportunities for pre-reading activities such as brainstorming and vocabulary preview activities.
R4 – Identify and teach essential vocabulary. Teach vocabulary in semantic groupings and word families.
R5 – Limit vocabulary and spelling lists to 12 words or less and build up.
R6 – Use concrete referents, such as visuals, maps, pictures, props, demonstrations, manipulatives, and gestures to increase comprehension.
R7 – Encourage the use of bilingual dictionaries and native language materials.R8 – Help students to guess word meanings for clarification by using context clues, cognates, and knowledge transferred from the home language.
R9 – Model comprehensive strategies with students.
R10 – Divide reading passages into chunks for questions, predictions, and summaries.
R11 – Reduce required reading material. Eliminate non-essential text.
R12 – Use Directed Reading, Thinking, and Listening Activity (DRTLA).
ASSIGNMENTS & ASSESSMENT
A1 – Establish consistent classroom routines.
A2 – List steps for completing assignments.
A3 – Reduce choices on multiple choice exercises; provide choices for essay questions.
A4 – Simplify test directions and provide examples and test items.
A5 – Vary the form of questions asked to allow for different levels of comprehension and participation. Include both lower and higher cognitive demand, metacognition, comparing, elaborating, synthesizing, and evaluating.
A6 – Minimize the use of negatives in questions and test items.
A7 – Give open-note and open-book quizzes and tests.
A8 – Provide word lists/banks for support; use images and clipart in activities, quizzes, and tests.
A9 – Give extra time for task completion.
A10 – Provide alternate assessments for LEP students such as oral tests, rubrics, portfolios, interviews, individual/group projects.
A11 – Maintain academic and intellectual challenge while simplifying language levels.
A12 – Use Cognitive Academic Language Learning Approach (CALLA): content-based language activities, emphasizing academic vocabulary, emphasizing study skills, note-taking skills, teaching learning strategies.
A13 – Focus on content over form; allow developmental spelling and grammar.
A14 – Modify traditional assessments by reducing linguistic demand, reducing number of items, simplifying
WRITING
W1 – Teacher-modeled writing and teacher-modeled responses.
W2 – Give students opportunities to use diagrams, charts, and graphic organizers, such as: concept mapping, consequences diagrams, flow charts, I-charts, KWLH, language ladders, Venn diagrams, word webbing.
W3 – Have students keep a personal vocabulary book or glossary that could also include home language translations or pictures.
W4 – Incorporate the use of word walls.
W5 – Ask students to retell or restate orally as well as in writing.
W6 – Use variety: journals (dialogue, response, daily, anticipatory), outlining, process writing, guided writing, modeled, shared, poetry, narrative, expository, comic strips, language experience.
W7 – Use computer-assisted instruction, such as grammar and spelling support in word processing.
W8 – Encourage use of bilingual dictionaries.
LISTENING & SPEAKING
LS1 – Speak at a slow pace.
LS2 – Use repetition.
LS3 – Clarify and rephrase instructions frequently.
LS4 – Recap important ideas and highlight main points.
LS5 – Ask students to summarize passages that have been read aloud.
LS6 – Control and simplify the vocabulary you use.
LS7 – Use simpler verb tenses such as present, simple past, or future.
LS8 – Accept words and phrases initially and build towards the use of longer sentences.
LS9 – Use variety of technology, media, books on tape or CD, video, DVDs with subtitles, drawings, photos, pictures, streamed audio, chants, and music to support spoken instruction.
LS10 – Use cooperative groups and peer support, such as group projects, corners, centers, jigsaw, think-pair-share, numbered heads, peer tutoring, reciprocal teaching, field experiences.
LS11 – Use creative drama and total physical response techniques, such as: finger plays, pantomime, puppetry, reader's theatre, role play, storytelling, dance and movement.
LS12 – Encourage use of bilingual support from aides.
CLASSROOM PRACTICES
C1 – Plan cooperative activities to include students who can translate/interpret.
C2 – Set clear expectations, procedures, and goals.
C3 – Connect lessons with students’ own culture or experiences.
C4 – Check frequently for understanding
C5 –Avoid over-correction in errors of pronunciation, grammar, and vocabulary.
C6 – Use preferential seating.
C7 – Reinforce effort and provide recognition.
C8 – Use cooperative learning strategies.
C9 – Assign reasonable homework and practice. Student should be able to work independently with little or no family support according to English level.
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