Mod 16 Discussion: Modifications for the Second Language Learner

One modification consideration that can be critically important when teaching ELL students is considering how to modify the level of complexity of material, assignments and assessments. I can modify the level of complexity of the selection by providing supplemental material not found in the text itself.  For example, when approaching a text selection for the first time, providing an overview of the text or providing an adapted version of the text that 1) highlights key words and provides definitions;  and 2) provides important contextual or background information. So to, I can make the process of reading a task that is less complex by reading out loud with the students and modeling how to engage the text. While doing a close read of the text with the students, it is important initially to model for the students how to annotate the text, explaining why each annotation is significant, how reviewing the annotations (which are simply are first thoughts on the text) ultimately lead to comprehending the meaning, so that over time the students can claim ownership for annotating on their own, which is a more complex intellectual process than annotating with a group. Similarly, a tiered approach can be adopted when asking the ELL students to discuss or write about the selected text. Tier one tasks (the least complex) might be to identify and summarize the major plot points of the story. Tier two tasks might be to explain how the plot path leads to an inevitable climax and a meaningful conclusion.  Tier three tasks might be to explain why the meaning of the story is important (i.e. Why was it important that we read the story? how does it reflect real-world realities, etc.) 

Another modification consideration that is important when teaching ELL students is to consider the pacing of the curriculum and the work to be done. I need to provide extra time for first reads, close reads, and discussion. I need to provide extra time for assessments and even homework.