Adaptations List

Suggested  Adaptations for EAL students
Teaching Techniques
Extra assistance from teacher or others (one-on-one or small group)
Frequent and repeated review of material
Pre-teach vocabulary
Provide oral AND written instructions
Provide extra completed examples
Model instructions
Photocopy notes ahead of time (if possible) or after a lesson
Increase length of time to complete daily tasks
Use visual materials to supplement the lesson
Offer choices
Use hands-on experiences
Use concrete materials (realia)
Change seating arrangement/preferential seating
Predictable structure and classroom routine
Provide frequent feedback
Check for comprehension by asking the student to repeat the instructions or explain a concept
Sit with a student who will be a buddy/helper
Sit with a student who speaks the same first language (if possible)
Speak slowly and pause between sentences
Paraphrase instructions using simpler words
Peer tutoring
Print (instead of handwrite)
Written Assignments
Provide sentence starters
Provide a completed example to look at
Provide a word bank
Allow extra time
Model how to complete the written assignment (step-by-step)
Provide research materials for the student that are at an appropriate reading level
Allow visual representation of comprehension
Allow oral explanation of comprehension
Do not penalize for spelling/grammar
Break the assignment into smaller pieces and check for completion more often
Provide an outline/organizer for writing a paragraph, essay, story, etc
Shortened assignment
Allow student to brainstorm/write a draft in his/her first language
Reading
Provide a shorter text
Provide a text at a lower reading level
Add visuals to a text
Highlight the key parts of a text for the student
Teach relevant background knowledge/cultural context
Pre-teach vocabulary
Provide an oral summary of a text before reading
Provide a written summary of a text before reading
Break a text into smaller pieces and check for comprehension more often
Use a taped book
Groupwork/Discussions/Speaking
Provide sentence starters
Put student in a ‘safe’ group
Provide questions in advance
Allow time to answer questions in writing before speaking
Allow student to practice in a non-threatening environment (eg with one other student)
Allow more wait time before student responds
Tests
Provide a practice test in advance
Oral tests
Allow use of a bilingual dictionary
Allow more time to complete tests
Reduce reading level on test materials
Permit open book tests
Provide a word bank for fill in the blank or short/long answer questions
Reduce number of questions
Reduce number of options for multiple choice or eliminate those questions
Reduce language demands by providing sentence starters, allowing point-form notes, etc
Provide an example of how to complete a question
Allow visual representation
Do not penalize for spelling/grammar errors
Allow extra time
Make the test look ‘friendlier’ – larger font, more white space, bullets of information instead of paragraphs
Allow alternate forms of assessment – demonstrating a skill, portfolio, project, etc