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    How Can You Help Your ELL/ ESL Student?

    Print the GVSD Modifications and Accomodations for Els:

     Learn more about your El at the WIDA Resource Library where you can read and print helpful documents:

    Help your ELL/ESL student learn English and your content at the same time! 

    Try some of the suggestions below:


     PADLET Link of ELL Apps and Resources

    Strategies for Helping your English Language Learner (ELL)-

    General Assignment/Assessment Strategies

    1. Ensure that academic assessment targets the same academic content standards for all students (non-ELLs and Ells alike)

    2. Consider students’ language proficiency levels, and differentiate assessments/ assignments accordingly

    3. Ensure directions are clear; confirm that students understand them.

    4. Differentiate standards-based scoring rubrics to students’ language proficiency levels. (Weight grading to emphasize content understanding more than linguistic perfection at lower levels of proficiency.)

    5. Share differentiated rubrics with students at the time assignments are given.

    6. Utilize the same supports used in instruction (e.g., pictures, charts, graphs) when assessing students.

    7. Encourage students to demonstrate content knowledge, skills, and abilities, regardless of level of language proficiency, using a variety of differentiated performance based and authentic assessments (e.g., demonstrations, dioramas. collages, journals, art projects, maps, models, posters).

    8. Allow ELLs to exercise personal choice in assignments (when appropriate) and to apply their background knowledge in order to enhance motivation.

    9. If traditional paper and pencil tests must be used with ELLs, focus on essential learning when creating them, create tests that are aligned with the test with content objectives, of reasonable length, and matched to the linguistic level of the student.

    10. Use a variety of assessment procedures to obtain an accurate picture of what students know and can do in the content areas.

    11. Focus error correction on specific, level appropriate aspects of language.

    12. When grading, avoid comparing students with each other, grade students according to predetermined standards for success that are aligned with the students’ language proficiency level.

    13. Provide students with as much time as they need to complete assessments unless the test is one that measures speed, such as math computation test).

    14. Employ appropriate language-related accommodations (e.g., a word-to-word dictionary, giving directions in a students’ first language) for classroom and large-scale assessments, in accordance with students’ English proficiency levels.

    15. Explicitly prepare students with background knowledge and test-taking strategies needed for participating in classroom and large-scale standardized testing.

    16. Work creatively to include ELLs in gifted and talented programs across proficiency levels.

    17. Ensure that appropriate assessment tools and procedures are used to identify ELLs for special education services if indicated.



    Fairbairn, Shelly and Stephaney Jones-Vo. Differentiating Instruction and Assessment for English Language Learners: A Guide for k-12 Teachers. Philadelphia: Caslon, 2010.



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