modifications2

Shortened Assignments

When students are having a difficulty learning, either due to language barriers or learning skills, they need more time to complete assignments. They do not need pressure or frustration to interfere with an already difficult task.
1. Identify terminology, concepts, and skills that are most important and require that these items be completed first.
2. Star the essential items, allowing bonus points for other items completed.
3. Reduce the number of questions or problems to be done at one time.
4. Allow student to tape responses or use computer.
5. Give slower readers modified or related stories that teach the same concepts.
6. Cut a long worksheet into segments and give the student one segment at a time.
7. Provide a card file that contains definitions of frequently used words.
8. Provide copies with fill-in-the-blank tasks.

Note-Taking Assistance

Students who have poor writing skills, hearing impairments ro visual impairments need assistance taking study notes in class.
1. Provide a skeleton outline that includes main ideas. Ask students to complete the supporting details.
2. Ask a reliable note-taker or similar language speaker to write on two-part NCR paper while the needs student takes notes on their own.
3. Allow time at the end of class to compare notes.
4. Use a handout or overhead transparency to who a model set of notes before task is complete.
5. Have a student help in pairs.
6. Highlight important notes.

Pre-teach Vocabulary

1. List key concepts.
2. Pick out the most crucial terms.
3. Find out which words they already know.
4. Teach words that tie to other words.
5. Teach the meaning and tie it to concepts.
6. Aviod lists of words.
7. Avoid unrelated exercises.
8. Teach strategies to learn new words.
9. Use new words repeatedly in conversations.
10.Teach how to use the dictionary.
11.Teach how to figure out new words: context clues, phonic analysis, structural analysis, combination, authority.

Vocabulary Sheets

Do not merely make a list of words and have the students look for them....it is boring. It was boring when we were in school. They don't learn it and it annoys them. So, you should:
1. Take all boldfaced, italicized, or new concept words from the chapter. Then, list them in the order they occur in the chapter. Place the corresponding page number next to the word.
2. Place all words on a 3x5 cards and file them.
3. Record the words on tape. Then, state the page number where the word can be found and restate the word. State the definition as it is in the chapter.

Highlighting

Do not go wild with coloring away at a text. Highlight the important words, ideas, graphs, dates, or what may be the point of the passage. If you are going to use different colors to mean different things-- TEACH THAT TO THE STUDENT.
1. Write directions on handouts, overhead, or chalkboard and leave them for future reference.
2. Use different color Dry-Erase markers.
3. Use charts, posters, flashcards, sentence strips, and other visuals.
4. Teach them how to highlight.