Task Support Checklist for ELs

Compiled by Catherine Box (cbox@upenn.edu)
(adapted from Peregoy & Boyle, 2017)

SCHEMA ACTIVATION

✔ Prepare students for tasks by activating background knowledge.

✔ Provide rich contextual information for tasks.

✔ Frontload certain vocabulary words.

--e.g. specialized words that can’t be figured out from context. Use of the first language here can be very helpful (especially if it is a cognate). Be careful of overreliance on Google for translations.

✔ Frontload certain grammar items.

--e.g. a complicated verb tense

DIFFERENTIATION OF INPUT/OUTPUT

✔ Provide multiple opportunities for students to process information in multiple ways (visuals, dramatization, review, questions, think-pair-shares)

✔ Use abundancy and redundancy strategies when introducing key vocabulary. (repeat often, use in different contexts, write on board, highlight when using it, have students repeat it, give opportunities for students to use it).

✔ Provide multimodal directions/explanations (modeling, gestures, write & say simultaneously).

✔ Ask instruction-clarifying questions (e.g. what do we do first?) before setting students on task.

✔ Ensure participation of all students through providing sentence frames, allowing non-verbal contributions, and group task monitoring.

✔ Engage in thoughtful, flexible grouping (e.g. sometimes placing students that share the same first language together, sometimes placing more shy students with less shy students) so that multilinguals can be contributors to the activity

DIFFERENTIATION FOR VOCABULARY

✔ Provide word banks and glossaries for important terms. Provide brief explanations of grammar points as needed.

✔ Engage in Vocabulary self-collection in which each student focuses on 1 or 2 challenging words for the unit. Together, the group pools the important words and studies them during mini-lessons or other group activity time. The teacher might also add to this list.

✔ Have students become word wizards by having them find real-life use of vocabulary words, bringing them into class.

✔ Adapt texts by providing “less academic” alternative phrasing for “more academic” phrases (BUT don’t replace it, supplement it)

✔ Create word maps to visually create a sense of the specialized vocabulary needed for a particular unit. These can be large—hanging in the room—or small maps for personal use.

DIFFERENTIATION OF MATERIALS

✔ Enhance input through bolding key vocabulary in materials.

✔ Provide word banks and glossaries for important terms. Provide brief explanations of grammar points as needed.

✔ Adapt texts by providing “less academic” alternative phrasing for “more academic” phrases (BUT don’t replace it, supplement it)

DIFFERENTIATION OF ASSESSMENT

✔ Re-word. the task assignment for greater comprehensibility according to “proficiency level.” (NOTE: L1 support is acceptable if available).

✔ Reduce the amount of language required to complete task.

--e.g. allowing utilization of illustration to supplement writing

✔ Allow student to complete a truncated version of assignment, AS LONG AS content is not compromised.

✔ Set specific language goal for an assignment, which can be included in the rubric.

✔ Keep informal records of how multilingual learners are using specialized vocabulary during a particular unit, in both oral and written contributions. Note when students use words or expressions “correctly,” and when they struggle. Provide support and encouragement accordingly.