Task Support Checklist for ELs

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

SCHEMA ACTIVATION

ü Prepare students for tasks by activating background knowledge.

ü Provide rich contextual information for tasks.

ü Frontload vocabulary words.

--e.g. specialized words that can’t be figured out from context

ü Frontload certain grammar items.

--e.g. a complicated verb tense

DIFFERENTIATION OF INPUT/OUTPUT

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

ü 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).

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

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

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

DIFFERENTIATION OF MATERIALS

ü Enhance input through bolding key vocabulary in materials.

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

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

DIFFERENTIATION OF ASSESSMENT

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

ü Reducethe amount of language required to complete task.

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

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

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