Grade 3 Digital Citizen Cornerstone Task Student Considerations

Intentional Supports For Access and Opportunity for Multilingual Learners

Native Language Supports

At the beginning of the year and with each newly arriving Multilingual Learners (MLs): 

• Connect with the ESOL Teacher/s to obtain and discuss students’ English proficiency levels.
• Determine with ESOL Teacher if individual students would benefit from native language support (reading/ listening to directions on Canvas) and obtain a list of students’ home languages from Synergy (grades 3-5 may benefit from reading option; K-5 may benefit from listening option) 
• Arrange to show students how to set a Canvas page to their native language.
  • Allow student to use Immersive Reader Links to an external site. in any digital tool, if needed.   Immersive Reader allows students to listen to or read information in their native language.
• Ensure this feature is active when students are reading/listening when using Canvas. 

Throughout the year: 

• Review native language support periodically and determine if students need or prefer to activate it (check with ESOL Teacher and students)

Direct Linguistic Support in English: Oral/Written

• Provide ample repetition of language and tasks: repeat, restate, rephrase, review, and reread.
• Keep explanations and directions brief and concise: focus on key concepts and vocabulary.
• Highlight and explicitly teach key vocabulary needed to accomplish the assigned task.
• Enhance oral presentations with nonverbal (e.g., visual) and written support, graphic organizers, and modeling.
• Allow students time to check and discuss understanding of directions and material with peers.
• Present materials through multiple, diverse modes using audiovisual and other technology(e.g., audio-books).
• Introduce and develop new vocabulary by using visual aids
• Use electronic devices to present content to students.
• Allow ongoing use of bilingual dictionaries during reading and writing assignments in order to clarify meaning when possible.
• Use leveled texts or adapt texts by shortening or simplifying language to make the content more accessible.
• Encourage and allow for nonverbal responses such as pointing, nodding, pictures, manipulatives, and graphic organizers.
• Adjust expectations for language output (e.g., by accepting isolated words and phrases).
• Allow shortened responses and require fewer assignments (e.g., by focusing on the quality of a reduced number of instructional objectives).
• Pair ELs with strong speakers and writers (i.e., buddies).
• Encourage buddies to take a dictated response during pair work.
• Request oral explanations of concepts that ELs can better express orally than in writing.
• Allow ELs to dictate responses into a recording device as evidence of completion of assigned written work.

Instructional Accommodations

*This is not an exhaustive list

Additional ELL Support

• Maryland Assessment, Accessibility, and Accomodations Manual Fact Sheet (Links to an external site.)Links to an external site.
• WIDA Go-TO Strategies for ELLs (Links to an external site.)Links to an external site.