It is an effective modification for students who are learning new content but have still not attained the reading level to access the content through reading. Adapted Text involves rewriting selected sections of text that contain key concepts and information. For example, вЂњpre-вЂќ is the same in both Spanish and English.Д®mbedding support for vocabulary and symbols within the text (e.g., hyperlinks or footnotes to definitions, explanations, illustrations, previous coverage, translations).ДЄnnotated text: For students who are struggling with the rigor of the text, adapted text might be an effective strategy. Morphology: Explicitly teach suffixes and prefixes and their meaningsД¬ognates: Teach how some parts of words are the same in some languages. Highlight how complex terms, expressions, or equations are composed of simpler words or symbols. Mathematical symbols: e.g., when displaying Г·, also write 'shared with' or 'equal groups of', depending on the problem situation. Provide graphic symbols with alternative text descriptions Then once you get to higher level tenses, you can refer back to the past tense cards and combine them with helping verb cards or time markers. You can create sets of cards for all the irregular verbs and then use them as prompts, to play matching games, or to perform various drills. YouвЂ™ll definitely want to have a selection of cards for irregular past tense verbs. You can generate all types of card activities, and remember that the point is to get the students working together.

Students appreciate the opportunity to work with cards as they are something hands-on that they can touch and manipulate. For support, add a WORD BANK so students can practice identifying the group of words they are studying in the lesson/unit.ДЇlashcards: flashcards are valuable because once you have made them you can use them for all different types of drills, activities, and prompts. This cloze tool can be used to evaluate the use of context clues by the student to fill in the blanks with appropriate words that fit the context of the paragraph. The teacher prepares sentences/paragraphs with certain keywords left out. The teacher jumbles up the order and increasingly allows the students to respond physically to the words they recite.)Д¬lose Activities: This is an effective strategy for students who are struggling to apply new vocabulary words. (Teacher models the gesture while reciting words in order. Ensure that your gestures are simple and that multilingual learners are close enough to see your gestures!ДЄction Stories: Using вЂњAction StoriesвЂќ, teachers can pre-teach vocabulary words. When teaching new words, use a gesture to reinforce meaning. Total Physical Response: Use gestures, or вЂњTPRвЂќ, as much as possible. Teachers should respond in English, if possible, but not admonish students for speaking in their native language. Provide bilingual dictionaries for multilingual learners.Д¬larify Meaning of new words in native language: As multilingual learners seek understanding in their native language, simply allow this. Posting pictures near your vocabulary lists supports multilingual learnersДictionaries (bilingual dictionaries for multilingual learners): Glossaries and dictionaries help students to self-monitor unknown words and provide them with a resource to find unknown words. Pictorial Glossaries: Photographs and illustrations depict nearly any object, process, or setting and magazines, commercial photos, and hand drawings can provide visual support for a wide variety of content and vocabulary concepts and can build background knowledge. The combination of the word, definition, illustration, and sentence on one card helps multilingual learners, and all students, to learn the word and apply the word. Pre-teach vocabulary and symbols, especially in ways that promote connection to the learnersвЂ™ experience and prior knowledge.ДЇour Corner Vocabulary: This is a vocabulary building strategy to help preview, review, or reinforce key words. Idioms, archaic expressions, culturally exclusive phrases, and slang, should be translated. To ensure accessibility for all, key vocabulary, labels, icons, and symbols should be linked to, or associated with, alternate representations of their meaning (e.g., an embedded glossary or definition, a graphic equivalent, a chart or map). The semantic elements through which information is presented-the words, symbols, numbers, and icons-are differentially accessible to learners with varying backgrounds, languages, and lexical knowledge.

Numbers in different languages symbols