Page 84 - Growing Success: Assessment, Evaluation and Reporting in Ontario Schools. First Edition, Covering Grades 1 to 12. 2010

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GROWING SUCCESS | assessment, evaluation, and reporting in Ontario schools
ENGLISH LANGUAGE LEARNERS
Accommodations related to learning resources, such as
• extensive use of visual materials;
• use of adapted texts and bilingual dictionaries;
• use of dual-language materials;
• use of technology.
Accommodations related to assessment strategies, such as
• allowance of extra time;
• use of alternative assessment strategies (e.g., oral interviews, learning logs, or portfolios);
• use of simplified language and instructions (e.g., in the context of tasks that require completion of graphic organizers and cloze sentences).
Modifications
Modification of some or all of the curriculum expectations may be required to support English language learners, especially those who are in the early stages of learning English or those who have had limited prior schooling.
The following examples indicate the types of modifications that may be appropriate.
• Grade 8 language expectation, Writing strand:
(Students will) write complex texts of a variety of lengths, using a wide range of forms.
• Modified expectation:
(The student will) write patterned short texts using specified forms.
• Grade 9 Academic mathematics expectation, Data Management and Probability strand:
(Students will) describe trends and relationships observed in data, make inferences from data, compare the inferences with hypotheses about the data, and explain any differences between the inferences and the hypotheses.
• Modified expectation:
(The student will) identify and demonstrate trends and relationships observed in data, make an inference from the data, and show [his or her] thinking.