Level 1 English as a Second or Other Language
Academic Language Acquisition Modified Curriculum
Modification is an adjustment of the learning goals such that the grade-level benchmarks for
the subject are not met.
These modifications to the curriculum (MC) that teachers make for ESOL students require a
MODIFIED GRADE.
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Modifying/selecting reading assignments
Reducing the number of concepts taught
Lowering the assessment criteria
Allowing the students to dictate answers if there are problems with writing/spelling
Shortening academic tasks to include just the most essential skills/concepts
Teachers of students in the Level 1 ESOL program design instructional strategies to enhance
acquisition of academic language proficiency in the subject area. The educational focus
includes helping students acquire English language for prior knowledge schemas and
teaching language to convey a general understanding of major themes and concepts in the
subject area.
High school students in the Level 1 ESOL program do not receive graduation credit for
courses completed with MCs. Language acquisition credits are awarded to mark progress and
completion of the ESOL program.
Middle school students with MCs in the Level 1 ESOL program may progress to the next
grade when they can demonstrate achievement of the designated grade-level benchmarks in
75% of the core subject areas.
Level 2 and 3 ESOL Support – Accommodations for Content Access
Accommodation is an adjustment in the instructional strategy, learning style, and/or
assessment method of a particular benchmark, which allows students to demonstrate
achievement of the designated grade-level benchmark.
These accommodations that teachers make for ESOL students do not require a MODIFIED
GRADE.
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Seating students in the front of the room
Giving directions in simplified language
Providing graphic organizers or outlines before an assignment or test
Providing study guides for tests/quizzes
Providing guided reading strategies
Providing written copies of assignments
Providing extra practice for new vocabulary and concepts
Clarifying definitions, terms and vocabulary in assignments
Teaching key words/expressions crucial for the lesson/task
Stating ideas in more than one way; rephrasing/paraphrasing
Providing a folder or notebook system to help student organize work
Using a color coding system for overheads, textbooks, and notes to help students
categorize information
Telling students the purpose of the assignments and the methods/criteria for evaluation
Breaking the assignment into smaller parts
Arranging for students to read stories/novel/assignments ahead of time so they can keep
up
Using visual support/props
Allowing extra time for assignments and tests
Providing alternative assessments that demonstrate understanding of the concepts/
standards taught
Shortening the number of items on a test or assignment to reduce repetition
Administering assessments in a separate room, at home or in a small group
Providing alternative texts that focus on the same skills, information, themes or concepts
Giving several short assignments rather than one long one
Assigning activities to reduce writing requirements not affecting the students’ ability to
meet benchmark goals
Allow students to use native language, as well as English language dictionaries, in class
Provide good writing samples for reference
Allow students to learn concepts in their native language in combination with English
language learning
Teachers of students with Level 2 and 3 ESOL support use a combination of these
accommodations to help students reach and demonstrate achievement of the designated
grade-level benchmarks. These are recommended accommodations and are not an
expectation that all accommodations be implemented.