[MUSIC] Hi and welcome back to assessing achievement with the ELL in mind. In this classroom application you will be provided with three classroom scenarios on assessment accommodations and modifications, and participate in the end video quizzes. These are for your practice only and will not be graded. Let's get started. Scenario number one. You are a seventh grade math teacher. Using an observational checklist you have noted that your ELL student is capable of successfully completing the following process for solving a problem. Making estimations, seeking a solution, and checking work. However, when you gave a word problem quick on a concept, your ELL only scored one out of five. You are preparing to write an end of the unit exam. Consider the modifications, or accommodations, for this particular low-intermediate ELL. Appropriate accommodations for a low-intermediate student would be number one, simplifying the language in the word problems and make use of familiar context. Two, providing visuals to support the word problems. Three, reading aloud the word problems to the ELL. And four, requiring the ELL to demonstrate understanding of the concept in non-word problems only. Scenario number two, you are a tenth grade biology teacher. You have just finished a series of lessons on inheritance patterns. To check for understanding you assign an authentic task in which the students are to construct their own pedigree for a trait that runs in their family. They must include at least three generations. Then they will write a half to one page analysis of this trait. Consider possible ways to better support your basic ELL student display his accurate knowledge of this concept. Appropriate accommodations for a basic student would be number one, provide descriptions of family members, or pictures with short descriptions. Students may not have access to their extended family members if they were abruptly moved. This is good accommodation for any student who may not have accessibility to extended family, not just ELLs. Number two, providing a writing frame for the analysis. And number three, accepting short phrases or sentences for the analysis. And finally, scenario number three. You are an eighth grade language arts teacher. You have just started reading the novel, The Hobbit. While you began reading the first chapter in class, you assigned chapter two for homework, and told students to be prepared for a quiz during the next class period. The quiz requires students to match the name of the character to his or her description. While reading in class, you used informal questioning techniques to determine comprehension. While it seemed like your advanced ELL was following along pretty well, you wanna make sure that the quiz appropriately assesses her understanding of the content. What should you consider for this particular assessment? Appropriate considerations for an advanced ELL student could be number one, informally and privately, chatting with the student about her comfort level with the text. Number two using a plenary activity at the beginning of class to make sure that everyone is at the same level of understanding. And number three if names are unfamiliar help students categorize them with a picture or a stick figure.