Accommodations for English Learners by WIDA Proficiency Levels

*In addition to appropriate linguistic accommodations, some EL have content background knowledge / skill gaps that will need to be supported for academic success.

WIDA Math Accommodations

English Classroom Assessment (Considering proficiency levels in speaking and listening as
Reading Accommodations Writing Accommodations
Level (Considering proficiency levels in reading and writing) well as reading and writing)
*Consider offering basic math intervention to fill in gaps
Read text to students Allow pictures/illustrations Allow alternative assessments to demonstrate knowledge Frontload math vocabulary
Provide visuals, demonstration, and real objects
Provide an overall retell Allow bullet point phrases for ideas Write questions in simple English
Allow essay portions to be dictated or written in bullet point Provide examples of finished equations
Use text to speech or read aloud Allow students to dictate
phrases
Model for the student
Model activity or lesson for student Model activity or lesson for student Model and teach test-taking strategies for the student
Provide clear directions, use L1, repeat several times, check Provide clear directions, use L1, repeat several times, check Provide clear directions, use L1, repeat several times, check Provide clear directions, use L1, repeat several times,
for understanding, and rephrase if necessary for understanding, and rephrase if necessary for understanding, and rephrase if necessary check for understanding, and rephrase if necessary
Provide cooperative learning groups/peer tutor who speaks Use simplified English with appropriate content vocabulary
Provide a summary of the reading in lieu of the text Reduce multiple choice options
native language when giving explanations
Provide a graphic organizer that visually shows summary of Use “one academic vocabulary word at a time” (i.e. add,
Use graphic organizers as a pre- writing strategy Read test questions aloud to the student in English
material/text plus, sum)
Use Bilingual Dictionaries (if student is literate in native Use a partner/learning groups
Provide Bilingual books or books in L1 (native language) Allow additional time
language)
Use Bilingual/Picture dictionaries for content areas
Provide a peer tutor who speaks native language Provide copies of the teacher’s notes Use Bilingual/Picture dictionaries with unit specific words
WID
Allow video of topic to be viewed before reading (building Build background knowledge on the topic prior to starting Rephrase / Repeat / Clarify directions
A 1- Provide suggested/required word banks for reference
background knowledge) unit
Entering Use sentence stems to develop oral language and then have Use print instead of cursive
Use real pictures from the text to aid comprehension Provide study guides (way in advance) with correct answers
students write those sentences
Focus on key sections to shorten reading and cross off Allow students to dictate in native language or simplistic Provide word banks to students in advance and allow them Teach test-taking vocabulary
unnecessary text English to use them during testing
Schedule assessment during a time when the EL Teacher Provide number line, charts, and manipulatives for concrete
Identify main ideas for student Shorten/reduce writing assignments
can be present or has time to read the test to the student example
Rewrite story problems in simplified English
Allow notetaking in native language (if student is literate in
Grade spelling on sight words Avoid true and false, fill-in the blank, and essay questions Use short sentences, pictures, and illustrations to encourage
native language) or give students a copy of teacher’s notes
understanding.
Provide phonics, phonemic awareness, and sight word Use word books, vocabulary, and provide sight word Provide translated test in L1 (native language)
Reduce the number of math problems
intervention support
Teach test-taking vocabulary Provide study guides in advance with answers
Utilize students vocabulary math notebook (teacher
Practice test questions prior to test
provides definition and examples for students to copy)
Rephrase/Repeat/Clarify directions Provide re-teaching opportunity
* L1 (native language)

Level 1 students:

*This document was created by Genesee ISD. MMMEP has been given permission to adapt and use these documents. Page 1 of 5 Updated: 12/10/19
 Accommodations for English Learners by WIDA Proficiency Levels
*In addition to appropriate linguistic accommodations, some EL have content background knowledge / skill gaps that will need to be supported for academic success.
WIDA
English Reading Accommodations
Level
Provide Bilingual books or books in L1 (native language)
Provide reading material at independent English reading
level
Provide a summary of the reading in lieu of the text
Use text to speech or read aloud
Use close reading procedure (repeated reading)
Frontload vocabulary
WIDA 2-
Emerging Provide a peer tutor who speaks native language
Provide material on CD or audio device
Focus on key sections to shorten the amount of reading
(adapt text)
Provide a graphic organizer that shows summary of material
Allow video of topic to be viewed before reading (building
background knowledge)
Provide phonics, phonemic awareness, and sight word
intervention
Use Bilingual Dictionaries (if student is literate in native
language)
Model activity or lesson for student
Provide clear directions, repeat several times, check for
understanding, and rephrase if necessary
* L1 (native language)
Level 2 students:
*This document was created by Genesee ISD. MMMEP has been given permission to adapt and use these documents.
Writing Accommodations
Allow students to dictate
Reduce writing assignments
Build in small group brainstorming time with teacher
Build in oral language practice time prior to writing (talk
and build language prior to writing)
Allow peer review with a friendly student
Teach grammar, spelling, punctuation etc., within the
context of their own writing (during the editing process)
Focus on content of the ideas (unless the language skills
has been taught)
Use graphic organizers as a pre- writing strategy
Use Bilingual Dictionaries (if student is literate in native
language)
Provide suggested/required word banks for reference
Use language experience approach
Use peer rehearsal
Allow student to dictate in native language or use simple
language
Provide teacher notes (students listen, highlights, and adds
notes)
Provide a writing rubric (focus on content and not
language)
Model activity or lesson for student
Provide clear directions, repeat several times, check for
understanding, and rephrase if necessary
Page 2 of 5
Classroom Assessment
(Considering proficiency levels in reading and writing)
Write questions in simple English
Multiple choice/options reduced
Allow essay portions to be dictated or written in bullet point
phrases
Provide additional time
Schedule assessment during a time when the EL Teacher can
be present or has time to read the test to the student
Use Bilingual/Picture dictionaries with unit specific words
Provide study guides with answers to the student in advance
Provide word banks to students in advance and allow them to
use them during testing
Avoid true and false, fill-in the blank, and essay questions
Teach test-taking vocabulary
Model and teach test-taking strategies for the student
Provide sample questions and answers
Rephrase/Repeat/Clarify directions
Provide clear directions, repeat several times, check for
understanding, and rephrase if necessary
Math Accommodations
(Considering proficiency levels in speaking and
listening as well as reading and writing)
*Consider offering basic math intervention to fill in gaps
Provide visuals, modeling, demonstration, real objects
Provide examples of finished problems
Rephrase / Repeat / Clarify directions
Use simplified English with appropriate content vocabulary
when giving explanations
Use one academic vocabulary word at a time (i.e. add, plus,
sum)
Frontload math vocabulary
Teach test-taking vocabulary
Provide study guides in advance with answers
Utilize students vocabulary math notebook (teacher provides
definition and examples for students to copy)
Provide re-teaching opportunity
Practice answering test questions prior to test
Use shorten sentences, pictures, and illustrations to
encourage understanding
Reduce the number of math problems required
Rewrite story problems in simplified English
Provide clear directions, repeat several times, check for
understanding, and rephrase if necessary
Updated: 12/10/19
 Accommodations for English Learners by WIDA Proficiency Levels
*In addition to appropriate linguistic accommodations, some EL have content background knowledge / skill gaps that will need to be supported for academic success.

WIDA Math Accommodations

Classroom Assessment (Considering proficiency
English Reading Accommodations Writing Accommodations (Considering proficiency levels in speaking and
levels in reading and writing)
Level listening as well as reading and writing)
Provide reading material at independent English reading Use graphic organizer as a pre- writing strategy Repeat/rephrase/clarify directions
Provide study guides with answers to the student in advance
level
Reduce writing assignments Provide classroom assessments written in simplified English Provide additional support for academic vocabulary
Use close reading procedure (repeated reading)
Frontload vocabulary Provide suggested/required word banks for reference Preview the test questions with the student to clarify any Provide study guides in advance with answers
sophisticated vocabulary and ensure the student understands
the question
Provide EL with background knowledge to increase Provide a rubric prior to instruction Clarify possible function words: identify, analyze, compare, Use modeling and visuals during instruction
comprehension (videos and ThingLink) contrast, explain, and discuss
Allow opportunity to clarify vocabulary, unknown words, Allow 2 grades (one for content and one for language with Reduce number of items, or allow additional time Provide examples of finished homework problems and
or concepts a focus on what has been taught) assignments
Use group brainstorming as pre-writing strategy Allow testing in an alternative location Repeat/Clarify directions
Focus on “book talk” (i.e. literary language)
WIDA
3- Teach concept strategies Use peer rehearsal Reduce essay questions Use modeling and visuals during instruction
Developing
Avoid assessing writing for grammar and spelling until it Practice examples of test questions with answers Teach test-taking vocabulary
Teach annotating text
has been taught
Address and teach idioms, figures of speech, and words Teach test-taking vocabulary Utilize students vocabulary math notebook (teacher provides
Model activity or lesson for student
with double meaning definition and examples for students to copy)
Provide a bulleted list of main ideas, themes, and big ideas Provide clear directions, repeat several times, check for Model and teach test-taking strategies for the student
understanding, and rephrase if necessary
Provide a graphic organizer outlining the story elements or Provide clear directions, repeat several times, check for
main ideas understanding, and rephrase if necessary
Model activity or lesson for student Model for the student

Provide clear directions, repeat several times, check for Provide clear directions, repeat several times, check for
understanding, and rephrase if necessary understanding, and rephrase if necessary
* L1 (native language)

Level 3 students:

*This document was created by Genesee ISD. MMMEP has been given permission to adapt and use these documents. Page 3 of 5 Updated: 12/10/19
 Accommodations for English Learners by WIDA Proficiency Levels
*In addition to appropriate linguistic accommodations, some EL have content background knowledge / skill gaps that will need to be supported for academic success.

WIDA Math Accommodations

Classroom Assessment
English Reading Accommodations Writing Accommodations (Considering proficiency levels in speaking and
(Considering proficiency levels in reading and writing)
Level listening as well as reading and writing)
Frontload and teach academic vocabulary Use graphic organizer as a pre- writing strategy Preview the test questions with the student to clarify any Provide clear directions, repeat several times, check for
sophisticated vocabulary and ensure the student understands understanding, and rephrase if necessary
the question.
Provide EL with background knowledge to increase Reduce quantity of work or allow additional time Clarify possible function words: identify, analyze, compare, Provide additional support for academic vocabulary
comprehension (videos and teach on topic) contrast, explain
Use close reading procedures (repeated reading) Provide a writing rubric prior to instruction Provide study guides with answers to the student in advance Provide examples of finished homework problems and
assignments
WI Allow opportunities to clarify unknown words or concepts Allow 2 grades (one for content and one for language) Teach test-taking strategies Provide study guides with correct answers prior to the test
DA Teach comprehension strategies Use group brainstorming as pre-writing strategy Allow testing in an alternative location Model for the student
4-
Explain humor, irony, sarcasm Use Bilingual/Picture dictionaries with unit specific words
Model activity or lesson for student
Exp
Teach annotating text Provide clear directions, repeat several times, check for
and understanding, and rephrase if necessary
Model and teach test-taking strategies for the student

ing Address idioms, figures of speech, words with double Provide clear directions, repeat several times, check for
meaning understanding, and rephrase if necessary
Provide assistance with teaching inferences and/or themes

Model activity or lesson for student

Provide clear directions, repeat several times, check for
understanding, and rephrase if necessary
* L1 (native language)

Level 4 students:

*This document was created by Genesee ISD. MMMEP has been given permission to adapt and use these documents. Page 4 of 5 Updated: 12/10/19
 Accommodations for English Learners by WIDA Proficiency Levels
*In addition to appropriate linguistic accommodations, some EL have content background knowledge / skill gaps that will need to be supported for academic success.

WIDA Math Accommodations

Reading Accommodations Classroom Assessment
English Writing Accommodations (Considering proficiency levels in speaking and
(Considering proficiency levels in reading and writing)
Level listening as well as reading and writing)
Frontload and teach academic vocabulary Use previously learned graphic organizer as a pre- writing Preview the test questions with the student to clarify any Clarify directions
WI strategy sophisticated vocabulary and ensure the student understands
the question.
DA Allow opportunities to clarify unknown words or concepts Provide a writing rubric prior to writing instruction Allow additional time (if needed) Provide additional support for academic vocabulary
5- Teach comprehension strategies Allow 2 grades (one for content and one for language) Allow testing in an alternative location (if needed) Provide examples of finished homework problems and
Bri assignments
Address idioms, figures of speech, words with double Use group brainstorming as pre-writing strategy Use Bilingual/Picture dictionaries with unit specific words Use modeling and visuals during instruction
din meaning
g Put special emphasis on explaining any humor, sarcasm, Model and teach test-taking strategies for the student
irony, and figurative language
Provide assistance with teaching inferences and/or themes

Level 5 students:

WIDA Math Accommodations

Classroom Assessment
English Reading Accommodations Writing Accommodations (Considering proficiency levels in speaking and
(Considering proficiency levels in reading and writing)
Level listening as well as reading and writing)
WI
DA
6- Students have generally achieved grade level proficiency (unless there is still one developing domain).
Rea GENERALLY, such students will not need any further accommodations unless it is a specific domain area with a significantly lower score.
chi
ng

Level 6 students:

*This document was created by Genesee ISD. MMMEP has been given permission to adapt and use these documents. Page 5 of 5 Updated: 12/10/19