LESSON PLAN IN TEACHING AND ASSESSMENT OF GRAMMAR

I. OBJECTIVES:

Within this period, the learners are expected to:

A. Identify students eligible for accommodations;

B. relate on how Direct Linguistic Accommodation and Indirect Linguistic Support Accommodation
works in administering tests; and

C. present substantial explanation on why Direct Linguistic Accommodation appear to benefit student
performance more than Indirect Accommodations.

II. SUBJECT MATTER

Lesson: ENG 214 (Teaching and Assessment of Grammar)

Topic: XII. Testing Accommodations for ELLs: Identifying Students Eligible for Accommodations
and Identifying Accommodations
Reference: Educational Testing Service (2009). Guidelines for the assessment of English language
learners and Purpura, J. E. (2004). Assessing Grammar. Cambridge, UK: Cambridge University Press

Materials: Laptop, cellular phone, and internet connection.

III. PRELIMINARY ACTIVITIES

1. Prayer

2. Greetings

3. Checking of Attendance

4. Setting of Classroom Standards

5. Review

6. Motivation

The teacher will pick random learners who will answer the teachers demand for words that will
end in any particular letters. A learner who will refuse to provide an accurate answer will be excluded
from the game of five rounds. The last one who will accurately answer will be given a prize.

IV. LESSON PROPER

a. Activity: Match it!

 The entire class will be divided into 3 groups. Each group will be tasked to match the given
words to the given set of definitions. Each group will be given a marker and manila paper where they
will right down the words and each of the definition. The group that will finish the task first with
accurate definition will gain points.

Messages:

Word Definition
Direct Linguistic Support Accommodation A type of accommodation that involve
adjustments to the language of the text.

Indirect Linguistic Support A type of accommodation that involve

Accommodation adjustments to the conditions under which a
test is administered.

b. Analysis

a. How are these statements will help us understand the types and use of testing accommodations
in identifying accommodations and the students eligible for these accommodations?

b. How to identify students eligible for accommodations?

c. What are the two broad categories of accommodations?

d. How Direct Linguistic Accommodation appear to benefit student performance more than
Indirect Accommodations?

c. Abstraction

● Identify Students Eligible for Accommodations

An ELL with English language proficiency is below a level where an assessment

administered in English would be considered a valid measure of his or her content
knowledge, then that student may be eligible for one or more testing accommodations.

● Conditions on classroom accommodations and assessment accommodations:

1. ELLs who regularly use accommodations in the classroom are usually eligible to
use the same accommodations in testing situations.
2. Some accommodations that may be appropriate for instruction are not appropriate
for assessment.

● Identifying Accommodations

a. Direct Linguistic Support Accommodation

- involve adjustments to the language of the text

b. Indirect Linguistic Support Accommodation

 - involve adjustments to the conditions under which a test is administered

● Research studies on accommodations:

- To date, the limited number of research studies on accommodations for ELLs

indicates that direct accommodations appear to benefit student performance more
than indirect accommodations and limited number of research studies on
accommodations for ELLs indicates that direct accommodations appear to benefit
student performance more than indirect accommodations.
- Recent reviews indicate that fewer than two thirds of the accommodations for ELLs
found in states’ assessment policies address the unique linguistic needs of ELLs
exclusively.

d. Application
Through counting, the entire class will be grouped into four. Each group will be tasked to
brainstorm about the two broad categories of Accommodations. After the three-minute brainstorming,
each group will be tasked to explain (within 2 minutes) in front of the class why Direct Linguistic
Accommodation appear to benefit student performance more than Indirect Accommodations. What
are the factors that affect this outcome?

Each group will be rated according to the set criteria.

Criteria 10-8 points 7-5 points 4-2 points

Accuracy All of the ideas Some of the ideas Most of the ideas
presented led to the presented did not lead presented did not lead
right conclusion. to the right conclusion. to the right conclusion.

Justification All of the ideas Some of the ideas Most of the ideas
presented leading to the presented leading to the presented leading to the
right conclusion were conclusion were not conclusion were not
justified. justified. justified.

Cooperation All of the group Some of the members Most of the members
members did cooperate. didn’t cooperate. did not cooperate.

V. ASSESSMENT (Essay - 10 points)

Direction: Answer the question below in a half sheet of yellow paper. Answers will be rated
according to the content (5), grammar (3), and organization (2).

Question: Explain how Direct Linguistic Support Accommodation differ from Indirect Linguistic
Support Accommodation. Provide examples.
VI. ASSIGNMENT

Read about Scoring Constructed-Response Items.

VII. REMARKS

Based on the evaluation, out of ____ students of BSE II - English, ___ got ___ % mastery level.

VIII. REFLECTION

___ % of the students got ___% mastery level because

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Prepared by:

Colmo, Rea Mae P. BSE II – Major in English