DIFFERENTIATION FOR LANGUAGE-IMPAIRED STUDENTS

1. DIFFERENTIATION FOR LANGUAGE-IMPAIRED STUDENTS How to Write Tests that are Language-Friendly By Ande Olson, SLP

2. Why rewrite tests? • Poorly worded test questions may unfairly cause a low grade if the student doesn’t understand what the question is asking. • Tests that are composed by book manufacturers often ask questions that are not language-friendly. • Language-impaired students may know the necessary information, but be unable to communicate this knowledge effectively.

3. Confusing Questions… Everything in the world that takes up space and has mass is made of ______. 2) Color, shininess, and hardness are _____ describing some metals. Could be worded as… 1) What is matter? OR _____ A. takes up space B. and has mass? 2) Words like shiny/dull, hard/soft, etc. tell about a metal’s ___ . A. properties B. forms Poorly-Worded Tests Vs. Language-Friendly Tests…..

4. 3) When nutrient and calorie input is greater than energy output, a person can become Obese Underweight The correct weight Healthy 3) What happens when a person eats too much and doesn’t exercise enough? He becomes very fat or obese. He becomes very skinny or underweight. He stays at the correct weight. He gets healthy. An alternate way to say…

5. 4) Which of the following hinder the digestive system? Broccoli Stress Exercise Water 4) Healthy habits help a person digest food. What could slow down digestion? Broccoli Stress Exercise Water Another example….

6. 5) Which way was not how Europeans learned about unknown lands? Saga Internet Maps Globes 5) Circle 3 ways that Europeans learned about places they wanted to explore. Saga Internet Maps Globes One more example…

7. 6) What was not one of the reasons why Europeans didn’t explore unknown lands? Not interested Scared of boiling water Scared of mermaids Scared of sea monsters 6) Some Europeans chose not to explore unknown lands. Circle three reasons why they didn’t want to explore new places. They were: Not interested in exploring Scared of boiling water in the ocean Scared of mermaids Scared of sea monsters The last example…

8. How can a teacher help language-impaired students? • Use “wh” questions on tests, and worksheets, whenever possible, such as: • What is matter? • Why were people afraid to explore new lands? • Who looked for the Fountain of Youth? • Where do reptiles live? • When did Columbus discover America?

9. And… 2) Avoid asking negative questions, such as “Why didn’t….?“When don’t…? Instead ask “Why did…or When do..? 3) Avoid using indirect objects in questions, such as “Three tools used by the Incas included…” Instead ask “Which 3 tools did the Incas use?”

10. Other suggestions… • Watch forvocabularythat may beunfamiliar to language-impaired students, even though most students understand it. Paraphrase and use visual cues when possible. Ask them directly, “Do you know what ____means?” • Be aware that words with double meanings are often misunderstood by language-impaired students, who are likely to use the most concrete meaning for the word. • Be ready to explain idioms and inferences, and to point out context clues. • Avoid using starter phrases, such as “Tell me what a__ is”. Just ask “What is a ___?”

11. Be flexible on essay questions… Because test items such as: “Write a descriptive paragraph on..” or “explain the relationship between..” or “describe how…” can be overwhelming for language-impaired students, offer alternatives to students, such as……

12. Essay alternatives… • Tell me personally or on a tape recorder what you learned about… • Draw a picture or cartoon that shows… • Make up a play, a song, a rap that tells… • Make a power point about… • List 10 important facts about… • Make a movie about…

13. YOU CAN BE A HERO! • Teachers make the difference as to whether a language-impaired student feels like a success or a failure! • Take the time to help your language-impaired student succeed!