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Lists practical classroom supports such as gestures, visual/verbal cues, pre-teaching vocabulary, short sentences, sentence frames, rephrasing and repetition, wait time, and extra time for complex work. 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ACCOMMODATIONS CHECKLIST  \nBeginning of Year (BOY) Middle of Year (MOY) End of Year (EOY)  \nDate: Date: Date:  \n\n| peer and native language support | peer and native language support | peer and native language support |\n| --- | --- | --- |\n| gestures for added emphasis | gestures for added emphasis | gestures for added emphasis |\n| simple conversations (words/phrases) | simple conversations (words/phrases) | simple conversations (words/phrases) |\n| visuals and/or verbal cues to reinforce spoken or | visuals and/or verbal cues to reinforce spoken or | visuals and/or verbal cues to reinforce spoken or |\n| written words | written words | written words |\n| pre-teach vocabulary | pre-teach vocabulary | pre-teach vocabulary |\n| short sentences and single words | short sentences and single words | short sentences and single words |\n| provide phrases or simple sentence frames | provide phrases or simple sentence frames | provide phrases or simple sentence frames |\n| rephrase, repeat, or slow down | rephrase, repeat, or slow down | rephrase, repeat, or slow down |\n| wait time | wait time | wait time |\n| extra time for complex material and/or assignments | extra time for complex material and/or assignments | extra time for complex material and/or assignments |\n| non-participation in simple conversations | non-participation in simple conversations | non-participation in simple conversations |\n| word bank of key vocabulary | word bank of key vocabulary | word bank of key vocabulary |\n| model pronunciation | model pronunciation | model pronunciation |\n| tiered sentence stems | tiered sentence stems | tiered sentence stems |\n| organize reading in chunks | organize reading in chunks | organize reading in chunks |\n| adapted text(s) | adapted text(s) | adapted text(s) |\n| clarification of word(s) or phrase(s) | clarification of word(s) or phrase(s) | clarification of word(s) or phrase(s) |\n| oral translation | oral translation | oral translation |\n| bilingual dictionary or glossary | bilingual dictionary or glossary | bilingual dictionary or glossary |\n| clarify directions | clarify directions | clarify directions |\n| translate word(s), phrase(s), or sentence(s) | translate word(s), phrase(s), or sentence(s) | translate word(s), phrase(s), or sentence(s) |\n| read and model think aloud | read and model think aloud | read and model think aloud |\n| drawing or pictorial representation | drawing or pictorial representation | drawing or pictorial representation |\n| writing on familiar, concrete topics | writing on familiar, concrete topics | writing on familiar, concrete topics |\n| scaffold writing assignments | scaffold writing assignments | scaffold writing assignments |\n\nLPA Fr m w rk M n l 2 1 -2 2a e o a ua 0 9 0 103 Texas Education Agency  \nName:    \nEMERGENT BILINGUAL STUDENTS INSTRUCTIONAL ACCOMMODATIONS CHECKLIST  \n\n| Teacher |  | LPAC Committee |\n| --- | --- | --- |\n| BOY | Subjective Teacher Evaluation/EL Reclassification Rubric: | Comments/Recommendations: |\n| MOY | Subjective Teacher Evaluation/EL Reclassification Rubric: | Comments/Recommendations: |\n\nEOY  \nSubjective Teacher Evaluation/EL Reclassification Rubric:  \nCompleted by:   Signature:   Date:    \nComments/Recommendations:  \nSignature:  \n\n|  |\n| --- |\n|  |\n|  |\n\nDate:","cbCaie3QIEPe5AAD","https://ap.wps.com/l/cbCaie3QIEPe5AAD","pdf",345530,"English","# Beginning of Year (BOY)\n## Peer and Native Language Support\n# Middle of Year (MOY)\n## Peer and Native Language Support\n# End of Year (EOY)\n## Peer and Native Language Support\n# Teacher and LPAC Evaluation\n## Subjective Teacher Evaluation/EL Reclassification Rubric\n## Comments/Recommendations","[{\"question\":\"What time points does the checklist cover for emergent bilingual students?\",\"answer\":\"It includes Beginning of Year (BOY), Middle of Year (MOY), and End of Year (EOY). Each section repeats the accommodation supports for ongoing use and review.\"},{\"question\":\"What peer and native language supports are listed on the checklist?\",\"answer\":\"Supports include gestures for emphasis, simple conversations with words/phrases, visuals and verbal cues, pre-teaching vocabulary, and short sentences and single words.\"},{\"question\":\"How does the document support teacher and LPAC evaluation?\",\"answer\":\"It provides a Teacher area and an LPAC Committee area with a Subjective Teacher Evaluation/EL Reclassification Rubric, plus space for comments/recommendations and completion details (completed by, signature, and date).\"}]","EMERGENT BILINGUAL STUDENTS INSTRUCTIONAL ACCOMMODATIONS CHECKLIST - Teacher/LPAC Rubric | PDF",1790977788]