Taylor, Erika, Joey- Test Analysis

1. Is there specific "test language" in the question? If so, what is it? How could
you change it to be more comprehensible to your ELLs?
● “Read about how to make a paper snowflake.”
● “Then answer the questions.”
● Move the sentences into the correct order.

2. Are there any grammar structures that might impede your ELLs'
understanding of the question? If yes, what? How would you change this for
greater chance of understanding?
● Has bullet points to show that there are steps
● Steps use language such as “First”, “Second”, “Next” to show steps in
order
Changes-
● List directions and materials separately
● Use numbers for directions instead of bullet points
● Include visuals to show the process
● Take out unnecessary language (ex. “Cut more pieces to make it
prettier.”)

3. Is there any vocabulary that might be confusing or unknown to your ELLs? If

so, what? How would you change this to help your ELLs?
● Prettier
● Fold
● Scissors
● Snowflake
● Plate
Changes-
● Model each of the unfamiliar vocabulary words/show examples
● Remove “prettier”

4. Is there any visual support to help your ELLs make sense of the question? If
yes, how does it help? If no, what visual support could you include?
● Includes a picture of a snowflake
Changes-
● Include pictures of the process of making a paper snowflake instead
● Include a short video of the process of making a paper snowflake
Taylor, Erika, Joey- Test Analysis

5. What other issues might your ELLs have with this test question, and how
might you address these issues?
● Dragging the sentence parts to the correct box if they are unfamiliar with the operation of
a computer.
● ELL students may be unfamiliar with what a snowflake is- to help, introduce what a
snowflake is to all students, or read a winter book to help introduce the idea.