Instructional Strategies for English Language Learners



WIDA levels and Questioning Strategies Template:
http://daretodifferentiate.wikispaces.com/file/view/Leveled%20Questions%20for%20ELLs-Handout.pdf/413411076/Leveled%20Questions%20for%20ELLs-Handout.pdf


Reading and Vocabulary Resources for ELLs
Reading Tip Sheets for Educators

Reading tips


for educators:




Resources for ELL Educators in Upper Elementary, Middle School, and High School
Colorín Colorado and the American Federation of Teachers have collaborated to develop new tip sheets focused on reading instruction for educators of English language learners in grades 4-12. These tip sheets include information on what to do first, vocabulary instruction, and age-appropriate reading strategies. They are available in English and Spanish.
http://www.colorincolorado.org/guides/teachertips/

Native language resources created by kids:
interactive student mini lesson presentations in reading, writing, math and science.

http://www.palmbeachschools.org/multicultural/StudentMiniLessons.asp#WH


Name of Strategy
Before,
During & After
Brief Description
Why Use for ELLs?
Examples of Use
K-W-L
Before
During
After
What Do You Know?
What do you Want to Know/Learn/Understand?
What have you Learned?
Activates prior knowledge in any content area.
Can informally assess misunderstandings or misinformation.
Organizes students’ thinking and writing.
Graphic Organizer
To begin a unit and build on background knowledge
Language Experience
Stories
Before
During
After
Student(s) develop the text for reading through dictation of personal experiences and interests.
Stories dictated by individuals, groups, or whole class.
Especially recommended for beginning level ELLs
Connects to personal experiences.
Builds on linguistic, social and cultural strengths.
Winter in New England
Our School Community
Divide and Slide
During
After
Developed by Spencer Kagan
Students line up/count off;
Divide into two even lines;
One side remains in place;
the other side slides to right after each pair speaks/reads.
Practice oral language or oral reading.
Reinforces listening and speaking.
Read
Recite
Retell
Word Walls
Before
During
After
Visual Representation of target vocabulary words and concepts with pictures and student friendly definitions.
ELLs need multiple exposures to new vocabulary in a variety of contexts.
Word Walls can display student work related to vocabulary.
“See It – Say It – Write It – Show It”
Multi-lingual word walls
Dolch list (younger students)
First 1000 Words
Content area words
Jigsaw
During
After
Large text or chapter is divided into smaller units for reading
Students are assigned a section to read.
All students who read same section discuss main ideas of reading in “expert” groups. Each expert reports to a “home” group where each member reports on his/her section of the text jigsaw.
Textbook chapter readings

News articles

Any reading materials
Name of Strategy
Before,
During & After
Brief Description
Why Use for ELLs?
Examples of Use
Focus on Cognates
Before
During
Cognates are words in two languages that are similar or identical in spelling and meaning. Ex: false/falso; debate/debate; map/mapa
Transfer of words and concepts from L1 to L2. Supports comprehension.
ELLs have to be taught to focus on cognates and beware of false cognates.
Ex: exit/exito(success)
Many cognates exist between Romance, Germanic, and English languages
Vocabulary or Concept Maps
Before
During
After
Students “map” out all they know about a word or concept. Ex: what it is (synonyms), what it is not (antonyms)
Ways to use correctly, visual image
Allows students to learn a word or concept receptively and productively. Provides for multiple exposures, practice, and reinforcement
Mind Map





Quick write
Before
Same as Brainstorming, but done on paper.
Activates Prior Knowledge/Schema; Introduces new topics; engages student interest; Allows teacher to assess what students already know or don’t know.
Notebook entries
Name of Strategy
Before,
During & After
Brief Description
Why Use for ELLs?
Examples of Use
Journals
Before
During
After
Journals as tools for Learning (use notebook pages…save the trees!)
Double and Triple Entry Journals: Sample Page Headings…
*What I Know/How I Know It
*I saw/heard/read in the text (evidence)/I thought/wondered (understanding)
*What the text says/What I say
*Facts/Questions/Responses
*What I Understand/What I Think/Questions I Have/New or Interesting Vocabulary (4 columns)
Journal writing supports student understanding and provides opportunities to practice reading and writing strategies.
Readers Notebooks
  • Vocab. Maps
  • Responses to Literature
  • Notes
  • RT strategies
Writers Notebooks
  • Personal Ideas for writing
  • Notes on elements of writing process
Reciprocal Teaching Strategies
Before
During
After
Focus on important metacognitive strategies: Predict – Question – Clarify - Summarize
Strategies that students can use to support themselves and one another when reading. Students are learning strategies to use across the curriculum with all kinds of texts, at all grade levels.
Can be used with all reading texts and assignments
Talking to the Text
Before
During
After
5 Steps: 1. Overview of the entire piece. 2. Chunk the text into smaller, more manageable pieces,
3. Read, underline, annotate
4. Reread
5. Pause – Think - Retell
Promotes active reading. Students are thinking as they read and writing down what they understand as well as what they need to clarify. Students are learning to do what proficient readers do automatically.
Any kind of text. If students cannot mark directly on the text, they can use sticky notes or notebook entries.
Reading a Visual
Before
During
After
1. What do you see?
2. What does this information tell you?
3. What do you think is going on?
4. What are your supporting reasons?
Teaches students that information comes from a variety of sources. Brings students from literal to interpretive thinking through questions, (answers with evidence).
Any type of visual: pictures, maps, charts, graphs, diagrams, etc.
Name of Strategy
Before,
During & After
Brief Description
Why Use for ELLs?
Examples of Use





Sentence Starters
Before
During
After
List of sentence stems or starters to scaffold speaking and writing activities.
Reduces anxiety; lowers affective filter.
Students learn how to begin speaking or writing in appropriate ways.
Accountable Talk
Questioning with Bloom’s
Taxonomy
Write Around
Before
During
After
Silent discussion on paper with small groups. Each person writes thoughts, reactions, questions, or feelings about a topic. Write for 1 or 2 minutes then pass papers to right. Students read written comments and repeat writing process. Keep passing paper until it returns to 1st person who reads entire conversation.
Opportunity to practice reading and writing skills. Opportunity to learn from and comment on ideas of others. Low risk, short amount of time, not a great deal of writing involved. Can express ideas without anxiety of speaking.
Similar to Quick write, with small groups of students.
Name of Strategy
Before,
During & After
Brief Description
Why Use for ELLs?
Examples of Use
Anticipation Guide
Before
During
After
Prepare 4 or 5 statements that relate to the key concepts of a text. Statements should require some thought before students can agree or disagree. Students read each statement and mark their opinion (Agree or Disagree). Then students can discuss with others. Finally, students read text to confirm or adjust their opinions, based upon what the author states.
Sets purpose for reading; provides opportunities for discussion and English Language Development; requires students to support their opinions with evidence from text.
Historical Occurrence

Current Event

Social Phenomena or Dilemma

Any Topic that involves a lot of details with some controversy
Drilling Deep
Before
Strategy teachers model to help students look closely at the features of the text they are reading. Focus on one important feature: how text is organized; how verbs are used; or how time and place expressions are used.
Scaffold to build awareness of how text is organized. Helps to make challenging text more comprehensible. Provides explicit instruction in grammar or syntax.
Lesson on Salem Witch trials.
Global Warming
Protecting endangered species
Immigration Laws





Send a Question
or
Create a Test
After
Students work in groups or with partners. Use question stems from all levels of Bloom’s Taxonomy to develop questions based upon any text or unit of study. Questions are “sent” to another group to answer.
Use of questioning as a comprehension strategy. Promotes higher order thinking, interaction, and collaboration with other students.

Bloom’s Taxonomy

General ELL Resources
ELL Resources

ELLs and Content area instruction: https://sites.google.com/site/oellacademicresources/sei--content-areas


http://maldenells.wikispaces.com/Resources



Grade level Videos for Close Reading

Additional CLOSE Reading curriculum: http://bpsscience.weebly.com/science-and-literacy-close-reading-cwa--more.html


Response Cards for ELLs to increase academic language


MATSOL Conference Resources:



http://tinyurl.com/ettmatsol









Imperative for Change: SPRED ELL Resources



http://neeac.alliance.brown.edu/Serpa_Imperative_5_25(6).pdf

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http://www.fotobabble.com



http://thinglinkblog.com

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AMAO translated Letters

http://www.doe.mass.edu/ell/resources.html



Massachusetts DESE DART Tool for District Data Analysis





Common Core and Text Complexity Chart

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Common Core MATH Overview:

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Please be patient as we upgrade this space. In the future you will find additional information and links of value to instruction and curriculum development. If you have materials you would like to contribute, please contactJennifer McCabe.