Instructional+Strategies+and+Resources+for+ELLs

media type="custom" key="25277150"
 * 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 Tip Sheets for Educators 
 * Reading and Vocabulary Resources for ELLs **

for educators:

 * [|What To Do First]
 * [|Vocabulary Instruction]
 * [|Reading Instruction: Grades 4-6]
 * [|Reading Instruction: Grades 7-12]

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

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 || 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 || 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 || 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 || 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
 * ** Name of Strategy ** || ** Before, **
 * During & After ** || ** Brief Description ** || ** Why Use for ELLs? ** || ** Examples of Use ** ||
 * K-W-L || Before
 * Language Experience
 * Divide and Slide || During
 * Word Walls || Before
 * Jigsaw || During

News articles

Any reading materials || 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 || 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 || 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 Writers Notebooks 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 || 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. || 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. || 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 || 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. || 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
 * ** Name of Strategy ** || ** Before, **
 * During & After ** || ** Brief Description ** || ** Why Use for ELLs? ** || ** Examples of Use ** ||
 * Focus on Cognates || Before
 * Vocabulary or Concept Maps || Before
 * 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
 * Journals || Before
 * Vocab. Maps
 * Responses to Literature
 * Notes
 * RT strategies
 * Personal Ideas for writing
 * Notes on elements of writing process ||
 * Reciprocal Teaching Strategies || Before
 * Talking to the Text || Before
 * Reading a Visual || Before
 * ** Name of Strategy ** || ** Before, **
 * During & After ** || ** Brief Description ** || ** Why Use for ELLs? ** || ** Examples of Use ** ||
 * Sentence Starters || Before
 * Sentence Starters || Before
 * Write Around || Before
 * ** Name of Strategy ** || ** Before, **
 * During & After ** || ** Brief Description ** || ** Why Use for ELLs? ** || ** Examples of Use ** ||
 * Anticipation Guide || Before

Current Event

Social Phenomena or Dilemma

Any Topic that involves a lot of details with some controversy || Global Warming Protecting endangered species Immigration Laws || 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 ||
 * 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.
 * Send a Question
 * Send a Question

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

Powered by Vocaroomedia type="custom" key="22916122"

http://www.fotobabble.com

http://thinglinkblog.com




 * 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**



Common Core MATH Overview:



//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. //