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Strategies for ELLs

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Julie Elkins

on 13 November 2013

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Transcript of Strategies for ELLs

Content Area Science Methods:
Incorporating and Building Background Knowledge
Connect learning tasks to the students' past knowledge, past experiences, and vocabulary they already know.
What do you want students to know and do?
Determine the skills and concepts students need to learn in the lesson and what language skills will be developed.
Making Meaning
Find ways for students to make meaning.
Strategies for inquiry-based science instruction are consistent with methods for ELLs.
An integrated approach to teaching science and language allows language acquisition through science instruction.
Write Content Objectives
Describe the skills and concepts that will be developed.
How will they demonstrate their knowledge and skills?
Develop Language Activities
Describe how students will meaningfully Read, Write, Speak, and Listen to accomplish Content Objectives.
Determine meaningful ways ELLs will participate in the lesson.
Science: A Force and Motion Unit
Strategies for ELLs
Meaningful Communication
Meaningful Questions
Meaningful Interaction With Materials
Meaningful Ways to Express Understanding
Working in groups
Sharing information with the class
Give a constructive comment to a peer's idea
Read-along while teacher reads aloud.
Prior to Lesson:
Ask probing questions
Ask questions that make students think about the topic, what they know , and their experiences
Use items from their background
Think-Pair-Share, etc.
Select Teaching and Learning Experiences
Provide opportunities to produce oral language in situations where they can succeed.
Provide Routine to Class Structure
Explain what you want them to do for the day:
Use pictures and demonstrations with words they already know and simple sentences.
Describe the sequence of activities using a visual
Needed to learn English
maintain high expectations
Participation & responses without intimidation or embarrassment
Give Language Supports
Wait time
Focus on content not speech and language errors
Access to important words to share
Enables successful confident responses
Critical Vocabulary
Opportunities to Meaningfully Interact
More meaningful group interaction
Meaningfully introduced
Readily accessible location
Include Words:
Related to the Subject
Related to Materials
Related to Process
Related to Product
Label materials in L1 & L2
Glossary with pictures & words in L1 & L2
Realia for Product words
Demonstrate while repeating the words for Process words
Word Wall with pictures, L1 & L2
Student developed Personal Dictionary
Use words in Context by reading literature
Signal words
Sentence Strips
Graphic Organizers
They are the Glue that holds concepts and ideas together.
Call attention with Visual Clues
Include Small Words
Greater exposure to English & use in science content
Makes effective class environment for ELLs
Gives ELLs opportunity to clarify instructions & observations with peers
Opportunity for interaction in L1
Time Carefully
Student Learning Partners:
Lesson Isolation
Class Reaches Out
Select & Implement Appropriate Contextually Rich Strategies
Help Organize Data
Develop Language Schema
Attribute Charting
Use the Learning Cycle
Engage & Explore: Experiences and vocab
In Content Development Phase: Refer back to experiences
Application: See how new knowledge works in more complex challenges
Each mode serves a particular purpose and particular students.
Assess Student Knowledge
Focus on central concepts
Give ample time to produce, prepare, & present
Give/Explain rubrics in advance or create together
Use WIDA Standards and Can Do Descriptors to Guide Expectations
Adapt to Accommodate Language Ability
Use Multiple Authentic Methods
Audio/Video Recordings
over time
with interviews
Graphic Organizers
Encourage expression in L1
Simple English with illustrations
Combination of L1 & L2
Allow practice with peers prior to presentation
Allow Oral Assessments
Speaking skills develop faster than writing skills and can be more sophisticated than writing.

ELLs can communicate their knowledge more accurately and thoroughly through speaking than in writing.
Cox-Petersen, A., & Olson, J. K. (2007, February 1). Alternate Assessments for English Language Learners.
Science and Children
, 44, 46-48.
Fries-Gaither, J., & Shiverdecker, T. (2013).
Inquiring Scientists, Inquiring Readers Using Nonfiction to Promote Science Literacy, Grades 3-5
. Arlington, VA: National Science Teachers Association.
Gottlieb, M. H. (2006).
Assessing English language learners: bridges from language proficiency to academic achievement
. Thousand Oaks, Calif.: Corwin Press.
Olson, J. K., Levis, J. M., Vann, R., & Bruna, K. R. (2009, January 1). Enhancing Science for ELLs: Science Strategies for English Language Learners That Benefit All Students.
Science and Children
, 46, 46-48.
Pierce, L. V. (2003).
Assessing English language learners
. Washington, D.C.: National Education Association.
Pray, L., & Monhardt, R. (2009, March 1). Sheltered Instruction Techniques for ELLs: Ways to Adapt Science Inquiry Lessons to Meet the Academic Needs of English Language Learners.
Science and Children
, 46, 34-38.
University of Wisconsin, & Wisconsin Center for Education Research (2012).
2012 amplification of the English language development standards: Kindergarten - grade 12
WIDA Consortium (2012).
The English language learner CAN DO booklet. Madison, Wis.: Board of Regents of the University of Wisconsin System
Lesson Planning with WIDA Standards PPT:
WIDA Site Links:
Tutorial of Expanded Standards:
These are my ELL high school students from spring 2012. I thank them for allowing me to use their photo in my teaching.
ELL Modifications to a Science Unit
by Julie Elkins
Full transcript