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Transcript of ELL Strategies
Our Inner Conversations...
• 1 white sheet of paper for each student
• crayons: yellow, orange, red, green, blue
• Story elements graphic organizer
• Sentence starters
Los personajes del cuento es/son
El ambiente del cuento
El problema fue
La resolucion fue
La conclusion fue
• Fiction Book/story
Rainbow Story Elements
Learners dominant in English are paired or grouped with learners dominant in the
Today we will briefly
the components of the Sheltered Instruction Observation Protocol model
visuals, examples, and class discussion
Who are my English Language Learners (ELLs)?
some immigrant English learners had strong academic background before coming to the US
some immigrant students had very limited formal schooling
some English learners have grown up in the US, but speak a language other than English at home
some English learners were born in the US but have not mastered either English or their native language
Some guiding principles to keep in mind while supporting ELLs...
know the students' English language proficiency levels (beginning, intermediate, advanced, advanced high) in reading, writing, listening and speaking = Texas English Language Proficiency Assessment System (TELPAS)
Does the student have literacy skills in L1?
What scaffolds can you use?
What accommodations/modifications can you make?
Scaffolding: Gradual Increase of Student Independence
Fig. 5.1 page 122
Chapter 2 pg. 26
must identify what students should know and be able to do
that support students' academic language development
carefully consider the content concepts and use district curriculum guidelines and grade-level content standards as guides
use supplementary materials to make lessons clear and meaningful
make texts and other resource materials accessible for all students, adapting them so that the content concepts are left intact
lesson activities should be planned to promote
in reading, writing, listening, and speaking
chapter 5 pg. 115
provide opportunities for students to use learning strategies
use a variety of questions or tasks that promote higher-order thinking skills (Revised Bloom's Taxonomy for
higher-order thinking skills
chapter 3 pg. 64
to a text, developing background knowledge, and teach vocabulary to increase comprehension
make explicit connections between new learning and the material, vocabulary, and concepts previously covered in class
(vocabulary development is critical for ELLs)
chapter 5 pg. 95
clear articulation (
is not too fast or too slow)
clear expectations of academic tasks (instructions modeled and/or demonstrated
, oral directions should be accompanied by written ones)
variety of techniques
to make content clear (visuals, body language, objects, model of a process, technology, hands on activities)
Coloring Colorado www.colorincolorado.org
Florida Center for Reading Research www.fcrr.org
chapter 6 pg. 143
provide frequent opportunities for interaction and discussion
group students to support
give ample opportunities for clarification for concepts in
Practice and Application
chapter 7 pg. 169
supply lots of
provide activities for students to apply content/language knowledge
into each lesson--
listening, speaking, reading, writing
chapter 8 pg. 190
clearly support content objectives
clearly support language objectives
engage students 90-100% of the lesson
appropriately pace the lesson to students' ability level
Review and Assessment
chapter 9 pg. 209
provide comprehensive review of key vocabulary
supply comprehensive review of key content concepts (use graphic organizers)
regularly give feedback to students on their output
conduct assessment of student comprehension and learning
This researched-based model has proven effective in addressing the academic needs of
English Language Learners.