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Strategies to Assist English Language Learners in Science, English Language Arts, Mathematics, and Social Studies

Line Bourgeois

on 16 May 2013

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Strategies to Assist the English Learner in Science, Language Arts, Math, and Social Studies Teaching Content to English Language Learners Science English
Language Arts Mathematics 1. Challenges
2. Strategies
3. Benefits
4. Resources Social Studies Other 21st-Century Resources to Enhance your Lessons Thank you for your
wonderful participation! 1. Challenges
2. Strategies
3. Benefits
4. Resources

1. Challenges
2. Strategies
3. Benefits
4. Resources 1. Challenges
2. Strategies
3. Benefits
4. Resources 1. Challenges 2. Strategies 3. Benefits 4. Resources 1. Challenges 2. Strategies 3. Benefits 4. Resources 1. Challenges 2. Strategies 3. Benefits 4. Resources 1. Challenges 2. Strategies 3. Benefits 4. Resources - Focusing on Greek and Latin Roots

- Going from Passive voice (O+“to be”+Past Participle+by+s) to Active Voice (S+V+O)

- Compare and Contrast

- Cause and Effect

- Recording Student Data in a Book or an Electronic File - Teach organizational study skills

- Modify Your Speech

-Use Preview and Review

- Search for Cognates: Validating Students' Languages and Cultures - Prereading Strategies

- Effective Reading Instruction for ELLs

- Effective Writing for ELLs - Developing Socially Supportive Classrooms

- Explicit Teaching of Academic Skills

- Reducing Load and Increasing Accessibility of Complex Content Knowledge By:
Line Bourgeois
ELL Coordinator
AIAN - The language is specialized - lots of technical terms!

- PASSIVE VOICE is omnipresent

- Program is overloaded; content is viewed very quickly

- Other Challenges... BOOKS

- Young, C. A., Harris, J., & Hofer, M. (2010). Grounded tech integration: English language arts. Learning and Leading With Technology, 37(5).

- Zeman, A., & Kelly, K. (2011). Everything you need to know about science homework. (3rd ed.). New York: Scholastic Inc. - Learning Latin and Greek roots will SOLIDIFY new technical academic vocabulary acquisition. and will enable some ELL students to MAKE CONNECTIONS to their primary language.

- Having students use (e)Portfolios will make them aware of their own progress regarding science content and language WEB


https://www.msu.edu/defores1/gre/roots/gre_rts_afx2.htm - English texts are packed with idioms, figurative language, imagery, and symbolism

- Old English, British, American, Irish, Australian are all various types of English which LA teachers use for reading

- English overflows with unfamiliar vocabulary, homonyms, homophones, and synonyms - Prereading: The more the details in the prediction process, the more information there is to compare and contrast with the story.

- Reading: Think-alouds allows teachers to observe how students organize their thoughts during reading.

- Writing: One of the most difficult language skills to master, writing will strengthen grammar and the other language skills. JOURNAL ARTICLE

Young, C. A., Harris, J., & Hofer, M. (2010). Grounded tech integration: English language arts. Learning and Leading With Technology, 37(5).



http://www.usingenglish.com/reference/idioms WEB

http://prezi.com To create interactive presentations

http://www.colorincolorado.org/educators/content/cooperative Cooperative Learning Strategies

http://edublogs.org Start blogging in the classroom. Great for keeping track of student`s English Language development.

http://www.inspiration.com Create graphs

http://www.omniglot.com/writing/languages.htm Encyclopedia for writing systems and languages

http://www.rohac.com/sdaieinfo.htm (Specially Designed Academic Instruction of English - SDAIE) To learn more about English Language Development.

http://teachertube.com Inspirational videos for teachers

http://www.visualthesaurus.com Visual Dictionary - 14-Day Trial

http://www.wordreference.com Online language dictionaries (English-Chinese, English-Korean, English-Japanese, sysnonyms, definitions...) REFERENCES BOOKs

Gottlieb, M. (2006). Assessment and the English language learner. Thousand Oaks, CA: Corwin Press.

Egbert, J. & Ernst-Slavit. G. (2010). Access to academics: Planning instruction for K-12 classrooms with ELLs. Boston, MA: Allyn & Bacon. - Some English learners have learned mathematics by memorization

- Textbooks are filled with concepts

- Different terms can signal the same operation - When English learners are organized, they maximize their academic success.

- When teachers modify their speech, students' understanding is enhanced.

- Preview helps students to make prediction, thus providing context for a lesson.

- Review helps students to reinforce learning.

- Cognates and False Cognates will help students make links to their primary language. JOURNAL ARTICLE

Grandgenett, N., Harris, J., & Hofer, M. (2009). Grounded tech integration: Math. Learning and Leading With Technology, 37(3).



http://nces.ed.gov/nceskids/createagraph/default.aspx - English learners may not be familiar with the terminology

- Passive voice and complex sentences are widely used in textbooks

- ELL students may have a different perspective on the world than what they find in the textbooks WEB


http://www.socialstudies.org - Students feel safe, and may be willing to take risks to learn language and context

- Students can have a better comprehension of texts, tasks, and teacher's lectures

- Cognitive complexity is promoted by using linguistic simplicity (Does not mean simplifying material or curriculum)
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