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ELL Strategy Visual Aid

References

Conclusion

As with any new discipline, learning a new language takes practice, patience, repetition and dedication.

Through dilligence on the part of the student and the teacher-both working together-mastery of a English can be gradually gained and attained. For the English Language Learner this open up the World and a lifetime of of opportunities.

"I hate quotations. Tell me what you know."

-Ralph Waldo Emmerson

Colorin Colorado. (2018). Reading Comprehension Strategies for English Language Learners. Retrieved from http://www.colorincolorado.org/article/reading-comprehension-strategies-english-language-learners

Emmerson, R. W. (2018). Ralph Waldo Emmerson quotes. Retrieved from https://www.brainyquote.com/quotes/ralph_waldo_emerson_107450

Fellini, F. (n.d.). 17 language quotes to turbocharge your learning. Retrieved from https://www.ef.edu/blog/language/17-language-quotes-to-turbocharge-your-learning/

Hudson, H. (2018). Scaffolding Writing Instruction for English-Language Learners. Retrieved from https://www.weareteachers.com/step-by-step-scaffolding-writing-instruction-for-english-language-learners/

Lake County Schools Teaching and Learning Department . (2016). English Language Learner Instructional Strategies. Retrieved from https://www.lake.k12.fl.us/cms/lib05/FL01000799/Centricity/Domain/49/ELL%20Instructional%20Strategies%202016.pdf

Pesce, C. (n.d.). Help Your ESL Students Improve Their Listening. Retrieved from https://busyteacher.org/14777-7-listening-ideas-that-really-work.html

Verner, S. (2018). 13 Simple Strategies for Helping English Language Learners Throughout the Writing Process. Retrieved from https://busyteacher.org/11878-help-learners-through-writing-13-strategies.html

Wittgenstein, L. (n.d.). 17 language quotes to turbocharge your learning. Retrieved from http://Fellini, F. (n.d.). 17 language quotes to turbocharge your learning. Retrieved from https://www.ef.edu/blog/language/17-language-quotes-to-turbocharge-your-learning/

Learning Team B

Abril Saba, Jacquelin Hickle, Toni Washington, & Rich Mundinger

University of Phoenix

SEI/300 Week 4

Dr. Grertchen Meyers

Listening

Listening and

Speaking

Listening with a purpose

Teach them to check

Level F (Bridging- Proficient)

Engage in debates

Explain phenomena, give examples and justify responses

Express and defend points of view

(Lake County Schools Teaching and Learning Department , 2015-2016).

Check for meaning.

Ask for clarification.

Re-phrase.

Level A-B (Entering- Beginning)

Ask WH- (who, what, when, where, which) questions

Restate facts

Describe pictures, events, objects, people

(Lake County Schools Teaching and Learning Department, 2015-2016).

Incorporate technology: have students take turns listening to different types of media with headphones.

Avoid laid back listening (movies, videos).

Try a podcast, radio show, or conversations of people talking

Groups

Level E (Expanding- High Intermediate)

Discuss stories, issues, concepts

Give speeches, oral reports

Offer creative solutions to issues, problems

(Lake County Schools Teaching and Learning Department , 2015-2016).

Have students work in groups to answer questions or worksheets.

Each group has to listen for specific information and then compare with other groups

Audio Books

Song Lyrics

Level D (Developing- High Intermediate)

Formulate hypotheses, make predictions

Describe processes, procedures

Retell stories or events

(Lake County Schools Teaching and Learning Department , 2015-2016).

Level C (Beginning- Low Intermediate)

Ask WH- (who, what, when, where, which) questions

Restate facts

Describe pictures, events, objects, people

(Lake County Schools Teaching and Learning Department , 2015-2016).

Have students listen to different music.

Give out worksheets with fill in the blank answers.

After listening, students have to fill in the blanks of the missing lyrics.

Listen to an audio book everyday for at least ten minutes.

Use listening comprehension exercises to check how well they are listening.

(Pesce, n.d.)

Introduction

Reading

Teach and Encourage Outlining

Writing in their Native Language

Writing

When students are pre-emergent or emergent it might be necessary and helpful to have students write in their native language. From there, their work can be translated to English and presented to the student for reflection (Hudson, 2018).

Summarize

Ask students to use the following strategies

Retell what you read, but keep it short.

Include only important information.

Leave out less important details.

Use key words from the text.

(Colorin Colorado, 2018).

Draw on students' existing knowledge

Make associations between students' experiences and new content. The Colorin Colorado (2018)

Allow students to use their native language with peers to check what they know about a topic The Colorin Colorado (2018)

For any ELL, a writing assignment can be seen as insurmountable. In order to help ease the stress, students should be taught how to break down writing assignments by using tools like graphic organizers or outlining. By outlining assignments, the students can write out their thoughts without having to worry about proper spelling, grammar, or syntax. From there, the teacher can help move the student onto the next phase of writing by helping them turn their outline into complete sentences, and then paragraphs (Hudson, 2018).

Draw Pictures

Allowing students to draw pictures for an assignment rather than writing can also help low level ELLs (Verner, 2018).

Create and Display a Word Bank

"A different language is a different vision of life." -Federico Fellini

"The limits of my language is the limits of my World" -Ludwig Wittgenstein

The following presentation serves as a visual aid reminding teachers how and where to add ELL strategies in lessons.

Strategies for all included for all ELL levels and four domains. (Reading, Writing, Listening, and Speaking and Language).

Visual representations are very important to ELL of all levels. The teacher should have the words displayed clearly in the classroom, and can update the word bank based on the progress of the students within the classroom. Including pictures that go along with the words can also help to alleviate confusion with lower level ELLs. The students will be able to look at the word bank while writing for assignments or journals (Verner, 2018).

Encourage Free Writing

Review Writing Prompts and Assignments

Teach students to actively engage with vocabulary

According to Colorin Colorado (2018) "Teach students to underline, highlight, make notes, and list unknown vocabulary words as they read."

Use outlines to scaffold comprehension

According to Colorin Colorado (2018) Provide a brief outline of a story before the lesson. This ELLs pick out the important information as they listen or read."

This is for higher level ELLs becasuse the prompts and assignments will be the same for all students - ELLs and general education students. After explaining the assignment or providing the prompt, the teacher will go over it individually with the ELL(s) to discuss any words that are not understood, answer any questions, and provide any necessary clarifications (Hudson, 2018).

By encouraging free writing, you are providing ELLs of all levels to practice their writing without fear of being graded. Students will be allowed to write whatever they would like to write about with no specific guidance. Every time they free write, they are practicing their writing and vocabulary skills (Verner, 2018).

Give student practice with new words

Ensure that your students can:

Define a word (Colorin Colorado, 2018).

Recognize when to use that word (Colorin Colorado, 2018).

Understand multiple meanings (such as the word 'party') (Colorin Colorado, 2018).

Decode and spell that word (Colorin Colorado, 2018).

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