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Gabrielle Roman

on 30 September 2014

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By: Kristina, Lily, Gabrielle, Alexis, Ben

Chapter 6- Interaction
Chapter 8- Lesson Delivery
the children should always be aware of the Common Core Standards for each lesson
make sure your learning goals are clear and simple

objectives help students stay on task
objectives should be able to be assessed
objectives are reviewed at the end of the lesson and the class determines if they are met or not

be prepared and offer simple routines to help students stay on track
do not waste time in the classroom
always have something planned for after they finish individual work
ELL Assessment Issues
Some problems that may arise during varying assessments are:
- Some ELL students may comprehend the directions.
-They may not understand some of the vocabulary on the test.
-They cannot write in complete sentences.
-Teachers are not able to fully comprehend what students are saying/explaining.

-Putting the students into groups will keep them actively engaged.
-Short games help them remain focused.
-The students will receive immediate feedback from the teacher.
-The ELL student can give the vocab words in their native language and the whole class can repeat it.
-We can sort the groups by ability, so we can pair lower level students with higher level students.
-Higher level students can coach the lower students.

-ELL students struggle with "language shock"
-This term refers to the anxiety an immigrant experiences when first entering a community in which he or she does not speak, or is not proficient in, the language.
-students get judged for speaking their native language
-this leads to struggles with academics and social skills among children and adults
-we can help this by making sure that our ELL students do not completely loose their culture and language from their native land
-we want to create an environment where our students are excepting of all cultures

Scaffolding: A guiding tool that helps students comprehend a subject that they would originally find difficult.

Visual Scaffolding: A form of support that includes images and words that can be seen as well as heard.

Show and Tell
Tap into Prior Knowledge
Give Time to Talk
Pre-Teach Vocabulary
Use Visual Aids
Pause, Ask Questions, Pause, Review
Identify 3-5 technological resources to enhance instruction for ELL's of diverse backgrounds and at varying English proficiency levels.

This tool can be used to help ELL’s/teacher/other students learn about the ELL’s culture, background, language, etc. The non-ELL’s in the class can research and maybe do projects on the ELL’s background, to get themselves familiar with it and expand their horizons.

SMART board-
This tool can be used to play interactive games/charts/etc with their students. The teacher can incorporate different languages, and aspects of different cultures within these presentations. This also gets the students to interact with each other and become more comfortable around each other. The ELL’s will be able to interact with their fellow classmates and learn to communicate with them, even if it’s with hand gestures or team bonding exercises for the games.
The students can use the computers for many things...games, educational websites, listening programs, etc. These listening programs can be in the ELL’s native language if English is hard to understand or it can be in English so the student is learning English but doesn’t have to read it, he/she can just listen. This will also get the ELL’s familiar with working with technology, in case they were not exposed to it before. They can also associate words with their listening skills and expand their knowledge.

ELMO/Document Camera- This resource can serve as a purpose for many things. It can help the teacher show the students what he/she should strive/aim to do with their work. It can also highlight the students who the assignment really well, and it can also help point out areas where students may need to improve a little bit. The ELL’s can use this tool to compare their work to others and they can self-evaluate their work.

Video Camera/Tape Recorder-
these two tools can go hand-in-hand. The teacher can record him/herself and let the students take home a copy so they can watch it over and over to make sure they understand. The tape recorder can be helpful because teachers can record their voices and can have the students listen to it as many times as they want so once again, they can fully comprehend what they are supposed to do and the ELL’s can get themselves familiar with the English language. This tool can also be useful because students can record themselves and see the areas where they need improvement or the areas where they do really well.


Determine and apply current theories of second language reading and writing development for ELL’s at varying English proficiency levels.
CALLA - Cognitive Academic Language Learning Approach- this approach contains 3 types of ELL/ESL students: 1) students who have developed social communicative skills through ESL or exposure to an English-speaking environment, but have not developed academic language skills appropriate to their grade, 2) students exiting from bilingual programs who need assistance in transferring concepts and skills learned in their native language to English 3) bilingual English-dominant students who are even less academically proficient in their native language than in English, and need develop academic English language skills. This approach focuses on content not language.
SIOP- Sheltered Instruction Observation Protocol- adapts, temporarily, to the children’s needs.
This technique is used by professionals and it helps their ELL's to learn the English language as they are acquiring academic knowledge.
SDAIE- Speciially Designed Academic Instruction to English- this technique of teaching combines a student's L2 acquisiton with quality teaching to make the lessons more understandable for their ELL's in the classroom. This strategy helps children master English "academic language" but it also provides them with new learning techniques so they can learn about the world around them.

All three of these models (CALLA, SIOP, SDAIE) are all under one big umbrella, called CCCIA (Content Connections Comprehension Interaction Application). Although these three techniques differ slightly, the goal is the same - adapting to the child's needs so that he/she can continue to grow and learn.

JEROME BRUNER- Researcher in cognitive and educational psychology.
Coined the term scaffolding as a description for the kind of assistance given by the teacher or more knowledgeable peer in providing comprehensible input and moving the learner into the zone of proximal development.


the teacher can:
-read the directions out loud to the student
-simplify the directions for the student
-give the directions in English and the student’s native language
-give the student headphones and they can listen to the teacher saying the directions on a tape while they read along
-give the student a list of unknown vocabulary words in English and their native language when they take the exam
-go over the test with the student, after it is handed in, if he/she cannot understand the meaning of what they are saying
-For Read Pair Share: Students can read a short story in English
their native language(s).
-The teacher can provide the student with audio recordings of the literature being read in class.
-The teacher can ask questions to the students in English and play the translation in their native language.
-The teacher can give a list of vocabulary words that the student may not know in their native language and in English
-Students can have projects assigned that focus on their cultures and customs.

-teacher should model good behaviors for the whole class
-be consistent as a teacher
-follow through with routines and rules
-set up room for partner work and centers
-use technology to make large signs
-place to put personal belongings
-Always write important information on the board (page numbers)

Predictable Routines and Procedures

50 Strategies for Teaching English Language Learners Textbook
-show the students each step to the directions and how to simplify questions
-talk about the assignment with your students
pair the students:
--lower level and upper level students
--English speaking student and ELL student
-encourage them to share answers and questions they might have about the story
-encourage your students to use academic vocabulary
-working with partners helps them practice their social vocabulary and to get ready for real world situations
50 Strategies for Teaching English Language Learners Textbook
Read Pair Share
Assessment Accommodations for ELLs
Gifted Ells
gifted ells are proficient in more than one subject area
gifted ells do not get placed in advanced courses because of their label and that teachers have a presumption that they will not do well
once ells get above proficient in a subject area they should be allowed to move on to advanced class
we need to make sure they are treated and challenged just like every other English student
Special Education Needs of Ells
Ells should be assessed to see if they need special education
we need to identify the mental and physical condition of the student
is it language acquisition or a cognitive difficulty?
know the culture and background of the student, so you can accommodate them in the best way possible
Special Education will give Ells individualized support and get them to succeed, if they are struggling
Language Needs of Ells
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