In addition, they struggle to form grammatically correct responses to questions. Use facial expressions—a smile, frown, or quizzical look—to embed more meaning in your speech. Make expectations clear for behavior, written assignments, independent practice, and group work. Post vocabulary words in the room on chart paper. Discuss new words in context. Get students to debate all questions or topics in pairs first. I recently used a paragraph frame of cause-and-effect with fifth-grade ELs. In assessing student comprehension, it’s important to check in frequently. Have students read and perform Readers Theater scripts. These strategies help all students improve their language development in a supportive, encouraging way. Turn and Talk may be modified for ELs by providing a sentence starter or asking them to write down their answer before sharing it with a friend. Students had to use the signal words to infer whether to write a cause or an effect. To address this, I provide sentence frames during class discussion. 3. At the end of the list are some strategies specific to helping ELLs acquire and use oral language. After we read the scene, I posted printouts of each word with its picture and added them to a word wall. English learners often find writing activities daunting because of the high linguistic expectations of academic writing. Not for long, just a few minutes. View not found. This will also help you check for understanding especially in the earlier stages of language acquisition. Use a "picture-walk" This strategy can be used for fiction or non-fiction books. Then move on to the next section of text. Then they had to write a summary of the entire speech. To express proper intonation and pitch, be aware that you modulate your voice, make adjustments in tone, and use a range of pitch with everything you say to your students. 3â5, Exit tickets are short written activities usually given at the end of a lesson to check student comprehension. Teacher: I put my pencil on that desk, too. Download the PDF from here. Encourage students to describe, summarize, define, contrast, and compare by modeling. Model the task if it appears the directions were not sufficient. Body language, facial expressions, and tone of voice can let them know that you care. You can do this in writing too. Body language, facial expressions, and tone of voice can let them know that you care. When using strategies that aren’t beneficial for the ELL student, you’re doing just that. We underlined signal words as a scaffold, but students needed to correctly identify causes and effects of a destroyed house. Sing or read songs. They are different because _____, but _____. Sentence frames can also be helpful in writing activities. Model what a fluent reader sounds like through focused read-alouds. Be explicit. Use sentence and paragraph frames: Many ELs in my classroom, especially less proficient learners, are shy about speaking in front of the class. Student: I put mines pencil on that desk. Turn and Talk is a useful strategy because it reduces the anxiety that ELs often feel when asked to speak in front of the entire class. ELLs must pass a speaking portion of a language proficiency assessment to score out of ESOL services and be fully immersed in mainstream classes without support. After five days, I gave the students a card sort with our five quotes, five paraphrased quotes, and five images and asked them to match the items. “One cause of (the event) is _____” or (Event) happened because _____.”. For each passage, choose two to three key vocabulary words and provide pictures of those items. The handout had the word in English, a picture, and a place for students to write the translation of the word in their own language. When asking questions, give choices for the answer. Don’t assume that students truly understand the subject being discussed just because they are nodding and even answering your questions. When facing challenges working with English learners (ELs), start with an empathetic approach. Be sure to show and not just tell when teaching a new concept, idea, or vocabulary. If you use an unfamiliar word, define it for the class as part of your lesson. After each chunk of text, ask ELs to write a one-sentence summary of the section using the vocabulary words in their sentence. . Be explicit. 1. For beginners, hold up picture cards showing expressive faces and have them act out these expressions. Creating a welcoming environment provides a foundation for learning, and the once you’ve established that environment, you can support these students in their language acquisition with a few simple strategies. When in doubt, ask the class to restate the directions you’ve given or the ideas you’ve presented. For ELLs, those additional engagements also provide a little breathing room so they can work through the language barrier. Including images can boost comprehension and stamina. TM Â® & Â© 2016 Scholastic Inc. All Rights Reserved. For example, when I taught Romeo and Juliet, I gave my ELs a handout of five to six vocabulary words they would encounter in each scene we were studying. Then have them share the results of their conversation with the whole group and build discussion on that. 2. As an educator, the last thing you want to do is waste time—your students or your own. For ELLs, reading experiences are filled with unfamiliar vocabulary that is specific to our culture. Once students learn how to recognize these elements, they will be able to preview the text independently. To model proper grammar and syntax, restate or rephrase students’ questions or statements. After giving directions for an activity, check in with ELs and restate the expectations if needed. Another difference is _____. Tell students what they are learning about each day and whether they will be reading, writing, listening, or speaking. Simple strategies—like providing visual cues—that teachers can use to help English learners improve their understanding in any class. Provide reading, speaking, listening, and writing. Model language by saying aloud and writing the ideas and concepts you’re teaching. OR For example, ask, “Would you like pizza or a bagel for lunch?” Or, after reading a story, ask, “Did the first pig build his house of bricks or straw?”, Respond to the interests of the children.