Instructional Strategies for Ells

In: Other Topics

Submitted By Lilianis12
Words 1025
Pages 5
Instructional Strategies for ELLs

Pre-Emergent Instructional Strategies Content Area | Strategy and Description | Justification | Speaking & Listening | Learn Survival VocabularyThe teacher provides real objects as visuals and verbalizes the object name (ie. Pencil). Students repeat the name of the object and write the word on a flashcard. Students are provided with pictures or may draw their own picture on the other side of the flashcard. Scaffolding of this strategy can be done to suit the proficiency of the learner. | Educational success is strongly linked to a student’s vocabulary development. While many students have background knowledge of the items presented, it is often in their native language and they do not know the English term which makes it difficult to make connections with the content of the lesson (Echevarria, Vogt & Short, 2013). This activity assists students in learning vocabulary to improve their success in making those connections. | Reading | Shared ReadingThe teacher reads from a text that has visuals (maps, pictures, etc.). The teacher reads slowly and clearly and points out key vocabulary during the reading. The teacher asks for one to two word responses or short phrases from students to describe what they learned from the reading. | The use of realia such as pictures, maps, graphs and concrete items assist students with making connections to the content being presented. “When teachers explanations are made more concrete with supplementary materials, students are more likely to make appropriate connections” (Echevarria, Vogt & Short, 2013, pg. 67). | Writing | Write a descriptionThe teacher will read from an informational text about a topic that is culturally relevant to students in the class. Students will draw a picture connected with the lesson content (for example; a photo of a historic event or artifacts from a…...

Similar Documents

Ell Reflection

...Jim Little EDUC 608-4 June 5, 2013 Field Experience Reflection Paper When I read the syllabus for this class and saw that we were required to observe an English Language Learner (ELL) classroom I was very anxious, in both a good and bad way. I did not know of any locations that offered an ELL classroom but I also was looking forward to the experience of observing a classroom which was a totally new concept to me. I have never had the opportunity to be in a classroom with ELL students. I only spent two days observing these students but I was able to get an understanding of just how difficult this situation is for both the students as well a the teachers of these students. My observation took place in Dover High School. The ELL students consisted of ten Hispanics. Seven boys and three girls who were all between the ages of 14 and 17. Nine were originally from Guatemala and one from Mexico. Most of their academics took place in a pull out setting. Two of the girls lived with their parents. The rest were transients who were living with a relative. Most were in the legal process of obtaining legal status in the United States. Snow (1992) suggests that learning to read in the students native language is crucial to the success of the student being able to read in a second language The students were very cordial and enjoyed and enjoyed letting me follow them throughout the school day. I tried to use as much of the Spanish that I learned many years ago when I could.......

Words: 1170 - Pages: 5

Instructional Presentation

...ETT4/5 - Effective Teaching Practices: Instructional Presentation and Follow-Up Course of Study Your competence for this course of study will be assessed as you complete the 10 tasks that make up the ETT4/5 performance assessment and the EIO4/5 objective assessment. Introduction Welcome to Effective Teaching Practices. Effective teaching depends on effective planning. Teachers need to devote systematic thought to what they want students to learn and to how students will best acquire knowledge and skills. You will learn how to select, develop, and evaluate instructional materials as well as strategies to use to accomplish specific learning goals. You will plan for effective instruction, and then implement those plans. Interactive teaching includes appropriately responding to all of the details that emerge during the presentation of lessons. Teaching is a process. Teachers plan lessons and then present them. They use information about the lesson presentation to make appropriate changes to improve both student achievement and lesson presentation. Outcomes and Evaluations There are 10 competencies covered by this course of study; they are listed in the "Competencies for Effective Teaching Practices: Instructional Presentation and Follow-Up (ETT4/5)" page. The list of competencies is a good overview of precisely what you will know and be able to do at the conclusion of this course of study and demonstrate through assessment. Teaching Dispositions Statement Please review......

Words: 6079 - Pages: 25

Ell Families

...ELL Families Brynn Crunk Grand Canyon University: 433N April 3, 2013 “The relationship between English Learners families and schools plays a major role in the students overall performance. However, more often than not, teachers and parents usually have estranged feelings that result from suspicions from both sides which can consequently lead to adversaries or competition rather than efforts of empathy and collaboration”. (ELL Families and Schools, 2011). With the number of ELL's are steadily on the rise in our United States schools', it is important that we as teachers learn ways to communicate with the students, as well as their families at home and in the classrooms. The increase of ELL's is putting added stress and pressure on the educational systems and the teachers are forced to train themselves to accommodate for the students and their families. Integrating new programs to accommodate the ELL's in the school can be very challenging not only for the school and the teacher but for the learner and their family as well. It is difficult to teach a non-English speaking student English when they have not yet mastered their own native language. How well the student knows their native language has a huge impact on how well they will learn a new one. Learning a new language can also be difficult because of the slang words and figurative language that we all use everyday. It is challenging for schools to create and...

Words: 949 - Pages: 4

Ell Classroom Strategies

...require double the help just like a student that may have a learning disability. The teacher has to be comfortable with themselves and their teaching strategies in order to run successful classroom with English Language Learners because the student are learning a new language and skills. As well the teacher should use a diverse instruction because not all the children learn the same and require the same needs. Needless, to say every teacher should incorporate different learning concepts and instructions that tailor the classroom. The teacher should have lessons and instructions that teach the students communication ranging to understanding skills. Meanwhile, teachers should have several strategies that will keep their student focus on learning so when it comes to taking assessments the student will comprehend and pass without struggling. Today society considers America to be like the Melting Pot because America has so much to offer and have a blend of different cultures. Instructional Strategies I think teachers know that English Language Learners need specific instructions while in school, class, or the learning environment period. I truly believe that there are multiple strategies or teaching methods that can be used to teach English Language Learners. The paper will discuss some components for teaching instructional strategies for English Language Learners within the classroom. The first component we will look at will be comprehensible input. The next one will......

Words: 1369 - Pages: 6

Ell 240 Final

...Classroom Scenario Analysis To make curriculum accessible to English language learners (ELLs), teachers must be able to integrate strategies to help them develop social and academic language skills in English and provide support by using comprehensible input and scaffolding. Accommodations should be based on current theories and research in language and literacy development, and they should address the interrelationship between culture and language. For this assignment, you will read the "Classroom Scenario" from Pathways to teaching series: Practical strategies for teaching english language learners. In a five- to eight-page paper, complete the following: PART 1: Analysis Analyze the scenario by addressing the following: •Identify the strategies used in the scenario to help ELLs develop social and academic language skills in English. Explain if these strategies are effective. Why or why not? •Explain how instructional input and scaffolding are used to support ELLs. •Discuss current theories and research in ELL development. Give specific examples of how the teacher used theory and research to support his practice. Provide specific examples to support your points. Make sure to discuss the teacher’s or students’ actions in the scenario, and align them to specific concepts learned during the course. Whenever appropriate, use course vocabulary to demonstrate your knowledge of how it is applied and activated in the field. PART 2: Action Plan Discuss......

Words: 481 - Pages: 2

Instructional Strategies for Ell Students

...Instructional Strategies for ELL Classrooms Regina Chandler-Pettit Grand Canyon University Edu 523N April 12, 2010 Abstract As the demographics of American schools continue to change and more English Language learner students enter the public school system, educators must find appropriate methods to teach the ELL population. Teaching this diversified population of students is challenging and it is the educators job to incorporate different instructional methods and concepts that “all” students can find beneficial. The skill and language acquisition level for the ELL student are often at various levels and it is up to the educator to utilize teaching methods that combine all techniques into a suitable learning environment. According to data submitted by state departments of education, between 1990 and 2000 the number of limited English proficient students attending American schools rose 76%, from 2.1 million to 1990 to 3.7 million in 2000 (Thompson,2004). The 2001 No Child Left Behind outlined stipulations that held schools accountable for helping “limited English proficient children meet the same challenging state academic and content and student academic achievement standards as all students are expected to meet” (NCLB, Part A, subpart 1).With the rapid shift of demographics in the American population educators face a whole host of challenges when it comes to educating the English Language Learner (ELL) population. ELL students require detailed instruction...

Words: 1497 - Pages: 6

Instructional Strategies for Ell Students

...Running Head: INSTRUCTIONAL STRATEGIES FOR ELL CLASSROOMS Instructional Strategies for ELL Classrooms Jacqueline Freeland Professor: Grand Canyon University ESL 423 N 8/8/10 Abstract There is an art of teaching English Language Learning (ELL) students which requires teachers to be comfortable and using diversified instructions. There was a time when schools used the method of one size fits all, but in today’s learning world this method will not be fair to all students. Therefore every teacher has to incorporate a different learning instruction and concepts to fit his/her classroom. From communications to understanding skills of different students it has placed educators in a position where they must exhibit different types of teaching methods. Even though, these methods should keep students on target in their learning environment so that they can hit the benchmark. America is considered the melting pot and when we look around we can see that there are many rich cultures. Although this has always been the case in America it just seems that it is more evident now than it was in the past. Instructional Strategies for ELL Classrooms English Language Learners need certain instructions while in class. Within the United States there are multiple strategies that are used during instructional teaching. Within this paper we will review a range of components for instructional strategies for ELL classrooms. We will take a look at comprehensible input.......

Words: 872 - Pages: 4

Instructional Strategies

...Instructional Strategies Grand Canyon University: TCH 524 October 9, 2013 "The art of teaching is the art of assisting discovery." ~Mark Van Doren Assisting all the possible discoveries of students are the teachers, who, through the many means of instruction and instructional strategies, guide them in their curiosity, creativity and self-discovery. Students are learning through whole group lessons in the direct instruction strategy, encouraged to observe and problem solve through indirect instruction and are stimulated to engage themselves in the active learning experiences of experiential instruction. Teachers are challenged to incorporate the most beneficial means of instruction for each lesson so that the students in their classes become higher-order thinkers, able to apply all they have learned to each new experience in their life. Direct Instruction: Teacher-initiated and directed whole class learning (Orlich, D. C., Harder, R. J., Callahan, R. C., Trevisan, M. S., Brown, A. H., & Miller, D. E., 2013, 348). The direct instruction strategy is a common method of delivering content, usually fundamental knowledge, to the whole class at one time. The learning objectives are typically built upon sequentially, moving through a set path of steps in order to get to the final objective. This method of instruction is beneficial to the teacher because it requires less preparation time, the teacher maintains the attention of the class and the objectives are reached......

Words: 1278 - Pages: 6

Ell Readers

...There are four types of instruction for ELL students these are English emersion, English as a second language, bilingual education, and primary language programs. All these English Language Learners have an L1 and English comes as an L2. They can have varying levels of English. They can start from no English to some. There are some strategies that can be used to help ELL students to read. Visual references are the most important because they can make connections with what they are reading. No matter what type of ELL instruction the student needs someone to help him/her through the English transition. Sometimes teachers need to draw on differentiated instruction when teaching to ELLs. This means that the teacher will have to design the instruction in order to meet the students’ needs in the same classroom. Often, the assignment is the same for all students but less is expected of the child who is struggling. Normally, when the teacher differentiates she assesses the students first to know what they need. They are also flexible and also they are aware of the students’ differences, their interests, and their levels of achievement. Intervention programs are part of differentiated instruction. Early intervention refers to a program that encourage literacy instruction that is developmentally appropriate for the student. The purpose is to enhance the student’s literacy. Teachers are still questioning if this kind of intervention must be done at the classroom or if it is more......

Words: 361 - Pages: 2

Ell 240 Week 1 Assignment

...Using effective strategies Sarah Ervin ELL240: Linguistically & Culturally Diverse Learners (ACV1442A) Instructor: Jessica Vargas 10/20/14 ELD or (English Language Development), are classes designed to assist English Language Learners. There are four domains in ELD: reading, writing, listening, and speaking. Each one of these domains are essential to the success of an ELL. It is important to remember to not leave the ELL out of essential domains because without one piece of the puzzle, it will all fall apart. There are many effective instructional strategies used to facilitate an ELD. A few strategies are: To speak slowly and use repetition, Use lots of visuals, Student to student learning, use prior knowledge, and to keep the learner interested by using instructional activities. These strategies will help the ELL succeed in their ELD classes that are essential to learning their new language. High expectations are to be set for ELL’s, just as they would any student. The first strategies that an instructor can use would be to speak slowly and use repetition. Speaking slowly is important because it helps the ELL understand and comprehend what they are learning. It is important to slow down your speech and use shorter sentences. Sometimes it is even necessary to repeat what the lesson was the day before, so that everyone is on the same page. Using repetition helps to refresh the mind of what was taught, or learned. The next strategy is to use a lot of visual......

Words: 658 - Pages: 3

Ell Assessment

...researched for this paper on the Florida State Standards, Laws and the Department of Education Procedures. As defined by the Florida Statutes an English Language Learner (ELL) is “an individual who was not born in the United States and whose native language is a language other than English; an individual who comes from a home environment where a language other than English is spoken in the home; or an individual who is an American Indian or Alaskan native and who comes from an environment where a language other than English has had a significant impact on his or her level of English language proficiency; and who, by reason thereof, has sufficient difficulty speaking, reading, writing, or listening to the English language to deny such individual the opportunity to learn successfully in classrooms where the language of instruction is English” (Florida Department of Education, 2007.Pp.1). Individual states have a process for initial identification in order to determine affiliation of linguistic minority students, assess their English language efficiency level using an English Language Proficiency assessment, screener, or placement test (National Research Council of the National Academies, 2011). Florida is one of four states to use and English Language Proficiency (ELP) assessment as an initial identifier for ELLs (National Research Council of the National Academies, 2011). According to Florida State rule public school students are surveyed upon registration with questions such......

Words: 990 - Pages: 4

Discuss Theories and Research in Ell Development

...Week5-Final Paper (Classroom Scenario Analysis) To make curriculum accessible to English language learners (ELLs), teachers must be able to integrate strategies to help them develop social and academic language skills in English and provide support by using comprehensible input and scaffolding. Accommodations should be based on current theories and research in language and literacy development, and they should address the interrelationship between culture and language. For this assignment, you will read the "Classroom Scenario" from Pathways to teaching series: Practical strategies for teaching english language learners. In a five-to eight-page paper, complete the following: Part 1: Analysis Analysis the scenario by addressing the following: Identify the strategies used in the scenario to help ELLs develop social and academic language skills in English. Explain if these strategies are effective. Why or why not? Explain how instructional input and scaffolding are used to support ELLs. Discuss current theories and research in ELL development. Give specific examples of how the teacher used theory and research to support his practice. Provide specific examples to support your points. Make sure to discuss the teacher's or student's actions in the scenario, and align them to specific concepts learned during the course. Whenever appropriate, use course vocabulary to demonstrate your knowledge of how it is applied and activated......

Words: 325 - Pages: 2

Instructional Strategies Effective Use of Time

...“Instructional Strategies Including Effective use of Time” Chelah Clory 4/20/2014 ECEL/ Fraser I construct lessons to fit the needs of each child individually by first assessing what the child knows and what level the child is on. This is implemented in the beginning of the year when children are assessed using a test called the ESI-R. The test consist of the basics a child who is between the age of three and four years of age. One part of the test consists of children repeating what the teacher says. For example, the teacher will say 123 and the child has to repeat 123. Another part of the test is the use of basic fine motor. The child has to stack six blocks like a tower without them falling. There is about four parts to the test. If a child isn’t ready they receive a second chance a little later during the school year. If they fail twice, then the teacher has to fill out a form and is then sent to the board of education to determine if the child needs to be referred. After a couple of months of school as the children play in their centers I go around asking them basic questions in reference to what their doing. For example if a child is already counting from one to ten, then if the child is playing with blocks I’ll say “wow how many blocks do you have and the child will be encouraged to count and I may add more to see if the child can count pass ten and eventually to twenty. If there’s a specific child who’s not yet counting then I find creative ways to......

Words: 839 - Pages: 4

Assesments for Ell

...isconsidered advanced and is ready to be exited from the ELL program. What I like about thisleveling system is that it gives the teachers an idea of where to start differentiating a student’sinstruction of curriculum. LEP students working at the Advanced proficiency level on the ELPStandards are to demonstrate proficiency on all standards detailed in levels 1-5 along with allOregon ELA standards for the grades in which they are enrolled (ODE, 2011). LEP studentsworking at the Intermediate proficiency level of these ELP Standards should demonstrate proficiency on the ELP standards for all prior grades (ODE, 2011).Another source that can be used as a tool to drive the standards-based instruction is theEnglish Language Proficiency Assessment (ELPA) that the state of Oregon gives to its ELLs onan annual basis. This assessment is great in that it is useful for determining which content area4 Knapp (Alignment of Standards)standards are in greater need of attention. The ELPA assessment assess in the content areas of math, reading and literature, science, social studies, and writing. From the ELPA assessmentscores it can be determined whether an ELLs is deficient in their English skills in each of thecontent areas in which he or she scores low. This will give an educator a heads up in whichstandards the student needs to have more of an intensified instruction within.Teachers get a variety of helpful teaching strategies that can be used to help them better plan their......

Words: 995 - Pages: 4

Ell Assessments (Formal and Informal)

...academics. There are also other strategies that can increase comprehension among students. For example, using pictures, models, and demonstrations are visuals aids that help students understand what is expected of them. The visual aids can also help students let us as educators see what they already know. Also giving students enough time to respond will help them as well. Instructional materials can also help with the strategies. These materials include but are not limited to topics or themes that look into students' previous experiences, active learning, contextualized information and ideas, extended practice in using language, and multi-sensorial representations (NYSED Guidelines, 2012). Before a student is identified as an ELL student, there is an identification process. For starters, the school district will screen all students that are enrolling and identify students who are potentially ELL students (Identification, 2012). Once the district has gathered all the information to classify a student as a potential ELL student, he or she will be looking forward to another assessment. If the student is considered a potential ELL student, he or she will have to have a number of assessments done to see whether or not ELL services are appropriate for them. If the student is not determined, he or she will no longer have to follow through with the assessments. After the identification process if over, schools look at their procedures for ELL students, which every school......

Words: 1071 - Pages: 5