strategies for esl/ell/lep students

Provide you with various ideas/strategies that work well with ESL students

Show you how those strategies can be used to help all students

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Illinois-top 5

On a sheet of paper and/or word document:

› Write a paragraph describing what you did over spring break in another language (the language you learned in high school?)

Language and content objectives are systematically woven into the curriculum of one particular subject area

Make sure content objectives and language objectives are clearly defined.

Write them on the board. Objectives should be written on using simple phrasing, key words, illustrations, and read aloud.

Objectives help guide both teaching and learning.

Language: SWBAT use descriptive adjectives to write sentences about the characters.

Content: SWBAT compare traits of two characters in a story.

Can also be written using “I” statements.

Things to Remember

It takes about 5-7 years to learn a language

Students are trying to learn culture as well as language

Try to keep ESL students in the “regular” classroom as much as possible

Do not always correct the students when speaking (only if absolutely necessary)

Encourage students to maintain the first language

Various supplemental materials can help students who have various learning styles

Helps reduce the language load for students

Helps students who are just beginning to learn English

All students can then participate and demonstrate knowledge without necessarily using language

Materials that help students make connections to real-life

Play money; checking accounts; etc.

Have students create newspapers, websites, etc. (things they use today)

Pictures help build background knowledge

Can make a visual connection

Used for assessment at the beginning of learning English

Uses visuals whenever possible

Maps, props, bulletin boards

Helps students who have diverse abilities

(I personally think it makes the lesson more interesting )

BrainPop; Discovery Education

DVDs, interactive websites and/or CD-ROMs

Make sure to preview (make sure content is level and age appropriate

Show students how to use the material

Have them practice in groups

Demonstrate real-life actions (transaction at a bank; role-play a scene from history)

Bring in trade books to your classroom when possible

Remember to bring in materials that meet the needs of your ESL students

Some publishers offer literature (fiction or nonfiction) in a hi-lo format.

Have high interest; lower readability levels

Can accompany the text

Helps bring out the content

Does not “dummy” down

Makes reading level easier

We have to be careful not to “dummy” down the content

Teachers need to use resources to help make the text accessible to all students

Can be used for various levels; content; skills, etc.

Helps create a visual for the student and organize material

Many websites offer free graphic organizers

Teacher-prepared outlines help guide students

Can be used for lecture or for note-taking in book

Helps guide students on what is important

Some texts are made especially for the ESL population

Important terms/statements are highlighted (students read this first)

When students build up confidence, they read the remaining text

Can make your own if text isn’t available

Even though time-consuming, teachers can take text and rewrite it to meet the needs of their students

For example:› “Electrons have negative electric charges and orbit around the core, nucleus, of an atom”

› Adapted: “Electrons have negative charges. They orbit around the core. The core of the atom is called the nucleus”.

Class is divided into groups

Groups discuss section, article, etc. and become experts

An expert from each group becomes a new groups

If possible, obtain native language texts for students who are learning English for the first time.

This will help them learn content as they learn English.

Also helps them maintain their native language.

Pre-teach vocabulary before a new unit

Make connections

Use visuals/realia

Great for all students (especially when learning new content and/or difficult content)

Students write unknown words in their dictionaries

Can discuss word with peers and/or teacher

Come up with a definition and/or picture

Students create a “poster” with a word, picture, definition, and a sentence.

Keep word walls organized for ESL students

Only keep up words that students need to focus on

Use Pictionary and Scrabble to help students recognize different terms

Can be adapted for any content area

Have students read the objectives/goals for the day.

“Dinner Party”-Have students pretend they are having a dinner party. They respond to the prompt:› “Suppose you are having a dinner party for the authors or poets we just studied. Whom would you invite? Why would you select them? What do you think they would talk about?”

Using one of the strategies we talked about today (or if you have one of your own) create a brief lesson plan for your content area.