ELL Strategies
By: Peggy Person
Michelle Dea
Jasmin Reaves
Brianna Showell
The story we will apply our strategies
to….

Peggy's version of the “Three Little Pigs and the Big bad Wolf”

Three little pigs lived together in a house. They said to each other “we have to go to
work”. The big bad wolf saw them leave for work and entered into the house. When he
got inside he saw three bowls of food. He was very hungry and ate all three bowls of
food. Then he notices three chairs, and sits in each one to take a nap in. None of the
chairs were comfortable, and then the last chair that he sat in broke.

The wolf decided to go upstairs to lay in a bed. He finds the most comfortable bed and
falls fast asleep. The three little pigs arrive back home and enter into the house. They
said “I think someone been in our house”. “They ate all our food, and broke one of our
chairs.” “Do you think they are still here?” “Lets go upstairs.” “Do you think they are
still here?” “Lets check upstairs.”

The three little pigs go upstairs and find the wolf fast asleep in one of their beds.
“There he is.” “Who’s going to get him out?” “Not me” said one, “Not me” Said another.
The third one said “I will, I’m not afraid of no big bad wolf.” So the third one called
“Hey wolf.” The wolf answered “Why did you wake me?” The pig said “GET OUT, this is
not your house”. The wolf replied “Sorry, ok I’ll leave” and the wolf left the house.
Narration By- Peggy Person

Narrator- There were three little pigs that lived together in a house

Pigs- We have to go to work

Narrator- The wolf saw the pigs leave and entered the house

Wolf (Happily)- WOW, three bowls of food

Narrator- The wolf was hungry and ate all three bowls of food

Wolf (Sleepy)- I’m ready for a nap now

Narrator- The wolf notices three chairs and sits in each one to find the one that is most comfortable for his nap

Wolf- None of these are comfortable and (surprised) one of them broke

Narrator- The wolf decides to go upstairs to lay in a bed

Wolf (Cautiously)- “Ill go upstairs and lay in a bed

Narrator- The wolf finds a comfortable bed and goes to sleep. Meanwhile the three little pigs arrive back home and enter the house.

Pigs (suspiciously)- Someone had been in our house and ate up all our food and even broke a chair. Do you think they are still here? Lets check upstairs

Narrator- The three little pigs go upstairs and find the wolf asleep in a bed

Pigs (quietly)- there he is (scared) Who’s going to get him out?

Pig #1- NOT ME

Pig #2- NOT ME

Pig #3- I will, I’m not afraid of no big bad wolf

Pig #3 (Yells)- HEY WOLF

Narrator- The wolf wakes up and sees the three little pigs

Wolf- Why did you wake me?

Pig #3- GET OUT, This is not your house

Wolf- Sorry, Okay I’ll leave

Narrator- So the Wolf left and the pigs always remembers to be sure to lock their doors when they leave their house.
Cartoon by- Peggy Person
Continued Cartoon
Continued Cartoon
Peggy’s Strategy
12-Repeated Reading

I would describe “repeated reading” by saying that it is a way that allows
children to hear, see, and speak language. As a story is “Read Aloud” to
children it gives them opportunities to hear language expressed and received.
It produces three individual concepts to bring about the understanding of a
complete story. It includes “Guided Reading” as a way of scaffolding dialoged
and script writing format (for performances) and in a cartoon on written
format. The methods provide 3 opportunities and several strategies to help
and teach English language learners learn. By applying these methods and
suggestions of different ways to get an understanding if a story. It offers
strategies to practice oral and written language when they are “moving into
reading”.
Michelle’s Strategy
9-Read Aloud Plus

This strategies is usually used when the child is trying to read “tough text”.
It models fluent, expressive reading with techniques of expressing the English
text. It also helps the children make reference between text and personal
experience. Read aloud help the children become more fluent in reading
independently.

One of the strategies that can be used with the story is the children can
picture read the cartoon and then more onto the actual story. The children
can also act the story out with their friends.

I can edit the story to make it appropriate for the individual child.
Jasmin’s Strategy
32- Guided Reading

Guided Reading is an approach to teaching reading in a small-group setting
while providing individual coaching.

Running records- teachers use running records to determine the child needs,
reading levels, and their use of cueing systems.

Cueing systems- the cues we use to make sense of phonics, word order,
sentence structure, and the relation of the text to the students prior
experiences.

Book walk- the children will make predications about the story while looking
at all the pages in the story prior to reading it.

Group five to six children at a table based on information from running
records. Choose a book at the appropriate reading level and interest of the
children.
Brianna’s Strategy
10- Moving into Reading

Using Multiple Strategies to Foster Comprehension. Interactive read aloud is
reading to your class or and audience using different facial expressions and
voices to differentiate characters. Interactive read aloud is very motivational
as it encourages listeners to be active during book discussions providing a
strong language model for English Language Learners and reducing anxiety
amongst the students. When a book becomes too difficult for your class or
audience to understand, teachers can use a strategy called shared reading.
Shared reading is when a teacher uses a chart, or other texts to help students
to understand. Other texts are bigger books so that the student can follow the
texts with their eyes. Shared reading really benefits English Language
Learners because teachers have the ability to use illustrations to support
vocabulary development.