Strategies for English
Language Learners
Presenters:
Torrie Voss, ESOL Department, [email protected]
Wendy Newbold, ESOL Department, [email protected]
Building Background
List/Group/Label
List-group-label is a form of semantic mapping.
The strategy encourages students to improve
their vocabulary and categorization skills and
learn to organize concepts. Categorizing listed
words, through grouping and labeling, helps
students organize new concepts in relation to
previously learned concepts.
1. Create a picture splash containing images for a new
concept you will be teaching.
2. In groups, students will brainstorm as many words they can
think of and list on paper.
3. Students group the words by categories, and then label the
categories.
List – Group – Label
Example
Integrating Language Learning
and Content: Information Gap
• You and your
partner will have slightly different texts.
Task
Activity
• Without showing each other your texts, alternate reading
a sentence aloud and then having your partner read the
corresponding sentence for his or her text. Discuss the
two sentences to decide on the more correct version.
Pencil in the changes to your version as needed.
• Try to express reasons for choosing one word or phrase
over another.
• Asking each other lots of questions will help!
• You will know when you’re finished when you each have
the same corrected version of the text, and you are sure
it is the most correct one possible.
Two-Way Information Gap Task
Answer Key:
Sheltered Instruction is a way of teaching that
makes lessons meaningful and understandable for
second language learners. Sheltered instruction is
used for content area instruction in all subjects, e.g.,
social studies, math, science, reading and language
arts instruction, and across grade levels. The goal of
sheltered instruction is to provide access to the core
curriculum by teaching in a way that is meaningful
and understandable for second language learners
and through these modified lessons, students learn
academic language.
1.
Post-it Summarizing
Activity
After students complete
an assigned reading passage
(paragraph, section in textbook, etc.) give each student a
different colored sticky note (4-5 different colors in total)
and ask them to write down the most important idea/
details or answer to a particular question or summary,
etc.
2. The students find their group members (students with
matching colored sticky notes) and place their sticky
notes in the 4 corners of the paper provided by teacher.
3. After reading through and discussing all responses,
students combine their answers to make the best possible
summary statement/answer to the question.
Visual Puzzles
• Create a visual of the
content students are
expected to master.
• Cut the visuals into
puzzle like pieces.
The number of pieces
depends on the size of
groups you want to
create. Include word
banks, labels, or other
written support for your
lower proficiency level
students.
• Assign a task once
Benefits for English
Learners –
1. Provides language
support and student
interaction
2. Connects visuals to
the daily objective,
while encouraging
speaking, listening,
reading, and/or writing
options.
Reading & Vocabulary
Marzano’s Vocabulary “Cootie Catcher” template can
be used to review vocabulary words. Students will
say and spell words, as well as provide synonyms,
part of speech, definitions, and sentences using the
word.
Instructions for making a
Cootie Catcher
Benefits for English
Learners –
1. Engages students in
a hands-on way to
review content
2. Supports peer
interaction and
speaking that is
easily leveled for
Concept Ladder
• A Concept Ladder is a literacy support tool
that guides students to ask questions about a
specific topic and guides students' reading to
better understand the text. This is set up in a
graphic organizer type format. A concept ladder
is used to get students to develop a deeper
understanding of the topic.
Benefits for English Learners –
• Aids in organizing student’s thoughts and
understandings about a topic
• Builds an understanding on how to ask good
questions by increasing the complexity of the
“Rotating Graffiti”
Objectives: to create a graffiti like representation of the concepts
studied incorporating key vocabulary and phrases
Instructions:
1.
2.
3.
4.
5.
6.
Students will work in teacher-created small groups (pairs, triads, or groups of 4) using their
texts and notes, etc. as references
Each group will have a piece of chart paper with a different term or concept listed on top
Students work with their partners to negotiate how they will graphically represent the concept
that is on the chart using pictures, symbols, key words and phrases. The paper should l0ok like
graffiti – no straight lines, a lot of squiggles, etc.
Each set of partners or triads, etc. uses a different color marker to demonstrate their learning
on each board.
Model for students how they are to move from board to board adding information to another
groups drawings. They shouldn’t duplicate other partners’ responses.
All student groups rotate to all boards.
“Rotating Graffiti”
Your Turn!
In the article, read and highlight key events
that stand out to you.
You will have 5 minutes in table teams to
summarize the article.
Vocabulary Dice
Game
allow students to practice
Vocabulary dice
almost any language skill communicativelygrammar, vocabulary, speaking and in written
form.
Students take turns tossing the die. Then they take a
vocabulary card. Depending
what number the die lands on, they have to do one of the
following:
1- act it out
2- draw a picture of the word
3 –create a sentence using the vocabulary word
4 –create a question using the vocabulary word
5 – explain the vocabulary word without using the
actual word and the group guesses the word
Dice Game Variations
Use vocabulary words you are currently studying to: make sentences, give
definitions, make questions, etc. Provide each group a game board template or
have them create their own!
Be creative! Dice can be used to engage students across content areas.
Conga Line
Gives students the opportunity to become experts about a subject, concept,
or topic. To begin, students create two equal lines facing one another. One
line becomes the “speaking” line, and the other line becomes the
“listening” line. When the teacher poses a question/prompt, the speaking
line members look at the partner directly across from them and responds.
Students in the listening line become active listeners, asking probing
questions, asking for clarification, etc. The teacher chooses a time to say,
“Conga” and students alternate partners while festive music plays.
Students then turn to face the student across from them. Students in the
speaking line then responds to the same question/prompt (or a different
question/prompt), to their new partner. Eventually, the listening line
becomes the speaking line, so that all students have an opportunity to be
the expert and to be the listener.
Snowball Activity: Ticket-Out the
door
Divide the class into two groups: Group A and Group B
Each student is given a piece of paper and writes his/her name on
top
Teacher directs students to respond in writing to a content-related
question or problem on the paper
Students crumple up their paper into a “snowball” once they are
finished with their response
Students in Group A toss the snowball into the air toward the students
in Group B (Group B holds on to their snowballs)
Students from Group B chooses one of the snowballs form the floor,
reads the response and then finds the student whose name is on the
paper
The student from group B asks student from group A to explain and
elaborate on their response. Allow time for discussion