Strategies for ESL/ELL/LEP Students
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Transcript of 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.