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For this strategy, each student gets a notebook. Every day when they enter the classroom, they take a few minutes to write down what they learned in each of their classes the previous day. Once they complete their sentences, they can draw illustrations on the page representing things they learned. (Pg. 79) Each day, the students could share with at least one friend. Doing this activity increases the likelihood that students will remember what they learned and apply it in different situations. Students practice writing English about their own experience, talking about it in English, and this gives teachers the opportunity for a quick English lesson based on what the students write and say.

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Clozes (also known as fill-in-the-blank) are an activity students can do to practice reading strategies and build background knowledge for writing. (Pg. 180) Students will have to use high-level thinking to complete the fill in the blank. Students may be asked to demonstrate linguistic knowledge or to demonstrate textual comprehension by using context clues to make guesses. When creating Clozes for students it will be important for me to carefully consider which words are removed and replaced with blanks. Clozes can be used as an opportunity to merge content knowledge with language instruction and teach it at the same time.

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Micro-writing (also known as "quickwrites") will provide students with frequent opportunities to produce short bursts of writing. These can help students practice writing skills and improve their confidence. Quickwrites usually last only about 3-10 minutes. Quickwrites can be used to activate prior knowledge, to prepare for longer writing pieces, or to reflect on learning. (Pg. 196) The chapter in the book discusses the Progress Principle, which says "the finding that people are most motivated by experiencing everyday progress, no matter how small"

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Using "Talk Moves" can help teachers build a classroom culture that encourages students to share their thinking in a risk-free environment. (Pg. 322) Talk moves are specific strategies and prompts that provide students "think time" and a way to organize their thoughts before speaking. Some examples of talk moves include Revoicing, Paraphrasing, Reasoning, Adding On, and Wait Time.

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Language frames are tools that can be used to scaffold classroom conversations. Language frames support students in using specific vocabulary while speaking in complete sentences. (Pg. 323) One advantage with language frames in the math classroom is that similar ones are used in K-12. The vocabulary is different, but the language structure remains the same. Language frames can be differentiated based on language proficiency in order to support students' language development.

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Current Events is an activity where you talk about the events that are going on in the world today. You can do this with events in your city, state, country, or anywhere in the world. With this, you learn the who, what, when, where, and why about an event you or your class might not have heard about yet. This is a way to incorporate high-interest current events into a Social-Studies class. After learning about them, you can have your class engage in critical thinking dialogues about their thoughts and opinions on these events.

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In cooperative learning, students work together in small groups on a structured activity. This strategy can be especially helpful for English language learners. English language learners benefit from listening to their peers speak English and by speaking with their peers (Pg. 352) This can help ELL students gain communication skills, motivation, language awareness, and they can gain more confidence.

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Connect Instruction to Past Experiences and Personal Lives

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Connect Instruction to Past Experiences and Personal Lives

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The book suggests that it's important to make our students feel like their learning is valuable, and we can do that better if we connect our instruction to their past experiences and personal lives. (Pg. 359) In the classroom, we can get students to work on their English by giving them activities that could relate to their everyday life. Some activities the book suggest are job interview questions, email writing, phone calls, ordering at a restaurant, or story sharing. Practicing English in situations that could actually be happening in a students life will help that student feel more confident and motivated to practice.

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Imagine learning an entire new language, scary right? Learning a new language takes time and lots of confidence. It takes having the confidence to take risks. We can create conditions so students build a greater belief in their own abilities. (Pg. 367) With this confidence, students become more engaged, more motivated to learn, and more self-aware of their progress. Some ways to boost confidence with ELLs are be positive and complimentary, encourage mistakes and going outside comfort zones, be constructive not critical, offer rewards, and revisit their goals and milestones.

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Constrastive Analysis is where you compare and contrast English and a student's native language. Something that will be important when teaching a new language to a student is making sure that they are familiar with all of the sounds in the English language. For example, some languages do not have the "th" sound. So the strategy of teaching students the sounds is very important. For this, you could simply do a lesson that incorporates a lot of word with the "th" sound, so the ELL student can get used to having that sound in his language.

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Ferlazzo, L., & Hull-Sypnieski, K. (2022). The ESL/ell teacher’s survival guide: Ready-to- use strategies, tools, and activities for teaching English language learners of all levels. Jossey-Bass.