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Chapter 89, Subchapter BB.: Commissioner's Rules Concerning State Plan for Educating English Learners

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Chapter 89, Subchapter BB.: Commissioner's Rules Concerning State Plan for Educating English Learners

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Schools' Civil Rights Obligations to English Learner Students and Limited English Proficient Parents

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Schools' Civil Rights Obligations to English Learner Students and Limited English Proficient Parents

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The obligation not to discriminate based on race, color, or national origin requires public schools to take affirmative steps to ensure that limited English proficient (LEP) students, now more commonly known as English Learner (EL) students or English Language Learners (ELLs), can meaningfully participate in educational programs and services, and to communicate information to LEP parents in a language they can understand. The following materials include information for students and parents, OCR guidance and resources for education officials about their obligations to EL students and LEP parents, and added resources with related information. For Students and Parents For Education Officials Self-Evaluation Materials Related Resources
U.S. Department of Education Resources

U.S. Department of Education Funded Resources and Partnerships

LEP.gov (federal interagency website on limited English proficiency)

U.S. Department of Justice Civil Rights Division

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civil rights; racial discrimination; national origin discrimination; limited english proficient; english (second language); language proficiency; title vi; english learner (el) students; limited english proficient (lep) students; english language learners (ells)

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Schools' Civil Rights Obligations to English Learner Students and Limited English Proficient Parents

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OCR resources about civil rights issues regarding English Language Learning and Limited English Proficient students

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English Learner participation in curriculars and extra curriculars fact sheet

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English Learner participation in curriculars and extra curriculars fact sheet

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This site has lots of virtual games for learning English.

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Free online ESL games to help students learn English in a fun and interactive way.

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You can project these visual directions to the class as you explain how to do the structure. Great for getting students to practice speaking with each other.

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Puzzles are separated into beginner, intermediate, and advanced categories. Perfect for emergency sub plan filler assignments.

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ESL Crosswords: Crosswords for English Learners

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ESL Crosswords to solve online for English learners. Solve online or download PDF.

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Bathroom and Cell Phone Policy Presentation

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Bathroom and Cell Phone Policy Presentation

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The Importance of ELL Strategies - Immersion (Moises in Math Class)

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Shelter in Place (hazmat) drill Presentation

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Shelter in Place (hazmat) drill Presentation

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Best Practices for English Learners by Laura Ortega

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Best Practices for English Learners by Laura Ortega

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This is an example of how you can give instructions to students who speak no English.

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Comprehensible Input Demo for Language Rich Classrooms Training

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We are a globally renowned resource that provides assistance with English to students, teachers, professionals, and organizations across the world. Our goal is to assist clients in their development as writers - no matter their skill level.

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Purdue OWL® - Purdue OWL® - Purdue University

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We are a globally renowned resource that provides assistance with English to students, teachers, professionals, and organizations across the world. Our goal is to assist clients in their development as writers - no matter their skill level.

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Grammarly is now free! But only on Chrome, Safari, Firefox, and Microsoft Edge browsers.

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Grammarly's free writing app will make sure your messages, documents, and social media posts are clear, mistake-free, and impactful.

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Create Your Own Comic Strips Online with MakeBeliefsComix

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Create Comics Online, it’s Fun & Free at MakeBeliefsComix!

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Create comics online at MakeBeliefsComix. A fun way educators & parents can empower students to express ideas and stories in comix!

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Google's free service instantly translates words, phrases, and web pages between English and over 100 other languages.

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It's time to improve literacy skills during social studies instruction and ensure that readers of all abilities have what they need to access grade-level social studies concepts.

Join us on Thursday, December 7 for a look at scaffolded materials that provide extra literacy support while building key social studies concepts and skills.

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Newsela | Content and assessment platform

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Content Aligned To National & State Standard, Flexible To Support Relevant Curriculum. Find the Perfect Piece Of Content For Lessons. Go beyond the book.

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Even though poetry gets a lot of attention during Poetry Monty in April (as it should), it is fun to teach any time of year! I must admit that I am drawn to fiction, and teaching poetry seemed daunting at first; but I have discovered the joy of poetry while exploring it with my English language learners, and my students have been very enthusiastic about our poetry units. Here are some of the reasons why I've enjoyed teaching poetry so much with my ELLs:

Versatility

Poetry is so versatile, which makes it a great form to use in the ELL classroom. There are so many types of poetry and so many different forms that eventually, each student is bound to find a poem or poet he or she enjoys!

Language

Poems can be used to introduce or practice new vocabulary, language structures, and rhyming devices, and shorter poems often give ELLs a chance to explore an idea while working with a more manageable amount of text than a short story or essay.

Culture

In addition, many ELLs come from cultural backgrounds rich with poetry and folktales. From the epic poems of ancient civilizations to more modern political poems written during the 20th century, poetry opens an interesting historical and cultural window, and students may already be quite knowledgeable about the poets and poems that are an important part of their heritage.

Introducing ELLs to Poetry

Take a look at these different perspectives on reading and writing poetry from some of our favorite poets!

Poetry offers wonderful opportunities for reading, writing, speaking, and listening practice for ELLs. Poetry also gives students a chance to expand vocabulary knowledge, to play with language, and to work with different rhythms and rhyme patterns. The benefits of using poetry are not simply anecdotal, however - they have been well documented. Research by Dr. Janette Hughes at the University of Ontario, for example, demonstrates the positive effects of poetry on literacy development. As Dr. Hughes points out, "paying attention to vocabulary and rhythm develops oral language skills," (Hughes, 2007, p. 1) and the development of oral language skills has a strong correlation to proficiency in reading.

Where to begin, then, as you consider how to begin a unit on poetry? Here are some ideas to get you started:

Draw on students' background knowledge

It may be helpful to start your poetry instruction by finding out what kinds of experiences your students have had with poetry. Do students know poems in their native language? Is there a particular poem from their country or heritage that they like? Would they be willing to share a translation? Who are the famous poets from their country? Have students written poems before? Was it in English or their native language? Did student enjoy writing poetry?

Getting students to think about poems they are familiar with can help make the transition into English-language poetry smoother. You may also wish to have students look at bilingual collections of poetry in English and their native language when available. How do the translations of the same poem compare? Are there words or phrases that don't translate well from one langue to the other?

Working with poetry from different countries and languages also is an excellent opportunity to encourage students to share their cultural heritage with the class, and to take pride in an art form that is part of their identity and may have been passed down across many generations.

For example, Carol McCarthy, a teacher in Queens, NY has capitalized on her students' poetic heritages by creating a unit called Poetry in Translation, in which students "translate the work of poets from their native country or ethnic heritage, and then write and translate their own poems" (McCarthy, Academy of American Poets website). She offers a number of ideas for guiding students in their exploration of poetry from their own cultures, which then provides a foundation for the comparisons students do of poems from different cultures later in the unit.

Using Poetry in Reading Instruction

Familiarize students with different kinds of poems

Poetry can range from simple and fun to complicated and abstract, which may be one reason it is daunting for many teachers and students alike. Start by choosing simple poems that aren't too abstract or complex - you'll get to Shakespeare eventually! Depending on the English level of the students, there are a variety of ways to start bringing poetry in the classroom. You can find many examples of poetry collections and novels in verse on our National Poetry Month resource page.

Talk about the differences between stories and poems. Provide students with a copy of a short story they've already read and a short poem. Ask them to work in groups and make a list of the differences between the two pieces, noting characteristics such as length or style. Have students share those differences with the class.

Start with poems that are manageable. Make sure the poems you present first have simple and familiar language, images, and themes so that they are accessible to ELLs. One ESL teacher recommends using poetry with "predictable language patterns, repeated words, phrases, lines, and identifiable rhymes" so that they are easier for students to read (Alpha, 2009).

Give students a chance to illustrate poems. Have students work in pairs to discuss and illustrate a short poem, or one or two lines of a longer poem. This will encourage them to think about meaning, and then express their interpretation in their own way. Ask students to share their illustrations with the class so that everyone has a chance to think about the different meanings that their classmates discovered.

Read a variety of poems out loud. Reading a poem out loud brings it to life. Students will begin to understand and notice different rhythms, rhymes, and feelings represented, as well as understand how the language creates an image or mood. The poem should be read in a natural voice, and the teacher can highlight the fact that you do not always stop at the end of each line, but instead use the poem's punctuation as a cue to where the pauses should be.

Be sure to include some poems written for kids and young adults. Children's poetry can be so much fun, and it also gives students a chance to talk about important ideas and feelings. Share the work of poets such as Juan Felipe Herrera, Francisco X. Alarcón, Pat Mora, Naomi Shihab Nye, Rene Saldana, Jr., Janet Wong, Margarita Engle, Nikki Grimes, and Nikki Giovanni, as well as these video interviews with poets from PBS Teachers.

Discuss the vocabulary used in different poems. Poems offer a wonderful opportunity to teach new vocabulary related to a topic or idea, as well as a chance to think about language. Why did the poet choose a certain word? How does that word make you feel? What kind of sound does the word convey? Students may want to pick a word or phrase that is meaningful from a poem and write it on a "poetic word" wall - sort of a graffiti wall of sentiments. Students can continue to add to the wall as they discover new items, or even as they write their own poems. Another idea is to use a bubble Thinking Map®. Students working in pairs take a word of interest from a poem and place it in the center bubble. They then fill in as many bubbles around the word with as they can with synonyms or related words. For example, if the word is "longing," students may write words in other bubbles such as, "missing, nostalgic, sorrow, homesick, desire, etc." Students can discuss how the poem would be different if one of the other words had been used. Pairs can share their word lists with other students and ask questions about new words they learn.

Give students a chance to read poems out loud together as a class and to each other. Reading poems out loud will improve students' confidence and oral language skills, as well as their reading fluency. See more ideas below.

Look for opportunities to include poetry in other contexts. There is a wide variety of poems that can accompany social studies, history, science, and even math lessons! Poems are also wonderful additions to a discussion on culture and holidays.

Use novels in verse. Novels in verse are available about a wide range of topics from many diverse authors and can help build students' confidence and reading stamina. Take a look at some of the titles available in our National Poetry Month resource collection from authors such as Margarita Engle, Elizabeth Acevedo, and Thanhha Lai.

Encourage students to immerse themselves in poetry

As students' comfort level increases, it will be possible to begin more in-depth conversations about different poetry forms, meaning, and language. Here are some ideas for more advanced students:

Use graphic organizers. These tools can be helpful when talking about a poem's structure or rhyming scheme so that students can reinforce their knowledge about the poetry form and meaning.

Discuss grammatical/syntax patterns found in poems. Poems may have unusual sentence structures that students will not encounter in prose text. Analyzing such sentences can help ELLs develop a better understanding of conventional English syntax.

Continue reading poetry out loud to your students. When introducing more complex poems with increasingly difficult English vocabulary, read the poem through and ask students for an initial impression regarding the meaning of the poem. A student might say, "I think it's about someone who lost someone they love." This can begin a discussion with questions such as, "Why do you think that? Is there a certain word or phrase that makes you think that? Does someone else have a different idea?"

Encourage students to share their personal interpretations. Students will soon see that each reader finds a different meaning in the poem, and that's ok. Students shouldn't be bogged down looking for the right and wrong answers.

Using Poetry to Develop Oral Language Skills

Give students the chance to read poems out loud

Reading poetry aloud is a great way for ELLs to practice pronunciation and fluency, as well as a chance for students to play with rhymes and language.

In order to increase confidence and fluency, have students start by reading some poems together as a class. Then have students choose a poem that they enjoy and then practice reading their poems aloud in pairs, experimenting with expression, volume, and speed. After students have had time to practice, listen in and offer some feedback on expression and pronunciation. Once students have one more round of practice, ask students to share their poems aloud with the class.

Poems can make wonderful class presentations, whether students read different poems from a collection aloud, act out a longer dramatic poem, or take turns reading a rhyming text. Andrea Spillett, an ELL teacher who blogs for Scholastic, describes a program in which students presented poems from Chicken Soup with Rice by Maurice Sendak to their parents: "The book has a rhyming text about the months of the year. Students recited the poem of the month they were born. Simple costumes and a backdrop were used for the presentation" (Spillett, 2008). This demonstrates that poetry doesn't have to be complicated to be effective - even simple poems can be engaging!

There are many resources online that offer ideas for using poetry in the classroom - those listed in the Hotlinks section below are just the tip of the iceberg. I hope you enjoy your exploration of poetry as much as I have enjoyed mine. Once you get going, you'll wonder why it took you so long to get started!

Hot links
Academy of American Poets: Tips for Teaching Poetry
Here are a number of creative and inexpensive suggestions for making poetry a more important part of school life throughout the year.
Reading Rockets: National Poetry Month Resources
Reading Rockets has gathered together activities for parents and teachers, video interviews with our favorite children's poets, recommended books and anthologies, fun online games (check out Magnetic Poetry), and a peek at the latest poetry for kids!
Academy of American Poets: Poetry in Translation
This poetry unit created by Queens teacher Carol McCarthy draws on the unique abilities of the students in her multicultural classroom.
Academy of American Poets: Great Poems to Teach
Includes links to poetry from many poets including, Maya Angelou, Lewis Carroll, Emily Dickinson, and William Wordsworth.
Academy of American Poets: National Poetry Month
Provides a description of National Poetry Month, answers questions about how and when it started, and includes suggestions for celebrating.
Academy of American Poets: 30 Ways to Celebrate National Poetry Month
Includes links to creative ideas like "putting poetry in unexpected places" and "take a poem to lunch."
EdSitement: Poetry Lesson Plans
Lesson plans covering a wide range of poetry units, from Langston Hughes to Haiku.
TeacherVision: Poetry Resources for Teachers
A variety of printables, lesson plans, activities, and references for you to use in your cross-curricular study of the art of poetry.
PBS Learning Media: Poetry and Poets
Poetry lesson plans, including numerous video interviews with contemporary poets from around the world.

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Teaching and Reading Poetry with English Language Learners

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Even though poetry gets a lot of attention during Poetry Monty in April (as it should), it is fun to teach any time of year! I must admit that I am drawn to fiction, and teaching poetry seemed daunting at first; but I have discovered the joy of poetry while exploring it with my English language learners, and my students have been very enthusiastic about our poetry units.

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"I have always imagined that Paradise will be a kind of library." - Jorge Luis Borges
Siempre imaginé que el Paraíso sería algún tipo de biblioteca. - Jorge Luis Borges
When I received the invitation to apply to the Library of Congress Summer Institute, I must admit that I was a little intimidated by the proposition. In my mind, the Library of Congress was a place for university graduate students, lawyers, judges, and others interested in extensive, scholarly research. How could time-strapped teachers utilize such a massive collection of information?

I didn't have to worry. The experience at the Library of Congress Summer Institute showed me how. At the Library of Congress, I found a rich resource to support teaching and learning at all grade and language proficiency levels. During the institute, there was a focus on exploring the role of primary sources in the development of critical and analytical thinking skills - must-haves for our 21 st century students.

Primary Resources: FAQs

How do you define primary resources?

The Library of Congress defines primary sources as the raw materials of history - original documents and objects which were created at the time under study. They are different from secondary sources, accounts or interpretations of events created by someone without firsthand experience.

What makes primary resources so compelling?

Students working with primary sources are actually working with a piece of history. Primary sources invite learners to generate their own inferences and interpretations. In essence, students become historians-in-training.

Are there reasons that primary resources are particularly engaging for English learners?

The non-linguistic nature of many primary sources can be very inviting to English learners. Students can examine paintings, prints, photographs, music, maps, films and other rich historical artifacts. These artifacts can help students access their prior knowledge and/or build background knowledge of the content being taught in the classroom.

The LOC has a primary source analysis tool that allows students at different levels of language proficiency to interact with the primary source. Students can be guided to share their observations, reflections and questions. Beginning level students can work with partners, use a word bank, or use bilingual dictionaries to participate in the analysis. Teachers can offer question starters and sentence frames to assist students with the discussion.

What is the role of primary resources in the Common Core?

The major shifts of the Common Core State Standards highlight the need for students to practice with complex texts and academic language, to use text-based evidence to support claims, and to build knowledge through non-fictional resources. Primary sources are non-fictional resources that can be employed during instruction to support the standards. Additionally, the Common Core Standards for Literacy in History/Social Studies, Science, and Technical Subjects specifically require that students interact with primary sources for a variety of purposes.

Is there guidance on using the LOC sources along with the Common Core?

The Classroom Materials section gives teachers the option of searching for materials by standards - Common Core, State Content, or Organizations.

Library of Congress: Classroom Resources

What kinds of primary resources are available through the LOC?

The website for the Library of Congress has collection highlights that include prints & photographs, performing arts, film, historical newspapers, veteran history, American memory, sound recordings manuscripts, and maps. Teachers may want to start by clicking on the Especially for "Teachers" link just below the collections, and then click on Classroom Materials on the side bar. The LOC offers teachers Primary Source Sets, Lesson Plans, Presentations and Activities, Themed Resources, and Collections Connections. There is also an "Ask a Librarian" option on the main site that allows teachers to communicate with the LOC via e-mail.

How can teachers around the country access these materials?

The materials can be accessed through the website. For example, the primary source sets can be viewed as PDFs and downloaded for classroom use.

Is there a cost or registration required?

There is no registration required and the materials are free for classroom use.

Ideas for ELLs

What are some ideas and activities for using these resources with and engaging ELLs?

According to the Center for Applied Linguistics, English learners benefit from lessons that focus on vocabulary development, access background knowledge, increase comprehensible input, increase social interactions, and increase higher-order thinking. Primary sources can assist teachers in achieving these objectives. Students can develop content vocabulary by engaging in academic discourse about primary source documents. Teachers can use visual thinking strategies to model the observation process. Students can then work collaboratively to discuss inferences and formulate questions.

Are there particular examples that highlight how effective these materials can be?

I have included a sample lesson planand Power Point to give an example of what using this resource might look like with ELLs. The lesson is written for 7th grade and focuses on the topic of Westward Expansion.

Recommended Resources

The following webinar on is availalbe on ShareMyLesson:
English Learners, the Common Core, and Primary Sources
Photo Credit: George Crofutt, 1873. Available on the Library of Congress website: http://www.loc.gov/pictures/item/97507547/

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Primary Sources, the Library of Congress and English Learners

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"I have always imagined that Paradise will be a kind of library." - Jorge Luis Borges Siempre imaginé que el Paraíso sería algún tipo de biblioteca. - Jorge Luis Borges When I received the invitation to apply to the Library of Congress Summer Institute, I must admit that I was a little intimidated by the proposition.

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Teaching Newcomers How to Navigate Textbooks

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Teaching Newcomers How to Navigate Textbooks

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Knowing how to navigate a textbook effectively is an important part of a student's ability to access new content. Conversely, being unable to read and use a textbook is a major obstacle for students when presented with new material and concepts across the curriculum, especially if a class calls for extended independent reading and review of the textbook.

For English language learners (ELLs), learning how to use a textbook can be a powerful tool in increasing their comprehension of material in all of their academic work and particularly in the content areas. While it may seem to be a basic skill, ELLs may be students with:

no formal educational experience

extensive schooling in a different country

long-term experience in the U.S. system for many years but with limited exposure to a mainstream curriculum.

In each of these cases, it is quite possible that the students don't have experience with the kinds of textbooks they will be using in a U.S. classroom, or that they haven't learned how use textbooks as a toold to support their learning.

The good news is that many textbooks - especially those designed for ELLs or struggling readers - contain elements that can be used to help preview new material before starting a lesson. Once students learn what these elements are and how they can be used, students can begin to preview content and build background knowledge independently in their classes on a regular basis.

In order to help you get started building this skill, this article offers some strategies for teaching the parts of a textbook, the organization of a chapter within a textbook, as well as a strategy for previewing content with a "chapter walk."

Part I: Teach students textbook and chapter elements

Textbooks

At the beginning of the school year, introduce students to the elements of their textbooks and how they can be used, such as:

Show students examples of these elements in their own books, and ask them questions that check their comprehension of the differences between these tools, such as:

"I want to know which chapter is about whales. Where should I look for that information?"

"I want to learn about killer whales. How can I find the right page number for that information?"

"I want to know what 'spout' means. Where can I find that definition?"

In addition, be sure to point out the specific features of textbooks that your students are using (a bilingual glossary, for example), as well as content-related tools (the Periodic Table of Elements in a chemistry textbook). Provide students with examples of the ways those tools can be used.

Each time students begin using a new textbook, review the elements they have already learned and point out any different features or elements of the new book. You may wish to use an activity to review the different parts they have learned such as the worksheets in the Hotlinks.

Chapters

Once students have mastered the main parts of a textbook, they are ready to move on to the parts of the chapter that will aid their informational reading, such as:

Titles

Chapter objectives

Headings and subheadings

Vocabulary lists

Bold print (key vocabulary in context)

Captions

Side bars

Maps

Graphs (Circle, pie, bar, picto-gram, etc.)

Pictures

Bullets

Review questions

Quizzes

Show students examples of these elements and talk about their function. What is the difference between a graph and a picture? What is the difference between a bullet point and a bold heading? Help students understand how these elements are used to organize text and to highlight important information. One way to do so is by providing a blank outline that students can fill in with key headings and topics.

Review these elements before each chapter, and be sure to point out these elements in other expository texts, assessments, or articles that students encounter.

Part II: Use a "chapter walk"

Now that students know the basics, they can begin to preview content more and more independently as the school year progresses by using a "chapter walk."

Step 1: Have students look for:

the objectives of the chapter

key vocabulary

visual elements (pictures, maps, diagrams, and graphs)

headings and subheadings

captions.

Step 2: Based on what they find, ask students to predict what the chapter will be about.

Step 3: Guide students to some key concepts and vocabulary words by asking questions about their predictions (see example below).

Step 4: Ask students to share what they know about the chapter topics.

Step 5: As students get more practice with this technique, ask them to use the review questions at the end of the chapter to help them predict what they will learn before they begin to read.

An activity like this may take some time at first because it's time-consuming to teach. If you use it with regularity, however, it will become easier and quicker, and students will be able to do this on their own at the beginning of a new chapter.

As you move through these activities on a regular basis, students will become more confident with their ability to find information independently. Help student understand that this is a skill that they can use in all of their classes and that it will be very helpful to them throughout their academic career, especially as they get to more difficult courses and more difficult textbooks. They will appreciate the tools and skills you are giving them to learn and succeed!

Hot links
Teach-nology.com: Using Parts of a Book (worksheets)
These activities focus on the parts of a book such as the Table of Contents and Index.
Parts of a Book (Riddles)
These riddles from TeacherVision.com offer a good review for ELLs just learning new vocabulary words related to books.
Text Features: Non-Fiction Printed Page vs. Website Format
This chart from ReadWriteThink.org gives students a reference for comparing non-fiction textbook or printed material to website content features.
Expository Text Structures and Signal Words
This document originally posted by U-46 School District in Elgin, Illinois provides an overview of five expository text structures, associated signal words, and related graphic organizers.
Text-Mapping Project
Step-by-step lesson plan on how to map text with students.

Video: Chapter Walk with Me!

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Teaching ELLs to Navigate Textbooks Effectively

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Knowing how to navigate a textbook effectively is an important part of a student's ability to access new content. Conversely, being unable to read and use a textbook is a major obstacle for students when presented with new material and concepts across the curriculum, especially if a class calls for extended independent reading and review of the textbook.

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Using Timelines to Enhance Comprehension

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Educators may find timelines a useful strategy for a variety of educational purposes. They can be used to record events from a story or a history lesson in a sequential format. They can help students keep events in chronological order as they write summaries.

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One of the greatest challenges in helping English language learners (ELLs) master Social Studies content is the role of background knowledge. The resources below provide ideas and guidance for planning effective Social Studies lessons for ELLs as well as for choosing appropriate academic language and vocabulary.

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One of the greatest challenges in helping English language learners (ELLs) master Social Studies content is the role of background knowledge. The resources below provide ideas and guidance for planning effective Social Studies lessons for ELLs as well as for choosing appropriate academic language and vocabulary.

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TRTW is a great way to structure ESL lessons to ensure that students are practicing all 4 ELPS. 

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TRTW is a great way to structure ESL lessons to ensure that students are practicing all 4 ELPS. 

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#29. Talk-Read-Talk-Write: Creating a Language-Rich Classroom - ELL Strategies | TanKHuynh

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Applying Nancy Motley's Talk Read Talk Write (TRTW) strategy in the ELL classroom. Differentiating TRTW for Beginning to Bridging ELs.

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Secondary and Elementary examples of using sentence stems for writing

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Secondary and Elementary examples of using sentence stems for writing

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This technique gives students the opportunity to respond in the form of a complete sentence to effectively communicate. Sentence stems provide scaffolding to help students get started in speaking or writing without the added pressure of thinking about how to correctly formulate a response.

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Brighter Thinking Blog | Cambridge University Press

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In a survey with our teacher panel, 63% of teachers we spoke to felt language was a barrier to their English as a second language (ESL) students' science learning. In a series of short, practical articles, ESL expert, Sally Burbeary shares her ideas and activities to help you break down this barrier.

In this article, Sally looks at the importance of CLIL in lesson planning and how to include all four English skills in your lesson - without becoming an English teacher! Over to Sally...
Let's start with planning
You are a science teacher not an English teacher. You aren't expected to teach English but being aware of the main challenges when teaching and learning science through English as a second language, means that you are equipped to help your learners reduce or remove the language barrier. When you teach science in English, planning is key! When you are planning, ask yourself:

What science topic am I covering?

What English words and structures will my learners need to use?

This is where CLIL is so important. CLIL is: " Content and Language Integrated L earning."

Using all four skills

It is important to use all four skills when learning science in English. To help your learners, you should provide an opportunity in every lesson for learners to:

English is not a phonetic language which makes learning English as a second language challenging. It is not easy to know how to pronounce words when we look at them written down. Learners are more likely to recognise a word when they hear it, rather than when they read it. Similarly, it is often difficult for learners to spell science words accurately when writing in English. This is why it is helpful for learners to use all four skills in science lessons.

This is an example of a challenge when reading English words. Look at the word "science." We need knowledge of how to decode letters and sounds when we read and say English words.

As a science teacher, you cannot teach your learners all about decoding when reading and speaking, but there are other strategies you can use. To help learners recognise words when they see them and know how to pronounce them, we need to expose learners to what the words look like and sound like. This is just one of the methods of teaching science to ESL students.

Here is a very quick way of using all four skills in your lessons. At the start of your lesson, think of the key word or words that are important for today's lesson, for example: "volume."

Write the word, or words, on the board = see it

Say the word (in context) "today we are going to talk about volume." = hear it

Ask learners to write down what they are learning about (even if they copy from the board) = write it

Ask learners to tell you what they are going to learn about in class today = say it

By taking these few simple steps, you are providing the opportunity for learners to: see it, say it, hear it and write it.

Here, we've covered the importance of CLIL and providing opportunities for your learners to use all four English skills when learning science. Next in the series we'll be looking at another activity to help your learners with pronunciation.
About the author:
Sally has worked in education for over 20 years both in the UK and internationally. As a consultant, she uses her knowledge to help other teachers and trainers. She is an author of our Cambridge Checkpoint Science English Language Skills Workbook, which helps students understand scientific terms and express themselves effectively in English.

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Unlocking science for English language learners

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In a survey with our teacher panel, 63% of teachers we spoke to felt language was a barrier to their English as a second language (ESL) students' science learning. In a series of short, practical articles, ESL expert, Sally Burbeary shares her ideas and activities to help you break down this barrier.

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Brighter Thinking Blog | Cambridge University Press

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In a recent survey with our teacher panel, 63% of teachers we spoke to felt language was a barrier to their ESL students' science learning. In a series of short, practical articles, ESL expert, Sally Burbeary shares some ideas and activities to help you break down this barrier.

In the previous article, we looked at how to use content and language integrated learning (CLIL) to develop your learners' understanding of science content, and the importance of using all four English skills. In the second of our series, Sally shares a quick activity to help learners understand how to pronounce scientific words correctly.

As we saw in the previous article, English isn't a phonetic language - this means words are often not pronounced as they look when written down. This a key challenge when teaching esl students science.

A simple way to overcome this, is to encourage your learners to keep a personal science dictionary, including the key words from the lesson and any other new words they discover and want to record. It could look something like this:

It is important for learners to use the words repeatedly if they are really going to learn them. The table below gives learners this opportunity and is also useful for you to check if they can use the words accurately and have understood the meaning well. If this is too advanced, you could provide a sentence starter, for example: "This is a ...................," rather than expecting learners to write a full sentence independently. You could use both approaches in your class depending on the English level of each learner.

About the author:
Sally has worked in education for over 20 years both in the UK and internationally. As a consultant, she uses her knowledge to help other teachers and trainers. She is an author of our Cambridge Checkpoint Science English Language Skills Workbook, which helps students understand scientific terms and express themselves effectively in English.

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Unlocking science for English language learners, part two

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In a recent survey with our teacher panel, 63% of teachers we spoke to felt language was a barrier to their ESL students' science learning. In a series of short, practical articles, ESL expert, Sally Burbeary shares some ideas and activities to help you break down this barrier.

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This page has links to important ESL writing sites. It's part of the English learning Website www.rong-chang.com, a huge English learning resource with thousands of conversations, essays, and exercises.

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If you're teaching writing and are looking for some of the best ESL writing activities, along with worksheets, lesson plans and more then you're in the right place. Keep on reading for everything you need to know about teaching English writing.

Let's check out the top ESOL writing exercises and activities to consider trying out with your students.

ESL Writing Activities and Games: Top 23

Are you ready to get into the ESL writing exercises? Then let's get to the best English writing ideas.

#1: 3 Things ESL Writing Activity

I'm ALL about simple and easy for writing activities in emergency situations when you don't have a lot of time to prep. 3 Things is ideal because it requires nothing except a pen and paper and also requires no prep time.

The way it works is that students think of 3 random things. Then, they give those words to a partner who has to write a short story using them. It can be serious or silly and kind of depends on the words chosen.

Do you want to give it a try with your students? Check out all the details here: 3 Things English Writing Activity.

#2: Journaling for English Learners

When I teach ESL writing classes, I always have students keep a journal. It can either be with pen and paper or online. It's a fun way for students to work on writing fluency and have some freedom to write about topics they want to write about, not just the ones that I assign.

If you want to see how I set up this ESL writing exercise, check out the following: Journaling for ESL Students.

#3: Postcards ESOL Writing Exercise

If you're looking for a simple, fun ESL writing activity, then you may want to consider having your students write some postcards. Ideally, you could get your hands of a stack of blank, unused postcards. But, if not, students can design their own and then trade with someone else who can fill in the back.

Learn more about this fun writing activity here: ESL Postcard Writing Activity.

#4: A to Z Alphabet Game

Remember that writing is more than a 5-paragraph essay. It's any time a student is writing something, even one word. With that in mind, you may want to try out this ESL writing game for beginners.

The way it works is that you name a topic. Jobs or animals for example. Then, students have to think of one word for each letter. I give my students a certain amount of time and the team with the most words is the winner.

Do you want to give this writing activity for beginners a try? Check it out here: A-Z ESL Writing Activity.

#5: Conjunctions and Transitions

Words like but, so, and, however, etc. are key in English writing because they join ideas, sentences and paragraphs together. This makes writing easier to understand and helps it to flow better. Even beginners can learn about using things like and or but.

Here are some of the ideas for teaching these words: ESL Conjunction and Transition Activities.

#6: Whiteboard Games

I don't know why, but students really love to write on the whiteboard. There are a ton of relay type ESL writing activities that you can do. Here are some of the best ones:

ESL Whiteboard Activities.

#7: Dictogloss

If you want to challenge your students with some serious listening and writing, then consider this dictogloss ESL activity. The way it works is that you find a passage or write one at an appropriate level for your students.

Then, put the student into pairs and read out the passage at a slightly faster pace than normal. Students have to take notes and then attempt to recreate what they heard by writing. Read the passage again and students add to what they have. Finally, they can compare their version with the original one.

Do you want to give it a try? Read this first: Dictogloss ESL Writing and Listening Activity.

#8: How to Teach English Writing to Beginners

Back when I did the CELTA course, my tutor told me that writing doesn't have to be a 5 paragraph essay. It can actually be any time the students are writing something in English. With this in mind, here are some of the best activities for absolute beginners to English writing:

Teaching ESL Writing to Beginners.

#9: Fill out an Application Form

One very practical writing activity that we can do with our students is getting them to fill out an application form. If they plan on living in an English speaking country, they'll certainly have to do this. And, there's often some very specific vocabulary and expected answers that you can help them with.

More details here: ESL Writing Application Form.

#10: Sentence Structure Activities

In speaking, our students can sometimes get away without having great sentence structure. This is because people often speak in sentence fragments and rarely in full sentences.

However, in writing, sentence structure is key and vital to helping our students get their ideas across on paper. Here are some of the best activities to help our students practice this:

ESL Sentence Structure Games and Activities.

#11: Is that Sentence Correct?

A simple reading and writing activity is this one that focuses on error correction. The way it works is that you make some sentences, some of which have errors and some that do not. Students have to decide which ones are incorrect and them correct them. It's ideal for review at the end of class or the beginning of the next one.

Learn more about this writing activity here: ESL Error Correction Activity.

#12: Proof-Reading and Editing

A key part of writing well is proof-reading and editing. Everyone does it, even professional writers! Instead of the students relying on me to correct their errors for them, I like to teach them do to edit their own work. It's a key skill in the writing process but often overlooked by many English teachers.

Check out this activity for helping students with this writing skill: ESL Proofreading and Editing.

Spending some time working on self-editing skills, instead of relying on the teacher-editing model is a nice way to improve student autonomy in English writing classes.

#13: Focus on Fluency Activity

Many ESL writing textbooks (and teachers too) focus on accuracy in English writing at the expense of fluency. However, both are needed if students are to become proficient in English essay writing. After all, no employer is going to appreciate an employee who can write a simple, but perfect email in half a day! Most would expect it to happen in a few minutes.

Check out this activity to help our students out with this: Fluency ESL Writing Activity.

#14: Word Association

I like to use this quick writing activity if I know that students have studied the topic of the day before. For example, jobs and weather are very common in almost all ESL textbooks and if students are at a high-beginner or intermediate level, I guarantee that they already know some of these vocabulary items.

You can find out how to do it right here: ESL Word Association Activity.

#15: ESL Surveys

I love to use surveys in my classes. They are a super versatile activity that covers all 4 skills, including writing. It's also easy to make a survey for just about any topic or grammar point. See why I love them so much?

If you want to know more, then you'll want to check this out: TEFL Surveys.

#16: Opinion Activities and Games

Opinion essays are a classic writing activity for both English learners and students in high school or university. That's why I like to give my students some chances to practice writing and supporting their opinions in my classes. Do you want to try out some of the best ones? You can find out all the details right here:

ESL Opinion Activities.

#17: Parts of Speech Activities for ESL

English writing is ALL about parts of speech. After all, if you don't know where the verb, subject, object, adjectives and adverbs go, how can you have any chance of making a coherent English sentence? It's nearly impossible!

That's why I like to do some worksheets and practice with my students related to this. If you want to try it out too, here are some of the best ideas:

ESL Parts of Speech Activities.

#18: Spelling Challenge Game

Spelling is an important, but often neglected part of writing. In my opinion, it's worth spending some classroom time on and one way to do that is with this word challenge game. Because it's done on the whiteboard, it's ideal for smaller classes.

Want to find out what it's all about? You can right here: ESL Spelling Challenge Activity.

#19: Dictation

A nice TEFL writing activity that you might want to try out is dictation. It covers not only writing, but also listening, spelling, punctuation, grammar and vocabulary in a big way. Is it obvious why I like it so much?

Try it out with your students today. Learn more here: ESL Dictation Writing Activity.

#20: Fun ESL Writing Game for All Ages and Levels

#21: Brainstorm Games and Activities

One of my favourite, simple ESL writing activities is to get students to brainstorm words or things related to a certain topic or category. It's a nice way to get some creative juices flowing and can also be used for a quick warmer or review activity.

There are a number of engaging, student-centred activities to consider. Here are some of my favourites: Brain Storming Games.

#22: Freeze Writing Activity

Group writing activities for TEFL classes are few and far between. However, freeze is one of the best ones to consider. Students have to work collaboratively to make stories, line by line is a fun and engaging way.

Want to give it a try? Find out how: Freeze Activity.

#23: Five Paragraph Essay Writing

For higher-level students, it can be a worthwhile activity to teach students how to write academic essays. Here's an outline and some tips for how to do that:
Five-Paragraph Essay Template.
ESL Writing FAQs

There are a number of common questions that people have about teaching English writing. Here are the answers to some of the most popular ones.

What is ESL Writing?

ESL technically refers to English as a Second Language but the more common usage is anyone who is a non-native speaker of English, whether or not it's their second, third or fourth language. ESL writing focus specifically on writing skills.

How can ESL Students Improve Writing?

There are a number of ways that ESL students can improve their writing skills:

1. Practice, both in class and outside of class is key.

2. Give students a reason to write.

3. Use peer correction.

4. Offer self-editing checklists.

5. Give students some freedom to choose what to write about.

6. Use a variety of writing activities and games.

7. Give students a chance to revise their work based on feedback.

8. Strive to make English writing fun and engaging

9. Make it relevant to real-life.

10. Ensure that your ESL writing classes target the level of the students.

How Can ESL Beginners Learn to Write?

Remember that ESL beginners will not be able to write a 5-paragraph academic essay. Instead, you may want to focus on things like filling in the blanks on a worksheet or writing very simple sentences with a subject, verb, and object.

Why is Writing Difficult for ESL Students?

Writing can be a little bit difficult for ESL students because it not only involves vocabulary and grammar, but things like punctuation, capital letters as well as style and other writing conventions. What does make it easier is that it doesn't happen in real time like with speaking.

Did you Like these ESOL Writing Exercises?

Yes? Thought so. Then you're going to love this book you can easily find on Amazon: ESL Writing Activities, Games & Teaching Tips. It's the first and only ESL activity book dedicated exclusively to teaching writing and it's a must-have if you're teaching these kinds of classes.

You can easily get these ESL writing activities in both digital and print formats. Consider keeping a copy on the bookshelf in your office and using it as a handy reference guide. Or, bring the digital version with you on your phone or tablet to your favourite coffee shop for some serious lesson planning for your English writing classes.

It really is that easy to have ESL writing classes! Check out the book on Amazon, but only if you want to get yourself a serious dose of ESL teaching awesome in your life:

Do you Have an ESL Writing Grading Rubric?

If you're looking for a bit of guidance on how to evaluate your students' writing, then you're in the right place. We strongly recommend using a simple rubric that'll save you a ton of time. Plus, students will understand why they got the grade that they did. All the details can be found here:

ESL Writing Grading Rubric.

ESL Writing Lesson Plans

If you're looking for some ready-made writing lesson plans that can help your students improve their skills in a big way, you'll want to check out our top recommendations:
One Stop English ESL Library
ESL Writing Worksheets

The good news for English teachers is that there are a ton of English writing worksheets to help you out with just about anything! Why reinvent the wheel if another English teacher has already done the hard work, right? Here are some of the best ESL writing worksheets:
Busy Teacher
ESL Writing Assignments

If you're not sure about writing assignment options for your ESL/EFL students, here are some of the best ideas that you'll want to check out:

Consider Investing in Grammarly if you Teach ESL Writing

If you teach English writing, then one of the top tools we can recommend to you is Grammarly. It can help you catch lots of errors that your students are making in their writing. It's fast and easy to run written assignments through it.

The other reason to consider Grammarly is for the plagiarism checker. It's a simple way to find out who is actually doing written assignments on their own and who is stealing things from the Internet. Head over there now to find out more about their services:
The World's Best Automated Proofreader
Teaching Writing to ESL Students

Do you want to find out more details about teaching ESL writing? Then you'll certainly want to check out this short video on YouTube:

Have your say about these ESL Writing Activities and Exercises

What do you think about these writing ESL activities? Did you try out one of them from this or have another that you'd like to recommend? Leave a comment below and let us know what you think. We'd love to hear from you.

Also be sure to give this article a share on Facebook, Pinterest, or Twitter. It'll help other busy English teachers, like yourself find this useful resource for teaching English writing.

Last update on 2021-09-08 / Affiliate links / Images from Amazon Product Advertising API

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ESL Writing Exercises, Games, Activities & Lesson Plans for Kids & Adults

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If you're teaching writing and are looking for some of the best ESL writing activities, along with worksheets, lesson plans and more then you're in the right place. Keep on reading for everything you need to know about teaching English writing. Let's check out the top ESOL writing exercises and activities to consider trying out with your students.

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Email scams and storytelling

In the ESL writing class, I try to make lessons that help students develop practical skills.
Read moreReal life editing exercise

ESL teachers sometimes need donuts. They also need writing lessons that students can finish in 20-30 minutes. Here are two activities.
Read moreTwo Short Writing Activities

Here is a high beginner+ ESL classroom activity that blends reading, writing, listening and speaking skills.
Read moreESL Activity: Conversations and Note-Taking about Inventions

This 45-minute (or less) drill helps students learn to write 4 kinds of sentences.
Read moreESL Writing Drill: 4 Key Sentences

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In the ESL writing class, I try to make lessons that help students develop practical skills. Read moreReal life editing exercise ESL teachers sometimes need donuts. They also need writing lessons that students can finish in 20-30 minutes. Here are two activities.

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Noun Project: Free Icons & Stock Photos for Everything

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Noun Project has the most diverse collection of free icons and stock photos. Download SVG and PNG. Over 5 million art-quality icons and free photos.

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First Year Teaching Advice for Brand New ESL Teachers | ESL Teacher Tips!

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Every lesson (in every content area) involving EL's, should incorporate reading, writing, listening, and speaking practice. This is so that students can have practice in all four ELP areas in every class.

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Online Teaching Games and Ideas for Teaching Verbs to ESL Learners

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This guest blog post was written by my friend Becca over at Science Rocks! She is a terrific teacher with a lot of experience working with ELL students in her science classroom and I collaborated with her in writing this post. I think her ideas are full of fantastic tips for teachers who teach English Language Learners.
If you've been teaching for a while, chances are you have had some ELL (English language learner) students in your classroom. I've known many teachers that have panicked and asked me "how can I teach them science if they don't speak English?" I think many teachers tend to think they need to dumb down the content for these students. They aren't dumb! Your job is to make the content accessible. It's been my experience that ELL students are amazingly hard workers and are a blast to work with. My friend Bethany Lau over at Science with Mrs. Lau and I have created a list of best-practice tips for working with ELL students. We also have some helpful resources to share with you!

Tip #1: Get them talking! A quiet classroom is not conducive to learning a new language. Many students are scared to speak out loud in English, especially in front of the entire class. To help build their confidence, try small group discussions first. To ensure that every student has spoken to his or her group, give each student something color-coded (I use colored popsicle sticks from the dollar store). When a student speaks, they place their popsicle stick in the center of the table. It is easy as a teacher to walk around and monitor who is speaking and who isn't. Make it a requirement that each student has to speak at least twice during group discussions.

Tip #2: SLOW down when you are talking, and use nonverbal cues. This is much easier to do when you have all your ELL students together in one class, but when they are mixed with native English speakers we often don't realize how fast we are talking. It is really difficult for ELL students to process when you are speaking a mile a minute. So take a deep breath, slow down, and use your hands and other nonverbal gestures. Don't be afraid to act things out! Yes they will giggle, and yes they will love it.

Tip #3: Build vocabulary. When you teach new words, always make your students repeat the word out loud after you say it. And if they aren't loud, make them do it again. If you have a word wall in your classroom, go down the list frequently and make your students say them with you. To help students remember the definitions, discuss prefixes and suffixes to help them decode meanings.

Find fun ways for students to practice those new words. Instead of doing vocabulary worksheets, do vocabulary games instead! Bingo is an awesome way to review vocabulary words before a test. Create a bingo card from a free online bingo-card maker such as http://osric.com/bingo-card-generator/. Type in the words you want your students to learn and print a class set. Instead of calling out the words, say the definition and the students need to cover up the correct word. If they get a bingo, they need to say the words out loud in order to win a prize.

Tip #4: Utilize pictures. I used to try and translate parts of my power points into Spanish before the lesson thinking I was doing my students a favor.

I quickly realized that:

1. Google translate is frequently wrong

2. Many of my students could speak fluent Spanish but couldn't read it.

3. Even if they could read most of it, they didn't know the content specific terms in Spanish. Why would I want my students to learn the word "homeostasis" in Spanish AND English? Let's just stick with English.

Instead of translating, stick with visual pictures. Pictures are understood in all languages. Include them as much as possible in your lessons and power points. Make students draw pictures in their notes. Include pictures in all your articles you want students to read. A great pre-reading activity is to have students look at the pictures and captions in an article before they read the body paragraphs. Have them guess what the article is about based on the pictures and discuss with their neighbors (get those popsicle sticks back out). If you have a word wall in your classroom, make sure it includes pictures too! The more they see a picture associated with a new word, the more likely they will remember what it means.

Tip #5: Learn about their language and culture, and include it in your lessons when applicable. Students will have more buy-in to your lessons when they feel like their language and culture is valued. If you can connect their language to the content, chances are they will remember it better. For example, students use the term "liga" in Spanish to mean rubber band or hair elastic. When teaching "ligaments," discuss how they are stretchy unlike tendons. Students won't forget!

Tip #6: Use Manipulatives! Sometimes students need help learning how to structure their writing into logical paragraphs (even native English speakers need this too!) If you have sample paragraphs for them to learn from, you can print separate sentences out on separate lines, and cut them into strips. Then you can mix the sentences up and have students order them in how they should logically appear in a sentence! You can also do this for other parts of a lab report, like the procedure section or even the proper labels for a graph!

You could create your own writing structure manipulatives, or you can check out Bethany Lau's Lab Report Writing Activity Bundle found here. She has a set of activities with manipulative for each and every part of the lab report with a lot of examples for students to learn from.

Tip #7: Get them writing as much as possible. Data shows that when students take the state language proficiency tests, they struggle the most with writing. Find ways to get students writing on a daily basis. This could work in many different formats- just find one that works for you. Daily bellwork is a great place to start, as well as having students keep writing journals.

What should you have them write about? Check out these writing prompts from Science Rocks' store!

These were designed to be used before new concepts are taught, and allows the teacher to assess prior knowledge and check for misconceptions. When students are first learning English, allow them to write in their native language if they are able to and plug in English words that they know. Throughout the year as their language improves, you will see their writing transform from fragmented to fluid sentences.

Another great writing strategy for ELL students are sentence frames. For students still learning how to write a complete sentence, give them half the sentence first and have them fill in the blanks. For example, a hypothesis on a lab report for an ELL student could look like this: "If I change ___________, then I think ___________ will happen, because __________.

Tip #8: Model. And then model some more. As science teachers we tend to think of "modeling" as meaning "I'll show them how to do a lab before it's their turn." Modeling applies to so much more than labs.

1. Model reading strategies. As you read through articles out loud, stop and discuss. What was the main idea? What did you highlight and why?

2. Model writing strategies. When you assign those writing prompts, work through one with them first. Show them what a quality answer would look like.

3. Model behaviors. Many students will enter your classroom from different backgrounds. Behaviors that may have been acceptable where they grew up may not be acceptable in your classroom. If you want them to give a verbal presentation with eye contact, show them what a good presentation looks like first.

4. Model word pronunciation. Sometimes if students are nervous to say things in English, I have them teach me how to say the phrase in their native language first. Once they have giggled at my horrible pronunciation, they aren't so embarrassed to pronounce things in English.

Tip #9: Modify. Yes, one more thing to add to your to-do list. But it can honestly be as simple as cutting down the number of questions for them to complete, or adding pictures to an assessment. One of my favorite websites to find nonfiction science articles on is newsela.com. Not only is it free to use, but once you find an article you can change the lexile! That means all your students can be reading the same article but at a reading level that is assessable to them.

Tip #10: Use formative assessment frequently, and celebrate gains. It's important to check in with ELL students often. Many of them will take notes, smile, and nod during class, but only understood 20% of what was discussed. Exit tickets and note summaries are great ways to check in and see where they need help and what they have mastered. Make your exit tickets specific. Don't just say, "One thing I still need help with is..." but instead ask them to answer a specific question related to the lesson. This will help you group them by mastery and focus on the students that really need your help. Once they have mastered a new concept or learned new vocabulary, don't forget to celebrate! Let them know you are proud of them, and they will work harder in the future. If students feel like their hard work is recognized and celebrated, they will continue to work hard!

We'd love to hear stories from you about what helps your ELL students! Let us know in the comments!

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Ten Tips for Teaching ELL Science - Science and Math with Mrs. Lau

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This guest blog post was written by my friend Becca over at Science Rocks! She is a terrific teacher with a lot of experience working with ELL students in her science classroom and I collaborated with her in writing this post. I think her ideas are full of fantastic tips for teachers who teach English Language [...]

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Activities for Teaching Vocabulary to ESL Teenagers | Tips and Games

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ELL Students and Assessments | Effective Accommodations

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Examples of sentence stems

Reading sentence frame examples:

I wonder...

I like/dislike...

I am confused about...

This situation reminds me of...

I think this setting is important because...

I think the relationship between ___ and ___ is interesting because...

I was disappointed by...

The conclusion is...

The theme is...

The rising conflict is...

Writing sentence frame examples:

Can you tell me more about...

I did not understand this part, can you explain...

What do you mean by...

To be clear, you are saying...

You mentioned ___. Can you elaborate...

I see ___ differently because...

I agree/disagree with you because...

What is another way to express...

Social Studies sentence frame examples:

The cause of ___ was...

The effect of ___ was...

___ is important to ___ because...

The most likely reason for ___ was...

The similarities/differences between ___ and ___ are...

___ led to...

Science sentence frame examples:

I observed...

I noticed a change in...

The cause of ___ was...

The effect of ___ was...

The data reflects...

The similarities/differences between ___ and ___ are...

The pattern I notice is...

Based on ___ I can conclude...

Math sentence frame examples:

I know I need to ___ because...

My solution is reasonable because...

The first step in the process is to...

I need to solve for...

This is a multistep problem because...

I still have a question about...

Can you explain...

I can prove my thinking by...

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Reading sentence frame examples: I wonder... I like/dislike... I am confused about... This situation reminds me of... I think this setting is important because... I think the relationship between ___ and ___ is interesting because... I was disappointed by... The conclusion is... The theme is... The rising conflict is...

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Speaking Activities for ESL Teens | Sentence Stems

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TOP 20 ESL games to get your students talking! - Linguish

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As educators, we recognize that all students learn best in a variety of ways, and no two are exactly alike. Providing various strategies and utilizing engaging techniques helps to reach a wide array of learners across all subject areas. This can prove to be challenging, yet rewarding. We recognize that students have unique needs and learning goals, and that all students should have an equal opportunity to succeed. Providing flexibility in the way that students access and engage with materials is key.

This holds true especially for those learners who might be classified as ENL, learners that are focusing on English as a new language. This can be broken down further to describe additional student needs. English Language Learners, or ELL students, describes students who might be learning English as a second, third, or even fourth language, and ESL refers specifically to students working towards proficiency with English as their second language, often following their own native language. A crucial part of working with ENL students is remaining cognizant of their unique and culturally-rich backgrounds and needs.

It is important to be fully open-minded while instructing and working alongside ENL students. We have gathered information and strategies designed to help you work with the ENL population in your classroom. Not only will these students learn a lot from you as you work with them, but it is almost guaranteed that you will learn a great deal from them as well.

Universal Design for Learning (UDL) - Thinking about teaching and learning in a way that offers all students an equal opportunity to gain knowledge and succeed is the basis of the UDL framework. This framework includes three key principles: engagement, representation, and action and expression. Its goal is to remove barriers to learning by utilizing a wide variety of teaching tools, strategies, and resources. UDL focuses on flexibility that can be adjusted readily to meet an individual's strengths and specific needs. Utilizing UDL in your classroom can reduce the need for specific accommodations and saves time by being proactive by providing supports across the board for a diverse population of learners.

Culturally Relevant Pedagogy (CRP) and Culturally Sustaining Pedagogy (CSP) - CRP focuses on multiple facets of student success and encourages students to maintain their cultural identities. CSP uses native culture and language to impact a native learner's achievements in a positive way. CRP accepts student backgrounds, while CSP views schools as places to encourage a student's native culture. It allows students to thrive and show pride for their unique backgrounds while becoming a part of a positive classroom and school culture.

Triple E Framework - University of Michigan Professor Liz Kolb developed the Triple E framework as a way to meet the desires of educators who were looking for a way to focus on learning goals and then incorporate technology as needed and where appropriate. The framework focuses on learning first and technology second, and the principle that effective technology integration happens with positive instructional strategies. Utilizing this framework helps to ensure that students are purposeful in the way they use technology so it effectively helps one to reach his or her goals. This framework applies to all subject areas.

Social Justice Standards - This framework provides guidance to ensure anti-bias education for grade Kindergarten through twelve. Consisting of four domains, identity, diversity, justice, and action, the standards promote knowledge and skills related to reducing prejudice and collective action. These are based on the four anti-bias education goals for early childhood education created by Louise Derman-Sparks. It is important to note that we each have our own biases, and being aware of those is highly beneficial. You can learn more by taking an implicit bias test such as Project Implicit, hosted by Harvard University.

It is important to get to know your ENL students first, including their cultural and religious traditions, prior experiences, personalities, interests, hobbies, and families. This will help you to more fully meet each learner's needs and address challenges that might arise. Look for opportunities to continuously learn more about your students.

While "ice breaker" type activities might be effective and worthwhile for some, reach further and utilize techniques that will make your ENL students to feel more comfortable and willing to share with you and the other learners in the classroom. Be mindful of tuning in to what each student shares with you. Ask questions that let each individual know you are interested in learning more about his or her background, interests, and goals. Building trust may take time, but by being observant and cognizant of unique needs, you can help to ensure that each one feels comfortable learning in your classroom, whether it is in a physical or virtual setting, each and every day.

A critical goal while working with all learners is to make a point to honor each student's culture heritage equally by teaching students in ways that allow them to sustain what is important about their culture. One way to do this is to take a close look at a student's community and support what makes up that particular culture. Consider utilizing literature for different nationalities that share a common theme. This will allow students to feel supported and will help them to be fully engaged. This might require going outside of the curriculum and it may require some additional time to gather appropriate and effective resources. However, this can be applied to all subjects and offers culturally relevant pedagogy and also lends itself to culturally sustaining pedagogy.

Case studies have revealed that it is not out of the ordinary for a broad spread of nationalities and ethnicities to exist within one classroom. This might consist of mostly English-speaking learners combined with a few non-native English speakers. Some students might have little to no English exposure and poor literacy within their own native language as well. Other learners might be multilingual, but speak no English at all, and many come from home environments with parents or caretakers who do not speak any English. Still, other learners might not be fluent in English, but have parents who are, and this can also prove to be challenging for educators.

Allowing students to be advocates for themselves and engaging in strong cultural understanding while remaining open-minded to all perspectives is critical. Providing opportunities for collaboration can be key too. Students that come from other cultures and backgrounds can easily feel left out. Utilizing peers to work alongside them can be a strong strategy, and meeting parents where they are within their own culture is also important. One should not make assumptions about what is occurring at home, but rather should be open-minded and willing to learn and grow alongside the student and his or her family.

The ages of your students and their learning environments are also important to consider. Various strategies will make sense for some elementary learners but may not work for those in a secondary level program. For example, elementary students might benefit from being grouped with other students that have similar needs. This will help to provide them with additional support. High school learners may benefit instead from being matched up with a teacher that they can check in with routinely. This support person can help to make sure they are on track with their goals and help with organization and time management skills, or other needs that the student might have.
Continue to Strategies Back to Top

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When does 1 + 1 add up to way more than two?

When you combine ESL and math!

Whether you are an ESL teacher adding math to your curriculum or a math teacher with ELL students in your classroom, you are in luck.

Here's why: Teaching two subjects at once isn't the juggling act it sounds like.

In fact, if you have the tools you need to succeed, teaching math and ESL together can be an incredibly rewarding experience, both for you and for your students.

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

Why Teach Math in Your ESL Classes

The idea of teaching both ESL and math at the same time might seem daunting, but it doesn't have to be. In fact, many experts agree that teaching another subject is a great way to enhance ESL teaching.

Content and Language Integrated Learning, also known as CLIL, is a major feature of European instruction and is at the heart of teaching math in your ESL classes. CLIL programs are designed to integrate both language and content learning such that both the content and the language are acquired simultaneously by the student.

Experts and CLIL supporters say that teaching another subject in English, like math or history, rather than teaching straight English, is a great way to improve proficiency in English.

The literature surrounding CLIL details the ways in which language is used in CLIL contexts to learn as well as to communicate, something that it is very important to be mindful of as an ESL math teacher.

Pointers for Teaching Math to ESL Students

No matter what level you are teaching, it's good to remember a few basic rules:

Teach to what your students know, either ESL-wise or math-wise. In other words, use words that your students already know when introducing a new math concept, or review concepts that you know your students know when introducing new English vocabulary.

As much as possible, try to avoid introducing new math concepts and new vocabulary at the same time. If this is unavoidable, do so slowly and be sure to spend an adequate amount of time covering all of the new material.

Speak out loud as you work through the math, explaining what you are doing as you do it, and using the same vocabulary each time whenever possible. For example, say, "I'm adding all of the integers in the ones column. I'm carrying the 1..." This allows students access to the words that they need to solve problems and to explain where they went wrong if needed.

Invite students to participate, ask questions and solve problems themselves as part of the class. The more your students can participate during instruction, the more capable they will be as independent workers during homework assignments, quizzes and tests.

If classes get a little heavy, some fun learning videos and educational content from FluentU always go a long way!For a much-needed break from math and English class, be sure to find some videos for the students. But not to worry, with interactive quizzes and flashcards, the learning will continue!

How to Teach Math to Beginner, Intermediate and Advanced ESL Learners

One of the major issues of teaching math in English class, however, is that math and English levels do not always line up. When you are working within a CLIL structure, often math and English link up fairly well, but if, for example, you have an ELL learner in your mainstream class, you might have to work to accommodate the level of your students.

The following examples assume that your ESL math learners are in a situation similar to that of a CLIL structure, which is to say, their math and English levels line up. However, some of these examples can be adapted for an ELL situation, depending on your creativity.

Teaching Math to ESL Beginners

Beginner ESL math should begin with a short, straight vocabulary lesson. After all, students will need to have access to certain vocabulary words in order to solve even the most basic of problems.

Introduce this vocabulary as early as possible, for example, with a traditional vocab lesson structure, and be sure to come back to it often. You may even want to post often-used words somewhere on your classroom wall for easy access.

Key vocabulary for beginners

Number words, including cardinal (three) and ordinal (third) forms

Words related to basic mathematical operations:

Addition, add, sum, plus

Subtraction, subtract, difference, minus

Multiplication, multiply, product, times

Division, divide, quotient

Equals

How to write and present basic math problems

Once your students have the words that they need, you can begin presenting basic math problems to them.

Consider writing your first problems using both the signs and the actual words for the operations involved, or invite your students to add one or the other. For example, a worksheet could include the following problem:
Four plus six equals
The student would then have to write out the problem as follows before solving it:

4 + 6 =

As students become more advanced, write the problems the opposite way, making the students responsible for transcribing the mathematical symbols into English words before solving the problem.

Math games and activities for beginners

Some of the best ways to reinforce the newly acquired skills of your students is with games and activities. Here are a few of our favorites:

Zip, Zap, Zop. This game is best used with factors, though creative teachers will find ways to use it with a variety of math skills. When used to remember factors, choose an integer-nine, for example-and have students count in a circle.

When a number with the number nine in it (such as 19 or 29) is said, the student who is supposed to say 19 (or 29) will instead say "Zip!" and point to another student, out of order. The counting then continues again.

In the same fashion, students landing on factors of nine, such as three, will say "Zap!" and students landing on numbers for which nine is a divisor, like 27, will say "Zop."

Teaching Math to Intermediate ESL Learners

Take advantage of intermediate learners' increasing levels in both math and English by using more English in the classroom. No longer simply numbers-related, math now becomes just as much about words.

Writing word problems for ESL learners

Word problems are perhaps the best way to allow ESL math learners to progress. After all, where better do English and math meet?

When writing word problems for ESL learners or modifying pre-existing word problems for ESL learners, bear a few key rules in mind:

Keep sentences simple. The math is complicated enough; ESL learners will have a much easier time solving problems if the ideas are presented in simple, declarative sentences.

For example, instead of saying, "If Farmer John has three pigs and two sheep, and both of the sheep have a lamb, how many animals does he have on the farm?" Try, "Farmer John has three pigs, two sheep and two baby sheep (lambs). How many animals are on the farm?"

Offer your students a list of key words. For example, give them a worksheet, having them associate words with the four primary operations:

Addition: sum, plus, and, with, add

Subtraction: minus, difference, lose, remove, take away

Multiplication: times, product, by, multiply, groups

Division: divide, quotient, of, divide

Math games and activities for intermediate learners

Here are some great activities to try with intermediate learners, both in the classroom and for homework.

Creating word problems. Once students have learned about word problems, try helping them write and illustrate their own!

Partner draw. Increase intermediate students' spatial awareness by having students draw a picture and hide it from their partner. Any picture can be used, but encourage students to use geometrical shapes that they know the names of, such as square, rectangle, circle and triangle.

A student may choose to draw a house and a yard with these shapes. Once the drawing is completed, each student describes the picture that he or she drew, using words that both students know. For example, "Draw a square in the center of the page with 4-inch sides, about 1 inch from the bottom. Draw an isosceles triangle on top, with the longest side adjacent to the top edge of the square."

As the student describes his or her picture, his or her partner attempts to replicate it. Encourage students to use words like "parallel," "perpendicular," "at a right angle to," "equilateral," "diameter" and any other geometrical words that you may have introduced in class.

Teaching Math to Advanced ESL Learners

Teaching math to advanced ESL learners can be a real joy. Once the advanced level is reached, logic and language interact in such a way as to give students the tools to begin to really think in English.

Theory and logic-related math for advanced learners

As advanced students begin working on more advanced word problems in English, you can begin introducing some more linguistic elements, particularly with relative clauses. For example:

In six years, Carl's father will be twice as old as Carl will be next year. When Carl's age is added to his father's age, the total is 42. How old are Carl and his father?

These sorts of problems force students to understand all of the information presented before they can even begin, and also help students to work with algebraic equations.

Once your ESL students are at an advanced level, you can use nearly any math resource with them. Just make sure to always provide them with the tools that they need. For example, while many languages use a variation of Latin terms when it comes to algebraic and geometric vocabulary, it's always a good idea to go through the vocab before beginning a unit pertaining to either one of these topics.

Activities for advanced ESL math learners

And as always, be sure to let the level of your students dictate your lessons as much as possible. If you realize that students are already adept at simple word problems, offer them some more advanced ones to tackle. If you realize that the vocabulary of some of your students is lacking, try some vocab exercises before moving on to more advanced math.

By allowing English and math knowledge to build upon one another in the classroom, your experience-and that of your ESL students-will only be richer.

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

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The Approachable Guide to Teaching Math in ESL Classes

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When does 1 + 1 add up to way more than two? When you combine ESL and math! Whether you are an ESL teacher adding math to your curriculum or a math teacher with ELL students in your classroom, you are in luck. Here's why: Teaching two subjects at once isn't the juggling act it sounds like.

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CORE provides comprehensive professional learning services to preK-12 instructional leaders and teachers. Click or Call to learn more! 888.249.6155

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3 ESL Strategies to implement in Math classes

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3 ESL Strategies to implement in Math classes

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I teach 5th and 6th grade math to beginning English language learners. This post shares 3 critical strategies that support ELLs in the understanding of math concepts AND in the language of math. These are three "must haves" for any math classroom with ESL students, especially those with newcomers!

"Math is a universal language." Have you heard this saying? I must admit, it's drives me a little crazy! Have you seen "standardized" testing? There is a LOT of language involved in math, and for students who are new to the country, this poses a lot of obstacles. Not only do we teach grade level math concepts to our students, but we also need to teach the language of math.

So how can we best support our beginning ELLs in math? There is a reason I put vocabulary instruction at the top of the list. It simply cannot be ignored if we want our students to be successful.

1 - Vocabulary Instruction
There are three types of vocabulary: tier 1 is basic vocabulary, tier 2 is grade level vocabulary (terms most native English speakers are familiar with), and tier 3 is low frequency content specific vocabulary. ALL students need explicit instruction in the third tier!Being aware of all 3 types is important, and knowing your students is key in deciding which words might need front-loading before a lesson.

Ex. of Tier 1 Basic Vocabulary - tall, short, fast, long, more, less, far, close, heavy, light, around, cover, most, many, about, big, small, fill, full, empty, all, etc.

Ex. of Tier 2 "Grade Level" Vocabulary (math language) - increase, decrease, greatest, least, altogether, replace, combine, random, weight, length, opposite, distance, etc.

Ex. of Tier 3 Content Vocabulary - ratio, probability, quadrilaterals, polygons, equations, diameter, circumference, coefficient, variable, volume, capacity, scalene, kilometer, etc.

In classrooms with beginning ELLs, vocabulary is one of the main focuses of instruction. Terms from all 3 levels need to be explicitly taught. Analyzing the math lesson during the planning phase and looking for terms that need front-loading is vital to providing comprehensible instruction. On days that I'm introducing a new concept, I KNOW that my primary focus is on vocabulary.
---- Vocabulary Building Activities ----
I use the KIM Strategy for direct vocabulary instruction. To read a post about this highly effective vocabulary strategy, click HERE.

Key vocabulary is introduced, a simple kid friendly definition is produced and visual "memory clue" is illustrated.

Make vocabulary fun:)

Write terms on one set of cards and visuals or examples on another set, then pass out cards to students. As an "exit ticket" they must find their matching partner.

The vocabulary terms on this day were "ascending" and "descending." My sixth graders used the KIM strategy in their notebooks at the beginning of class. We practiced putting numbers (fractions, decimals, percents) in ascending and descending order. At the end of class, I passed out index cards with percentages, and their "exit" task was to get into descending order. Then I mixed the cards up and asked them to get into ascending order.

I always add an interactive notebook activity, or a foldable activity, to follow up. This resource provides students with a reference during their independent work time. These also are used as study tools before unit assessments.

To find these math resources, click HERE.

The direct vocabulary instruction always come first, then I find ways to get my students up and out of their seats for fun vocabulary building activities. This physical activity helps to solidify their understanding. An interactive notebook, or foldable, activity usually follows. Then we practice using the vocabulary throughout the unit with sentence frames to support their language acquisition.

2 - Visuals and Anchor Charts
Beginning ELLs do the majority of their learning by watching. Meaningful visuals are key to their understanding. My lessons are loaded with visuals and I am constantly drawing pictures to show what something means. I really wish I could draw!!

It's always a challenge, but my students get a kick out of my efforts. LOL! If only it could be this simple...

It would be so much easier for me, and for them! :)

Color coding is also an effective visual strategy. My students copied this capacity "diagram" in their math notebooks using 5 different colors.

Add visuals to math notebooks for each lesson so that students have a reference.

On the left hand page is a visual chart for the "Types of Lines" vocabulary. To be successful with independent activities, such as centers and homework, they have everything they need in their notebooks.
Use images that relate math to the real world around them.

I often use the"Essential Questions for 6th Grade Math" pages by The Illustrated Classroom. They've been a real life saver to me! The visuals are great and the text is simplified. I print them at 75%, cut the excess edges off, then have my students glue them into their notebooks. It works great!

Create a visual math word wall. I use this word wall, also by The Illustrated Classroom. Another math reference tool with visuals, and a great place to introduce AND review content vocabulary.

Math Videos - I absolutely love using short math videos in class, especially the ones on You Tube by NumbeRock!!

The visuals are spot on, and each video is short, only about 2-3 minutes. My students love them and can see the math concepts in action. These videos are often a part of my introductory lessons.

I also use Brain Pop Jr. videos.

Even though the "Jr." version is for grades K-3, the focus is on vocabulary, and the language is simplified, so compared to the upper elementary BP version, I find that it's a better fit for my beginning 5th and 6th graders.

Creating anchor charts is also invaluable. Pinterest is such a great place to find inspiration for math anchor charts! It's my go-to destination for ideas! As long as we are learning about a concept, the anchor chart stays up for viewing. When we go back to review at the end of the year for state assessments, or spiral back to a concept later, the anchor chart gets pulled out again. Some charts stay up all year!

The most important thing to remember about teaching beginning English language learners, IMO, is that you need to show the concept visually FIRST, along with explicit vocabulary instruction. Even with definitions, adding a visual can be "worth a thousand words." ;)

When I am planning a math lesson, I think to myself, "How can I show this concept to my students?" And... "Where can I add meaningful visuals?" If I'm teaching fractions, I want to show them parts of a whole. Maybe that means breaking a Hershey's candy bar into pieces, or cutting a pan of brownies into equal parts. (I see a chocolate theme happening here!) If I am teaching probability, I want to show the concepts of certain, impossible, likely and unlikely.

It's all about Visuals - Visuals - Visuals!!
3 - Hands On Activities
Manipulative and hands-on activities are a great way for students to see "how" math works. Cubes, tiles, measuring tools, foldable activities, food, tangrams, fraction pieces, dice and games are just some ways we can get our students working on and practicing math skills. When students are using their hands, they are focused on "doing" something, compared to when they are note taking or using receptive skills to understand a lesson or new vocabulary. Here they get to practice and try out their math thinking. It's also a great way for ME to see what they understand, as well as what might need clarifying. When math is FUN, and students have had both vocabulary building and meaningful visuals beforehand, the hands-on activities are where they can dive in and practice what they've learned.

Vocabulary, visuals and hands-on activities are the 3 must-have strategies for any math classroom with English language learners, especially beginners. Here's an example of all 3 in action.

Direct Vocabulary Instruction - term: "Data - a collection of information (facts, numbers, measurements)" Students copy this in their notebooks.

Visuals - Bar Graph Anchor Chart: Question Posed- "Which color do you like best?"

Collecting Data - Students come up and color in their favorite color choice. Then we analyze the the data. I ask questions like, Which color did most students like best? Which color did the least, or smallest, number of students like best? Which color did no students like the best? How many students chose the color red? How many students chose the color green? etc... This is a great time to build that tier 1 and 2 vocabulary.

Next, I want to model how to take this data and show it in a different way using a circle graph. See pics below.

>>> Data and Statistics - Day 2 <<<

We review the data from the circle graph and then convert fractions to percents in a whole group setting.

Hands-On Activity - My students gather data and use it to create their own circle graph. They will also convert fractions to percents.

They each get a baggie of skittles and predict how many are inside. Then they take out the skittles and gather their data. They count and note the amount for each color. Next they write the fraction for each color and convert that number into a decimal. Last, they create the circle graph the same way I modeled with the colored strips the day before. (The M&M Lab Activity by Lisa Tilmon can be found here.) My students all had a firm understanding of data collection after these 2 days. My teacher heart was smiling:)

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Vocabulary -- Visuals -- Hands-On Activities -- Oh Yea!!

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I hope that you found some helpful tips in this post. I'd love to hear about a strategy that you find to be a "must-have" when working with beginning English language learners!

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Math Strategies for Beginning English Language Learners

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An educational blog for sharing ideas, strategies and resources that support teachers of English Language Learners.