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With this strategy, students are able to access visuals (pictures), sketches, and other non verbal cues to help them understand a topic (p.13). This strategy states to not stand in front of a class and just rely on the textbook as a visual representation. I would utilize this in my classroom by providing multiple visual aids for all students and make sure to use them within a lesson. What this means for me as a future teacher is to keep in mine to stray away from standing at the front of the classroom and lecturing to my students about the textbook, but provide multiple visual aids to help ensure understanding.

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As a teacher, you are to "model for students what they; are expected to do or produce" (pg. 12). With explaining and demonstrating your expectations for your students, you should share your thinking process aloud to your students to provide "critical input" to help them process the content more "deeply" (pg. 13). I would utilize this in my classroom by showing my students how to practice a new skill by scaffolding or using the I do, we do, you do, strategy to help benefit them. What this means for me as a future teacher is to ensure that I show my students how to do a task instead of expecting my students to know expectations without modeling.

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Using reflection activities helps to refresh the memory of your students. This helps to have your students feel more encouraged and confident. Reflection activities even correlate to Anchor Standards for writing-reading, Anchor standards for speaking and listening, and more (p.78). I will implement these in my classroom by having students complete an exit ticket or write in their journals regarding what they had learned so I know where they stand. What this means for me as a future teacher is to use reflection activities to help encourage my students confidence about what they learned and to help refresh memory.

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Sequencing activities are when teachers provide both text and images. An example of this would be comic strips. There is a lot of research proving the benefits and positive impacts on ELL students. I will utilize this in my classroom by using comic strips or strip stories and have the student cut out and place the events in order. (pg. 80) What this means for me as a future teacher is to use engaging sequencing activities to help with comprehension.

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In the book, there are two ways they like to teach academic vocabulary. One is by taking two or four words from a word list and categorize by grade level, then having students define the words by gestures, translation, or images (p.85). Another way they like to teach vocabulary is by using Brainpop Jr. where after each video a student watches, there is a word play game which helps to improve vocabulary. I would utilize Brainpop in my classroom due to how beneficial I think the word play activity would be. What this means for me as a future teacher is to be open to using technology in the classroom to help with vocabulary. Not everything has to be handwritten.

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A read aloud is used to "model fluent reading for students" (p.177). The teacher would select an appropriate text to read aloud for the student to hear the expression, rhythm, and intonation. A text aloud is also known as an interactive read aloud. It models fluent reading for students as well, but it also models "interactive with text through the use of reading strategies" (p.177). I would use this in my classroom by bringing students to the teacher table and reading as groups based on grade level and model the read aloud or think aloud strategy as needed. What this means to me as a future teacher is that it is very important for me to model how to read a text. My expression, rhythm, and intonation is very important so students can know how to correctly read.

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Scaffolding complex texts for students will provide students with opportunities to access complex text with the support they need while growing their comprehension and communication skills (pg. 179). This does not mean you need to make the text simple, you just have to text engineer it. Text engineer is adding pictures, chunking the text, adding focus questions, or providing space in the margins for students annotations. I would utilize this in my classroom by text engineering articles that have the same information but at different levels for all students to have a better understanding of what's being read. What this means to me as a future teacher is to experiment with how to text engineer to be able to scaffold text beneficially for my students.

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Clozes is another way to practice reading strategies and build background knowledge for writing (pg.180). It is a piece of text where several words have been removed with fill in the blanks. I will use this in my classroom as an activity to help students practice reading strategies. What this means for me as a future teacher is to use a variety of reading strategies such as Clozes to expand my students reading strategies.

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Micro-writing provides students with "frequent opportunities to produce short burst of writing" (pg.195). This is beneficial for students to practice writing skills and improve their confidence in writing. I would use this in my classroom by having students write on their own for 3-5 minutes then share to their table group about what they wrote about. What this means for me as a future teacher is to use micro-writing to help students either activate prior knowledge or prepare for longer writing pieces and not just expect them to write for a long period of time.

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When using this strategy, there are four elements that help create the conditions where student intrinsic motivation can flourish. You should use competence where "students feel like they are capable of successfully learning and completing assigned tasks" (p. 270), autonomy where "students feel like they have some control over what they are being taught" (p.270), relatedness where "students feel like the work they are being asked to do brings them into relationship with people they like and respect" (p.270), and relevance where "students feel that what they are studying is either aligned with their interests or can clearly help them achieve their goals" (p.271).

I would utilize this by using the four elements to help my students be successful. What this means for me as a future teacher is to keep in mind what helps my students succeed and provide multiple ways' for them to succeed.

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"ELLs are more likely to learn vocabulary if it is directly taught and then reinforced in various contexts" (p.276). Word charts are a great strategy to implement into a classroom for all students. It helps to pre-teach key vocab words or to reinforce what each words mean and you can put it into various contexts. What this means for me as an educator is to keep this in my tool box to give my students something that will help teach vocab terms. I can implement this in my classroom by giving my students word charts prior to a lesson so that they have an understanding of the new vocabulary and the vocab can be reinforced.

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"A note taking scaffold can look similar to a cloze passage and include the most important content with blanks for students to fill in as they listen throughout the lesson" (p.277). I will utilize this in my classroom by providing note taking scaffolds to offer my students ways to process new vocabulary.

What this means for me as a teacher is to give my students multiple note taking strategies so that they can pick what works for them.

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The use of graphic organizers help students to organize their learning, thoughts, and connections. Examples of graphic organizers can include "story maps, Venn Diagrams, timelines, Word Webs, and flow charts" (p.352). These are visual scaffolds that help to clarify concepts for students. Giving students a variety of organizers and asking them to reflect on which ones are more effective helps to encourage them to create their own and know what works best for them. This benefits ELL students by building their language skills and providing a push to get started. I would utilize graphic organizers in my classroom by making sure they are cognitively demanding and promote active learning. What this means for me as a teacher is to ensure to have multiple graphic organizers to see what works best for my students.

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With this strategy, you can maximize the use of visuals during instruction to help students better understand what is being taught. "Pictures, images, and multimedia" (p.352) are great ways to implement this into your classroom. What this means to me as a teacher is to use labeling visuals to "build vocabulary, phonemic awareness, and letter sound relationships" (p.352) to help my students succeed.

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Using this strategy help to tap into the students knowledge by using their primary language before and after a lesson. the teacher "begins with previewing the lesson with the student in the students home language" (p.353), then the teacher presents the lesson in English while using sheltered instruction methods as the view, and finally a short review in the students home language to help with misconceptions. I can implement this in my classroom by seeing if this method works with my student to help them succeed and yet still challenge them in a productive struggle way. What this means to me as a future teacher is to keep providing different ways in which my student can succeed.

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This strategy can help ELL students by having them write sentences written in their language using the Mainstream American English. I would implement this in my classroom by having my students use their worksheet to help increase their knowledge of Mainstream American English. What this means for me as a future teacher is to know when my students are ready for this type of challenging worksheet and helping them understand how English is used compared to their native language.

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The ESL/ELL Teacher's Survival Guide Citation

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The ESL/ELL Teacher's Survival Guide Citation

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