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There is not necessarily any scaffolding that needs to be done in order to help students with this technique. The only scaffolding that could possibly be needed would be translating some words in order to explain the meaning. You could just use your computer to translate the words.

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- Not all students are ready to learn these words.
- The words they are wanting to know could be inappropriate.

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- Students are excited and enthusiastic.
- It is important to the student.

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Capitalizes on students’ immediate need to know words.

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It is always great when the teacher is modeling for their ELL students. It shows the student exactly what is expected.

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- Using groups may allow some students to get by without actually knowing what is expected of them.
- A student may not like the teacher and not want to write like she is writing.

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- Showing the correct things you want students to be able to do.
- Students know exactly what is expected of them.

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Students are taught writing strategies in small groups in which all members are at the same stage of writing development or have similar needs.

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This is a great technique for teaching ELLs because you are giving them a visual representation. Check in that what you are doing is translating correctly to them.

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- Students may not find their teacher interesting, so they don’t want to do things that they do.
- Teacher needs to check multiple times throughout the modeling that the students are keeping up.

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- The student knows exactly what is expected of them because they their teacher has shown them.
- They are motivated because their teacher is an important role model to them.

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Demonstrating some language element that the student is having difficulty with or needs to learn.

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Make sure the classroom environment is safe and everyone feels like they can share their thoughts freely.

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- Quality talk doesn’t just come automatically.
- Discussion works best when there is an emotional component.

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- Students are encouraged to respond freely and openly.
- Students can build on each other’s responses.

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A shared approach in which both teacher and students play essential roles.

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I would make sure the student has a list of words from the story in their native language that they might not know in English.

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- Hard to grade because there is no right or wrong answer.
- The teacher leads the recap, recapping could be lead more by the students.

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- Helps student sget more out of their reading.
- Focuses on content rather than strategies.

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Highly effective technique that emphasizes collaboration and discussions.

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CLOSE reading might actually help ELLs because of the intense amount of time looking at the text and features the authors use. The intensity of this strategy might give ELLs a better understanding.

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In order to use this technique it would probably need to be in a one-to-one setting in order to give the. the attention and time they need to process what they’ve read.

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- Student could act like they don’t know since the teacher and student go back and forth asking questions.
- Using this as a whole class activity could make it difficult to hear from everyone.

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- Designed for one-on-one instruction of struggling readers.
- Can be used with groups and whole classes.

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One of the simplest and most effective devices for getting children to create questions.

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- The Atlantic stated that, “students almost universally hate close reading, and they rarely wind up understanding it anyway.”
- Getting through a book more quickly might help students to better appreciate the literature they are reading.

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- Easy to differentiate.
- Choose text that requires a fair amount of rigor, this will challenge students and encourage critical thinking.
- This can be applied across several different content areas and grade levels.

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Requires a careful analysis of the text and typically requires reading to determine what the author is saying, the language the author is using, the evidence being provided, and literary devices and text structures being used.

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https://youtu.be/U6ypW5E1cwY

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When taking a text walk with an ELL we want to give them lots of different visuals so they can make connections with their native language and English.

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- Dependent on knowledge of text features and the ability to self-scaffold through discussion.
- Have to teach students how to find these features and how they self-scaffold.

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- Helps readers determine what is important to the text and to them.
- Students can access important background knowledge of text features.

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It guides students in the reading of text features in order to access prior knowledge, make connections, and set a purpose for reading expository text.

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The purpose of think-aloud is to help ELLs to develop the ability to monitor their reading comprehension and employ strategies to facilitate understanding of text.

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- Not as helpful for advanced and beginning readers.
- If students don’t feel comfortable speaking outloud  they can write down their thoughts. However, students who aren’t as proficient in writing could struggle.

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- Helps assess student comprehension.
- Get a sense of students’ overall thinking process.
- Can be performed in an informal way to be less time consuming.

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Think-alouds are used to show the thought process students use as they read or write.

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L1: 3rd grade (at grade level)
L2: 2nd grade

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I would provide my ELL student with words that are on their level in English, along with words that are on their level in Spanish.

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- Some students have difficulty with rimes. So the rimes need to be broken down into their individual sounds.
- It is suggested that students work in small groups alongside the teacher. This can be difficult when there are 20 other students that also need your attention.

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- The more time at-risk students spent working at their level, the better their progress.
- It is convenient and economical.

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Convenient way to introduce vowels in rimes or patterns.