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Cooperative learning is a collection of strategies in which students work tougher to complete a task. Effective group work must be carefully constructed and have open-ended questions rather than preset answers. Each team member should be assigned roles and clear descriptions of their tasks. The main way that it helps ELLs (English languague learners) is because it encourages them to work on their social and verbal interactions. It also allows them to show their competence in different ways. Cooperative learning allows ELLs to be in groups where their classmates can tutor them to help them succeed. I am planning to become a math teacher, so I would use this strategy in my classroom to create problems where each student in every group is needed to succeed on the task assigned. They would have to take all of their information and skills and put them together to get the answer needed at the end.
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.prodigygame.com%2Fblog%2Fcooperative-learning-principles-strategies%2F&psig=AOvVaw3WrGu_ExpBSVZIZDmzbtWI&ust=1614459092012000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCIju6Pi2iO8CFQAAAAAdAAAAABAS

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Predictable routines and signals are important in structuring a positive environment and reducing anxiety of ELLs (English language leaners). This is especially helpful for ELLs because they do not always understand what is being said in class, so the routines help them to know what sequence of events will happen during the day, this allows them to focus more on instruction than other things. Routines are not just important in elementary schools, they are useful in secondary school as well. Secondary schools should make their expectations for the year clear. Making sure to contextualize directions for the students helps ELLs understand what they are supposed to be doing in class. I would use routines and signals in my classroom to help my students to understand what I am teaching.
https://1.bp.blogspot.com/-zq-ENg1Dx2E/XQFKFLJoDZI/AAAAAAAAj3M/ZOLps_U25M8pjVBylZbvuZxNc6MNF-f2QCEwYBhgL/s1600/how-to-create-a-whole-class-visual-schedule.jpg

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Manipulatives are physical objects that students can use to support their thinking and learning. Realia are not the same thing as manipulatives because they are usually nondescript objects such as beans that do not necessarily represent real objects. I am going to be a math teacher, so I would use manipulatives like small props for acting out word problems, colored linking cubes to build patterns, or any other manipulatives that could help students learn concepts in math. To start using manipulatives, the concept must first be identified and explained how the manipulatives are used to represent it. Then I should demonstrate how to use it and how to connect what I am doing to the concept. Next, I would allow them to try to use the manipulative while I guide them through it. After that, I would allow them to practice it more in their own to try to get a better understanding of how it is used to learn the concept. Finally, we would review how the manipulative worked and how it connects to the concept.

https://www.google.com/url?sa=i&url=https%3A%2F%2Fmathsolutions.com%2Fms_classroom_lessons%2Fhelping-english-language-learners-make-sense-of-math-word-problems%2F&psig=AOvVaw2fIa8D9EKGv9Q0XCQVkT8R&ust=1614454280795000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCNi82IOliO8CFQAAAAAdAAAAABA0

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Vocabulary role-play encourages students to make connections with past experiences, content currently being learned, and new vocabulary. Students are able to role-play using the context of the vocabulary to help them learn it better than before. Having different exposures to new vocabulary with ELLs (English language learners) helps them to learn it more effectively than just having one exposure. A great way to help students learn the new vocabulary is to have them write a skit in a group using those words. Many times, the groups will use the words in different contexts to show that the words can be used in different ways. This allows ELLs to see English words used in different contexts to help them learn how to understand English better. I would use this in my classroom to help all students learn their vocabulary to understand the topic on a higher level and it also provides ELLs great practice in learning English.

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.teachingenglish.org.uk%2Farticle%2Frole-play&psig=AOvVaw3mLfJ-cD6ObP8E_eNCocbo&ust=1614456435220000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCNibiYmtiO8CFQAAAAAdAAAAABAK

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Modeled talk, also konwn as scaffold instruction uses the use of gestures, visuals, and demonstrations as explanations are made. The gestures and models provide examples for learners to follow and lower the studnets' anxiety  becasue it shows them what to do and how they should do it. The best thing to do to get prepared for this strategy is to identify the lesson that you want to teach and gather all the of the materials needed for it. Make sure to create physical gestures that will help studnets understand what they will need to do. Practice is the next thing an educator must do to prepare for the lesson to make sure that everyhting they will use will reach their studnets properly. The next thing a teacher must do it to create a visual that has directions that will be refrenced throughout the lesson. Then lastly review all of the steps to make sure they are sufficient for the studnets. After doing this, an eductor will be ready to use the modeled talk strategy.
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.assistiveware.com%2Flearn-aac%2Fstart-modeling&psig=AOvVaw3qsZMVhIC6PojrIaWSISOm&ust=1619147638155000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCJD9p6PxkPACFQAAAAAdAAAAABAR

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Learning centers are places in a classroom where studnets are encouraged to engage in hands-on activites to teach them new skills, expand their skills, and work with other students. The first step of creating a learning center is to identify the skills that students need to work on. Then set up materials that can be used to help them practice their skills. The next thing that educators should do is to introduce the learning center to the students and show them how everything is used. Next make a method to where studnets could document the work they do in the center. When updates are made to the learning center, educators should infrom their studnets what was changed. Make sure to check the studnets progess throughout the year and evalute how they are doing. It is also importnant to add technology to the learning center. Following all these steps are key to creating an effective learning center.
https://www.google.com/url?sa=i&url=https%3A%2F%2Farchello.com%2Fproject%2Fitce-learning-center&psig=AOvVaw0mBjsUPJJ5Cviae7AkBY5a&ust=1619154230446000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCLCMwt-JkfACFQAAAAAdAAAAABAV

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TPR is an approach to second-language aquisition that is based of off first-language aquisition research. The first step of this process is to choose the vocabulary that will be physicalized. This consists of choosing the verblal directions, colors, and parts of the body. The next step is to introduce the vocabulary gradually into the classroom. Start with about two or three commands then add from there. Dropping the physical model is the next step to take in the process. Once the studntes have practiced the original model, it can be removed. Then after that, add more commands in the model. Have them practice this until they understand it. Add more responses so that students recognize mroe ways to understand responeses.  Playing games should be added in as well to help them learn more words and parts of the lanaguage. Make sure to assess the studnets' progess throughout the year to determine how proficient they become. The last thing needed to keep it effective is to review it periodically to check to see how well it is working.
https://www.google.com/url?sa=i&url=https%3A%2F%2Ftwitter.com%2Fgbertoli7%2Fstatus%2F1043912165630136320&psig=AOvVaw0OO-MoVDZjGPmTXtQoysl3&ust=1619158456326000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCKjTprqZkfACFQAAAAAdAAAAABAE

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Story reenactment is a strategy that encourages studnets to act out stories after having read them to insreacse their understanding of content. The first step of this strategy is to read the story, either to the studnets or have them read it independently. After reading the story, then have the students retell the story and list the props they will need to reenact it. Next is to make all of the props for the reenactment. It is importnant to provide the studnets with materials for them to be able to create the porps they can for the reenactment. Then find a place to sotre the props where the studnets can find them easily. Use the props that were built and have studnets break into groups to act out the story. After using this technique to inform the students, educators shold assess how well it works and if it may need any tweaks to it to imporive its effectiveness.
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.blendspace.com%2Flessons%2Fm77ZVjKmGCKw8A%2Fell-and-technology-story-reenactment-and-repetition-innovation&psig=AOvVaw0EWoOVwu30k9Zaj8eawDeE&ust=1619212096769000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCMDyqaThkvACFQAAAAAdAAAAABAE

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Close reading is a strategy to help students uncover the layers of meaning that lead to deep comprehension. To start the strategy, one must read it out loud and discuss the many aspects the author used in writing the book or whatever is being read. Educators then need to observe and document the reading levels at which the students are at to keep them reading at their optimum level. This is key to improving a studnets reading ability. Make sure to choose texts that are complex enough for students to to learn mroe but not too complex for them to not understand it. Create quizzes that engage students in learning and asses what they have leanred. Then document the studnets strengths and weaknesses. Encourage studnets to ask questions about what they are reading to improve their learning. Ask studnets to reread books to find the deaper meaning to what the author was writing. Realte what the studnets are reading to their personal lives and past experiences. Observe and analyse what they are reading. Reflect on everyting they read to help then remember and learn form what they read.
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.themeasuredmom.com%2Fwhat-is-close-reading%2F&psig=AOvVaw2rRwFykRgEtB-LNtEvOHX0&ust=1619231700151000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCNiEh7Cqk_ACFQAAAAAdAAAAABAD

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Student autonomy allows students the freedom to make choices about where and with whom they would work. They are allowed to decide how they would like to demonstarte their knowledge of English. Students are allowed to choose topics they are interested in when demonstrating their knowledge of how literare they are in English to help build cultural relevant teaching. The requirements for studnets in this strategy is for them to be able to organize, summarize, and sythesize information. This still allows students to learn while allowing them to research things they are interested in. This allows them to educate themsleves in a fun way that does not feel forced on the students.
https://www.google.com/url?sa=i&url=https%3A%2F%2Fohiostate.pressbooks.pub%2Fdigitalwriting%2Fchapter%2Fch7_chapter_opener%2F&psig=AOvVaw3QE3ZxMMk5WGyUgg7zhrPX&ust=1619311180281000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCMjSiLvSlfACFQAAAAAdAAAAABAc

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Syntax surgery is a strategy that allows studnets to see the relationship of elements in a sentence that may be confuisng for students to understand. The first step of this strategy is to iddntify a problem that a child has in their classroom. A problem such as a student's home langauge causing them to have conflits with word order in English. Next create a sentece to perform "surgery" on. Create a sentcen and have studnets cut out where the sentence is wrong to fix it and rearange it in the correct order. After leanring how to fix it, create more sentences with similar patterns to fix it. Make sure to delay this process if it is interfering with the communication with the studnets. Once communcaiton between the educator and the student are sufficient, then this strategy can be applied.
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DWo4rrkyozAA&psig=AOvVaw1AIrKmzqp4iMVcu98wq7hR&ust=1619243582699000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCMCci5XXk_ACFQAAAAAdAAAAABAL

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Contrastive analysis is the study of a pair of languages with the plan of identifying thier differeences and similarities. The child that already knows their home langauge uses syntactic and semantic features tend to interfere with the same features in English. Contrastive analysis uses the similarities and differences between a student's home languaue and the language they are trying to learn to teach them. The educator must have knowledge of the studnet's home language to use it for the student to learn it. Identifying the similarities are key to truly helping a student to learn English.
https://www.google.com/url?sa=i&url=https%3A%2F%2Fprezi.com%2Fp%2Fvujsbowfs2q5%2Fcontrastive-analysis-esol-domain-2%2F&psig=AOvVaw1Ib6wfhF_Rxt14cyTwq6AT&ust=1619290344782000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCJi_wuGElfACFQAAAAAdAAAAABAg

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In-the-moment translanguaging is strategy used to teach students using their home languague and the language they are trying learn to teach them. The idea behind using both langaugees is to first use English, then if they do not understand it, repaet what was said in their home language so that they can still understand and learn everything while also leanring English as the same time. This strategy makes there a sort of fluid use between the two languages. Using this technique prepares studetns to face English-only schools and courses needed.
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.hmhco.com%2Fblog%2Ftranslanguaging-making-strategic-use-of-emergent-bilinguals-complete-linguistic-repertoires&psig=AOvVaw16FpBzj6QJXYgNM63WkNXh&ust=1619302180370000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCIidp-ywlfACFQAAAAAdAAAAABAL

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Supplimental asessments are replacement quizzes, oral tellings, and text-to-text connection webs that a student who is learning English may better understand to better illustrate the students knowledge of that they may not show doing traditional English-only assessments. A way to allow students to demonstrate their knowledge is to allow them to work in small groups and have them summarize reenactments, artifacts, or virtual retellings. Linking them to their culture and heritage gives students motivation to show better results. It is shown that students find more excitement towards working with and learning from their peers. Relating the supplementary assessments to the students culture is key to getting them to be invested in learning.
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.boardworkseducation.com%2Fsupplementing-the-feedback-assessment-cycle-in-a-remote-environment%2F&psig=AOvVaw1cn3_Tc_i5fNwlpkhoXFD-&ust=1619319698579000&source=images&cd=vfe&ved=0CAIQjRxqGAoTCJj91JLylfACFQAAAAAdAAAAABC3AQ

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Nash, K. T., Glover, C. P., & Polson, B. (2021). Toward culturally sustaining teaching: early childhood educators honor children with practices for equity and change. Routledge, Taylor & Francis Group.

Herrell, A. L., & Jordan, M. (2020). 50 strategies for teaching English language learners. Hoboken: Pearson.