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Visual supports are a great asset to have in a classroom. Visuals can be anything like the one below, objectives, or drawings (Nikki, n.d.). By having visuals, ELLs will have reduced anxiety because they will have an additional source to observe. It will also help ELLs comprehend better and help with decoding. A lot of students are visual learners, especially when they do not understand English.

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One of the things that ELLs students struggle with the most is academic language. A way to help with that is to provide students with sentence stems (Gonzalez, 2014). It will allow the students to have a guide to write out their thoughts. It also allows for ELLs to see the proper form of academic sentences. Examples below will help English learners have a template for what they want to say. Lastly, it will help students understand exactly what is being asked for of them.

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When reading with a student it is very beneficial to have students activate their prior knowledge on the topic. It allows them to understand the story better and interpret the new information. It also engages the students. This will help ELL students have a head start in understanding the story. It allows them to be able to relate the story to their previous experiences. One of the best ways to activate prior knowledge is to create a web (Webbing, n.d.). Similar to the one below, you add the topic in the center and then add on the things that the students know about the topic. It is a great visual tool to activate prior knowledge.

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It is very important for teachers to create a classroom that is rich with communication. By reading often, ELL students will be exposed to more vocabulary and reading skills that are needed (Suits, n.d., p. 30). They will learn how to read with expression, accuracy, monitor for meaning, and many other skills when teachers do read-alouds often. Another way to have a communication rich classroom is to have words and sayings posted on the wall. Words walls, similar to the one attached, have common words that students are learning (Bruyère, 2019).

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To learn new words and letters in English, tracing is a great way to do that. With tracing, the student will learn the letter and words with the correct formation (Richardson & Dufrense, 2019, p. 30). This is a tactile experience, which will benefit the students who are still in their silent phase. It will build memory on the letters and words that student is tracing. It can be done on a whiteboard or on a worksheet, as shown below.

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Breiseth, L. (n.d.). Reading Comprehension Strategies for English Language Learners. Colorín Colorado. https://www.colorincolorado.org/article/reading-comprehension-strategies-english-language-learners

Bruyère, J. (Ed.). (2019, April 22). Building a Better Word Wall. Retrieved July 7, 2020, from https://www.edutopia.org/article/building-better-word-wall

Drucker, M. J. (2003). What Reading Teachers Should Know about ESL Learners. International Literacy Association, 21-29.

Gonzalez, J. (2014, December 11). 12 Ways to Support English Learners in the Mainstream Classroom. Retrieved July 7, 2020, from https://www.cultofpedagogy.com/supporting-esl-students-mainstream-classroom/

Hansen, L. (2006). Strategies for ELL Success. Science and Children.

Nikki. (n.d.). Why Visuals Are Important for ELLs. Retrieved July 8, 2020, from https://minds-in-bloom.com/why-visuals-are-important-for-ells/

Nora, J., & Echevarria, J. (2016). No More Low Expectations For English Learners.

Richardson, J., & Dufrense, M. (2019). The Next Step Forward in Word Study and Phonics. Scholastic.

Shared Reading. (n.d.). Retrieved July 7, 2020, from https://www.mondopub.com/c/@MrHUN88M9Mr66/Pages/sharedreading.html?

Strategies that make a difference. (n.d.). Retrieved July 7, 2020, from http://www.learnalberta.ca/content/ieptLibrary/documents/en/is/picture_walk.pdf

Suits, B. (n.d.). Guided Reading and Second-Language Learners. In Multicultural Education. (Reprinted from Multicultural Education)

TeachThought Staff. (2020, April 23). 20 Collaborative Learning Tips And Strategies For Teachers. Retrieved July 7, 2020, from https://www.teachthought.com/pedagogy/20-collaborative-learning-tips-and-strategies/

Webbing. (n.d.). Retrieved July 7, 2020, from https://teflpedia.com/Webbing

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Doing a picture walk is a great strategy to do before reading a book. A picture walk allows for students to make connections between their experience and the content (Breiseth, n.d.). While doing the picture walk, the teacher will point out important parts that are on each page. The students can express why those details are important and how they can relate. It will allow the students to get a grasp on the idea prior to reading. A diagram of what can be shown during a picture walk is posted below (Strategies That, n.d.).

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It is very important for teachers to value and build on the student's native language. There are many similarities between a native language and English, so using their native language will help with learning (Nora & Echevarria, 2016, p. 52). One way to do this is by having a cognate chart like the one below. This will have the words that have the same origin in both the native and English language.

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Cooperative grouping is where English language learners work with English speaking peers (Hansen, 2006, p. 23). By implementing cooperative grouping, ELLs will be able to have a buddy to do activities with and help. Some tips for how to group are shown in the chart below. Following the tips below will help the students learn new vocabulary words and strategies, among other things.
(TeachThought Staff, 2020).

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Shared reading is when the teacher and the students read a book from a single enlarged text (Drucker, 2003, p. 24). This provides English Learners with a chance to hear the language aloud, while also getting to look at it. The student will be able to see phonological representation of the words being read. The books are typically big books, like the one attached. This allows the students to have the chance to be interactive with the text (Shared Reading, n.d.). It also helps students learn more about concepts of print, if they need more assistance with that.

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it is important to teach vocabulary that the students need to know in order to be successful with reading (Breiseth, n.d.). This could be sight words, tier two words, or words that are in the book. Before reading, it is important to go over these words and give definitions in a way that the student will understand. It is also equally important for students to use the vocabulary on a daily basis in order to remember it. A great way to organize new vocabulary words is to use a vocabulary worksheet, such as the one below (Nora & Echevarria, 2016, p. 30).