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This resource contains definitions of frequently used words and phrases related to English Language Learners.

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Ever wondered what a semantic organizer was? Or the difference between ELD and ENL? Or perhaps you just want to learn a new word everyday! Find out the definitions of many of the terms related to English language learners (ELLs) in our glossary of frequently used words and phrases.

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This guide provides School Leaders with strategies on how to engage and connect with the families of ELL students. The strategies fall under the categories of connection, communication, participation, leadership, partnerships, and creating plans.

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This book goes through ideas, resources, and activities for engaging the families of ELLS. The authors provide readers with realistic scenarios to explain how the resources would be played out.

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Engaging the Families of ELLs: Ideas, Resources, and Activities

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Engaging the Families of ELLs: Ideas, Resources, and Activities [Rubin, Renee, Sutterby, John, Abrego, Michelle] on Amazon.com. *FREE* shipping on qualifying offers. Engaging the Families of ELLs: Ideas, Resources, and Activities

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Sentence frames allow for students to practice speaking and may relieve some of the anxiety or intimidation around speaking. They are a way of scaffolding language and allowing for students to be completing the same tasks no matter their proficiency level. These would be a helpful tool to have accessible in the classroom on the walls or in a student's folder.

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When inviting guardians of EL students to conferences, they may be experiencing different emotions and not know what to do. If schools provided guardians with these tips and guidelines, they would feel more comfortable and prepared heading into the conference. It would contribute to guardians and students feeling safe and accepted in the school community.

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This article from Colorin Colorado provides educators with strategies and key components to making math instruction accessible for ELL's.

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Math Instruction for English Language Learners

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Several years ago, I met a high school math teacher named Hillary Hansen who had just taught her first Basic Math course for English language learners (ELLs). She wanted so much to provide the students with the good foundation they needed, but she felt unable to engage them in her lessons. By the end of the year, she was exhausted and frustrated.That summer she had an opportunity to join a district Sheltered Instruction Observation Protocol (SIOP) cohort to receive professional development and support the needs of ELLs in content classes. She learned about the importance of language acquisition, building background knowledge, increasing student language production, and explicitly teaching academic language. She began the following school year with a new set of tools and a deeper understanding of the instructional scaffolding ELLs need in order to learn the content while also learning English.While Hillary still felt challenged and was working hard, the second year was much more successful for her and her students. She felt she was providing them with the foundation they needed not only to understand the mathematical concepts, but also to successfully interact within a math classroom in order to learn more advanced concepts.As a result of more effective instruction, her students:Understood the content better and were working together to find creative ways to learnIncreased their participation in discussions and learned how to use instructional supports in the classFelt more comfortable with math and asking questions to get the help they neededYou can learn more about some strategies that Hillary and other teachers recommend for teaching ELLs math in the information below, along with reflection tips and ideas for getting to know your students’ math backgrounds.ELL Math Resource CollectionThis resource collection features several ideas for teaching math to ELLs.Reflection QuestionsHow much math instruction have your ELLs received in their prior schooling?How much do their levels of math background vary?What are some of their strengths related to math?What are some of their challenges?What are some practical ways your ELLs are using math in their daily lives?What kinds of strategies have supported their success or engagement in other areas?What are some ways that collaboration or co-teaching might support your ELLs?What are some leadership opportunities you might give ELLs in pair work or small group work?Learn About Students’ Math BackgroundsTeaching ELLs: Tips for Math TeachersPrint PDF >It’s important to remember that ELLs’ math backgrounds may vary significantly. Some students may have had consistent schooling where they developed strong math skills. Others may have limited or no formal schooling, but may have practical skills related to time, money, or other daily topics. If possible, find out whether students have attended school regularly and what kind of experience they have had with math instruction and with math in general. Look for ways to tie instruction to student interests (like sports) and responsibilities at home that involve math, such as helping with family finances, working in family businesses, and holding other jobs. For example, students from migrant farmworker families may be using math related to agriculture, such as weighing or selling produce. Also keep in mind that students may use other numeric and measurement systems students, such as metric system, Celsius, military time, etc.In addition, Pennsylvania educators Sally Lopez and Erin Minick also encourage educators to:Look for leadership opportunities for all students in math classProvide students with opportunities to “teach” others, work together, and demonstrate what they know in multiple waysGroup students intentionally and with sensitivity, avoiding the designation of specific students as “needing more help” in their grouping, partner assignments, or placement in the classroom(Ms. Lopez and Ms. Minick conducted a book study focused on Teaching Math to Multilingual Students, which you can learn more about from their website.)Keep in mind that veteran educators of ELLs also stress the importance of getting to know students as a key part of supporting student success. For example, in this NCELA webinar, Dr. Haiwen Chu, a national expert on mathematics education for English Learners at WestEd, recalls that visiting his high school students’ neighborhoods provided valuable insights on their experiences and familiar topics.See additional ideas for getting to you know your ELLs in 10 Strategies for Building Relationships with ELLs.The Language of MathAlthough it is easy to assume that many ELLs will excel in math class because math is a “universal language” and students may have had prior educational experience that included mathematical instruction, that assumption can lead educators astray. While computational skills may transfer, ELLs may still need support with language-focused tasks, such as solving word problems, learning (and using) math vocabulary, and writing explanations. All of these skills require a language proficiency that sometimes exceeds our expectations. We tend to think of mathematics as a subject that does not require a strong command of language. In reality, however, mathematical reasoning and problem solving are closely linked to language and rely upon a firm understanding of basic math vocabulary (Dale & Cuevas, 1992; Jarret, 1999), especially when considered along with the demands of college- and career-ready standards.Co-Teaching and CollaborationFor many educators, the challenge of bringing language and math instruction together is a relatively new one. ELL teachers who hadn’t taught content areas previously are now being asked to lead or support instruction in the math classroom, and many math teachers who don’t see themselves as language instructors are now responsible for providing effective math instruction to ELLs. When educators collaborate, however, they can better understand each other’s expertise and combine their expertise for the benefit of students.For example, when planning a lesson, a math teacher and an ELL teacher could collaborate to identify both the target content, such as key standards, concepts, or specific topics, as well as key vocabulary, academic language, and the language-focused tasks students will need to complete the lesson. These tasks might include writing out a proof, reading a math problem, explaining how to solve a problem, or writing out numbers as words. The ELL specialist could walk the math teacher through this process several times so that it becomes a more integrated part of the math teacher’s planning over time. After the lesson, the teachers could identify other areas of focus or clarification needed and share these insights with their colleagues.Another tool content teachers can use is language objectives, which help target the language demands of the lesson. You can learn more about them in the videos featuring Mr. Jesus Ortiz below.Teaching Academic VocabularyVocabulary instruction is essential for effective math instruction. Not only does it include teaching math-specific terms such as “percent” or “decimal,” but it also includes understanding the difference between the mathematical definition of a word and other definitions of that word, as well as understanding the concept a vocabulary word describes.The following example, used in a presentation by Dr. Judit Moschkovich of the University of California at Santa Cruz, underscores why vocabulary must be introduced within the context of the content (Moschkovich, 2008): In this problem, the student is instructed to “find x.” The student obviously knew the meaning of the word “find” because they “found” it on the page and circled it. The student even put a note on the page to help the teacher in locating the lost “x”. The student understood the meaning of “find” in one context, but not in the appropriate mathematical context.I recently helped a math teacher create a sheltered lesson, and I was surprised to find that there were some vocabulary words that I didn’t understand. My lack of familiarity with the words hindered my ability to do the math problem and gave me a deeper empathy for ELLs who struggle in the same way with vocabulary and comprehending math assignments.Following is a list of tips for explicitly teaching mathematical academic vocabulary.Teach key academic vocabularyAfter you identify your target content, identify the academic vocabulary words that students will need to understand that content. Some of these key phrases or new vocabulary words may also be helpful to pre-teach in small groups or mini lessons. Think about:Academic vocabulary (equilateral)Words and phrases needed to solve a problem (less than, given, arrange)Common words needed to solve word problems (train station, dolphin, favorite)Homophones (eight/ate, plane/plain, one/won, two/to/too, four/for, some/sum)Words that students are likely to encounter in other settings (formula, prove)Words that represent a numerical value necessary for solving the problem, such as measurement words (foot, feet, meter, pounds, kilometers)After you identify the vocabulary you wish to teach, use scaffolds for academic vocabulary, such as: Visuals: These can include visual representations of concepts, photos, and illustrations of key vocabulary words, posters, and number lines.Realia (real objects) and manipulatives: These might include hands-on objects related to a topic or small items, such as coins or small blocks for counting, sorting, weighing, etc.Graphic organizers: Graphic organizers are tools that allow students to organize information in a visual or hands-on way.Anchor charts: Anchor charts are posters that students and teachers co-create to highlight key concepts and vocabulary that students will need for reference.Offer students the chance to work with objects and images in order to master vocabulary. If there aren’t enough items for each student, use manipulatives on the overhead or posted throughout the classroom, and demonstrate the vocabulary in front of the students. For example, Hillary created a Math Word Wall that has three parts: key vocabulary, “in your own words” definitions, and a variety of ways to portray a function. For example, multiplication is portrayed by the following symbols: x, *, and ( ).In addition, it can be helpful to ask students which strategies support their learning. Students often can provide valuable information on what is working for them!For examples of how vocabulary can impact students’ understanding of math problems, see the related video with ESL teacher Anne Formato below.Teach words with multiple meaningsDemonstrate that vocabulary can have multiple meanings. Help students understand the different meanings of words, as well as how to use them correctly in a mathematical context. This is also a good opportunity for using visuals and realia. Examples include:YardPlotTableProofAreaEvenPlanePlaceTimesBillQuarterChangeDraw on students’ home languagesUse cognates, which are related words in two languages. English and Spanish have many cognates within academic terms, like fraction/fracción.Use translated words or phrases strategically. For example, New York University has published bilingual glossaries for several topics.Allow (and encourage!) students to use their languages in group work to solve problems, brainstorm, and review material. Students will understand material better if they explain it to another student, and the new student will benefit from hearing the explanation in their first language.Increasing Student Language ProductionThe language demands of math are complex. Working with an ELL specialist can be a good starting point for identifying some of the math demands of the lessons you are teaching, as well as for planning how to teach and scaffold those language demands.As I’ve worked with content area teachers in my district to develop Sheltered Instruction lessons and activities to enhance ELL learning, I’ve told them, “If a student doesn’t say it in your class, they’re never going to say it.” This is a bit dramatic, but it’s true to some extent. When students learn new vocabulary, the opportunity to use it must be presented in class, because students are unlikely to try it out on their own — especially academic words like “parallelogram” or “function”!Here are some tips to increase student-to-student interaction with academic language in the math classroom:Have students translate symbols into words, and write the sentence out. Hillary used this strategy to check students’ comprehension of problems before they solved them. For example, 3x + 4 = 16 would be written out, “Three times X plus four equals sixteen.” This helps students process the operations involved in the question and gives them an opportunity to think through how to solve it. It also gives students a chance to familiarize themselves with important vocabulary words. Writing out the answer to a problem is a very important skill to develop because many state math tests require a constructed response to questions.Create a “sentence frame” and post it on the board. Write the format of the sentence you would like students to use in discussion and then hold them accountable for using it. For example, “The answer is _______ degrees because it is a _________ triangle. (Learn more in our sentence frame and sentence stems strategy.)Have students share problem-solving strategies. This involves asking a simple question, such as, “Did anyone else get the answer in a different way?” Then allow enough wait time so students can think through how their problem-solving process was similar or different to the one offered.Allow students to discuss how they are thinking about math. This is a way of redirecting the lesson from teacher-to-student to student-to-student. For example a student might ask a question, “How do you know what kind of triangle it is?” Instead of the teacher answering and going to the board and pointing out the names and different triangles, the teacher can simply ask, “Does someone have an answer? Or “Would someone like to offer help to Mario?” Allow students to share how they think about the math concept and any tips they have for remembering the information.Incorporate writing activities, such as entrance/exit tickets or math journals. This is an excellent way for students to process what they’ve learned and what questions they still have. The journal or exit/entrance ticket prompt could start with simple prompts such as, “One thing I learned today...” “One thing I still don’t understand…” “One way I can get the help I need…” “The answer to this problem is…” “Something that helped me was...“Challenge students to create their own math problems. This can be a fun activity if students create a problem similar to the ones you have used in class and they exchange problems with a partner. By creating the problem and checking the answer they are reinforcing their own learning.Teach students how to read, interpret, and summarize data. Provide students with explicit, step-by-step instructions in how to read charts, graphs, tables, and infographics, as well as how to describe what they observe in visual representations of data.Model the kinds of writing students are expected to complete (e.g., written explanations). Students need to see and understand what they are expected to do and produce, such as explaining how they solved a math problem. This is a great opportunity for the “gradual release” strategy -- I do, we do, you do.Try AI tools. Consider using AI tools to rewrite math problems for students at early levels of proficiency or to generate math problems with familiar vocabulary that achieve your target objective. Bilingual Glossaries in Content AreasNew York University has published several bilingual glossaries in multiple languages that cover different content areas, including elementary math, middle school math, Algebra 1 and 2, Calculus, and related math terms.Reading and Understanding Written Math ProblemsWritten word problems present a unique challenge to ELL students and teachers alike. In Reading and Understanding Written Math Problems, Brenda Krick-Morales writes, “Word problems in mathematics often pose a challenge because they require that students read and comprehend the text of the problem, identify the question that needs to be answered, and finally create and solve a numerical equation — ELLs who have had formal education in their home countries generally do not have mathematical difficulties; hence, their struggles begin when they encounter word problems in a second language that they have not yet mastered” (Bernardo, 2005).Teacher Xiao-lin Yin-Croft has encountered this pattern in her classroom of bilingual Chinese students in San Francisco. She has developed a very creative way to use her students’ background knowledge of math as a stepping stone for other language learning. She does this by accelerating math instruction at the beginning of the school year and then building on what students have learned in math in reading and other content areas. In Building Bridges for the Future, Xiao-lin explains her strategy:First, we read math word problems; I demonstrate the logical thinking process while translating words into pictures and, finally, into number sentences. Soon, they start to explain their own thinking after reading complicated word problems that involve several steps. They correct each other and argue about which number sentences they should use to arrive at the correct final results. As they sharpen their math skills, I capitalize on their enthusiasm to teach them how to extract the most important information from texts, and move them toward the oral and reading fluency they need to understand and discuss more challenging texts.Even if you aren’t accelerating math instruction, however, there are a number of ways to help students master word problems. Krick-Morales offers suggestions in the previously mentioned article, such as explicit instruction of key vocabulary, daily practice of problem solving, repeated readings of the word problem together as a class, and hands-on activities such as movement, experiments, or drawing to help students comprehend the problem. As students become more familiar with math vocabulary, they will be able to solve problems more easily.Identify key background knowledge in math problemsIt’s important to identify what kinds of background knowledge students will need to understand a math problem. For example, Ms. Lopez and Ms. Minick used this activity with a conference session: Ms. Lopez chose four math problems from her son’s math textbook and asked session attendees to brainstorm the kinds of background knowledge students might have questions about, some of which were relevant to solving the problem and some of which weren’t. Here are some things that attendees came up with:A math problem about a coupon and sales tax at a dog groomer: What is a dog groomer? Why do people take their dogs to get groomed? What is sales tax? What is a coupon? What is “deluxe”? What is an estimate and a discount?A math problem about people receiving a voucher for a free water bottle at a football game: Is football different from soccer? What is a voucher? Does the water bottle come with water inside it?A math problem about a fishing pole on sale: What is “percent off”? What is a sale? What is “regularly priced”? What steps have to be followed to solve this problem?A math problem about calculating a tip in a restaurant: What does “leave a tip” mean? What is a tip? Does the fact that there are four sisters (Emilia and three sisters) impact the outcome of the problem? Why aren’t they using an app like Venmo?As seen from the example above, this can be a powerful area in which math teachers and ELL teachers can collaborate.The Role of Background KnowledgeWhen it comes to background knowledge that impacts students’ understanding of new concepts, students may have relevant experiences to what you are teaching that just need to be drawn out (as in the vignette below). In other cases, students may not have the needed background knowledge. My colleague Hillary found that sometimes her students would get “lost” in a problem simply because they didn’t understand the context. Following are some tips to help in tapping into and building background knowledge of students.Identify connections to your students’ experiences. When planning the lesson, consider whether they might have relevant experiences, and as you introduce the lesson, find out what they know, giving them an opportunity to make connections. They may come up with connections you never had imagined!Modify the linguistic complexity of language and rephrase math problems. Students will understand the problem better if it is stated in shorter sentences and in language they understand. This may be an area in which you wish to experiment with AI tools that can rewrite problems.Guide students to cross out the unnecessary vocabulary in word problems. Doing so allows students to focus on the math function required. For example, one problem Hillary’s students came across referred to a “school assembly.” Even though the meaning of that phrase wasn’t important in the solving of the math problem, students didn’t know it wasn’t important, and the lack of understanding contributed to their confusion.Build knowledge from real world examples. Try to reinforce concepts with examples that students can picture and talk students through the situation. For example, if you need to paint a room, you need to know how much area will be covered so that you know how much paint to buy. Look for familiar ideas or props that can be used to engage students such as recipes, news stories about the economy, or discussion of personal spending habits.Use manipulatives purposefully. This is important at all grade levels. Hillary has found math cubes to be very useful in having students represent the numbers in the problems and then manipulate the cubes to get the answer. She used the cubes and the terms “hot” and “cold” numbers when teaching with the concept of negative numbers. Students would use the red cubes as “hot” or positive numbers and the blue cubes as “cold” or negative numbers. As students laid out the number of hot cubes and cold cubes represented, they could easily see if the answer would be a positive or negative number by which color had the most cubes. A problem such as -2 + 1 = -1 would look like this: The student then removed pairs of cubes — one red, one blue — until they could no longer remove any blocks. The remaining blocks represent the answer. Classroom vignette: A moment of humilityA middle school math teacher was trying to teach points on a grid and vertical/horizontal axis to her ESL students, three boys from Vietnam. She tried many approaches, including visuals, games, simulations, and manipulatives, and was just about to give up after very little progress. Suddenly, a student said, “Oh, I know — same same you drive a boat!” (“The same as you drive a boat!”) It turns out the child had helped his uncle use the stars to navigate a raft when they were fleeing Vietnam and trying to reach refugee camps in Thailand. He explained the concept to the other boys in Vietnamese with gestures and drawings on the board, who knew exactly what he was talking about. The teacher reflected, “I felt so humble. These boys knew a lot more about math than I had given them credit for. I had failed to activate their prior knowledge, and in the process had almost given up.“Source: This vignette is presented in Chapter 4 of Special Education Considerations for English Learners: Delivering a Continuum of Services. Using TechnologyTechnology can also be a powerful tool in math instruction for ELLs. Here are some ways you can play with technology in a math lesson:Look for educational resources that accompany your school’s technology tools and programs. There may be online or software programs available for teachers. For teachers who have an electronic whiteboard in the classroom, there are many resources available on links that can be easily accessed and brought into the classroom.Find out what’s available online. Both PBS Learning Media and Vital NY (Video Teaching and Learning for NYS Educators) on Teachers’ Domain offers an online library of free public media resources. Teachers’ Domain resources include video and audio segments, Flash interactives, images, documents, lesson plans for teachers, and student-oriented activities. (Free registration required.)If students are using a calculator or other device, ensure that they learn how to use it. Based on background and prior educational experience, students might not be familiar with how to use a calculator, graphing calculator, or math apps on devices such as phones or tablets. Give students a chance to practice solving problems with their calculators once you have reviewed different functions. Texas Instruments offers numerous activities and product tutorials in their educational materials.Learn more about how to use AI tools in math. AI tools can be used to generate, differentiate, or rewrite a math problem; create a summary of a lesson plan; and many other tasks. Keep in mind that AI-generated content always need a careful review and edit. (See more in Using AI in Math from Edutopia.)Look for interactive games that offer students a chance to practice their mathematical skills. Nintendo DS has an educational game called Brain Age, which is not language specific. The game provides excellent mathematical training for numbers and tracks results, showing student improvement over time.Books About Math and MathematiciansIn addition, there are lots of books about math and mathematicians that you can incorporate into your classroom and classroom library. You can see a wide range of titles for different ages in our Math Resource Collection.Closing ThoughtsEven if it doesn’t come easily at first, there are ways to get ELLs excited about math. By keeping their language skills and needs in mind when planning mathematical instruction (and by helping your colleagues do the same), you will be taking important steps in helping students master mathematical concepts and skills. You never know — your students may be the next generation of economists, rocket scientists, and math teachers just waiting for the tools they need! Note: I’d like to thank my Minnesota colleagues, Hillary Hansen at Burnsville Senior High School and Kim Olson at Hidden Valley Elementary, as well as Xiao-lin Yin-Croft from San Francisco, for providing many of the helpful math teaching tips in this article. It is inspiring to know that there are talented, creative teachers who are always finding better ways to teach and are willing to share the knowledge.Related VideosHow vocabulary can get in the way of solving a word problemELL Specialist Anne Formato talks about the trouble a student had in understanding a written math problem based on a vocabulary word. Teacher Alejandra Rojas: Why cognates are your “best friend” in math classElementary teacher Alejandra Rojas, who teaches in a dual-immersion program, explains why cognates support vocabulary development in her Spanish-language math class. Teacher Alejandra Rojas: When bilingual students translate for their parentsAlejandra Rojas, a teacher at a dual-immersion school in Arlington, VA, shares some of her experiences as a child and teenager translating for her mother. How to Write Language Objectives: Tips for ELL EducatorsIn this video from Syracuse, NY, Jesus Ortiz, a bilingual teacher, learns how to write a language objective from Areli Schermerhorn, a peer evaluator with expertise in ELL and bilingual education. Teacher Observation Cycle: A Math Lesson on PictographsThis video highlights Mr. Ortiz’s math lesson on pictographs. While the main topic of the video is teacher evaluation, numerous best practices and strategies related to math instruction for ELLs are mentioned in the video. Recommended ResourcesNCELA Teaching Practice Brief: Math (A related podcast is available as well)Supporting English Learners in Math and Science: Effective Instructional Practices and Examples from NCELA’s Teaching Briefs PBS Learning Media: Math LessonsEngageNY: Common Core and MathCommon Core Math and ELLs: Blog PostsDiscovery Education: PuzzlemakerCatherine Snow: Word Generation SMART Notebook Lesson ActivitiesTranslating Word ProblemsColorín Colorado Webcast: English Language Learners in Middle and High School

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This graphic highlights what an ELL friendly classroom should look like and sound like.

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4 Key Strategies for Reading Comprehension Skills

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4 Key Strategies for Reading Comprehension Skills

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Rooted Linguistics: Serving Teachers of Multilingual Learners

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Multilingual learners count on us to provide high-quality, comprehensible, and culturally responsive instruction in each lesson in every classroom.

Here are 22 practical and efficient ways (in no particular order) we can support emergent bilinguals as they climb to become our future global leaders.
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*The terms multilingual, emergent bilingual, and English learner are used interchangeably in this article and also include the acronyms MLs, EBs, and ELs.

1. Showcase ALL Students and Their Work. Displaying pictures of students and their families on the walls helps each learner to feel seen and validated in the learning space. This creates a sense of belonging and builds community among the class. Hanging student work on the walls, such as writing and art, can also send clear messages to learners that the classroom is for learners and learning.

2. Know, , & Use their Names. That's right. Validating a student's identity with their given name is important. Avoid making an "American" name for a child. If you aren't sure how to a name, ask, repeatedly if needed. Some teachers have students record how they prefer to be called on Flipgrid. This allows the teacher and classmates to replay the video/sound at their leisure as many times as necessary.

9. Have Students Collaborate With Peers. Through peer collaboration, students learn in ways that we, teachers, can't provide. As
4. Provide Access to Grade Level Curriculum. When Emergent bilinguals have access to grade-level curriculum with linguistic accommodations and scaffolds they are less likely to fall behind academically. It's important to remember that acquiring a language is not a deficit, but rather that a first language is an asset that can be used as leverage.

5. Embrace and Love Them. Kids that think their teachers love them and feel they are loved for who they are, achieve more. Even if a child can't speak English yet, they can still think and feel. A smile goes a long way.

7. Value ALL Language and Literacy. Many teachers will say that they value languages and literacy but how can we quantify that belief in our daily work with students? Actions speak louder than words, right?

Learn a few words in students' primary languages

Use students' primary language(s) on the walls

Provide books & resources in L1 when available

Encourage translanguaging and the full use of students' language repertoire

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8. Provide High-Quality 1st Teach. This is a big one. MLs who receive initial instruction that is insufficient will often fall further behind academically and linguistically. When this happens over an extended period of time, many MLs have difficulty exiting state ESL programs and are often labeled LTELs (or long-term English learners). On the other hand, those that receive high-quality, first teach that amplifies language and is comprehensible, thrive academically and develop language simultaneously.

​ Vygotsky taught us, learning is social. When multilingual collaborate with monolingual English-speaking peers the reciprocal learning that happens among them is invaluable. Group work, approach, literature circles, and book clubs are just a few examples of collaborative settings.
10. Use Visuals. Visuals transcend all languages. When we see a visual representation, no matter the language we speak, we can begin to access our prior knowledge and schema.
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12. Amplify Listening, Speaking, Reading, and Writing. Years ago, the idea was that when working with English learners we needed to simplify instruction so they could understand it. Now we know that we can "KEEP the content and amplify the language" (listening, speaking, reading, and writing). This was a quote a heard Okhee Lee say during a presentation she did for teachers of ELs. No more watering down curriculum. Scaffold UP!
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13. Hold High Expectations. Multilingual students are brilliant. We have to believe they CAN DO it! With our support, they can do everything monolingual English speakers can do. We set the ceiling for them. It's a matter of how high are our expectations. What do we believe? Our belief creates potential and that potential builds action. Action creates results. The cycle continues. Believe big!

16. Encourage Drawing & L1. When we look at learners from their assets, we recognize that there are many ways to express ideas, share information, demonstrate knowledge, and be creative. English (or any language) does not determine intelligence. Allowing students to draw, sketch, and use their L1 (or first language) helps them recognize that thinking and learning are valued.

17. Provide Small Group Instruction. Gathering students in small groups helps to lower the student-teacher ratio allowing for more intimate instruction. A small group can be one-to-one like a conference between the student and the teacher or a group of 3-5. It's important that small groups be fluid and heterogeneous to avoid stigmatizing learners. Multilingual learners benefit from small group instruction because it can lower the
affective filter and provide time for direct and explicit instruction with the careful guidance of the teacher.

18. Create Warm & Welcoming Spaces. Classroom environments that capture kids' hearts will no doubt build their minds and allow language to flourish. The goal is for English learners and their families to feel safe to take risks and feel that they belong and are valued in our campuses and our classrooms.
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20. Collaborate with Colleagues. Collaborating with our colleagues helps our students. We need each other. Our colleagues know things that we don't know and we can learn from one another. As an ESL Co-Teacher and later an ESL Facilitator, I had the honor of going into classrooms and working alongside numerous teachers on my campus/district. That was the best professional learning. Our peers are our greatest teachers!

21. Monitor Progress & Growth. If we want emergent bilinguals to grow in language and content, we need to know where they are and become intentional about the steps to help them get to the goals. Goal setting alongside EBs has become a more common practice too. Many teachers sit alongside students to discuss goals and progress.

22. Stop for Checkpoints with Feedback. Formatively assessing during lessons helps us to form the next steps in instruction. I think of formative assessment (checkpoints) as a thermometer. We take the temperature and then based on the results, we adjust the thermostat (instruction) and provide feedback to students. On the other hand, if we rarely stop to check on students' understanding, we might go for hours or days not realizing that students have missed key understandings. Large gaps may form and by this time it becomes difficult to re-route the learning that has solidified.

So there they are, again, in no particular order. 22 ways to support multilingual learners in everyday instruction.

Scroll down to download and print the full article.

Step 1. Divide educators into 4 groups. Have educators number off 1-4 in their groups. (4 groups of 4 if possible).

Step 4. Have everyone break into groups by their #s to discuss what they read. #1s in one area, #2s in another, #3s, and 4s.
Possible Discussion Prompts
Step 5. Have everyone rejoin their original group (from step 1) to share the main takeaways from the reading & discussion.
Step 6. Debrief the article and the jigsaw routine (which is a collaborative, structured, yet student-centered process). What are your take-aways? What supported you? How might this support MLs?

Step 1. Number off 1-22.

Step 2. Each person reads their respective # from the list.

Step 3. Line up 1-22.

Step 4. Give partners time to share and discuss what they read.
Possible discussion prompts:

Step 5. Direct ONE line to rotate to the right while the other line stays in place. Now each person will have a new partner to share with again.

Step 6. After a few rounds, debrief the article and the speed dating routine (which is a collaborative, structured, yet student-centered process). What are your take-aways? What supported you? How might this support MLs?

Free download for printing:

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22 Things Educators Can Do NOW to Support Multilingual Learners

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Multilingual learners count on us to provide high-quality, comprehensible, and culturally responsive instruction in each lesson in every classroom. Here are 22 practical and efficient ways (in no...

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An important component to keep in mind is the silent period that many refugee students experience. Educators should be aware of this in order to focus on empowering students and meeting them where they are.

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6 Essential Strategies for Teaching English Language Learners

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6 Essential Strategies for Teaching English Language Learners

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This source provides a clear list of basic strategies that will ensure EL students are recieving accomodations that allow them to successful in any classroom.

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Over 10 percent of students in the United States-more than 4.8 million kids-are English language learners (ELLs), and the number is on the rise. Though these students do not learn differently than their native-English-speaking peers, they do have particular educational needs.

To learn about these needs-and best practices for addressing them-I interviewed a range of educators and observers, including Larry Ferlazzo, an educator and author of The ESL/ELL Teacher's Survival Guide; longtime teachers of English as a second language (ESL) Emily Francis and Tan Huynh; and the journalist Helen Thorpe, who spent a year observing a teacher who works with ELLs.

The group emphasized that the strategies listed here, which include both big-picture mindsets and nitty-gritty teaching tactics, can be incorporated into all classrooms, benefiting both native English speakers and ELLs.

1. Cultivate Relationships and Be Culturally Responsive

No surprise here. A successful classroom, our educators agreed, is one in which students feel known, appreciated, and comfortable taking emotional and intellectual risks. That requires intentional planning and consistent messaging by the teacher.

Emily Francis, an ESL teacher in Concord, North Carolina, makes clear that she wants her students to "embrace their culture and their language as a foundation of who they are" and to consider their acquisition of a new culture and language "not as subtractive, but as additive." To help support students who may never have attended school before or may be coping with migration-based trauma, Francis emphasizes that little things make a big difference. "The first thing that I need to think about is, how is my student feeling in my classroom?" she says. "Are they sitting next to a buddy they can ask a question in their home language? Do they feel comfortable tapping me on the shoulder if they have to go to the bathroom?"

But creating a supportive environment is also about cultivating an appreciation of diversity-it's critical that both the curriculum and the classroom environment honor and reflect the lives of the students. For instance, Francis makes certain that her classroom library is reflective of her students' diverse backgrounds and identities.

ESL teacher Katie Toppel, who teaches near Portland, Oregon, champions the value of home visits to get to know students' families and takes care to incorporate the particulars of students' lives, such as pets' names and favorite sports, into lessons. Students are most engaged when they feel a personal connection to a lesson or unit, a connection that's created in part by a teacher's investment in culturally competent relationships.

2. Teach Language Skills Across the Curriculum

English language learners should not be learning the fundamentals of English in isolation; they should be applying their developing language skills to rich academic content in all subjects.

"It is key that in mainstream classrooms, teachers understand their role as language teachers," says Valentina Gonzalez, a district leader in Katy, Texas, suggesting that all teachers should be aware of the specialized idiom they work within. "If we teach math, then we teach the language of mathematics. If we teach science, then we teach the language of science." Math teachers, in other words, should take the time to teach the unfamiliar vocabulary of mathematics- add, subtract, calculator, solve -concurrently with the teaching of math skills.

3. Emphasize Productive Language

The educators I interviewed agreed that productive language skills-hard-to-master dimensions of language fluency like speaking and writing-should be front and center from day one, even if students feel hesitant about them.

Beginning ELLs often develop receptive language skills like listening and reading first. Educators who are unaware of the typical path to fluency may believe that students who can follow verbal or written directions will be able to produce oral or written language, but that's usually not the case.

To support reluctant speakers, Tan Huynh, an educator who blogs at Empowering ELLs, suggests using sentence frames. "For example, when a science teacher wants ELLs to produce a hypothesis, they might offer the sentence, 'If _____ was added, then _____ because _____.' This sentence frame provides clues that empower ELLs to sound and think like scientists," Huynh says.

Andrea Honigsfeld, a professor of education at Molloy College in Rockville, New York, suggests that all lessons touch on every letter of the acronym SWIRL, which stands for Speak, Write, Interact, Read, Listen. The approach intentionally privileges productive language skills "from the beginning," she says.

4. Speak Slowly-and Increase Your Wait Time

Easier said than done. Still, many of the teachers I spoke to said this simple change is vital. You can record yourself speaking in class to measure your cadence, and adjust.

"Adding in an extra three to five seconds after we pose a question offers all students time to think," explains Gonzalez. "However, for English learners, it also gives time to translate, process their thinking, translate back into English, and develop the courage to answer. If we call on students too quickly, many of our students will stop thinking about the answers-or trying to answer at all."

That means undoing some of our own habits, according to Larry Ferlazzo, a high school ESL teacher in Sacramento, California. "Researchers have found that typically most teachers give one to two seconds between asking a question and expecting a student response," he says. "The same researchers have shown that if you wait three to five seconds, the quality of responses is astronomically greater."

5. Differentiate-and Use Multiple Modalities

All kids learn better when they engage with material in multiple ways: Lessons that involve writing, speaking, drawing, and listening, for example, give students four opportunities to deepen their understanding of the work. For ELLs, those additional engagements also provide a little breathing room so they can work through the language barrier.

Helen Thorpe, a journalist who spent a year observing Eddie Williams's classroom in Denver in order to write a book about immigrants called The Newcomers, marveled at Williams's method of differentiation. "Eddie would enunciate very clearly in English multiple times, he would write it on the board, and he would go to the projector to give a visual. And, finally, he'd be asking the kids to verbalize aspects of the lesson themselves," she says, tracing Williams's efforts to move his students from receptive to productive language fluency.

Toppel uses a strategy called QSSSA to scaffold classroom discussions with ELLs. The letters stand for Question (the teacher poses a question, then gives ample think time); Signal (a designated motion like a thumbs-up, a finger on the nose-something that lets students indicate that they're ready to answer); Stem (the teacher provides a sentence starter for the question-for example, for "What is your favorite place to read a book?" the stem might be, "My favorite place to read a book is _____"); Share; and Assess.

6. Incorporate Students' Native Languages-and Don't Be Afraid of Technology

Bilingualism is the goal, of course, not replacement.

Ferlazzo uses a strategy called "preview, view, review," which leverages a student's native language skills as a foundation for learning the new language. He introduces a topic and encourages students to preview it in materials in their home language (often using multilingual videos and other online resources); he then teaches the topic in English, and then has students review the information in their home language.

Ferlazzo also encourages teachers to embrace technologies that students find helpful, like Google Translate. He stresses that the app can be a useful way for students to translate words quickly-but warns that it can quickly "become a dependency" if it's used as more than a handy dictionary.

Thorpe agrees that Translate can take pressure off teachers, who sometimes find that they "just stand at the front of the room and say things over and over. And if the kids didn't know what those words are, they're out of luck." Translation technology means you can say it once (or twice) and let the students use the technology to translate key words and phrases.

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6 Essential Strategies for Teaching English Language Learners

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We interviewed educators with decades of experience in teaching ELLs and tapped a network of experts and observers to find the strategies that work.

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Writing Poetry with English Language Learners

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Writing Poetry with English Language Learners

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This source provides various activities and mentor texts that are appropriate for engaging EL students while teaching them the fundamentals of poetry.

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I Have to Write a Poem for Class
By Jack Prelutsky

I have to write a poem for class
But don't think I'll succeed,
I know I don't know all the words
That I am going to need.
I cannot quite imagine
How my poem's supposed to be -
I've got a sinking feeling
I'm not good at poetry.

My poem must have a meter
And it also has to rhyme,
It's due tomorrow morning...
How I wish I had more time!
I do not think that I can write
A poem the way I should -
But look...this is a poem right here,
And it is pretty good.

Writing poetry is a great exercise for English language learners. It gives them a chance to experiment with language and vocabulary, and to freely share their ideas without the confinement of perfect grammar or firm structures. Many ELLs have also had rich life experiences that range from memories of their home culture to saying good-bye to loved ones and adjusting to a new life in the U.S. They may very well welcome this opportunity to create heartfelt poems to share with their classmates and family. Here are some suggestions for getting started:

Read a variety of poems first. I would recommend a couple of different kinds of poems before assigning any writing activities. For more ideas on how to start a unit on poetry, be sure to take a look at Introducing and Reading Poetry with English Language Learners. While the introduction doesn't have to be too in-depth, giving students time to read and think about poems will help them feel more comfortable when it's time to write.

Introduce different poetry forms as models. Read some poems that fit the structure or format, discuss unique rhyming or line patterns, and then have students try writing on their own, using the poems read in class as a model. Focus on each form before moving on to the next one so that students have a chance to master it.

Use poetry throughout the curriculum. You may also wish to use poetry writing as an activity in other content-area lessons, or trying having students write some of these poems as riddles that their classmates have to figure out.

My own knowledge of poetry forms was pretty limited before I began teaching poetry, but here are some poetry forms that work effectively with students, as well as some ideas of how to help students try their hand at writing! I recommend beginning with simple poetry styles such as the ones that follow, as these forms offer a lot of structure and students of all English levels will find them easier to work with.

I have linked to a number of online resources throughout the article from websites such as PoetryTeachers.com, Education World, Poets.org, PBS, ReadWriteThink, EdSitement, ArtsEdge, and Scholastic, but there are many, many more websites devoted to teaching poetry out there - this is just a sample!

Poetry Forms for Beginners

Group Poem

This is a good place to start before students create their own poems. Ask students for poem ideas and then choose one of those ideas for the poem. Have students brainstorm all the words they can think of that are associated with the topic of the poem. If learning a new form, work with the class to figure out how to use that form with the suggested words. Little by little, the poem will be created. You may want to help the students review their poem and make any changes to improve it. For example, the students may want be able to find more descriptive words than the original suggestions. Once the students have done a couple of group poems they will be ready to create poems in pairs or on their own. (This strategy can be use with all of the forms listed in this article.)

Acrostic

Students write their name or a key vocabulary word in capital letters down the left side of the page. Then they insert a word that begins with each vocabulary word. It may be helpful to brainstorm first. The vocabulary words can be descriptive or can refer to things that are important to the student, such as a favorite sport or musician. For example:

You may wish to start with a class acrostic poem about a word, historic figure, or person that everyone in the class will know. Then have students write poems about their classmates - keeping the descriptions positive, of course! Students can also try writing acrostics about everyday objects, places, feelings, or ideas.

Lessons:

"I Am" Poem

This format can be used by students to describe themselves, or to describe a figure from history, literature, current events, or anywhere else!

Template:

Name Poem

Another (auto)biographical form is the name poem. While many name poems use acrostics, another common format uses this 10-line structure, which encourages students to think about themselves, their family, and what matters to them.

Template:

Bio-Poem

A bio-poem is a poem that a student writes about herself. Not only does it give students a chance to reflect about their own lives, it allows the class to get to know each other better!

Template:

5 W's Poem

This format is a great tool for teaching students about the 5 W question words (Who? What? When? Where? Why?) As you can see below, students can get pretty creative with something very simple!

Template:

Magnetic Poetry

This is a take-off on the magnetic poetry people have on their fridge. Students receive little cards (index cards cut into smaller pieces) with known vocabulary words on them, and then work in pairs to create a poetry message. The cards can be saved and used throughout the year in a little box, or you can cut magnets (such as the kind you get from a store or restaurant) into little pieces and gluing them to the back of the cards to play with on the white board or file cabinet.

Free Form

Free form (or free verse) is exactly that - free from grammar rules or conventions of writing. This is definitely a type of poetry that students should see a few examples of so that they understand just how free it is! Students choose an idea or theme and create vocabulary words that evoke the emotions and visual they want to share. Then they string the words together in short sentences or in vocabulary sequence to create the poem. Students may even wish to experiment with the layout of the poem on the page. If students need a structure to start with the teacher can show a model with a three word refrain at the beginning and end. Students can also be told to keep sentences to six words or less so it doesn't become a story.

Examples:

Lessons:

Cinquain

I enjoy teaching Cinquain poetry because of the easy format and the opportunities for developing the nuances of vocabulary. My students of all English levels were able to create a wonderful selection of poetry - funny, sad, and beautiful. I really loved introducing this poetry form to my students because they could put so much of themselves into it and they worked well with the format. The outline follows:

One word = topic
Two words = description
Three words = adverbs
Four words = actions (-ing verbs)
One word = sum it up word

Example:

Kitty
soft, white
gently, playfully, quickly
napping, whining, purring, jumping
comfort

Depending on the English level of the students, the format could be changed to fewer lines. Students can work in pairs to review each other's poems and suggest some options of different vocabulary words. Students can also write cinquains about themselves or each other.

Lessons and activities:

Shape Poems

A shape poem (or concrete poem) describes a familiar object, and is written in the shape of the object. You may wish to start with an object that the whole class writes about before having students write their own poems. Shape poems give students a chance to brainstorm words and ideas connected with the object, and to delve deeper into the associations we have with everyday objects.

Lessons and activities:

Catalog Poems

This form of poetry is essentially a list that uses very concise language to describe something such as an emotion or a familiar object. It allows students to explore a single idea while at the same time practicing an economy of language.

Examples:

Lessons:

Poetry Forms for More Advanced Students

For students who are more comfortable with poetry forms and have a higher level of English I recommend the following forms as they require enough proficiency in English to be able to hear syllables and rhymes and enhanced descriptive vocabulary.

Haiku

This is the Japanese poetry form that relies on a pattern of syllables: 5-7-5. The trick for ELLs is to be able to hear the syllables and get the wording right. If a student mispronounces a word they will not represent it correctly in the poem. Here is an example of a Haiku written by a student:

Smooth ocean shining,
Happy dolphins love to play.
Islands far at sea.

Lessons:

Rhyming

Rhyming poems seem like they would be very simple. Everyone has recited the poem, "Roses are red, violets are blue." and filled in the rhyme. However, ELLs may not have a strong rhyming concept (depending on their first language and literacy skills) and they may not hear they rhyme of English words - not to mention the fact that you have to know quite a few vocabulary words to be able to come up with a rhyming word that makes sense. To introduce a rhyming format I recommend starting with something simple and then increasing difficulty as students work. For younger readers, many of Jack Prelutsky's poems have very accessible rhymes and rhythms. Older readers may enjoy the more lyrical verses of Langston Hughes.

Feeling and Place

Feeling and Place poems are really themes for any poem, although they lend themselves well to free form poetry. These poems require students to have an advanced vocabulary and the ability to describe emotions and places in detail. Students can start by brainstorming all the words they relate to a feeling, for example. If the word is, "Sad," they might make a list that includes depressed, tired, crying, missing, lost, father, distance, etc. Once they have the list of words they can choose some of them to begin creating metaphors, such as, "Crying is like you're turned inside out." Or "Missing someone is like an emptiness." Once students have compiled a list of vocabulary words and metaphors, they can begin putting the ideas together to make a poem. Throughout the process students can review each others' work and offer suggestions and feedback.

Examples:

Lessons:

A Picture of Your Feelings (Education World)

Invent Your Own Poetry Form!

In this lesson plan, teacher Glori Chaika describes an activity in which students invented their own poetry form at the end of the year, and then had to describe how to write poems in their form to their classmates. If other students couldn't follow the form, students revised their form and/or instructions until everyone could use the style.

Other Activities

While form is important when writing poetry, there is much more to it. Poetry offers the opportunity to explore an idea and emotion, to describe a special place or object that we take for granted, and create an image that others will be able experience. For this reason, I think it helps to incorporate some instructional strategies that will help students develop these skills.

Sparking Imagination

It may help get those creative juices flowing by doing some activities such as the ones suggested by teacher Faith Vicinanza. One of the activities involves students imagining that they are something else such as "a drop of rain, the color blue, a school bus, or a stalk of wheat." Then students must be that object, and write about what they see, and where they go, etc. Ms. Vicinanza has some other great ideas in Calling on the Muse: Exercises to Unlock the Poet Within.

Artwork and Visualization

Another good way to begin warming up to writing poetry is to ask students to close their eyes and go through a guided visualization. Instruct the students to think of a place. Is it indoors or outdoors? What do you see and hear? What colors and sounds? Are people there? What are they doing? How do they feel? How do you feel? When the students open their eyes they can draw the picture they formed in their head and then explain it to a partner. In this exercise, students begin to practice focusing on the process of visualization, and formulate the vocabulary they will need to add description and emotion to their poetry.

Box Toss

A quick warm-up for students before writing is the box toss. Make a little box and write words on all the outside surfaces of the box. You could also put post-it notes words on the sides in order to re-use the box. Students sit in a circle and take turns tossing the box or passing it around. The teacher gives the students a task using the word that is visible when the box is caught. For example, the teacher might tell the student to list three adjectives describing their word, and if another person gets the same word, they will have to think of three new adjectives. Or the teacher might ask them to think of two words that rhyme with the box, or to say the first thing they think of when they see that word. It is really an activity to get students thinking creatively and quickly about words, and to emphasize that writing poetry is about expression not being perfect.

Boring poem

I like to use this technique to model how to revise a poem to make it more specific and interesting. The beauty of poetry is finding just the right words and putting them together to create a picture or emotion. I put the following poem on the board.
I woke up.
It was a nice day.
I was happy.

I ask the students if they like my poem. Some are too polite to say, "No." Then I ask them if they can think of some other words I might use to make it more interesting. They think of things like "opened my eyes," "gorgeous" or "thrilled." Then we play with putting the words in the poem and create something much more interesting than the original. I have the students compare the two poems and then discuss why the second poem is more interesting. We practice with more vocabulary words and put them on a continuum of general to more specific. For example:

Good - happy - ecstatic

Using the Thesaurus

This is an excellent time to introduce the Thesaurus and how to use it. I taught my students how to use the Thesaurus with some music activities. I played a variety of music selections with my students and asked them to write all the vocabulary words that came to mind as they listened. One piece was sad and slow, one was cheerful, and one was a loud hard rock number. After the students had finished listening, I had them work in small groups to share their words and discuss any new vocabulary. As a class we discussed how each word may have a slightly different meaning such as the difference between "sad," "mournful," and "despondent." I introduced the thesaurus to the students and lead them through the steps to discovering different words for the same thing. I then reinforced the importance of knowing the meaning of the words because the Thesaurus may list words that have different meanings from each other. For example, the word "connected" might have words listed that could have different meanings such as "linked" or "related." These discussions help students begin to understand the nuance of the different meanings.

Using Songs and Music

Discussing songs and song-writing can complement a poetry lesson nicely, and may be of particular interest to students who enjoying listening to music and thinking about lyrics. Here are some ideas of how to use songs and music in your poetry instruction.

Lessons

Sharing Your Students' Poetry

Another wonderful thing about teaching poetry is that it can be easy to share with others! Students can read it out loud at a poetry reading or family night event, or you post can student poems on the wall.

In her blog entry on poetry and ELLs on Scholastic's website, Andrea Spillett shares a great idea from one of her colleagues - he collects a poem from each student, and then binds all of the poems together in a book that he gives his students at the end of the year. The Academy of American Poets offers some other great ideas, publishing student poetry in your school's newspaper or magazine, holding student poetry workshops or a student poetry reading at the local library or bookstore. For other ideas, take a look at the Academy's Tips for Teaching Poetry, as well as some ideas for using presenting poems through PowerPoint for Open House or a Poetry Slam.

I encourage you to check out some of the Hotlinks for more resources and ideas on how to explore poetry writing with your students. You never know what their creative minds will come up with, and what they'll learn about themselves in the process!
Pizza, Pigs, and Poetry: How to Write a Poem
In this book, Jack Prelutsky uses easy tips and humor to get even the most reluctant writer started with writing the poetic form. (Amazon listing)
Education World: Poetry Month Resources
These resources include a wide variety of lesson plans, activities, and ideas for teaching poetry.
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.
National Writing Project Resources: Teaching Writing Through Poetry
The National Writing Project offers numerous lesson plans and resources for poetry-writing activities, including many ideas submitted by NWP educators.
Scholastic: Poetry Printables (PreK-3)
Fun, ready-to-print poetry activities are the perfect tools to bring words to life. Use these reproducibles to teach new concepts, reinforce past lessons, and inspire creativity.
Scholastic: Write It Poetry
A poetry workshop website for middle and high school students, with resources for brainstorming, drafting and revising poetry.
Poetry Portfolios: Using Poetry to Teach Reading and Writing
This lesson from ReadWriteThink supports students' exploration of language and writing skills as they read and dissect poetry. Through a weekly poem, students explore meaning, sentence structure, rhyming words, sight words, vocabulary, and print concepts. (Appropriate for elementary, but some strategies can be adapted for older ELLs.)
PIZZAZ: Cinquain poems
A poetry site designed to assist instruction of ESL students in poetry and other creative writing forms. The site has links and detailed information on poetry such as Cinquain, Diamante, Haiku and Limericks. It also has further information on other types of creative writing and tips for instruction.

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Writing Poetry with English Language Learners

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I Have to Write a Poem for Class By Jack Prelutsky I have to write a poem for class But don't think I'll succeed, I know I don't know all the words That I am going to need. I cannot quite imagine How my poem's supposed to be - I've got a sinking feeling I'm not good at poetry.

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Teaching Informational Texts to English Language Learners

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Teaching Informational Texts to English Language Learners

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This blog parts covers introducing informational texts and close reading information texts. It provides examples of how other teachers have scaffolded this language arts skill, as well.

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As you transition to using the CCSS for your instruction of ELLs, you are probably hearing quite a bit about the importance of teaching "informational" or nonfiction text to your students. This shift to using more informational text is tricky enough for all students, but it becomes especially challenging for ELLs due to its distinct features such as assumption of background knowledge and use of complex academic language.

This two-part post will focus on some aspects of teaching informational text to ELLs. This week I will share background considerations and strategies regarding informational text, first providing a basic foundation about informational text for all students and then narrowing my focus to include a few specific strategies about teaching informational text to ELLs. Next week, I will highlight the " close reading" of informational text for ELLs.

What the CCSS Tell Us About the Use of Informational Text

The CCSS guiding documents lay out the balance of fiction to nonfiction text, and suggest the use of 50 percent informational text/50 percent fiction in the elementary school years. This percentage increases to 70 percent informational text/30 percent fiction for students by high school. The reason behind this shift to include more informational text at the K-12 level is because college students and individuals in careers are more likely to work with informational text such as research briefs and reports than fictional texts. Due in part to their emphasis on using complex, informational text, the CCSS are said to better prepare students to meet the demands of college and the modern workplace.

However, this mix of informational texts and fiction is meant to occur across English Language Arts (ELA), science, social studies, and the arts - not in ELA alone. That is, ELA teachers can still teach fiction but must collaborate with teachers of other subjects to ensure that all students are reading the recommended balance of informational and literary texts. CCSS guidance documents suggest that informational text can include such genres as essays, speeches, memoirs, and biographies.

If you're interested in reading more about how some teachers are including informational text in their instruction, a recent Education Week article explores a sampling of teachers' and districts' interpretations of how they are infusing informational text into their instruction. You can also find out about Reading Rockets blogger Emily Stewart's experience implementing the CCSS ELA standards in her diverse third grade Washington, DC classroom here. She has been writing about her experiences working with informational text and includes some authentic strategies for doing so.

Which Informational Texts to Use?

The ELA Common Core standards include Text Exemplars and Sample Performance Tasks which provide examples of the level of complexity that the CCSS require of all students at each grade band. The texts were selected by using three criteria: (1) text complexity, (2) quality, and (3) range. This guidance also provides a snapshot of the breadth of texts that students should engage with to meet the standards. The texts listed are not meant to be prescriptive but rather serve as a guide for helping teachers select texts of similar complexity, quality, and range for their own students. In addition, brief performance tasks supplement the text exemplars by providing examples of sample applications of the CCSS to texts of suggested complexity, quality, and range.

What Teaching Informational Text Means for Teachers of ELLs

Knowing what informational text is and how to choose, adapt, and supplement appropriate texts for ELLs will require a certain knowledge base. Judging by the attendance of any CCSS-related presentation at last week's National Association of Bilingual Education (NABE) conference (including standing room only at the American Federation of Teachers' introductory presentation on the CCSS), I am not the only educator trying to gather information on how the CCSS apply to our heterogeneous population of ELLs.

NABE 2013 Keynote: Dr. Diane August

Dr. Diane August, Managing Researcher at the American Institutes for Research, gave a keynote presentation at NABE that focused in part on infusing the use of informational text into instruction for ELLs. You can find her full presentation here. She shared that text is "at the heart of the new standards" and that, under the CCSS, texts will now be categorized at higher grade levels than before the implementation of the CCSS. For example, A Secret Garden is now said to be appropriate for the fourth grade while Tom Sawyer is suggested for the middle grades. In order for ELLs to meet the CCSS, including accessing informational text, Dr. August says these students will need additional instructional support.

Dr. August shared some reasons that make text challenging for all students, including ELLs. Citing Fisher, Frey, and Lapp (2012), she described how text can be especially challenging due to assumed content knowledge, limited use of text features and graphics, distortions in the text's organization such as unexpected time sequences, and multiple levels of meaning. In addition, certain language features can provide a roadblock to students accessing complex text, such as sophisticated figurative language, use of variations of standard English (think Tom Sawyer), archaic language, and unfamiliar vocabulary. Using only the first sentence from the Gettysburg Address as an example, Dr. August highlighted seven (!) ways in which that sentence alone is challenging for ELLs.

Example of How to Scaffold Informational Text for ELLs

Going beyond pointing out challenges of informational text, Dr. August then offered some strategies for how teachers of ELLs at different levels of English language proficiency could work with the Gettysburg Address, an informational text. Naturally, teachers could also apply the strategies she exemplified to instruction using different informational texts. She first gave examples of how to build ELLs' background knowledge about the Gettysburg Address prior to reading it, such as by having students watch a brief video clip of an actor delivering the Gettysburg Address, watching a video clip about Abraham Lincoln, doing an interactive reading about the Civil War, and doing an interactive reading about the Declaration of Independence.

Next, she demonstrated how teachers could provide a selected glossary of the text's vocabulary, answer scaffolded text-dependent questions, and use sentence frames grounded in the text that are adapted for different levels of students' language proficiency. She also provided examples of giving direct instruction in key as well as high frequency vocabulary found in the text (such as the word "conceive") to help unlock the nuanced meaning of the complex text.

She then showed how teachers could have students engage in a functional analysis of the text to help them unpack complex sentences by having students outline the who, what, where, and when of the text, citing the text for evidence.

Drawing Upon ELLs' First Languages

Finally, Dr. August focused on ways in which teachers could draw upon the richness of ELLs' first languages to help them unpack the meaning of the text. For example, she showed how students could read the Gettysburg Address (either in English or in a Spanish translated version) with a partner, noting one thing they learned and one thing they would like to understand better. She also shared a Spanish resource that describes what the Gettysburg Address is and places it into the events of that period in history for ELLs unfamiliar with US history:
El Discurso de Gettysburg es un discurso pronunciado por el Presidente Abraham Lincoln y es de los más conocidos en la historia de los Estados Unidos. Fue pronunciado durante la Guerra Civil Norteamericana, en la tarde del jueves 19 de noviembre de 1863. Lincoln pronunció su discurso en el conmemorativo Cementerio Nacional de los Soldados en Gettysburg, Pennsylvania, en honor a los hombres que murieron durante la Batalla de Gettysburg.
Dr. August also shared how teachers can help ELLs use their knowledge of cognates to increase their comprehension of the Gettysburg Address, pointing out such cognates as "continent," "nation," and "liberty." I encourage you to look through her full presentation to find out more strategies for making informational text accessible to ELLs.

Next Week

Please stay tuned for next week's post, in which I will focus on the close reading of informational text for ELLs.

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This two-part post will focus on some aspects of teaching informational text to ELLs. Part I will share background considerations and strategies regarding informational text, first providing a basic foundation about informational text for all students and then narrowing my focus to include a few specific strategies about teaching informational text to ELLs.