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Strategy one- Classroom relationship Building 

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Strategy one- Classroom relationship Building 

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Classroom relationship building is imperative and beneficial for a classroom to foster growth and success within the classroom. A strategy that I have found (pg. 27) is called the "I Am" project, where students can discuss their interests and things about them. The students are then able to make this into a poem a poster or anything that would best help them to share with their classmates all about them. A way to make this more inclusive for ELL students or newcomer students is to encourage them to do the project in their home language (pg. 28). This can be implemented in my classroom during the first week of school or even when there is a new student to help them learn the classroom and their classmates.

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Stategy two- Culturally responsive teaching 

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Stategy two- Culturally responsive teaching 

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It is one of the common philosophies within teaching (pg 380). This is when educators approach teaching by engaging students' experiences and cultures. One strategy that can be used from this philosophy is the Organizing Cycle (381). This ties into relationship building. The Organizing Cycle's focus is to make learning and education more accessible to English Language learners. This can look like learning by doing and having reflections after an assignment. (381). Most importantly, there are strategies for culturally responsive teaching, you have to remember that it is a mindset and it makes an impact in our classrooms (381).

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Bloom's Taxonomy is used for the educational framework (434). A strategy that implements Bloom's Taxonomy is implementing home language within ELL's learning. The main goal within this strategy is participation (435). There shouldn't be an expectation of perfection for English Language Learners. Using a student's home language and bloom's taxonomy can help them with participation and accessible learning (436).

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The one thing that all students have to do is take standardized testing. With ELL students the yare required to take two kinds of assessments, the stat standardized test and an english lanugage profinecy test (pg. 476). Some strategies that cna help these students when it come to taking these tests are, (all from pg. 477)

Making sure the studnets are familiar with the content, maybe looking at a sample test

encourage the student and remind them that it is okay to skip the hard questions and then coming back to them when they finish the other questions

Helping them understand the difference between literal and inferential questions

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Strategy five- Assessing prior knowledge 

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Strategy five- Assessing prior knowledge 

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According to our book on page 268, we learn best through connecting information that we know to information that we learn. It helps with long-term memory and retaining new information. A strategy to help ELLs grasp the information and make learning relatable for them. This strategy of accessing prior knowledge can help make a story like Romeo and Juliet make sense for an English Language Learner. This is through their family life, or experience with close relationships (269). When students share a personal story that can help connect to their learning can have a strong impact on their learning and understanding of the content being taught to them (269). An in-class activity to help with prior knowledge is a K-W-L chart. This can help gather that prior knowledge and overall help ELLs get accessible learning.

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When helping ELLs understand social studies. Prior knowledge, K-W-L charts, and other strategies can make learning accessible specifically within social studies. Another strategy that can be used within the classroom for social studies is the A-B-C writing forms found on page 289. Using this model can help students share their thinking while backing up what they say with evidence to support it. They are also able to make a comment or connect to what they are learning about through the A-B-C writing form (291).

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Math is not the unviersal languge all the time (322). ELLs don't use. english or math talk in their daily lives, nor do most english speakers. Specifically in Math, students affective fliters should be lowered (322). One strategy that can be used to help English langugage learners with math is called talk moves. This is to cultivate and enviroment for free thinking and risk-free for sharing their thinking. Talking moves look like (all from 322).

revoicing

paraphrasing

reasoning

adding on

wait time

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Strategy eight- scaffolding complex texts 

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Strategy eight- scaffolding complex texts 

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Most times, studens who are learning a new language are also reading and expected to comprehend complex texts within their classes (179). Using the scaffolding complex text strategy can help ELLs with confidence, give support, make learning this topic "simple" for them (179). The procedure for scaffolding a complex text is called engineer a text, which can look like (all from 179),

adding images

chunking the text

adding focus questions

proving a margin space for annotations

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Retrevial practice is just important for intermediate learners as it is for beginners (196). This strategy is to help students remember simething that they have learned without prompting their memory (79). One way to do this to help ELLs is with a retrival practice notebook. This connects to the anchor standards for writing (79) and this helps students with comprehension. This can also be donw with a read aloup prompt for retrival practice (197).

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The startegy thas is found withn the contrasive analysis was helping students understand their lanugague system Along with, resources and books to help students of all grade levels understand the difference between their languge system along with other language systems within English.

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Lecture slides

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