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use of multiple strategies where students are working together to learn as a group

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Cooperative learning activities are important for ELL students because they are more likely to interact with students in a small group setting. ELL students also need to be placed in groups that are appropriate considering their English proficiency.

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students knowing exactly what to expect throughout the day

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ELL students cannot always understand everything in English, having routines, picture tasks, and signals can be beneficial. Having routines set in place can help ease ELL students' nerves during the day and be able to focus fully on instruction.

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physical objects that students can use as a tool to support their understanding, thinking, and learning

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In order for manipulatives to be used successfully in the classroom, teachers first need to demonstrate how to use them properly. Teachers should model using them and connect them to academic language.

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strategy that helps students connect ideas/topics to past experiences, current content being taught, and vocabulary that is new/unfamiliar

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ELL students need to be aware that some words can be used in multiple contexts. When students are performing skits, make sure they demonstrate several contexts that the words may be used in. Students can also complete word sorts to help them remember and understand new vocabulary terms.

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Student groups should include a variety of student abilities. Each students in the group should have a specific role, this will suggest to students the importance of team-building.

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- assign groups and build a team
- assign roles within the groups
- assign the task
- intervene to ensure full participation
- report back to the class

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- set up your room
- establish routines
- model routines
-contextualize directions
- evaluate your use of routines and procedures periodically to identify areas that can be improved

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- identify concepts to be taught and ways to represent them
- demonstrate and explain
- provide guided practice
- give students time for additional practice
- celebrate and review
- continue to assess and improve on your use of manipulatives throughout the curriculum

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- identify key vocabulary
- teach the lesson or read the book
- connect the vocabulary to past experiences
- sort the words
- plan ways to use the words
- give the students time to practice
- perform the scenes
- focus on multiple word meanings

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aka scaffold instruction
involves the use of gestures, visuals, and demonstrations as explanations are made

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places in a classroom where students can engage in hands-on activities that allow them to obtain additional experience in using new skills, expand skills usage to match more closely their individual needs, and work cooperatively with other students

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visuals or pictures created to represent ideas, text, or connections between texts

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teachers build on the natural sequence of language acquisition. teachers gradually introduce commands, acting them out as they say them. The teachers demonstrations are gradually removed, and students respond only to the commands.

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encourages students to act out stories after they have read them or have heard them read

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help students uncover the layers of meaning that lead to deep comprehension

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allows students to see the relationship of elements within a sentence that may be confusing to understand

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systematically studying a pair of languages in order to find their structural differences and similarities

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Modeled talk is one of the most beneficial strategies for ELL students. Modeled talk is helpful in lowering the anxiety of students because it demonstrates exactly what is expected of them and what to do in the specific situation.

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- identify the lesson and gather materials
- practice your modeled talk
- design a visual of directions
- review the steps to be taken
- observe students as you model talk

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When ELL students interact with their peers completing academic tasks, they are being exposed to more academic language and can enhance their academic performance. Learning centers are a great way for students to interact with one another and continue learning in the classroom. Learning centers help all students expand their social interactions and hands-on activities can help students understand content better.

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- identify skills to be practiced
- introduce the centers
- document the center work
- bring students up-to-date
- assess student progress and understanding
- add technology

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Graphic organizers are especially helpful for ELL students because it can take potentially confusing words, ideas, and concepts and make them organized and understandable for ELLs. There are a variety of graphic organizers, a few are, flow charts, venn diagrams, and KWL charts.

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- identify the teaching purpose
- explain the purpose
- involve students in constructing a graphic
- discuss the connections
- provide additional practice in using graphic organizers

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TPR can be used to teach classroom routines to students. This can help students gain confidence in classroom participations. TPR also can also be used for storytelling, learning basic vocabulary, directions, and learning basic procedures.

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- choose vocabulary to physicalize
- introduce vocabulary gradually
- drop the physical modeling
- add additional commands
- add additional responses
- play games for additional practice
- access students progress and understanding
- periodically review your use of total physical response and plan to improve and expand your use of the strategy

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Using this strategy involves allowing students to create props for them to use in the reenactment. Props may consist of costumes, prop boxes, and images from the internet. Story reenactment can even be done in learning centers. Students should be encouraged to participate in story reenactments because it can help students with book language and vocabulary.

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- read the story
-retell the story
- gather or make the props
- store the props
- use the props for retelling
- assess the retellings

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Close reading requires students to pay close attention to what they are reading and determine things such as what is happening next and to make inferences about what they have read. Close reading differs from traditional comprehension in that close reading asks students question like "How did the author use description to help the reader understand how Maya felt?"

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- demonstrate close reading when you read aloud
- observe and document students' individual reading levels
- choose short texts with enough complexity to allow students to practice comprehension strategies
- prepare questions that engage students in reexamining texts and that support their ability to meet the Common Core standards
- document students' strengths and needs for reteaching
- teach students how to ask important questions about the texts they read
- incorporate reading for gradually uncovering deeper meaning
- relate texts to students' past experiences
- focus on observing and analyzing
- provide experience using close reading in a wide variety of texts
- constantly reflect on your instruction and strive to improve your delivery, examples, and questions

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do use the syntax surgery strategy, it involves writing a sentence on a sentence strip then cutting the sentence up into individual words. This helps students because they are able to visually see the parts of a sentence being moved around and placed in the correct order. This strategy can also help students understand the elements of writing and speaking.

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- identify a problematic sentence
- write the sentence and initiate the "surgery"
- rearrange the words
- practice more sentences with the same pattern
- delay the lesson if it would interrupt communication

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

Nash, K. A., Glover, C. P., & Polson, B. (2020). Toward culturally sustaining teaching early childhood educators honor children with practices for equity and change. New York, NY: Routledge.

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planned events for students and their families that attend that encourage family teacher connections

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Family nights can include activities such as photograph writing activities and the ABC book, as mentioned by Julia and Mary Jade in the Nash, Glover text. Family nights allow for teachers to learn more about their students' family background and for relationships with the families as well.

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including a variety of book in your classroom library that students can relate to

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picture from Nash book (p 91)

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Having a diverse classroom library is beneficial because it allows for ALL students to read books and see themselves while reading. In the course text, Nash 2020, Alicia noticed the difference it made in her own classroom, and shares about the importance of it. Including a variety of books also allows students to learning about different cultures they might not have known about otherwise. It also makes students feel that they are cared about and just as important as other students.

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speaking in 2 languages in the classroom

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Translanguaging can help ensure that students know what is being said/taught about in the classroom. Translanguaging can and should also be encouraged to be practiced by the students. This can help them become more familiar with speaking English and going from one language to the other fluently.

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contrastive analysis breaks down a language and really looks at the phonemes, morphemes, syntax's, pragmatics, and semantics in each language. This is important for teachers to pay close attention to because you want to make sure your students are understanding why English is different than their native language.