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Talk bout errors once they have been identified and fixed

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Talk bout errors once they have been identified and fixed

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have students figure out what the error is

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Focus on one or two concepts at a time  when listening or readings student work

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Focus on one or two concepts at a time  when listening or readings student work

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Reach out for support from other resources

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Reach out for support from other resources

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such as other educators and staff who work with ELL regulary

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Implement Effective Correction/Feedback Policy 

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Implement Effective Correction/Feedback Policy 

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find a balance between support and corrective feedback

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Help students understand when to use different kinds of language 

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Help students understand when to use different kinds of language 

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in pairs and small groups
EX: Think, Pair, Share

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Demonstrate how targeted academic language with standards

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Demonstrate how targeted academic language with standards

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when relevant to content

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especially when they don't understand a word

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avoid speaking too fast or slow

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Be aware of relationships between a student's native language and English

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Be aware of relationships between a student's native language and English

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native languages effect how ELL students learn English

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over topics such as alphabet, phonetic sounds, new vocabulary, sight words, grammar rules, conversational phrases, and writing structures.

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labels and posters on classroom materials

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labels and posters on classroom materials

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- produce written and oral language that is comparable to that of native speakers of English of the same age

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students are able to:

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- persuade/ debate

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- justify view or behaviors

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- negotiate with others

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- defend actions and opinions

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increased exposure to print and language

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students are able to:

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- compare and contrast

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Supporting ELLs in the Mainstream Classroom

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Supporting ELLs in the Mainstream Classroom

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- retell information from a text / summarize

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- explain academic concepts

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- recall facts

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students are able to:

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- use routine expressions independently

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- listen with greater understanding

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- list and categorize

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- identify people, places, and things

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students are able to:

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- pantomime

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- point to objects or print

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- match words or objects

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- nod their answers

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The 5 Stages of Stages of Language Acquisition

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The 5 Stages of Stages of Language Acquisition

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students are able to:

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history/ social studies and writing classes may continue to be a challenge

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typically, students are no longer in ESL... but do need continued teacher support

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4-10 year achievement

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cognitive academic language proficiency in a second language

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students will be using strategies from their native languages to learn English content

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continued grammatical errors

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students can express their opinions and ask for clarity

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students are ready for grade-level math and science classes, with teacher support

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use dialogue journals

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match vocabulary to definitions

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write and illustrate riddles

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read short stories

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use flashcards to learn vocabulary

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students may produce simple sentences that are not grammatically correct

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focus on building a receptive vocabulary

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ask yes/no questions

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simplify content or
use simple books

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use pictures for support

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use listening comprehension activities

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not actually producing language yet, just parroting

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by Judie Haynes
everythingESL.net

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speaks and writes nearly natively

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approx. 6,000 words
speaks and writes in complex sentences

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approx. 3,000 words
speaks in simple phrases and sentences

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approx. 1,000 words
speaks in one- or two-word phrases

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up to 500 words
not yet speaking