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Cooperative learning takes place when groups of students work together to complete tasks. This gives students opportunities for communication and discussion, time to explore and research, and chances to give oral presentations as a group. Therefore, students are building their interpersonal interaction skills. I would use this strategy in my classroom by first assigning groups, assigning roles within the groups so that each child knows what he or she is doing, then assigning the task, and then monitoring the students to check for full participation. Some cooperative learning activities I would like to incorporate into my classroom involve art projects and research-based projects that require multiple steps because these projects involve more communication and social interactions among the students.

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Cooperative learning takes place when groups of students work together to complete tasks. This gives students opportunities for communication and discussion, time to explore and research, and chances to give oral presentations as a group. Therefore, students are building their interpersonal interaction skills. I would use this strategy in my classroom by first assigning groups, assigning roles within the groups so that each child knows what he or she is doing, then assigning the task, and then monitoring the students to check for full participation. Some cooperative learning activities I would like to incorporate into my classroom involve art projects and research-based projects that require multiple steps because these projects involve more communication and social interactions among the students.

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Predictable routines are strategies that can be used to reduce students' stress or anxiety and can look like having set patterns, routines, and signals. These are to ensure that students understand what to expect so that they can focus more of their energy on the instruction instead of what is expected of them to do next. Effective components on how to implement this involves the following: set up your room, establish routines, model routines, contextualize directions, and evaluate your use of routines and procedures periodically to identify areas that can be improved. Ways that I can use this strategy in my future classroom is by having a list of the day's activities and appropriate times posted in the same place each day or by posting assignments, page numbers, long-term assignments, and homework in the same area each day. 

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Predictable routines are strategies that can be used to reduce students' stress or anxiety and can look like having set patterns, routines, and signals. These are to ensure that students understand what to expect so that they can focus more of their energy on the instruction instead of what is expected of them to do next. Effective components on how to implement this involves the following: set up your room, establish routines, model routines, contextualize directions, and evaluate your use of routines and procedures periodically to identify areas that can be improved. Ways that I can use this strategy in my future classroom is by having a list of the day's activities and appropriate times posted in the same place each day or by posting assignments, page numbers, long-term assignments, and homework in the same area each day. 

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Daily schedule as a predictable routine.

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Daily schedule as a predictable routine.

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Manipulatives are tangible objects that represent something such as a number or quantity that students can hold and move around. Examples of manipulatives include counters, beans, and blocks. These manipulatives can help students in all content areas, especially for math and science where abstract concepts such as numbers can be involved. Manipulatives give students a visual representation to help them make better sense of a concept or idea. Since I am a visual learner, I think manipulatives are an excellent idea to incorporate into lessons such as using blocks to teach shapes, sizes, texture, and color.

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Manipulatives are tangible objects that represent something such as a number or quantity that students can hold and move around. Examples of manipulatives include counters, beans, and blocks. These manipulatives can help students in all content areas, especially for math and science where abstract concepts such as numbers can be involved. Manipulatives give students a visual representation to help them make better sense of a concept or idea. Since I am a visual learner, I think manipulatives are an excellent idea to incorporate into lessons such as using blocks to teach shapes, sizes, texture, and color.

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Vocabulary role play involves students learning new vocabulary and connecting it to their past experiences. The steps that I can take to use this strategies are as follows: 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, and focus on multiple word meanings. This strategy provides the link between learning a new word and using the word in context. This is a fun and engaging way for students to become familiar with new vocab and how to understand it. I could use this strategy in my future classroom by having my students act out common verbs or re-create a scene from a story book with dialogue and action.  

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Vocabulary role play involves students learning new vocabulary and connecting it to their past experiences. The steps that I can take to use this strategies are as follows: 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, and focus on multiple word meanings. This strategy provides the link between learning a new word and using the word in context. This is a fun and engaging way for students to become familiar with new vocab and how to understand it. I could use this strategy in my future classroom by having my students act out common verbs or re-create a scene from a story book with dialogue and action.  

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Children acting out a scene from a book or story.

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Children acting out a scene from a book or story.

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Modeled talk involves physical demonstration of instruction including gestures and visuals. This form of modeling can lower students' anxiety since students know exactly what is expected of them through the gestures and visual demonstrations. The steps included in this strategy are as follows: identify the lesson and gather materials, practice your modeled talk, design a visual of directions, review the steps to be taken, and observe students as you model talk. Ways that I can incorporate this strategy into my classroom are by creating word cards for any new vocabulary, providing maps, globes, manipulatives, and examples of the products to be made, and by having numbered charts showing sequences to be followed.

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The teacher provides a globe for visual demonstration.

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Learning centers are spread-out areas within a classroom where students can learn new skills or concepts by participating in hands-on activities. This strategy can help all students, but especially ELLs, because it enables students to interact with other peers and exposes them to more academic language and increases their academic performance. The steps involved with this strategy include the following: identify skills to be practiced, introduce the centers, document the center work, bring students up-to-date if any changes are made, assess student progress and understanding, and add technology. I can use this strategy in my primary classroom by providing a word work center, pocket chart center, computer center, writing and publishing center, skills center, literature responses, project center, and illustration center.

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Graphic organizers for visual handouts that organize concepts, ideas, or text for students in a simple way that is easy to understand. These organizers can be in the form of Venn diagrams, flow charts, tables, or another type of organized form. The steps to take when using this strategy involve the following: identify the teaching purposes, explain the purpose, involve students in constructing a graphic, discuss the connections, and provide additional practice in using graphic organizers. I can use this in my classroom by having students compare and contrast texts and concepts or having students read graphic organizers and use them to explain concepts.

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Total physical response (TPR) involves a teacher introducing visual commands or actions that are linked to the students' first language. This is a form of storytelling that goes beyond teaching basic vocabulary, directions, and procedures; it greatly enhances language fluency. The steps that support this strategy include the following: choose vocabulary to physicalize, introduce vocabulary gradually, drop the physical modeling, add additional commands, add additional responses, play games for additional practice, assess student progress and understanding, and periodically review your use of TPR and plan to improve and expand your use of this strategy. I can use this strategy in my own classroom by incorporating story telling by teaching students to tell their own stories.

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Story reenactment involves making stories come to life based on stories that students have either read or heard them read. This strategy gives opportunities for multiple rereadings, discussions, clarification, oral and physical story recreation, understanding the book's language, and practice the vocabulary. The steps involved with this strategy include the following: read the story, retell the story, gather or make the props, store the props, use the props for retelling, and assess the retellings. I could use this strategy in my classroom by reading a book together as a class and then assigning each of the students a part or character from the story. We could use various props that correspond to the story, and then our class could act it out for the other classrooms.

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The close reading strategy focuses on the various layers of meaning that lead to deep comprehension. This helps students build on their already-learned concepts to unlock further comprehension in a text. The few of the beginning steps involved are as follows: 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, and prepare questions that engage students in reexamining texts and that support their ability to meet the Common Core standards. I could use this strategy in my future classroom by using a questioning sequence for deeper comprehension.

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Syntax surgery enables students to understand the relationship of elements within a sentence. This may be confusing for many students to understand, especially for ELLs because they may confuse word placement when speaking or writing in English. The steps involved for this strategy are as follows: identify a problematic sentence, write the sentence and initiate the "surgery," rearrange the words, practice more sentences with the same pattern, and delay the lesson if it would interrupt communication. I could use this strategy in my classroom by writing parts of a sentence on various strips of paper and having students put the pieces of paper in the correct order to form a complete sentence.

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This strategy involves a systematic comparison of two or more languages, with the aim of describing their similarities and differences. A contrastive analysis consists of four steps: description, selection, contrast, and prediction. In teaching and learning English as a second language, contrastive analysis is really helpful for both the teachers and the students, because teachers know the differences and similarities between the students' native language and the target language. Therefore, it is easy for teachers to learn and adjust to the target language. I can use this strategy in my classroom to better understand my students' native languages and how they differ and compare to English.

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With this strategy, children are given options to complete their individual and small group assignments at various locations throughout the classroom. They may choose to sit at desks, tables, on rugs, bean bags, or large floor pillows. In addition, teachers can supply students with supportive materials such as using clipboards to brace their writing and having access to individual whiteboards to complete their work. Giving students the choice to choose where they want to sit allows students to feel as though they have some power and control over their education. I can incorporate this strategy into my future classroom by allowing students to choose where they want their desks to be lined or grouped in the room and allowing them to spread out in the room for activities.

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With this strategy, students pick a topic of interest to teach to the other children in the class. Once their topic has been approved by the teacher, students conduct research on the topic and design a lesson plan to teach. As part of the lesson plan, children practice writing assessment questions and apply their knowledge of sequencing, cause and effect, and fact vs fiction. This is an excellent strategy for me to use in my future classroom because they develop oral language skills as they present their lessons and hold class discussions on the topic. In particular, this strategy is excellent to use with ELLs because it gives students an opportunity to pick a topic about themselves, their culture, or language to teach to the class.

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For this strategy, teachers provide alternatives to traditional assessment measures for children in the classroom. These assessments are used in likeness with traditional assessment tools to measure student performance. However, alternative assessments are meant to assess students at their level in a way that is appropriate for them. Some examples of alternative assessments that may benefit ELLs include photographs, video recordings, interviews, and student presentations. I can use this strategy in my future classroom because it assesses each child in a fair way that appropriately measures their work.

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Herrell, A.L. & Jordan, M. (2019). 50 Strategies for Teaching English Language Learners. Indianapolis, IN: Pearson.

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Herrell, A.L. & Jordan, M. (2019). 50 Strategies for Teaching English Language Learners. Indianapolis, IN: Pearson.

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 Nash, K. T., Glover, C. L., & Polson, B. (2020). Toward Culturally Sustaining Teaching Early Childhood Educators Honor Children with Practices for Equity and Change. New York: Routledge.

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 Nash, K. T., Glover, C. L., & Polson, B. (2020). Toward Culturally Sustaining Teaching Early Childhood Educators Honor Children with Practices for Equity and Change. New York: Routledge.