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I find it very interesting that the teacher and advanced students model oral reading with the ELL student. I would think in a smaller group would be more impactful while also pointing while reading -showing the one to one correspondence with what is being said and the word on the page, to then help the student learn the words. I really like that in this stage, the ELL student is not being forced to talk and that they are given the opportunity to participate in group activities, no singling out.

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Providing instruction to ELL’s without holding them back

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Providing instruction to ELL’s without holding them back

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Modifying the text: I feel that this is crucial in small group, where it is on the level and progress the student developmentally needs. My school uses Jan Richardson’s guided reading lesson templates and they are perfect for this, it is so wonderful.

Grouping structures: I love the use of choice/interest groups, it gets the students involved with what they are learning while still giving them choice, which is something that I know school is lacking for them so it is important to implement that when you can as a teacher. This grouping aspect also allows ELL’s to learn from their peers which is awesome because they seem to be indirectly doing that and do not even realize it.

Student support: I think that student support begins with structure and routine. It makes students feel more comfortable and they know what to expect next. From there, it comes use of visual cues to assist students, vocabulary integration, and use of background knowledge in some sort of bell ringer -let’s get talking about what you already know on this topic.

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It is very important as an educator who wants the best for their students that social language is very different than academic language. To acquire academic language one has to be proficient in social language first and assistance also needs to be given. In order for this acquisition to occur, the environment for students need to be low anxiety, high support, and very safe. To build student’s confidence in their academic language, allow students to talk/work in partners or small groups in order for students to build their confidence to then take a risk by sharing out in whole group.

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It is so important to continue use of the first language because it can still advance learning in the second language, then building connections and bridges to various concepts. Just as an educator would suggest reading aloud, making lists, discussing books, etc. in English, the same could be said for the first language as well as to incorporate the parents in these interactions so that both parties can develop their oral language and comprehension skills.

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Creating an environment in the classroom that is one filled with love, support, comfort, reliability, etc. is so important to make ELL students feel comfortable so that they can focus on developing their oral language and oral reading abilities. Next it is crucial to give students multiple encounters with hearing, using, comprehending, etc. the new language. Then the teacher needs to make sure that what is being asked of the student is easy to understand, so that students are set up for success rather than failure due to not understanding the given assignment. Lastly, the sense of excitement or engagement of students specifically through drama would help to advance ELL’s development of their oral language and oral reading abilities.

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Supporting All Levels of Language Acquisition                  

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Supporting All Levels of Language Acquisition                  

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Anna Wolf
I really enjoyed this resource and the concise information it provided. As a teacher, it is important to recognize what stage of language acquisition each of our students are at and ensure that we utilize that knowledge to provide appropriate supports. Many students in our classroom may not know any English. It is essential that we are intentional with integrating language into our instruction as well as ensuring that students to feel safe and comfortable in our classrooms. As suggested in Level One, this means that students should be exposed to oral language through listening to both the teacher as well as students proficient in the English model the language. Students should not be forced to talk, but still given the opportunity. During this silent phase, students are absorbing what is being said. As students progress, opportunities for students to utilize and practice language is essential. In order to ensure that students have this opportunity teachers must create a safe environment where students feel comfortable talking but are not pressured as suggested in Level Two.

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Anna Wolf
In order to ensure that ALL of the diverse learners in our classrooms are supported in their academic growth and development teachers must differentiate their instruction. Students should be instructed within their zone of proximal development where they are challenged but still able to achieve. Since no students ZPD is the same, this means that teachers must consider how they will support the growth of all learners. This happens through differentiation. This resource provides three excellent strategies for doing this: modifying the text, creating group structures that support student success, and intentional student support. By modifying the text, teachers can allow all students to access the same content at varying levels of difficulty. Through flexible grouping teachers can create groups that are supportive of all students. Finally, through intentionally providing scaffolds for students teachers can ensure that all students have the right amount of support and independence to successfully achieve the tasks at hand.

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Importance of Teaching Academic Language

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Importance of Teaching Academic Language

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Anna Wolf

According to our text “early research showed that ELs developed interpersonal-social language in two or three years, whereas academic language proficiency took much longer to develop, at least five to seven year.” (p.49) Since social language is rich in context clues, students acquire it faster than with academic language which is decontextualized, lacking face-to-face context clues that is provided in social language. As teachers it is important that we are aware of this challenging aspect of academic language acquisition and provide explicit instruction and exposure to content-based vocabulary. I love the suggestion of allowing students to share and clarify ideas in small groups prior to asking students to respond in a whole group setting. This is a great way to lessen student anxiety and promote student confidence in their responses.

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Modifying the text- this is always hard for me to do, but I think it is important for the students. I like reading a-z because I can get text that is the same exact, but at different levels so students don't have to compare or be pointed out, which I also find helpful when differentiating.

Grouping- I believe is most important as this is where a student will pick up on things from other students. I like how it pointed out interest groupings as we do need to take personality and the child as a whole into account when making groupings. Having a common goal will help students and not hold them back.

Student Support- scaffolding is very important, but also knowing how to use the scaffolding. I think sometimes my scaffolds can still be wordy where it didn't matter if I scaffolded or not because I just added another level of complexity. It's important that the student understands what's going on and then I could heavily scaffold writing or articulating words. I would still reach out to an ESL teacher to make sure I was observed so I know situational and in context that what I am doing is worthy to the students. It's important to meet students where they are to take them where they can go.

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To start with- this example is like saying this kid isn't poor because he has nice shoes. I hate that. The assumptions people make are the setbacks in place. Socially is the place to learn because it is risk-free along with the desire and want to be/feel needed, which is needed in order to learn anyways. People are so quick to look at everything to analyze, which means we normally pick out negative things instead of just being genuinely happy for someone, which is sad. I think it would be important to help parents with an info session on how to continue academic language outside of the classroom. The classroom and home need to be a risk-free environment where learning can occur.

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I believe the gist of this is authentic experiences and practices. Whether it is in this language or that language I believe it is important for the students to see/be involved with their parents at home with any type of academic. I also have search on bus routes that would allow for an event night where we do something of the such before. Providing all the risk-free parts would help them to focus on one particular thing. We could learn from each other in that kind of setting. Most people have access to some technology, but if not I provide a field trip to the nearest library. This would be a great parent event as well.

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Authentic activities and just in general activities that develop a love for learning is what we are after. I love the plays and skits because kids aren't bogged down to reading for 20 minutes, but can focus on everything as a whole for 2-3 minutes in a performance setting to work on all aspects of fluency. I think that is super powerful. I still believe that anxiety is the main cause of the problems. I hate round robin reading or calling on kids to read out loud. It's narrowing in on kids to be judged by others and I hated that for myself growing up. It scarred my confidence and I was actually a high reader, but I wouldn't listen whenever put in that kind of situation.

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When students do not know any English, I love that the focus was not on speaking itself but rather being exposed to speaking. Teachers can read aloud, allow for group talk/share time and incorporate group/partner activities that foster conversational speaking. The object of the speaking game of English at this stage isn’t to speak it but rather experience it. They eventually will begin to learn how to communicate in our language but this time is just as crucial. They are beginning to see how the language works, what is can accomplish and how to have a conversation or simply share a command or thought. Finally, remember to model. Modeling is so key when learning what to do. As educators, we model almost all the things within our classroom so why not language.

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Providing instruction and support for ELLs

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Providing instruction and support for ELLs

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This idea seems easier on its own and then you incorporate proficient English speakers and students that have the fluency needed to be successful. This is where providing support for our ELLs becomes tricky. Scaffolding when able is super helpful. This can provide the ELL learners just the right amount of support where needed. This could be by structuring groups with varying levels of success to provide those with less fluency the helpers needed in order to be successful in a task. Also, teachers can scaffold reading experiences by adapting texts when able. As an educator, we also may want to work with groups more frequently and with targeted tasks to provide the Jesse’s’s art instruction to push them forward more while allowing the more fluent students time to work within the experiences on their own.

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I first thought that we need to look at our practices as a teacher. As an educator, we cannot expect students to grow if we are not providing them with the necessary tools needed in order to succeed. If we have built an environment that is not welcoming or lacks a feeling safe/caring then our non-English-speaking students may not feel comfortable feeling vulnerable as they use academic language in front of their peers or teacher. We also need to provide them time to practice. We often are faced with deadlines and curriculum maps that dictate when and for how long something should be covered. This, unfortunately, doesn’t take into consideration what our ELLs may be still acquiring. Allow time to work on those language skills with peers in class that they may feel more comfortable with. Finally, we need to provide visuals and structures in our lessons that they can refer back to. Our ELL students will need many experiences with academic language before it will be fluent. Until then, they should have supports to reference when using academic language.

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In my opinion, speaking English in a non-English speaking home could be difficult for a family when their student is learning a new language here in the US. I said difficult but not impossible. As a teacher, we need to provide resources to our ELL families so that they can feel that English speaking at home is possible. Unfortunately, we can not require this but it may be an area that the families want to explore but just do not know how. Labeling common items, giving simple commands or responses in English or even watching an English speaking TV show could encourage and expose not only our ELL learners but their families to English at home. The students will learn English. They are impressionable and have been immersed in our culture. Not speaking English at home may not provide them with more practice but will not inhibit them from learning ENglish.

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Allow for as many experiences as possible for our ELL students to develop these skills. We want this to be a common occurrence within our classroom so that they feel safe and honored when practicing these skills. Reader’s Theatre is a great way to encourage oral language and oral reading skills with the support of their cast members. In an experience like reader’s theatre, they are given multiple times to read and practice the script and as a teacher you could even test their comprehension on the text that they are performing. Drama is fun and can be a creative way to engage students in oral language and reading while support while addressing many language and reading needs.

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Anna Wolf
It is so important for teachers to remember that student success in learning the English language does not mean eliminating the use of the student's first language. I think one of the biggest takeaways from the information provided is that oral language development in the student's primary language is supportive of student success in acquiring the English language. Using multiple languages is not hurtful but beneficial. I love the classroom scenario example, when the teacher said that the student could engage-in all the suggested activities in the language that is spoken at home. As teachers we need to keep this in mind as we work with families to support student growth and development.

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Anna Wolf
The activities stated above reiterate what we have learned throughout this class. In order to support ELLs we must be intentional in our teaching practices and instruction.  It starts by creating a safe and secure learning environment for students where they feel safe to take risks and ask questions. From there we must be intentional about scaffolding our instruction, providing repeated opportunities to practice (proficiency does not happen on the first, second, or even third try!), making sure that content is accessible and comprehensible, and finally make sure that learning experiences are engaging and memorable.

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When I had my student who spoke no English, this chart helped me realize the different levels of ELL students. I think there are five levels and my ELL district teacher showed me where the students fit at in listening, reading, writing and speaking. Visuals and how I presented information was really important. It was hard to teach the standard from language arts if the student couldn't even read. I assigned her a buddy who was bilingual and could help explain to her what we were doing in the class. There was a lot of vocabulary addressed throughout the day and common language you hear everyday such as "Good morning" "How are you?" There is a lot of repetition. I modeled behavior such as how to line up to use the restroom, and coming to the carpet, share square etc. When we did partner work she got to hear English and Spanish. She got to speak her language and write in her language at times. When we translate, she would them practice it in English and draw a picture to go with it, so she could remember. Labeling was very important... words to pictures and vice versa.  

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When I had my student who spoke no English, this chart helped me realize the different levels of ELL students. I think there are five levels and my ELL district teacher showed me where the students fit at in listening, reading, writing and speaking. Visuals and how I presented information was really important. It was hard to teach the standard from language arts if the student couldn't even read. I assigned her a buddy who was bilingual and could help explain to her what we were doing in the class. There was a lot of vocabulary addressed throughout the day and common language you hear everyday such as "Good morning" "How are you?" There is a lot of repetition. I modeled behavior such as how to line up to use the restroom, and coming to the carpet, share square etc. When we did partner work she got to hear English and Spanish. She got to speak her language and write in her language at times. When we translate, she would them practice it in English and draw a picture to go with it, so she could remember. Labeling was very important... words to pictures and vice versa.  

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During Language Arts and guided reading the students choose books that are at there level, but they can use the same standard and skill and discuss their findings. This way it is not holding back the fluent readers, and if the students who lack the skill need help the advanced students can still assist them with the book that student is reading. 

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During Language Arts and guided reading the students choose books that are at there level, but they can use the same standard and skill and discuss their findings. This way it is not holding back the fluent readers, and if the students who lack the skill need help the advanced students can still assist them with the book that student is reading. 

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When we place students in groups that have similar interest, it doesn't matter where each student is at based on their level of achievement. A topic they are familiar about and have schema on, the students will have a lot of discourse. They learn from the text and listen to other read or partner read with them if they struggle to read some of the text the group is working on.
Scaffolding benefits every child. Every student needs vocabulary and visuals can assist those children when speaking about content or learning about it.

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Academic language is more difficult than social language because the child does not use it everyday and it may be hard to understand. I would partner him up with someone who will encourage him to share his thoughts. I would also have those academic words in front of him with definition and visuals, so he has that to refer to. When he works with someone he is comfortable with knows how to model it for him, he might be willing to try it out. I would also give him some sentence frames so it will help start his conversation. I like how the article said start with small group or a partner because it is scary speaking a new language in front of the whole class and the student does not want to be embarrassed. We want to build his conversation in a small group then when the teacher hears him say something correct, then ask the student if he could share that out loud with the class using the academic language. 

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Academic language is more difficult than social language because the child does not use it everyday and it may be hard to understand. I would partner him up with someone who will encourage him to share his thoughts. I would also have those academic words in front of him with definition and visuals, so he has that to refer to. When he works with someone he is comfortable with knows how to model it for him, he might be willing to try it out. I would also give him some sentence frames so it will help start his conversation. I like how the article said start with small group or a partner because it is scary speaking a new language in front of the whole class and the student does not want to be embarrassed. We want to build his conversation in a small group then when the teacher hears him say something correct, then ask the student if he could share that out loud with the class using the academic language. 

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It is important the student talks in English and her first language at home. I had a parent who did not want her child speaking English at home and that was very difficult to understand. It is valuable to have a parent/ teacher conference to build a relationship with the parent and to help her how she can assist her child in English without taking away their culture. I would suggest looking at some pictures from their first home and the child can point to objects and people in the picture and say or write it in English and Spanish. For example: home- casa 

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It is important the student talks in English and her first language at home. I had a parent who did not want her child speaking English at home and that was very difficult to understand. It is valuable to have a parent/ teacher conference to build a relationship with the parent and to help her how she can assist her child in English without taking away their culture. I would suggest looking at some pictures from their first home and the child can point to objects and people in the picture and say or write it in English and Spanish. For example: home- casa 

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This would be great for the parent and the student. The parent might even learn some English as well. She can take home her notebooks and share with her parents what she has learned in English and Spanish. We also has a lot of beginning reader books that we practice with our ELL students and they can discuss what they read about in Spanish to their parents.

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The first week of school is mostly about expectations, routines, procedures and building that classroom environment. We need to teach the students about respect and empathy. When we cover this, students start to feel safe in a place that was unfamiliar to them. When they see they get respect from all the students then they want to be themselves and be able to communicate about their lives. Classroom meeting is such a valuable time. Students love it because we get to learn about them. 

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The first week of school is mostly about expectations, routines, procedures and building that classroom environment. We need to teach the students about respect and empathy. When we cover this, students start to feel safe in a place that was unfamiliar to them. When they see they get respect from all the students then they want to be themselves and be able to communicate about their lives. Classroom meeting is such a valuable time. Students love it because we get to learn about them. 

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I also want to model group and partner discussions and what that looks  and sounds like. When they know what the expectations are then they will be given that chance to talk to groups about what they know. I will assign different students jobs to help keep it organized and they will learn to work together and communicate through a tough problem.
When I taught the students to retell, they loved having puppets at their hands. They didn't feel the pressure on them because they play with stuffed animals and toys at home and make them talk. They think of it as play instead of learning.
As a class we will choral or echo read, the students love to have competitions on how well they read. They also like it when we use different accents and expressions.
We act out stories and have reader's theater which helps them with fluency and comprehension.

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I found this simple break down of the first two levels of language development informative and useful. I have not had much experience with ELLs, but the few opportunities I have had was that the student, who knew no English at all, would just be given an iPad and sit in the back of the classroom. In regards Level 1, my cooperative teacher was appropriate with not forcing the student to speak. However, it could have been easily improved by placing him in a group in which students would model oral language skills.

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I found the three simple strategies useful and applicable! As an ELA teacher, I love resources like Newsela, which allows me to find the same article and modify the Lexile for various students. By the end, all students receive the same main idea, just some go into more detail. I also like the idea of using jigsaws more often as a way to break down a reading passage. In terms of grouping, Hardin County has really pushed for Kagan style cooperative learning, in which students are strategically placed into groups based off their reading/math MAP scores. However, I also liked their idea of finding a common interest to form a group from. This would allow students to engage in social interaction (help with social speaking) and become more comfortable with using academic vocabulary as well.

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I found it interesting that speaking in class varies greatly from speaking outside of class. It makes sense as academic vocabulary is only modeled in school, however it is a requirement to be successful in school! To circle back around with helping ELLs, it is appropriate to partner them up with native English speakers to give them in-class time to gain the confidence needed to participate in class discussion. As a teacher, I would still be thrilled though to notice ELLs are building relationships outside of the classroom as they demonstrate their mastery of social language.

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I found this excerpt very interesting! Despite not speaking English, parents of ELLs can still help facilitate second language acquisition through continuously developing their first language. I have always pondered this myself for kids who never hear English at home. Knowing that the skills transcend language barriers and can still be applied is a important for both parents and teachers to know.

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Creating the ideal environment is one way for teachers to help facilitate new language learning for ELLs. First, establishing a low anxiety environment is key in making a student (all students) feel nurtured and safe. This will allow them to feel comfortable to participate in class discussion and debates. Second, repeated practice is necessary in order for ELLs to learn how to express themselves. Third, teachers must utilize visual 🤬 and other forms of differentiation in order to make the material easier to understand for the students who struggle with processing English. Finally, utilizing drama, such as Reader´s Theatre, is an effective way to engage and motivate ELLs in both content and language acquisition.

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This past year I transferred schools from a school that did not have an ESL program to a school that had a large number of ESL students. I had three students transfer into my classroom at different times in the school year that spoke no English. It was definitely a challenge for me as a teacher because I worried constantly about what I should be doing for these students. After talking with ESL resource teachers and reading about language acquisition in this class, it validated what I had been doing in my classroom. Students that don't speak any English are going to have a silent period, and that's okay. They are absorbing so much information that we don't even realize. One of the main points I took away from this was not to force students to speak. They will begin to speak when they are ready. But it is still important to model fluent oral language with shared reading and read alouds.

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The key to providing instruction and support for ELLs without holding back the students who are fluent in English is differentiation. Three ways to differentiate are through modifying the text, grouping, and student support.
Modifying the text- This is something that I do in Guided Reading groups. I have different leveled texts for different groups all about the same topic. This supports all students to feel confident and successful while learning about a topic.
Grouping- Using different grouping is important for all students. Most of the time groups are going to be teacher chosen, but occasionally it is good to let students pick their own groups based on interest. Sometimes groups will be based on level, but it is also important for students to be with other students of different levels to learn from each other.
Student support- In my classroom, I use Kagan structures to set up my table groups. This varies the level of students at each table. There are a number of factors that go into each table group, and I change them throughout the year, but this allows me to have a good idea of where I need to circulate more frequently to offer support for my students.

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I think it is important to distinguish between academic and social language. Like the example said above, social language may be acquired before academic language. Social language a lot of times is used and practiced more, whereas academic language needs to be explicitly taught. I like the idea of letting students work in partners or groups to share ideas before they share to the whole group. Small groups provide a lower anxiety environment and may build up a student's confidence to share out to the whole group.

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I think this was one of the biggest aha moments for me while learning about language acquisition and English Learners. Students learning in their first language will actually help them in acquiring a second language. I think this is so powerful for many of the families of my students. I liked the classroom scenario of all the different things that teacher encouraged her students to do at home with their families even if their families do not speak English. I want to use this with my students next year and encourage the families of my students to read, make lists, read signs, and talk in their primary language.

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These are the four components necessary for acquiring a second language: low anxiety environment,
repeated practice, comprehensible input, and drama. What stood out to me the most was drama. Students need to feel excited about what they are learning. One of the examples was Reader's Theater. This is something that I use in my first grade classroom with my students and they love it. When students finish an activity, they have the choice to read books at their tables and so many times I have seen partners or groups find their Reader's Theater texts and read those together. They love acting them out and changing their voices as they read. When they do that, it really shows they are understanding what they are reading.

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This is a great resource for teachers who have ELL students in their classroom. What really stood out to me was the information about students in the starting phase who are not speaking any English. I agree that as teachers we need to model oral reading, as well as peers. I also find it important to remember to allow ELL students time to be silent and get adjusted in the classroom. We should not expect them to start talking and want to share out right away and that is alright. I have observed this from having past ELL students in my classroom. At first, my ELL students are often very quiet. They rarely share out or ask questions. However, after they begin to form friendships and relationships with the teachers and their peers, they begin to share out more and feel more comfortable.

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It is crucial that we are mindful of differentiating instruction as we plan for our ELL students. I love the idea of text modification. This is easier to do when students are reading for choice and enjoyment yet harder to do when the reading is used for content learning. I would love to use visuals as a tool for providing a scaffold for my ELL students. I also want to make sure that I am teaching vocabulary that will support the learning and growth of my ELL students. It is important to also use grouping to support ELL students in the classroom. While some groups should be heterogeneous such as reading groups, students should also be grouped homogeneously in the classroom. When students are grouped together and their native languages vary, they can learn new language structures. Students can also learn from one another as they share their schema and different backgrounds.

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This is a resource that I would love to share with my PLC. It is so important to understand the progression of both social language and academic language for our ELL students. It only makes sense that social language will develop before academic language because students use it more often and in various settings. In contrast, students only use academic language at school. I love the idea of supporting students as they acquire academic language by having them work in small groups as they share their ideas or thinking before coming to the larger/whole class group to share. This gives students an opportunity to hear fluent academic language from their peers as a model. Thus providing a learning experience for those students.

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One of my strongest beliefs as a teacher is creating an environment where there is low anxiety. It is so important to me that my students feel safe, loved, and valued by their teachers and their peers. This responsibility is even more important for our ELL students who are prone to facing more school anxiety due to their language barriers and cultural differences. I hope to help create a low anxiety environment by building a strong classroom community right from the beginning of the school year. I feel that students need to get to know one another and form relationships of trust with each other. They also need to feel trusted and valued by me as the teacher. I also love the idea of implementing drama into the classroom to support ELL students. Using readers theater is a fun way to get students excited and motivated to learn while also getting to practice oral language skills.

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I agree with the beliefs of this teacher. It is so important to have the parents of our students helping them at home, even if they do speak a language other than English at home. I have had students in the past whose parents do not speak English. They were worried about how to read with him or to him at home. I told them how important it was to still read with him in their native language and that he could read to them in English. They were extremely supportive of him and he loved sharing how he could read in two languages with them. I value celebrating the many languages that our students speak which are all equally as important.

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This was a great and simple visual to follow. Sometimes, when dealing with new students, there are so many resources thrown at you to view but in reality, a simple description like this would be very helpful when working with an ELL student. I like how it breaks down the two levels, gives a description and implications for both. This would be great to have on hand when working with ELL students.

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Differentiation is something I think about often if I were to have an ELL in my classroom one day. I differentiate to begin with but having an ELL in the classroom would be an entire new playing field. This excerpt does a fantastic job of breaking down the most important strategies to utilize student needs. I understand what a modification is but I never really thought about modifying a text by dividing it into smaller portions and/or providing more visuals, vocabulary support and connecting background knowledge. I would love to see an example of this. I also am a big fan of creating groups that set students up for success - this is huge for ELL's so they can feel safe, secure and welcomed with their peers. Lastly, the comprehensible input part was interesting to me because I feel like there are so many ways to allow for students to understand "the gist" but sadly, for time sake, many teachers may just move on with the lesson. All in all, great resource to have on hand.

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From just reading the title, I immediately thought about how important it is for teachers to create meaningful relationships with their students - I think in this case, this is extremely important in order for this student to feel comfortable enough to speak out in class. I also think having an understanding of academic language and what it entails is crucial for an ELL to feel successful in a classroom. It can be easy to jump to conclusions but many times, students do act differently at home then they do at school or act in a different way with friends than they do in the classroom. It is important to give students ample time to practice and learn to feel comfortable sharing their thoughts in the classroom before jumping to conclusions.

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I believe if parents are taking the time to read, spend time with and discuss books with their child, that is success in itself. Teachers do not need to put so much emphasis on learning a new language rather they should encourage families to engage in various literacy activities in their home language. This will not only lead to a greater confidence in the parents but also in the student.

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Developing oral language and oral reading...

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Developing oral language and oral reading...

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I continue to read about the importance of a low anxiety environment for any student, but especially ELL's. Students need to feel welcomed and safe before any learning will occur. Repetition is another key factor in a successful classroom. Students need repeated practice for things to truly stick. Comprehensible Input has been a new term I have been looking into and it makes perfect sense for ELL's. We must use a VARIETY of techniques for students to understand the concept of what is being taught. I would love to incorporate more drama into my own teaching practices - I think this would be so engaging and exciting for all students to participate in!

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As a teacher in a diverse ESL school, this visual provided a simplified answer to a hard question. Allowing starting/emerging students time to listen and acclimate, while still encouraging conversations, helps in creating the relationship with these students. Recently, I was babysitting for a family who are from Russia. The mom began to speak to the daughter in their native language while I sat silent. Giving the implications for this period is helpful!

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Knowing that each individual learner comes to us with various strengths/areas of growth, it can be difficult to meet each student at their independent level but it is absolutely necessary. Small, flexible groups allow for each student to practice skills at their own level, while also allowing them to feel successes no matter how big or small. Scaffolding (I do, we do, you do) promotes this independence, while varying for each learner (one student may need lots of time on the "I do" or "we do" while another may not). Knowing our students is so crucial to this element of classroom management.

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The posed question can feel frustrating as a teacher…you hear students picking up social language but face the difficult, and timely, task of teaching academic language. Knowing that this takes multiple years to develop, implementing strategies that increase this type of vocabulary is necessary.

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Oral language development in both the student's primary and secondary language can be cohesive and promote overall academic success. I enjoyed reading both articles that discuss how students need practice of their primary language in addition to their secondary language. Providing families with access to learning content and curriculum in both English and their native language supports this, while also promoting what their student is learning (making a cohesive relationship between school and home).