# data[].attributes.attachment_link.description
Edutopia is an initiative of the George Lucas Educational Foundation.

# data[].attributes.attachment_link.readable_text
The Power of Quality Technology in the ESL Classroom

Instructional technology tools can reshape your curriculum, or they can be a way to reinforce concepts and address gaps in language skills. According to Jeff Wiseman's presentation, " English Language Learners as Digital Natives: 21st Century Tools for Sheltered ESL Classrooms," there are many benefits to integrating technology in an ESL setting:

They can individualize and customize curriculum.

They can promote cooperative group work.

They can impart English skills while also providing technology skills essential for 21st century learners.

They can increase the percentage of time students stay on task during independent practice.

When using technology in the classroom, consider that this is the generation of "digital natives," students who have grown up with the Internet and who are familiar with technology for entertainment. An ESL or EFL educator's job is to guide students to use high-quality instructional tools for learning or practicing English skills. In locating such resources, consider:

1. How does this tool engage users?

2. Does this tool provide targeted support in a necessary skill?

3. Does this tool address listening, reading, reasoning, creating, or writing in English?

4. What degree of language proficiency does this tool support?

5. Is there a way to assess skills mastery?

ESL Instructional Tech Tools for Listening Skills and Verbal Interaction

According to Renee Ybarra and Tim Green's " Using Technology to Help ESL/EFL Students Develop Language Skills," published in The Internet TESL Journal, teachers in ELL classrooms can use computers to enhance listening skills and verbal interaction, and to support a variety of language functions. The authors highlight the power of software, apps, and websites that feature interactive stories. These stories have built-in visual and audio aids to support comprehension and often feature activities and assessments that reinforce learning and assess comprehension. Resources for teachers include:

Story Time For Me

A free library of stories featuring animation, narration by professional actors, and word-by-word highlighting. These stories are best suited to children in the primary grades.

Starfall

This site has free resources suitable for individualized development of pre-reading skills, teaching reading, and refining reading skills. The "I'm Reading" section ( https://www.starfall.com/n/level-c/index/load.htm?f) has a diverse library of reading materials, accompanied by illustrations and audio, including fiction, nonfiction, comics, plays, Greek myths, Chinese fables, and other folk tales.

Many Things

Geared toward teenage and adult ELLs at the intermediate and advanced levels, this site features short reports on current events, news items, and social issues. Students listen and read along.

Voxy

Subscribers to this app listen to and read short news stories on various themes. Afterward, they play games to practice skills and complete quizzes to test their comprehension.

ESL Instructional Tech Tools for Practicing Literacy Skills

Ybarra and Green also find that software and online games can promote students' skills in spelling, phonics, grammar, and sight word vocabulary. Here are a few computer literacy games that support ESL instruction:

Building Language for Literacy: Early Reading Activities

Scholastic has developed three online games that teach beginning ESL students in the primary grades with phonemic awareness, phonics, and vocabulary.

ESL Interactive Grammar Games

Short, simple games address skills such as English vocabulary, spelling, and verb tenses.

ESL Instructional Tech Tools for Developing Writing Skills

Ybarra and Green highlight how teachers can use computers to support beginning ELLs in guided writing activities. The graphics, prompts, and templates available from technology-based ESL writing activities keep writing interesting and reduce students' frustration. Some tech-based ESL writing tools available to teachers include:

Interactive Writing Games

Fun English Games presents highly structured activities that guide students to write for different purposes. The interactive lessons and writing templates include formulating an argument for a debate, designing advertising materials, writing newspaper pieces, composing a letter, creating stories in different genres, and writing step-by-step instructions.

Learn English Kids

The British Council's site features quite innovative interactive writing activities. These games ask students to use English to style a superhero, make a comic strip, create finger puppets to act out a fairytale, compose a story, design a monster, and customize a dangerous animal.

Constructing the Paragraph

English Online France has a tutorial and self-test for adult learners on how to write a paragraph. Other writing activities in this series include topic sentence, supporting sentences, using transitions, and ordering principles.

ESL Instructional Tech Tools for Vocabulary Support

As pointed out in the research paper " Integrating Technology: Best-Use Practices for English Language Learners in Content-based Classrooms," by Ruth Ban, Li Jin, Robert Summers, and Kristina Eisenhower, instructional technology allows teachers to customize instruction to match student needs. The authors provide the example of a language arts lesson that requires students to comprehend English text. Beginners might use translation tools or online picture dictionaries to aid comprehension, while more advanced ELLs can use electronic dictionaries without graphic support. Here are some ESL Dictionary and Translation Tools:

Online Picture Dictionary

ESOL Help has created a free picture dictionary with simple images. Words are organized thematically.

Google Translate

One of the most prominent free online translation tools has boxes for plugging in text to translate.

ESL Instructional Tech Tools for Practicing English Communication

Ban, Jin, Summers, and Eisenhower also cover ways ESL teachers can use technology-based communication tools in class. The authors highlight instructional strategies such as:

blending oral and written language with Instant Messenger

sending emails to classmates to practice informal writing

participating in course components on a class discussion board

creating a webquest to address an inquiry or theme

designing a class webpage

Additional Technology Resources for ESL Educators

The English for Everyone blog features a post, " Teaching ESL with Social Media," that reviews research and discusses ways to use Facebook, Twitter, and Pinterest to create engaging activities for ELLs.

The Texas Computer Education Association ( TCEA) maintains a list of recommended apps for educators, divided by curricular area. Included is a list of ESL apps for iPod and iPad.

The Scripps Research Institute Libraries website highlights ESL apps that address pronunciation, accent reduction, understanding English idioms, conversation skills, and reading skills.

# data[].attributes.attachment_link.title
Instructional Technology Tools in the ESL Classroom

# data[].attributes.attachment_link.description
Instructional technology tools can reshape your curriculum, or they can be a way to reinforce concepts and address gaps in language skills. According to Jeff Wiseman's presentation, " English Language Learners as Digital Natives: 21st Century Tools for Sheltered ESL Classrooms," there are many benefits to integrating technology in an ESL setting: They can individualize and customize curriculum.

# data[].attributes.attachment_link.description
Our graphic organizers are designed to facilitate understanding of key concepts by allowing students to visually identify key points and ideas. By using graphic organizers across all subject areas, you will be empowering your students to master subject-matter faster and more efficiently.

# data[].attributes.attachment_link.title
Grades 3-5 ELA Curriculum: Appendix 2: Graphic Organizers | EngageNY

# data[].attributes.attachment_link.description
Resources may contain links to sites external to the EngageNY.org website. These sites may not be within the jurisdiction of NYSED and in such cases NYSED is not responsible for its content.

# data[].attributes.attachment_link.title
Grades 6-8 ELA Curriculum: Appendix 2: Graphic Organizers | EngageNY

# data[].attributes.attachment_link.description
Resources may contain links to sites external to the EngageNY.org website. These sites may not be within the jurisdiction of NYSED and in such cases NYSED is not responsible for its content.

# data[].attributes.headline
Common Core Reading Graphic Organizer List

# data[].attributes.subject
Common Core Reading Graphic Organizer List

# data[].attributes.attachment_link.title
Tiered Lessons: One Way to Differentiate Mathematics Instruction

# data[].attributes.attachment_link.description
This article is about differentiation. Due to the broad range of academic needs among students, teachers find themselves in a dilemma. The Burris Laboratory School outlines how teachers can reach all the students in their classrooms when they are academically diverse, have special needs, are ESL learners or have some combination of any or all of these factors.

# data[].attributes.attachment_link.readable_text
PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first three pieces of content for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first three pieces of content for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

Discussion and Supporting Materials

Thought starters

1. Why does Ms. Brewer give students the option of using sentence frames?

2. How can you create a sentence frame that encourages varied responses?

3. What makes sentence frames an effective strategy for English Language Learners?

School Details

Stevenson Elementary School
14220 Ne 8th St
Bellevue WA 98007

Data Provided By:

Teachers

# data[].attributes.attachment_link.title
Using Sentence Frames to Jumpstart Writing

# data[].attributes.attachment_link.description
To help her students get writing, fifth grade teacher Stacy Brewer gives her class sentence frames. The sentence frames help students start writing by providing them with a structure to work with. Stacy describes how this strategy is particularly helpful for English Language Learners because it provides them with language and makes writing less intimidating.

# data[].attributes.attachment_link.title
SIOP: Making Content Comprehensible for ELLs

# data[].attributes.attachment_link.description
The Sheltered Instruction Observation Protocol (SIOP) was developed to make content material comprehensible to English Language Learners. This model is the result of the work of Jana Echevarria, MaryEllen Vogt and Deborah J. Short.

# data[].attributes.attachment_link.readable_text
Page 3: Know Your Students

As discussed previously, when they differentiate instruction, teachers design lessons to address the needs of groups of students. Before teachers can do this, however, they must first get to know their students in terms of:

Readiness Interest Learning Profile

Readiness refers to a student's knowledge and skill level regarding given content. A student's readiness level might vary across subjects or content areas. For example, a student may have extensive knowledge about ancient Egypt but have little knowledge about the Incan civilization. Additionally, a student's readiness may be influenced by his or her background knowledge, life experiences, or previous learning. Teachers can determine the level at which a student is working in a given subject area by:

Did You Know?

Learning occurs when a student is asked to complete a task that is just beyond what he or she can do independently, or, in other words, in his or her proximal zone of development.

Interest

Interest refers to topics, skills, or activities that pique a student's curiosity or inspire him or her. Teachers can discover their students' interests by determining what topics they enjoy or which activities they engage in outside of class. They can do so by asking students to:

Learning Profile

Learning profile refers to a student's preferred method of learning new information or skills (e.g., visually, hands-on, through deductive means) and to environmental factors that influence a student's learning (e.g., small group, bright lights, no distractions). A student's profile can also be influenced by gender and culture. For example, students from cultural backgrounds that value cooperation over competition may perform better in a small group versus working independently. Teachers can assess a student's preferred method of learning by:

Carol Ann Tomlinson (2010)

For Your Information

When they collect information to better understand a student's learning profile, teachers should also take note of each student's affect, or emotions and feelings. Teachers should strive to understand how students feel about themselves and what makes each of them feel successful or discouraged.

Carol Ann Tomlinson, EdD
Professor of Educational Leadership,
Foundations, and Policy
The University of Virginia
Charlottesville, VA
View Transcript

Michelle Giddens, MEd
Assistant Principal Intern
Former Third-Grade Teacher
Sarasota, FL

# data[].attributes.attachment_link.description
As discussed previously, when they differentiate instruction, teachers design lessons to address the needs of groups of students. Before teachers can do this, however, they must first get to know their students in terms of: Readiness Interest Learning Profile Readiness refers to a student's knowledge and skill level regarding given content.

# data[].attributes.attachment_link.readable_text
Bloom's taxonomy identifies six levels of learning, from the most basic (i.e., recalling facts) to the most complex (i.e., evaluating information). For instance, when she creates a tiered assignment, the teacher often develops three levels of activities. For the lowest level, she might develop activities that assess students' knowledge and comprehension; for the middle group, she might assess their ability to apply and analyze information; for the high group, she might require them to synthesize and evaluate the information. The tables below present the hierarchy of six levels of learning. For each level of learning, the table provides verbs teachers often use when designing product assignments or test questions.

Knowledge

identify, list, arrange, define, describe, label, match, order

Comprehension

classify, summarize, predict, locate, discuss

Application

compute, demonstrate, show, solve, write

Analysis

compare, contrast, experiment, model, separate

Synthesis

arrange, combine, formulate, revise, propose

Evaluation

argue, defend, justify, appraise

Remembering

identify, list

Understanding

categorize, summarize, compare, explain, give examples, predict

Applying

perform lab test, solve a math problem, write an essay using correct grammar and punctuation

Analyzing

differentiate, draw conclusions, organize

Evaluating

determine, judge, critique, test

Creating

generate, plan, construct, design

# data[].attributes.attachment_link.description
Bloom's taxonomy identifies six levels of learning, from the most basic (i.e., recalling facts) to the most complex (i.e., evaluating information). For instance, when she creates a tiered assignment, the teacher often develops three levels of activities.

# data[].attributes.attachment_link.description
The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 iris@vanderbilt.edu. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E170001. The contents of this Website do not necessarily represent the policy of the U.S.

# data[].attributes.attachment_link.description
Because teachers are held accountable for covering grade-level standards, many are concerned that they will not be able to do so if they differentiate instruction. Carol Ann Tomlinson explains that differentiated instruction does not interfere with teaching the required standards (time: 0:46).

# data[].attributes.headline
New Teacher Survival Guide: Differentiating Instruction

# data[].attributes.subject
New Teacher Survival Guide: Differentiating Instruction

# data[].attributes.headline
Getting Started With Differentiated Instruction

# data[].attributes.subject
Getting Started With Differentiated Instruction

# data[].attributes.attachment_link.title
Getting Started on Differentiated Instructions

# data[].attributes.body
http://www.readingrockets.org/article/what-differentiated-instruction