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Many practices are considered the best practices for ELLs. The first one is modeling. I will explain and demonstrate what I expect my students to perform. This is especially suggested when there is a new skill or activity. Another practice is to use visuals. With pictures, the students will gain a better understanding of the content (Ferlazzo, 115). I plan to also give verbal & written instructions, check for understanding, encourage, and provide graphic organizers.

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Key Point 2 - Key Elements of a Curriculum for Intermediate ELLs 

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Key Point 2 - Key Elements of a Curriculum for Intermediate ELLs 

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There are many ways to tend to ELL's needs. One of them includes the elements of the curriculum. The first one includes voluntary reading because this elevates student interest. This encourages them to set reading goals and overall improve in reading. Second, supporting research is effective because it helps comprehension and vocabulary (Ferlazzo, 49). I will be sure to do both of these while teaching ELL's so they have the best learning experience.

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Key Point 3 - Activities to Build Relationships with ELL's 

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Key Point 3 - Activities to Build Relationships with ELL's 

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There are many activities that build and maintain positive relationships. Some activities simply introduce students/teacher but are useful to use throughout the year as people's interests change. "Find someone in the class who..." is a great activity because it motivates the students to interact and get to know each other (Ferlazzo, 26). As a future teacher, I plan to do activities and learn about my students.

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Key Point 4 - Scaffolding Complex Texts 

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Key Point 4 - Scaffolding Complex Texts 

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Using scaffolding in the classroom is a great technique to enhance learning. In the ELL classroom, we still want these students to have access to complex information with support. Other options to scaffold is to add images for students to visualize, "chunking" text into small pieces, add focus questions, etc (Ferlazzo, 179). This is a very important aspect for ELL's. Slowly taking away the support can help the students become more independent and learn.

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Key Point 5 - Using Images to Generate Writing 

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Key Point 5 - Using Images to Generate Writing 

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Images are a key aspect in an ELL classroom. Images are much easier to understand and can push language development/thinking skills. The teacher can put a photo up on the board and then ask the students to describe in writing what they see. They can write out questions to create an argument/evidence. Last, they can write a claim based on what they noted about the image and begin writing (Ferlazzo, 190). This is a useful idea for future teachers because in some situations like these, it could be hard to always find helpful options for ELL's.

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Key Point 6 - Building Strong Student-Teacher Relationships 

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Key Point 6 - Building Strong Student-Teacher Relationships 

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Building a supportive and inviting classroom is critical for ELL students. There are amazing strategies to build relationships which include showing interest in the students' lives. To show interest you can ask them questions. They also gain from teachers not giving up on them and receiving positive reinforcement. Last, simply being friendly with smiles, support, and jokes (Ferlazzo, 267). As a future teacher, I plan to create a welcoming environment for my students to feel comfortable.

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John Dewey is known for the phrase, "Learning by Doing." He believes that people learn better when participating in an experience instead of just being told about it (Ferlazzo, 273). This shows that we learn more through interactive lessons. We as teachers need to use this strategy for ELL's. ELL's gain from experiences like being put in a group with English-speaking classmates. This creates a better atmosphere for ELL's to participate (Ferlazzo, 273).

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Key Point 8 - Accessing Prior Knowledge 

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Key Point 8 - Accessing Prior Knowledge 

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It is important to access prior knowledge for ELL students. It is easiest to learn new content if we relate it to something we are already educated on. You can use cultural, family, and general life experiences outside of school to gain connections. A few ways to access background knowledge is to listen to your students stories, encourage students to share their culture and linguistic knowledge, and validating their use of their home language (Ferlazzo, 384).

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Key Point 9 - Identifying and Monitoring Students Leadership Potential

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Key Point 9 - Identifying and Monitoring Students Leadership Potential

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Research shows that good leaders and successful language learners share similar attributes of being motivated, self-efficiency, willingness to take risks, learning from mistakes, and willingness to teach others. Educators should motivate the ELLs to use these attributes in the classroom. A way to motivate the students to use their leadership skills is to establish student leadership teams (Ferlazzo, 386). Leadership opportunities are extremely beneficial for students. As a future teacher, I will encourage all students to be leaders and participate in the student council club.

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Key Point 10 - Culture and Literacy: Contrastive Analysis Strategy

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Key Point 10 - Culture and Literacy: Contrastive Analysis Strategy

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Use the contrastive analysis strategy. A book called Flossie and the Fox is written in African American language and distinctive comparing to a dominant language. It is a spin-off from the Little Red Riding Hood. This is a great book to compare and contrast between different books (Howard). I

would break this down into parts to analyze. I learned a great idea to not only bring light to African American language but also analyze texts.

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Ferlazzo, Larry, and Katie Hull-Sypnieski. The ESL/ELL Teacher’s Survival Guide : Ready-To-Use Strategies, Tools, and Activities for Teaching English Language Learners of All Levels. San Francisco, Ca, Jossey-Bass, 2012.

Howard, Joy. Culture and Literacy Lecture, Week 13. University of Southern Indiana. 11 April

2024.