English Language Learner Research 2020 by Jennifer Schoepflin https://padlet.com/jrschoepflin/2aq6ai4f7vn2 Let's Learn Together! en-us 2020-03-30 23:50:37 UTC 2025-11-12 23:14:29 UTC hello@padlet.com The English Language Learner Resources jrschoepflin https://padlet.com/jrschoepflin/2aq6ai4f7vn2/wish/483358922 2020-03-30 23:58:46 UTC https://padlet.com/jrschoepflin/2aq6ai4f7vn2/wish/483358922 ELL Article jrschoepflin https://padlet.com/jrschoepflin/2aq6ai4f7vn2/wish/483359383 2020-03-30 23:59:24 UTC https://padlet.com/jrschoepflin/2aq6ai4f7vn2/wish/483359383 ELL Levels 1-3: Speaking and Listening murgioj9 https://padlet.com/jrschoepflin/2aq6ai4f7vn2/wish/506994182 2020-04-14 17:48:15 UTC https://padlet.com/jrschoepflin/2aq6ai4f7vn2/wish/506994182 https://padlet.com/jrschoepflin/2aq6ai4f7vn2/wish/507241765 2020-04-14 20:09:24 UTC https://padlet.com/jrschoepflin/2aq6ai4f7vn2/wish/507241765 https://padlet.com/jrschoepflin/2aq6ai4f7vn2/wish/507279351 2020-04-14 20:37:16 UTC https://padlet.com/jrschoepflin/2aq6ai4f7vn2/wish/507279351 https://padlet.com/jrschoepflin/2aq6ai4f7vn2/wish/507297475 Christopher Dunn
Padlet 
ELL Research Assignment  
After Writing Levels 4, 5, and 6.
Source 1 and 2
While looking over the WIDA booklet for levels 4, 5, and 6, I found that students are mainly kinetic and visual aid learners. I found that students are able to talk about sensory, graphic, or interactive support are present through language proficiency level 4. In level 5 I found that students are able to talk about specialized language, a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays, or reports  oral or written language approaching comparability to that of English-proficient peers when presented with grade-level material. In level 6 I found that students talk about oral or written communication in English comparable to English-proficient peers. 
When reading the ELL article posted, I found that ELL students need to have a high quality instruction and is a key factor for the  ELL students to be successful in the classroom. The SLOP Model gives strategies that can help teachers promote academic literacy among English language learners.  It is a strong model to help the teachers out by enhancing their academic vocabulary development.  Means is a research-based strategy that helps all readers make sense of challenging texts. Another thing teachers should do for ELL learners is to strengthen background knowledge. 
I could use the SLOP Model strategies for my content area which is Health and Physical Education. I could build background knowledge before starting a new sport or a new activity. By doing this, I will use KWL, encourage topic-focused while reading, and embrace multimedia. 

Source 3  https://twitter.com/TanELLclassroom/status/1248628910230630403?s=20 (Twitter) 
In this twitter link above, I found a really creative way to be successful for teaching ELL students. It's a calendar with items listed to do and check on each day on the calendar. During Covid-19 this is  a great example of distance learning in our schools today. Using this calendar for an assignment can help out the ELL students and also the entire family by doing activities together based on the date on the calendar. An example for general education will be to listen to English songs in your home and write down as many words as you can. Another example will be to use a kahoot game in English on your favorite tv show. 

Source 4      https://twitter.com/TanELLclassroom/status/1247672252230971392?s=20 (Twitter)
In this twitter link above, I found a really creative way to be successful for teaching ELL students. Its ways to integrate the four language domains for every lesson.  Educators, students, and the community can work together to support English learners. This is a great tool to use to help out the ELL students by giving examples of the four language domains, such as speaking (answer/ask questions), writing (compare/contrast), reading (discover), and listening (act out/follow directions). An example for general education will be to use this tool for academic vocabulary development. For my content area I could use this helpful tool by drawing pictures, have the students use listening ears and I will demonstrate the skills in the gym. 


]]> 2020-04-14 20:51:28 UTC https://padlet.com/jrschoepflin/2aq6ai4f7vn2/wish/507297475 https://padlet.com/jrschoepflin/2aq6ai4f7vn2/wish/507391704 2020-04-14 22:18:54 UTC https://padlet.com/jrschoepflin/2aq6ai4f7vn2/wish/507391704 ELL Research cancrog6 https://padlet.com/jrschoepflin/2aq6ai4f7vn2/wish/507508556 ELL Research On Levels 1-3
Source 1 and 2: WIDA booklet and ELL article-1:
Findings: WIDA provides information on ELL learners and how best they learn at each level. For level 1 ELL students, picture representation can be the most effective strategy when working with English Language Learners. In a physical education class, pictures or posters can be hung up on the walls with different excersices or the food pyramid. A level 1 ELL student may benefit from making their own poster. Level 2 ELL students can learn through matching reading material with an image. In a health class, having the student match foods with their correct classification can be an effective method. They can also do a word sort with the food groups as they read. If they read the word apple, they can match it the fruit category. For level 3 ELL students, compare and contrast lessons can be helpful as well as providing questions based on the reading.

Source 3: Twitter:https://www.empoweringells.com/visible-reading/
I found an article on empoweringells.com through twitter about teaching text to ELL students. For level 1, staying away from sentences is important and using concrete words is better for communicating text to students. For abstract words, images are better for the students. For level 2 ELL students, have them find the nouns, verbs or detail words and ask WH questions to follow up. And when using text with a level 3 ELL student, reading the text aloud first and then having the student read it is an effective strategy. It is also important to discuss the text afterwards.

Source 4:https://www.colorincolorado.org/article/oral-language-development-and-ells-5-challenges-and-solutions
I chose an article from Colorín Colorado discussing challenges with level 1-3 level ELL students. I found a passage discussing what to do with a student who speaks no English at all. For a level 1 ELL learner, a way to teach them is to have silent periods for all the students in which just the teacher speaks. A ELL specialized teacher may use gestures for the student and group activities during the lesson should be implemented for the student to participate. For level 2 ELL students, teachers should continue with gestures and encourage challenges for the student to try and read texts. There was not any information for level 3 students. For a student who does not speak any English, in a physical education classroom I would have use as many visual demonstrations as I could for the student. I would also incorporate music or a whistle to indicate stoping and starting an activity. 



]]> 2020-04-15 00:40:05 UTC https://padlet.com/jrschoepflin/2aq6ai4f7vn2/wish/507508556 https://padlet.com/jrschoepflin/2aq6ai4f7vn2/wish/509015167 2020-04-15 17:11:32 UTC https://padlet.com/jrschoepflin/2aq6ai4f7vn2/wish/509015167 ELL Research Project https://padlet.com/jrschoepflin/2aq6ai4f7vn2/wish/509387046 2020-04-15 20:30:27 UTC https://padlet.com/jrschoepflin/2aq6ai4f7vn2/wish/509387046