Consider recording the steps for solving a multi-step problem so students can

review.

Invite students to interact with questions and comments during the teaching part of

a lesson.

Have students draw pictures or act out what is happening in a problem to help

them understand what the problem is asking and what steps they might have to

take to find a solution.

Use sentence stems to help ELL students during class discussions.

Strategy - Students will work together n mixed ability groups to review photos of the Civil Rights Movement based on visual characteristics of the images (peaceful vs nonpeaceful protests, facial expressions) while also having a vocab list.

>Accessible image reading

>Vocab has visual context

>interdisciplinary (art)

Strategies to support students

• start the lesson by having students copy vocabulary words that are key for understanding loans

• have visuals for students to connect vocabulary words with, provide students with space to draw their own connections to vocabulary words.

Include visuals;

Try using links in the language the student is most comfortable;

Try to get more support in the language of the student ex: bilingual TA in Bridge room, or ENL Teacher in Achievement Center;

Translating key vocabulary and terminology;

Try pairing students to converse in language without over-pairing so there is no added stress to the student that understands English well;

Use technology (I-pad, translate) for all pertinent classwork.

Use cognates when appropriate

Be animated and model directions when asking students to do something

Be cognizant of any ordinary vocab that could be interpreted differently in another language

Illustrate or note directions

Cognates are words in different languages that are derived from the same original word or root. Note that about 40% of all English words have similar cognates in Spanish! This is an obvious bridge to the English language – if the student is made aware of how to use this resource.

Cognates are related words like family and familia, director and director, and conversation and conversación. False cognates do exist (mano in Spanish means hand, not man), but they are the exception to the rule. Encourage ELLs to guess at words and try to decipher text based on this existing knowledge. The more familiarity a teacher has with Spanish, the easier it is to point out these connections.

• Pre-taching vocab and using visuals to help them understand

-Chunk readings and use highlighters/ annotating strategies

-Flow charts

-Introduce new vocabulary words with visuals

-Go through question strategies on how to break down what the question is asking.

-Use sentence starters

Making a dictionary of English/Spanish words that the student would be using frequently (i.e. pencil, teacher, school)

-Technology.

-Build background knowledge.