Beach ball word family - Teachers could set this up using any standard they want to focus on that day. For example, rhymes, blending words, or even vocabulary words that EL students need to know.

Segmenting Syllables, Syllable Slap - This can game can be used with learning syllables and how to break them up. Students can have 2 syllable words or multisyllabic words depending on the EL's proficiency level.

Quick Erase - Teachers will start off with a simple word like mice and have students erase the m and put a sl in the place. This can continue until the students build a bigger word or so on.

What's the sound? - In this game the teacher will give the students actual words or nonsense words depending on the EL's level and have them repeat it along with the sounds that they hear.

Decodable readers - These can be set to any level of proficiency. Simply have students highlight the prefixes or suffixes that you are working with them on.

Prefix Tic-Tac-Toe - This game can be accommodated by using base, root, prefixes, suffixes or vocabulary words. Teachers will need to decide on a few learning words and the students can either name a word with that prefix or find choose the correct spelling.

Guess my word. - This is a game lay out like BINGO. The teacher will give hints to the word they are thinking about and the students will go and mark off what it can't be to narrow it down. This activity can be on any proficiency level and on any content vocabulary words.

Building words. - Using legos or blocks students will be able to manipulate words. Teachers will tell them to build a word using their blocks and the students will need to figure out the prefix, base, root, and suffix to use.

Sentence Anagrams - This is an activity where you place word strips down in random order and have students place them in the correct ssentence order. This can be differentiated with ELLs on different proficiency levels by having simple sentences with grammar or words being taught to having vocabulary words and complex sentences.

Sentence Elaboration (who, what, when, where, how) - Every sentence contains a noun and a verb. We want to start off in this activity with a simple sentence then have students add more "w's" to the sentence. For example, "The dog barked." Then, "The dog barked at the squirrel." For ELL differentiation this could be done orally and for more advanced it can be written.

Combining sentences - This is where you get simple sentences and combine them to make a compound or complex sentence. This can be done orally for ELL students who are at the early stages of proficiency or done by writing complex sentence and breaking them into simple sentences for more advance ELL students.

Syntax Clues - This is where students are given a paragraph and after each word they write down if it is a noun, verb, adjective, adverb, pronoun, conjunction. This can be differentiated because depending on the level of the ELL student would depend on the complexity of the sentence.

Read narrative or expository text. - With this activity you can choose from a wide variety of text depending on the proficiency level of the ELL student. Talk about vocabulary as much as possible to help students become familiar with unknown words, too.

Do a semantic gradient - This can work with adjectives. Start with a word like "whisper" and end it with "scream". (Reading Rockets, n.d.). Have students name other words that could fit between the two and have them discuss why. For ELL proficiency differentiation you could have vocabulary words for higher proficiency levels or for lower proficiency one could do adverbs or adjectives.

Simon says. - This is something teachers could do for ELL students. Depending on the ELL student's proficiency level, you can provide them with instructions that become more challenging and will help them with prepositional phrases. For example: “Simon says, put the ball under the chair behind the desk.”

Act it out. - Teachers can have students work in partners to act out scenarios. This could be done in different levels of proficiency by having students with a higher level speak and listen in the parts. The students who are lower level proficiency can look at pictures to help understand the scenario better.

Speech skills practice - This is to help students with facial and hands motions as they are talking. Students can work in partners or groups and take turn listening and speaking. ELL students will see how native speakers interact while talking and they can replicate it. For beginner level ELL students, we would want to start off with introductions, hand shakes, fist bumps. For more fluent speakers we will incorporate deeper levels of pragmatics like using context clues when talking.

Character interviews. - Have students work in groups and and assign them characters to the book they are reading. Have students ask the "characters" questions about why something happened the way it did in the story or about the setting or plot.

Phonology - This resource has lots of information and tutorials on how to implement phonology in the classroom and at home.

Morphology - Within- and cross-language contributions of morphological awareness to word reading and vocabulary in Chinese–English bilingual learners

Syntax

Semantics - The Effects of Semantics in the Language Development of English as a Foreign Language (EFL)

Pragmatics - Raising the pragmatic awareness of language learners