o   Instructions: Ask ELL families to engage their child in a phonics scavenger hunt at home. Provide them with a list of target sounds or phonetic patterns and encourage them to find objects or items around the house that begin with or contain those sounds. For example, if the target sound is /s/, they can find a spoon, sock, or sun. The activity promotes phonological awareness and reinforces sound-symbol associations. 

o   Website Link: Starfall Phonics Games (https://www.starfall.com/h/word-machines/)

o   Explanation: The “Phonics Scavenger Hunt” activity can be adjusted to meet the needs of ELLs at different proficiency levels. For beginners, families can focus on identifying and finding objects with simple, high-frequency sounds, such as /b/ or /m/. Intermediate learners can search for words with more complex blends or digraphs, like /st/ or /th/. Advanced students can be challenged to find words with subtle sound variations or less common phonetic patterns. The Starfall website provides interactive phonics games that can further support phonological development, offering differentiated activities for ELLs of various proficiency levels.  

o   Instructions: ELL families can engage their child in creating word families at home. Provide them with a list of root words and ask them to come up with new words by adding prefixes or suffixes. For example, if the root word is “play”, they can create words like “replay”, “playful”, or “player”. The activity promotes understanding of morphological patterns and expands vocabulary. 

o   Website link: https://www.vocabulary.com/

o   Explanation: The “Word Family Creation” activity can be adapted to cater to the different English language proficiencies of ELLs. For beginners, families can focus on basic root words and provide them with a limited set of high-frequency prefixes or suffices. Intermediate learners can work with more complex root words and explore a wider range of prefixes and suffixes. Advanced students can engage in more intricate word formations, incorporating less common prefixes or suffixes. Vocabulary.com provides interactive word games and activities that can support ELLs’ understanding of morphology at various proficiency levels, offering a differentiated approach to learning morphological patterns. 

o   Instructions: The Story Chain activity encourages the development of syntax and narrative skills. Each family member takes turns adding a sentence to a story, ensuring that the sentences are grammatically correct and flow logically. This activity can be differentiated for various English language proficiencies, they can contribute shorter and simpler sentences, while higher proficiency ELLs can challenge themselves by incorporating more complex sentence structures and vocabulary.  

o   Website Link: “Storybird” (https://storybird.com/)

o   Explanation: The Story Chain activity can address the various English language proficiencies of ELLs by providing a scaffolded and interactive platform for language development. For lower proficiency ELLs, the activity allows them to practice and reinforce basic vocabulary and sentence structures as they contribute a single word or simple phrase to the story. Higher proficiency ELLS can showcase their language skills by incorporating more complex vocabulary, sentences structures, and storytelling techniques, further enhancing their fluency and creativity. The activity promotes active participation, collaboration, and language growth across proficiency levels in a supportive and engaging manner.  

o   Instructions: The Semantic Scavenger Hunt activity encourages families to search for items around the house that belong to specific categories or have specific attributes. For example, they can search for objects that are round, soft, or red. This activity supports the development of semantics by allowing ELLs to practice categorization, attribute recognition, and vocabulary expansion. Lower proficiency ELLs can focus on basic categories and attributes, while higher proficiency ELLs can explore more complex categories or create their own. 

o   Website link: “Funbrain” (https://www.funbrain.com/)

o   Explanation: The Semantic Scavenger Hunt activity can be differentiated for ELLs at various language proficiencies. For lower proficiency ELLs, the focus can be on basic categories and attributes, allowing them to practice vocabulary recognition and simple categorization skills. Higher proficiency ELLs can be challenged with more complex categories and attributes, encouraging them to expand their vocabulary, think critically, and make connections between words and concepts in a more nuanced manner. The activity provides opportunities for all proficiency levels to engage in semantic development while adjusting the complexity of the tasks to suit their language abilities.  

o   Instructions: The Family Conversation Game encourages families to engage in meaningful conversations while practicing various pragmatic skills. Each family member takes turns asking and answering questions, sharing stories, and expressing opinions. This activity support the development of pragmatics as it allows ELLS of different language proficiencies to practice turn-taking, active listening, expressing thoughts and emotions, and using appropriate social cues in a familiar and comfortable setting. Lower proficiency ELLs can focus on simpler questions and responses, while higher proficiency ELLs can engage in more complex and extended conversations. 

o   Website link: “SpeakingofSpeech.com” (https://www.speakingofspeech.com)

o   Explanation: The Family Conversation Game can be tailored to address the various English language proficiencies of ELLS. For lower proficiency ELLs, the focus can be on practicing basic conversational skills, such as greetings, simple questions, and short responses. Higher proficiency ELLs can be challenged with more complex conversation topics, expanding their vocabulary, expressing opinions, and engaging in longer and more detailed discussions. The activity allows for differentiation by adjusting the level of linguistic complexity and providing support or prompts as needed, ensuring that ELLs at different proficiency levels can actively participate and develop their pragmatic skills in a supportive and inclusive family environment. 

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Carlisle, J. F., & Stone, C. A. (2005). Exploring the role of morphemes in word reading. Reading Research Quarterly, 40(4), 428–449. https://doi.org/10.1598/RRQ.40.4.3

Graves, M. F. (2016). Vocabulary instruction: Research to practice (2nd ed.). Teachers College Press. https://www.google.com/books/edition/The_Vocabulary_Book/OSTrDAAAQBAJ?hl=en&gbpv=1&pg=PR4&printsec=frontcover

Harris, A. J., & Hodges, R. E. (1995). The literacy dictionary: The vocabulary of reading and writing. International Reading Association. https://eric.ed.gov/?q=ED385820&id=ED385820

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Nagy, W., Berninger, V. W., & Abbott, R. D. (2006). Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. Journal of Educational Psychology, 98(1), 134–147. https://doi.org/10.1037/0022-0663.98.1.134

Peregoy, S. F., & Boyle, O. F. (2022). Reading, writing, and learning in ESL: A resource book for teaching k-12 English learners (8th ed.). Pearson. ISBN-13: 9780137535552.