ELL Teaching Toolkit by Reese Groth

Speaking and Listening

reeserjg — 2024-06-24 04:40:16 UTC

This article outlines strategies and techniques teachers can implement to ensure students develop their speaking and listening skills. It provides many great examples of classroom routines, including some that integrate technology. This article also breaks down the speaking and listening standards by grade level, as displayed in the common core state standards.

Quote:

"There is no reading gene that is passed from one generation to the next. Each and every brain must be taught to read anew. Unlike hair or eye color, which are coded in DNA, reading is a complex, rule-based system that must be imposed on biological structures that were designed or evolved for other reasons"

Fisher, D., & Frey, N. (2014). Speaking and listening in content area learning. Reading Rockets. https://www.readingrockets.org/topics/comprehension/articles/speaking-and-listening-content-area-learning

Language Domains Overview

reeserjg — 2024-06-24 04:53:09 UTC

This resource describes each Language Domain: Speaking, Reading, Writing, and Listening. It explains how all four domains are interrelated and affect one another. It describes how reading and writing depend on oral language skills, but eventually, reading and writing extend the oral language domains. This article also discusses the importance of reading and how it significantly impacts school success. Lastly, this article describes the five components of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension.

The Center for Literacy & Learning. (2020, March 2). Language | Resources | Center for Development and Learning. The Center for Literacy & Learning. https://mycll.org/for-parents-and-teachers/language/

Five Pillars of Reading; The Science of Reading

reeserjg — 2024-06-24 04:58:16 UTC

This article highlights the importance of using the Science of Reading to guide early literacy instruction. It describes the science of reading and the five pillars of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension in great detail.

Quote:

"Comprehension is the last of the five pillars of reading and the final goal of literacy instruction—where black-and-white sentences are translated into colorful understanding."

Transcend. (2024, February 15). The Five Pillars of Reading: Transforming Literacy with the Science of Reading. Transcend Education. https://transcendeducation.org/the-five-pillars-of-reading-transforming-literacy-with-the-science-of-reading/

Writing and Using Content and Language Objectives

reeserjg — 2024-06-24 05:03:29 UTC

This Colorin Colorado PDF overviews the Sheltered Instruction Observation Protocol (SIOP) and how it relates to content and language objective use. It also outlines the differences between both sets of objectives and provides examples of each and verbs you can use when developing them for your students. Lastly, this PDF provides a checklist for evaluating the objectives you develop to ensure they are effective.

Echevarria, J., Vogt, M., Short, D. J., & Mrs. Carter. (n.d.). Writing and using content and language objectives. https://www.colorincolorado.org/sites/default/files/writing-content-and-language-objectives.pdf

Reading Instructional Strategies

reeserjg — 2024-06-24 05:12:30 UTC

This resource describes ten different research-based instructional strategies and additional supports for implementing in the classroom to help ELL students learn to read.

Strategies from the document I want to implement:

Support native language literacy
Use audiobooks
Check and support comprehension frequently
Teach phonics in context
Read to students every day

Portland Public Schools (OR) & Colorin Colorado. (n.d.). Supporting ELLs in the mainstream classroom: Reading instruction | Reading Rockets. Reading Rockets. https://www.readingrockets.org/topics/curriculum-and-instruction/articles/supporting-ells-mainstream-classroom-reading-instruction

ESOL Strategies for each Proficiency Level and competency

reeserjg — 2024-06-24 05:35:31 UTC

This matrix is beneficial because it lays out different strategies for assisting each language domain depending on the student's proficiency level. This document also describes the activities so you know how to implement them for your students best.

Levine, L. N., Lukens, L. & Smallwood, B. A., (2012). The GO TO Strategies: Scaffolding Options for Teachers of English Language Learners, K-12. US Department of Education, Project ID T195N070316. https://www.pcsb.org/cms/lib/FL01903687/Centricity/Domain/4995/Teacher%20Resources/ESOL%20Strategies%20Matrix.pdf

Improving ELLs Writing Skills

reeserjg — 2024-06-24 05:52:40 UTC

This article outlines the difficulties that ELLs experience when writing and how the development of proficiency in writing happens for them. This article also describes how to differentiate writing activities to make them more accessible for students, depending on their proficiency level. Lastly, this article provides various strategies and activities that can be done in the classroom to promote writing practice.

Quote from the article:

"There is a very important correlation between writing and language development. As students develop language skills, they often develop listening skills first (lots of input they can understand), then speaking (they begin to formulate their ideas in the second language), then reading (they can understand the sound/symbol correspondence of the new language and make sense of the words) and finally writing (they have enough language to express their own ideas in writing)."

Robertson, K. (2015, December 1). Improving writing skills: ELLs and the joy of writing. Colorín Colorado. https://www.colorincolorado.org/article/improving-writing-skills-ells-and-joy-writing

Differentiated Instruction for ELLs

reeserjg — 2024-06-24 06:02:14 UTC

This article discusses differentiated instruction and why ELL students need to support them at their current proficiency level and linguistic ability. This article also describes characteristics and strategies of how teachers can successfully differentiate their instruction. This website also links great videos displaying differentiating practices and their impact.

Quote:

"The goal of differentiated instruction is to create learning opportunities that allow for differences in how individual students learn to ensure equal access to important academic content. Content may be modified for students who need additional practice with essential elements before moving on; however, the expectation is that modifications in other areas will ultimately allow all students to master the same key content."

Ford, K. (2019, February 7). Differentiated instruction for English language learners. Colorín Colorado. https://www.colorincolorado.org/article/differentiated-instruction-english-language-learners

Dyslexia in ELLs

reeserjg — 2024-06-24 06:29:11 UTC

This resource highlights the importance of early identification of dyslexia and other reading disabilities in ELLs. This article outlines considerations that are taken and things that should be looked for when screening and assessing ELLs for dyslexia or reading disabilities. IDA also emphasizes the components the tests should have and the factors considered when evaluating the assessment results.

Cárdenas-Hagan, E., Ed. D. (2023, March 12). English learners and dyslexia. International Dyslexia Association. https://dyslexiaida.org/english-learners-and-dyslexia/

ELLs with Learning Disabilites

reeserjg — 2024-06-24 06:35:57 UTC

This article discusses the importance of identifying ELL students with learning disabilities and how we can increase identification. It also outlines how to use data to inform decision-making and what research suggests about creating consistent identification processes and policies. Lastly, it emphasizes the importance of identifying students with special needs and identifying them accurately to ensure they get the proper support they need.

Burr, E. (2021, February 10). Strategies to identify and support English learners with learning disabilities. WestEd. Retrieved June 23, 2024, from https://www.wested.org/wested-bulletin/insights-impact/strategies-to-identify-and-support-english-learners-with-learning-disabilities/

ELLs and the 5 Essential Components of Reading Instruction

reeserjg — 2024-06-24 06:42:13 UTC

This article highlights what considerations should be taken for ELLs when teaching them the 5 essential components of reading: phonemic awareness, phonics, vocabulary development, reading fluency/oral reading, and reading comprehension. This article is helpful because it provides strategies specific to ELL students working to build language proficiency alongside reading skills.

Antunez, B. (n.d.). English language learners and the five essential components of reading instruction. Reading Rockets. https://www.readingrockets.org/topics/english-language-learners/articles/english-language-learners-and-five-essential-components