-      Get to know my students (experiences, cultures, languages, ect.)

-      Determining appropriate modifications / accommodations 

-      Variety of instructional, assessment & evaluation strategies

-      Support ELLs integration into academic and social life of the school

-      Communicate effectively and genuinely with parents 

·      Modifications (changes to the curriculum to meet the students learning needs)

·      ELLs bring prior knowledge of concepts and how language works to the task of learning English. 

-      Modifying subject expectations 

-      Instructional strategies: visual cues, graphic organizes, scaffolding, previewing of textbooks, pre-teaching of key vocabulary, and peer tutoring. 

-      Using students first language (ie: comprehension)

-      Learning resources: visual material, simplified text, bilingual dictionaries, and materials that reflect cultural diversity. 

-      Assessment accommodation: granting extra time, oral interviews, scribing, demonstrations or visual representations, graphic organizer tasks, and cloze sentences.

·      Match the word to the object: label objects in the classroom and point to them, saying each objects name and asking the student to repeat the word.

·      Match the word to the object: write the names of objects in the classroom on index cards, and ask students to match the word to the objects. 

·      Visual resources and hands on activities to help with comprehension and vocabulary.

·      Printed materials: use pamphlets and posters to help beginners develop vocabulary, basis for talking, reading and writing (ie: about their new country / community). 

·      Found objects to explore descriptive language, to stimulate discussion, and to celebrate cultural diversity (ie: products with expiry dates, household items, objects of personal importance or cultural significance). 

·      Manipulatives to teach language for counting, sorting and patterns. 

·      Images from magazines and posters for role playing and writing

·      Art materials & art activities to teach verb forms, colors, shapes, ect. Have students create art and explain their creations. They can practice using various verb forms (tenses as well as singular and plural) – this is, these are; I chose, I made, I used – and prepositions – on, into, under, through. 

·      Three critical elements of ELL instruction: differentiation, student motivation and affirming error correction.

·      Researchers have found ELLs feel more strongly about having a growth mindset. 

·      Treating students equally does not always mean that it is fairly; all students have different challenges and needs.

·      Wait time for ELLs are different; if you extend wait time it improves quality of response. “I’m going to ask a question, but I don’t want anyone to answer right away I want you to think about it first” > think pair share, collaboration. 

·      Non-linguistic clues: gestures, images, graphic organizers.

·      Word walls: interactive word wall making more accessible to students (images, definitions, categories). 

·      Preview, view and review: previewed in L1, viewed and done in L2, reviewed in L1.

·      Same text, different levels. (https://rewordify.com)

·      Collaboration: small groups (including a student that wishes to help, doesn’t need to share ELLs home language).

·      Sentence starters (I agree because_____)

·      Writing frames: extended sentence structures (I think______ because ________).

·      Closed caption videos, slower speed

·      Checking for understanding (ie: write down what they learned as exit ticket or explain to a partner) 

·      Model what we expect then model steps to get there

·      Peer tutors

·      Teach academic vocabulary ahead of time (ie: graphic organizer: word, written definition in students own words; simplified definition, translation to L1, related words, visual; draw a picture of word).

·      Ways to encourage autonomy: (organizational autonomy: where do you want to sit) (procedural autonomy: here are 4 different prompts, you choose which one you want to respond to) (cognitive autonomy: use reading strategy that you think would be most helpful when reading).

·      Write down mistake and what they learned (compiled list to show all the learning that resulted from mistakes). 

·      Viewing mistakes as learning opportunities