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Strategies for Reaching

and Engaging ELs


Sarah Wells
READ 520
Dr. Parlier

From watching that video clip, what


types of connections can we make to
our current ELs in the classroom?

Share your answers!


From watching the previous video, we understand that our ELs are all
diverse and unique, just like our non-ELs. It is extremely important to make
sure that we dont get frustrated or annoyed with them because that places
more pressure and frustration on the EL.

Teachers need to give encouragement and praise for what ELLs can do instead of
dwelling on all that they cant yet do by providing frequent opportunities for their success.
- Judie Haynes in Education Teacher Week

What can we do to encourage participation?


Take Cultural Expectations and Belief systems into account

Connect content to prior knowledge and experience


Arranging the classroom space for Active Student Participation
Emphasizing the importance of Group Work
Teach students how to work cooperatively
Assigning group roles
Have at hand supplementary materials for the variety of learners in your classroom
Providing multiple practice opportunities

THREE STRATEGIES THAT WILL


REACH AND ENGAGE OUR
ENGLISH LEARNERS
The designs of these strategies vary depending on your classroom
structure.

Make Connections through Vocabulary RolePlay


Strategy that encourages learners to make connections among their past

experiences, the content currently being studied, and vocabulary that is new
or being used in an unfamiliar way (versatile for all students in the classroom)

Researchers have validated the importance of multiple exposures to new


vocabulary with English learners (Jordan & Herrell, 2002).

Students perform in skits the vocabulary terms they are currently learning.
Shows multiple uses of the same word
ELs are able to see the word used in different contexts

Sort the
Words

Plan ways to
use the words

Connect the
vocabulary to
past
experiences

Give the
students time
to practice

Teach the
lesson or read
the book

Identify Key
vocabulary

Perform the
scenes

Implementing
Vocabulary
Role-Play

Focus on
multiple word
meanings

Time to get involved!


If we want our students to be
involved, then we need to be
involved!

TIME FOR A PRACTICE


VOCABULARY ROLE PLAY!

Scenario:
We just finished reading a short story.
As the teacher, I chose four words that seemed to cause the most confusion.
Students are divided up into groups. For todays demonstration, we will make
groups of 5.

The words are: paraded,

ledge, statue, slowly.

You have 2-3 minutes to create a skit, utilizing all words.


Then it is performance time, GOOD LUCK!

How does this activity help our


ELs?

Wrap-Up
Provides the link between learning a new word and using the word in
context, or multiple contexts

Enables ELs to create experiences to link new vocabulary


Various Ideas for Vocab Role-Plays include:
Illustrate word meaning

Create animated computer dictionaries


Publish vocabulary books

How this activity applies to the TESOL


Standards
PreK-3 students will:
Act out common verbs
Recreate a scene from a story with
dialogue

4-8 students will: *


Create a scene demonstrating multiple

9-12 students will:


Interact with a group to write a script
demonstrating word meanings.

Use appropriate language structures to


depict a variety of social contexts in
dramatic action scenes

meanings of common words

Communicate the meanings of words


through verbalization and action.

*The previous activity would fall under


grades 4-8.

Manipulating Objects, Symbols and Vocabulary


by Organizing Information into Categories
Activities that require students to sort objects, words, phrases, and sentences
according to specific parameters.

Great for ELs because it provides a way for students to manipulate objects and
written symbols to show their understanding of concepts, while acquiring the
vocabulary and structures needed for verbal interaction.

Appropriate for grades K-12 if sorts are created carefully and applicable to content.
Note: Sorts can be done across content areas! Great for teachers to collaborate with one
another in helping ELs in their classrooms.

Identify skills
to practice in
sorting mode

Set up the
routine and
requirements

Implementing
sorting
activities

Assess the
students
progress and
understanding

Explain the
activity

Time to get involved!


We just finished a lesson on States of Matter (Primary Science).
I am handing out sorts that require you to organize the images into one of
the following columns (solid, liquid, or gas).

I will be circulating around the room while you work on these.


You may work with one partner if you get stuck and we will be reviewing our
sorts when we are done!

GOOD LUCK!

How will word sorts help our


ELs?

Ideas to Take Away:

Provides hands-on activities and experiences


Practice in making decisions and differentiating among concepts
Illustrate a technique for studying and organizing materials
Allow ELs to demonstrate their understanding with reduced reliance on
language skills

Justify their sorts opportunity for verbal interaction based on visual cues
(supportive of emergent English speakers)

Preproduction

Early Production

Speech Emergence Intermediate


Fluency

Fluent

Use real objects or


photographs. Pair
students with a
fluent English
speaker. Focus on
the English names
of objects at first
and then on one
attribute, such as
categories (food,
animals, etc.)

Pair students with


fluent English
speakers. Review the
names of objects in
photographs. Focus
on one attribute of a
word such as
beginning sound.

Pair students with


fluent English
speakers. Review the
names of objects and
have the students
pronounce the words
several times. Sort by
one attribute such as
beginning sound or
category and then
change and re-sort
by another attribute.

Keep in mind that


fluent speakers of
English who are not
native speakers will
still need support in
areas such as
pronunciation or
definitions. Assign a
native English
speaker to help as
needed. Also provide
an answer key for
use when the sorts
are completed so
students can selfcorrect.

English learners can


begin to sort without
a partner. Sorts can
be extended to
include attributes
being studied such as
number of syllables
or vowel sounds, or
attributes related to
science, math, or
social studies.

Repetition and Innovation to Help Explore a


Book to Deepen Comprehension
Using a piece of text in several different ways to reinforce understanding and
the gradual integration of the texts vocabulary and concepts into the
speaking and writing of students

Effective for ELs because they have multiple opportunities to revisit both
the text and the vocabulary in multiple learning modes.

Choose a book
that will sustain
interest over
time
Explore the
story structure

Assess to
document
vocabulary and
comprehension

Play with
words

Implementing
repetition and
innovation
Create an
alternative text

Create another
version

Create an
innovation on
the text

Practice Time!
There are many suggestions for innovations that can help our ELs explore a
book through deeper comprehension techniques: repetition and innovation.

On the next slide, there is a list of multiple suggestions (also given in the
handout).

With a partner or two, pick which innovation stands out to you, why you
would use it, the grade level and its application to working with ELs.

GOOD LUCK!

Share your choices!

Final Thoughts
Provides opportunities to learn new concepts
Choice of observation and repetition should be based on observation of the
students understanding of the concepts

Build on the last concept in order to encourage more difficult concepts


ELs are able to see multiple definitions and uses of new vocabulary and
concepts they are using

Conclusion
There are multiple strategies that can be utilized when planning lessons and
including are ELs in them.

The three strategies that you saw and practiced are not only EL-friendly, but
incorporate a variety of our learners in the classroom.

Dont be afraid to do something different and think outside of the box.

Let this poem be a


constant reminder of
the complexity of our
language.
Our ELs work hard; let
that motivate us as
educators that we have
students who want to
learn.

If theres time
https://www.youtube.com/watch?v=wYmrg3owTRE
This video illustrates how Hugh (British) is baffled while learning American
slang. This means that just because you have non-ELs, doesnt mean they
dont need help too.

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