Delaney Bartlett

ELL Strategies Worksheet

Instructions: As your peers present their strategies, complete the chart with the information that is most relevant to you for each
strategy.
Name of strategy Purpose Grouping Teacher role Student role In my class

Integrated Combines content Collaboration with Plan ways to Participate and Strategically group
Curriculum area into one task others group/assess collaborate with students to fit needs
Project students group

Advanced Introducing a Whole class Show multiple Engage and Show multiple means
Organizers broad topic instruction forms of meaning participate with of words/concepts
instruction

Leveled Problems Leveling problems Whole class Level instruction Participate in leveled Tailoring questions
to help bridge gap instruction/leveled and prompt problems for specific students
between students groups students during instruction

Manipulatives Using All class/small Demonstrate and Work/stay engaged Providing physical
manipulatives to groups explain usage, with manipulative representatives for
relate to content provide guided use learning to help
practice students engage
Realia Strategies Real items used to All class/small Relate items to Relate items to their Have students bring
build knowledge group student learning own learning in their own ideas to
of vocabulary relate to learning
Learning Strategy Learning a new Whole group Assess how Monitor own Assess what students
Instruction approach to learn students use strategy use for need and use a
new concepts strategies learning strategy for it
Response to Multi-tiered Multiple grouping Use required Complete various Allowing students to
Interventions system that depends on tiers documentation for assessments to best use dictionaries and
 involves RTI, use of their ability, classroom resources
responding to differentiated engage, use to help them extend
student needs and strategies and resources to work on learning
use differentiated assess students assignments
instruction
Learning Centers Centers/stations to Groups based upon Produce centers to Move through Computer center or
extend learning for centers and extend student centers and word work center in
students through differentiate learning based participate in the classroom for
activities students by ability upon previous, practicing old/new students to engage
or leveled learning current, or future skills to meet the with necessary
learning with expectations created content
hands on authentic for the learning
practice centers
Read, Pair, Share Process designed Grouped in pairs Model every step Read with a partner, Have students “turn
to encourage then all students of the read, pair, work together to find and talk” about what
reading fluency come together as a share strategy. the answers, help they are reading.
and whole class to Assess students partner if they are Students can read out
comprehension share at the end. during activity to struggling, be loud with each other
Pair ELL students determine if prepared to share. and then share ideas.
with strong English additional
models instruction is
needed.
Multiple Support Whole group, small Read material first, Be active listener, be Use shared reading in
Comprehension comprehension group with teacher be prepared, keep engaged, make class to promote
Strategies and vocabulary or paraprofessional, students engaged, predictions, try to literacy development
development in small student led follow step by step make personal and allow them to
students group procedure of connections, follow have
interactive/shared along with story, discussion/predictions
reading, implement orally participate
assessment
CLOZE Used to assess Small groups, Observe student Participate in Cloze Use in stations and
students reading pairs, individual. reading behaviors, activities, identify rotations, use guided
comprehension, Usually based upon group students for appropriate words to notes that can help
provide students levels of students. instruction, fill in the blank, with UDL or
with meaningful introduce Cloze discuss why the accommodations for
context for strategy, prepare chose the words. students.
teaching both activity, assess
vocabulary and progress, add
decoding skills. technology
Small Engage and Buddy reading, Observe and Work together to Use in learning
groups/partners support students, think-pair-share, document student monitor centers, use buddy
using interactions conversation role language levels, understanding, reading in pairs with
to enhance play, research review support with home a strong reader to
instruction interview instructional needs, language support, help guide the not as
design and evaluate work strong reader,
implement lessons together, practice
to provide oral language use
authentic practice,
match students
with partners,
model work
Repetition and Being able to use a Small centers to Once students have Participate in Pick a class book that
Innovation piece of text in work on doing become familiar making several students can
multiple examples repetition and with texts, then innovations of texts constantly refer back
changing words in innovation strategy. have students focus and apply the new to. Revisiting the
a text to your own Pairs, individually on grammar, vocabulary/concepts, same text for students
innovation to as a warm up task vocabulary, and allows ESL students to be able to practice
benefit ELL expression, model to constantly vocabulary and
students to students what it practice learning concepts.
looks like to add new vocab terms
innovation with
texts
Predictable Remind the reader Whole group Set up the room Follow classroom Maintain classroom
Routines & of importance of because routines with routines, routines and signals, management, create a
Signals creating set are meant to be establish routines, have a knowledge of sense of normality in
routines within the done with whole model the routines, all signals used classroom, use it as
classroom, allows class, could also contextualize within the nonverbal assistance
them to focus work for small directions, evaluate classroom, be
more on groups of students routines for flexible when
understanding with specific effectiveness, scheduling needs to
content rather than routines that they assess yourself to change
attempting to need see if routines are
guess effective
Total Physical To get students Whole group or Select new Listening and Introduce new
Response comfortable with small group, could vocabulary or actively engaging vocabulary across
new vocabulary be done one on one procedure you with material and subject area,
without asking to target specific would like to use follow storytelling, charades,
them to verbally vocabulary TPR with, select a demonstrations of categories,
response motion that fits the teacher introducing
with the procedures
vocabulary and can
help students