Idea Transcript
Strategies for Supporting ELLs’ Receptive and Productive Language Input (listening and reading) RECEPTIVE LANGUAGE
Speak slowly and clearly facing student Use gestures to clarify oral messages Repeat and rephrase information Provide step-by-step directions orally and in writing Use word walls with simplified definitions and clear images o rational number - a real number that we can write as a simple fraction -rather than-rational number - a number that can be expressed as a/b where a and b are any integers and b is not equal to 0 Use anchor charts with words and images (as needed) Use Adapted text as appropriate to reading level and/or highlight key concepts highlighted Define of key terms within a sentence o “We will use this timeline to look at the sequence of events, the order things happened, leading up to the American Revolution.” Modify complex sentence patterns o avoiding passive voice - Albert Einstein conducted an experiment to test his hypothesis. rather than- An experiment was conducted by Albert Einstein to test his hypothesis. Use real objects (e.g. rocks, coins) Use manipulatives (e.g., two-color counters, base 10 blocks, geometric solids, word sorts, foldables) Use diagrams, charts, tables, timelines, number lines, graphs Use photographs, pictures, illustrations Use video clips Use graphic organizers o Compare and Contrast, Problem and solution, Cause and Effect, etc.
Output (speaking and writing) PRODUCTIVE LANGUAGE
Provide frequent opportunities to interact with proficient English models and students with similar language skills Paraphrase student response to model correct English pronunciation and usage Use anchor charts with word and images (as need) Provide sentence frames o ___ and ___ are alike because ___. o I know ___ is an example of ___ because ___. o ___ caused ___ to happen. Use word walls with simplified definitions and clear images Allow use of native language (peers, bilingual dictionaries*) Provide sufficient wait time (It’s longer than you think! ) Employ multiple response techniques (e.g., thumbs up/down, white boards, ABCD cards) Use manipulatives (e.g., two-color counters, base 10 blocks, geometric solids, word sorts, foldables)
*Before providing a bilingual dictionary to a student, it is important to find out if he/she is literate in first language and is a proficient user of this tool.
Adapted from Assessing English Language Learners: Bridges from Language Proficiency to Academic Achievement, 2006