I would strongly recommend QSSSA for this.ġ) Make sure your students see your overall encouragement and joy in all that you do. This is not just for our ELs.ģ) Plan one structured conversation with the above exit ticket, so we’re giving all students an opportunity to talk in a structured way with something that links to our objectives. There are so many benefits to framing the lesson. Use this opportunity to choral read that one sentence starter, tracking the print with your finger. Decide on an exit ticket, turn that into a sentence starter, and go over that at the beginning of the class (not a bad language objective). Students are expected to use one of the sentences instead of saying “I Don’t Know” when called upon.Ģ) Frame the lesson with objectives that are posted. And we do all of it with an “Instead of I Don’t Know” poster and making it a matter of practice. Newly arrived students can work on “May I ask a friend for help?” Students with more language can use a variety of options. Here are suggestions from other experienced ELL teachers: ‘Frame the Lesson’Ĭarol Salva is a Seidlitz Education consultant:ġ) Teach all kids what to say when they don’t know what to say. Read more about how this type of program works here. A “bonus” fourth one: In high school, have “peer tutors” (generally seniors) work with ELLs in classes.Have an ELL sit next to and/or be in a small group with a “buddy,” someone who the teacher has asked (not pressured) to help him/her out and who ideally (though not necessarily a prerequisite) speaks the same home language as the ELL.Comment on how your evidence supports your answer). Sentence starters and longer writing frames, as well as less-scaffolded writing structures (like ABC paragraphs: Answer the question.Rate of speech-just speak slower and clearer.My three choices would be (not in order of importance) Many, though not necessarily all, could also benefit non-ELL students, too. I’m talking about strategies that would not require THAT much effort by teachers to use. I want to emphasize the “most likely to be used” part. I’ve invited educators to share the three most important-AND most likely to be used-strategies that general education teachers can use to make their content more accessible to ELLs (and everyone else).
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