- Diman Regional Voc-Tech
- Suggestions for Supports for ELL Students
Suggestions for Supports for ELL Students
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Level 1 Entering and Level 2 Beginning
Instruction should:
- Be based on student’s current level of English language proficiency
- Differentiate for pre-literate Ells and literate Ells
- Encourage higher order thinking skills
- Include differentiated rubrics
- Allow for silent period and nonverbal responses
- Connect to background knowledge
- Identify and assist with cultural differences and school procedures
- Provide repeated opportunities to learn the same information
- Provide repeated opportunities to practice oral language
- Provide accessible texts and materials
- Build a basic vocabulary of English words and conversational terms and phrases
- Emphasize cognates
- Use gestures to provide meaning
- Print important concepts on the board
- Increase wait time
- Provide direct instruction in literacy
- Incorporate graphic organizers
- Provide objects from real life used in classroom instruction by educators to improve students' understanding of other cultures and real life situations
- Provide an affective environment that is positive and secure to practice oral language and listening skills
- Include self-advocacy skills.
Level 3 and 4: Developing/Expanding
Instruction should:
- Be based on student’s current level of English language proficiency
- Encourage higher order thinking skills
- Include differentiated rubrics
- Provide direct instruction on story elements and structure
- Provide direct instruction on parts of speech, roots, prefixes, and suffixes
- Provide direct instruction on the Internet and various types of media for research
- Provide direct instruction on cause and effect relationships
- Teach explicitly reading and comprehension strategies
- Provide visual clues and explicit meanings of idiomatic expressions and figurative language
- Provide accessible reading selections
- Incorporate graphic organizers
- Allow for individualized oral or written reading responses
- Give direct instruction on identifying semantic clues related to fact and opinion
- Provide direct instruction and model basic reading stragegies for specific genres
- Provide an environment that is positive and secure to practice oral language, listening skills, and literacy skills
- Identify and assist with cultural differences and school procedures
- Provide multiple and different opportunities to learn new language skills
- Continue to increase academic vocabulary
- Provide reading materials at the student’s reading level
- Connect to background knowledge
Level 5- Bridging
Instruction should:
- Be based on student’s current levels of English language proficiency
- Continue direct instruction
- Provide support in writing process through classroom assignments
- Continue to increase academic vocabulary
- Continue to increase complexity of syntax
- Provide support for content reading through the use of graphic organizers and other scaffolds
- Assist students in developing learning strategies useful in various academic contexts
- Provide opportunities for developing critical thinking skills
- Include self-advocacy skills
- Continue to provide graphic and visual support as needed
Monitored
Teachers needs to:
- Continue to monitor English and academic progress
Adapted from www.hbgsd.k12.pa.us/cms/lib/PA01000004/Centricity/...