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Our team compiled various resources to help you, educators, best support English learners, in class and at home!
Add visuals to graphic organizers, presentations, charts, worksheets, and other materials (as easy as A, B, C–and free!):
A) search for visuals on Google Images: Go to Google.com, enter a topic (e.g., “solar system”), click on “Images” then “Tools” then “Usage rights” and select “Labeled for reuse” in the drop-down menu. These images may be used without requesting permission for classroom materials that you develop.
B) use your phone to photograph classroom items and activities or have students use a digital camera to photograph them and add the photos to text that needs visual support (e.g., photos showing students acting out specific classroom procedures).
C) save old textbooks, magazines, and other printed materials with photos and drawings and cut out their visuals. Ask friends to collect these items for your classroom. Put them on index cards and label them, or ask students to do it.
Reading Horizons, English Skills Learning Center “ESL Teaching Strategies: 6 Tips for Using Repetition in the Classroom” – This blog explains when and how to use repetition to maximize English learners’ exposure to and use of academic language.
Douglas Fisher, Nancy Frey, and Carol Rothenberg. (2008). Content-Area Conversations: How to Plan Discussion-Based Lessons for Diverse Language Learners. ASCD. This publication is a practical, hands-on guide to creating and managing environments that spur sophisticated levels of student oral and written communication.
Kathleen Mohr and Eric Mohr. (2007). “Extending English-Language Learners’ Classroom Interactions Using the Response Protocol.” Reading Teacher, 60(5), 440–50. Available on the Colorín Colorado website. In this article, the authors first describe the verbal interactions in a typical classroom, give question-answer-feedback examples for different situations, and then lay out a plan for increasing English learners’ classroom talk through teacher modeling.
Languages International. ESOL Teaching Skills TaskBook. Teacher Language – This PDF assists you in determining issues in your classroom communication and how to solve them.
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If you are interested in learning more on the different ways, you can support English learners, the ELAN authors compiled essential instructional techniques in their book Show, Tell, Build.
Building upon the theoretical and practical foundation outlined in their previous book, Educating English Learners, the ELAN Authors show classroom teachers how to develop a repertoire of instructional techniques that address K–12 English learners (ELs) at different English proficiency and grade levels, and across subject areas.
Show, Tell, Build is organized around two decision maps for planning and implementing differentiated instruction for ELs: the Academic Subjects Protocol (for teachers of academic subjects) and the Language Arts Protocol (for teachers of language arts). The instructional tools and techniques described in each chapter help teachers provide communication support for ELs through showing and telling, and develop their language proficiency through building their skills. The book also discusses the demands that academic language poses for English learners and ways to assess students’ proficiency in English.
Show, Tell, Build provides classroom teachers, English language development specialists, literacy coaches, and school leaders with valuable knowledge and skills to support ELs’ academic success.
Part I includes ten Show and Tell Tools and Techniques. Show and Tell refer to the two types of communication support, nonverbal and verbal, that are key to the Academic Subjects Protocol.
Part I begins with an overview of the Academic Subjects Protocol, concisely discussing the major factors involved in teaching academic subjects to English learners. Following this overview of the ASP are descriptions of and instructions for using the four Show and six Tell tools and techniques.
Below is a short video which explains the Academic Subjects Protocol. Please click on the image below to play the video.
The Academic Subjects Protocol (ASP) is one of two protocols aimed at differentiating grade-level instruction for English learners we presented in Educating English Learners. It focuses on academic content areas other than language arts or literacy for the language needs of English learners. The ASP consists of a series of tasks and instructional decisions specific to English learners that teachers and curriculum experts make while designing challenging grade-level lessons. We break these decisions into two phases and a total of five steps that result in the delivery of the right types of support(s) that meet the needs of English learners in lessons originally designed for their non-EL peers.
In this Part I of Show, Tell, Build, you will also find the following chapters:
Part II includes ten Build Tools and Techniques. Build refers to English language development, targeted to English learners’ oral proficiency and literacy levels, which is the basis of the Language Arts Protocol.
As with Part I, Part II starts by laying out the elements of the Language Arts Protocol, highlighting key elements in teaching language arts and literacy to English learners. The ten Build tools and techniques descriptions and instructions are categorized by which of the four language domains is the primary focus for English language development: listening, speaking, reading, or writing.
Like the Academic Subjects Protocol, the Language Arts Protocol (LAP) involves a series of planning decisions that generalist teachers follow to meet their English learners’ needs. Also like the ASP, the underlying premise of the Language Arts Protocol is that lesson adjustments are made based on a gap; a gap between the language demands of grade-level instruction and English learners’ current level of proficiency. The difference between the ASP and the LAP, then, lies in that the adjustments in language arts or literacy instruction require closer attention to language, calling for targeted instruction in all four language skills (i.e., listening, speaking, reading, and writing).
In this Part II of Show, Tell, Build, you will also find the following chapters:
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