Instructional Strategies for English Language Learners
Print Concepts
STRATEGY 1: Contextual Diagrams
What is it? Labeling pictures and diagrams in simple text for ELL students to connect pictures and words together. What should you label? Stories, libraries, mechanic shops, houses, or hospitals Example: Label objects or pictures in both languages. Display in the classroom or have students store in a folder for reference. |
STRATEGY 2: Drastic Strategy
What is it?
A strategy that assists students on focusing specifically on words and letters.
Procedure:
1. Teacher Storytelling- Various students will receive different cards. As the teacher reads a story, the student will hold up their card of the word, letter or punctuation mark the teacher reads.
2. Student Storytelling- Using their cards, a student will volunteer to tell a story using what is on the card. The audience will continue to hold up their cards as the student says a word, letter or uses that punctuation mark.
3. Scramble, sort, and find- The teacher cuts words into letters and scrambles them on the table. Students have to unscramble the words and put the words back together.
4. Take a picture and write it- Write a word, letter or punctuation mark on the board in the front of the room. Have students look at it and take a mental image. Erase the word, letter or punctuation mark then have students write it down.
5. Fill in the blank- Create sentences using sentence strips and leave various blank spaces in the sentence. Have students fill in the blanks with their cards.
6. New text close reading- Using a new piece of text, students will look for the word, letter or punctuation mark as the teacher reads. When detecting what is on their card, they will make a signal to show they are engaged.
What is it?
A strategy that assists students on focusing specifically on words and letters.
Procedure:
1. Teacher Storytelling- Various students will receive different cards. As the teacher reads a story, the student will hold up their card of the word, letter or punctuation mark the teacher reads.
2. Student Storytelling- Using their cards, a student will volunteer to tell a story using what is on the card. The audience will continue to hold up their cards as the student says a word, letter or uses that punctuation mark.
3. Scramble, sort, and find- The teacher cuts words into letters and scrambles them on the table. Students have to unscramble the words and put the words back together.
4. Take a picture and write it- Write a word, letter or punctuation mark on the board in the front of the room. Have students look at it and take a mental image. Erase the word, letter or punctuation mark then have students write it down.
5. Fill in the blank- Create sentences using sentence strips and leave various blank spaces in the sentence. Have students fill in the blanks with their cards.
6. New text close reading- Using a new piece of text, students will look for the word, letter or punctuation mark as the teacher reads. When detecting what is on their card, they will make a signal to show they are engaged.