Strategies for English Language Learners Presenters: Torrie Voss, ESOL Department, VossT@fultonschools.org Wendy Newbold, ESOL Department, Newbold@fultonschools.org

Building Background List/Group/Label List-group-label is a form of semantic mapping. The strategy encourages students to improve their vocabulary and categorization skills and learn to organize concepts. Categorizing listed words, through grouping and labeling, helps students organize new concepts in relation to previously learned concepts. Create a picture splash containing images for a new concept you will be teaching. In groups, students will brainstorm as many words they can think of and list on paper. Students group the words by categories, and then label the categories. Optional – have students regroup the words into different categories and label. Students work together, get the chance to hear native speakers, learn from each other, get the chance to use the language.

List – Group – Label Example Georgia state symbols State bird = Brown Thraser State flower = Cheroke Rose State capital building Georgia State flag Georgia peach

Integrating Language Learning and Content: Integrating Language Learning and Content: Information Gap Task Activity You and your partner will have slightly different texts. Without showing each other your texts, alternate reading a sentence aloud and then having your partner read the corresponding sentence for his or her text. Discuss the two sentences to decide on the more correct version. Pencil in the changes to your version as needed. Try to express reasons for choosing one word or phrase over another. Asking each other lots of questions will help! You will know when you’re finished when you each have the same corrected version of the text, and you are sure it is the most correct one possible.

Answer Key: Two-Way Information Gap Task Sheltered Instruction is a way of teaching that makes lessons meaningful and understandable for second language learners. Sheltered instruction is used for content area instruction in all subjects, e.g., social studies, math, science, reading and language arts instruction, and across grade levels. The goal of sheltered instruction is to provide access to the core curriculum by teaching in a way that is meaningful and understandable for second language learners and through these modified lessons, students learn academic language. Partner up – This is the answer key – do not show until PPs have finished. Who has the most pockets? Who woke up earliest this morning? Latest to bed? Has most pets? Commutes the longest to work Has the most letters in their first name, etc…

Post-it Summarizing Activity 1. After students complete an assigned reading passage (paragraph, section in textbook, etc.) give each student a different colored sticky note (4-5 different colors in total) and ask them to write down the most important idea/ details or answer to a particular question or summary, etc. 2. The students find their group members (students with matching colored sticky notes) and place their sticky notes in the 4 corners of the paper provided by teacher. 3. After reading through and discussing all responses, students combine their answers to make the best possible summary statement/answer to the question.

Visual Puzzles Benefits for English Learners – Create a visual of the content students are expected to master. Cut the visuals into puzzle like pieces. The number of pieces depends on the size of groups you want to create. Include word banks, labels, or other written support for your lower proficiency level students. Assign a task once students have found their match Benefits for English Learners – Provides language support and student interaction Connects visuals to the daily objective, while encouraging speaking, listening, reading, and/or writing options.

Reading & Vocabulary Marzano’s Vocabulary “Cootie Catcher” template can be used to review vocabulary words. Students will say and spell words, as well as provide synonyms, part of speech, definitions, and sentences using the word. Site for templates: http://lessons4now.com/teaching-with-cootie-catchers/

Instructions for making a Cootie Catcher Benefits for English Learners – Engages students in a hands-on way to review content Supports peer interaction and speaking that is easily leveled for proficiency.

Concept Ladder A Concept Ladder is a literacy support tool that guides students to ask questions about a specific topic and guides students' reading to better understand the text. This is set up in a graphic organizer type format. A concept ladder is used to get students to develop a deeper understanding of the topic. Benefits for English Learners – Aids in organizing student’s thoughts and understandings about a topic Builds an understanding on how to ask good questions by increasing the complexity of the questions students ask, tapping into higher order thinking.

“Rotating Graffiti” Objectives: to create a graffiti like representation of the concepts studied incorporating key vocabulary and phrases Instructions: Students will work in teacher-created small groups (pairs, triads, or groups of 4) using their texts and notes, etc. as references Each group will have a piece of chart paper with a different term or concept listed on top Students work with their partners to negotiate how they will graphically represent the concept that is on the chart using pictures, symbols, key words and phrases. The paper should l0ok like graffiti – no straight lines, a lot of squiggles, etc. Each set of partners or triads, etc. uses a different color marker to demonstrate their learning on each board. Model for students how they are to move from board to board adding information to another groups drawings. They shouldn’t duplicate other partners’ responses. All student groups rotate to all boards. Giving the English learner a chance to share what they have learned through artistic expression without worrying about making grammatical errors or missing a word or two .

“Rotating Graffiti” Your Turn! In the article, read and highlight key events that stand out to you. You will have 5 minutes in table teams to summarize the article.

Vocabulary Dice Game Vocabulary dice allow students to practice almost any language skill communicatively- grammar, vocabulary, speaking and in written form. Students take turns tossing the die. Then they take a vocabulary card. Depending what number the die lands on, they have to do one of the following: 1- act it out 2- draw a picture of the word 3 –create a sentence using the vocabulary word 4 –create a question using the vocabulary word 5 – explain the vocabulary word without using the actual word and the group guesses the word 6- student chooses between 1-5

Dice Game Variations Use vocabulary words you are currently studying to: make sentences, give definitions, make questions, etc. Provide each group a game board template or have them create their own! Be creative! Dice can be used to engage students across content areas.

Conga Line Gives students the opportunity to become experts about a subject, concept, or topic. To begin, students create two equal lines facing one another. One line becomes the “speaking” line, and the other line becomes the “listening” line. When the teacher poses a question/prompt, the speaking line members look at the partner directly across from them and responds. Students in the listening line become active listeners, asking probing questions, asking for clarification, etc. The teacher chooses a time to say, “Conga” and students alternate partners while festive music plays. Students then turn to face the student across from them. Students in the speaking line then responds to the same question/prompt (or a different question/prompt), to their new partner. Eventually, the listening line becomes the speaking line, so that all students have an opportunity to be the expert and to be the listener. This activity is great for formative assessment as the teacher can monitor student responses. Follow up questions such as, “Which question was most difficult to answer?” or “What did you learn that you didn’t already know?” or “What is still confusing to you?” can make this formative process beneficial to students. Plus, this activity is a structured way to provide student movement in your classroom.

Snowball Activity: Ticket-Out the door Divide the class into two groups: Group A and Group B Each student is given a piece of paper and writes his/her name on top Teacher directs students to respond in writing to a content-related question or problem on the paper Students crumple up their paper into a “snowball” once they are finished with their response Students in Group A toss the snowball into the air toward the students in Group B (Group B holds on to their snowballs) Students from Group B chooses one of the snowballs form the floor, reads the response and then finds the student whose name is on the paper The student from group B asks student from group A to explain and elaborate on their response. Allow time for discussion Students from Group B throw their snowballs to Group A and the process is repeated.