1. ESL Strategies – Grades K-8
Presented by: Shelly Misenheimer, Katherine Perry, & Anna Carrie Flynt
Katherine

2. 8 Things Your ELs Need but Won’t Tell You
Please give me more time to answer questions. I am processing between TWO languages and sometimes THREE. Wait time is important!
Sometimes the work is overwhelming. Can I work with a partner or group?
If we have to take notes, can I have guided notes? That way, I can focus on learning the content versus trying to listen, process, AND take notes.
I don’t understand many of the words I’m hearing. Pictures, translations, and concrete items help reinforce new vocabulary.
Please focus on my content rather than my spelling/grammar errors. I’m learning content and language at the same time.
Tests are really hard for me. Can you simplify the words and phrasing so I can understand? Ex: car instead of automobile
Making eye contact sometimes makes me uncomfortable. In many cultures, this can be a sign of disrespect.
I don’t like being put on the spot. Can you check on me after the lesson during independent work? I don’t want to make a mistake in front of my peers.
Shelly

3. Culture & Home Support
Many times, ELs do not have any academic support at home. Keep this in mind when assigning and grading homework.
CULTURE
Each culture has different aspects that affect ELs’ learning styles, social behavior, academics, and background knowledge.
The ESL teacher in your building can be a great resource for you – ask questions!
Shelly

4. Proficiency Levels AC -focuses on positives
-more specific grade level can dos available
-student proficiency levels available from ESL teacher/cumulative file

5. Modifications vs. Accommodations
Modification – is any change made to the curriculum that enable a student to be successful in a gen. ed. classroom.
Modifications are always made BEFORE the assignment or assessment is given.
Accommodation – is any supports/services a student receives to be successful in a gen. ed. classroom.
Accommodations tend to happen DURING or AFTER the assignment or assessment.
Katherine
*Modifying tends to be more beneficial to both the student and the teacher.*

6. Instructional Strategies
Shelly

7. Assignments
It is OKAY to give English Leaners (ELs) different assignments that measure the same skill.
Shortened reading passages
High utility, high frequency words
Narrow the focus – MAIN IDEAS & CONCEPTS
Model – Show the student how to do the assignment and provide an example of mastery.
Any projects to be done at home? Please notify your ESL teacher.
Katherine

8. Shelly
Guided Notes:
-Cover main concepts -Are made directly from the assessment Support language functions
-Cuts down on student writing -Allows student to focus on content/not language

9. Visual & First Language SupportAC
-background knowledge
-context
-bridges
-can help parents assist student at home
-actions/gestures help too
Visual & First Language Support
-Supports Vocabulary Acquisition -First Language acts as bridge
-Visuals build schema

10. Sentence/Paragraph Frames
Katherine
Sentence/Paragraph Frames
-Provides language structure Use across content areas
-Gets them started on writing tasks -Allows student to focus more on content

11. Shelly
Paragraph Frames
*If you google paragraph frames, you’ll find one for about any content & language function.*

12. Sentence Frames continued…
Katherine
Sentence Frames continued…
-creates a language rich environment -helps students participate orally and in written assignments
-reinforces language functions -can easily be differentiated

13. Language Functions in Textbooks
I can conclude __________ because _______ and ____________.
The evidence suggests that ____________.
Based on ________, I infer that _________.
I know ______ because __________.
I noticed __________. Therefore, _______ is __________ because __________. AC
-ties in curriculum with frames
-Common Core = every teacher is a language teacher
-accountable talk
Language Functions in Textbooks
-great way to integrate language instruction into content -ELs need language instruction in all classes
-use sentence frames for student responses to text

14. Assessments
The following slides will provide examples of how to modify assessments for ELs.
Remember to match expectations with language ability. AC
-alternative assessments are absolutely appropriate for beginners
-make it easier
-let them show you they have the main concept
It’s not a crime to:
Give clues
Change questions to yes/no answers
Divide word banks into portions
Tailor the test to your students’ language level

15. -can easily be created from guided notes
Shelly
Word Banks
-break up matching or fill in the blank questions into shorter sections
-can easily be created from guided notes

16. Highlighting Key WordsAC
Highlighting Key Words
-helps direct the EL to key words
-makes the test more manageable
-helps EL focus on content over language

17. Example of Modified AssessmentAC
Includes different modifications –
breaking up word banks,
giving visuals,
giving content vocabulary and
asking for description/ easier synonyms
Example of Modified Assessment

18. Spelling/Vocabulary Tests
Select words with highest utility & frequency
Academic vocabulary is more important than content vocabulary for beginners
Grades 1-2 – sight words over story words for beginners
Please don’t just give the student an arbitrary grade – We must have expectations for ELs!
Katherine

19. Break the words down into sections
Shelly
Break the words down into sections
-groups significant information together -modify “on the fly”
-makes the test much more manageable for intermediate ELs

20. English Linguistically Simplified Assessment
TCAP
ELSA AC
Fewer words
More simple phrasing
Fill in the blank rather than question

21. Why is all of this important?
Research has shown it take 6-8 years for ELs to acquire academic language.
It’s better for ELs’ language acquisition to master main concepts in content areas and experience success in their classrooms.
The law requires modifications for ELs.
Shelly