English language learner strategies and activities presentation

1. English Language
Learner Strategies and
Activities
Albert Onzo

2. Supporting Vocabulary Development
• What is the difference between interpersonal communication skills
(BICS) and cognitive academic language proficiency (CALP)?
• BICS are considered everyday language students use.
• Examples of BICS are:
– Speaking on the playground.
– Talking on the phone.
• CALP is considered academic language
• Examples of CALP are:
– Language in textbooks.

3. Supporting Vocabulary Development
(cont.)
• How can a teacher support vocabulary development for ELL students?
• Teachers can pre-teach vocabulary:
– Showing real objects associated with the words.
– Displaying the word along with a picture.
• According to Colorado, if a teacher has more complex words, they can:
– Choose a complex vocabulary word before the beginning of the lesson.
– Give a student-friendly definition.
– Show students examples of the word.
– Ask the students to repeat the vocabulary word 3 times.
– Have students engage in activities that help develop mastery.
– Ask students to repeat the word back.

4. Ensure Students Understand Content
• All teachers want all their students to understand the content they are
teaching.
• Teachers can use a wide variety of strategies to see if their students
understand the material that was just taught to them.
• One strategy is Pair Up and Talk it Out
– Students find a partner
– One student is the “teacher”
– The “teacher” talks about the lesson with the student
– If it sounds like the students do not have firm grasp on the content, discuss it
with the entire class.

5. Ensure Students Understand Content
(cont.)
• Another strategy teachers can use is Exit Slips.
• Exit slips can be one or two questions that the students must answer
on a piece of paper at the end of the lesson.
– Teachers can even ask their students to write down the main idea of the lesson.
• When the students leave, they drop the exit slips in a box so the
teacher can review them later.
• Before next class starts, the teacher should read the exit slips to see if
the students have a firm understanding of the content.
– If students are struggling with the questions, the teacher knows what to focus on
for next class.

6. Support Discussion
• A great way for a teacher to create a culturally responsive classroom is
through rich discussions.
• Discussions can:
– Activate background knowledge
– Have students share their own knowledge
– Strengthen teacher-student relationships
– Determine individual levels of understanding

7. Support Discussion (cont.)
• It is important for teachers to teach students how to engage in high-
quality discussions.
• Teachers should teach students to:
– Stay on topic
– Take turns
– Actively listen
– Build on each other’s ideas
– Be respectful

8. Promote Interaction During Instruction
• According to Echevarria, J., Vogt, M., & Short, D, most classrooms are
dominated by the teacher’s linguistic part of the lesson.
– This limits the opportunities for students to practice their language acquisition.
• Teachers can promote interaction by
– Using thoughtful questioning
– Engaging activities
– Discussing with classmates

9. Promote Interaction During Instruction
(cont.)
• Using thoughtful questioning can create a deeper understanding of the
content, including academic vocabulary.
• Engaging activities can help stimulate the student’s brain.
– This type of engagement can encourage students to engage in future
activities/discussions.
• Having students work with their classmates can reduce the risk of the
student feeling uncomfortable in the classroom.
– Working in small groups can help with the flow of ideas in the classroom.

10. Give Students Hands-on Practice
• There are several ways for a teacher to have their students work hands-
on
• Some strategies include:
– Manipulatives and movement
– Hands-on games
– Electronic games
– Foldables and flip charts

11. Give Students Hands-on Practice (cont.)
• Manipulative and movement
– Creating a timeline using their bodies
– Some students have a card with a date and other students have a card with the event.
– Students must arrange themselves with the correct order and the correct date.
• Hands-on games
– BINGO using words and their definitions
– Students must listen in order to pick the correct answer
• Electronic games
– Kahoot
– The teacher displays the questions on the board and the students must answer the questions using their computer or
phone.
• Foldables and Flip charts
– These incorporate folding paper and a hands-on way for students to organize the information presented to them.

12. English Language Standards
• According to Himmel, including English language standards can
– Help all students, including English Leaners, to understand the academic
language skills and functions they need in order to master the lesson.
– Help clarify what is expected from each lesson

13. References
• Colorado, C. (2013, November 12). Vocabulary development with Ells. Reading Rockets. Retrieved March 12, 2022, from
https://www.readingrockets.org/article/vocabulary-development-ells
• Echevarria, J., Vogt, M., & Short, D. (2016). Making content comprehensible for english
learners: The siop model, 5/e (5th ed.). Pearson Education.
• Himmel, J. (2021, May 11). Language objectives: The key to effective content area instruction for English learners. Colorín
Colorado. Retrieved March 12, 2022, from https://www.colorincolorado.org/article/language-objectives-key-
effective-content-area-instruction-english-learners