This document discusses strategies for welcoming and instructing English Language Learners (ELLs) in the classroom. It recommends selecting student guides to help newcomers, balancing teacher time between ELLs and other students, and warmly greeting newcomers. It also outlines initial English instruction, teaching reading and writing strategies like reading aloud, and providing models and supports to help ELLs become successful readers and writers in English.

1. Fiction and Non-Fiction
Activity

2. Chapter 3:Welcoming ELLs into
the Classroom

3. The Role of ELL Guides
 Choose four to six boys and girls to be
guides and explain their role before ELLs
arrive.
 Guides are to be the newcomers’ first
companions.
 Guides job is to demonstrate to the
newcomer how class work is to be done.

4. The Teacher’s Role
 Teacher would balance her time in a
mixed-language and mixed-ability
classroom.
 Teacher have to make sure that students
are engaged in work while she is meeting
with ELL’s small groups or individuals.

5. Greeting a Newcomer
 Teacher and class should greeted warmly
to ELL.
 The newcomer should be seat next to his
students guided.
 Lunch meeting are the best way to know
the ELL and present him the welcome kit.
 Let the ELL know that the student guide
will be his helper.

6. Welcome the ELL as a Unique
Person
 Welcoming time should be friendly and
undemanding and the orientation
gradual.
 Teacher and the guide should try to learn
to say and write a few phrases from the
newcomer’s language such as greetings.

7. Chapter 4: Beginning English
Instruction
 There are three levels of ELL and their
implications for teaching in Figure 4.1.
 Effects of Personal Characteristics on
Learning: there are two types of new
comers, the outgoing and the quieter.
 Initial English Instruction
 Teaching Vocabulary and Sentence
Structure.

8. Chapter 5:Teaching Reading
and Writing
 Five Supports to Become Successful Readers
in English.
1. Materials that are appropriate.
2. The introduction of background information
and vocabulary before reading a book or a
story.
3. An overview of the specific material to be
read.
4. Comprehension assistance during reading.
5. Opportunities to review material after the
initial reading.

9. Teaching Reading and Writing
 The benefits of reading aloud
 Increases children’s vocabularies
 Supports comprehension
 SupportingELLs’ Writing
 Provide good models

10. Class Discussion
 Did you find Yatvin’s suggestion of
modeling good writers to be an insult
and/or disrespectful to an ELLs’
individuality and their culture?