Activities and strategies to support English language learners in the classroom

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English Language Learners require explicit teaching and scaffolded support to ensure
they can reach their fullest potential. They often struggle to learn and understand
academic language, which impacts their comprehension of content and material
presented to them.
It is vital to incorporate both content and English language proficiency standards into
lessons and to be intentional with the methods and strategies with which both content and
language information is presented.
English Language Proficiency standards outline various skills that students should have or
be able to learn at specific grade levels in various content areas for the four domains of
language – reading, writing, speaking and listening. They should be used as a baseline
for creating language objectives for lesson plans, and developing and choosing teaching
strategies.
This presentation outlines some activities and strategies teachers can use to support
development of academic language and vocabulary, promote interaction, support
discussion, provide hands-on practice, and ensure students understand the content they
are learning.

3. These strategies must be
taught as students are learning
the English language
Cognitive Strategies include:
- Underlining and highlighting important
information in text
- Rereading and focusing on key ideas
and vocabulary
- Filling in graphic organizers with
information from text
Metacognitive Strategies include:
- Making predictions
- Self-monitoring for comprehension
- Clarifying when something is unclear
- Summarizing
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- Scanning, skimming, previewing and reviewing text
- Analyzing words using forms and patterns in English
- Making logical guesses based on syntax and content
- Substituting words for pictures and gestures
- Self-monitoring and self-correcting while speaking or writing
- Asking for clarification
- Seeking out partners to communicate with and practice language
- Breaking words down into familiar parts
- Substituting a known word when unable to pronounce an
unfamiliar word

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SQP2RS "Squeepers" Method (for expository
texts)
Survey – Scan the text
Question – Develop questions about the text
Predict – Form predictions about what will happen or what you
will learn
Read – Read the text
Respond – Respond to the questions and predictions
Summarize – Give a summary of the text
QAR – Question-Answer
Relationships
Determine where answers to questions about
the text can be found
"Right There" and "Think and Search" -
answers can be found within the text
"Author and Me" and "On My Own" - answers
must be inferred based on the text

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7. Students utilize technology to create a
multimedia model of the text, topic or
content area they are learning.
Focus on writing and speaking skills,
expressing point of view, pacing during
speech, emotional expression, and provide
a creative outlet to demonstrate
understanding.
Can utilize music and movement, and
involves collaboration and communication
with peers
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A hands-on method to demonstrate
understanding of text or content

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Also called "Collaborative Conversations" for grades K-2
and "Collaborative Discussions" for grades 3-6.
Emphasize student involvement in the discussion.
Ask probing questions that require more complete or
elaborate answers.
If student provides a single word or basic answer, ask follow
up questions or ask for clarification or elaboration
Use opportunities to pull from students' prior knowledge and
connect to their background experiences
Introduce a text to be read and ask prediction questions
Ask students to support their responses and comments
using the text
Chunk texts into smaller sections for more discussion
opportunities and easier comprehension
Consistently monitor for understanding and offer clarification

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Incorporate movement – play games like Simon Says, perform songs and jingles, charades, skits
Stay or Stray – Partners or small groups become "experts" on a specific target within the lesson;
one student from each partnership/group visits other groups to share their information
Dinner/Birthday Party – Discuss what would happen if students invited a particular author or poet to
a dinner or birthday party. Encourage students to pull from text for their responses.
"50/50" or "Phone a Friend" - Narrow down answers or ask a peer for help with an answer to a
question that is unclear. This is especially helpful for English language learners, encourages peer
interaction and models English language skills.

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Be sure to allow sufficient wait time
for students to form and state their
responses
Encourage students to clarify key
concepts using native language texts
and resources if needed
It is recommended to use two
different grouping structures per
lesson (ex. Partners and small
groups of 3-4)

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Echevarria, J., Vogt, M., & Short, D. J. (2016). Making
content comprehensible for english learners (5th ed.).
Pearson Education.
Peregoy, S. F., & Boyle, O. F. (2016). Reading, writing,
and learning in esl (7th ed.). Pearson Education.