The document discusses strategies for teaching English language learners. It notes that English language learners are the fastest growing student population group in the US, estimated to be 25% of students by 2025. It recommends that teachers speak slowly and clearly, model concepts, use visuals, teach vocabulary intentionally, implement cooperative learning activities, and modify assessments. Effective lesson planning for English language learners requires identifying goals and content and language objectives.

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E N G L I S H L A N G U A G E L E A R N E R
S T R A T E G I E S A N D A C T I V I T I E S
By: Lisa Armour

2. According to the National Education Association, English language learners represent
the fastest growing student population group in the U.S. It is estimated that by
2025, 25% of our public school students will be ELLs. With the increasing number of
English Language Learners in our schools, it is imperative that teachers use strategies
to support them academically.
2
According to the National
Education Association,
English language learners
represent the fastest
growing student population
group in the U.S. It is
estimated that by 2025,
25% of our public school
students will be ELLs.

3. Speaking slowly and clearly is one of the most underrated yet most effective
strategies teachers can use to help English Language Learners succeed in school. As
teachers, it is our responsibility to model appropriate grammar and pronunciation in
the classroom. Since English isn't their first language, it takes them more time to
process what they hear in English in order to make sense of it. Therefore, it is
important that we don't speak too fast. (Mcclymont, Geri, "15 Strategies to Help
English Language Learners Succeed in the Classroom")
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S P E A K I N G S L O W L Y A N D
C L E A R L Y I S O N E O F T H E
M O S T U N D E R R A T E D Y E T M O S T
E F F E C T I V E S T R A T E G I E S
T E A C H E R S C A N U S E T O H E L P
E N G L I S H L A N G U A G E
L E A R N E R S S U C C E E D I N
S C H O O L .
- G E R I M C C L Y M O N T

4. When teaching a concept, model several examples of the application of the concept,
and gradually involve your students in the process before you ask them to apply the
concept independently. As teachers, we have to SHOW our ELL's what we want them
to do by using actions and gestures to accompany our words as much as possible.
Teachers should walk around the room and demonstrate exactly what they should do
for each step. (Mcclymont, Geri, "15 Strategies to Help English Language Learners
Succeed in the Classroom")
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M O D E L I N G :
When teaching a concept, model
several examples of the
application of the concept, and
gradually involve your students in
the process before you ask them
to apply the concept
independently.
Click to add text

5. Use visuals as a regular part of your lesson to help students understand what you
teach. Your lessons will make significantly more sense to them when they see images
connected to what you say. Some examples of visuals that you can use are: posters,
charts, illustrations, graphs, and maps. (Herr, Norman, 2017)
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Visuals:
Use visuals as a regular part of your
lesson to help students understand
what you teach.

6. Lack of academic vocabulary is one of the greatest barriers ELLs come up against in
school. For this reason, it's critical that teachers be intentional about teaching
vocabulary to their English learners. Because many non-ELL students also lack
vocabulary skills, they too can benefit from classroomvocabulary instruction
(Mcclymont, Geri, "15 Strategies To Help English Language Learners Succeed in the
Classroom").
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V O C A B U L A R Y :
Lack of academic
vocabulary is one of the
greatest barriers ELLs come
up against in school. For
this reason, it's critical that
teachers be intentional
about teaching vocabulary
to their English learners.

7. There are a few different strategies that teachers can use to help teach vocabulary to
English Language Learners. One of those stratgies is to pre-teach key vocabulary
words. A significant way to help your ELLS understand the content being taught, is to
pre-teach key vocabulary words before reading a new text. Teachers can also
encourage their students to keep a journal of word maps for all new vocabulary that
they learn. This gives them something tangible to study and refer back to during the
school year. Word walls are a vital component of teaching vocab to ELLs.Exhibit
words you are learning on your wall, along with a visual for each one. Having students
engage in word sorts is a great vocabulary activity. They can sort words based on
common features and characteristics. Using dry erase markers and your white board
can help when you need to draw a quick sketch to clarify unfamiliar words
(Mcclymont, Geri, "15 Strategies to Help English Learners Succeed in the Classroom")
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V O C A B U L A R Y
S T R A T E G I E S :
• Pre-teach key vocab
• Use Word Journals and
Word Maps
• Use Word Walls
• Have students engage in
Word Sorts
• Use quick sketches when
necessary

8. Implement Cooperative Learning Activities such as think-pair-share and small group
as a regular part of your lesson. This allows your ELLs to practice English in ways that
are fun and natural. (Herr, Norman, 2007)
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C O O P E R A T I V E
L E A R N I N G
A C T I V I T I E S :
Implement
Cooperative
Learning Activities
such as think-pair-
share and small
group as a regular
part of your lesson.
This allows your
ELLs to practice
English in ways
that are fun and
natural.

9. Implementing Cooperative Learning Activities such as "think-pair-share" and small
groups are extremely beneficial to your ELLs. With think-pair-share, make sure to pair
your less proficient ELLs with either a native English speaker or a fluent ELL. Once
they are paired together, ask a question and allow sufficient wait time for your ELLs to
process the question and formulate a response. Once they have their responses, have
the partners share their answers. Small groups are another type of Cooperative
Learning Activity. Placing your ELLs in small groups enables them to interact with
students they may normally not have a chance to interact with. It also helps them
learn important social skills such as getting along with students who may be very
different from them. Cooperative learning activities have proven to be highly
successful for engaging all students in the classroom. (Mcclymont, Geri, "15
Strategies to Help English Language Learners Succeed in the Classroom")
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Think-Pair-Share:
• Pair your less proficient ELLs with either a
native English speaker or a fluent ELL.
• Ask a question and allow sufficient wait
time for your ELLs to process the question
and formulate a response.
• Have the partners share their answers.
Small Groups:
Placing your ELLs in small groups enables them
to interact with students they may normally not
have a chance to interact with.

10. Ensure that the layout for all assessments is straightforward so that your ELLs can
focus on showing you what they've learned rather than on trying to make sense of
what they're being asked to do. One way to do this is to modify their assessments.
You can read assessment directions, questions and multiple response options aloud
to your students. Allow sufficient time for them to process what they hear and to
respond. If your ELLs are literate in their native language, offer them the assessment
translated into their native language.Have your ELLs create word lists or to sort
words into categories based on common features and characteristics. And, finally, you
can allow your ELLs to respond to assessment questions verbally or by drawing
pictures. Using modified assessments will ensure that you know if they understand
the lesson that was taught.
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M O D I F Y
A S S E S S M E N T S :
• Read assessments aloud
• Native language assessment
• Categories & lists
• Oral or picture responses

11. English language proficiency standards act as a starting point for identifying the
language that ELLs must develop to successfully access and negotiate content in and
beyond the classroom. ELP standards do not stand alone, but provide the bridge to
the content-area standards expected of all students in U.S. classrooms. (Fenner, Diane
Staehr, Segota, John, "Standards That Impact English Language Learners") Effective
lesson planning requires a number of steps from initial preparation to the final review
of material. First, identify your goals forthe lesson. It is helpful to post your target
standards clearly so that students know what they will be focused on learning and
eliminate unnecessary information that does not meet your objective. Next, identify
your content objectives and language objectives.The content objectives focus on the
content you will be teaching, such as a math, Science, Social Studies, or language arts
objective. The language objectives focus on the academic language functions that
students need to master in order to access grade-level content. It is critical to teach
language objectives explicitly so that ELLs (and their peers) can learn the content and
language they need. ("How to Develop a Lesson Plan that Includes ELLs",How to
Develop a Lesson Plan that Includes ELLs | Colorín Colorado (colorincolorado.org))
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E N G L I S H L A N G U A G E
S T A N D A R D S
Effective lesson planning requires a
number of steps from initial
preparation to the final review of
material.
• Identify goals
• Identify content and language
objectives

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R E F E R E N C E S :
Fenner, Diane Staehr, Segota, John, "Standards
That Impact English Langauge Learners", Standards
That Impact English Language Learners | Colorín
Colorado (colorincolorado.org)
Herr, Norman Ph.D., "Strategies for Teaching
Science to English Language Learners", Strategies for
English Language Learners (csun.edu)
Mcclymont, Geri, "15 Strategies to Help
English Learners Succeed in the Classroom", 15
Strategies to Help English Learners Succeed in the Classroom-
Owlcation
"How to Build a Lesson Plan that Includes
ELLs", How to Develop a LessonPlanthat Includes ELLs | Colorín
Colorado (colorincolorado.org)