1. The document provides guidance on teaching English language learners effectively through comprehensible input, appropriate speech, scaffolding, questioning techniques, interaction structures, and assessment. 2. It recommends using projects, discussions, and reports to make abstract concepts concrete, providing opportunities for students to practice English skills through oral and written reports, and integrating reading, writing, listening and speaking. 3. Scaffolding techniques include paraphrasing, think-alouds, contextual definitions, procedural scaffolding through modeling and practicing, and allowing clarification in the first language.

1. Application of Content and Language Knowledge:
Making Content Comprehensible— " Discussing and doing make abstract concepts concrete,
3. Comprehensible Input therefore projects, discussion teams, reports lend themselves to
true comprehension
Appropriate Speech: " Include opportunities to practice English—reporting out orally
and in writing, working with teams or partners
" Use speech that is appropriate to students’ proficiency level—
slow down and enunciate where applicable Integration of Language Skills:
" Avoid jargon and idiomatic speech as much as possible " Reading, writing, listening, and speaking are mutually
supportive and need to be developed in an integrated
Explanation of Academic Tasks: manner. Practice in writing promotes development in reading.
" Present instructions in a step-by-step manner and/or with
Review of Key Vocabulary
demonstrations. Write oral directions on board—ask students to
re-explain " Review of vocabulary needs to include attention to word
structure and sentence structure
" Use peer-modeling—Focus attention on one group that is " Multiple exposures to new terminology builds proficiency
functioning well on activity. Let those students explain step-by-
step instructions to whole class using an overhead transparency
! Use paraphrasing as review—provides context
! Use multiple modalities to remember words
Scaffolding: Use verbal and procedural scaffolding routinely: ! Have students use Individual Word Study Books for personal
! Verbal scaffolding: Paraphrasing—restating student’s reference—grouping words by structure (-tion, -sion,-
response to model correct English tation…)
Think-Alouds—saying out loud what you are doing as you
try to use a strategy Assessment of Lesson Objectives:
Reinforcing contextual definitions—restating a term by " Use a variety of methods to elicit group responses
giving a context or definition Ex. Aborigines, the native
people of Australia, were being driven from their homes.
! Thumbs up/ thumbs down—Used to obtain a quick summary
of agree/disagree responses. “I don’t know” response is
! Procedural scaffolding: indicated by a closed fist
! Number wheels or numbered fingers: Used to indicate
responses to multiple-choice questions. Teacher puts
possible responses on board or transparency, waits, then
Explicit Teaching Modeling Practicing Applying says “Show me!”
! Response boards: Use individual chalk boards or dry-erase
--Small group instruction with less experienced students boards for responses given in unison. Dollar stores or home
practicing with experienced students improvement centers—bathroom tile board makes great dry-
erase boards!
--Partnering students for practice
Questioning: Source taken from: “Making Content Comprehensible for English Language
Learners”, Echevarria, Vogt, Short
" Use a variety of question types: see “Thinking Cube” for
examples.
Compiled by the Bilingual and Compensatory Education Resource Team,
" Use “Question Cube” to promote students asking a variety of Dearborn Public Schools, 2002
questions: Who, What, When, Where, Why,
How
Interaction:
" Effective classes are characterized by a variety of grouping
structures
! At least 2 different grouping structures should be used
during a lesson—partners, triads, teams, etc.
! Vary group configurations from day-to-day across the
week to pique interest, and increase student involvement
Wait Time:
" Effective teachers wait 20 seconds or more for a student to
respond—many English Language Learners need longer time to
formulate answers.
" While waiting for a student to reply other students can be
writing down their response then confirm with answer.
Clarifying Key Concepts in First Language:
" Allowing students to confer with each other, teacher, or
paraprofessional in their native language about subject matter
material provides needed support for true understanding of
content while student is learning English