This document contains a presentation about strategies and activities for English language learners. It discusses displaying academic vocabulary prominently and including language standards in each subject. It recommends explicitly teaching learning strategies through scaffolding and different types of questions. Comprehension activities mentioned include concept mapping, flash cards, small group work, hands-on experiences, and journaling. Differentiated assessments are suggested to support students at various fluency levels. A listening and speaking activity called "Have You Ever?" is described. The presentation concludes by thanking the presenter's daughter for her help as the presenter's first ELL student.

1. Strategies and Activities
for English Language
Learners
Presentation by Jeanettee Weaver
September 7, 2018
TESOL/571
Dr. Gretchen Meyers
Vocabulary Support

2. Academic language that is used frequently should be prominently
displayed and reviewed.
Language standards for reading, writing, listening, and speaking
should be included in each subject to assist English Language
Learners in developing comprehension of the English language.

3. Vocabulary Development Activity

5. Learning strategies should be taught explicitly through instruction.
Scaffolding must be incorporated throughout each lesson. Different
types of questions are asked, including questions that promote higher
order thinking.
Previous schemata could be used to increase comprehension. Prior
scaffolding is used to create informal assessments within each lesson.
The possibilities for informal assessments are only limited by teacher
imagination.

6. Comprehension Activities
Concept Mapping
Flash Cards
Small Group T Charts

7. While reading and writing are important tools for English Language
Learners, speaking and listening also play a vital part in language
acquisition. Cooperative learning activities aid in oral language
improvement and assist in enhancing assessment of learner
comprehension.

8. Listening and Speaking Activity
http://www.discoveryeducation.com/teachers/free-lesson-
plans/listening-and-speaking-strategies.cfm
Have you Ever? Scavenger Hunt
1. Before beginning the lesson, create a "Have You Ever?" search paper by dividing a piece
of white paper into 16 equal squares:. At the bottom of each square write something that
at least one student in the class may have experienced or a quality at least one student
may have, such as "broken a bone," "loves pizza," "speaks two languages," "has been on
an airplane," or "good dancer." Photocopy one copy of the search paper for each student.
2. Hand out copies of "Have You Ever?" and tell students that the object of the game is to
be the first person in the class to complete the squares. To do so, they must match a
classmate's name to the criteria written in a square. Each square must represent a different
person, so a winning "Have You Ever?" sheet cannot have one student's name on it in
more than one square.
3. Tell students that they will ask their classmates questions to fill in the squares on their
sheet. If not, the student can choose to ask the person a different question or move to a
different classmate until they have found one who fits the description. Explain to students
that they will also answer questions.
4. The first person to fill in all of their squares without repeating a name wins. Tell students
to raise their paper and call out if they think they have won.
5. Call time when a student has announced they have finished and have students quietly
freeze where they are standing while you check the possible winning sheet. If the student
is mistaken, have the class resume the activity. If not, ask students to return to their seats.

9. It is important to consistently allow enough time for ELL students
to respond to questions. This allows them to clarify key concepts
in their native language before translating their ideas into English.
Permitting the use of cooperative learning supports language and
content areas of the objectives.

10. Providing ELL students with hands on experiences aids students
in transferring knowledge from their first language into English.
Routine use of academic language aids ELL students in content
comprehension.
Listening, speaking, reading, and writing skills work best when
they are incorporated into every subject, rather than passively
learned.

11. Hands on Activities
Students can write a poem, song, play, or story to assist in
reinforcing key content concepts.
Crossword puzzles and word searches using vocabulary and
content aid in comprehension.
Journaling questions about the lesson provide students and teacher a
form of assessment.

12. Differentiated assessments are a crucial part of the process of learning and teaching
English as a second language. Creating support for students of varying fluency levels,
backgrounds, and needs develops greater comprehension and application of academic
standards.
Listening Level 1
Entering
Level 2
Emerging
Level 3
Developing
Level4
Expanding
Level 5
Bridging
Level 6
Reaching
Vocabulary Follow oral
instructions
to identify
and match
vocabulary
words to
their picture
definitions
Follow oral
instructions
to identify
and match
vocabulary
words to
their word
definitions.
Follow oral
instructions
to match
vocabulary
words to
their word
definitions
and part of
speech
Follow oral
instructions
to match
vocabulary
words with
their
definitions
and use
them in a
sentence
Follow
multi-step
oral
instructions
to match
vocabulary
words with
their
definitions
and write a
sentence for
each word
Follow
multi-step
oral
instructions
to match
vocabulary
words with
their
definitions
and write a
short story
using the
words
Journaling Follow oral
instructions
to draw a
picture of
student’s
favorite part
of lesson in
a journal
Follow oral
instructions
to draw a
picture and
write one
sentence
about
student’s
favorite part
of lesson in
a journal
Follow oral
instructions
to draw a
picture and
write three
sentences
about
student’s
favorite part
of the lesson
in a journal
Follow oral
instructions
to write a
paragraph
about
student’s
favorite part
of the lesson
in a journal
Follow
multi-step
oral
instructions
to write a
story about
student’s
favorite part
of lesson in
journal
Follow
multi-step
oral
Instructions
to write a
story or
poem about
student’s
favorite part
of lesson in
journal

13. My thanks to my amazing daughter, who was the first ELL student I
ever had, and who helped me with figuring out how to do my first
presentation using technology and did not get angry with me for
using her pictures.
All pictures used in this presentation are my family’s personal
property.