The document discusses strategies and activities for supporting English language learners in the classroom. It begins by introducing English language learners and the goal of supporting them in the regular classroom. It then describes several strategies teachers can use, including scaffolding, think-pair-share, and using multimedia. Several hands-on activities are provided that use techniques like cloze activities, differentiated sentence starters, and classroom labeling. The document emphasizes aligning language objectives with content standards to ensure English language learners are progressing appropriately.

1. STRATEGIES AND
ACTIVITIES FOR
ENGLISH LANGUAGE
LEARNERS
Haley Lukachyk
02/13/2023
TESOL/571

2. AGENDA
Introduction​
Helpful Strategies
​Sample Activities
English Language Standards

3. INTRODUCTION
“English Language Learners” refers to any student
who has a native language other than English. We support
these students within the regular classroom setting using
strategies and activities to guide them through real life
exposure to the English language.
In the following slides we will take a look at tips, tricks,
and activities for supporting English Language learners
through their learning process.
Presentation title 3

4. HELPFUL STRATEGIES
Planning for Success

5. SCAFFOLDING
Presentation title 5
• Scaffolding is a temporary structure used to support students in
learning growth. Scaffolding is a decades old method that consists of
teachers or other adults prompting a student through learning a new
skill, task, or lesson. Scaffolding looks different between students,
lessons, and even teachers. In our classroom, we use scaffolding in the
form of modeling all day long. We show the process with minimal verbal
prompting, replace to materials, then gesture for the student to take a
turn at the task. Eventually, as the student begins to generalize the
concept, we fade cues and modeling. I like the scaffolding concept in our
classroom because it allows students to generalize at their own pace.

6. THINK-PAIR-SHARE
Presentation title 6
• Think-Pair-Share is another common classroom tool that can be helpful
when teaching English Language Learners. By allowing students to
collaborate with peers, they are able to work through their thoughts and
ideas in a low pressure setting. They are able to listen to information in
English and are gaining exposure to many different types of intonation,
speed, and structure while focusing on a common theme. Students are
given time to collaborate before presenting their information to the
group. This gives the English Language learners another opportunity to
use the English language, listen to opposing viewpoints, and practice
real life conversational language.

7. VIDEOS AND MULTIMEDIA
Presentation title 7
• Using videos, games, and other forms of media in the classroom can help students
make deeper connections to the objectives. Providing this media in English can help
the student relate to content and language objectives. These multimedia
opportunities can help all different types of learners access information.
• Providing access to the same or similar information in an English Language Learners
native language can help scaffold English vocabulary, content knowledge, and even
achieve language objectives. By making comparisons from their native language to
English, students are able to pair what they already know to what they are learning.

8. ACTIVITIES
Working towards goals

9. CLOZE
Presentation title 9
• Cloze Activities is the process of removing key words throughout a
passage in order to check for understanding.
• For example, our class is working on the content theme of Life Cycles. I provide a short narrative
to students describing the life cycle of a butterfly. Throughout the passage, I removed six words.
Three of the words were content vocabulary (caterpillar, butterfly, chrysalis) while the other three
words were functional language words (open, grows, changes). Students are asked to fill in the
correct words.
• Providing a word bank, more removed words (10-12), and less removed
words (5-7) this activity could easily be differentiated for different levels of
proficiency.

10. DIFFERENTIATED SENTENCE STARTERS
Presentation title 10
• Sentence starters are another great tool for all students. By giving the student a place to begin, the students
can build a response in a specific structure, can practice if-then and cause and effect statements, and focus
on their thoughts and ideas in English before focusing on the entire sentence as a whole. These can be
adjusted to proficiency level by increasing or decreasing the difficulty level of the sentences.
• Examples: I think the butterfly will _____________ because, ________________.
First the caterpillar _____________________ then it, ___________________.
I like _____________________ because ______________________________.
The Main idea is _________________________________________________.

11. CLASSROOM LABELING
Presentation title 11
• For lower-level English language learners, labeling the classroom can be a great activity to build
vocabulary. By working together to label the classroom with words and visuals in English and
native languages, students are able to make connections, practice language objectives and have
visual reminders all around the room.
• Examples: Door, Clock, trashcan, window, white board, crayons, markers, pencil
Puerta, reloj, papelera, ventana, pizarra blanca, crayones, marcadores, lápiz
Porta, relógio, lata de lixo, janela, quadro branco, giz de cera, marcadores, lápis

12. ENGLISH LANGUAGE STANDARDS
As with all lesson planning, there are
standards, goals, and objectives that guide the
learning focus. The same can be said for English
language learners. Content area goals are created to
align with the States standards in order to make sure
all students are working towards the same finish line.
Language goals are created for the same
reason. English language learners require language
objectives in order to collect data on growth and
formulate assessments to check for understanding.
Language standards ensure that all students are
working towards the same finish line.
12

13. RESOURCES
(Adapted from: Zwiers, J. (2005). Developing academic thinking skills in
grades 6–12: A handbook of multiple intelligence activities. Newark,
DE: International Reading Association.)
Staehr Fenner, Diane. Advocating English Language Learners: A Guide for
Educators. Corwin. 2014
Institute for Education Sciences. Teaching Academic Content and Literacy to
English Learners in Elementary and Middle School. 2014.
https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/english_learners_pg
_040 114.pdf