waz_ELL_guide.pdf

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www.writinga-z.com Learning AZ, Inc. All rights reserved.

With all ELL students, it isimportant to articulate each wordas it is spoken, emphasizinginflections. Animated gestures,models, and additionalinstructions in easier terms will aidcomprehension. Remember thatELL students are simultaneouslylearning both the content and the

language of what you teach.

Fluent level ELL students arefluent English speakers andshould be working with nativeEnglish speakers. They shouldrequire no more adaptations thanEnglish speakers. Therefore,specific guidelines for teachingfluent level ELL students are notincluded in this guide.

1. The sections of this ELL Guide correspond to the parts of each genre lesson (pre-teaching,setting the stage, preview the samples, and so on).

2. Within each section, a chart is included that lists specific tips to use with each level of ELLstudent during the teaching of a particular part of the genre lesson.

3. ELL objectives are listed for each section that correspond to the main points addressed for allELL levels during a particular section of the genre lesson.

4. The ELL guide is generic and can be used with all text type lessons across the genre lessons.

How To Use This Guide

ELL Lesson Guide

You will find many strategies inthis guide that can be usedeffectively with all students topromote active engagement.

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Important Notes


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Language Acquisition StagesStages Student Behaviors Teacher Behaviors

Pre and Early

Production

0-1 years exposure

Uses very limited vocabulary, mostly functional words

Refuses to speak in one or both languages for a short time

(silent period)

Uses gestures and pointing, along with single words and short

phrases, to communicate

Copies written work

Repeats words and short phrases

Draws to demonstrate understanding of concepts

Provides lots of pictures, realia, diagrams, and other

visuals

Models all instructions

Writes/draws key words on a chart or whiteboard while

presenting new information

Encourages speech, but does not force a student to speak

Builds in opportunities for students to talk with peers

about the subject, practicing key vocabulary words

Repeats or rephrases statements in simpler terms

Helps students collect and write vocabulary words

Speech emergent

1-2 years

Speaks in short, simple sentences with many grammatical errors

Initiates conversations

Uses present-tense verbs

Appears to understand when he/she does not understand

Shows reluctance to ask clarifying questions

Provides simple written instructions with picture clues

Models as appropriate

Uses rephrasing with simpler terms

Does not correct improper grammar; does rephrase a

students statement, modeling correct grammar

Intermediate

Fluency

3-4 years

Speaks in more complex sentences, but still exhibits some

grammatical errors

Has difficulty with subject-verb agreement

Gains confidence with language use

Accomplishes grade-level work with assistance, such as with

word banks and graphic organizers

Simplifies written instructions

Teaches grammatical structures and expect students to

correctly use those structures that were taught

Teaches figurative language

Repeats and/or rephrases as needed

Fluent Works at grade level

Occasionally misunderstands due to different background

knowledge and/or culture

Continues teaching figurative language

Provides extra assistance to build necessary background

knowledge/experiences

ELL Lesson GuidePage 2 of 12


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PRE-TEACHING TIPS

ELL Lesson Guide

ELL Objectives Observe and discuss

the lesson topicand content

Collect vocabularywords in English

PRE & EARLY PRODUCTION SPEECH EMERGENT INTERMEDIATE FLUENCY Read colorful and interesting

books that model the text type

of writing you are teaching.

Plan time for students to talk

to a shoulder partner about

favorite parts of a book or

story.

Bring snapshots, illustrations,video clips, and props (such as

a picnic basket or flag) that

explicitly represent the context

of the reading.

Set up groups of students to

role play parts of the text.

Pass out drawing paper and

markers, and ask students to

draw pictures that relate to thereading.

Collect content words and

their definitions that support

writing instruction on a chart

or bulletin board.

Use the suggestions for the Pre

and Early Production stages.

Speech emergent students will

need help with vocabulary and

sentence structure, although

they will be more independent

than students in the Pre and

Early Production stages.

These students will need

support with vocabulary and

syntax, but otherwise will be

able to work with your average

fluent speakers. Continue to

add word collections, or Word

Banks, which will provide

support for vocabulary

acquisition.

Spend time working with

common idioms found in the

samples. Collect idioms,

explained and illustrated, in a

book or on the wall.

NOTES:

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SETTING THE STAGE

ELL Lesson Guide

ELL Objectives Listen to and share

with a partner theideas from thedrawings

Collect vocabularywhich can be used inassignment

PRE & EARLY PRODUCTION SPEECH EMERGENT INTERMEDIATE FLUENCY Help students label their

drawings, usually with simple

nouns. Encourage students to

help each other.

Ask students to share their

drawings with a partner.

Partners can help to pronounce

the labels.

Start a class Idea Bank on chart

paper. Have the class

brainstorm ideas for a

composition on a given text

type, adding illustrations to

each idea.

Create Personal Idea Banks:

Fold a paper in half three times

to make eight squares.Students copy their favorite

ideas from the class Idea Bank

or add new ideas of their own.

Help your students to label

their drawings with single

words and phrases.

Give the students time to share

their drawings with a partner.

Use the class Idea Bank and the

Quick Personal Idea Bank as

noted with the Pre and EarlyProduction students.

Give the students the choice of

drawing or writing. Most will

not need the drawing step.

Give them plenty of time to

share their ideas with a small

group or partner.

NOTES:

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PREVIEW THE SAMPLES

ELL Lesson Guide

ELL Objectives Analyze the sample

composition on asimplified graphicorganizer

Collect the academiclanguage vocabularyand sentence structureof the genre

PRE & EARLY PRODUCTION SPEECH EMERGENT INTERMEDIATE FLUENCY As you analyze the sample,

label all the important parts.

Prepare the simplified graphic

organizer (see Appendix A and

B). Include important

vocabulary and a sentence

frame for each box

to help students develop

sentences. Examples:

w I like _____.

w The ____ is in the ______.

If you can, have students

dramatize the sample story.

Check to see if students

understand the new

vocabulary, sequence, and so

on, using yes/no questions, or

ask them to point at the

answer.

Practice the new vocabulary

with simple vocabulary games,

such as Hangman and

Concentration, and add new

vocabulary as you go along.

Dont hesitate to use the Pre

and Early Production strategies

with Speech Emergent

students. These students will

need lots of practice with the

vocabulary words.

Analyze and label the parts of

the sample. Color-coding is a

good strategy for emphasis. Let

the students color code their

copy.

Put important vocabulary

words, such as transitional

words, verbs, and nouns, on

sticky notes. Later students can

sort the words into categories

on a chart. Always encourage

discussion among students

during group activities.

These students are much closer

to your fluent students

abilities.

Ask the students questions

about the sample to check for

understanding.

Use the word sorting activity

with small groups. Expand thesticky-note vocabulary cards to

include adjectives and adverbs.NOTES:

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PRE-WRITE

ELL Lesson Guide

ELL Objectives Prepare a simple

graphic organizer onself-selected topic

With a partner, practicelanguage patternsneeded

PRE & EARLY PRODUCTION SPEECH EMERGENT INTERMEDIATE FLUENCY Model filling out the simplified

graphic organizer using one of

the story ideas from the class

Idea Bank. Use lots of pointing,

gestures, and model thinking

aloud.

Have the students begin their

own graphic organizer with

drawings and words using the

simplified graphic organizer

(see Appendix A and B). Some

students may choose to write

in their native language.

Encourage translations if

possible.

Orally model any new language

patterns and let students

practice with a partner.

Expect students to use words

and short phrases while

retelling their stories.

You will be able to use the

Beginning () level graphic

organizer with these students.

Model filling out the graphic

organizer using one of the

story ideas from the class Idea

Bank.

Encourage use of English,rather than their native

language.

Give students help with

vocabulary and sentence

structures.

Expect students to use simple

sentences and phrases while

retelling their stories.

Encourage these students to

use the same organizer that is

appropriate to the level of

fluent students in the

classroom. Give them help as

needed.

Expect the students to use

more complex sentences and

more advanced vocabulary in

their oral retelling.

NOTES:

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DRAFT

ELL Lesson Guide

ELL Objectives Write/draw a draft

copy

Share their draft with apartner

PRE & EARLY PRODUCTION SPEECH EMERGENT INTERMEDIATE FLUENCY Use the sample graphic

organizer from the previous

lesson to model writing the

first draft. Students can then

write their own composition

using their graphic organizer,

word bank, and sentence

frames.

Have the students orally sharetheir draft with a partner.

Model the writing of the draft

using the word bank and

graphic organizer from the

previous lesson.

Students can then write their

own composition using their

graphic organizer and word

bank.

Give students time to share

their draft with a partner.

Model the writing of the draft,

using the word bank and

graphic organizer.

Let the students write their

draft, using their graphic

organizer and the word bank.

Give the students time to share

with a partner.

NOTES:

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REVISE

ELL Lesson Guide

ELL Objectives Revise the story for

ideas and organization

Ask a partner forsuggestions

PRE & EARLY PRODUCTION SPEECH EMERGENT INTERMEDIATE FLUENCY Using the sample draft

developed with the class in the

previous lesson, model the

revision process using think

aloud techniques.

Use a simplified revision

checklist, such as:

The beginning tells the topic ofmy composition or what the

story is about.

The middle of my composition

tells three interesting things

about the topic, or story.

The end of my composition

tells how I feel about the topic,

or what happens at the end of

my story.

Have the students share their

revised draft with a partner.

Using the sample draft written

with the students in the

previous lesson, model the

revision process.

Use the Beginning () level

Revision Checklist.

Have students read their story

to a partner and ask for input,such as:

What is your favorite part?

Do you understand my

story?

How can I make my story

better?

Write questions with illustrated

clues on a chart so thatstudents can remember them

better. These students may

have difficulty making their

own questions.

Using the sample draft from

the previous lesson, model the

revision process.

Depending on the age of the

students, use the Early

Developing () or Developing

() level Revision Checklist.

Students will read their reviseddraft to a partner, and ask for

feedback. Having the chart of

questions available for these

students will be helpful and

ensure their success during this

step.

NOTES:

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EDIT

ELL Lesson Guide

ELL Objectives Edit the story for

spelling, capitals, andpunctuation

Help a partner to edittheir work

PRE & EARLY PRODUCTION SPEECH EMERGENT INTERMEDIATE FLUENCY

Model the editing process on

the sample. Provide a wall

chart of editing marks.

Use the Beginning () level

Editing Guide to emphasize

capitalization, punctuation, and

correct spelling.

When using peer editing, pair

students with like abilities,

rather than pairing the top

students with the lowest

students.

Model the editing process

using the sample from the

previous lesson. Model using

the chart of editing marks.

Continue to use the Beginning

() level Editing Guide with

these students.

Utilize peer editing, pairing

students with like abilities.

Model the editing process

using editing marks. A wall

chart of editing marks is useful.

Depending on the age of the

students, use the Early or

Developing Editing Guide with

a partner.

NOTES:

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PUBLISH

ELL Lesson Guide

ELL Objectives Share the story orally

with a partner

Give and receivepositive feedbackappropriately

PRE & EARLY PRODUCTION SPEECH EMERGENT INTERMEDIATE FLUENCY

Provide a time when students

can share their finished writing

composition orally with another

student.

Help students to role play

giving and receiving positive

feedback. Create a Positive

Feedback chart such as:

I like the way you started your

writing.

I liked it too.

My favorite part is ________.

Im glad you liked it.

I like the end of your story.

Thank you.

Have students practice reading

their compositions aloud with

a partner.

Model positive feedback

comments and appropriate

acceptance of feedback. Give

time for students to practice

with their partner after reading

their composition. The PositiveFeedback chart may also be

useful to these students.

Give plenty of time for students

to rehearse reading their

composition before asking

them to read their composition

to a group.

Model positive feedback, and

have the students practice with

a partner.NOTES:

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Middle Ending

SimplifiedGraphicOrganizerExample

APPENDIX

A

L

earningA

Z,

Inc.

Allrightsreserved.

www.writinga-z.com

ELLLessonGuide

Word

Collection

Beginning

Myfavorite__

___________

is________________

_____________

______________________________

holiday

th

eFourth

ofJuly

Title

TheFourth

ofJuly

Ilike________

_________________

_____________

_____________

_________________

_____________

theFourthofJuly

1

Iwent___

______________________________

tothepark

2

Iplayed

______________________________

soccer

3

Isaw____

______________________________

fireworks

F

ourthof

J

uly

h

oliday

p

ark

f

amily

m

other

f

ather

b

rother

fi

reworks

h

amburgers

p

eople

s

occer

Page

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Middle Ending

SimplifiedGraphicOrganizerExample

APPENDIX

B

L

earningA

Z,

Inc.

Allrightsreserved.

www.writinga-z.com

ELLLessonGuide

Word

Collection

Beginning

Myfavorite__

___________

is________________

_____________

______________________________

Title

Ilike________

_________________

_____________

_____________

_________________

_____________

1

Iwent___

______________________________

2

Iplayed

______________________________

3

Isaw____

______________________________

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waz_ELL_guide.pdf