ESOL STRATEGIES CHART

MLTC YTD & GM 10/3/2007 12:01:03 PM THE SCHOOL DICTRICT OF OSCEOLA COUNTY, FL

ESOL STRATEGIES

CODES DEFINITIONS

Simplified Direction S-1 In using English with ELL students, the teacher should also listen carefully to his/her own language use and try to adapt it to meet the students’ level of understanding of English.

Categorize, Classify S-2 In a word sort, students categorize/classify vocabulary/concepts according to categories arranged by the teacher.

Centers S-3 Promotes independence and student responsibility by allowing students to learn through self discovery.

Character Diaries S-4 Students can list the important qualities of characters & how the characters’ actions reveal those qualities.

Chart Progress S-5 Allows the teacher to keep track of the rate at which progress is made through the curriculum, and conduct lessons at a reasonably pace that stimulates student attentiveness,

participation and success.

Cloze Exercise S-6 The teacher eliminates a word or phrase from a sentence & Students complete it with a word that “makes sense”.

Compare/Contrast S-7 Students identify differences and similarities.

Cooperative Learning S-8 Grouping students to accomplish a learning task or activity.

Dialogue Journal S-9 Students write on topics of their choice and the teacher Responds with advice, comments or observations.

Discover Learning S-10 Learning that takes place through hands on activities, Experiences and through experimentation.

Drama/ Role Play S-11 Students assume the roles of characters and collaboratively create stories. Students determine the actions of their Characters based on their characterization, and the actions succeed or fail according to a formal system of rules and guidelines. Using dramatics to enhance language acquisition.

Experiments S-12 Learn by doing; experiential learning.

Flow Chart S-13 Students draw a representation of a sequential flow of events, actions, character roles, and/or decisions.

Games S-14 Games allow ELL students to develop conversational skills in a non-threatening format. Games are motivating for students and assist in reinforcing classroom materials.

Identify Main Ideas, vocabulary, concepts

S-15 There are times when not only ELL’s but also all students need to learn new and possibly difficult ideas or concepts. Give examples students can relate to.

Illustrations S-16 Teach visual literacy by spending a good deal of time discussing the illustrations, charts, and graphs that appear on the cover and in the book. These materials have been provided to teach readers about the topic and provide essential information as well as to stimulate interest.

Illustrations: Maps/Photos

S-17 Visual aids that assists teachers in demonstrating relationships between words and concepts.

Information Gap S-18 Activities where students are provided with one or more pieces of information, but not all the information, and must work together to solve the problem.

Jazz Chants S-19 Using music and chants to teach English pronunciation and intonation patterns.

Labeling: Classroom, Equipment, etc

S-20 Labeling items in the classroom will assist ELL students in the identification of items and in relating them to written words.

Language Experience approach

S-21 Students produce language in response to first-hand, multi sensorial experiences.

Mapping S-22 Teacher selects main idea to be focused on and the students identify a set of concepts associated with the main idea. Concepts are ranked in related groups from most general to most specific.

Modify Assignments S-23 Teachers adjust assignments according to students’ abilities so That the student may experience success. I.e.: extend time to complete, shorten the work load, allow for verbal answers as opposed to written.

Multiple Methods of Evaluation

S-24 Provide students with varied opportunities to demonstrates their learning and accomplishments. i.e.: teacher observation, self assessment, peer assessment and portfolios.

Outlines S-25 Teacher-prepared outlines equip students with a form for note-taking while reading dense portions of text, thus providing scaffold support. These are especially help if major concepts, such as the roman numeral level of the outline, are already filled in. The students can then add other information to the outline as they read. For some students, an outline that is entirely completed may be helpful to use as a guide to reading and understanding the text.

Peer Tutoring S-26 Teacher assigns a more proficient English speaker to help another student in some task. The interaction between both students is reciprocal because the non-English speaker has some talent to offer the tutor. Peer tutor should be varied

Pictorial S-27 Making information comprehensible with concrete or pictorial representations.

Predict S-28 Provide students with a series of statements with which the students can choose to agree or disagree. They can focus on the prior knowledge they bring to the text, or the “big ideas” or essential questions posed (implicitly or explicitly) by the writer as a way for the reader to clarify

ESOL STRATEGIES CHART

MLTC YTD & GM 10/3/2007 12:01:03 PM THE SCHOOL DICTRICT OF OSCEOLA COUNTY, FL

his/her opinions before reading the text and then compare them to the writer’s message as they read.

Problem Solving S-29 Students list problem and solutions in a story

Provide True Cognates S-30 Provide words that have a translation equivalent to the students’ native language. For example, the word hospital has the same spelling in both the English and Spanish language. Romance languages have cognates which help students understand written English words.

Provide Cues or Individual Charts

S-31 Teacher provides cues by making gestures, facial expressions, actions to accompany key events in story, uses exaggerated intonations for key words and concepts.

Provide Visuals for Class Rules

S-32 Visual aid that assists students in identifying relationships between words, concepts and pictures.

Provide Word Association

S-33 Teacher provides word families, phonemic base of words etc.

Questionnaires/ Interviews

S-34 Most effective when students pre-plan their questions and use these to make presentations on a particular subject.

Reading Log S-35 Students’ list important words from their reading and those words that they also want to learn.

Real Literature S-36 Use of texts that are not grammar or drill based but is interesting and authentic, dealing with real world Ideas, problems and activities.

Realia S-37 Authentic objects from a culture, or manipulative that the teacher uses to provide comprehensible input.

Repetition/Rephrasing S-38 Using brief excerpts or passages from text students are reading, have students or yourself repeat by paraphrasing what has been read, accounting for vocabulary words and concepts that are important to the excerpt/passage. Compare paraphrasing to see if essential information has not been left out.

Researching S-39 Allow for students to work in group projects which are a dynamic strategy through which students develop linguistic and academic skills simultaneously. In this highly successful strategy, ELL students work together in small intellectually and culturally mixed groups to achieve functionally, and an academic assessment tool for the instructor.

Schema/Prior Knowledge

S-40 For material to be meaningful, it must be clearly related to existing knowledge that the learner already possess. Plan instructional activities that provide the relevant context to activate student’s knowledge on the topic discussed.

Semantic Webbing S-41 Teacher list topic or concept in a circle and builds a web-like structure of words that students offer as being connected with topics or concepts.

Show Patterns S-42 Having predictable ways that establishes positive routines for the classroom, instruction, etc.

Small Groups/Share S-43 Small groups can provide opportunities for working with students who have common needs, such as reinforcement or enrichment.

Story Summary S-44 Teacher/students categorize details, eliminate insignificant information, generalize information, and use clear, concise language to communicate the essence of the information.

Strip Story S-45 Writing sentences in strips, distributed to students to put in sequential order.

Summarize S-46 Teacher/students categorize details, eliminate insignificant information, generalize information, and use clear, concise language to communicate the essence of the information.

Thematic Approach S-47 Expose students to concepts, terms and vocabulary through theme teaching across the curriculum.

Theme Listening S-48 Students listen to a song, poem or even a short story and have a brief discussion. This sets the mood for topic of discussion.

Timelines S-49 Students organize sequential events chronologically, and also give meaningful practice in the past and present tenses.

Total Physical Response

S-50 Teachers interact with LEP students by giving commands and students demonstrate comprehension through physical response. Used with students new to the English language.

Use of Student’s Cultural Background & Experiences

S-51 Organize cultural sharing through parents as cultural representatives, business liaisons, multicultural guest speakers, ethnic folk music presentations and multicultural students as resources for academic classes.

Use of Overheads & Pictorial Presentation

S-52 Making information comprehensible with concrete or pictorial representations.

VENN Diagrams S-53 Constructed by using two or more overlapping circles that share a common area. It provides similarities and differences between two or more stories or characters.

“WH” Questions to assist

S-54 Specific use of questions to enhance learning.

Writing Headlines S-55 Writing an outline with main categories and sub topics that would make note-taking comprehensible.