 Provide you with various ideas/strategies that work well with ESL students  Show you how those strategies can be used to help all students

 Click on link  Illinois-top 5

 On a sheet of paper and/or word document: › Write a paragraph describing what you did over spring break in another language (the language you learned in high school?)

 Language and content objectives are systematically woven into the curriculum of one particular subject area

 Make sure content objectives and language objectives are clearly defined.  Write them on the board.  Objectives should be written on using simple phrasing, key words, illustrations, and read aloud.  Objectives help guide both teaching and learning.

 Language: SWBAT use descriptive adjectives to write sentences about the characters.  Content: SWBAT compare traits of two characters in a story.  Can also be written using “I” statements.

 It takes about 5-7 years to learn a language  Students are trying to learn culture as well as language  Try to keep ESL students in the “regular” classroom as much as possible  Do not always correct the students when speaking (only if absolutely necessary)  Encourage students to maintain the first language

 Various supplemental materials can help students who have various learning styles

 Helps reduce the language load for students  Helps students who are just beginning to learn English  All students can then participate and demonstrate knowledge without necessarily using language

 Materials that help students make connections to real-life  Play money; checking accounts; etc.  Have students create newspapers, websites, etc. (things they use today)

 Pictures help build background knowledge  Can make a visual connection  Used for assessment at the beginning of learning English

 Uses visuals whenever possible  Maps, props, bulletin boards  Helps students who have diverse abilities  (I personally think it makes the lesson more interesting )

 BrainPop; Discovery Education  DVDs, interactive websites and/or CD- ROMs  Make sure to preview (make sure content is level and age appropriate

 Show students how to use the material  Have them practice in groups  Demonstrate real-life actions (transaction at a bank; role-play a scene from history)

 Bring in trade books to your classroom when possible  Remember to bring in materials that meet the needs of your ESL students

 Some publishers offer literature (fiction or nonfiction) in a hi-lo format.  Have high interest; lower readability levels  Can accompany the text

 Helps bring out the content  Does not “dummy” down  Makes reading level easier

 We have to be careful not to “dummy” down the content  Teachers need to use resources to help make the text accessible to all students

 Can be used for various levels; content; skills, etc.  Helps create a visual for the student and organize material  Many websites offer free graphic organizers

 Teacher-prepared outlines help guide students  Can be used for lecture or for note- taking in book  Helps guide students on what is important

 Some texts are made especially for the ESL population  Important terms/statements are highlighted (students read this first)  When students build up confidence, they read the remaining text  Can make your own if text isn’t available

 Even though time-consuming, teachers can take text and rewrite it to meet the needs of their students  For example: › “Electrons have negative electric charges and orbit around the core, nucleus, of an atom” › Adapted: “Electrons have negative charges. They orbit around the core. The core of the atom is called the nucleus”.

 Class is divided into groups  Groups discuss section, article, etc. and become experts  An expert from each group becomes a new groups

 If possible, obtain native language texts for students who are learning English for the first time.  This will help them learn content as they learn English.  Also helps them maintain their native language.

 Pre-teach vocabulary before a new unit  Make connections  Use visuals/realia

 Great for all students (especially when learning new content and/or difficult content)  Students write unknown words in their dictionaries  Can discuss word with peers and/or teacher  Come up with a definition and/or picture

 Students create a “poster” with a word, picture, definition, and a sentence.  Keep word walls organized for ESL students  Only keep up words that students need to focus on

 Use Pictionary and Scrabble to help students recognize different terms  Can be adapted for any content area

 Have students read the objectives/goals for the day.  “Dinner Party”-Have students pretend they are having a dinner party. They respond to the prompt: › “Suppose you are having a dinner party for the authors or poets we just studied. Whom would you invite? Why would you select them? What do you think they would talk about?”

 Using one of the strategies we talked about today (or if you have one of your own) create a brief lesson plan for your content area.