1. Strategies and Resources for the Classroom Teacher
ELLs:
Strategies and Resources for the Classroom Teacher

2. ELL= English Language Learners
ESOL
ESL
TESOL
LEP

3. The English For Speakers of Other Languages Program in Wicomico County
Purpose: - English Language Immersion
Staffing teachers and 5 assistants serving 276 students The ESOL teacher to student ratio is 1 teacher students
Elementary- Support provided in the classroom with pullout as needed
Secondary- Students are serviced at Bennett Middle and James M Bennett High Schools. Separate courses are provided with coaching as much as possible in the classroom.

4. Wicomico County Data on LEP Students (as of Oct. 31, 2003)
Total enrollment of LEP students: 276
LEP students with an IEP:
Students with interrupted schooling: 7
Students illiterate in native language: 1
LEP students who dropped out:
LEP students refusing services:

5. Top Five Languages Spoken by LEP Students in Wicomico County
Spanish: 100
Korean:
Haitian-Creole 37
Urdu (Pakistan) 17
Chinese
There are 18 languages spoken in the county.
The total population of LEP students is 276 out of 14,276 students.

6. English Language Learners in the Classroom
Benefits
Hardships

7. Brainstorm strategies you already use in your classroom that could benefit ELL students.

8. ELL Proficiency Levels
NEP: Non-English Proficient / Beginners
Students have very few oral skills – little or no English proficiency
They may go through a “silent period” where they attempt to make no English sounds.
The English sound system is new to them, and they comprehend little of what is said in English.
Beginners may demonstrate various levels of oral and literacy skills in their primary language.

9. Beginner Students Can:
Point
Nodding/Shaking Head
Draw
Match
Select
Circle
State
Choose
Act Out
Label
Name
List
Answer yes/no ?s
“I have
no English
proficiency.”
© 2000, Intercultural Development Research Association
South Central Collaborative for Equity

10. Beginning Level Strategies and Activities
Language Experience Approach (LEA)
Hands-on projects
Author’s chair
Flannel board stories
Environmental labels
Word banks/Word Walls
Think-Pair-Share
Model Skills
Label classroom
Use Manipulatives/Realia
Total Physical Response (TPR)
Non-verbal role play
Rhymes, chants, songs, games
Pre-recorded stories
Reading aloud
Choral/echo reading

11. ELL Proficiency Levels
LEP: Limited English Proficient / Intermediate
Can converse at length and comprehend almost anything that is said to them; however, reading and writing can continue to be a challenge.
Students can understand written English that includes pictures, objects, actions, and sounds.
May be literate at or above level in their primary language.
Literate students quickly transfer reading and writing skills into English

12. Intermediate Students Can:
Recall
Retell
Define
Describe
Compare
Contrast
Summarize
Restate
Answer Questions
State Opinions
Share Thoughts
Converse at Length
Comprehend Orally
“I have good oral
skills in English,
but minimal
reading and
composition
skills in English.”
© 2000, Intercultural Development Research Association
South Central Collaborative for Equity

13. Intermediate Level Strategies and Activities
Role playing (verbal)
Reading, reciting poetry, writing
Group discussions
Retelling stories
Process writing, quick writes and dialogue journals
Graphic organizers
Summarizing
Compare and contrast stories and authors
Use real life objects or models
Provide Prompts

14. ELL Proficiency Levels
FEP: Fluent English Proficient / Advanced
Students are able to use English comparable to native speakers.
May still have difficulties with higher-order thinking skills which may hinder performance on standardized and norm referenced tests.
Testing and classroom performance will determine monitor/exit status in the ESOL program

15. Advanced Students Can:
Analyze
Create
Defend
Debate
Evaluate
Justify
Support
Explain
Use Extensive Vocabulary
“I am fluent in oral
English and have
some reading and
writing skills, but
need help to pass
tests.”
© 2000, Intercultural Development Research Association
South Central Collaborative for Equity

16. Advanced Level Strategies and Activities
Age appropriate reading and writing
Analyzing charts, graphs, and stories
Predicting outcomes
Supporting and defending positions/opinions
Evaluating and judging processes
Use the “ABCs” (Activity Before Content) of teaching. This will allow students to discover new concepts on their own which can make them more meaningful
Incorporate all learning modalities, including visual, aural, and tactile

17. Four friends went to a restaurant. They ordered a pizza
Four friends went to a restaurant. They ordered a pizza. It was divided into eight slices. How many slices will each friend get? Will there be any left over?
If there were only three friends, how many slices will each friend get? Will there be any left over?

18. Resources The ESOL teacher McGraw-Hill Mathematics ELL Handbook
The internet
(has Span. and Eng.)
(lists math and ESL web-sites)