ELL Strategies Worksheet

Instructions: As your peers present their strategies, complete the chart with the information that is most relevant to you for each
strategy.
Name of strategy Purpose Grouping Teacher role Student role In my class

Checking for Provides Whole or individual Plan the format of Use Checking for Read aloud:
Understanding using knowledge to the the questions Understanding True/false cards to
questioning strategies teacher on what an cards check for student
to differentiate individual student Plan Everyone understanding and
instruction - Tara understands Responds (ER) Participate in comprehension of
activities Everyone Responds story
Helps teacher find a activities
way to clarify any Watch student’s Use individual
misunderstandings facial expressions Feel comfortable in whiteboards and
and eye movements class to ask for help have students write
after question has when needed down a response to
been asked a question

Provide enough Use Checking for

wait time after Understanding
asking questions cards for any topic
throughout a lesson
Maintain positive
body language and
facial expressions
towards students

Reward students for

asking questions

Monitor student
understanding and
 keep track of those
who need re-
teaching

Provide mini-
lessons to provide
additional help on
how to answer
questions
Multimedia To incorporate Individual Model and Participate in Research projects
Presentations - Allie different types of introduce assignments
media into the Pairs equipment Writing/typing
classroom Try new types of
Small Group Add media that is media Math, science,
Allows flexible appropriate social studies,
teaching and Whole group Share their reading
learning Allow time for knowledge or
practice findings when VIP
A way to present using different
information and/or Creating working media
gather information partners

Make media
assignments
Attribute Charting - A way to visually Whole class Have a list of Display their Continents
Sara organizing Small group attributes students understanding of
information to Individual can compare the attributes of Scientific process
support students’ certain topics
understanding of Facilitate Attributes of
the attributes of the polygons
concept being Provide necessary
studied. materials
Cooperative Learning Students work Pairs: Think-Pair- Assign groups and Complete Research projects
– Hannah W together to Share build a team individual duties
accomplish a group Small groups - Classroom
task Jigsaw Assign roles within Work with peers to newsletters
the group complete task
Group tasks are Planning an end of
structured to that Assign the task Report back to the year party
each member of the class
group is expected to Intervene to ensure
perform an full participation Debrief and
assigned task. examine the group
process
Read, Pair, Share - Adaption of think, Pairs or small Introduce the Read the text Retelling stories
Diana L. pair, share groups question words
Work with their Reading news
Answers the Model each step of partner articles
traditional 5Ws+H the strategy
Participate in the New vocabulary
Strong reinforcing Model how to work discussion words
activity with a partner
Share their thinking Introducing new
Model the content
modifying Offer support
questions

Pair the students

Discussion

Assess
Communication Give students an Usually in partners Explain and model Involved during Jigsaw
Games - Ian M. interactive way to but can be done in the game instruction and
learn and practice small groups participate Charades
 strategies to Observe students Work together Arranging colored
communicate blocks using oral
effectively Assess abilities to Follow rules directions
communicate,
problem solve, and
listen.
Graphic Organizers - Aid comprehension Any Identify teaching Use the graphic Can be used in all
Alexis by visually purposes organizer to content areas
illustrating examine texts from
connections Explain the purpose various
between events and perspectives
characters Involve students

Discuss
connections

Provide additional
practice
Realia Strategies - Provides students Whole and small Identify Use senses to Blend into lessons
Jessica with opportunities opportunities to use observe/manipulate that have new or
to build on their realia challenging
learning using all of Make association vocabulary
their senses Collect realia between realia and
vocabulary Field trips
Connects Assess vocabulary
vocabulary to real and understanding Practice using new Read alouds/books
life of oral directions vocabulary
Writing prompts
Follow oral
directions involving
realia
Culture Studies – Build classroom Pairs, small group, Design and assign Research Kindergarten:
Zazu Gomez community or whole class the culture study Family portraits
Practicing writing project Work well with
and reading other 1st-3rd: People are
Create groups different, people are
Gives students a Present the same
chance to guide Assign roles
their own learning Do the project Middle/High
Share their own School: Family tree
culture line
Story Reenactment – Deepens Individual/pairs Provide materials Retell the story in Use to help students
Aly comprehension and when reading sequence understand stories
builds spoken and Encourage students
reading fluency Pair/small groups to use props Gather or make the Encourage students
using context- when presenting props to use “book
embedded language Listen to story language” and
retellings Work appropriately vocabulary
with others
Asses the retellings Have a common
understanding with
physical movement

Can write new

versions of familiar
stories
Cloze Activities - Written texts in Pairs or small Model and Participate and Used to teach
Mikayla which some words groups introduce complete the vocabulary terms in
are left out and activity all content areas
blanks are inserted Individual Prepare a cloze
activity to meet the Collaborate with Mainly used when
To assess reading needs of your peers teaching English
comprehension students Language Learners
through analyzing
 the word choices Group students for the meaning within
students make instruction reading

Allows the teacher

to evaluate the
students’
understanding of
the meaning of a
text
Reporting Back: To support students Individual Prepare the students K-3 Can be used as a
Verbal Practice in in the bridging the Pairs for an active follow up activity
Curriculum gap between Table groups learning experience Verbally describe
Connections – Lauren spoken and written Whole Class the steps taken to Describe their
R. language List and review complete an experience using
steps assignment vocabulary that is
connected with the
Verbalize the action Listen and add to experience so that
peer’s report on classmates have a
Allow for verbal activity clear understanding
practice of the materials and
Verbally describe sequence of actions
Celebrate the actions and
achievements contributions of After instruction,
each member of a they can write
Review the group activity reporting back
vocabulary word summaries
4-8
Write the reports Use academic Language arts:
language to reporting back on
Assess student describe content research for a
progress knowledge gained research topic
from a class assignment
assignment
 Evaluate your use Science: Learning
of reporting back logs

Art: step-by-step
instructions
Manipulative Supports language Individual Identify the concept Students must pay Any subject
Strategies: Using understanding to be taught attention to
Objects to Connect Pairs expectations of use Physical Venn
Concepts – Alicia Support and Demonstrate and Diagrams
demonstrate Small Group explain the concept Students must
vocabulary using manipulatives record any new
Whole Group vocabulary being
To represent Provide guided used
subjects such as practice
math and math Must ask questions
concepts Give students time
for additional Use manipulatives
Students are able to practice safely
move and
manipulate objects Review and Participate
in order to reach a Celebrate
goal