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 Purpose Grouping Teacher role Student role In my class
strategy

Attribute A way of visually -Whole class - Have a list of To display their - Continents
Charting organizing - Individual attributes students understanding of the (mountains,
information to - Small Group can compare attribute of certain lakes,
support students’ - facilitate topics rivers,
understanding of the - provide materials forests)
attributes of the (charts, research - Character
concepts being resources) attributes
studied. - Prefixes,
suffixes
Cooperative Students work - Pairs: - To assign - Complete - Research
Learning: together to think- groups and individual duties projects
group accomplish a group pair- build a team - Work with peers - Classroom
Interactions to task share - Assign roles to complete task newsletters
accomplish a - Structured so - Small within the - Planning an
goal that each group: group (ELLs end of the
member of the jigsaw could be the year party
group has a artist, visual
task of their creator)
own. - Assign task
- Intervene to
ensure full
participation
Read, Pair, - Adaption of - Pairs - Introduce the - Read the text. - Retelling
Share Think, Pair, - Whole question - Work with stories.
Share group words (who, partner in - Read news
what, etc.) articles.
 - Answer the - Model each respectful - New
traditional step of the manner. vocabulary
“who, what, strategy - Participate in words.
where, when, - Model how discussion. - Introducing
and how” to work with - Share their new
questions partners thinking. content.
related to their - Model the - Offer support.
text. modifying
questions
- Pair the
students
- Discussion
- Assess
Communicatio - Give student - Partners - Explain and - Be involved - Jigsaw
n games an interactive - Small model the - Participate activities
way to learn groups games - Work together - Back to
and practice (assign - Assign roles back
strategies to roles) in small description
communicate groups of drawing
effectively. - Informally activity
assess
students’
abilities to
solve
problems and
listen
Graphic - Aid - Whole - identifying - us the organizer - Venn
Organizers comprehensio group. teaching to examine texts diagram
n by enabling - Small purposes from a variety of (compare
readers to group - explain perspectives and
label aspects - Individua purpose - helps them contrast)
of text l - model using understand the - Cause and
- partners organizer affect
 - involve text and make - Concept
students connections. map
- discuss - Flow chart
connections
Realia Realia: term for real - Whole - Identify - Use senses to - Blend into
Strategies things – concrete groups opportunities observe and lessons that
objects – that are - Small to use realia manipulate have new or
used in the classroom groups - Identify - Practice new challenging
to build background where you vocabulary vocabulary
knowledge and can collect - Make - Read aloud
vocabulary materials connections - Writing
- Provide Assess between realia prompts
students with vocabulary and and vocab.
opportunities understanding of Terms
- Connects oral directions - Follow oral
vocabulary to directions
real life involving realia
Culture studies - Help build - Partners - To design - Do their research - Family
classroom - Whole and assign by talking to portraits
community group the culture family, - Compare
while - Small study project community and contrast
integrating groups - Create the members, between
social studies, groups classmates, etc. different
and history - Assign roles - Work cultures
along with in groups respectfully with - Family tree
practicing - Share their peers line
reading, own culture
writing, and - Model how
presentation to share
skills. culture and
- Allows build
students to relationships
 guide their between
own learning. cultures

Story - Deepens Individual - Provide - Retell the story - Use to help

Reenactment comprehensio - Small materials in sequence students
n and builds Groups - Encourage - Gather or make understand
spoken and - Partners students to the props stories
reading use props - Work well with - Encourage
fluency - Listen to peers students to
- Provides story use “book
opportunities retellings language”
for multiple - Assess the and vocab.
rereadings, retellings of - Write new
discussion, students versions of
and familiar
clarification. stories
- Readers
theater
Cloze - To assess - Pairs - Model and - Participate and - Used to
Activities reading - Small introduce complete activity teach
comprehensio groups - Prepare the - Collaborate with vocabulary
n through cloze activity peers terms in all
analyzing the to meet the content
word choices needs of your areas
students make students - Mainly used
- Allows - Group when
teachers to students for teaching
evaluate the instruction English
student’s language
understanding learners the
of the meaning
 meaning of a within the
text reading

Reporting - To support -Individual - Prepare the - K-3 - Follow up

Back: Verbal students in - Pairs students for - Verbally activity
Practice in bridging the - Table an active describe the after a
Curriculum gap between groups learning steps taken to lesson was
Connections spoken and - Whole experience complete an completed
written class - List and assignment - After
language review steps - Listen and add to instruction,
- Verbalize the a peer’s report they can
actions on an activity write
- All for verbal - Verbally reporting
practice describe actions back
- Celebrate the and contributions summaries
achievement of each member - Science:
- Review the of a group learning
vocabulary activity logs
word - 4-8 - Art: step by
- Write the - Use academic step
reports language to instructions
- Assess describe content - Language
students’ knowledge arts:
progress and gained from a reporting
understandin class assignment back on
g research for
- Evaluating a research
your use of topic
reporting assignment
back
Bilingual - Validate - Whole - Identify - Get involved in - The
Books and students L1 class languages in writing and bilingual
Labels - Allows individual the placing labels for books help
students to classroom items in the support the
use their - Pronounce classroom transfer of
knowledge of and label - Read and information
their L1 to common explore different from their
support their objects bilingual books L1 to their
understanding - Provide and stories while L2
of text students noticing different - Improve
- Develop opportunities languages and home and
positive to verbalize vocabulary school
attitude common words connections
towards items in their - Used as a
school L1 tool for
- Explore key student self-
vocabulary in assessment
several Raising all students
languages multiculturalism
Manipulative - Support - Individua - Identify the - Pay attention to - Physical
Strategies: language l concept to be the expectations Venn
Using objects understanding - Pairs taught - Record new Diagrams
to connect - Support and - Small - Demonstrate vocabulary and physical
concepts demonstrate groups and explain - Ask questions if objects for
vocabulary - Whole the concept they don’t stories
- Represent group using understand - Skeleton
subjects such - manipulative - Use the model to
as math, and s manipulatives learn bones
math concepts - Model using - Participate - Counters
the during guided - Base ten
manipulative and free practice strips
s time - Measureme
nt materials
 - Provide
guided
practice
- Give students
time for
additional
practice
Modeled Talk - Also known - Whole - Identify your - Listen - Happens
as scaffolded group lesson - Follow everyday in
instruction. - Practice your directions all content
- Demonstrate model talk areas
while you talk - Design a - English
- Provide visual of speaking
examples of directions students
thinking for - Review the will start to
learners to steps to be model talk
follow taken to ELL
- Observe the students
students
Collecting and - To help - Whole - Act out the - Actively listen - Students
Processing students group words/add - Keep track of can create a
Words: develop better Individual actions to their vocabulary story using
Making speaking and - With them in a journal a word bank
vocabulary writing peers - Adjust word - Participate in of
your own vocabularies study to their discussions vocabulary
development - Use
al level vocabulary
- Making sure journals to
that words write down
are taught new
with context vocabulary
and in
supported - Read aloud
 with
movement
and multiple
encounters
with words
over time
Learning - Allows - Whole - Identify - Follow - Theater
centers: students to group skills to be directions given center: write
Extending obtain - Small practiced by the teacher in script about
learning additional group - Introduce the order to their
though hands- experience in centers participate favorite
on practice using new - Document - Ask for peers book and
skills, work the center help if needed practice skit
more work dring center time - Illustration
cooperatively - Bring - Use materials in center
with their students’ a safe and
peers and progress and structured way
encourage understandin - Extend skills
exploration g through
and creativity. - Add independent
technology practice based on
the classroom
instruction given