English Learner Strategies

The purpose of this S'more is to provide you with accommodations, strategies, and resources you can use to support our English Learners during distance learning. It is important that during distance learning we still provide students they would receive during regular classroom instruction.

These are the instructional and classroom testing accommodations that are allowable for English Learners. You can login to DMAC LPAC to view the accommodations for each student in your class.

• Model, model, model- During distance learning this could mean video examples or even clips of you modeling a lesson or concept.
• Amplify instruction rather than simplify- Students are expected to master the same grade level content TEKS as their English speaking peers.
• Use content as a vehicle to teach language. Students do not learn language in a vacuum. - Students need the opportunity to listen, speak, read, and write English.
• Incorporate language teaching throughout the day, throughout the content areas, to accelerate learning- During distance learning, use tools such as Flipgrid or SeeSaw to have students listen your lesson and record their responses.
• Teach students to take responsibility for learning and re-engage as active not passive learners. - We all learn when their is a sense of urgency.
• Provide choice in text selection- This is important when possible even during distance learning.
• Provide multi-leveled texts on a topic.- Many resources such as Reading A-Z have texts on the same topic, but written at different independent reading levels.
• Ensure access for ELs through differentiated texts that address the same topic.- Differentiated instruction is the name of the game.
• Assign tasks that require high-level critical thinking skills, and teach the language and strategies needed to analyze, synthesize, justify, persuade, and so on.- ELs deserve the same high level of rigor as English speaking peers. Support their language needs to teach the content.
• Scaffold writing instruction through a gradual release of responsibility.- Provide models and sentence frames to support students.
• Use technology to scaffold understanding through visuals and a variety of sources.- The sky is the limit.
• Assess all four domains of language: reading, writing, speaking, and listening.- Create lessons that have opportunities for students to exhibit their learning in a variety of ways.

Adapted from The School Leader's Guide to English Learners Fisher & Frey 2012

• voice to text typing on Google docs with voice typing
• lessons and activities through Google Classroom

● use prior knowledge and experiences to understand meanings in English;

● monitor oral and written language production and employ self-corrective techniques or other resources;

● use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary;

● speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known);

● internalize new basic and academic language by using and reusing it in 69 meaningful ways in speaking and writing activities that build concept and language attainment;

● use accessible language and learn new and essential language in the process;

● demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations; and

● develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level expectations (TEA, 2009).

Instructional practices that include deliberately modeling, using appropriate speech, and providing clear explanation of academic tasks, rather than just telling students information is critical for ensuring the content is comprehensible and emphasizes that students must acquire language to produce it rather than simply memorizing information (Echevarría, Vogt, & Short, 2012).

Parent S'more to support learning at home

Parent S'more to support learning of all students

Email: mwalker1@ptisd.org