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With all ELL students, it is

important to articulate each word
as it is spoken, emphasizing
inflections. Animated gestures,
models, and additional
instructions in easier terms will aid
comprehension. Remember that
ELL students are simultaneously
learning both the content and the
language of what you teach.
Fluent level ELL students are
fluent English speakers and
should be working with native
English speakers. They should
require no more adaptations than
English speakers. Therefore,
specific guidelines for teaching
fluent level ELL students are not
included in this guide.
1. The sections of this ELL Guide correspond to the parts of each genre lesson (pre-teaching,
setting the stage, preview the samples, and so on).
2. Within each section, a chart is included that lists specific tips to use with each level of ELL
student during the teaching of a particular part of the genre lesson.
3. ELL objectives are listed for each section that correspond to the main points addressed for all
ELL levels during a particular section of the genre lesson.
4. The ELL guide is generic and can be used with all text type lessons across the genre lessons.
How To Use This Guide
ELL Lesson Guide
You will find many strategies in
this guide that can be used
effectively with all students to
promote active engagement.
Page 1 of 12
Important Notes
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Language Acquisition Stages
Stages Student Behaviors Teacher Behaviors
Pre and Early
Production
0-1 years exposure
Uses very limited vocabulary, mostly functional words
Refuses to speak in one or both languages for a short time
(silent period)
Uses gestures and pointing, along with single words and short
phrases, to communicate
Copies written work
Repeats words and short phrases
Draws to demonstrate understanding of concepts
Provides lots of pictures, realia, diagrams, and other
visuals
Models all instructions
Writes/draws key words on a chart or whiteboard while
presenting new information
Encourages speech, but does not force a student to speak
Builds in opportunities for students to talk with peers
about the subject, practicing key vocabulary words
Repeats or rephrases statements in simpler terms
Helps students collect and write vocabulary words
Speech emergent
1-2 years
Speaks in short, simple sentences with many grammatical errors
Initiates conversations
Uses present-tense verbs
Appears to understand when he/she does not understand
Shows reluctance to ask clarifying questions
Provides simple written instructions with picture clues
Models as appropriate
Uses rephrasing with simpler terms
Does not correct improper grammar; does rephrase a
students statement, modeling correct grammar
Intermediate
Fluency
3-4 years
Speaks in more complex sentences, but still exhibits some
grammatical errors
Has difficulty with subject-verb agreement
Gains confidence with language use
Accomplishes grade-level work with assistance, such as with
word banks and graphic organizers
Simplifies written instructions
Teaches grammatical structures and expect students to
correctly use those structures that were taught
Teaches figurative language
Repeats and/or rephrases as needed
Fluent
Works at grade level
Occasionally misunderstands due to different background
knowledge and/or culture
Continues teaching figurative language
Provides extra assistance to build necessary background
knowledge/experiences
ELL Lesson Guide
Page 2 of 12
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PRE-TEACHING TIPS
ELL Lesson Guide
ELL Objectives
Observe and discuss
the lesson topic
and content
Collect vocabulary
words in English
PRE & EARLY PRODUCTION SPEECH EMERGENT INTERMEDIATE FLUENCY
Read colorful and interesting
books that model the text type
of writing you are teaching.
Plan time for students to talk
to a shoulder partner about
favorite parts of a book or
story.
Bring snapshots, illustrations,
video clips, and props (such as
a picnic basket or flag) that
explicitly represent the context
of the reading.
Set up groups of students to
role play parts of the text.
Pass out drawing paper and
markers, and ask students to
draw pictures that relate to the
reading.
Collect content words and
their definitions that support
writing instruction on a chart
or bulletin board.
Use the suggestions for the Pre
and Early Production stages.
Speech emergent students will
need help with vocabulary and
sentence structure, although
they will be more independent
than students in the Pre and
Early Production stages.
These students will need
support with vocabulary and
syntax, but otherwise will be
able to work with your average
fluent speakers. Continue to
add word collections, or Word
Banks, which will provide
support for vocabulary
acquisition.
Spend time working with
common idioms found in the
samples. Collect idioms,
explained and illustrated, in a
book or on the wall.
NOTES:
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
Page 3 of 12
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SETTING THE STAGE
ELL Lesson Guide
ELL Objectives
Listen to and share
with a partner the
ideas from the
drawings
Collect vocabulary
which can be used in
assignment
PRE & EARLY PRODUCTION SPEECH EMERGENT INTERMEDIATE FLUENCY
Help students label their
drawings, usually with simple
nouns. Encourage students to
help each other.
Ask students to share their
drawings with a partner.
Partners can help to pronounce
the labels.
Start a class Idea Bank on chart
paper. Have the class
brainstorm ideas for a
composition on a given text
type, adding illustrations to
each idea.
Create Personal Idea Banks:
Fold a paper in half three times
to make eight squares.
Students copy their favorite
ideas from the class Idea Bank
or add new ideas of their own.
Help your students to label
their drawings with single
words and phrases.
Give the students time to share
their drawings with a partner.
Use the class Idea Bank and the
Quick Personal Idea Bank as
noted with the Pre and Early
Production students.
Give the students the choice of
drawing or writing. Most will
not need the drawing step.
Give them plenty of time to
share their ideas with a small
group or partner.
NOTES:
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
Page 4 of 12
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PREVIEW THE SAMPLES
ELL Lesson Guide
ELL Objectives
Analyze the sample
composition on a
simplified graphic
organizer
Collect the academic
language vocabulary
and sentence structure
of the genre
PRE & EARLY PRODUCTION SPEECH EMERGENT INTERMEDIATE FLUENCY
As you analyze the sample,
label all the important parts.
Prepare the simplified graphic
organizer (see Appendix A and
B). Include important
vocabulary and a sentence
frame for each box
to help students develop
sentences. Examples:
w I like _____.
w The ____ is in the ______.
If you can, have students
dramatize the sample story.
Check to see if students
understand the new
vocabulary, sequence, and so
on, using yes/no questions, or
ask them to point at the
answer.
Practice the new vocabulary
with simple vocabulary games,
such as Hangman and
Concentration, and add new
vocabulary as you go along.
Dont hesitate to use the Pre
and Early Production strategies
with Speech Emergent
students. These students will
need lots of practice with the
vocabulary words.
Analyze and label the parts of
the sample. Color-coding is a
good strategy for emphasis. Let
the students color code their
copy.
Put important vocabulary
words, such as transitional
words, verbs, and nouns, on
sticky notes. Later students can
sort the words into categories
on a chart. Always encourage
discussion among students
during group activities.
These students are much closer
to your fluent students
abilities.
Ask the students questions
about the sample to check for
understanding.
Use the word sorting activity
with small groups. Expand the
sticky-note vocabulary cards to
include adjectives and adverbs.
NOTES:
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
Page 5 of 12
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PRE-WRITE
ELL Lesson Guide
ELL Objectives
Prepare a simple
graphic organizer on
self-selected topic
With a partner, practice
language patterns
needed
PRE & EARLY PRODUCTION SPEECH EMERGENT INTERMEDIATE FLUENCY
Model filling out the simplified
graphic organizer using one of
the story ideas from the class
Idea Bank. Use lots of pointing,
gestures, and model thinking
aloud.
Have the students begin their
own graphic organizer with
drawings and words using the
simplified graphic organizer
(see Appendix A and B). Some
students may choose to write
in their native language.
Encourage translations if
possible.
Orally model any new language
patterns and let students
practice with a partner.
Expect students to use words
and short phrases while
retelling their stories.
You will be able to use the
Beginning () level graphic
organizer with these students.
Model filling out the graphic
organizer using one of the
story ideas from the class Idea
Bank.
Encourage use of English,
rather than their native
language.
Give students help with
vocabulary and sentence
structures.
Expect students to use simple
sentences and phrases while
retelling their stories.
Encourage these students to
use the same organizer that is
appropriate to the level of
fluent students in the
classroom. Give them help as
needed.
Expect the students to use
more complex sentences and
more advanced vocabulary in
their oral retelling.
NOTES:
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
Page 6 of 12
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DRAFT
ELL Lesson Guide
ELL Objectives
Write/draw a draft
copy
Share their draft with a
partner
PRE & EARLY PRODUCTION SPEECH EMERGENT INTERMEDIATE FLUENCY
Use the sample graphic
organizer from the previous
lesson to model writing the
first draft. Students can then
write their own composition
using their graphic organizer,
word bank, and sentence
frames.
Have the students orally share
their draft with a partner.
Model the writing of the draft
using the word bank and
graphic organizer from the
previous lesson.
Students can then write their
own composition using their
graphic organizer and word
bank.
Give students time to share
their draft with a partner.
Model the writing of the draft,
using the word bank and
graphic organizer.
Let the students write their
draft, using their graphic
organizer and the word bank.
Give the students time to share
with a partner.
NOTES:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Page 7 of 12
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REVISE
ELL Lesson Guide
ELL Objectives
Revise the story for
ideas and organization
Ask a partner for
suggestions
PRE & EARLY PRODUCTION SPEECH EMERGENT INTERMEDIATE FLUENCY
Using the sample draft
developed with the class in the
previous lesson, model the
revision process using think
aloud techniques.
Use a simplified revision
checklist, such as:
The beginning tells the topic of
my composition or what the
story is about.
The middle of my composition
tells three interesting things
about the topic, or story.
The end of my composition
tells how I feel about the topic,
or what happens at the end of
my story.
Have the students share their
revised draft with a partner.
Using the sample draft written
with the students in the
previous lesson, model the
revision process.
Use the Beginning () level
Revision Checklist.
Have students read their story
to a partner and ask for input,
such as:
What is your favorite part?
Do you understand my
story?
How can I make my story
better?
Write questions with illustrated
clues on a chart so that
students can remember them
better. These students may
have difficulty making their
own questions.
Using the sample draft from
the previous lesson, model the
revision process.
Depending on the age of the
students, use the Early
Developing () or Developing
() level Revision Checklist.
Students will read their revised
draft to a partner, and ask for
feedback. Having the chart of
questions available for these
students will be helpful and
ensure their success during this
step.
NOTES:
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
Page 8 of 12
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EDIT
ELL Lesson Guide
ELL Objectives
Edit the story for
spelling, capitals, and
punctuation
Help a partner to edit
their work
PRE & EARLY PRODUCTION SPEECH EMERGENT INTERMEDIATE FLUENCY
Model the editing process on
the sample. Provide a wall
chart of editing marks.
Use the Beginning () level
Editing Guide to emphasize
capitalization, punctuation, and
correct spelling.
When using peer editing, pair
students with like abilities,
rather than pairing the top
students with the lowest
students.
Model the editing process
using the sample from the
previous lesson. Model using
the chart of editing marks.
Continue to use the Beginning
() level Editing Guide with
these students.
Utilize peer editing, pairing
students with like abilities.
Model the editing process
using editing marks. A wall
chart of editing marks is useful.
Depending on the age of the
students, use the Early or
Developing Editing Guide with
a partner.
NOTES:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Page 9 of 12
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PUBLISH
ELL Lesson Guide
ELL Objectives
Share the story orally
with a partner
Give and receive
positive feedback
appropriately
PRE & EARLY PRODUCTION SPEECH EMERGENT INTERMEDIATE FLUENCY
Provide a time when students
can share their finished writing
composition orally with another
student.
Help students to role play
giving and receiving positive
feedback. Create a Positive
Feedback chart such as:
I like the way you started your
writing.
I liked it too.
My favorite part is ________.
Im glad you liked it.
I like the end of your story.
Thank you.
Have students practice reading
their compositions aloud with
a partner.
Model positive feedback
comments and appropriate
acceptance of feedback. Give
time for students to practice
with their partner after reading
their composition. The Positive
Feedback chart may also be
useful to these students.
Give plenty of time for students
to rehearse reading their
composition before asking
them to read their composition
to a group.
Model positive feedback, and
have the students practice with
a partner.
NOTES:
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
Page 10 of 12
M i d d l eE n d i n g
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