Create at-home help for
students
How? Here are some ideas…
Use the SIOP Model
What is the SIOP Model? It is a model that has
been proven effective for teaching English
Language Learners. It focuses on the four
language processes: listening, speaking, reading,
and writing. This model includes language and
content objectives to incorporate English into
content areas in addition to the content
objective.
In this Model there are 8 components, as seen in
the image above. Each component is comprised
of “features” to specify what each component
entails. The goal of the SIOP Model is to engage
students in interaction with the teacher, their
peers, and content texts to lead them to higher
order thinking.
 3 words: Update, Update, Update. Utilize the
grade portal site to update parents and
guardians. Let them know what is happening in
the classroom. This allows parents to know
what the students are learning and what
assignments are coming up.
 Create a Weebly site for vocabulary flashcards
to pre-teach the terms. Introduce the site
during class and make it available to students
and parents on the class portal page.
 Create Jing how-to videos to aid students in
homework and take home assessments. This
allows the students and parents to move at their
own pace and rewind to repeat directions if
need be.
 If possible, send home directions in the
student’s native language to make it easier for
TEACHING
parents and guardians to help the students. ENGLISH
LANGUAGE
LEARNERS 101
Taylor Septer
Here are a couple of Make Effective PowerPoints
Language Acquisition
 Clearly label topics.
ideas…  Use large fonts for headings.
ESL vs. ELL: English as a Second Language (ESL)
is the program supporting the student while the
 Be clear and concise.
student him/herself are the ELL, English
Learn about their Culture  Use colors that contrast.
Language Learner.
 Make the student feel welcome in your  Make sure fonts are simple and can be seen
classroom. from the back of the room Determine the proficiency of the student in the
 Learn about their language, culture, and  Use visuals. following areas:
education system.  Do not overuse special effects. -Listening -Speaking
 Learn how people from the student’s
-Reading -Writing
culture interact in greetings and with
people of various status.
 Use appropriate greetings with the *Every strategy used for English
student. Determine the “stage” the student is in:
Language Learners can also be helpful to
 Plan a day for all of the students to bring
Stage 1: Pre-Production
in a treat and present about their native English speakers.*
backgrounds. Stage 2: Early Production
 Discuss with the class similarities and
differences between cultures. Stage 3: Speech Emergence
 Ask students to come up with questions Research Learning Styles Stage 4: Intermediate Fluency
about each culture to support Research learning styles and determine what type of
participation. learner each of the ELL students are. It will help guide Stage 5: Advanced Fluency
instruction for ELLs and native English speakers.
Be patient with the students! Their Basic
Auditory Visual Interpersonal Communication Skills (BICS)
develop quicker than Cognitive Academic
Applied Conceptual Language Proficiency (CALP).
Spatial Verbal Also always use the ESL teacher as a resource.
Social Independent They know the student’s proficiency level and
can help create expectations. They are also
Creative Pragmatic aware of testing modifications.