Instructional Strategies for ELLs

INSTRUCTIONAL STRATEGIES FOR ELLS 5

InstructionalStrategies for ELLs

InstructionalStrategies for ELLs

Pre-EmergentInstructional Strategies

Content Area

Strategy and Description

Justification

Speaking &amp Listening

  • Engage with the teachers in small groups

  • Listening to stories either from the teacher or tapes

Close interactions between the learner and the tutors improves the bond between the two. This increases the attention of the learners towards a better understanding of the learning instructions. Listening stories helps the learners in comprehending the information as well as in re-telling their own stories (Teachers of English to Speakers of Other Languages, 2006).

Reading

  • Reading simple words and stories

Reading makes sure that the kids are engaged by the teacher to ensure they have the required mastery of speech.

Writing

  • Writing the symbols and figures that are common in enhancing learning instructions.

The learners imitate the symbols and figures they have learnt by writing them down. This enables the kids to remember the various symbols and figures that are used in enhancing the learning process.

EmergentInstructional Strategies

Content Area

Strategy and Description

Justification

Speaking &amp Listening

  • Engage the students to become strategic readers.

The students have a better understanding of the symbols that make up sentences. They can also respond to small phrases.

Reading

  • Read multiple words that can make a simple sentences

The student should be in a position to create words that makes meaning or reference to something.

Writing

  • Make the student understand how the words look like or how they are spelt.

The tutors should help the kids write simple words that show their understanding on the various symbols used in making words (Morrow, Wixson, &amp Shanahan, 2013).

BasicInstructional Strategies

Content Area

Strategy and Description

Justification

Speaking &amp Listening

  • Understand basic elements in critical thinking as reflected in their speech

With an understanding of the basic elements ad words, the students can speak out the various symbols in form of speech.

Reading

  • Read stories among other longer sentences with minimal interference by the tutor.

The students can read the symbols or joined elements that make up sentences.

Writing

  • Write the basic sentences with visual prompts

The students can easily follow the prior directions and guidance given by their teachers. As such, they can easily write what they know or copy from another source.

IntermediateInstructional Strategies

Content Area

Strategy and Description

Justification

Speaking &amp Listening

– Instructional support to enable the learner distinguishes the various phrases and sentences.

– Participate in conversations

The learner should be in a position to speak and answer question asked by the teachers. Through listening, the students can comprehend the various instructions.

Reading

  • Enable the learners to read complete sentences. The tutor ought to have explained the various phases and structure within a sentence.

The learners should be in a position to read with ease whereby they take great care on the parts of a sentence.

Writing

  • Generate structured sentences using the various parts of speech

Whether consistently or not, the student can easily generate correct or wrong sentences that show the improvement by the learner (Haynes &amp Zacarian, 2010).

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References

Haynes,J., &amp Zacarian, D. (2010). TeachingEnglish language learners across the content areas.Alexandria, Va: ASCD.

Morrow,L. M., Wixson, K. K., &amp Shanahan, T. (2013). Teachingwith the common core standards for English language arts, grades 3-5.New York, NY: Guilford Press.

Teachersof English to speakers of other languages,(2006).PreK-12English language proficiency standards.Alexandria, Va: Teachers of English to Speakers of Other Languages.