Language & Literacy
Developing Language Through Reading ComprehensionQuestions, Prompts for Responses, and Language Structures - aligned to Reading Comprehension Strategies. Differentiated by Language Proficiency Levels. This document refers to TESOL levels (1-5) whereas NYS uses 4 levels (Beginner, Intermediate, Advanced, Proficient).
|
Using Graphic Organizers with English Language LearnersFive basic graphic organizers that can be used for multiple purposes. Suggestions are provided for each graphic organizer. They are all simple enough that they can be drawn in notebooks or on paper. Blackline masters of each organizer are also included for copying.
|
||||
The two resources above are Appendices F and G from:
Colorin Colorado - ELL Resources
The following resources come from ColorinColorado.com, a bilingual site dedicated to English Language Learners (the sister site to ReadingRockets.com). Feel free to visit either of these sites for additional resources, professional articles, etc. focused on literacy instruction and ELLs.
A site for teachers and families of English Language Learners.
|
Teacher Tip Sheets
|
||||||||||
QTEL Task InventoryThe tasks, or learning strategies, described here are appropriate in any collaborative classroom, and they are especially valuable for use with English Language Learners. Many of these tasks involve cooperative groups and/or promote discussion which encourages use of academic language. Although QTEL Training is focused on the Secondary Level, many of the tasks mentioned here can be used as-is or with slight modifications for the Elementary Level. If you are interested in attending QTEL training, please speak to Mr. Metz.
|
WIDA Can-Do DescriptorsAlthough New York State does NOT utilize the WIDA English Language Proficiency Standards, the Can-Do Descriptors from the WIDA consortium can be used to get a good idea of what ELLs should be able to do according to their proficiency and grade level. They are also a good resource for differentiating tasks, based on students' language proficiency.
|
||
Language ObjectivesThe use of Language Objectives helps to clarify what it is you are asking your ELLs (and all students) to do, while focusing on the language necessary to complete a given task.
|
Academic Discussions & Academic Vocabulary (Kinsella)During the 2010-2011 school year, Ms. Davis, Ms. Cordon, and Mr. Metz participated in a series of Literacy workshops focused on ELLs. Dr. Kate Kinsella was one of the keynote speakers. She presented on the use of Language Objectives and developing protocol and linguistic scaffolding for academic discussions in the classroom. The following templates were distributed as part of that workshop, and can be customized for individual lessons. Please speak to Mr. Metz for clarification and/or samples.
Academic Discussions - Template 1 Template 2 Academic Vocabulary - Template 1 Template 2 Template 3 (See the Teacher's Area for a SMART Board Gallery containing Dr. Kinsella's Templates.) Additional Templates & Resources from Dr. Kinsella are available from the Santa Clara County Office of Education |
||||
Brooklyn/Queens BETAC
These files were originally provided to you in printed form in your Black Binders (with Core Knowledge Materials), but are also available here:
|
Common Core Standards & ELLs?The National Governors Association Center for Best Practices and the Council of Chief State School Officers helped to draft the Common Core State Standards. Along with the actual standards, they published the following document:
Application of the Common Core State Standards for English Language Learners |
||||