Questions:
-How can I get my ELLs to work on oral language (to improve their speaking skills) if they can’t speak ANY English?
-How can I get my ELLs to work on written language if they don't know any (or very little) English?
These are great questions. Oral and written language go hand in hand. There are many ways to answer these questions. Here are some ideas….
Before reading a text, or before starting a discussion, teachers of ELLs should first take a few extra steps:
1. Front loading vocabulary is important. For example, before reading a text, review key words that will help ELLs understand the text.
How? Show students the vocabulary word. Point at the word and say the word. Have students chorally repeat the word.
Then, get the students to associate the word or phrase with a visual or a gesture. Use images. Point at the image, say the word, have the students chorally repeat the word. Use gestures. Do the gesture, say the word, have the students do the same gesture and chorally repeat the word. When explaining anything, or asking students a question, give them wait time. If students don't understand, try rephrasing.
If it helps, use role play to explain a word, phrase, or concept. Use a video or a gif to explain the word or phrase. If none of those work, use the student’s home language.
2. Build background. Activate the students’ prior knowledge before reading the text.
-How can I get my ELLs to work on oral language (to improve their speaking skills) if they can’t speak ANY English?
-How can I get my ELLs to work on written language if they don't know any (or very little) English?
These are great questions. Oral and written language go hand in hand. There are many ways to answer these questions. Here are some ideas….
Before reading a text, or before starting a discussion, teachers of ELLs should first take a few extra steps:
1. Front loading vocabulary is important. For example, before reading a text, review key words that will help ELLs understand the text.
How? Show students the vocabulary word. Point at the word and say the word. Have students chorally repeat the word.
Then, get the students to associate the word or phrase with a visual or a gesture. Use images. Point at the image, say the word, have the students chorally repeat the word. Use gestures. Do the gesture, say the word, have the students do the same gesture and chorally repeat the word. When explaining anything, or asking students a question, give them wait time. If students don't understand, try rephrasing.
If it helps, use role play to explain a word, phrase, or concept. Use a video or a gif to explain the word or phrase. If none of those work, use the student’s home language.
2. Build background. Activate the students’ prior knowledge before reading the text.
How? Show a video to introduce the topic. Show images to get the students to start thinking about the topic. Use a graphic organizer to brainstorm about the topic. Ask a question to get the students to start thinking about the topic. Make predictions. Use a K-W-L chart. Give the students an anticipation guide (another link). Play four corners (or something similar).
For producing and practicing oral language (peer - or group - discussions):
1. Give ELLs sentence starters. Have the class chorally repeat the sentence starters so students have a chance to practice the language in a low-pressure situation.
2. You can even structure the question and answer visually. Color code the question and answer. Put Ask and Answer cards on the students’ desks. Discuss. Switch the cards so each student has a chance to ask and answer the question.
3. Model the conversation first. Use body language and inflection. Use visuals. Act it out.
4. Have the class chorally repeat the question. Have the class chorally repeat possible answers.
5. Use anchor charts, or personalized anchor charts on a student's desk.
6. Think-pair-share or turn and talk before discussing as a group.
7. Break activities down into small steps. Once ELLs understand the first step, move on to the second step, etc.
Note:
*In some instances, pairing up two students that speak the same home language can work (Buddy System). The ELL that cannot express himself/herself in English could express their thoughts in their home language and if their partner is bilingual, he/she can interpret. The teacher could then give the ELL a simple way to express those thoughts in English.
Sometimes, it’s good to have the ELL pair up with someone who doesn’t speak their home language. This forces the ELL to try their best to communicate in English. If you give the ELL enough scaffolds and prepare them adequately for the conversation, the ELL can have a meaningful (albeit short and simple) discussion/exchange.
1. Give ELLs sentence starters. Have the class chorally repeat the sentence starters so students have a chance to practice the language in a low-pressure situation.
2. You can even structure the question and answer visually. Color code the question and answer. Put Ask and Answer cards on the students’ desks. Discuss. Switch the cards so each student has a chance to ask and answer the question.
3. Model the conversation first. Use body language and inflection. Use visuals. Act it out.
4. Have the class chorally repeat the question. Have the class chorally repeat possible answers.
5. Use anchor charts, or personalized anchor charts on a student's desk.
6. Think-pair-share or turn and talk before discussing as a group.
7. Break activities down into small steps. Once ELLs understand the first step, move on to the second step, etc.
Note:
*In some instances, pairing up two students that speak the same home language can work (Buddy System). The ELL that cannot express himself/herself in English could express their thoughts in their home language and if their partner is bilingual, he/she can interpret. The teacher could then give the ELL a simple way to express those thoughts in English.
Sometimes, it’s good to have the ELL pair up with someone who doesn’t speak their home language. This forces the ELL to try their best to communicate in English. If you give the ELL enough scaffolds and prepare them adequately for the conversation, the ELL can have a meaningful (albeit short and simple) discussion/exchange.
For producing written language, see this article, and:
You can use the same tools! Sentence starters. Color code. Color code the topic sentence, details, and explanations. Model the writing on the Smart Board. Use anchor charts. Break the writing down into small steps. Repetition is important. Give the students many opportunities to say and write the same sentence starters/sentences.
Some anchor charts I use in kindergarten:
You can use the same tools! Sentence starters. Color code. Color code the topic sentence, details, and explanations. Model the writing on the Smart Board. Use anchor charts. Break the writing down into small steps. Repetition is important. Give the students many opportunities to say and write the same sentence starters/sentences.
Some anchor charts I use in kindergarten:
Repetition of sentence structures:
Color Coding/Sentence Starters:
