Scaffolding for ELLs
These scaffolding strategies may be familiar to you.
ELLs benefit when extra time and attention are given to these strategies.
In the meantime, these strategies benefit all students:
English as a Second Language = ESL = Every Student Learns!
ELLs benefit when extra time and attention are given to these strategies.
In the meantime, these strategies benefit all students:
English as a Second Language = ESL = Every Student Learns!
When teaching ELLs, it is very important to:
Consider:
Educators have traditionally approached language learning as a process that is separate from the process of teaching content knowledge. This approach leaves ELLs especially unprepared to work with complex texts and the academic language that is required to be successful in the mainstream classroom.
Have Clear Objectives
-It is very important that the objectives of the lesson, as well as what they are expected to produce, are very clear for ELLs. This also promotes interest and motivation
-Provide clear, simple directions that you repeat and paraphrase mutliple times
-Provide examples of what the ELLs are expected to produce
Provide plenty of opportunities for speaking, listening, reading and writing in the content area
-The more practice that ELLs have, the more likely it is that they will learn the academic language, and also learn the content
-Provide adapted text whenever possible.
Consider:
Educators have traditionally approached language learning as a process that is separate from the process of teaching content knowledge. This approach leaves ELLs especially unprepared to work with complex texts and the academic language that is required to be successful in the mainstream classroom.
Have Clear Objectives
-It is very important that the objectives of the lesson, as well as what they are expected to produce, are very clear for ELLs. This also promotes interest and motivation
-Provide clear, simple directions that you repeat and paraphrase mutliple times
-Provide examples of what the ELLs are expected to produce
Provide plenty of opportunities for speaking, listening, reading and writing in the content area
-The more practice that ELLs have, the more likely it is that they will learn the academic language, and also learn the content
-Provide adapted text whenever possible.
Which Tools Can Teachers Use to
Scaffold for ELLs?
Scaffold for ELLs?
"I do, We do, You do"
- Activate & Build Background Knowledge
- Explicit Instruction
- Modeling
- Guided Practice
- Peer Practice
- Assessment
Activate and Build Background Knowledge
The ELLs in your classroom may represent many diverse languages and cultures. In addition, each student will have individual knowledge and experiences. The more you learn about your ELLs, the easier your job will become. Use their background to help them make connections to the new material to be learned.
The ELLs in your classroom may represent many diverse languages and cultures. In addition, each student will have individual knowledge and experiences. The more you learn about your ELLs, the easier your job will become. Use their background to help them make connections to the new material to be learned.
- Assess how much prior knowledge students have
- Link new information to previously learned content or prior experiences, real life, etc.
- Ask if they have any "hunches" about the new information
- Ask if they have any predictions about the new information
- Give hints
Explicit Instruction & Modeling: "I do"
Have you ever heard the saying, "Seeing is believing"? Modeling for ELLs is critical to their success when learning new information. ELLs will perform better if you take the opportunity to show, or demonstrate, exactly what is expected of them.
Have you ever heard the saying, "Seeing is believing"? Modeling for ELLs is critical to their success when learning new information. ELLs will perform better if you take the opportunity to show, or demonstrate, exactly what is expected of them.
- Make sure the learning objectives are very clear
- Provide both written and verbal instructions
- Explain the end result desired for the task
- Break down the task into steps
- Provide Guided Notes
- Highlight the most important information
- Pre-teach important vocabulary and concepts with visuals
- Use Analogies/Metaphors
- Allow time for class discussion so they can process this new information
Modeling
- Slow down your rate of speech
- Use simplified language that is one step beyond what is comprehensible for them
- Speak clearly
- Use Gestures and Body Language
- Show them examples of the end product desired
- Give Examples, Demonstrations (Think Aloud, Read Text Aloud, etc.
- Use Verbal Cues
- Repeat important academic language or important information
- Paraphrase important information
Visuals: a very important tool for ELLs
Our working memories have a limited capacity. Visuals allow ELLs to visually represent new information, organize ideas and grasp new concepts, as well as lighten the cognitive load on their working memory. This will allow them to focus on learning new concepts.
Tips for Using Visuals:
Our working memories have a limited capacity. Visuals allow ELLs to visually represent new information, organize ideas and grasp new concepts, as well as lighten the cognitive load on their working memory. This will allow them to focus on learning new concepts.
Tips for Using Visuals:
- Use Labeled Pictures and Photographs for Vocabulary, Important Concepts
- Use a Word Wall(see below)
- Have Picture Dictionaries, Dictionaries, and Thesaurus' available
- Use "Realia", objects from everyday life, to demonstrate new information
- Use iPads
- Use Graphic Organizers
- Use Pictographs
- Use Charts
This teacher explains how to expose ELLs to new vocabulary:
Click the link below to view the
Academic Word List:
Academic Word List:
Guided Practice: "We Do"
Most of us have heard the saying, "Practice makes perfect". It is important for ELLs to have plenty of time to practice what they are learning. With guided practice, ELLs will benefit from receiving feedback to correct mistakes and master the new skills.
Most of us have heard the saying, "Practice makes perfect". It is important for ELLs to have plenty of time to practice what they are learning. With guided practice, ELLs will benefit from receiving feedback to correct mistakes and master the new skills.
- Interact with students to complete a model task together
- Complete a task that models the assignment they will later complete on their own
- Take the lead and ask students for help along the way
- Recognize information that may need to be re-taught
- Identify when students are ready to begin working independently
Peer Practice: "We Do"
When ELLs work with their peers it creates numerous learning opportunities for both language and content. This enables ELLs to use both conversational and academic language to complete the group task. In additon, ELLs are able to see how their peers learn and solve problems.
Cooperative learning:
Cooperative Learning:
When ELLs work with their peers it creates numerous learning opportunities for both language and content. This enables ELLs to use both conversational and academic language to complete the group task. In additon, ELLs are able to see how their peers learn and solve problems.
- Partner Work: Pair advanced students with developing ones
- Think-Pair-Share
- Small Group Work
- Reading Practice
- Role-Playing(scripted or non-scripted)
Cooperative learning:
- Allows students to learn significantly more, remember it longer, and develop critical thinking skills more than they would through traditional learning
- Helps students complete assignments that may be too difficult to complete on their own but is possible when they work as a group
- Teaches skills that the students will use in the workplace that require teamwork
- It's fun! Students find it interesting, and motivating, to work with their peers
Cooperative Learning:
For more information on Cooperative Learning,
click the link below:
Assessment of Content Learned
It is important to check for the level of understanding throughout the scaffolding process. By asking strategic, guided, and open-ended questions, you can engage ELLs, assess their understanding and, make adjustments to the amount of scaffolding required for ELLs to master the content.
Independent Practice: "You Do"
It is important to continue to provide support as ELLs begin individual assignments.
It is important to check for the level of understanding throughout the scaffolding process. By asking strategic, guided, and open-ended questions, you can engage ELLs, assess their understanding and, make adjustments to the amount of scaffolding required for ELLs to master the content.
- Review prior learned materials
- Check frequently for understanding
- Ask/Answer questions
- Elaborate and Expand on ELLs' thoughts
- Utilize Wait Time(*see explanation at the bottom of this page)
- Offer help where needed
- Reflect on the lesson
- What has been learned
- Help ELLs articulate what they have learned
- Give Feedback so ELLs can monitor their own progress
- Especially elicitation, clarification requests and metalinguistic clues
Independent Practice: "You Do"
It is important to continue to provide support as ELLs begin individual assignments.
- Allow ELLs to begin working on the assignment in class
- Consider modifying, or differentiating, the ELL's assignment based on their level of ability
- Accommodate ELLs by considering allowing alternative ways for ELLs to express their understanding of the content
- Provide the opportunity for ELLs to continue peer interaction for clarification
- Assess whether they understand the assignment or, if they need additional help
The following video explains strategies
to check for comprehension:
to check for comprehension:
Wait Time
- Pause and give ELLs enough time to respond
- Remember: they are thinking and producing in 2+ languages!
- Allows ELLs time to think, process and formulate a response
- Note: the amount of wait time that is considered "normal" varies between cultures
For additional information on
how to teach ELLs in your classroom,
Click the following Link for a list of FAQs:
how to teach ELLs in your classroom,
Click the following Link for a list of FAQs: