Strategies and Resources

ESL Strategies/Objectives:

ESL instruction is to be focused on oral language, reading and writing through concept development based on regular classroom objectives. All modifications are based upon grade level standards with appropriate tasks geared toward grade level content standards.

Differentiating Instruction for Whole or Small Group Activities

• Enhanced Word Walls/Cognates

• Provide Sentence Starters

• Models and Rubrics

• Bilingual Resources

• Use Primary Language

• Adapt Reading Selections

• Controlled Speech

• Audiovisuals, Cues, Organizers

• Front-load, Embed, Blend, Review

• Teach in Reverse

Adapting Reading Selections: 

There are several ways to make a text easier for your English language learners to understand. Here are some of them:

1. Create a graphic organizer.

2. Make a timeline.

3. Illustrate the text, including important information on the illustration.

• Draw a map, a chart, or a graph.

• Create an outline.

4. Reduce the grammatical complexity, while keeping all essential information.

• Shorten the sentences.

• Change the verb tenses to the simple present, present progressive or past tenses.

• Change the passive voice to the active voice.

• Delete unessential information.

5. Amplify the text.

• Add additional information to explain key concepts.

6. Highlight essential vocabulary. Use bold, italics, or other highlighting.

7. Add a glossary or word bank. Emphasize meaning in context, multiple meanings, word origins (Latin & Greek roots) and derivations: (psychology, psychologist, psychological)

Classroom Collaboration with ESL Teachers: 

• ​Use Danbury Public Schools Curriculum and CELP Standards to guide instruction and assessment.

• Reduce or give alternative spelling/vocabulary list and homework assignments (progressively increase to grade level expectation as student English language proficiency increases)

• Give additional time to complete projects, tests, and assignments in class or in ESL/Bilingual classroom

• Grades should be based on modified work at the student's English language proficiency level, effort, student improvement and progress

• Identify and report recurrent difficulties with daily work, homework, test performance to ESL/Bilingual Teacher as they occur

• Include student for tracking progress and goal setting for continual progress

• Include ESL/Bilingual Teacher(s) in decisions made at grade level meetings