Supporting ELLs

English Learners require specific, specially designed instruction and support in order to access, comprehend, and participate effectively in school. The following resources provide guidance for implementing Integrated ELD (academic language supports embedded in content courses) and Designated ELD (ELD 1-3 and ALD/ALL courses).

Guide: Distance Learning for ELLs

Source: ¡Colorín colorado!

These articles offer planning tools, strategies, and recommended resources for supporting English Learners and their families during distance learning.

• What You Need to Know

• Planning Instruction

• Making Family Partnerships Work

• Offline Learning at Home

• Challenges and Opportunities

• Recommended Resources

• Privacy Considerations for ELLs/Immigrant Students

Ideas for Online Activities from “Planning Instruction”:

Here are some examples of activities for ELLs, with a focus on oral language development and content development.

1. Students can upload videos of themselves reading their favorite books.

2. Students can write and draw responses to a prompt (for example, "What is one way you can be helpful to your family at home?") and then students can leave questions or comments for each other.

3. Students can film themselves solving a math problem or record themselves explaining how they solved the problem, and the teacher can provide feedback.

4. Students can interview someone in their family that is important to them and create a presentation to share. They can present in both English and native language and include photos or short videos with quotes from their important person. Other students can leave written or verbal comments on slides in English or the students native language.

5. Teachers can create a presentation with slides and voice narration on a platform like VoiceThread. Students can respond orally or in writing to questions posed in the VoiceThread

6. Teachers can provide a slideshow with visuals on a content topic and resource links for students to learn about the topic. Different students are assigned a few slides to narrate for their classmates to learn about the topic. A variation of this is for students to each get a different topic related to the unit (after learning about it from the teacher) and have them create a group presentation on that topic to share with the class.

6 Key Considerations for Supporting English Learners with Distance Learning, by Heather Skibbins

Source: SEAL (Sobrato Early Academic Language)

Article includes well-developed Tools and Templates for Language Functions and Graphic Organizers.

English Language Development Learning, Games, and Activities

Source: CA Department of Education, Resources that Support Distance Learning

Online resources to support remote English Language Development instruction, including lesson ideas and mobile apps for students and teachers.

Blog: 3 Tips to Keep Newcomer English Learners Engaged in Distance Learning Environments

Source: Multilingual Educational Services, Santa Clara County Office of Education

Newcomer English learners are facing greater challenges during school campus closures than their peers; having to unpack emails, navigate the technology tools, comprehend directions for assignments are just a few. Transitioning to distance learning could be overwhelming because newcomer students tend to rely heavily on non-verbal and visual clues to make meaning in their learning. Additionally, many students have limited or no access to Internet, Wi-Fi or a technology device.

I was reading about what some teachers are doing, so am sharing some ideas that teachers of newcomers might consider:

1. Connect with newcomer students and their families: Remember that not all students have access to online learning platforms. Depending on the grade level of the student, teachers might connect with the parent or guardian by phone first and then with the student. Once initial contact has been established, schedule mutually agreed upon times to connect with students several times a week. Prior to the call, determine what are the most essential language skills that you would like to teach, coach or practice with your students. When setting up meetings, include call-ins from a landline or cell phone.

2. Be responsive by asking your newcomer students for a list of topics that they would like to learn about and integrate their interests into language learning activities. Share stories of inspiration and affirmations with students.

3. Create assignments that could leverage resources from home, be self-directed or require minimal support. For example, watch educational programs from the public broadcasting stations such as KQED TV and PBS shows. Remind students to read as much as possible. They can read in their native language or in English. You can provide hard copies of the reading materials or refer them to websites. You might include family members in the assignment such as having the students share what they have learned with their family members.