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If you teach ELLs, then you're an ELL teacher. Browse through the information here to discover curated "good, better, and best" practices to differentiate your content material for the ELLs in you teach. As you build your expertise in the nuances of language acquisition strategies, please share your experiences so that our collective knowledge can advance us all forward! Thank you (in advance).

Mr. Lim is the ELL Coordinator at St HOPE, who coordinates with content/subject teachers on the language acquisition of English Language Learners.

Our ELL Coordinator and Director of Student Support Services will ensure that our ELLs and scholars with IEPs receive individualized support, specifically:

• When onsite, our ELL Coordinator will “push in” to cohorts with ELL scholars. If support requires a distance of less than 6 feet, our ELL Coordinator and the affected scholar will both be required to wear a mask and the interaction will be brief.

• When offsite, our ELL Coordinator will “push in” and support scholars in their Google classrooms.

• Our ELL Coordinator will continue to ensure that our families can access communications from the school.

• Our scholars with IEPs will continue to receive online targeted interventions via Lexia, A3K, IXL Science, and MAP Accelerator (Khan Academy), programs that meet scholars at their present instructional level and develop their skills, aligned to their individual goals.

• Our Director of Student Support Services will continue to monitor and support our scholars with IEPs in their Google classrooms and will ensure scholars continue to receive counseling and related services.

• One mandated counselor will be assigned to each cohort and will provide onsite counseling to affected scholars within their cohort. For scholars who receive mandated counseling and have opted for full distance learning, counseling will be provided via tele-therapy, assuming the mandated counselor receives parental consent. Parental consent for tele-therapy will be documented in Power School, our school’s SIS, and completion of services will be documented in SESIS.

• Our teachers will continue to ensure scholars with IEPs receive daily check-ins, log these, and also collect examples of scholars’ original work and re-submissions.

• Our teachers will continue to re-teach skills in small groups using Zoom meetings.

Teaching tools to support ELLs

Programming Considerations

(from NYCED.org Policy & Reference Guide)

The following should be considered as you plan for ELL programming within the various blended learning models: Ensure there are opportunities for collaboration for teacher partnerships (for example, ENL coteachers). Proactively plan for the identification process so that it does not interrupt the provision of ENL services to current, former, and potential ELLs. Plan for home language support for ELLs in various settings. For example, strategically including newcomer ELLs and non-ELLs with a shared home language to participate in the same group; or assigning teachers with knowledge of a home language to newcomer ELL students with the same home language. Avoid unnecessary segregation of ELL students as you invite students to participate in blended learning groups. Consider if each group has diversity in language proficiency (meaning, entering, emerging, transitioning, expanding, and commanding).