Vocabulary Terms

English language learner (ELL)- a student who learned a language other than English first and
are learning English as an additional language
Stage 1: Starting (preproduction stage)- can listen to explanations when supported by visuals,
draw and correctly label diagrams, comprehend and repeat movements, and point to the correct
answer; the beginning of recognizable vocabulary
Choral reading and Total Physical Response- a method of teaching that suggests ELL students
use body language and gestures to help with communication
Stage 2: Emerging (Early production stage)- starting to speak in 1-2 word phrases, categorize
information, answer yes or no, learn new vocabulary when supported by pictures, and write 1-2
sentences that go with pictures
Stage 3: Developing- starting to match vocabulary and definitions, understand teachers
directions, and start social conversations with fellow students
Stage 4: Expanding- can pick out important information in a text, use graphic organizers,
analyze, debate, predict, and hypothesize; their writing may have many errors still
Stage 5: Bridging- can perform almost equal to their fellow classmates in all areas; need
continued help with high level vocabulary, study skills, and learning strategies
cognitive academic language proficiency (CALP)- adapt language for academic reasons
Sheltered Instruction Observation Protocol (SIOP model)- shows how important it is to post
daily the content and language objectives for students to see; also activities that will require
students to read, speak, or write
social class- economics could mean privileged and more vocab vs. poor and less vocab; may
affect parental involvement
gender- female vs. male; more females often more quiet; could be a cultural thing and raised that
way
culture shock- 4 stages; makes them passive or more aggressive
euphoric/honeymoon stage- excited about new life; like learning about environment
rejection stage- differences between old/new culture become visible; reject because dont
understand; can feel sleepy, depressed, irritable, depressed; refuse to learn new language
regression stage- homesick, talk to people who speak their language, watch videos from home;
feel like they have no control because no choice in move

integration stage- start to deal; integrate their beliefs into new culture; some parents never let
kids get to this stage in fears that they will lose old culture
acceptance stage- enter and prosper culture
input- hearing and understanding messages above English language level; teacher provides new
material that builds on previous knowledge (ex. pull out paper from backpack then pull out paper
from desk; understands second command by building off first)
output- refine skills with English speaking peers (ex. small groups can talk with peers and listen
to how they talk; want to be active in group)
acquiring language- subconscious process; unaware; conversational
learning language- direct instruction; rules of language
affective filter- emotional state, public practice, speaking in front of others
the silent period- unable/unwilling to communicate out loud in new language ; not ready to
speak
TESOL standards- to be able to communicate for social, intercultural and instructional
purposes. This includes being able to communicate information, ideas, and concepts in order to
succeed in language arts, science, social studies, and math.
social language- language that can be used to casually communicate with peers (ex. survival
vocab, hands on classes like art/physical education, one-on-one social conversations with hand
gestures
context-reduced social language- more challenging less social cues (ex. sound out words and
may not know meaning, listening & understanding simple story)
improper language- swearing picked up on playground and not knowing its bad
Cummins common underlying proficiency (CUP) theory- relationship between native &
second language; concepts developed in native can be used in 2nd
Iceberg model- left mountain is academic language in native language; middle is English &
native language overlap; right mountain is academic language in English
informal conversation- critical because instates values and talk about ideas when not ready for
English
most significant variable- amount of formal schooling in first language

bilingual programs- not always more effective; some learning in English, some learning in
native language
morphological changes- shows case, number, or tense (not in Chinese)
scanning- picking up important information out
cognitive academic language skills- abstract and context reduced
CALP skills- compares, organizes/classifies, evaluates, & makes inferences
Standard I- learn to speak in English for social/interactive purposes (ex. voice tones, volume,
language for teacher vs. student)
BICS- use of gestures, objects, and pictures so others can understand
tools for teaching ELLs social skills- role-playing, teacher/peer modeling, and videos
Choral reading- reading aloud in a whole group or class
TPR (Total physical response)- language-teaching method based on coordination of speech and
action
Language Experience Approach (LEA)- promotes reading and writing through personal
experiences and oral language
5 Stages of Language Acquisition with Teaching Strategies
Stage 1 (Preproduction)- choral reading and TPR methods
Stage 2 (Early Production)- yes/no/either/or questions, picture books/real items, listening
activities, TPR and LEA, modify content for language level of ELL, support with charts/ graphs
Stage 3 (Speech Emergence)- match vocabulary with definitions; sound out stories phonetically,
flashcards with content area vocabulary listen to books on tape
Stage 4 (Intermediate Fluency)- learn vocabulary and concepts in science and social studies,
organize information with graphic organizers, highlight important information in text, write
personal stories and journals
Stage 5 (Advanced Fluency)- independent reading of content area materials; help expand
writing skills
Auditory learners- recall what they hear, like oral directions, learn by listening/speaking, enjoy
talking, reading aloud, choral reading
(ex. cooperative groups, oral evaluation of work, questions read on test, listening to
teacher explanations)

Visual learners- learn best by observing and like written instructions, sight readers who enjoy
reading silently
(ex. posters, graphic organizers, charts, diagrams, text with pictures, key points listed on
board)
Tactile learners- learns best by touching, understand directions they can write, like using
manipulatives to learn new ideas
(ex. LEA, drawing/labeling, board games, making models and diagrams, using
manipulatives in math)
kinesthetic learners- also use touching manipulating objects to learn, but involve whole body
(ex. games with whole body, reading chorally with gestures, making models, setting up
experiments, role play/ shorts plays)
Blooms Taxonomy
Level 1: Knowledge- knowledge level questions ask students to recall previously learned
material; pictures/drawings help students answer
Level 2: Comprehension- comprehension questions assess what students understand and how
they interpret information; ask students to compare/contrast, illustrate and classify information
using oral questions and graphic organizer
Level 3: Application-students learn to solve problems by using already learned facts; need
scaffolding/word banks to learn to develop, construct, organize, plan, solve, and identify
Level 4: Analysis- compare/contrast content information and relate to their own experiences
(difficult for ELLs without enough vocabulary or language)
Level 5: Synthesis- assemble information in a different way by proposing alternate solution or
combining things into new pattern; choosing, combining, creating, designing.
visualizing- making pictures or images in ones head of what is happening in a passage
Readers workshop- read books students select and apply strategies learned in class;
minilessons with comprehension strategies then students practice (individual/group); conferences
with teacher 2-3x week (more for ELL)
6 Reading Comprehension Strategies:
1. visualize whats going on in story
2. make connections with previous knowledge
3. ask yourself questions to check comprehension
4. make inferences about readings
5. pick out important information in text
6. synthesize information learned

visualize whats going on in story- mental images, draw what they picture in their head, check
pictures for comprehension
*teaching strategy- teach same vocabulary to ELLs so they can use when discussing with other
classmates
make connections with previous knowledge- make 3 different types of connections: text-totext, text-to-self, text-to-world
text-to-self- link between what they are reading and what has happened in their own life; helps
with comprehension and brings unique schema to classroom
text-to-text- connections between what they are currently reading and something read in past;
explicit instruction with many examples needed for ELL (ex. graphic organizer to compare
books)
text-to-world- connections between current text and whats happening in world; students from
other countries make connections with homeland
ask yourself questions to check comprehension- question web= questions before reading then
move to answers side with answers when you understand
*teaching strategies ask students to predict what story will be about based on cover/title
explain that predictions may change
help identify stopping places where predictions and questions should be made (use sticky
notes)
differentiated expectations- students read different books at different levels about same subject,
all participate in discussion
make inferences about readings- read between the lines; infer by making connections,
visualizing, predicting
pick out important information in text- distinguish between important and unimportant
information in text; introduce students to conventions nonfiction (chapter titles, headings, picture
captions, etc.); reading is not a front to back task (ex. make a T chart with relevant vs. irrelevant
information)
synthesize information learned- summarize and incorporate into schema (ex. read, stop,
summarize; retell 2 points of view: students and authors) this cant occur without understanding
of key vocabulary
sheltered English/ structured immersion (SI)- ELLs learn subjects (science/social studies)
with same objectives as peers; teachers use modeling, graphic organizers, and visual aids to

enhance instruction; constantly change amount of English used in class to make students
comprehend more (ex. modified English to teach concepts and vocabulary)
sheltered instruction observation protocol (SIOP)- provide understandable input for ELLs
while helping students meet curriculum standards and develop English skills
1. prepare lesson
2. link new concepts to background info
3. provide understandable input
4. teach learning strategies
5. provide many opportunities for small group learning
6. explain important concepts
7. allow time for practicing language and concepts
8. explicit instruction on how lesson should be delivered
9. assess students in meaningful way
cognitive academic language learning approach (CALLA)- a model that gives a scaffold for
content area lesson design; the model integrates language development with instruction in
learning strategies; students are taught the names of the learning strategies and why they are
learning each strategy
ESL pullout- students are pulled out of their regular classroom for a minimum of 30 minutes per
day, 5 days a week (used in districts with small number of students)
Collaborative model- ESL teachers go into mainstream classrooms and help during content area
instruction
content-based ESL instruction- primary goal is English language development using ESL
methodology; students may be pulled from mainstream class and grouped with multigrade ESL
group or taken from same grade level and their ESL classes directly support the mainstream
class curriculum
total physical response- language-teaching method based on coordination of speech and action
language experience approach- uses the ESL students own vocabulary, language patterns, and
background experiences to create reading texts that make reading meaningful
teacher/students discuss the topic or stimulus
students tells the story to the teacher while the teacher records the statements to make
basic reading material
students read story many times, with teachers help, until the story becomes familiar
students learn individual story words
students reinforce their reading skills through activities related to story
early exit or transitional bilingual programs- most common; increase students academic
development by teaching in native language; focus is to develop English language skills and out
students in English only classes ASAP; usually just a year or two (ex. kindergarten to second
grade)

developmental bilingual programs- help ELLs develop academic skills in both their native
language and their second language; usually stay in this program for several years (ex. all of
elementary school)
dual language or two-way bilingual immersion program- goal is to provide students with
bilingual language instruction and content-area instruction and for students to achieve high -level
academic achievement in both languages; for native English language speakers and ELLs
Chapter 9 Ways to Help Lesson be Successful for ELLs:
read objectives out loud
review objectives during transition points
include objectives on handout
end of lesson- revisit objectives
write key vocabulary on the board
do not include examples with cultural bias
model days activities and homework assignment
divide class into pairs and pair ELLs with someone they would work well with
pairs share ideas with other pairs
draw ideas from students lives
observe students closely during tasks
ELLs questions match levels of English proficiency
require students to provide one another with feedback
assign homework directly related to the days activities
try to get family members involved
Effective instructional environment
identify and post core objectives
provide compelling tasks that connect with students background
use charts, diagrams, and graphic organizers
match learning activities to students English proficiency levels
provide multiple in class practice assignments closely related to the homework
ELL Writing Instruction
ELLs should not be expected to free write in English; if teachers want free writing,
students should do in native language then translate
ELLs should not write in journals every night at home unless they are read regularly
do not assign open ended topics
give students legit reasons to write and how you will be assessing their writing
ELLs learn to write better if they begin with nonfiction content areas; all areas should be
taught before creative writing
Calkins 4 Phases of Writing Process

1. Prewriting- brainstorm, graphic organizer (have ELLs write in complete sentences to

learn language of content and encourage copying of sentences); provide many think
alouds; using terms, words, idioms, phrases is important; model writing they expect to
see
2. Writing- highlight information needed to know for graphic organizer; provide frame for
writing
3. Editing- first 3 stages will not be able to self edit, regular conferencing to discuss
progress; when time, provide instruction on how to peer edit with think alouds and
modeling
4. Revising- tie type of revision for student at his/her stage of language acquisition; making
students part of process will make it more meaningful
Steps before Homework1. Introduce lesson of the day by reviewing units overall objectives and the days
content/language objectives
2. model the activities for the day
3. have students do activities just like the homework
4. review content/language objectives to make sure theyre accomplished
5. assign homework
Modeling- teacher should model activities and share how they relate to overall units objectives;
should have think alouds
reviewing objectives and assigning homework- multiple chances to use content language
during practice; take time during transitions to focus attention on objectives and relation between
homework and class activities
assessment- high stakes testing used to measure of the curriculum standards are being met and
therefore if a school is succeeding; may not take into account needs of the ELL
To ensure tests reflect learning of ELLs
1. identify language proficiency level of students
2. review curriculum standards that will be used to create content/language objectives
3. select performance indicators appropriate for level
4. design rubrics that reflect level
5. share/provide direct instruction about rubric
Three Types of Assessment
in the moment- teacher observing students during classroom activities
routine assessment- quizzes, homework that is checked
summative assessment- evaluation at end of unit
Guidelines of Different Stages of Language Acquisition
Stage 1/Stage 2
o Questions with word responses
o illustrate sequences

o provide word bank

o use visuals
o portfolio assessment for writing
o audiotape of oral output
Stage 3/Stage 4
o short tests frequently rather than one big long one
o base on previously nights homework
o role play
o graphic organizers
o simplify language of essay questions
o allow essay questions to be answered orally
Stage 5
o identify gaps in listening, speaking, reading, writing
o lessons geared towards gap
o support writing and vocab development

Assessment rubric- 2-3 bulleted suggestions for each stage; use rubrics for in the moment
classroom assessment
memorization- modify assessments on ELLs so that they do not simply memorize; memorizing
isnt understanding
Assessment Practices with Colorin Colorado
1. assess in English as well as in native language to see what they know
2. assess literacy in native language
3. make sure no heavy language load or cultural bias
4. assessments should not be read at the end; weekly and biweekly assessment
5. assessments should by a cycle in order to meet state standards
6. assessment is diagnostic tool; not just weaknesses and/or tally
7. grade with comments to help improvement; include strengths; weaknesses to keep from
getting timid again
8. are able to have extended time, bilingual dictionary; inform of how they have
accomidatoins
9. balance state exams with necessary (how interact with text) developing language not just
testing
10. careful that assessments in reading are not just good for native speakers
Skilled teachers:
pair ELL with buddy (especially social environments)
provide students with comprehensible input
help ELLs access subject area materials
tie new learning to background
use simplified language
Differentiate instruction for lesson (ex social studies)

visuals (from book, graphic organziers)

choose essential vocabulary (preteach important vocabulary: beginning ELLs- vocab with
simple definitions; intermediate ELLs- larger number of vocab with finding own
defintions)
summarizing text (read and complete fill in blank activities, every chapter- summary,
vocab page, vocab matching, and fill in blank)

Graphic organizer- visual tool used to differentiate intrcution and help ELLs learn content

schools should allow time for teachers to work together and share ideas for ELLs

think-alouds- help students understand the step-by-step thinking process; students see strategies,
help with reading comprehension skills and ELLs
flexible grouping- desks arranged in groups; ELLs communicate with peers; encourage
choral/duet reading
diversity- teaches native English speakers to respect diverse cultures
alternative assessment- many ELLs memorize info; need different assessment (ex. 1st year
could be pass fail )
assessing beginner ELLs yes/no/either/or questions
point/circle correct answer
fill in blank activities
word abnk
KWL chart
hands on tasks (drawing, charts, maps)
assessing advanced beginners to intermediate ELLs role play
graphic organizers
modified outline
answer questions orally
reformat test with larger fonts
simplify essay questions
assessing ELLs in middle/high school exactly what to study
simplfy language
more time for tests
translation dictionary during test

*list for before/during/after lesson found throughout this page