Strategies to Engage ELs During Literacy
Strategies to Engage ELs During Literacy
| Anticipation GuideAn Anticipation Guide is a strategy that is used throughout reading. Before reading it helps students interact with the topic they will be learning about. After reading, students go back and look for the information in the text. To create an anticipation guide, write 5-10 statements that students will learn about in the text. Make some statements true and some statements false. Before reading, read through the statements and have the students decide if the statement is true or false. They will mark their answer. They do not share their answers with the group. This is a way for you to see what background knowledge they have. After reading, students can change their answers. Then with a partner, they locate the information in the text. If the statement is true, they just write the page number. If the statement is false, the students rewrite the sentence to be true. | Anticipation Guide Example___1. The sun orbits the planets._______________________________________________________________________________p.______2. Earth has 1 moon that orbits Earth._______________________________________________________________________________p.______3. The tilt of the earth creates the seasons._______________________________________________________________________________p.___ | ||||||
| Circle Map (Thinking Maps Inc, 2011) modifiedA Circle Map is a strategy that is used to activate prior knowledge and record new ideas after reading. You can do this as a group or give each student their own copy, depending upon the students’ levels. Draw a small circle with a larger circle around it. Then make a rectangle around the large circle. Inside the small circle, write the topic you are reading about. Inside the large circle, record what students think they know about the topic before reading. Record all ideas, even if they are not correct, and remind students that this is what they think they know. Outside of the large circle, write how the students know. After reading, students revisit the circle map and mark out any incorrect information. Then they add any new information they have learned. Last, have students write 2 sentences about what they knew and two sentences about what they learned about the topic. | Circle Map Example | ||||||
| Writing Breaks (Daniels et al., 2007)In this strategy, students are asked to take regular breaks in their reading to write about what they have read. This strategy can be modified to have students draw a quick sketch if they have not yet attained the writing skills needed. Students can stop at the end of a page or the end of a section to consider knowledge gained from their reading. Daniels et al. (2007) suggest posing prompts for students such as, What information is important and why? What might have happened if ______. How would you describe the relationship between ___ and ___. When giving students a writing break ask them to support their ideas with details. Daniels et al. (2007) also suggest students be given the opportunity to discuss their writing with peers. | Says, Means, Matters (Gallagher, 2004)modified
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| Think-Write-Pair-ShareGive the students a question that pertains to your text or they can write about the topic of the text.Think- students think about the topic or questionWrite- students record their response Pair- put students into pairs and they share their ideas with one another and decide what they want to share with the groupShare- pairs share their ideas with the group(organizer from pinsdaddy.com) |  | ||||||
| Language Experience Approach (LEA)This strategy combines all four language skills: listening, speaking, reading, and writing. STEP 1: A Shared Experience- something the class or group does together or a sequence of pictures (that tell a story) can be used, or an activity done after a text has been read.STEP 2: Creating the Text- Next, the teacher and students, as a group, verbally recreate the shared experience. Students take turns volunteering information. The teacher transcribes the student’s words on the board in an organized way to create the text.STEP 3: Read & Revise- The group reads the story aloud and discusses it. The teacher asks if the students want to make any corrections or additions to the story. Then marks the changes they suggest and makes further suggestions, if needed.STEP 4: Read and Reread- The final story can be read in a choral or echo style, or both. Students can also read in small groups or pairs, and then individually.STEP #5: Extension- This text can be used for a variety of literacy activities like illustrations or creating comprehension questions.Modified from: https://k12teacherstaffdevelopment.com/tlb/understanding-the-language-experience-approach-lea/ |  | ||||||
| Cut and GrowStudents cut their writing piece into sentences that they can re-organize, expand, elaborate and link; they can also add improved verbs, nouns, adjectives and adverbs; students then tape/glue their revised sentences onto a separate piece of paper and read it. (This strategy can be modified by English Proficiency level) Ex: Entering (Beginning) ELL students could cut their words and glue/tape them onto their paper, then draw a picture to go with the word https://sites.google.com/a/wayland.k12.ma.us/ms_ell/loker-claypit-and-happy-hollow-ell/strategies-for-ells-in-the-classroom |  |