Additional ELD strategies

8G) Reduce supports as proficiency grows

Introduce longer phrases and sentences and offer less support as ML children’s English proficiency grows.

Blog: Adjusting Our Talk with ELLs

This blog post offers specific instructional moves the teacher can make to ensure that Multilingual Learners understand spoken language in the classroom.
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Strategy Overview: Do Leveled Readers Help or Hurt My ELs?

Leveled text can be problematic for Multilingual Learners because it does not always expose them to the rich, authentic, and challenging language associated with grade-level texts. In these resources, teachers can read about the dos and don'ts of selecting text and scaffolding teaching for Multilingual Learners.
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Tip Sheet: Language Modeling and Conversations

This tip sheet lists strategies that teachers can use to support Multilingual Learners’ oral language skills. Strategies include: adjusting questions and responses to match children’s cues, using pictures and gestures when introducing new words, and expanding children’s statements.
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Tip Sheet: Supporting English Language Development When Children Have Little Experience with English

This resource provides several ways that teachers can support Multilingual Learners (MLs) in their English language development, even if teachers do not speak the learner's home language. Strategies include modeling English in one-on-one conversations, waiting for MLs to process language, and using a mix of closed- and open-ended questions.
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Video: Tips for Teaching Newcomers

This video introduces instructional tips that elementary teachers can use to support instruction for newcomer Multilingual Learners, including visuals, gradual release, shared writing, and recognizing what students are bringing to their learning.
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Strategy Overview: Decodable Readers Protocols

This document discusses the varied ways in which teachers can use decodable texts with Multilingual Learners, to offer more or less support. These texts are important for students to practice sound and spelling patterns, high-frequency words, and phonics lessons.
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Strategy Overview: Selecting and Using Academic Vocabulary in Instruction

This document reviews criteria for how to select academic vocabulary for instruction with Multilingual Learners and offers other supports for vocabulary instruction.
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Video: Model Curriculum for English Learners- How Do I Feel? (Kindergarten)

In this video, a designated teacher for Multilingual Learners talks through her objectives for a read-aloud lesson. She builds in practice opportunities for the students to use the language of feelings, the language of sequence, and specific use of pronouns. She also uses instructional tools like graphic organizers and an end-of-unit rubric to support student experiences in reading, writing, speaking, and listening in English. A link to the whole unit plan is available on the video's YouTube page.
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Video: Integrated & Designated ELD- Kindergarten

In this integrated ELD video, the teacher focuses on developing the academic English language that Multilingual Learners need to access content instruction. She uses chants, repetition, small group instruction, and numerous other supports.
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Strategy Overview: Teacher as Language Model

This resource outlines strategies teachers can use to model and extend Multilingual Learners' oral language skills. Strategies include narration (describing what the teacher is seeing and thinking) and amplification (paraphrasing a child's statement in more complex and extended language and asking a follow-up question).
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