ELL Across the Curriculum - DT

How can you create a welcoming classroom that engages English Language Learners?

• Recognize their strengths

• Demonstrating respect and empathy

• Teach language and content simultaneously

• Challenging and supporting your students

• All of the above

When scaffolding instruction for ELs, you should consider

• Materials/Resources and Instruction

• Materials/Resources, Instruction and Grouping

• Materials/Resources and Grouping

• Modified materials as academic work is challenging for ELs

Tags

CCSS.RF.1.3A

CCSS.RI.1.3

CCSS.RI.2.3

CCSS.RI.3.8

CCSS.RI.K.3

Indicate 1 activity that provides ELs with opportunities to develop their Oral Language skills and engage with academic content.

ELs need scaffolds at the word, sentence and discourse level of academic language. Which of the following show a scaffold at the sentence level?

• home language and a dictionary

• word map

• unpack dense sentences and summarize each chunk

• visuals and home language

Tags

CCSS.RF.1.4C

CCSS.RF.2.4B

CCSS.RF.3.4B

CCSS.RF.3.4C

CCSS.RF.K.3D

When teaching essential vocabulary, ELs benefit from working with a brief informational text connected to the topic studied and practice _______ in multiple contexts.

• 3 words

• 20 words

• as many topic related words as possible

• 5 - 10 words

Tags

CCSS.L.11-12.6

CCSS.RI.4.4

CCSS.W.5.2D

CCSS.W.6.2D

CCSS.W.8.2D

Which of the following strategies can help you teach background knowledge?

• short texts with supplementary questions

• home language support

• visuals, web links and sentence starters

• all of the above

Tags

CCSS.RF.1.4C

CCSS.RF.2.3C

CCSS.RF.2.3E

CCSS.RF.2.4A

CCSS.RF.3.3B

ELLs need explicit instruction and opportunities to engage in close reading of texts across content areas. You should engage your learners in ______ close read/reads of a text.

• one

• two

• three

• four

Tags

CCSS.RF.1.3A

CCSS.RF.1.3G

CCSS.RF.1.4B

CCSS.RF.2.4B

CCSS.RF.3.3B

Identify one reading scaffold you can use to support your ELLs.

Tags

CCSS.RF.1.4A

CCSS.RF.2.4B

CCSS.RF.5.3A

CCSS.RF.5.4A

CCSS.RL.7.10

ELLs benefit from free writing activities.

• True

• False

Knowing the stages of second-language acquisition ensures we teach lessons that complement these stages. For a learner in the developing stage, we can use graphic organizers, break the text into smaller chunks and reduce the linguistic load.

• True

• False