Language Activities

for
English Learners
Listening
Speaking
Reading
Writing
Compiled by:
Grace Westlake, Director
Learning Strategies
Bilingual/ESL Department
San Felipe Del Rio C.I.S.D.
Revised 10/06/2021
PLDs, ELPS and Teacher Behaviors
 BEGINNING LISTENING
PLDs ELPS SE: (2) Cross-curricular second language acquisition/ LISTENING TEACHER BEHAVIOR
English language learners (ELLs) The ELL listens to a variety of speakers including teachers, peers, and electronic • Speak in a clear, concise
have little or no ability to media to gain an increasing level of comprehension of newly acquired language in manner, such as using
understand spoken English used all content areas. ELLs may be at the beginning, intermediate, advanced, or
in academic and social settings. shorter sentences and fewer
advanced high stage of English language acquisition in listening. In order for the pronouns.
These students: ELL to meet grade- level learning expectations across the foundation and
enrichment curriculum, all instruction delivered in English must be linguistically • Provide and/or allow
• struggle to understand simple accommodated (communicated, sequenced, and scaffolded) commensurate with
conversations and simple clarification in their native
the student’s level of English language proficiency.
discussions even when the language, including assistance
The student is expected to: from peers.
topics are familiar and the
speaker uses linguistic A. distinguish sounds and intonation patterns of English with increasing
supports (e.g., visuals, slower • Implement gestures, visuals
ease;
speech and other verbal cues, and movement for added
gestures) B. recognize elements of the English sound system in newly acquired emphasis to communicate
• struggle to identify and vocabulary such as long and short vowels, silent letters, andconsonant language and expectations
distinguish individual words and clusters;
(kinesthetic and phonemic
phrases during social and C. learn new language structures, expressions, and basic and academic awareness).
instructional interactions that vocabulary heard during classroom instruction and interactions;
have not been intentionally • Frequently check for
D. monitor understanding of spoken language during classroom instruction
modified for ELLs and interactions and seek clarification as needed; understanding since most
• may not seek clarification in students will not have the
English when failing to E. use visual, contextual, and linguistic support to enhance and confirm ability to seek clarification.
comprehend the English they understanding of increasingly complex and elaborated spoken language;
• Expect student to struggleto
hear; frequently remain silent, F. listen to and derive meaning from a variety of media such as audio tape, understand simple
watching others for cues video, DVD, and CD ROM to build and reinforce concept and language conversations.
attainment;

G. understand the general meaning, main points, and important details of • Model "survival" language by
spoken language ranging from situations in which topics, language, and saying and showing the meaning
contexts are familiar to unfamiliar; – point to visuals when
H. understand implicit ideas and information in increasingly complex spoken speaking. (For example— Say:
language commensurate with grade-level learning expectations;and "Open your book," then open a
I. demonstrate listening comprehension of increasingly complex spoken English by book while student observes.)
following directions, retelling or summarizing spoken messages, responding to
questions and requests, collaborating with peers, and taking notes commensurate (Emerging)
with content and grade-levelneeds.
• Pre-teach social and academic
vocabulary before discussions or
reading.

• Teach phrases for student to

request repetition, slowing
down, or rephrasing.

• Use gestures for

memorization of routines and
some academic tasks.
 INTERMEDIATE LISTENING
PLDs ELPS SE: (2) Cross-curricular second language acquisition/ LISTENING TEACHER BEHAVIOR
Intermediate ELLs have the The ELL listens to a variety of speakers including teachers, peers, and electronic • Break down multi-step
ability to understand simple, media to gain an increasing level of comprehension of newly acquired language in all oral directions to one
high-frequency spoken content areas. ELLs may be at the beginning, intermediate, advanced, or advanced
English used in routine high stage of English language acquisition in listening. In order for the ELL to meet step at a time.
academic and social settings. grade- level learning expectations across the foundation and enrichment curriculum, • Extensively use visual
all instruction delivered in English must be linguistically accommodated and verbal cues to
Thesestudents: (communicated, sequenced, and scaffolded) commensurate with the student’s level
 usually understand reinforce spoken or
of English language proficiency.
simple or routine written words, especially
The student is expected to: for academic tasks.
directions, as well as
short, simple A. distinguish sounds and intonation patterns of English with • Employ simplified
conversations and increasing ease; language, high-frequency
short, simple B. recognize elements of the English sound system in newly acquired vocabulary, and pre-teach
discussions on familiar vocabulary such as long and short vowels, silent letters, and consonant academic vocabulary for
topics; when topics are clusters; unfamiliar topics.
unfamiliar, require C. learn new language structures, expressions, and basic and • Stress key ideas and
extensive linguistic academic vocabulary heard during classroom instruction and vocabulary through
supports and interactions; intonation and slower
adaptations (e.g., D. monitor understanding of spoken language during classroom instruction speech, such as
visuals, slower speech and interactions and seek clarification as needed; longer natural
and other verbal cues, pauses.
E. use visual, contextual, and linguistic support to enhance and confirm
simplified language,
understanding of increasingly complex and elaborated spoken
gestures, pre- teaching • Provide students with
language;
to preview or build phrases or simple
topic-related F. listen to and derive meaning from a variety of media such as audio tape, sentence frames to
video, DVD, and CD ROM to build and reinforce concept and language seek clarification.
vocabulary)
attainment;
 often identify and • Provide opportunities for
distinguish key words and G. understand the general meaning, main points, and important details of
phrases necessary to spoken language ranging from situations in which topics, language, and listening to peers in
understand the general contexts are familiar to unfamiliar; social and classroom
meaning (gist) during H. understand implicit ideas and information in increasingly complex settings
social and basic spoken language commensurate with grade-level learning expectations;
Instructional • Allow for some
interactions that have and processing time.
not been I. demonstrate listening comprehension of increasingly complex spoken English
intentionally modified by following directions, retelling or summarizing spoken messages, • Provide opportunities
for ELLs responding to questions and requests, collaborating with peers, and taking for students to request
 have the ability to seek notes commensurate with content and grade-level needs. clarification, repetition,
clarification in English and rephrasing.
when failing to
comprehend the English
they hear by
requiring/requesting the
speaker to repeat, slow
down, or rephrase
speech
 ADVANCED LISTENING

PLDs ELPS SE: (2) Cross-curricular second language acquisition/ LISTENING TEACHER BEHAVIOR
Advanced ELLs have the The ELL listens to a variety of speakers including teachers, peers, and electronic
ability to understand, with • Allow extra processing time
media to gain an increasing level of comprehension of newly acquired language when academic tasks are
second language acquisition in all content areas. ELLs may be at the beginning, intermediate, advanced, or
support, grade-appropriate advanced high stage of English language acquisition in listening. In order for the complex and unfamiliar
spoken English used in ELL to meet grade- level learning expectations across the foundation and
academic and social settings enrichment curriculum, all instruction delivered in English must be linguistically • Allow extra processing time
These students: accommodated (communicated, sequenced, and scaffolded) commensurate when academic tasks are
with the student’s level of English language proficiency. complex and unfamiliar.
• usually understand
longer, more elaborated The student is expected to: • Provide opportunities
directions, for student to
conversations, and A. distinguish sounds and intonation patterns of English with
increasing ease; request clarification,
discussions on familiar repetition, slowing
and some unfamiliar B. recognize elements of the English sound system in newly acquired
topics, but sometimes down and rephrasing
vocabulary such as long and short vowels, silent letters, and
need processing time consonant clusters; • Utilize some visuals,
and sometimes depend verbal cues, and
on visuals, verbal cues, C. learn new language structures, expressions, and basic and gestures to support
and gestures to support academic vocabulary heard during classroom instruction and understanding,
understanding interactions; especially when topics
D. monitor understanding of spoken language during classroom are unfamiliar.
• understand most main
points, most important instruction and interactions and seek clarification as needed;
details, and some E. use visual, contextual, and linguistic support to enhance and confirm
implicit information understanding of increasingly complex and elaborated spoken
during social and basic language;
instructional
interactions that have F. listen to and derive meaning from a variety of media such as audio
not been intentionally tape, video, DVD, and CD ROM to build and reinforce concept and
modified for ELLS language attainment;
G. understand the general meaning, main points, and important details
• occasionally of spoken language ranging from situations in which topics,
require/request the language, and contexts are familiar to unfamiliar;
speaker to repeat, slow
down, or rephrase to H. understand implicit ideas and information in increasingly complex
clarify the meaning of spoken language commensurate with grade-level learning
the English they hear expectations;and
I. demonstrate listening comprehension of increasingly complex spoken
English by following directions, retelling or summarizing spoken
messages, responding to questions and requests, collaborating with
peers, and taking notes commensurate with content and grade-level
needs.
 ADVANCED HIGH LISTENING
PLDs ELPS SE: (2) Cross-curricular second language acquisition/ LISTENING TEACHER BEHAVIOR
Advanced high ELLs have The ELL listens to a variety of speakers including teachers, peers, and electronic • Occasionally use visuals,
the ability to understand, media to gain an increasing level of comprehension of newly acquired language in verbal cues, and gestures
with minimal second all content areas. ELLs may be at the beginning, intermediate, advanced, or
language acquisition during longer,
advanced high stage of English language acquisition in listening. In order for the elaborated academic
support, grade- ELL to meet grade- level learning expectations across the foundation and
appropriate spoken enrichment curriculum, all instruction delivered in English must be linguistically instructional
English used in accommodated (communicated, sequenced, and scaffolded) commensurate with discussions.
academic and social the student’s level of English language proficiency.
settings. • Provide visuals, verbal
The student is expected to: cues, and gestures when
These students: A. distinguish sounds and intonation patterns of English with increasing ease; material is complex and
• understand longer, elaborated B. recognize elements of the English sound system in newly acquired unfamiliar
directions, conversations, and vocabulary such as long and short vowels, silent letters, and consonant • Provide multiple
discussions on familiar and clusters;
unfamiliar topics with only opportunities to hear
occasional need for C. learn new language structures, expressions, and basic and grade- appropriate
processing time and with little academic vocabulary heard during classroom instruction and spoken English in various
dependence on visuals, interactions; academic and social
verbal cues, and gestures;
some exceptions when D. monitor understanding of spoken language during classroom instruction settings.
complex academic or highly and interactions and seek clarification as needed; • Allow student to seek
specialized language is used E. use visual, contextual, and linguistic support to enhance and confirm clarification as
understanding of increasingly complex and elaborated spoken needed.
• understand main points,
language;
important details, and • Allow some extra
implicit information at a F. listen to and derive meaning from a variety of media such as audio tape, processing time when
level nearly comparable to video, DVD, and CD ROM to build and reinforce concept and language
native English- speaking academic material is
attainment; complex and unfamiliar
peers during social and
instructional interactions G. understand the general meaning, main points, and important details of
spoken language ranging from situations in which topics, language, and
• rarely require/request the contexts are familiar to unfamiliar;
speaker to repeat, slow H. understand implicit ideas and information in increasingly complex
down, or rephrase to clarify spoken language commensurate with grade-level learning
the meaning of the English expectations;and
they hear
I. demonstrate listening comprehension of increasingly complex spoken
English by following directions, retelling or summarizing spoken messages,
responding to questions and requests, collaborating with peers, and taking
notes commensurate with content and grade-level needs.
 BEGINNING SPEAKING
PLDs ELPS SE: (3) Cross-curricular second language acquisition/ SPEAKING TEACHER BEHAVIOR
Beginning English language The ELL speaks in a variety of modes for a variety of purposes with an
learners (ELLs) have little or awareness of different language registers (formal/informal) using • Respect a student’s silent period
no ability to speak English in and do not force them to speak if
academic and social settings. vocabulary with increasing fluency and accuracy in language arts and all
content areas. ELLs may be at the beginning, intermediate, advanced, or the student is hesitant to
These students:
advanced high stage of English language acquisition in speaking. In participate
• mainly speak using order for the ELL to meet grade-level learning expectations across the
single words and short • Accept responses consisting of single
phrases consisting of foundation and enrichment curriculum, all
words and phrases from high familiar
recently practiced, instruction delivered in English must be linguistically accommodated
memorized, or highly (communicated, sequenced, and scaffolded) commensurate with the or memorized vocabulary.
familiar material to get student’s level of English language proficiency. • Frequently model intonation and
immediate needs met;
may be hesitant to The student is expected to: correct pronunciation in a variety
speak and often give of social and academic contexts.
up in their attempts to A. practice producing sounds of newly acquired vocabulary such as
communicate long and short vowels, silent letters, and consonant clusters to • Expect pronunciation errors that
pronounce English words in a manner that is increasingly
• speak using a very comprehensible; may inhibit communication
limited bank of high-
frequency, high- need, B. expand and internalize initial English vocabulary by learning and • Provide words and short
concrete vocabulary, using high-frequency English words necessary for identifying and sentence stems with simple
including key words describing people, places, and objects, by retelling simple stories
and basic information represented or supported by pictures, and sentence structures and tenses
and expressions
needed for basic by learning and using routine language needed for classroom to support speaking
communication in communication;
academic and social • Allow peer practice before
C. speak using a variety of grammatical structures, sentence lengths,
contexts sentence types, and connecting words with increasing accuracy and individual students speak in
• lack the knowledge of ease as more English is acquired; group or to whole class
English grammar D. speak using grade-level content area vocabulary in context to
necessary to connect • Allow non-verbal responses: yes-
ideas and speak in internalize new English words and build academic language
proficiency; no, nods, pointing
sentences; can
sometimes produce E. share information in cooperative learninginteractions; • Provide word wall with visuals
sentences using and short sentences
recently practiced, F. ask and give information ranging from using a very limited bank of high-
memorized, or highly frequency, high-need, concrete vocabulary, including key words and
expressions needed for basic communication in academic and social • Provide word bank of key vocabulary
familiar material
contexts, to using abstract and content-based vocabulary during • Use visuals and have students
• exhibit second language extended speaking assignments;
acquisition errors that point to pictures then say and act
may hinder overall G. express opinions, ideas, and feelings ranging from communicating
single words and short phrases to participating in extended out new vocabulary
communication,
particularly when trying discussions on a variety of social and grade-appropriate academic
topics; (Emerging)
to convey information
beyond memorized, H. narrate, describe, and explain with increasing specificity and detail • Model pronunciation of
practiced, or highly as more English is acquired; academic terms and clap out
familiar material syllables
I. adapt spoken language appropriately for formal and
• typically use
pronunciation informal purposes; and • Provide practice in
that significantly J. respond orally to information presented in a wide variety of print, pronunciation of academic
inhibits electronic, audio, and visual media to build and reinforce concept terms
communication and language attainment.
 INTERMEDIATE SPEAKING
PLDs ELPS SE: (3) Cross-curricular second language acquisition/ SPEAKING TEACHER BEHAVIOR
Intermediate ELLs have the The ELL speaks in a variety of modes for a variety of purposes with an • Allow for extra processing time
ability to speak in a simple awareness of different language registers (formal/informal) using vocabulary
manner using English commonly • Allow for peer interaction
heard in routine academic and with increasing fluency and accuracy in language arts and all content areas.
before expecting a
social settings. ELLs may be at the beginning, intermediate, advanced, or advanced high stage
response
These students: of English language acquisition in speaking. In order for the ELL to meet grade-
level learning expectations across the foundation and enrichment curriculum, • Focus only on corrections that
• are able to express simple, directly interfere with
all
original messages, speak
using sentences, and Instruction delivered in English must be linguistically accommodated meaning. Reinforce learning
participate in short (communicated, sequenced, and scaffolded) commensurate with the student’s by modeling the correct
conversations and level of English language proficiency. usage.
classroom interactions; may
hesitate frequently and for The student is expected to: • Allow sufficient wait time so
long periods to think about A. practice producing sounds of newly acquired vocabulary such as longand a student can process and
how to communicate short vowels, silent letters, and consonant clusters to pronounce English communicate their
desired meaning words in a manner that is increasingly comprehensible; response.
• speak simply using basic B. expand and internalize initial English vocabulary by learning and using high-
vocabulary needed in • Provide simple sentence frames,
frequency English words necessary for identifying and describing people,
everyday social interactions places, and objects, by retelling simple stories and basic information answer choices, or graphic organizers
and routine academic represented or supported by pictures, and by learning and using routine for students to use in their response.
contexts; rarely have language needed for classroom communication;
vocabulary to speak in • Focus on the content of student’s
detail exhibit an emerging C. speak using a variety of grammatical structures, sentence lengths, sentence
types, and connecting words with increasing accuracy and ease as more response and not on pronunciation or
awareness of English
grammar and speak using English is acquired; grammatical errors.
mostly simple sentence D. speak using grade-level content area vocabulary in context to internalize
structures and simple • Realize that students may
tenses; are most new English words and build academic language proficiency; speak mostly in simple,
comfortable speaking in E. share information in cooperative learninginteractions; present tense sentences
present tense and rarely with any details.
F. ask and give information ranging from using a very limited bank of high-
• exhibit second language frequency, high-need, concrete vocabulary, including key words and
acquisition errors that may expressions needed for basic communication in academic and social • Provide sentence stems with
hinder overall contexts, to using abstract and content-based vocabulary during extended more complex grammar,
communication when trying speaking assignments; vocabulary and advanced
to use complexor less G. express opinions, ideas, and feelings ranging from communicating single academic language
familiar English structures (to justify,
words and short phrases to participating in extended discussions on a variety
• use pronunciation that of social and grade-appropriate academic topics; compare, etc.)
can usually be
understood by people H. narrate, describe, and explain with increasing specificity and detail as more • Provide opportunities for
accustomed to English is acquired;
social conversation on
interacting with ELLs I. adapt spoken language appropriately for formal and informal purposes; unfamiliar topics
and
• Provide students with
J. respond orally to information presented in a wide variety of print, electronic,
audio, and visual media to build and reinforce concept and language phrases/language used
attainment. in presentations
• Provide opportunities for
students to practice
presenting with partners
before getting in front of class
 ADVANCED SPEAKING
PLDs ELPS SE: (3) Cross-curricular second language acquisition/ SPEAKING TEACHER BEHAVIOR
Advanced ELLs have the ability to The ELL speaks in a variety of modes for a variety of purposes with an awareness of • Assign oral presentations to
speak using grade- appropriate different language registers (formal/informal) using vocabulary with increasing fluency and practice using content-
English, with second language accuracy in language arts and all content areas. ELLs may be at the beginning, based terms and common
acquisition support, in academic
and social settings.
intermediate, advanced, or advanced high stage of English language acquisition in abstract vocabulary.
speaking. In order for the ELL to meet grade-level learning expectations across the
Thesestudents: • Use graphic organizers
foundation and enrichment curriculum, all
instruction delivered in English must be linguistically accommodated (communicated, and sentence stems to
• are able to participate
comfortably in most sequenced, and scaffolded) commensurate with the student’s level of English language develop
conversations and academic proficiency. student’s ability to use present,
discussions on familiar topics,
The student is expected to: past, and future tenses and
with some pauses to restate, complex grammar with
repeat, or search forwords and A. practice producing sounds of newly acquired vocabulary such as long and short unfamiliar academic topics
phrases to clarify meaning vowels, silent letters, and consonant clusters to pronounce English words in a
manner that is increasingly comprehensible; while speaking.
• discuss familiar academic topics
B. expand and internalize initial English vocabulary by learning and using high-frequency • Have student
using content-based terms and
common abstract vocabulary; English words necessary for identifying and describing people, places, and objects, by participate cooperative
can usually speak in some retelling simple stories and basic information represented or supported by pictures, group work to support
detail on familiar topics and by learning and using routine language needed for classroomcommunication; peer interactions.
• have a grasp of basic grammar C. speak using a variety of grammatical structures, sentence lengths, sentence types, • Provide opportunities
features, including a basic ability and connecting words with increasing accuracy and ease as more English is for extended
to narrate and describe in acquired; discussions.
present, past, and future tenses;
D. speak using grade-level content area vocabulary in context to internalize new
have an emerging ability to use • Practice idiomatic phrases
complex sentences and complex English words and build academic language proficiency;
in context
grammar features E. share information in cooperativelearning interactions;
• make errors that interfere F. ask and give information ranging from using a very limited bank of high-frequency,
somewhat with high- need, concrete vocabulary, including key words and expressions needed for
communication when using basic communication in academic and social contexts, to using abstract and
complex grammar structures, content-based vocabulary during extended speakingassignments;
long sentences, and less G. express opinions, ideas, and feelings ranging from communicating single words and short
familiar words and phrases to participating in extended discussions on a variety of social and grade-
expressions appropriate academic topics;
• may mispronounce words, but H. narrate, describe, and explain with increasing specificity and detail as more
use pronunciation that can
English is acquired;
usually be understood by people
not accustomed to interacting I. adapt spoken language appropriately for formal and informal purposes; and
with ELLs
J. respond orally to information presented in a wide variety of print, electronic, audio,
and visual media to build and reinforce concept and language attainment.
 ADVANCED HIGH SPEAKING
PLDs ELPS SE: (3) Cross-curricular second language acquisition/ SPEAKING TEACHER BEHAVIOR
Advanced high ELLs have the The ELL speaks in a variety of modes for a variety of purposes with an awareness of • Ask students to narrate
ability to speak using grade- different language registers (formal/informal) using vocabulary with increasing fluency and and describe
appropriate English, with accuracy in language arts and all content areas. ELLs may be at the beginning, problem- solving
minimal second language
intermediate, advanced, or advanced high stage of English language acquisition in strategiesusing
acquisition support, in
academic and social speaking. In order for the ELL to meet grade-level learning expectations across the complex sentences.
settings. foundation and enrichment curriculum, all
instruction delivered in English must be linguistically accommodated (communicated, • Introduce, model, practice, and
These students: review the use of idioms and
sequenced, and scaffolded) commensurate with the student’s level of English language
• are able to participate in colloquialisms in a variety of
proficiency.
extended discussions on a social and academic contexts.
variety of social and grade- The student is expected to:
appropriate academic topics • Encourage students to
A. practice producing sounds of newly acquired vocabulary such as long and short
with only occasional vowels, silent letters, and consonant clusters to pronounce English words in a participate in a variety
disruptions, hesitations, or manner that is increasingly comprehensible; of extended social
pauses and academic
B. expand and internalize initial English vocabulary by learning and using high-frequency
discussions.
• communicate effectively using English words necessary for identifying and describing people, places, and objects, by
abstract and content-based retelling simple stories and basic information represented or supported by pictures, • Provide sentence
vocabulary during classroom and by learning and using routine language needed for classroomcommunication; stems with past,
instructional tasks, with some
exceptions when low-
C. speak using a variety of grammatical structures, sentence lengths, sentence types, present, future,
frequency or academically and connecting words with increasing accuracy and ease as more English is complex grammar,
demanding vocabulary is acquired; content-based
needed; usemany of the D. speak using grade-level content area vocabulary in context to internalize new vocabulary and
same idioms and English words and build academic language proficiency; abstract terms
colloquialisms as their native
English-speaking peers E. share information in cooperativelearning interactions;

• can use English grammar F. ask and give information ranging from using a very limited bank of high-frequency,
structures and complex high- need, concrete vocabulary, including key words and expressions needed for
sentences to narrate and basic communication in academic and social contexts, to using abstract and
describe at a level nearly content-based vocabulary during extended speakingassignments;
comparable to native G. express opinions, ideas, and feelings ranging from communicating single words and short
English- speaking peers phrases to participating in extended discussions on a variety of social and grade-
• make few second language appropriate academic topics;
acquisition errors that H. narrate, describe, and explain with increasing specificity and detail as more
interfere with overall
English is acquired;
communication
I. adapt spoken language appropriately for formal and informal purposes; and
• may mispronounce words,
but rarely use J. respond orally to information presented in a wide variety of print, electronic, audio,
pronunciation that and visual media to build and reinforce concept and language attainment.
interferes with overall
communication
Activities
Relay the
Message
This classic game, otherwise known as “running dictation,” is a great active ice breaker, as well as a natural
way to introduce a topic.

• Put students in pairs or groups of three, assigning one (or two) as runner and one as writer. Sit the
writers at tables at one end of the room.

• Stick pre-printed messages at the other side of the room, one for each group or pair. These
messages can be the same or different, easy or difficult, long or short, dependingon the level and
goals of the class.

• When you shout the word “go,” the runner runs to the message, reading and remembering what
they can. This can be as much as a few sentences or as little as one word. The aim is to be able
to relay it accurately to the writer.

• The runner goes back to the writer to relay the part of the message that they memorized. The
writer (you guessed it!) writes it down.

• Repeat until the message is complete. Teams score points for speed but more importantly for
accuracy of spelling and punctuation.
Back to Back
Interview
This is a great activity for practicing listening without relying on lip reading or actions. It also incorporates
speaking practice, thus killing two birds with one stone. You can use this activity to introduce famous people
you want to talk about during your lesson

• Pairs of students sit back-to-back, one as the interviewer with a list of questions.

• The interviewee is given a famous person to role play, with a list of answers. (This can also be
done as an exercise to learn more about each other personally. For example, at the beginning
of a course when students don’t know each other well).

• The interviewer asks the questions, writing down the answers as they go along.

• The fastest interviewer to work out who they’re talking to wins!

Minimal Pairs Pronunciation Activities
A minimal pair is a pair of words which differ only in one sound. They are a great way to help your students become more
aware of their problems with pronunciation. For example, Spanish speaking students often struggle with the pairs "sheet" and
"seat", or "cat" and "cut". They can really improve their pronunciation by practicing these pairs.

Note: these are short activities (5-15 minutes, depending on how much teacher input is necessary). They can focus on just two sounds (e.g. /s/
and /z/) or lots of different sounds - it's up to you. There is also a list of minimal pairs here if you want some words to use with the activities

Idea 1: Number dictation 1 2

Write the minimal pairs on the board in a table, as in the example opposite. Drill the pronunciation around the class. Then, cut cat
dictate four of the words, but tell the students they only need to write the number, not the word. So, if you say "cut, but,
ankle, fun" the students should write "1,1,2,1". Then the students work in pairs - one dictates the words, the other says but bat
which number. uncle ankle
fun fan

Idea 2: Silent dictation

Exactly as above, but instead of saying the word, you mouth it silently. Note this only works for words which occur in a
different place in the mouth - sounds like /p/ and /b/ will look pretty much the same when mouthed!

Idea 3: Vocab-Grab Game

Students work in groups of 3-4. Put a few minimal pairs on slips of paper (one word per paper) and give a set to each group.
Then call out a word. The students race to grab the correct word. Keep calling until there's none left. Then get the students
working within their groups. One student calls out the words, the others grab the word he/she said. Encourage lots of
competition to keep them motivated.

Idea 5: Shouting Dictation

A bit noisy, but great to get students exaggerating the mouth shapes. Students work in pairs. Each student has a different set of
words which they must dictate to their partner. But, get them to stand on opposite sides of the room, so they must shout. Play
background music to make it even more challenging
Minimal Pairs Pronunciation Activities cont.
Idea 6: Stand-up, sit down
As Idea 1, you put the table with your minimal pairs on the board. Assign each sound an action. For example, the sound /r/ could be "stand up",
and the sound /l/ could be "sit down". Then you call out the words, and the students should perform the action. The last student to do the
correct action becomes 'caller' and calls out the next word.

Idea 7: Minimal Pair Exploration

You need two different minimal pairs for this (e.g. s + z, p + b). Put some words from each pair on the board and drill them. Assign each of the
sounds a direction (e.g. s=left, z=right, p=up, b=down). Draw a 5*5 grid on the board. Draw some obstacles and some treasure in the grid. Then
give directions by saying the words from the minimal pairs - students follow the directions and say where you end up. Then they draw their own
grids and give directions to each other.

Idea 9: Minimal Pair Fruit Salad

You could use a few minimal pairs for this - one pair for each 6 - 8 students. Give each student a sound (e.g. for 18 students you could have three
students with /s/, three with /z/, three with /r/, three with /l/, three with /b/ and three with /v/). Students sit in a circle. Then you call out a
word (e.g. 'right'), and students who have their sound in that word (all the /r/ students) should stand and race to swap seats. You should try to
steal one of the chairs, so one of the students is left standing. That students then calls out another word and play continues
 Minimal Pairs Lists
p f r l t θ ʃ tʃ æ eɪ
poor four fry fly tin thin shoes choose hat hate
pair fair right light true through sheep cheap mad made
pine fine grammar glamour tree three wash watch lack lake
pill fill wrong long taught thought mash match back bake
please fleas wrist list boat both cash catch cap cape
w v ŋk ŋ æ ʌ v b ɪ i: ɑ: ɔ:
wine vine think thing cat cut vote boat ship sheep far four
west vest sank sang ankle uncle very berry it eat tart taught
while vile bank bang ran run van ban hit heat part port
wet vet rink ring drank drunk vest best bin bean farm form
wary vary sunk sung match much vet bet live leave barn born
æ e p b s θ d ð ɜ: ɔ: ʃ s
bat bet pin bin sin thin doze those work walk ship sip
dad dead pest best sum thumb day they bird bored she sea
pack peck pig big sank thank dare there fur for sure sore
sad said pit bit sink think den then shirt short shoot suit
tan ten poured bored saw thaw dough though sir saw shy sigh
s z
sip zip
sue zoo
place plays
rice rise
ice eyes
Follow
Directions
This activity provides excellent English listening practice which will prepare students to ask for directions in a
foreign country. It allows students to gain audio rather than visual practice with receiving directions, giving them
the ability to understand step by stepinstructions.

• Provide students with a street map, either a real one or something tailored to
the activity and their level. You can even go crazy and create a big one for
the classroom floor!

• Split the students into teams, and have one person go at a time.

• Read instructions for the student to follow, such as “go straight two blocks.” To
win a point, the student must successfully navigate the map until they find the
right store, the lost friend or the buried treasure.

Telephone
In this game, students are responsible for listening carefully to their peers as well as successfullyrelaying
a message. It encourages students to determine similar sounding words from one other, and can be used
as a starter activity to introduce any topic.

• Create two teams of students and set up both teams in lines. The end of each
team line should be at the whiteboard.

• Whisper a word or sentence to the student farthest away from the whiteboard,
and then have them whisper the message they heard to the next student. Each
student whispers to the next until the end of the line.

• The last student writes the message on the board. The winner is the team with
the most accurate spelling, pronunciation and content, although bonus points
for originality and hilarity may be awarded!
A way of getting input from all students during a class discussion is to
ask students to write a bulleted list in response to an open-ended
question. Students write their responses to the question and stand up.
The teacher calls on students one at a time to respond to the
question. If students share the same answer, they cross it off their
lists. The teacher continues to call on students, and students continue
to cross off items from their lists as they hear duplicateresponses.
When all items on the students’ lists have been crossed off, they sit
down. The activity continues until all students are seated. (Fisher &
Frey, 2007)
In this simulation, one student takes the role of an expert
and the other, of a novice. The expert responds to
questions asked by the novice. The procedure can be used
for lower level cognitive activities such as having students
introduce one another to classroom procedures, as well as
higher level activities such as explaining content area
concepts in depth. The procedure can also be used to
model the differences between formal and informal English,
with the expert speaking formally and the novice informally.
PLDs, ELPS and Teacher Behaviors
 BEGINNING READING 2 ND – 12TH
PLDs ELPS SE: (4) Cross-curricular second language acquisition/READING TEACHER BEHAVIOR
Beginning English language The ELL reads a variety of texts for a variety of purposes with an increasing level of • Display and explain multiple
learners (ELLs) have little or comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or examples of
no ability to read and advanced high stage of English language acquisition in reading. In order for the ELL to meet
understand English used in environmental print
grade-level learning expectations across the foundation and enrichment curriculum, all including but not limited
academic and social
instruction delivered in English must be linguistically accommodated (communicated, to labels, signs, and
contexts.
sequenced, and scaffolded) commensurate with the
logos.
These students: student’s level of English language proficiency. For Kindergarten and
Grade 1, certain of these student expectations apply to text read aloud for students not yet at the • Respect that students may not
read and understand the very stage of decoding written text. feel comfortable reading aloud
limited recently practiced, since they may read slowly,
The student is expected to:
memorized, or highly familiar word by word.
English they have learned; (A) learn relationships between sounds and letters of the English language and decode
(sound out) words using a combination of skills such as recognizing sound-letter • Read aloud to model
vocabulary predominantly
includes relationships and identifying cognates, affixes, roots, and base words; enunciation and the use
- environmental print of English language
(B) recognize directionality of English reading such as left to right and top to bottom;
- some veryhigh- structures.
(C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend
frequency words • Use simplified
- concrete words that can be English vocabulary and language structures used routinely in written classroom
represented by pictures materials; (adapted), decodable
(D) use pre-reading supports such as graphic organizers, illustrations, and pre-taught texts with visuals and
• read slowly, word by word highly- familiar English
topic-related vocabulary and other pre-reading activities to enhance comprehension of
• have a very limited sense they have learned.
written text;
of English language
structures (E) read linguistically accommodated content area material with a decreasing need for • Use visual support
linguistic accommodations as more English is learned;
• comprehend • Use adapted text
predominantly isolated (F) use visual and contextual support and support from peers and teachers to read
or leveled
familiar words and grade- appropriate content area text, enhance and confirm understanding, and
phrases; comprehend readers
develop vocabulary, grasp of language structures, and background knowledge
some sentences in highly needed to comprehend increasingly challenging language; • Allow students to
routine contexts or
recently practiced, highly (G) demonstrate comprehension of increasingly complex English by participating in shared practice with audio
familiartext reading, retelling or summarizing material, responding to questions, and taking notes texts or computerized
• are highly dependent on commensurate with content area and grade level needs; text
visuals and prior
knowledge to (H) read silently with increasing ease and comprehension for longer periods; • Practice high
derive meaning (I) demonstrate English comprehension and expand reading skills by employing basic reading frequency words,
from text in skills such as demonstrating understanding of supporting ideas and details in text and concrete terms
English graphic sources, summarizing text, and distinguishing main ideas from details
commensurate with content area needs; • Organize
are able to apply
reading comprehension reading in
(J) demonstrate English comprehension and expand reading skills by employing inferential skills
skills in English only chunks
such as predicting, making connections between ideas, drawing inferences and conclusions
when reading texts
from text and graphic sources, and finding supporting text evidence commensurate with • Allow students to work
written for this level
content area needs; and in pairs
(K) demonstrate English comprehension and expand reading skills by employing analytical
skills such as evaluating written information and performing critical analyses
commensurate with content area and grade- level needs.
 INTERMEDIATE READING 2ND – 12TH
PLDs ELPS SE: (4) Cross-curricular second language acquisition/READING TEACHER BEHAVIOR
Intermediate ELLs have the ability The ELL reads a variety of texts for a variety of purposes with an increasing level of  Allow students to read
to read and understand simple, comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or independently providing them
high- frequency English used in advanced high stage of English language acquisition in reading. In order for the ELL to meet with additional time to
routine academic and social read slowly and reread
grade-level learning expectations across the foundation and enrichment curriculum, all
contexts. for clarification.
instruction delivered in English must be linguistically accommodated (communicated,
These students: sequenced, and scaffolded) commensurate with the  Use high-interest
student’s level of English language proficiency. For Kindergarten and (adapted text) texts that
• read and understand Grade 1, certain of these student expectations apply to text read aloud for students not yet at the usecommon vocabulary
English vocabulary on a stage of decoding written text. used routinely in
somewhat wider range of everyday oral and
topics andwith increased The student is expected to: academic language.
depth; vocabulary
(A) learn relationships between sounds and letters of the English language and decode
predominantlyincludes  Increase student’s
(sound out) words using a combination of skills such as recognizing sound-letter
- everyday oral language comprehension of text
relationships and identifying cognates, affixes, roots, and base words;
- literal meanings of with visuals, peer
common words (B) recognize directionality of English reading such as left to right and top to bottom; support, pre- taught
- routine academic languageand (C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend topic-related vocabulary
terms English vocabulary and language structures used routinely in written classroom andpredictable stories.
- commonly used abstract
materials;  Provide visual and
language such as terms
used to describe basic (D) use pre-reading supports such as graphic organizers, illustrations, and pre-taught linguistic supports
feelings topic-related vocabulary and other pre-reading activities to enhance comprehension of  Provide leveled readers
• often read slowly and in written text; for grade level content
short phrases; may re-read
(E) read linguistically accommodated content area material with a decreasing need for  Help students make
to clarify meaning
linguistic accommodations as more English is learned; connections with new
• have a growing
understanding of (F) use visual and contextual support and support from peers and teachers to read vocabulary by teaching
basic, routinely used grade- appropriate content area text, enhance and confirm understanding, and derivations or word
English language develop vocabulary, grasp of language structures, and background knowledge families such as,
structures needed to comprehend increasingly challenging language; "important, importance,
• understand simple sentences in importantly"
short, connected texts, but are (G) demonstrate comprehension of increasingly complex English by participating in shared
dependent on visual cues, reading, retelling or summarizing material, responding to questions, and taking notes
topic familiarity, prior commensurate with content area and grade level needs;
knowledge, pre- taught topic-
related vocabulary, story (H) read silently with increasing ease and comprehension for longer periods;
predictability, and teacher/ (I) demonstrate English comprehension and expand reading skills by employing basic reading
peer assistance to sustain skills such as demonstrating understanding of supporting ideas and details in text and
comprehension graphic sources, summarizing text, and distinguishing main ideas from details
• struggle to independently read commensurate with content area needs;
and understand grade-level texts
(J) demonstrate English comprehension and expand reading skills by employing inferential skills
are able to apply basic and such as predicting, making connections between ideas, drawing inferences and conclusions
some higher-order
from text and graphic sources, and finding supporting text evidence commensurate with
comprehension skills when
reading texts that are content area needs; and
linguistically accommodated (K) demonstrate English comprehension and expand reading skills by employing analytical
and/or simplified for this skills such as evaluating written information and performing critical analyses
level commensurate with content area and grade- level needs.
 ADVANCED READING 2ND – 12TH
PLDs ELPS SE: (4) Cross-curricular second language acquisition/READING TEACHER BEHAVIOR
Advanced ELLs have the ability to The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension  Read and think aloud to focus on
read and understand, with second in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high main points, details, context clues,
language acquisition support, stage of English language acquisition in reading. In order for the ELL to meet grade-level learning and abstract vocabulary.
grade-appropriate English used in
expectations across the foundation and enrichment curriculum, all instruction delivered in English
academic and socialcontexts.  Pre-teach low-frequency and
These students: must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate
multiple-meaning vocabulary
• read and understand, with with the
used in social and academic
second language acquisition student’s level of English language proficiency. For Kindergarten and
contexts.
support, a variety of grade- Grade 1, certain of these student expectations apply to text read aloud for students not yet at the
appropriate English stage of decoding written text.  Using varied
vocabulary used in socialand cooperative groups to
academic contexts: The student is expected to: encourage and provide
- with second language student with oral
(A) learn relationships between sounds and letters of the English language and decode (sound
acquisition support, reading opportunities.
out) words using a combination of skills such as recognizing sound-letter relationships and
read and understand
grade- appropriate identifying cognates, affixes, roots, and base words;  Provide visual and
concreteand abstract (B) recognize directionality of English reading such as left to right and top to bottom; linguistic supports
vocabulary, but have including adapted text for
difficulty with less (C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend
unfamiliar topics
commonly encountered English vocabulary and language structures used routinely in written classroom materials;
words
(D) use pre-reading supports such as graphic organizers, illustrations, and pre-taught topic-
- demonstrate an
related vocabulary and other pre-reading activities to enhance comprehension of written
emerging ability to
text;
understand
words and (E) read linguistically accommodated content area material with a decreasing need for
phrases beyond linguistic accommodations as more English is learned;
their literal (F) use visual and contextual support and support from peers and teachers to read grade-
meaning appropriate content area text, enhance and confirm understanding, and develop
• understand multiple meanings vocabulary, grasp of language structures, and background knowledge needed to
of commonly usedwords comprehend increasingly challenging language;
• read longer phrases and (G) demonstrate comprehension of increasingly complex English by participating in shared
simple sentences from reading, retelling or summarizing material, responding to questions, and taking notes
familiar text with appropriate commensurate with content area and grade level needs;
rate and speed
• are developing skill in using their (H) read silently with increasing ease and comprehension for longer periods;
growing familiarity with English (I) demonstrate English comprehension and expand reading skills by employing basic reading
language structures toconstruct skills such as demonstrating understanding of supporting ideas and details in text and
meaning of grade-appropriate
graphic sources, summarizing text, and distinguishing main ideas from details commensurate
text
with content area needs;
• are able to apply basic and
higher-order comprehension (J) demonstrate English comprehension and expand reading skills by employing inferential skills
skills when reading grade- such as predicting, making connections between ideas, drawing inferences and conclusions
appropriate text, but are still from text and graphic sources, and finding supporting text evidence commensurate with content
occasionally dependent on area needs; and
visuals, teacher/peer
(K) demonstrate English comprehension and expand reading skills by employing analytical skills
assistance, and other
such as evaluating written information and performing critical analyses commensurate with
linguistically accommodated
text features to determine or content area and grade- level needs.
clarify meaning, particularly
with unfamiliar topics
 ADVANCED HIGH READING 2ND – 12TH
PLDs ELPS SE: (4) Cross-curricular second languageacquisition/READING TEACHER BEHAVIOR
Advanced high ELLs have the The ELL reads a variety of texts for a variety of purposes with an increasing level of  Use grade-appropriate texts that
ability to read and understand, comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or will promote vocabulary
with minimal second language advanced high stage of English language acquisition in reading. In order for the ELL to meet development of low-frequency or
acquisition support, grade specialized, content-specific
grade-level learning expectations across the foundation and enrichment curriculum, all
appropriate English used in words.
academic and social contexts. instruction delivered in English must be linguistically accommodated (communicated,
sequenced, and scaffolded) commensurate with the  Assign research projects
These students: student’s level of English language proficiency. For Kindergarten and that are grade and/or
• read and understand Grade 1, certain of these student expectations apply to text read aloud for students not yet at the content specific.
vocabulary at a level nearly stage of decoding written text.
comparable to that of their  Have students read texts
native English- speaking peers, The student is expected to: that require higher-order
with some exceptions when comprehension skills such
low-frequencyor specialized (A) learn relationships between sounds and letters of the English language and decode
as understanding
vocabulary is used (sound out) words using a combination of skills such as recognizing sound-letter
expository text, drawing
• generally read relationships and identifying cognates, affixes, roots, and base words;
conclusionsand
grade- (B) recognize directionality of English reading such as left to right and top to bottom; constructing meaning of
appropriate, unfamiliar concepts.
familiar (C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend
text with appropriate English vocabulary and language structures used routinely in written classroom  Provide abstract grade
rate, speed, materials; level reading with
intonation, and (D) use pre-reading supports such as graphic organizers, illustrations, and pre-taught support for
topic-related vocabulary and other pre-reading activities to enhance comprehension of comprehending and
expression
analyzing text
are able to, at a level nearly written text;
comparable to native  Provide some visual
(E) read linguistically accommodated content area material with a decreasing need for
English- speaking peers, and linguistic
linguistic accommodations as more English is learned;
use their familiarity with supports
English language (F) use visual and contextual support and support from peers and teachers to read
grade- appropriate content area text, enhance and confirm understanding, and  Allow students to complete
structures to construct
meaning of grade- develop vocabulary, grasp of language structures, and background knowledge graphic organizers to
appropriate text needed to comprehend increasingly challenging language; demonstrate
comprehension
(G) demonstrate comprehension of increasingly complex English by participating in shared
• are able to apply, with  Allow students to
minimal second language reading, retelling or summarizing material, responding to questions, and taking notes
commensurate with content area and grade level needs; collaborate on analysis of
acquisition support and at a
level nearly comparable to texts
(H) read silently with increasing ease and comprehension for longer periods;
native English- speaking
peers, basic and higher- (I) demonstrate English comprehension and expand reading skills by employing basic reading
order comprehension skills skills such as demonstrating understanding of supporting ideas and details in text and
when reading grade- graphic sources, summarizing text, and distinguishing main ideas from details
appropriate text commensurate with content area needs;
(J) demonstrate English comprehension and expand reading skills by employing inferential skills
such as predicting, making connections between ideas, drawing inferences and conclusions
from text and graphic sources, and finding supporting text evidence commensurate with
content area needs; and
(K) demonstrate English comprehension and expand reading skills by employing analytical
skills such as evaluating written information and performing critical analyses
commensurate with content area and grade- level needs.
Activities
Readers/Writers/Speaker
Response Triads
In this model, text is processed as students
work in cooperative groups. Students form
groups of three. One student will read the text
aloud, one will write the group’s reactions or
responses to questions about the text, and a
third will report the answers to the group. After
reporting to the group, the students switch
roles. (Echevarria & Vogt, 2007)
Native language translations, chapter
summaries, word lists, glossaries, or related
literature can be used to understand texts used
in content area classrooms. Many textbook
companies include Spanish language resources
for the classroom, student and/or the teacher.
The steps are:
Survey: students scan the visuals, headings, and other text
features. Question: Students write questions for which they might
find answers.
Predict: students write predictions about what they will
learn. Read: students read the text.
Respond: students revisit their questions and think through how
they might respond to what hey have read.
Summarize: students restate key concepts either individually or in
groups. (Echevarria, Vogt, Short, 2008)

In this activity, students form small groups similar to “book

clubs” to discuss literature. Student roles include:
discussion facilitators, passage pickers, illustrators,
connectors, summarizers, vocabulary enrichers, travel
tracers, investigators, and figurative language finders. ELLs
will need to be supported with sentence starters, word lists,
and adapted text as necessary, depending on language
level. (Schlick & Johnson, 1999) For support in starting
literature circles see: http://litcircles.org
PLDs, ELPS and Teacher Behaviors
 BEGINNING WRITING 2ND – 12TH

PLDs ELPS SE: (5) Cross-curricular second languageacquisition/Writing TEACHER BEHAVIOR

Beginning English language The ELL writes in a variety of forms with increasing accuracy to effectively address a specific
learners (ELLs) lack the English purpose and audience in all content areas. ELLs may be at the beginning, intermediate, • Present, publish, and display
vocabulary and grasp of English advanced, or advanced high stage of English language acquisition in writing. In order for the whole class writing projects
language structures necessary to ELL to meet grade-level learning expectations across foundation and enrichment curriculum, as examples of print
address grade-appropriate all instruction delivered in English must be linguistically accommodated (communicated, conventions of high-
sequenced, and scaffolded) commensurate with the student’s level ofEnglish frequency, concrete words
writing tasks meaningfully.
language proficiency. For Kindergarten and Grade 1, certain of these student expectations do and simplesentences.
not apply until the student has reached
Thesestudents: the stage of generating original written text using a standard writing system. • Utilize various graphic
• have little or no ability to use the organizers for vocabulary
English language to express The student is expectedto: development such as the
ideas in writing and engage Frayer model, word wall,
(A) learn relationships between sounds and letters of the English language to
meaningfully in grade- and personal vocabulary
represent sounds when writing in English; notebook/journal.
appropriate writing assignments
in content area instruction (B) write using newly acquired basic vocabulary and content-based grade-level vocabulary; • Implement shared
• lack the English necessary to (C) spell familiar English words with increasing accuracy, and employ English spelling patterns writing activities such
develop or demonstrate and rules with increasing accuracy as more English is acquired; as using a visual
elements of grade-appropriate context and familiar
writing (e.g., focus and (D) edit writing for standard grammar and usage, including subject- verb agreement, topics to elicit details.
coherence, conventions, pronoun agreement, and appropriate verb tenses commensurate with grade-level Use a familiar topic to
organization, voice, and expectations as more English is acquired; brainstorm and model
development of ideas) in English organization of thoughts
(E) employ increasingly complex grammatical structures in content area writing
using simple sentences.
commensurate with grade-level expectations, such as:
• Typical writing features at this • Allow drawings with words
level: (i) using correct verbs, tenses, andpronouns/antecedents;
and use of native language
• ability to label, list, and copy (ii) using possessive case (apostrophe s) correctly;and to express concepts
• high-frequency (iii) using negatives and contractionscorrectly.
words/phrases and short, • Allow students to “talk out”
simple sentences (or even (F) write using a variety of grade-appropriate sentence lengths, patterns, and connecting words their writing before
short paragraphs) based to combine phrases, clauses, and sentences in increasingly accurate ways as more English committing to paper
primarily on recently is acquired; and
• Provide short, simple
practiced, memorized, or (G) narrate, describe, and explain with increasing specificity and detail to fulfill content area sentence stems with
highly familiar material; this writing needs as more English is acquired. present tense and high
type of writing may be quite frequency words to facilitate
accurate writing
• present tense used primarily
• Encourage writing with
• frequent primary language
features (spelling patterns, word each reading
order, literal translations, and • Allow bilingual dictionaries
words from the student’s primary
language) and other errors (Emerging)
associated with second language
• Encourage writing on
acquisition may significantly
hinder or prevent understanding, familiar and concrete
even for individuals accustomed to topics
the writing of ELLs • Provide simple sentence
stems and scaffold writing
assignments
 INTERMEDIATE WRITING 2ND – 12TH
PLDs ELPS SE: (5) Cross-curricular second languageacquisition/Writing TEACHER BEHAVIOR
Intermediate ELLs have enough The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose • Create an interactive word wall
EnglisHh vocabulary and enough and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or that students can use during
grasp of English language advanced high stage of English language acquisition in writing. In order for the ELL to meet grade- independent or cooperative
structures to address grade- level learning expectations across foundation and enrichment curriculum, all instruction delivered in writing tasks.
appropriate writing tasks in a English must be linguistically accommodated (communicated, sequenced, and scaffolded) • Have a shared writing activity
limited way. commensurate with the student’s level ofEnglish about a familiar expository or
language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply procedural topic to model the
These students: until the student has reached use of cohesivedevices.
• have a limited ability to use the English the stage of generating original written text using a standard writing system. • Assign independent reflective
language to express ideas in writing and
The student is expectedto: writing having students make
engage meaningfully in grade-appropriate
personal connections using
writing assignments in content area (A) learn relationships between sounds and letters of the English language to represent
instruction
present and past tense.
• are limited in their ability to develop or
sounds when writing in English; Expect student’s writing
demonstrate elements of grade- (B) write using newly acquired basic vocabulary and content-based grade-level vocabulary; samples to have first
appropriate writing in English; language interferencesuch
communicate best when topics are highly (C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules
as literal translation, word
familiar and concrete, and require with increasing accuracy as more English is acquired;
simple, high-frequency English Typical order, etc.
writing features at this level: (D) edit writing for standard grammar and usage, including subject- verb agreement, pronoun
agreement, and appropriate verb tenses commensurate with grade-level expectations as more • Provide grade-level
• simple, original messages consisting of
English is acquired; appropriate tasks
short, simple sentences; frequent
inaccuracies occur when creating or • Model abstract & technical
(E) employ increasingly complex grammatical structures in content area writing commensurate with
taking risks beyond familiar English
grade-level expectations, such as: writing
• high-frequency vocabulary; academic
writing often has an oral tone (i) using correct verbs, tenses, andpronouns/antecedents; • Provide complex sentence
• loosely connected text with limited use of
(ii) using possessive case (apostrophe s) correctly;and stems to scaffold writing
cohesive devices or repetitive use, which
may cause gaps in meaning
assignments
(iii) using negatives and contractionscorrectly.
• repetition of ideas due to lack of • Use genre and text structure
vocabulary and language structures (F) write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to analysis with peer
• present tense used most accurately;
combine phrases, clauses, and sentences in increasingly accurate ways as more English is interaction
simple future and past tenses, if
attempted, are used inconsistently or acquired; and
• Provide a list of signal
with frequent inaccuracies (G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs words for informational
• descriptions, explanations, and
as more English is acquired. writing (structures)
narrations lacking detail; difficulty
expressing abstract ideas
• primary language features and errors
associated with second language
• Use
acquisition may be frequent structured graphic
• some writing may be understood only by organizers or thinking
individuals accustomed to the writing of maps
ELLs; parts of the writing may be hard to
understand even for individuals • Demonstrate effective
accustomed to the writing of ELLs note-taking and provide a
template

• Allow bilingual dictionaries

 ADVANCED WRITING 2ND – 12TH
PLDs ELPS SE: (5) Cross-curricular second languageacquisition/Writing TEACHER BEHAVIOR
Advanced ELLs have enough English The ELL writes in a variety offorms with increasing accuracy to effectively address a
vocabulary and command of English specific purpose and audience in all content areas. ELLs may be at the beginning, • Use concept mapping to
language structures to address grade- intermediate, advanced, or advanced high stage of English language acquisition in writing. develop student’s ability to
appropriate writing tasks, although second In order for the write more detailed and
language acquisition support is needed. ELL to meet grade-level learning expectations across foundation and enrichment narrative writing samples.
curriculum, all instruction delivered in English must be linguistically accommodated
(communicated, sequenced, and scaffolded) commensurate with the student’s level of • Read texts that require
These students: students to draw conclusions
English
• are able to use the English language, with second language proficiency. For Kindergarten and Grade 1, certain of these student and understand abstract ideas
language acquisition support, to express ideas in to describe or explain in their
expectations do not apply until the student hasreached writing journals.
writing and engage meaningfully in grade-appropri
the stage of generating original written text using a standard writing system.
writing assignments in content area instruction • Have students write a
• know enough English to be able to develop or personal narrative requiring
demonstrate elements of grade-appropriate writing The student is expected to: the use of a graphic
in English, although second language acquisition organizer to compose a first
support is particularly needed when topics are (A) learn relationships between sounds and letters of the English language to draft.
abstract, academically challenging, or unfamiliar represent sounds when writing in English;
(B) write using newly acquired basic vocabulary and content-based grade-level • Provide grade-level
Typical writing features at this level: vocabulary; appropriate writing tasks
• grasp of basic verbs, tenses, grammar features,
(C) spell familiar English words with increasing accuracy, and employ English spelling patterns • Give linguistic support for
and sentence patterns; partial grasp of more
and rules with increasing accuracy as more English is acquired; abstract and technical
complex verbs, tenses, grammar features, and
writing
sentence patterns (D) edit writing for standard grammar and usage, including subject- verb agreement,
pronoun agreement, and appropriate verb tenses commensurate with grade-level • Use genre and text structure
• emerging grade-appropriate vocabulary; expectations as more English is acquired; analysis with peer interaction
academic writing has a more academic tone
(E) employ increasingly complex grammatical structures in content area writing
• Provide complex sentence
• use of a variety of common cohesive commensurate with grade-level expectations, such as:
stems for scaffolding writing
devices, although some redundancy (i) using correct verbs, tenses, andpronouns/antecedents; assignments
may occur
(ii) using possessive case (apostrophe s) correctly;and
• narrations, explanations, and descriptions (iii) using negatives and contractionscorrectly.
developed in some detail with emerging
clarity; quality or quantity declines when (F) write using a variety of grade-appropriate sentence lengths, patterns, and connecting words
abstract ideas are expressed, academic to combine phrases, clauses, and sentences in increasingly accurate ways as more English
demands are high, or low-frequency is acquired;and
vocabulary is required
(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area
• occasional second language acquisition errors writing needs as more English is acquired.
• communications are usually understood by
individuals not accustomed to the writing ofELLs
 ADVANCED HIGH WRITNG 2ND – 12TH
PLDs ELPS SE: (5) Cross-curricular second languageacquisition/Writing TEACHER BEHAVIOR
Advanced high ELLs have acquired the The ELL writes in a variety offorms with increasing accuracy to effectively • Assign research projects
English vocabulary and command of address a specific purpose and audience in all content areas. ELLs may be at that require the gathering
English language structures necessary the beginning, intermediate, advanced, or advanced high stage of English of information to support
to address grade- appropriate writing language acquisition in writing. In order for the or contradict their findings
tasks with minimal second language ELL to meet grade-level learning expectations across foundation and to present and publish.
acquisition support. enrichment curriculum, all instruction delivered in English must be linguistically
accommodated (communicated, sequenced, and scaffolded) commensurate • Expose students to multiple
with the student’s level of English examples of texts that were
These students:
language proficiency. For Kindergarten and Grade 1, certain of these student written for a variety of
• are able to use the English language, purposes and audiences.
with minimal second language expectations do not apply until the student has reached the stage of
acquisition support, to express ideas generating
• Provide more complex grade-
in writing and engage meaningfully original written text using a standard writing system. level writing assignments, with
in grade-appropriate writing The student is expected to: scaffolding as needed
assignments in content area
instruction (A) learn relationships between sounds and letters of the English language • Provide complex sentence
to represent sounds when writing in English; stems for scaffolding writing
• know enough English to be able to (B) write using newly acquired basic vocabulary and content-based grade- assignments
develop or demonstrate, with minimal level vocabulary;
second language acquisition support,
elements of grade- appropriate (C) spell familiar English words with increasing accuracy, and employ English • Provide opportunities for
spelling patterns and rules with increasing accuracy as more English is students to use genre analysis
writing in English
acquired; to identify and use features of
advanced English writing
Typical writing features at this level: (D) edit writing for standard grammar and usage, including subject- verb
agreement, pronoun agreement, and appropriate verb tenses
nearly comparable to writing of native commensurate with grade-level expectations as more English isacquired;
English-speaking peers in clarity and (E) employ increasingly complex grammatical structures in content area
precision with regard to English writing commensurate with grade-level expectations, such as:
vocabulary and language structures,
(i) using correct verbs, tenses, andpronouns/antecedents;
with occasional exceptions when
writing academically complex ideas, (ii) using possessive case (apostrophe s) correctly;and
abstract ideas, or topics requiring (iii) using negatives and contractionscorrectly.
frequency vocabulary
(F) write using a variety of grade-appropriate sentence lengths, patterns, and
• occasional difficulty with connecting words to combine phrases, clauses, and sentences in
naturalness of phrasing and increasingly accurate ways as more English isacquired; and
(G) narrate, describe, and explain with increasing specificity and detail to
• errors associated with second fulfill content area writing needs as more English is acquired.
language acquisition are minor
usually limited to low- frequency words
and structures; errors interfere with
communication
Activities
Fill-in-the-blank sentences are use to help students
process academic text. These also serve as a tool for
the teacher to determine students’ prior knowledge.
(Taylor, 1953; Gibbons, 2002)
 Words, Phrases, Ideas How I an use themin
my Writing

academic language as well as drawings.

(Samway, 2006
This is a strategy for getting students to share their
writing and ideas during interactions. Students read
a text, write their thoughts on it using a sentence
starter, pair up with another student, and share their
writing. Students can also be given suggestions on
how to comment on one another’s writing. (Fisher &
Frey, 2007)
Sentence Mark
Up
ELPS
Activities
Students are given a collection of words or they
brainstorm a list of words. Each word is placed or written
on its own slip or card. Working together, students sort
the words into piles that they can categorize and label.
Words can be arranged by topic (planets, civil rights
issues, scientific laws) or by word type (initial letter,
suffix/prefix, part of speech). This activity helps students
develop the thinking strategy of categorizing and labeling
(Taba, 1967)
A structured series of statements are given to
students before instruction. Students choose to
agree or disagree with the statements either
individually or in groups. After instruction, students
revisit the statements and discuss whether they
agree or disagree with them after having learned
about the topic. Students develop the ability to
compare previously held assumptions with new
learning. (Head & Readence, 1986)
Students generate comparisons using the
frame: is to as is
to . (Marzano, Pickering & Pollock,
2001)

Coding Strategy
Students rank their knowledge of new
words from the word wall and other word
lists using total response signals or
sentence starters. Responses range from
no familiarity with the word, to
understanding it well, to being able explain
it to others. (Diamond & Gutlohn, 2006)