Pdf 15 Ell Strategies For Paraprofessionals

Bonisiwe Shabane
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pdf 15 ell strategies for paraprofessionals

Learn how paraprofessionals can support English language learners in the classroom and beyond in these tips from veteran ELL educators. As a paraprofessional who works with English language learners (ELLs), you have an important role to play in supporting your students! Here are some tips that will help you succeed, compiled from the following veteran educators: See more tips on how teachers can collaborate with paraprofessionals on behalf of ELLs. Getting to know your students is an important first step towards helping them to succeed in the classroom. As a paraprofessional who works with English language learners (ELLs), you have an important role to play in supporting your students!

Here are some tips that will help you succeed, compiled from the following veteran educators: Getting to know your students is an important first step towards helping them to succeed in the classroom. Start by learning your students’ names and how to pronounce them correctly. (Many ELLs will not correct a teacher who mispronounces their name.) In addition, use positive body language, remember to smile, and get to know your students’ strengths and interests. Small steps can go a long way in making students comfortable and open to working with you. Build trust by letting students know that their cultures and languages are welcome in the classroom.

You can do this by finding out where your students are from and what language(s) they speak at home, asking them to teach you a greeting in their language, and inviting them to share... Having information about your students’ language background and proficiency can help you make more informed choices about instruction. Start by finding out how much schooling your students have had and how strong their literacy skills are in their heritage languages. In addition, look for information on students’ English language proficiency levels in the following areas: reading, writing, speaking, and listening. You should be able to find this information from the classroom or ELL teacher. Keep in mind that students may be stronger in one skill than another and that it is common for new students, particularly at the beginning level, to experience what experts call a silent period.

In this article written for Colorín Colorado, Bright Ideas author Kristina Robertson offers an overview of WIDA's new Essential Actions handbook and shares a step-by-step process for using this tool as part of a... In this article written for Colorín Colorado, Bright Ideas author Kristina Robertson offers an overview of WIDA's new Essential Actions handbook and shares a step-by-step process for using this tool as part of a... The first time I tried to collaborate with a mainstream teacher, I spent my time listening to her read stories to students and helping them with worksheets. It wasn't her fault that it was such a dreadful attempt at collaboration or that there were many problems, which included lack of planning time, lack of understanding of collaboration, and my poor placement... Probably the biggest problem, however, was that we didn't have a way to communicate effectively about English Language Learners (ELLs). She didn't have background knowledge of their language proficiency levels and there were no English Language Development standards at the time, so even if we had wanted to be very intentional about language instruction,...

Thankfully, now there are many more ELL resources readily available, and general knowledge about ELLs' academic language needs have increased. In addition, the WIDA consortia (World-class Instructional Design and Assessment) recently published a very useful collaborative resource for teachers called Essential Actions: A Handbook for Implementing WIDA's Framework for English Language Development Standards by... �E^�1����h[�<ʛ����z�$�` ���$��D�' 7��;���kQ�~� r~��f�n�F� L��l�>�����頩�K|�7%���ЄY�ŧ!y5�b],28��3��` ��U�6Ԣ\�\��*�D�A��nU�G�1��J�;0ω��W���d��|�9\�o���� �e[#��cv �?�����`A�'�$�e���ዘ��Q ��3X�b��.0�� ǁ�뷄xJp��&��y��)h�Ʉ�B��`�͇�aԔUХycA>Q�r^�U�1�Y=v���=N�Sכb�`�_E�W0��5�)�'#=����k��d%��W]������9�%����.Y{��PL�}#>p�s,� &�; �����d؛���,� ������N��+0-ke, �� [��A �F�0O���"O7KS�IrY�z�4XB�Ѱk\)�WQ���z箍�B>�њ�ת����C��~43�L�ANk� _��/�3��� +��:��[}��f�`��d,�X�D�R���R�osh�a����b�|J��Y1�@�~�w��-�� ”T&H���Ɠm'Ħ�2�gV��ujCk�^�x|4a�~�)�|��� �E�d���7���:}����\4�4��;��LZ��-��J�:�,B�|�=}��)l�2�8���ދ�BÉ����=%ak˾���>9%ڧ+���ߜ���ʳĭ��)`fT��Go��z���Y��Y�ƠNf���d�3κs��p=�Y�,��`gu�WQY��q�S`� � ,"#o'�kd� �r ] ~�K<&�)��~��؛=t��k���M�x���5ټ�B �����E,-ׅ� �wC���!4�݁���7tOHd�wW�L endstream endobj 95 0 obj<>stream H�tVkPg힡�A�hh� �NO|��������W... S_`̆����ɔ�jE������~ζ�T�}��:�W����Z�y+FUK�@�SA'�o��.u=�<�j�E��"~L��8� �0=]�6 c0�L��.�:ev֗�^H<�\��u��4��L]\��)3�$%fӄ䗅C^s��#��� _eAN�Y���8c�-��0!���2. �K��k� ������N�41&sO��] �y���� >��.��E���)��Ҙ�fb� ��GAjQJj�l���C��W~�Xt�| ��[<U�VA�r#Y�KV$(�!%{ ��O8��`�d%�Z�+w �� �7��F�� H�L�U���be���j�� endstream endobj 96 0 obj<>stream H�dV PSg�!�^�:��E�hnp�@x���B���@D�D!�G�����נNՎ��mu�ѵ� ��]�:��][�i�j�����q������̝���?����ιWBy{Q��K����Ԅ����Z �� �{[%*$�oq���C�e��*������M~��r�K"�٬��~�j.-�Q����f���Si��&U�{�5��jUjU�ź�b5Ԙ��*ME�jԼZe5U��ud��Xe�V�n��������h�4X�U�����*���l�R-6���Z +�%U��ve�����#�#�2�$�X�RQ�T*›�-�b(*чJ�Q� I�S�C)�f�$^�䎗�W��./�װ�k��:D�j� � ���@� h��0[1�ˎY ���DȄ�<� ќ�?' �,���K�)����+0'�`�v��\^�ѓ]���+R��r�\���M;� ��g��G� ti=���=������Bn[L�Xi�lq��G`"ߍe`��oN� W��1b�����] j��a���f��j���ɥ��&�B䠐{�a�o���;3&tg�`�A5JP�@ԫ�;H5 M '^o?|�f... �Nc�v�c'�bK[��>jL �v�cF���,>�����i�Yq��T˯�Җ(����иRd�4������[l4F��1B �a�B�����@J�W�Z!�s�ш�A� \����E|ǝ�E�V+q��z� ZL;���[����0�|������}ÞA��ϟ����L�(Ȃ�Q���ɦ����Ð����:�R��O�_n���#IXE�O���Iӻ�p#*�>�u�O~��(�P%v�漃��l�]Z�-�����Xmc�PO���H��#�bR~���\ƟYy4^�a(!Y÷���2�\���Ł��5E �Ou*�a�,��w��_>h��w�������ڮ\r@f�(�Pg๋m�/v�*O+���*�w+�r+5�h��A�둻�e�񥍠�C�۪��ĄnV��_�P�A�<����{�ʌ�����_��������@q>ÊG=^7ٻA �n��P�7KiS�r��J��2>p+��Ʃ�)z�� Ù4F�.�o�BA4@�Gɏ��Ճ� ����Cч�ۑ��+^��_��p��i�A<�h���)�p�ç ��������#�OM4��:fl�(p��W �DБHY\ݕ �:>ob�'�jz� �� r �ʬ]nD)���\��U�%� DB�K�Dq+�Zj�gP�v�#��88�Axg��ֳD2��e� �=w��^�u�D��S�w �:&����9�:��� a�;9����F)����0����m] <�t��C�W%�/��Q�1���|y�^��A; �0����ȧC2pa��{z]���+QKs��6��"�x�� r4��IϽ!/���AG ��5r_�_��f�t:�>��(7���ڵ��k׊�r����ѰR�����o���T��� /���� i��9��`�Bm�&K � ��E�X0g*b4$r�A�Mkd�(��DQJ�@L0� � �y�dtޛ��x<��r�=����ѭ�3����b���.����ő��=��bQPq%��0�b���8��һ��ћ[!c@����|���Z �;y�C����>�T�(�n(�w�Z�n����c�2��M�����f�ő�w���W��G'+<�*�P.��(eLX% h�o�J��F�T�%B�=���#4g�}�(݉�m̷᱄����^����J<�?C��Ԏ��K晚��Y!�$C�ML��i��2Wk�e�I�����O���,�����c����z�mb�F{Hg#_T�|�Q��IX�1$���4��Z��Hc��r+& ��&�Ҭ�m�_ �Y��:�x\�p�\�"W���}k�Nr�X��>����W�?���D������ kZ!�!~�L;�`...

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