Supporting Ells Resources For Teachers Center For The Professional

See tools, resources and tips to help educators support newly arrived English language learners. This article provides classroom teachers with ideas for supporting their ELLs' language development. This article is part of our Strategies for ELL Success guide. If you are a classroom or content-area educator trying to figure out how to teach English language learners (ELLs), you are not alone! You are off to a good start by looking for ways to support your students! There are many things you can do that will make a big difference to ELLs, and they often prove helpful for other students in the class as well.

Here are some ideas to help you begin. Look for a few ideas you can try and one or two topics where you would like to learn more information. Note: This article also includes some research-based recommendations offered by Dr. Diane August in her 2018 American Educator article, Educating English Language Learners: A Review of the Latest Research. Today’s teachers have immediate access to online resources for supporting ELLs in the classroom. However, they often lack the time to sift through the abundance of information and quickly locate what is needed, when it is needed.

A well-organized toolkit for thoughtfully selected ELL teacher resources can not only enhance personal professional productivity but can also be shared with colleagues to promote best practices in working with ELLs. Imagine because of the work your ELL task force has done, teachers are now expressing a desire to implement ELL best practices in their classrooms and are asking for a way to access and... You volunteer to create a toolkit for ELL teacher resources. Using a web-based platform or application (e.g., Canva, Padlet, Evernote, Trello), create a toolkit for professional practice to collect store and organize resources for teaching ELLs. Conduct research and select 10-12 resources (articles, websites, etc.) for the three required ELL topics listed below and two additional topics of your choice. For each resource include (1) the citation, (2) a brief description of the resource, and (3) how the resource supports research-based best practices in working with ELLs.

In partnership with Model Teaching, an industry leader in supporting educators, this course teaches you about the different levels of English Language Learner (ELL) proficiency and how you can support your students across any... Model Teaching's Mission is to improve student performance by directly supporting teachers with quality content and resources. You will learn specific strategies and progress monitoring techniques to incorporate into your lessons for ELL support. This teacher professional development course will teach you about English Language Learner (ELL) proficiency and how you can support it throughout various content areas. You will learn six strategies to support your students: buddy writing, daily writing, interactive writing, using mentor texts, sentence stems, and vocabulary development. You will also learn how to evaluate your ELL's progress over time.

The course comes with many tools, resources, and templates ready to be used in your classroom as you work to teach writing to ELLs and implement the writing plan you developed throughout this course. There are no prerequisites to take this course. The instructional materials required for this course are included in enrollment and will be available online. 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. Supporting English Language Learners (ELLs) and newcomers in the classroom requires more than just resources—it calls for cultural awareness, purposeful teaching strategies, and a focus on building confidence and foundational skills. Luminous Minds is proud to partner with educators by offering tools tailored to the unique needs of ELL students, helping them thrive academically and linguistically.

Here’s a sneak peek at some of our most popular resources, proven to help ELLs build literacy skills and confidence: 1. Decodable Text & Repeated Readings: Decodable texts paired with repeated readings offer ELLs structured practice with newly learned phonics sounds in connected text. This systematic approach boosts confidence and reinforces crucial letter-sound relationships while building foundational reading skills. 2. Fluency Grids for Sight Word Mastery: Fluency grids provide focused practice on tricky sight words, enabling ELLs to recognize words quickly and accurately.

With repetitive patterns and varied word orders, students can build fluency, confidence, and pronunciation skills. 3. Word Building Mats: These interactive mats visually support ELLs in practicing phonics, decoding new words, and expanding vocabulary. Picture cards provide an added layer of support by connecting visuals to new words. 4. Reading Games and Activities: Bring learning to life with engaging games!

Reading dice games, Connect Four boards, and sight word practice activities make foundational skills fun and interactive. These games motivate students while allowing them to actively apply their knowledge in a low-stress setting. English language learners really benefit when teachers establish effective teamwork to support them. Studies have found that schools with a greater amount of teacher collaborations have resulted in higher student achievement outcomes in reading and math. Schools that have English language learners (ELLs) can especially benefit from collaborative work between classroom teachers and teachers who specialize in working with ELLs. In schools where ELLs do not have access to a specialized ELL teacher throughout their entire school day, such collaboration between adults is especially vital.

In order for this type of collaboration between teachers and specialists to work, classroom teachers must be willing to communicate—and they must also be provided with the time to do so. Having collaborative structures in place will allow school systems to implement the following suggestions for enhancing teamwork between teachers and ELL specialists with greater ease. To enhance communication between teachers and specialists, make it a practice to routinely discuss methods and expectations for supporting ELL students in your classroom with all involved stakeholders—families, administrators, and ELL specialists. Paraprofessionals and education support professionals (ESPs) play a critical role in supporting English language learners (ELLs) in classrooms across the country. This support can have even more of an impact when it is part of a collaborative, positive partnership with classroom teachers and ELL specialists in their school community. However, sometimes that support is overlooked, misunderstood, or underutilized.

When other educators don’t take the time to get to know a paraprofessional’s skills and strengths, they miss out on a valuable resource. Here are some ideas for how classroom teachers and ELL specialists can build partnerships with paraprofessionals on behalf of ELLs regardless of the setting, compiled from the following veteran educators: Relationships are the foundation of collaboration. Get to know each other by introducing yourself (ideally before instruction has started) and sharing a bit about yourself. You may also wish to talk a little bit about your experience with ELLs and why you enjoy working with ELLs. If this is your first time working with a paraprofessional, let them know you are new to this kind of collaboration and ask them what has worked well in other classrooms they have supported.

In addition, look for ways to make sure the paraprofessional feels welcome in your classroom or work space. Paraprofessionals often bring important strengths to their work with ELLs. These may include strong student and family relationships, experience in providing targeted academic support and differentiation, behavior management skills, advocacy skills, and language skills. Discuss how the paraprofessional will be supporting students. Will the support be one-on-one, or in small groups? Will the paraprofessional be walking around the room?

If the paraprofessional is bilingual, how and when will they be providing language support? Ensure you both have the opportunity to share prior arrangements that have worked well in the past.

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