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Determine the LEVEL 2. Plan ahead. linking content with students previous knowledge building background information, through needed vocabulary, using visuals, video, recordings, reading a book (pre taught concepts and language) 3. Reflect on how you can teach to oral, visual, auditory, and kinesthetic learning modalities. 4. Prepare teaching aids (maps, charts, pictures, and flashcards) 5. Create vocabulary word banks. 6. Adapt text(concepts are paraphrased in easier English) 7. Prepare reading materials -non-fiction books at lower level English During the Lesson 8. Build on what ELLs already know. 9. Simplify vocabulary and sentence structure. Pre-teach vocabulary in context. 10. Use embedded or yes/no questions; give ELLs questions you will ask in advance so that they can prepare. 11. Introduce concrete concepts and vocabulary first. 12. Teach students to categorize their information using graphic organizers. Create semantic and story maps. 13. Demonstrate highlighting techniques so that students can highlight important information (underline/color/bold). 14. Review and repeat important concepts and vocabulary repetitions and drills 15. Provide concrete real examples and experiences. 16. Teach ELLs to find definitions for key vocabulary in the text. 17. Help ELLs become acquainted with their textbooks (table of contents, glossary, index, etc.) After the lesson 18. Provide follow-up activities that reinforce vocabulary and concepts. 19. Work in small groups or pairs so that language and concepts are reinforced. 20. Adjust homework assignment to your ELLs English language proficiency. 21. Modify assessment so that your ELLs have an opportunity to show what they have learned.

Activities for New English Language Learners 1. Letter knowledge (reading, writing). Have buddy system 2. Beginning Activities Package: alphabets numbers (cardinals) colors shapes number words (ordinals) body parts survival vocabulary (greetings) seasons, month, day time directions weather/climate parts of the world, countries location, address, street, city, state family 3. School environment. Make vocabulary cards/posters of the items they see in their classroom. Group work. 4. Question and answer activities use What, Where, When , Who. 5. If students are ready to speak, provide a model question /answer conversation starter. For example on the classroom pages, begin with " Is there a chair in the room?" and progress to " Is there a book or a pencil on the desk?" 6. Play vocabulary games. 7. For a short time each day, have your students practice their English using a computer program or a book with cassette tape. 8. Make a picture dictionary by cutting pictures from magazines/newspaper. 9.Read to the students, reading must be accompanied by pictures, gestures, dramatic voice to convey meaning.

Communicating with Gestures Do the gestures test Demonstrate the gestures below and ask participants to write down whether it is ok, or not ok in their country/culture.
o o o o o o o o o o o

Beckon with index finger. Point at something in the room using index finger. Make a "V" sign. Smile. Sit with sole of feet or shoe showing. Form a circle with fingers to indicate O.K. Pat a student on the head. Pass an item to someone with one hand. Wave hand with palm facing outward to greet someone. Nod head up and down to say Yes. hi five