ELL Supports

Name and Suggested ELL Support

target grades

Vania, all Vocabulary banks can be used across all grades for ELL students - create a set of
grades math vocabulary flash cards on a keychain ring that include the definition, an
example and a picture to model the example on each card. Students can easily
carry the flash cards around and refer to them when they get stuck. Encourage
students to write down key words/phrases in their first language to help them
understand the concepts.

Sabina 1 Create Vocabulary Banks

All grades 2 Use manipulatives.
3. Modify teacher talk and practice wait time.
4. Elicit nonverbal responses, like a thumbs up or down.
5. Use sentence frames.
6. Design questions and prompts for different proficiency levels.
7. Use prompts to support student responses.
8. Consider language and math skills when grouping students.
9. Utilize partner talk
10. Ask for choral responses from students

Stephanie Support ELL learners:

- Geared
towards Utilizing Bilingual Faculty and Support Staff - I would also add, to pair students with
gr.⅘ appropriate class partners - often I have been fortunate enough to bilingual students
though who can help translate.
can be
used for Providing support but not lowering expectations - As any student with an
younger exceptionality they are very capable though might require accommodations to help
them reach their potential. This means the standards they are held to are the same
as their peers but include additional supports.

Use Visual contexts and manipulatives - By adding in manipulatives and visuals all
students will benefit from a more rounded introduction and practice of the material.

Use assessment that is balanced and dynamic - This is very important if you have a
diverse range of instruction to then ensure that your assessment is as dynamic. Also
visual assessment during activities should be included in your assessment.

Increased Engagement and Motivation - This will ensure all students are utilizing in
class instructions and enjoying that experience! Make sure to assess during this
engagement and encourage all students to verbally discuss their experiences (this
pairs well with partner or group work with an appropriate peer who can translate and
help support the student). Often students can be great supporters for non english
speakers in the class even though they can't communicate typically in the same
language. I have seen in my experience it is these hands on fun experiences that
help them with non verbal communication and often they teach each other.

https://www.dreambox.com/blog/blogsix-strategies-to-help-ells-succeed-in-math#:~:t
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Lisa Marta ● Practice wait time - When a question is asked in English, students need time
All grades to translate it into their own language, figure out the answer and then
translate it back to English.
● Utilize Partner Talk - it eliminates the pressure of speaking in front of the
whole class and gives the students time to work out a response with a
supportive partner. It also allows more students to participate in the
conversation.
● Have students build personal math word banks that have the vocabulary in
English and in their own language. It should include a picture or example to
show what it means.

Monica S. 1. Word banks

All grades 2. Use manipulatives
3. Modify teacher talk and wait times - allow extra time to process
information/question and respond
4. Use PWIM - Picture Word Inductive Model when possible (using pictures and
familiar words to build on language)
5. Use non-verbal responses like thumbs up/down
6. Allow time for partner talk - allows students to build on verbal skills
7. Give sentence frames to use for math answer practice. These can change
depending on language acquisition and can become more expansive as
written and oral language grows.

Monika Schultz ● Play partner or small group math games which will encourage conversation
All grades ● Have a word/image math wall that can be referred to as needed
● Use ‘partner talk’ to avoid the stress of speaking in front of the whole class
● Use manipulatives often
● Have the class use choral responses
All of the above ELL supports will benefit all students in the class

Ashlee Gau - Use gestures with spoken language (examples: elongate - pull hands apart,
All Grades build on that - stack hands on top of one another, thumbs up, thumbs down)
- Partner students strategically so that they can help one another with both
language and math skills
- Use choral responses
- Increase expectations for engagement. Have students talk with one another
and become the facilitators.

Jamie Koch
All Grades ● Explicitly teach vocabulary using visuals, gestures, real life objects and
examples.
● Encourage bilingual support, having the material explained in their
home language as well as English.
● Incorporate cooperative learning (high engagement, necessitates
communication)
● Set level appropriate, but high expectations - they must also participate
 to the extent that they can.
● Teach using hands on activities and games, involving manipulatives
● Moderate teacher talk! Use simple sentences. Speak efficiently.
● Be knowledgeable about student background - not all students arrive
with the same background in math, conversely some come with an
extensive background in math, but cannot verbalize their understanding.

Stacey ● Teach to what your students know, either ELL-wise or math-wise. In other words,
All Grades use words that your students already know when introducing a new math
concept, or review concepts that you know your students know when introducing
new English vocabulary.
● As much as possible, try to avoid introducing new math concepts and new
vocabulary at the same time. If this is unavoidable, do so slowly and be sure to
spend an adequate amount of time covering all of the new material.
● Speak out loud as you work through the math, explaining what you are doing as
you do it, and using the same vocabulary each time whenever possible. This
allows students access to the words that they need to solve problems and to
explain where they went wrong if needed.
● Use visual aids whenever possible. These could be pictures, blocks, diagrams.
● Invite students to participate, ask questions and solve problems themselves as
part of the class. The more your students can participate during instruction, the
more capable they will be as independent workers.

https://www.fluentu.com/blog/educator-english/esl-math/

Jacquie Cable -Math Word wall and interactive notebooks

Grade 3/4 -Use non-verbal responses like thumbs up/down and traffic lights
-Use leveled sentence frames and response prompts
-Model using visuals and manipulatives during instruction

Michael Illustrated virtual word wall/vocab bank: helps students to process and make
k-6 connections. Making it virtual means that they can call it up and use it on demand in
and out of class, and without worrying about feeling like the “special” student who
has to consult the word wall for every problem

Use leveled question prompts to allow multiple entry points and also transition
between levels as able.

Reduce/eliminate use of idioms, as they do not translate correctly from english and
cause much confusion
Teach academic language explicitly across the curriculum in multiple ways including
visually and with games-based learning

Steve Marta - Create a word bank journal with illustrations: by creating a personal,
(All Grades) illustrated bilingual dictionary that the ELL can easily refer to (kept in the
ELL’s desk), not only have you made a resource available to them but you
have also created a working document that will allow them to expand their
vocabulary as the student becomes more comfortable and confident with the
english language.
- Foster working relationships with bilingual speakers/learners: finding
peers or adults in the school who are bilingual will be an immense help (to
the ELL and the teacher). Not only can the bilingual speaker translate for the
ELL student, but bilingual speakers can be a useful bridge when sending
 communication home or speaking directly to the ELL’s parents (if they too
are ELL).
- Include a variety of game play in lessons/units: Design games that do
not depend on conversation, but can encourage interaction and exposure to
conversation. Math games are an excellent tool for the ELL (and all
students) to not only practice math skills and concepts, but to demonstrate
understanding in a hands-on environment.

Mavis Incorporate games in math lessons

(All Grades)
● Include card games and board games in your classroom - these encourage
students to talk to each other and communicate through the game
○ You can easily modify some games to focus on what you're teaching
the students
○ Examples:
■ Spot It - you can create your own sets to focus on the vocals
you are learning with the students (I have seen really cool
ones on TeachersPayTeachers)
■ Card Games - teach them phrases you would use for that
game. Eg. Go-Fish "Do you have _______?"
○ Encourage students to speak with proper grammar when playing
these games (monitor them)
○ Focus on appropriate questions/answers for these games
■ Eg. "I rolled a # on the dice"
○ Allow students to play games when they complete work early
● Incorporate individual Math games like number crosswords and Sudoku
● Incorporate group Math games
● Look into online video games too (eg. Prodigy is a good one)
● Instead of traditional lessons, teach lessons using fun games and activities

Jason Allow students with same language to work together when appropriate.
(all Grades) Graphic organizers to help list steps in multi step problems
Give worked examples that don’t rely on english.
Keep ongoing glossary where students have a reference in their own language
Google translate can translate many parts of a text/problem to most languages
Teach vocab purposefully, and pre teach vocab before math concepts.

Vanessa Jones ● Think-pair-share - this allow all students to think about a task, share with
another (supportive) student, and perhaps prepare scripted dialogue in their
head or with their partner
● Jigsaws (may not always be practical in math itself but can be helpful in
subjects that use practical math) - like T-P-S these allow students to think
about what they’re learning, with the added benefit of being able to write it
down and then retell it, as well as listen to other students their age explain
their sides and having text to fall back on, which can be helpful for many
students
● Vocabulary banks
● Use of paper and picture dictionaries (age depending)
● While encouraging English, also allowing students to utilize their other
language(s) when they’re at a sticking point or need extra support, when
 available
● A mix of visuals, audio, reading, and so forth, but without being
overwhelming - they should support and repeat, not each tell new
information or try to outweigh each other

Ian Parkinson - Have non verbal signals for routine things

(All Grades) - Thumbs up, sideways, down as a quick check for understanding.
Allows students to self reflect on how they are doing and gives
teacher a better sense of who needs additional help
- Partner talk
- Allow for time to talk with a partner. This could be something like a
think pair share, or working collaboratively on an assignment. GIves
students a person they can quickly go to for clarification.