Class Environment
Strategy
Bilingual Books & Labels
(16)
Combining and Scheduling
Strategies (50)
Communication Games (23)
Cooperative Learning (43)
Culture Studies (36)
Learning Centers (22)
Predictable Routines and
Signals (1)
Visual Scaffolding (4)
Choosing Technology based
on Student Needs (9)
Language Framework
Planning (34)
LSI supports students in becoming owners of their
learning. It provides strategies for reading, writing
Learning Strategy Instruction and other academic areas. Students learn self-
monitoring skills and self-help approaches so they
(44) can be successful in school. Three types of
strategies: social/affective, metacognitive and
cognitive
Strategies Compiled from Herrell, A. L. & Jordan, M. (2015). 50 Strategies for Teaching English Language Learners (5th ed.). Boston, MA: Pearson. ISBN-13: 978-0133802450
Description Steps
• Identify the langauges represented
• Pronounce and label common objects
Respresentation validates students' home • Provide bilingual books
languages. They can use L1 knowledge to support
their understanding of texts.
• Provide translations
• Explore key vocabulary in several languages
• Monitor us of bilingual resources.
• Establish classroom routines and expectations early
• Provide a print-rich environment
Providing students with a variety of learning
• Strive for full implementation to meet the needs of all students
formats: centers, technology, and small group
• Monitor and assess on a regular basis
• Use self-evaluation and reflection to improve your instruction
• Identify a language need
Games provide an opportunity to practice
• Model the game
language skills as well as language function
(giving directions or asking questions) and • Organize the pairs or groups
cooperative learning, and develop/reinforce • Guide the practice
concepts and break the ice. All games practice
communication skills. • Talk about the experience
• Assess the students' abilities to communicate orally
• Assign groups and build a team
Strategies for students to work together on an
assigned task. Each member has an assigned • Assign roles within the groups
task. Instruction in team building and providing • Assign the task
intervention projects to ensure all students can
• Intervene to ensure full participation
participate.
• Report back to the class
• Find an age-appropriate project
• Set up the goals and parameters
Students research and share information from their • Make expectations clear
own cultural history. • Plan the culminating activity
• Assess student growth and progress
• Add technology
• Identify skills to be practiced
These are places in a classroom where students
can engage in hands-on learning activities that • Introduce the centers
allow them to experience a new skill. Centers all • Bring students up-the-date
EL students and others expand verbal interaction
• Assess student progress and understanding
and develop skills.
• Add technology
•Set up your room
Create a structured positive and nurturing •Establish routines
environment. ELs benefit from a routine
predictable structure. Knowing what to expect in •Model routines
routines and can focus more energy on the •Contextualize directions
instruction and less on what is expected. •Evalutate your use of routines and procedures periodically to identify areas that can
be improved.
•Identify the vocabulary
This approach in which language is made more •Collect visuals
understandable by displaying drawings or
photograph to connect with English words. Hard-
•Reproduce and organize visuals
copy and digital files can be used. •Engage the students
•Build the file of visuals
• Learn the language development levels of your students
• Look for technology to match both the language levels and academic needs of your
The use of technology in the classroom needs to students
be thought out and purposeful. Students need to • Choose technology that increases student interaction
learn 21st century skills and how to use technology
to benefit learning. Technology enables students • Provide time for English language learners to use the technology
to work independently on skills. • Carefully monitor students as they use technology to determine if and when they are
confused or needing to advance in their use.
• Remember that technology should enhance learning
• Identify language objectives
A strategy that identifies the academic language •Identify and model problematic structures
students need to be sucessful in a lesson and
•Plan an instructional sequence
plans supports using multiple methods. The
planning process is different depending on subject. •Assess and document student progress
•Add Technology
•Match strategies and curriculum
•Reflect on learning task approaches
•Model strategy use
•Practice the strategy
•Make visuals for self-help
•Assess to document strategy usage
Compiled by: Marnie Turman
 Oral Language
Strategy Description Steps
• Plan the format of your questions ahead of time

Checking for Understanding (21) individual student understands. Teachers should check
Communication Games (23)
Learning Centers (22)
Preview/Review (26)
Read, Pair, Share (38)
Effective instruction depends on knowing what an
for understanding on a regular basis.
Games provide an opportunity to practice language
skills as well as language function (giving directions or
asking questions) and cooperative learning, and
develop/reinforce concepts and break the ice. All
games practice communication skills.
These are places in a classroom where students can
engage in hands-on learning activities that allow them to
experience a new skill. Centers all EL students and
others expand verbal interaction and develop skills.
Unit vocabulary is previewed in L1 or L2. Concepts are
presented using visuals. Concepts are reviewed after
the lesson with students. Students are given
opportunities to learn the vocabulary in home language
or English.
Similar to Think, pair share, student pairs read selected
text (paragraph or section) then answer "who, what,
where, when and how: questions. Partners discuss the
answers and find the answers in the selected text. ELs
partnered with strong English speakers provides
opportunities to practice and explore language skills in a
less stressful environment.
•Plan everyone responds (ER) activities to encourage participation
•Maintain visual contact with learners
•Provide adequate wait time
•Be aware of your body language
• Identify a language need
• Model the game
• Organize the pairs or groups
• Guide the practice
• Talk about the experience
• Assess the students' abilities to communicate orally
• Identify skills to be practiced
• Introduce the centers
• Bring students up-the-date
• Assess student progress and understanding
• Add technology
•Plan and gather materials
• Introduce key vocabulary and concepts
• Teach the lesson
•Review vocabulary and concepts
•Provide additional practice
•Assess and document students' interactions
• Introduce the question words
• Model each step of the strategy
• Model how to work with a partner
• Model the modifying of questions
• Pair the students
•Discuss the assignment
• Assess to identify the need for additional instruction or guided practice
• Prepare the students for action
• List and review the steps
•Verbalize the action

Reporting Back (14)
Small Group and Partners (47)
Visual Scaffolding (4)
Vocabulary Role-Play (6)
Strategies Compiled from Herrell, A. L. & Jordan, M. (2015). 50 Strategies for Teaching English Language Learners (5th ed.). Boston, MA: Pearson. ISBN-13: 978-0133802450
Support supports in reading and writing by discussing •Allow for verbal practice
and writing about learning experiences using content •Celebrate the achievements
vocabulary. •Review the vocabulary used
•Write the report
•Assess student progress and understanding
•Evaluate your use of reporting back
Skills Grouping
•Observe and document language levels
•Review needs for instruction
•Design and implement lessons
Skills grouping is used for short skills instruction.
Partner work provides verbal interaction. Studenst are Partner Work
paired to complete a specific task. Peer tutoring a •Pair the students
strong student works with a classmate to acquire the •Identify and train potential tutors
skills.
•Match students
•Model the task
•Provide support and practice
•Share progress
•Identify the vocabulary
This approach in which language is made more •Collect visuals
understandable by displaying drawings or photograph to
connect with English words. Hard-copy and digital files
•Reproduce and organize visuals
can be used. •Engage the students
•Build the file of visuals
•Identify key vocabulary
Students make connections to past experiences, current •Teach the lesson or read the book
content, and vocabulary. Students introduce new
vocabulary and discuss and role-play. This strategy •Connect the vocabulary to past experiences
provides multiple exposures to the new vocabulary. •Plan ways to use the words
Multiple groups can be given the same words since •Give the students time to practice
groups will use vocabulary to create skits using different
context. •Perfrom the scenes
•Focus on multiple word meanings

Compiled by: Marnie Turman


Strategy
Realia Strategies (5)
Advance Organizers (31)
Close Reading (11)
Checking for Understanding (21) individual student understands. Teachers should check
Free Voluntary Reading (35)
Strategies Compiled from Herrell, A. L. & Jordan, M. (2015). 50 Strategies for Teaching English Language Learners (5th ed.). Boston, MA: Pearson. ISBN-13: 978-0133802450
Vocabulary & Comprehension
Description
This strategy uses real "concrete" objects to build
background knowledge and vocabulary. Real objects
allow students to see, feel, hear and smell the object
presented. Replica models and semi-concrete
(photographs or illustrations) may be used, however,
they do not provide the same benefits as the real
"concrete" objects.
Effective instruction depends on knowing what an
for understanding on a regular basis.
Steps
• Identify opportunities to use realia
•Collect realia
•Build a library of realia
•Use field trips as realia
•Assess by using realia
•Identify the independent reading levels of students
•Explain the program to the students
•Discuss the books in groups
•Add motivation over time
•Assess to monitor progress and plan instruction
•Demonstrate close reading when you read aloud
•Observe and document students' individual reading levels
•Choose short text with enough complexity to allow students to practice
comprehension strategies
•Prepare questions that engage students in reexaming texts and that support their
ability to meet the Common Core standards
•Document students' strengths and needs for reteaching
•Teach students how to ask important questions about the texts they read
•Incorporate rereading for gradually uncovering deeper meaning
•Relate texts to the students' past experiences
•Focus on observing and analyzing
•Provide experience using close reading in a wide variety of texts
•Constantly reflect on your institution and strive to improve your delivery, examples
and questioning
• Plan the format of your questions ahead of time
•Plan everyone responds (ER) activities to encourage participation
•Maintain visual contact with learners
•Provide adequate wait time
•Be aware of your body language
•Identify the independent reading levels of students
•Explain the program to the students
•Discuss the books in groups
•Add motivation over time
•Assess to monitor progress and plain instruction
Compiled by: Marnie Turman

Strategy
Graphic Organizers (30)
Vocabulary Role-Play (6)
Strategies Compiled from Herrell, A. L. & Jordan, M. (2015). 50 Strategies for Teaching English Language Learners (5th ed.). Boston, MA: Pearson. ISBN-13: 978-0133802450
Writing
Description
Visuals to aid in the representation of ideas, text or
connection. Graphic organizers help students with
writing a sequence of events or organizing
information. Organizers provide visual supports
that enable students to make connections between
events and characters. There are many types of
organizers to fit the need of students. - www.
teachervision.com/lesson-planning/graphic-
organizer
Students make connections to past experiences,
current content, and vocabulary. Students
introduce new vocabulary and discuss and role-
play. This strategy provides multiple exposures to
the new vocabulary. Multiple groups can be given
the same words since groups will use vocabulary
to create skits using different context.
Steps
•Identify the teaching purposes
•Explain the purpose
•Involve students in contructing a graphic
•Discuss the connections
•Provide additional practice using graphic organizers
•Identify key vocabulary
•Teach the lesson or read the book
•Connect the vocabulary to past experiences
•Plan ways to use the words
•Give the students time to practice
•Perfrom the scenes
•Focus on multiple word meanings
Compiled by: Marnie Turman
 Assessment
Strategy Description
Integrated Curriculum Project is a planning
approach n which knowledge and skills from
Integrated Curriculum several acadamic areas. These projects provide
Projects (40) active learning opportunities for students. The
strategy focuses on vocabulary in multiple contexts
in authentic situations.
Guided Reading is small group reading instruction
which provides skills instruction and coaching.
Running records are usined to determine reading
and skill acquisition. ELs benefit from instruction
Guilded Reading (32) on self-monitoring for meaning and not just word
recognition. The small group activities consist of
reading, writing, vocabulary, phonics skills and
other literacy skills as needed.
Strategies Compiled from Herrell, A. L. & Jordan, M. (2015). 50 Strategies for Teaching English Language Learners (5th ed.). Boston, MA: Pearson. ISBN-13: 978-0133802450
Steps
•Identify an authentic project opportunity
•Invoice students in project planning
•Relate the project to grade-level state standards and ESL standards
•Identity the class goals
•Establish working groups and their assignments
•Integrate learning
•Integrate assessment to ensure effective instruction
•Group the students for instruction
•Begin the process
•Read aloud but not in unison
•Pair students for additional practice
•Teach minilessons based on student need
•Assess on a regular basis
Compiled by: Marnie Turman

Strategy
Choosing Technology based
on Student Needs (9)
Bilingual Books and Labels
(16)
Free Voluntary Reading (35)
Culture Studies (36)
Strategies Compiled from Herrell, A. L. & Jordan, M. (2015). 50 Strategies for Teaching English Language Learners (5th ed.). Boston, MA: Pearson. ISBN-13: 978-0133802450
Home Connections
Description Steps
• Learn the language development levels of your students
• Look for technology to match both the language levels and academic needs of your
The use of technology in the classroom needs to students
be thought out and purposeful. Students need to • Choose technology that increases student interaction
learn 21st century skills and how to use technology
to benefit learning. Technology enables students • Provide time for English language learners to use the technology
to work independently on skills. • Carefully monitor students as they use technology to determine if and when they are
confused or needing to advance in their use.
• Remember that technology should enhance learning
•Identify the langauges represented
• Pronounce and label common objects
Respresentation validates students' home • Provide bilingual books
languages. They can use L1 knowledge to support
their understanding of texts. • Provide translations
• Explore key vocabulary in several languages
• Monitor us of bilingual resources.
•Identify the independent reading levels of students
•Explain the program to the students
•Discuss the books in groups
•Add motivation over time
•Assess to monitor progress and plain instruction
• Find an age-appropriate project
• Set up the goals and parameters
Students research and share information from their • Make expectations clear
own cultural history. • Plan the culminating activity
• Assess student growth and progress
• Add technology
Compiled by: Marnie Turman