Aprender a leer en Ingls

BY: A L E X I S , K I M B E R LY, & E M I LY

English Learners
Perceptions Teachers have of English
Learners:
Can feel uncomfortable when speaking in
English
Embarrassed
Have something to say, but typically keep to
themselves

What Teachers Can Do

Three strategies to reach and engage EL
students in the classroom include:
1) Manipulative Strategies Using objects to
connect concepts
2) Learning Centers Extending learning
through hands-on practice
3) Read, Pair, Share Working with a partner
to negotiate meaning

Manipulative Strategies
Manipulative Strategies consist of using

manipulatives to support thinking and

learning.
Manipulatives are concrete devices that

students can move and handle.

Incorporating these in the classroom can help

to effectively support language understanding

and vocabulary.

Manipulative Strategies
Literacy development component: Vocabulary
Language proficiency levels: WIDA Levels 1-5

(Spelling and writing)

Grade levels: 1st-5th
Manipulative Strategies can be adapted to any
grade level and language proficiency level.
Activity: Popsicle Stick Vocabulary
Write vocabulary words on popsicle sticks (one popsicle
stick per word)
Can be used to introduce vocabulary, practice
vocabulary, or at learning centers

Manipulative Strategies

Learning Centers
Learning Centers are places in the classroom

where students can engage in hands-on activities

and interact with peers.
Here, they gain additional experience in new skills

and then expand those skills according to their

individual needs.
Learning Centers provide opportunities to practice

literacy while also expanding and enhancing

learning.

Learning Centers
Literacy development component: Reading,

writing, spelling, vocabulary, & other content areas

Language proficiency levels: WIDA Levels 1-5
Grade levels: All especially effective with
elementary age students
Activity: Pretend we are in a 1st grade classroom
and we are working with high-frequency words.
Learning Centers may include: Word Work Center,
Computer Center, Reading Center, and Writing
Center.

Learning Centers

Read, Pair, Share

Adaptation of Think, Pair, Share
During this activity students get into partner pairs, they read

together, and routinely stop at points to answer questions

related to the text.
- Who? What? When? Where? Why? How?
They work with a partner to make meaning of what they

have read.
Partners can aid one another if they do not understand the

question as they can both relate back to the text to find the
answer.

Read, Pair, Share

Literacy development component: Reading
Language proficiency levels: WIDA Levels 1-5
Grade levels: All

Activity: Reading Detectives!

Uh oh! Bobby thinks there is a monster in the barn! Find a
partner, put on your detective hats, and read the passage to find
out the following questions:
What noise does Bobby hear?
When did he hear the noise?
Where did the noise come from?
Who helps Bobby search the barn?
How did he find out what the noise was?

Read, Pair, Share

Read, Pair, Share

Why are these helpful for EL Students?

Manipulative Strategies

> Helps students connect abstract concepts with

concrete experiences
Learning Centers
> Allows for verbal interaction and hands-on practice
which develops their language acquisition
Read, Pair, Share
> Allows EL students and opportunity to read and
reread difficult text while receiving encouragement and
support from a partner.
> Helps EL students with orally recalling what they
previously read.

Conclusion
Be sure tomodify and adapt these strategies
in your grade level classroom and content
area! Use your team of teachers, specialists,
and administrators to support and encourage
an engaging classroom for all students
especially English Language Learners!