Differentiates content, assessments, and assignments; provides visuals and videos to students; Comprehensible input is enhanced by differentiating lesson materials to simplify complex content concepts.
Visuals, audio, illustrations, interactive technology, early literacy skills and vocabulary reinforced; Comprehension input is enhanced through graphics and other comprehension helpers.
Differentiated content, photographs, nonfiction and current events focus, writing tasks and assessments available; Comprehensible input is enhanced through leveled reading materials and graphic supports.
Differentiated text/articles, audio, vocabulary supports; comprehensible input is enhanced through leveled reading materials and graphic supports.
Engaging video and audio, repetition of key vocabulary, allows for ELL’s to have a preview of content, lessons linked to content area curriculum for students K-12; Comprehensible input is enhanced by differentiating lesson materials to simplify complex content concepts.
RESEARCH-BASED RESOURCES FOR ENGLISH LANGUAGE LEARNERS The ELL Edition provides a number of research-based resources and teaching strategies specifically designed for helping English language learners achieve success with social and academic English. Available with a subscription to Raz-Plus, the ELL Edition's resources are organized in content area topics at varying grade ranges, and include integrated grammar and vocabulary support.
Provide content-based and thematic-based resources that develop English speaking, listening, writing, and reading skills.
Develop and introduce academic and social vocabulary.
Correlate instruction to various ELL curriculum standards.
Track progress with grade-appropriate assessments.
Research papers and Websites:
Bialik, K., Scheller, A., & Walker, K. (n.d.). 6 facts about English language learners in U.S. public schools.
Breiseth, L. (n.d.). Reading Comprehension Strategies for English Language Learners. Retrieved from www.ascd.org/ascd-express/vol5/511-breiseth.aspx.
Carlo, M. S., August, D., McLaughlin, B., Snow, C. E., Dressler, C., Lippman, D. N., … White, C. E. (2004). Closing the gap: Addressing the vocabulary needs of English-Language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39(2), 188–215.
DataQuest (CA Dept of Education). (n.d.). Retrieved from http://dq.cde.ca.gov/.
Diversity Toolkit: English Language Learners (ELLs). (n.d.). Retrieved from http://www.nea.org/.
Education and Learning Resources: Houghton Mifflin Harcourt. (2019). Retrieved from https://www.hmhco.com/.
Guernsey, L., Levine, M., Chiong, C., & Severns, M. (n.d.). Pioneering Literacy In the digital wild west: Empowering parents and educators.
Pimentel, S. (2018). Three Recommendations for Greater Reading Proficiency.
Robertson, K. (n.d.). Bright Ideas from the Classroom Reading 101 for English Language Learners. Retrieved from www.colorincolorado.org/article/reading-101-english-languagr-learners.
Seyfer, S. (2019, March 4). The "Big Reading Deal".
Stairs-Davenport, A., & Skotarczak, B. (n.d.). Improving Comprehensible Input for ELLs through Technology. Teaching English as a Second or Foreign Language, 22(3).
Young, C. A. (2004). Teaching the English Language Arts With Technology: A...Retrieved from https://www.citejournal.org/volume-4/issue-1-04/english-language-arts/teaching-the-english-language-arts-with-technology-a-critical-approach-and-pedagogical-framework/.