Modifying Activities for Elementary ELLs

    Modifying Activities for Elementary ELLs In the elementary school video titled “Word Study in Action: Activating Prior Knowledge,” the teacher is seen engaging her students in a word study activity to activate their prior knowledge. The students are seated in a circle, and the teacher begins by introducing a word and asking the students if they have any prior knowledge or experiences related to that word. The students then take turns sharing their thoughts and experiences, while the teacher encourages them and provides support when needed. One aspect that the teacher does well in this video is providing a supportive and inclusive classroom environment. She ensures that each student has an opportunity to share their thoughts and actively engages with them by asking follow-up questions. This approach is supported by research that emphasizes the importance of creating a safe and inclusive classroom environment for ELLs (Echevarria et al., 2019). To modify this activity for ELLs, the teacher could incorporate visual aids, such as pictures or diagrams, to help facilitate comprehension. This would provide additional support for ELLs who may struggle with expressing themselves verbally in English. Additionally, the teacher could encourage the use of bilingual dictionaries or translation tools to assist students in understanding and expressing their thoughts. These modifications would help scaffold the activity for ELLs and promote their participation and comprehension. Modifying Activities for Middle School ELLs In the middle school video titled “I Do, We Do, You Do: Scaffolding Reading Comprehension in Social Studies,” the teacher is seen scaffolding reading comprehension skills for her students. She begins by modeling the reading process, thinking aloud and highlighting key strategies. The students then work together in small groups to apply these strategies to analyze a text, before finally working independently. One commendable aspect demonstrated by the teacher is her use of scaffolding techniques, which aligns with best practices for teaching ELLs (Gibbons, 2015). By modeling the reading process and providing explicit instruction on comprehension strategies, the teacher supports her students in developing their reading skills. This approach helps ELLs by providing them with clear guidance and support throughout the learning process. To modify this activity for ELLs, the teacher could provide additional visual supports, such as graphic organizers or charts, to help ELLs organize their thoughts and make connections between the text and their prior knowledge. The teacher could also incorporate more opportunities for collaborative work, where ELLs can work with their peers to discuss and clarify their understanding of the text. These modifications would enhance comprehension for ELLs by providing them with additional scaffolds and opportunities for language practice. Modifying Activities for High School ELLs In the high school video titled “Think-Pair-Share,” the teacher is seen using the think-pair-share strategy to promote student engagement and language development. The teacher poses a question, and students are given time to think individually before discussing their thoughts with a partner. Finally, pairs share their ideas with the whole class. One commendable aspect demonstrated by the teacher is the emphasis on student interaction and collaboration. This active engagement strategy aligns with research that highlights the importance of providing meaningful opportunities for ELLs to practice their language skills in authentic contexts (Herrell & Jordan, 2017). The think-pair-share strategy encourages ELLs to engage in discussions, express their ideas, and receive feedback from their peers. To modify this activity for ELLs, the teacher could provide sentence starters or prompts to support their oral language production during the pair and share stages. This would help ELLs who may struggle with initiating or forming their responses in English. Additionally, the teacher could encourage the use of visual aids or gestures to aid comprehension and communication. These modifications would provide additional support for ELLs to actively participate in the activity and develop their language skills. In conclusion, by incorporating modifications that address the specific needs of ELLs, teachers can enhance their reading comprehension activities at different grade levels. These modifications include incorporating visual aids, providing bilingual resources, using scaffolding techniques, and encouraging collaborative work. By implementing these strategies, teachers can create inclusive learning environments that support the academic and linguistic development of ELLs. References: Echevarria, J., Vogt, M. E., & Short, D. J. (2019). Making content comprehensible for English learners: The SIOP model. Pearson. Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom. Heinemann. Herrell, A. L., & Jordan, M. L. (2017). Fifty strategies for teaching English language learners. Pearson.          

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