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Instructional Strategies for ELLs Pre-Emergent Instructional Strategies Content Area Strategy and Description Justification Speaking and Listening Reading Writing Emergent Instructional Strategies Content Area Strategy and Description Justification Speaking and Listening Reading Writing Basic Instructional Strategies Content Area Strategy and Description Justification Speaking and Listening Reading Writing Intermediate Instructional Strategies Content Area Strategy and Description Justification Speaking and Listening Reading Writing © 2015. Grand Canyon University. All Rights Reserved. AFRS LITERATURE OF THE HARLEM RENAISSANCE READ Read Langston Hughes famous essay:†The Negro Artist And the Racial Mountain person image here Mountain.pdf 1) in a short essay (approximately 350 words) discuss what you have learned from reading about the Harlem Renaissance. 2) Make a paragraph by paragraph outline of Langston Hughes†essay “ The Negro Artist and the Racial Mountain†number each paragraph and paraphrase it—putting what it say in your own words to show your understanding.

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Instructional Strategies for ELLs in Pre-Emergent Stages

English Language Learners (ELLs) in the pre-emergent stage are at the beginning of their language acquisition and require specific instructional strategies to facilitate their learning across various domains: speaking, listening, reading, and writing. This assignment outlines structured strategies tailored to the needs of pre-emergent ELLs, categorizing them into emergent, basic, and intermediate levels.

Emergent Instructional Strategies

1. Speaking and Listening
- Strategy: Use Picture Cards
- Description: Teachers can use picture cards representing common objects and actions to promote vocabulary acquisition. Pairing visuals with words aids in associating language with meaning.
- Justification: Research supports that visual aids enhance comprehension (Echevarría, Vogt, & Short, 2017). This approach helps students engage verbally in low-risk settings.
2. Reading
- Strategy: Interactive Read-Alouds
- Description: Teachers read stories aloud while displaying the text. Interactive prompts can guide students to predict outcomes and relate to their experiences.
- Justification: Reading aloud has been shown to improve vocabulary and comprehension (Beck & McKeown, 2013). This method helps ELLs access grade-level texts even if their language skills are limited.
3. Writing
- Strategy: Labeling the Classroom
- Description: Labeling items in the classroom (e.g., door, desk) using both English and students' native language fosters recognition and builds vocabulary.
- Justification: Labeling assists in reinforcing vocabulary and provides context, which is crucial for pre-literate students (Gibbons, 2002).

Basic Instructional Strategies

1. Speaking and Listening
- Strategy: Turn and Talk
- Description: Students pair up to discuss a topic or answer a question, practicing spoken English with a peer.
- Justification: Encouraging communication amongst peers in a low-stress environment enhances confidence and language skills (Roth & Lammers, 2009).
2. Reading
- Strategy: Guided Reading Groups
- Description: Small groups of ELLs read age-appropriate texts with a teacher facilitating comprehension and vocabulary development.
- Justification: Guided reading allows for differentiated levels of instruction, ensuring learners engage with texts suitable for their language development stage (Fountas & Pinnell, 2017).
3. Writing
- Strategy: Sentence Frames
- Description: Providing sentence stems encourages students to express their thoughts and ideas while scaffolding their writing.
- Justification: Sentence frames support ELLs in organizing their writing and expressing ideas, which can lead to increased confidence and fluency (Miller & Alegría, 2010).

Intermediate Instructional Strategies

1. Speaking and Listening
- Strategy: Debate or Discuss
- Description: Educators can initiate structured debates on topics relevant to students' interests or culture, encouraging them to express opinions and engage in discourse.
- Justification: Structured debates promote critical thinking and speaking skills while also increasing academic vocabulary (Gibbons, 2002).
2. Reading
- Strategy: Reading Journals
- Description: Students maintain journals where they respond to texts through summaries, reflections, and predictions.
- Justification: This strategy promotes comprehension, critical thinking, and writing fluency by encouraging students to engage deeply with texts (Smith, 1998).
3. Writing
- Strategy: Writing Workshops
- Description: ELLs participate in writing workshops where they draft, revise, and publish their work while receiving peer and teacher feedback.
- Justification: Writing workshops foster a collaborative environment, allowing students to view writing as a process, which is vital for language development (Calkins, 2003).

References

1. Beck, I. L., & McKeown, M. G. (2013). Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples. New York: Guilford Press.
2. Calkins, L. M. (2003). The Art of Teaching Writing. Portsmouth, NH: Heinemann.
3. Echevarría, J., Vogt, M. E., & Short, D. J. (2017). Making Content Comprehensible for English Learners: The SIOP Model. Boston: Pearson.
4. Fountas, I. C., & Pinnell, G. S. (2017). Guided Reading: Good First Teaching for All Children. Portsmouth, NH: Heinemann.
5. Gibbons, P. (2002). Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. Portsmouth, NH: Heinemann.
6. Miller, R., & Alegría, M. (2010). Improving Academic Achievement for English Language Learners: Implementation of the SIOP Model. The Bilingual Research Journal, 33(2), 196-207.
7. Roth, W. M., & Lammers, W. J. (2009). Teaching the Language of Science: The Importance of Community and Social Interaction. The Science Teacher, 76(4), 29-33.
8. Smith, M. W. (1998). Getting Students to Talk about Text: A Resource Guide for Teachers. The Reading Teacher, 51(8), 659-668.
9. Wiley, T. G., & Garcia, E. (2016). Bilingual and ESL Classrooms: Teaching in a Multicultural Environment. International Journal of Bilingual Education and Bilingualism, 18(3), 245-372.
10. Zwiers, J. (2008). Building Academic Language: Essential Practices for Content Classrooms. San Francisco: Jossey-Bass.
In summary, these instructional strategies for ELLs in the pre-emergent stage should be incorporated into daily teaching practices to promote language development across speaking, listening, reading, and writing. A focus on interactive and inclusive activities will not only enhance language acquisition but also foster a supportive learning environment for diverse students.