• http://www.fldoe.org/em-response/resources-families.stml#eleelamath



    These modules are fantastic and free.  If you are new to our ELL program as a teacher or para-professional and need information on how to teach/reach your ELLs, no matter their English level, please watch the modules below, especially 5 & 6 for some great ideas on helping your ELLs.  

    *Teacher e-learning modules from FLDOE SALAhttps://www.slslearningoptions.com/salamodules/story_html5.html

    • Module 1---Overview of the ESOL Program of Florida
    • Module 2---English Language Development Standards in Reveiw
    • Module 3---ESOL Training, Strategies, and More
    • Module 4---Assessing ESOL Knowledge through Gaming
    • Module 5---Differentiating Lessons for ELls
    • Module 6---Building an ELL friendly lesson

    *Colorin colorado-a wealth of resources for ELL teachershttps://www.colorincolorado.org

    *Learning Chocolate-English practice 

    *Help for Elementary ELLshttps://www.starfall.com

    *Jim Cummins 5 Basic Principles for Teaching Content to ELLs

    When presenting content objectives:  
    simplify language, paraphrase, repeat, avoid idioms and slang, be aware of homophones and multiple-meaning words, clarify(with simplified language, gestures, visuals), check for understanding

    When working with language objectives focus on:
           key content vocabulary, academic vocabulary found across the curriculum, language form and function essential for the lesson

    Provide opportunities to frontload or pre-teach lesson elements:
           Activate prior knowledge by connecting to students' academic, cultural or personal experiences, build background by explaining new vocabulary or unfamiliar facts and concepts, preview text by reviewing visuals, headings,     and/or highlighted text, set a purpose for reading by clarifying comprehension questions at the end of the lesson, and make connections by helping students see relationships between the lesson and other aspects of their lives.

    Make oral and written content accessible by providing support:  

    • visuals (photos, illustrations, cartoons, multimedia)
    • graphics (graphs, charts, tables),
    • organizers (graphic organizers, outlines),
    • summaries (text, audio, native language),
    • audio (recordings, read-alouds),
    • audiovisual aides (videos, dramatizations, props, gestures),
    • models (demonstrations and modeling),
    • experiences (hands-on learning opportunities, field trips)

    Structure opportunities for oral practice with language and content:

    1. listening and speaking--make listening input understandable with a variety of support, model language, and allow wait time for students to plan what they are going to say.
    2. reading and writing--tailor the task to each student's proficiency level, provide support and scaffolding, and expect different products from students with different levels of proficiency.
    3. increasing interaction--provide collaborative tasks so students can work together, encourage the development of relationships with peers, and lower anxiety levels to enable learning, as indicated by brain research.

    Monitor progress and provide reteaching and intervention when necessary:

    • Diagnostic assessment--determine appropriate placement and identify strengths and challenges
    • Formative assessment--check comprehension in an ongoing manner and use appropriate instruction and pacing
    • Summative assessment--provide alternative types of assessment when possible, such as projects and portfolios and provide practice before administering formal tests
    • Accommodations--provide extra time, smaller group, bilingual dictionaries, offer an oral presentation of written material, use devices to help with translations, and use buddy checks