[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590641-105":59,"doc-detail-590641-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","educating-ells-teaching-english-language-learners-tips-from-the-classroom","Educating ELLs - Teaching English Language Learners, Tips from the Classroom","","A classroom-focused article explains how to teach English Language Learners (ELLs) using practical, research-based strategies tested in real teaching contexts. It emphasizes three instructional priorities: differentiating instruction to meet mixed proficiency levels, building students’ intrinsic motivation for academic achievement, and using an affirming approach to correct errors. The guidance includes strategies such as extended wait time, nonlinguistic cues, modified preview-view-review using multilingual resources, and text level adjustments for different reading abilities.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/educating-ells-teaching-english-language-learners-tips-from-the-classroom/590641/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/educating-ells-teaching-english-language-learners-tips-from-the-classroom/590641.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What three areas do the authors focus on for teaching ELLs?","Question",{"text":111,"@type":112},"They focus on differentiating instruction, encouraging intrinsic motivation for academic achievement, and using an affirming form of correcting student errors.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How does wait time improve responses for ELLs?",{"text":116,"@type":112},"Speaking slowly and allowing a few extra seconds after asking questions gives ELLs time to think and process, improving both the quality and quantity of responses.",{"name":118,"@type":109,"acceptedAnswer":119},"What strategies support ELL comprehension beyond direct language instruction?",{"text":120,"@type":112},"The article recommends nonlinguistic cues like visuals and gestures, graphic organizers, and a modified preview-view-review approach using multilingual summaries and videos.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},590641,1792070102,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":142},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Educat ing ELLs  \nTeaching English Language Learners  \nTips from the Classroom  \nILLUSTRAT IONS BY THOMAS HALLER BUCHANAN  \nWith more than 35 years of combined experience teaching English language learners (ELLs), Larry Ferlazzo and Katie Hull Sypnieski understand how students learn. Together, they have written a series of books on the topic, and in this article they share their insights. Chief among them is thatELLs require particular instructional strategies to help them thrive. Thefollowing pages specifically focus on three areas: differentiating instruction, encouraging students’ intrinsic motivation for academic achievement, and using an affirmingform of correcting student errors. The authors explore each area with common scenarios faced by teachers and with research-based and classroom-tested strategies that teachers can apply in response to them. It’s important to note that many of these strategies can also work with mainstream students. As the saying goes, good instruction for English language learners is good instruction for everyone.  \n–Editors  \nBy Larry Ferlazzo and Katie Hull Sypnieski  \nDifferentiating Instruction  \nThere are 20 students in a highschool English language development class, ranging from newcomers who haven’t had formal schooling for years to those who have had high-quality schooling  \nLarry Ferlazzo teaches English language learners and mainstream students at Luther Burbank High School in Sacramento, California. He writes an [education blog at www.larryferlazzo.edublogs.org](education blog at www.larryferlazzo.edublogs.org), a weekly teacher advice column for Education Week Teacher, and regular posts for the New York Times. Katie Hull Sypnieski teaches English language learners at Rosa Parks K–8 School in Sacramento. She and Ferlazzo are the authors of Navigating the Common Core with English Language Learners: Practical Strategies to Develop Higher-Order Thinking Skills; The ELL Teacher’s Toolbox: Hundreds of Practical Ideas to Support Your Students; and The ESL/ELL Teacher’s Survival Guide: Ready-to-Use Strategies, Tools, and Activities for Teaching All Levels.  \n12 AMERICAN EDUCATOR | FALL 2018  \ntheir entire lives, including some English instruction.  \nThere are 35 students in a physical sciences class, including 25 who are proficient in English, five long-term English language learners (who have been ELLs for six years or more), and five intermediate ELLs.  \nA teacher has 30 students in a mainstream U.S. history class. One day, an administrator brings a newcomer—with no to minimal English skills—and places him in the class.  \nThese scenarios are quite common, especially in our public schools. What can teachers do? Here, we offer some researchbased strategies we have used in our teaching careers when we have been (and continue to be!) in these types of situations.  \nRate of Speech and Wait Time  \nSpeak slowly and clearly, and provide students with enough time to formulate their responses, whether in speaking or in writing. Remember, ELLs are thinking and producing in two or more languages. After asking a question, wait a few seconds before calling on someone to respond. This“wait time” provides all students with an opportunity to think and process, and especially gives ELLs a needed period to formulate a response. In a typical classroom, the average time between a teacher posing a question and a student giving an answer is one second. Many researchers have found that the quality and quantity of responses improve when that wait time is increased to between three and five seconds.1 We will often preface a question by first saying,“I’d like you to take a few seconds to think about this question before I call on someone to answer it.”  \nNonlinguistic Cues  \nUsing visuals, such as pictures and sketches, and nonverbal cues, such as gestures and intonation, helps make language and content more accessible to students. Graphic organizers, including word charts where students can draw visual definitions a","cbCaia5c9xt9bySD","https://ap.wps.com/l/cbCaia5c9xt9bySD","pdf",1063467,"English","# Educating ELLs\n## Differentiating Instruction\n## Rate of Speech and Wait Time\n## Nonlinguistic Cues\n## A Modified Version of Preview-View-Review\n## Texts Written for Different Levels\n## Cooperative Learning","[{\"question\":\"What three areas do the authors focus on for teaching ELLs?\",\"answer\":\"They focus on differentiating instruction, encouraging intrinsic motivation for academic achievement, and using an affirming form of correcting student errors.\"},{\"question\":\"How does wait time improve responses for ELLs?\",\"answer\":\"Speaking slowly and allowing a few extra seconds after asking questions gives ELLs time to think and process, improving both the quality and quantity of responses.\"},{\"question\":\"What strategies support ELL comprehension beyond direct language instruction?\",\"answer\":\"The article recommends nonlinguistic cues like visuals and gestures, graphic organizers, and a modified preview-view-review approach using multilingual summaries and videos.\"}]","Educating ELLs - Teaching English Language Learners, Tips from the Classroom | PDF",15]