[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-410443-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-410443-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","glossary-of-teaching-strategies-teaching-middle-school-ells-with-disabilities","Glossary of Teaching Strategies - Teaching middle school ELLs with disabilities","","A targeted glossary compiles teaching strategies and classroom activities used to teach middle school-aged English language learners with disabilities. Built from teacher-reported practices from Minnesota during the 2001-2002 school year, it preserves educators’ wording for each strategy, with some items supported by professional literature. It also outlines how NCEO plans to conduct single-case studies in 2004-2005 selecting strategies from the glossary, focusing on practical instructional methods.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/glossary-of-teaching-strategies-teaching-middle-school-ells-with-disabilities/410443/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/glossary-of-teaching-strategies-teaching-middle-school-ells-with-disabilities/410443.png","ImageObject",300,407,{"name":42,"@type":43},"Sophia Brooks","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-09-28",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How was the glossary developed?","Question",{"text":63,"@type":64},"The glossary was created from focused brainstorming with general education, special education, and English as a Second Language teachers in Minnesota during the 2001-2002 school year.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What is the main purpose of the strategies listed?",{"text":68,"@type":64},"The strategies are reported as methods teachers use to teach middle school-aged English language learners with disabilities and support reading, comprehension, and skill acquisition.",{"name":70,"@type":61,"acceptedAnswer":71},"Will the listed strategies be used in future studies?",{"text":72,"@type":64},"Yes. In the 2004-2005 school year, NCEO planned single-case studies based on selected strategies from the glossary.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},410443,1791411777,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":55,"slug":125},"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":106,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},962084925636,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","This list of teaching strategies and activities was developed out of a focused brainstorming process conducted with general education, special education and English as a Second Language teachers in Minnesota during the 2001-2002 school year. The list represents strategies and activities that teachers report that they use (or have used) to teach middle school-aged English language learners with disabilities. Inmost cases, the words that the teachers used to describe a strategy or activity are what is presented here in the glossary. A few of the strategies listed have definitions taken from professional literature. In the 2004-2005 school year NCEO will conduct singlecase studies with ELLs who have disabilities that will be based on selected strategies from this list. For more information see [http://education.umn.edu/NCEO/](http://education.umn.edu/NCEO/)  \nGlossary of Teaching Strategies  \nAccelerated or individualized math: a system of having students work at different levels individually in one classroom. They progress by passing tests for each unit and move at their own pace.  \nActing out a story: Having the students act out a part of a story. Using physical movement to demonstrate and improve comprehension of the story. Could also be used on a smaller scale with puppets, etc. but includes physical movement of some sort.  \nAdjusted speech: teacher changes speech patterns to increase student comprehension. Includes facing the students, paraphrasing often, clearly indicating most important ideas, limiting asides, etc.  \nBook on tape: Using books on tape to enhance reading development in some way. Having students use the tapes to go over the story after partner reading, to make sure they have not missed a vocabulary word, etc.  \nChunking and questioning aloud: The process of reading a story aloud to a group of students and stopping after certain blocks of text to ask the students specific questions about their comprehension of the story and some key features of the text.  \nCollecting anonymous student generated questions: During, or at the end of a lesson, have students write any questions that they might have on a card. Collect the cards and answer the questions without identifying a student. Students might be more willing to ask questions they have anonymously, instead of in front of their peers.  \nCombine kinesthetic and phonemic awareness: Associating different movements with phonemes in order to anchor sounds during practice drills in order to build phonemic awareness and remembering of sounds by the students.  \nNational Center on Educational Outcomes • 350 Elliott Hall 75 E. River Road • Minneapolis, MN 55455 • [http://education.umn.edu/NCEO](http://education.umn.edu/NCEO)  \nCooperative learning: a range of team based learning approaches where students work together to complete a task.  \nCross-disciplinary teaching on themes: Teaching similar vocabulary and themes indifferent classes (ex: Doing a reading on wolves in reading class while doing a unit on wolves in biology class) .  \nCurriculum based math probes: having students solve 2-3 sheets of problems in a set amount of time assessing the same skill. Teacher counts the number of correctly written digits, finds the median correct digits per minute and then determines whether the student is at frustration, instructional, or mastery level.  \nCurriculum based oral reading probe: having students read aloud three basal reader passages for 1 minute. Teacher marks the place where the student stops and then asks comprehension questions and continues to give probes until students reach frustration level as defined by reading rate and median score.  \nDaily re-looping of previously learned material: A process of always bringing in previously learned material to build on each day so that students have a base knowledge to start with and so that learned structures are constantly reinforced.  \nDecodable text: Using readings that contain only words the students can decode and build on","cbCain8Yw1MuoEv3","https://ap.wps.com/l/cbCain8Yw1MuoEv3","pdf",132001,"English","# Glossary of Teaching Strategies\n## Accelerated or individualized math\n## Acting out a story\n## Adjusted speech\n## Book on tape\n## Chunking and questioning aloud\n## Collecting anonymous student generated questions\n## Cooperative learning\n## Cross-disciplinary teaching on themes\n## Curriculum based math probes\n## Curriculum based oral reading probe\n## Daily re-looping of previously learned material\n## Decodable text\n## Directly teach vocabulary through short time segments\n## Ecological approach\n## Explicit timing\n## Explicit teaching of text structure\n## Fluency building\n## Graphic organizers","[{\"question\":\"How was the glossary developed?\",\"answer\":\"The glossary was created from focused brainstorming with general education, special education, and English as a Second Language teachers in Minnesota during the 2001-2002 school year.\"},{\"question\":\"What is the main purpose of the strategies listed?\",\"answer\":\"The strategies are reported as methods teachers use to teach middle school-aged English language learners with disabilities and support reading, comprehension, and skill acquisition.\"},{\"question\":\"Will the listed strategies be used in future studies?\",\"answer\":\"Yes. In the 2004-2005 school year, NCEO planned single-case studies based on selected strategies from the glossary.\"}]","Glossary of Teaching Strategies - Teaching middle school ELLs with disabilities | PDF",1790585311,18]