[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-498542-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-498542-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","scaffolds-for-a-sheltered-secondary-english-classroom","Scaffolds for a Sheltered Secondary English Classroom","","This article shares the teaching experiences, practical tips, and instructional passion of an English I teacher for English language learners (ELLs) who have been in U.S. schools for at least one year. It presents strategies focused on grouping, analyzing passages, scaffolding questions, and supporting note-taking, with examples of techniques used in an English I classroom. 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She can be reached [at adrian.baylor@birdvilleschools.net](at adrian.baylor@birdvilleschools.net)  \nAbstract: This article shares the experiences, tips, and passion of an English I teacherwho teaches English language learners (ELLs) who have been in U.S. schools for at least one year. She provides information about various teaching strategies that have been effective in her classroom over the past few years. The article addresses student grouping, analyzing passages, scaffolding questions, and engaging students in note-taking. The author explains that these tools are effective for all students, but they are specifically designed to meet the needs of English language learners. She also includes specific examples of techniques she has used with her English I students along with ideas for using technology to promote student engagement.  \nKeywords: ELLs, English language learners, scaffolds, modifications, accommodations  \nELLs, English language learners, are students who come  \nfrom non-English-speaking homes, who are unable to communicate fluently or learn effectively in English, and who need modified instruction in their academic courses. They are rated through a Texas Education Agency (TEA) assessment called TELPAS, which tests their reading, writing, listening and speaking skills once a year. This assessment helps teachers and administrators monitor the progress of ELLs as they learn the English language (Texas Education Agency, 2017) . Their TELPAS ratings can be classified as Beginner, Intermediate, Advanced, and Advanced  \nHigh. The goal is to help them progress to Advanced High in all four areas and prepare them to pass the English EOC assessments so they can be exited from the ESL program. Many of your students could be current or former ELLs. ELLs can also be long-term ELLs (or LTELLs) who were born in this country but still have not passed STAAR or achieved Advanced High on TELPAS. LTELLs also need and benefit from these accommodations.  \nHow You Can Identify ELLs?  \nWithin their first couple of years in the country, ELLs are typically more distinguishable. However, as they spend more time in the United States, they begin to look and act like native-speaking students. They might even begin to appear apathetic. In reality, they are still struggling with some part of the English language, and it is impacting their ability to master your course content. The most effective strategies for determining if you have ELLs in your classroom are to use your School Management Software to find TELPAS levels for each student and to contact the student’s counselor, ELL teacher (if applicable), or ELL coordinator at the district level. It is important for you to research your students’history. The number of years they have spent in U.S. schools and their TELPAS levels could surprise you. I have had students who communicate poorly in English but could comprehend grade-level material almost as well as the majority of my on-level students. If you are aware of your students’ language level, you are more capable of selecting appropriate scaffolds for your ELL students.  \nTeaching Strategies  \nDuring my six years of teaching ELL students through sheltered classes, I have adopted a toolkit of strategies that help produce growth in my English language learners’ understanding of the course content and the English language in general.  \nGrouping Strategies  \nGroup collaboration is an important skill for any student. However, with English language learners, collaboration is especially important because it provides opportunities for these students to speak and listen to the English language—skills that do not get practiced without collaboration in English.  \nGrouping 1: ELL with an ELL. I will group my ELLs with another student who speaks their same language, if possible. Depending on how new m","cbCaiimxTZnyvqyu","https://ap.wps.com/l/cbCaiimxTZnyvqyu","pdf",219147,"English","# Abstract\n# Identifying English Language Learners (ELLs)\n# Teaching Strategies\n## Grouping Strategies\n## Analyzing Passages\n## Vocabulary\n## Summaries or Simplified Texts","[{\"question\":\"How does the article suggest identifying ELLs in the classroom?\",\"answer\":\"It recommends using school management systems to find TELPAS levels for each student and contacting relevant ELL staff such as counselors, ELL teachers, or ELL coordinators. It also advises researching students’ history, including years in U.S. schools and TELPAS results.\"},{\"question\":\"What grouping strategies does the teacher use for sheltered ELL classes?\",\"answer\":\"The article describes grouping ELLs with an ELL who shares the same language (when possible), pairing ELLs with a struggling non-ELL learner when language-matching isn’t available, and gradually moving assimilated ELLs into non-ELL groupings as their independence increases.\"},{\"question\":\"Which strategies are recommended for analyzing passages with ELLs?\",\"answer\":\"The article highlights supporting vocabulary by having students see and hear terms as they are spoken, and using summaries or simplified texts when students face assignments with large amounts of English text. These supports help align instruction with students’ assessed needs.\"}]","Scaffolds for a Sheltered Secondary English Classroom | PDF",1790983531]