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English Learners in Elementary and Middle School  \nInstructional Tips Based on the Educator’s Practice Guide  \nWhat Works Clearinghouse™  \nU.S. DEPARTMENT OF EDUCATION  \nA publication of the National Center for Education Evaluation atIES  \nTeachers of science, history, mathematics, writing, or other content areas may find it challenging to build the English language and literacy skills of English learners in their classrooms while also teaching content-area material. However, students with varying levels of English proficiency, including students currently or formerly classified as English learners and students whose first language is English, can benefit when teachers provide explicit instruction and other learning opportunities to use and practice the English language.  \nThe Teaching Academic Content and Literacy to English Learners in Elementary and Middle School practice guide was developed by the What  Works Clearinghouse™ (WWC) in conjunction with an expert panel to support teachers in providing language instruction. The practice guide provides teachers with guidelines and examples of ways to systematically and explicitly build students’ English language proficiency and literacy by providing English learners more opportunities to speak, listen to, and write about academic topics ranging from literature to science to history in daily classroom instruction.  \nThe instructional tips translate the practice guide recommendations into actions that educators can use with students in whole class, small group, or one-on-one settings and with students at all levels of English proficiency. However, some variations  \n\n| |\n| --- |\n| Instructional tips for:\u003Cbr>• Teaching a set of academic vocabulary words intensively across several days using a variety of instructional activities\u003Cbr>• Integrating oral and written English language instruction into content-area teaching |\n\nmay be needed to meet the needs of students with lower levels of English language proficiency. For example, some English learners may need more small group or oneon-one instruction or more modeling before independent practice is encouraged.  \nFor a full description of the recommendations and more implementation tips, download your free copy of the guide.  \nTeaching Academic Content and Literacy to English Learners in Elementary and Middle School | Instructional Tips 1  \nTips for teaching a set of academic vocabulary words intensively across several days using a variety of instructional activities  \nState and district standards for English Language Arts emphasize teaching students academic language and, in particular, academic vocabulary. Academic vocabulary represents words that are used primarily in academic disciplines. Teachers can introduce and teach academic vocabulary along with content material in science, history, mathematics, and writing to English learners during regular classroom instruction. Instructional activities that are focused on a small set of words over several lessons and that provide various opportunities for students to use the words in writing, speaking, and listening, can help students learn and correctly use grade-level general academic and domain-specific vocabulary.  \nTip: Identify which words will be taught explicitly and in-depth in order to maximize instructional time  \nWhen students are taught a small number of words at a time, they can retain new vocabulary better. By teaching a smaller set of words in depth and across multiple subjects, teachers can help students learn nuances associated with a given word, and students will have time to practice using words through writing, speaking, and listening activities in the classroom.  \nEngage English learners with an informational text to teach new vocabulary and provide concrete examples of key points and issues related to a given topic or unit. Because informational text often contains many challenging words, choose which words to teach to students.","cbCaikf8lGvPeh59","https://ap.wps.com/l/cbCaikf8lGvPeh59","pdf",856076,"English","# Instructional Tips for Teaching Academic Vocabulary and Language Skills\n## Teaching a Focused Set of Academic Vocabulary Words\n## Teaching Student-Friendly Definitions and Providing Examples","[{\"question\":\"How does the guide support English learners while teaching content-area material?\",\"answer\":\"It recommends explicit instruction and multiple opportunities for students to speak, listen, and write about academic topics during everyday classroom instruction.\"},{\"question\":\"What strategy does the guide recommend for teaching academic vocabulary intensively?\",\"answer\":\"Select a small set of target words (about five to eight) and teach them in depth across several lessons using varied instructional activities that support writing, speaking, and listening practice.\"},{\"question\":\"How should teachers choose which vocabulary words to teach explicitly and in-depth?\",\"answer\":\"First identify potentially unfamiliar or challenging words in the instructional text, remove words students likely already know, and then choose from the remaining words using the listed criteria (e.g., central to understanding, frequent use, multiple meanings, affixes, and cross-language potential).\"}]","Teaching Academic Content and Literacy to English Learners in Elementary and Middle School - Instructional Tips | PDF",1790595108,23]