1. Professional Journal Article
Power point
By Tarrah Schwartz
TSL 5085

2. Teaching English language learners
new vocabulary, and how to read and
write English…

3. Assessments and Instructional writing
approaches for English Language
Learners
Important Questions:
• Can I assess English Language Learners in my
own classroom?
• Can I get help from a school liaison or
translator who speaks the student’s native
language(s)?
• What specific aspects of writing am I going to
assess?” (Schulz, p. 58)

4. Teachers should:
• Learn more about their students’ prior schooling and
background
• Provide a manageable classroom that allows room for
flexibility so students can learn on their own pace.
• Implement explicit writing instruction to ELL students
by tailoring to the different needs of students.
• Introduce the four different writing processes :
• language experience, shared writing, interactive
writing, and independent writing.
• Determine multiply authentic writing
assessments, which can provide teachers with more
information on a students’ individual writing strengths
and weaknesses.

5. Learner how to read: What the
research says
• Learning to read in the home language promotes reading
achievement in the second language.
• When instructing English learners in English, modification of
instruction is necessary when taking into account students’
language limitations. (Goldenberg 2008)
• Use scaffolding strategies: SIOP-According to Vogt and Shearer
(2011) the SIOP model uses English as the medium for providing
content area instruction while emphasizing the development of
English proficiency.
• Vocabulary development is crucial for ELL learners and this should
be done through explicit vocabulary instruction.
• Giving additional time for ELL learners to complete a task, even
after school time, is important to improve learning.

6. The SIOP Model consists of eight
interrelated components:
• Lesson Preparation
• Building Background
• Comprehensible Input
• Strategies
• Interaction
• Practice/Application
• Lesson Delivery
• Review/Assessment

7. Teaching Vocabulary to ELL students
Strategy:
• Making the students build a personal glossary of
vocabulary words out of index cards.
• The students vocabulary lists consist of a glossary of
self-chosen words.

8. Making the front of the card followed
five steps:
• Write new word on the top of card
• Consult a dictionary or a person
• Translate the word
• Look for at least one synonym
• Associate word with an image; draw or paste
picture

9. For the back of the card, another five
steps are followed:
• Write the word in the middle of the card and draw a
bubble around it.
• Draw lines coming out of the bubble.
• Connect the word to other bubbles with relate words
in them.
• Use the new word in a sentence in English.
• Provide an appropriate translation of the sentence
into the student’s native language.

10. References:
• Larrotta, C. (2011). Second Language Vocabulary
Learning and Teaching: Still a Hot Topic. MPAEA
Journal Of Adult Education, 40(1), 1-11.
• Goldenberg, Claude (2008). Teaching English Language
Learners: What Research Does and Does Not Say.
American Educator, Summer, 1-19
• Vogt, M.E., & Shearer, B. A. (2011). Reading specialists
and literacy coaches in the real world. (3rd ed.).
Boston, MA: Allyn & Bacon
• Schulz, Melissa M. (2009) Effective Writing Assessment
and Instruction for Young English Language
Learners. Early Childhood Education Journal. 37(1),
77-62.