User:Kobrem/sandbox

•	Reading and writing foundational skills for elementary level EL students Reading for any student can be a very complicated process. This is why so many children struggle to become strong readers. The process of learning to read can be very challenging for English language learners. Many of the students have little or no formal schooling and they have not learned to read in their native language. There are five reading instruction that a student can focus on, they are Phonemic Awareness, Phonics, Vocabulary, Fluency, Comprehension. •	Reading and writing instructional strategies for elementary level EL students Classroom strategies that promote early literacy development expose students to word order to develop deep understanding of meaning and use. Introducing vocabulary for children to learn in each classroom activity is an interesting and useful method to encourage the use of new vocabulary. Teachers can support word learning with reading aloud, including explanations of targeted vocabulary. Engaging students in social interactions encourages oral language skills needed to grasp sentence structure and content. Another way to promote literacy development is by making the activity centers with literacy props that encourage children to learn about literacy through play. Some centers reflect familiar aspects of the child's home and community, such as the kitchen and grocery store. For literacy development, each center should be enhanced with literacy props. The teacher can add different props to the kitchen and this can be supplied with calendars, note paper for grocery lists, cookbooks, and recipe cards. •	Reading and writing technology tools and resources appropriate for elementary EL students at different proficiency levels Online brainstorming is a website students can use, such as Mind Meister, this is a way for them to create a clear and detailed maps faster than written ones. Cloud based word processing is just like wiki, they are able to exchange documents for edits, students can use online word processing tools as well. They can access Google Docs to write mutual written assignments. Educational games are another way for the students to gain access to words that can cause them some issues. They can use ABCya, spelling city, Moby math, PBS kids and Go Noodle, Brain pop, Brain pop Jr. and Brain pop ELL. They can also access Reading A to Z, learningchocolate.com and Duolingo.com are also great sites for learning vocabulary. Grouping techniques and cooperative learning strategies conducive to elementary grade levels •	Grouping the ELL students will help with the process that scaffolds the learning of English learners because in both groups (the home and expert) they are working with in order to understand the text. Some students may have more background information on the topic. By grouping the students together it can have a huge impact on their learning abilities.


 * Listening and speaking skills for elementary level EL students.

Keep instructions clear and simple. ELL students at all proficiency levels should have reading materials provided at their instructional level by the classroom teacher (Peregoy & Boyle, 2017). ELL students should be taught vocabulary in context; remember to limit the number of vocabulary words taught in each unit to only the key words. Comprehension can increase the number of words. Use a variety of strategies and approaches to teach reading. The key component is to make sure that students are being taught vocabulary through meaningful context, not in isolation. Provide the ELL student the background knowledge necessary in order to teach ELL students reading strategies that enable them to predict, connect, question, and visualize a story (Peregoy & Boyle, 2017).When making accommodations for English language learners in the area of writing. There is a large difference between listening and speaking and reading and writing. Many ELL students could be considered advanced in speaking but at a beginning instructional level in writing (Peregoy & Boyle, 2017).


 * Grammar and vocabulary development strategies for elementary-level EL students

Pre teaching vocabulary is very important before doing an activity, teaching content, or reading a story in class, pre teaching vocabulary is always helpful, especially for ELLs. Introducing his concept will give the students an opportunity to identify words and be able to place them in context and remember them. There are many ways that a teacher can introduce vocabulary words (Peregoy & Boyle, 2017). There are many ways that you can incorporate strategies in your classroom is to have the  student’s do role play, using gestures, showing real objects, pointing to pictures, doing quick drawings on the board. There are six steps that you can do to ensure mastery of more complex words and concepts, pre select a word from an upcoming text or conversation, explain the meaning with student friendly definitions, provide examples of how it is used and ask students to repeat the word three times, engage students in activities to develop mastery and ask the students to say the word again (Peregoy & Boyle, 2017).


 * Strategies for comprehensible input, feedback, building background, and student engagement

When using read aloud students are able to draw opinions, ask questions, visualize and participate in discussion from their own predictions of what the story is about based on the pictures. The teacher reads to and with the students followed by the students together as a class (Peregoy & Boyle, 2017). Utilizing this in a classroom can help in many ways. The teacher determines a "read aloud" approach that will encourage student engagement and participation, she/he chooses read aloud content from various genres, chooses texts that reflect the language/culture of the students, creates a comfortable environment for listening and models good reading processes.

Another way for the teacher to integrated the instructional strategy and method is to display vocabulary words and description of activity on a white board, reflects on the reading material previously read in the class, asks student's question, students give immediate feedback and demonstration of their work and the students are placed into groups to complete an activity to help build knowledge on the concept (Peregoy & Boyle, 2017).


 * Grammar and vocabulary technology tools and resources appropriate for elementary EL students at    different proficiency levels

There are many ways that a student can use technology to help them succeed in school. Info graphics, digital word walls, and digital storytelling are all effective for building background, deepening understanding of language and content through multiple and varied interactions, and promoting collaboration and communication all of these are very important indicators for the  English Language students to succeed in a mainstream classroom (Peregoy & Boyle, 2017). The visual elements of info graphics enable English Language students to process information more easily and to better understand the content (Peregoy & Boyle, 2017). Info graphics also offer an effective format to communicate information in a variety of modalities. Examples of easy-to-use info graphic makers include Smore, Easelly, and Piktochart. A digital word wall fosters vocabulary acquisition and provides native language and visual support for English Language students. Using sites such as PB works or Popplet, students can collaborate, connect, and share keywords and online references on a digital word wall. Students can also create graphic organizers that map root words and associated meanings, images and sentence examples. Digital storytelling improves second language acquisition through the integration of reading, writing, speaking, and listening (Peregoy & Boyle, 2017). A digital tool such as Voice Thread, Puppet Pals, and Book Creator allows students to create and share material using text, visual, and audio formats (Peregoy & Boyle, 2017).

Peregoy, S. F., Boyle, O. F. (2017). Reading, writing, and learning in ESL: A resource book for teaching K-12 English learners (7th ed.). Boston, MA: Pearson.