Level One 101

“What do I do?  This student has no English!  They can’t possibly…”

Ah, but they can!  We just have to do a few things differently!  Our Level One students are acquiring language all day long.  We have to make “input” more comprehensible for them and try to create as many “i+1” moments as we can by providing scaffolds and reframing our brain about what “output” can look like.

Language is acquired through “input.”  But “output,” or using that language to share your thinking and understanding, is what makes you smarter!  Level One students can share their thinking in many different ways.  Some helpful ways to support language input and output for Level One ELLs can be found in the resources below.

Level One Scaffolds and Supports

To see one of those scaffolds in action, click here to watch!

The following websites are great for Read Alouds and can easily be paired with a retelling activity, or simply drawing “I liked the part when…”  One suggestion…preview the texts beforehand to make sure they are comprehensible!  Sometimes, it is difficult to understand the story if the pictures don’t flow well with the text.  

Language Notebook Response Ideas for Online Read Alouds

Sundance Literactive Readers: Leveled Readers               Meegenius

You can even find some celebrities reading books aloud here:  

Storyline Online                  Read to Me                    Speakaboos

World Book-Early World of Learning (which has books AND learning games!)

Find great introduction and practice for English language structures, vocabulary and early literacy skills at…

BrainPop for ESL                                                Starfall

To access language support from Lincoln City Libraries, follow the steps found here.

***To make your own Level One Kit, find a list of all the ingredients here!***

 

This entry was posted in Instruction, Professional Development by Holly Tracy. Bookmark the permalink.
Holly Tracy

About Holly Tracy

Holly Tracy is an ELL Instructional Coach for Lincoln Public Schools. She works with the staff and administration at Adams, Arnold, Calvert, Cavett, Clinton, Hill, Humann, Kloefkorn, Maxey, Roper, Rousseau, and Zeman. Holly has had the chance to develop valuable partnerships with many teachers across these buildings as they support their ELL students and looks forward to continuing this work.

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