Resources for English Language Learners |
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The ReadIt! database (formerly known as the ELL Reference Center) is designed for use by individuals who have learned basic English grammar and reading but who need adapted reading in the subject areas.
* Stop by the Learning Commons for the User ID & Password required to log in to this database. |
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Britannica Escolar
Selecciona el contenido ara tu nivel: primaria o secundaria |
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duolingo
Learn another language. It's FUN! It's FREE! Each enjoyable lesson features reading, speaking, listening, translating and multiple choice challenges, as well as instant feedback. iPhone and Android apps are available, too. |
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másOmenos
This free web app was created by SPS ELL Coach Abigail Williamson to help teachers get to know the learning needs of their multilingual students. Want to learn more? Contact Abigail and the másOmenos team at info@masomenos.org |
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¡Colorín colorado!
Created to support educators and Spanish-speaking families of English language learners (ELLs), this excellent resource is a service of the Reading Rockets Project. Subscribe to one or more of the excellent e-newsletters available and the Common Core and ELLs blog. Check out ELL resources by grade. |
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English Central features a terrific collection of video content for learning English, nifty teacher tools, and much more. Account holders can practice their English speaking, receive feedback, and monitor their progress. Classroom accounts are available, after a free trial. Visit the Teachers Page to learn more.
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Nine Things Every Teacher Should Know About Words and Vocabulary Instruction by Karen Bromley
In this article, Karen Bromley offers helpful information for content area teachers who must incorporate sound vocabulary instruction into each lesson.
In this article, Karen Bromley offers helpful information for content area teachers who must incorporate sound vocabulary instruction into each lesson.
Preparing English Language Learners for Complex Reading
by Janice Silva, Paul Delleman,and Andria Phesia(from the November 2013 issue of Educational Leadership)
"The article presents information on how to teach complex reading to English language learners (ELLs) in U.S. education. The authors look at the U.S. Common Core State Standards, the use of Spanish and English nonfiction and informational texts, and second language learners. The article also discusses English argumentative texts with pro and con aspects of controversial topics." -- from EBSCO's Professional Development Collection.
(NOTE: This is just one of several excellent articles in the November 2013 issue, devoted to "Tackling Informational Text", all of which can be found in the Professional Development Collection.)
by Janice Silva, Paul Delleman,and Andria Phesia(from the November 2013 issue of Educational Leadership)
"The article presents information on how to teach complex reading to English language learners (ELLs) in U.S. education. The authors look at the U.S. Common Core State Standards, the use of Spanish and English nonfiction and informational texts, and second language learners. The article also discusses English argumentative texts with pro and con aspects of controversial topics." -- from EBSCO's Professional Development Collection.
(NOTE: This is just one of several excellent articles in the November 2013 issue, devoted to "Tackling Informational Text", all of which can be found in the Professional Development Collection.)
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In for the Long Haul by Mary Soto, Yvonne S. Freeman, and David Freeman
Learn about the challenges faced by long-term English learners (LTELs), defined by Menken and Kelyn as "students who have attended U.S. schools for seven or more years and whose prior schooling has been linguistically subtractive because their native language was not fully developed in school and instead was replaced by English". |
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Extending English-Language Learners' Classroom Interactions Using the Response Protocol
by Kathleen A.J. Mohr and Eric S. Mohr (from the February 2007 issue of The Reading Teacher)
"Despite the need to use and develop their English-language proficiency, English-language learners (ELLs) are often quiet during classroom discussions. The Response Protocol was developed to help teachers elicit and support the oral interactions of ELL students."
by Kathleen A.J. Mohr and Eric S. Mohr (from the February 2007 issue of The Reading Teacher)
"Despite the need to use and develop their English-language proficiency, English-language learners (ELLs) are often quiet during classroom discussions. The Response Protocol was developed to help teachers elicit and support the oral interactions of ELL students."
