ELPS Flipbook

A Cloze Listening activity aims to help students engage with content by listening to key vocabulary or ideas. This activity can be done while notetaking, watching a video, or listening to audio. Before the lesson, create sentences and remove the vocabulary students will focus on during the lesson. Then, give students the incomplete sentences with blanks to fill in based on what they hear. Provide a word bank for students who need additional support. Adjust the difficulty of the activity by the number of blanks or by tailoring the vocabulary to match students’ proficiency levels.

Image Sequencing helps students connect visual representations with audio or content, improving comprehension and engagement. In this activity, the teacher chooses three to seven images that align with the audio or content students will listen to. Students then use the information they hear to arrange the images. Option 1: Provide the images to students before listening and instruct them to arrange the images in the correct order as they listen. Option 2: Provide the images to students after listening and have them recall and arrange the sequence based on what they learned. Adjust the number of images or the complexity of the content based on students’ proficiency. Extend the activity by having students retell the information in order using the images. Scaffold for students at lower proficiency levels by providing a word bank or sentence stems.

Information Gap encourages collaboration, questioning, and communication skills by having students share missing information. Create two versions of a document. Document A includes the missing information from Document B and blanks where students will fill in information from their partner’s document. Document B consists of the missing information from document A and blanks for missing key information. Students take turns asking and answering questions, filling in the blanks on their documents with the information provided by their partners. Provide question stems if needed, such as “Can you explain...?” or “Why was ___ important to...?”

Quiz-Quiz-Trade reinforces vocabulary, concepts, or questions through peer interaction and active learning. Give students a notecard and a vocabulary word, idea, or question, and have them find the answer or definition for their topic and record it on their card. Then, have students pair up and quiz each other. Student A quizzes Student B using the information from their card. Student B responds, and Student A provides feedback by either affirming the answer or explaining the correct answer. Then, Student B quizzes Student A. After quizzing, have the partners trade cards, then find new partners and repeat the process. Remind students that they are responsible for their new topics and for ensuring their new partners know the answers. Students can Quiz-Quiz-Trade as many times as needed.

Sketch and Label helps students connect vocabulary with meaning by listening, visualizing, and labeling their sketches. Identify the vocabulary words students will focus on for a text, video, or audio. Provide students with the vocabulary list before listening, and have students focus on the meaning of these words based on what they hear. Then, have students sketch what they hear and label their sketches with the identified vocabulary words. Have students share their sketches with a partner to explain their understanding. Provide sentence stems to help students explain their sketches, such as “This part of my sketch represents...which means....” Adjust for students’ proficiency levels by varying the number of vocabulary words or providing a partially completed sketch for support.

Word Identification builds vocabulary awareness and active listening skills by having students focus on the academic vocabulary. Identify three to five vocabulary words in the text, audio, or video. Have students write these words on a piece of paper or write each word on a separate sticky note. While students are listening to the content, ask them to tap or tally the words as they hear them. Adjust for proficiency by providing students with a visual (diagram, picture, cartoon strip, etc.) that correlates with the content they will be hearing. As students listen, have them tap the appropriate portion of the image representing the vocabulary words. Use this strategy as a pre-reading or previewing activity to familiarize students with the vocabulary. Encourage students to compare tallies with a partner to reinforce collaboration and comprehension. Extend the activity by having students use the vocabulary in sentences, summarize the content, or answer questions about the vocabulary.

Expert/Novice engages students in collaborative learning by developing and answering questions, encouraging critical thinking, and practicing formal and informal communication styles. Select a topic or concept for the activity, then have students work together to write and answer questions about that topic. Next, have them roleplay the questions and answers, either assigning them the roles of Novice or Expert, or having students self-select their role. The Novice asks questions, and the Expert answers them using detailed explanations and practicing formal language. Encourage the Novice to listen and ask follow-up questions for clarification or more information (see W.I.T. Questioning on page 35). Have them roleplay twice, switching parts to allow both students to practice the formal academic language. Use this strategy for a range of activities, such as having students introduce one another to classroom procedures or explain content-area concepts in depth. Emphasize differences between formal and informal language, with the Expert speaking formally and the Novice speaking informally. Praise students who use the stems to elaborate and encourage others to do the same.

Graphic Organizers help students organize their thoughts, practice academic language, and develop complex responses. Select a graphic organizer and language support, such as signal words, transition words, or sentence stems, that match the assigned task’s language function (see page 51). As students complete the graphic organizers, encourage them to incorporate the provided language supports to practice academic vocabulary and complex grammar. Have students share their completed graphic organizers with partners, using the sentence stems and transition words to explain their ideas. Review common patterns or errors, and reinforce correct usage of academic language. Differentiate by providing partially completed organizers or simplified sentence stems for students who need additional support. Challenge advanced students to create longer, more detailed responses using their graphic organizers as guides.

These learning structures encourage active participation, guided discussions, and peer collaboration through clear, structured grouping. Pairing the QSSSA strategy (see page 35) with the Kagan structures will support students in preparing for the conversation and promote the use of academic language.

• Inside/Outside Circle: Position students in two concentric circles facing one another—an inside circle and an outside circle. After speaking with their partners across from them, have the students rotate to get new partners.
• Stand Up, Hand Up, Pair Up: Have students find partners by walking around the room with their hands raised. Once they’ve found a partner or paired up, have them lower their hands and stand together with their partners.
• Numbered Heads Together: Divide students into groups of four and assign each student a number (1 to 4). Pose a question, and allow the students to discuss it. Then, call a number, and ask the students with that number in each group to share their group’s response.

The QSSSA strategy supports students in practicing and applying new vocabulary from the lesson in a structured, low-stress environment.

• Question: Pose a question related to the key content of the lesson, incorporating the target vocabulary.
• Signal: Ask students to signal when they have an answer ready. The signal provides quiet thinking time for students to prepare.
• Stem: Provide a sentence stem that includes the target language from the question.
• Share: Have students share their responses with other students in pairs, triads, or groups.
• Assess: Randomly call on students to share their responses or the responses they heard from their partners. Alternatively, have all students write down their answers and turn them in.

Encourage students to use the W.I.T. Questioning stems to ask follow-up questions that clarify or expand on each other’s responses.

W.I.T. Questioning encourages students to elaborate on their responses and engage in deeper discussions. Teach students to use three stems:

• Why do you think...? Encourages students to express their opinions or ideas.
• Is there another...? Prompts students to consider alternative perspectives or ideas.
• Tell me more about...? Invites students to expand on their thoughts with more details or explanations.

Remind students to actively listen and follow up on each other’s ideas using these stems. This strategy will help them build on each other’s thoughts and promote more detailed conversations. Praise students who use the stems to elaborate and encourage others to do the same.

What to Say Instead of “I Don’t Know” teaches students alternative responses to “I don’t know” and helps them seek clarification or assistance.

Model for the students how to use the questions when they are unsure what to say when a teacher calls on them. Explain that, when they are called on for a response, they can either respond or ask for help and then respond. Encourage students to frame their responses in complete sentences.

The Student Speaking Self-Checklist helps students evaluate and improve their speaking skills by ensuring their responses are complete, focused, and structured, encouraging academic language use.

Anticipation Guides activate prior knowledge, engage students in critical thinking, and allow them to compare their initial thinking to their new learning. Create a series of interesting, thought-provoking statements about the lesson’s topic. Before reading, share the statements with students on a handout, in a slideshow, or verbally. Have students indicate, individually or in groups, whether they agree or disagree with the statements. After reading, revisit the statements with students to reconsider their initial responses and decide if they still agree or disagree based on what they’ve learned. In this activity, students develop the ability to compare previously held assumptions with new learning. Scaffold discussions by providing sentence stems:

A Cloze Reading activity helps students practice vocabulary, content terms, and transition words collaboratively, reinforcing mastery of content and language. Select a passage related to the lesson content. This can be a previously read or new text. Delete key words from the passage, such as content-specific terms or transition words, leaving blanks for students to fill in. (Adjust the difficulty by selecting more or fewer words to remove based on students’ proficiency levels.) Have students work in pairs to fill in the blanks. Provide language scaffolds such as offering a word bank or focusing on words from the word wall. Use previously read passages to reinforce familiarity and confidence with the content and language.

Free Voluntary Reading (FVR) fosters a love of reading, improves language and literacy skills, and encourages students to explore self-selected text in a stress-free environment. Create a diverse and engaging classroom library with books, magazines, or other reading materials suited to students’ interests, reading levels, and language abilities. Introduce Free Voluntary Reading (FVR) to students, emphasizing that it is time for them to enjoy reading without assignments or assessments. Allow students to choose materials based on their interests, and let them switch texts if they find something isn’t engaging. Provide a quiet, uninterrupted block of time for students to read their chosen materials. Start with a shorter time block, aiming to grow to 20 to 30 minutes of consistent reading. FVR does not have assignments; however, optional follow-up discussions or sharing can be beneficial. Regularly update the classroom library with new materials, and seek student input on selections. Respect students’ choices, even if their reading material seems “easy” or unrelated to content topics. Create a comfortable reading environment with minimal distractions, and model for students by reading alongside them to show that you value this time.

Highlighting PLUS encourages active reading, critical thinking, and collaborative discussion by having students highlight key ideas and explain their choices. Set a purpose for reading. Ask students as they read to highlight three to five ideas they would like to discuss. PLUS, for each highlighted selection, have students provide a reason for their choice (e.g., a connection, an inference, a question, etc.). After students finish reading, ask them to share what they highlighted with a shoulder partner or in groups. Provide the sentence stem, “One sentence I highlighted was...because...” to keep the conversation on track. Encourage students to ask questions or provide feedback on their partner’s explanations (see W.I.T. Questioning on page 35).

For students who struggle to limit their highlighting, provide a sticky note cut it into strips corresponding to the requested number of highlights. As students read, they can mark their possible highlights with one of their strips of paper. They may find they run out of strips. This is an opportunity for students to revisit previously selected information and decide which is most important. Once they have completed their reading and placed all their strips, they return to highlight, PLUS add their reasoning.

The Mark Up Method helps students actively engage with a text, process their understanding, and reflect on their learning using a simple coding system. Students read the text individually or with a partner (see Partner Reading). As they read, they use the coding system to mark sections of the text based on their reactions or understanding.

After reading, ask students to review their coded sections and select a few to share with a partner or group. Encourage students to share their reasoning using sentence stems like:

Extend the activity by having students summarize the text, incorporating what they coded.

Native language texts support comprehension, build confidence, and provide a foundation for learning new concepts by allowing students to connect prior knowledge with new information in a familiar language. For students who are literate in their native language, texts, chapter summaries, wordlists, glossaries, or related literature in their languages can help them understand concepts used in content-area classrooms when used as a scaffold for the content in English. Native language texts can also be used during FVR to help students build fluency and stamina in reading.

This strategy helps students process and understand information in a text through collaborative reading, summarizing, and questioning. Choose a text that aligns with the lesson objectives. Pair students intentionally, and set a purpose for reading. Have students read together, alternating by paragraph or sections, with one partner reading while the other student summarizes and asks questions. Some possible sentence stems to support students’ conversation are:

After completing the reading, ask partners to discuss the overall text and how it relates to the lesson objective. Then, have students share their key takeaways and unanswered questions with the class.

Radio Readers builds fluency, listening skills, and awareness of sentence boundaries while encouraging collaboration between students. Prepare two reading sections, A and B. Pair students up and give them one section. Have partner A read their section aloud while partner B listens and counts sentences. Then, have students switch roles. Once both partners have read and counted, ask them to reveal their answers. In this activity, students work on reciprocity, sentence boundaries, and fluency. Encourage advanced readers to listen for sentence types (e.g., interrogatory or exclamatory, simple or complex).

This strategy promotes collaboration, comprehension, and active participation by having students read, respond, and share their understanding of a text. In this activity, students work in collaborative groups to process the text. Divide students into groups of three, and assign each a specific role:

• Reader: Reads the text aloud to the group.
• Recorder: Writes down the group’s reactions, responses, or answers to the guiding questions.
• Reporter: Summarizes the group’s discussion and shares it with the class.

After reporting to the class, have the students switch roles. Provide sentence stems or question starters to guide group discussions:

Scanning helps students identify unfamiliar terms before reading and understand them in context by providing quick definitions. Before reading, have the students scan through the text backward, looking for unfamiliar terms. Provide quick, brief definitions for selected terms, giving the students only the words’ meanings as they appear in context. Focus on the most important or challenging words to avoid overwhelming students. After addressing the unfamiliar terms, have students begin reading the text, now with a better understanding of the vocabulary, allowing them to focus on the content.

This strategy helps students summarize key information by focusing on the most important elements of a text. Teach students this sentence frame to structure their summary: “(Somebody) wanted...but...so...then...” Have students practice using the sentence frame with a short passage or a specific lesson.

• Somebody: Who is the main person or character?
• Wanted: What did they want to do or achieve?
• But: What obstacle or challenge did they face?
• So: How did they solve the problem or move forward?
• Then: What happened as a result?

Have students share their summaries with a partner or the class. Discuss the different ways students used the sentence frame to highlight key points.

This strategy helps students approach nonfiction texts strategically, improving comprehension, retention, and critical thinking about new information. Before, during, and after reading, have students do the following:

• Survey: Have students quickly scan the text, focusing on visuals, headings, subheadings, and other features like bolded words or captions. Encourage them to identify the general topic and key ideas based on their observations.
• Question: Have students write down questions they expect the text will answer, focusing on the headings and features they surveyed.
• Predict: Ask students to write predictions about what they think they will learn from the text. Encourage them to draw on prior knowledge and make connections to the text’s features.
• Read: Have students read the text actively, searching for answers to their questions and confirming or adjusting their predictions. Encourage students to interact with the text using highlighting or note-taking (see Highlighting PLUS on page 39 or Mark Up Method on page 40).
• Respond: After reading, have students revisit their questions and write or discuss responses based on the text. They reflect on how their predictions compare to the actual information and consider any new learning.
• Summarize: Students restate the key concepts and main ideas from the text. This can be done individually or in groups, either orally or in writing, using their notes and reflections as support.

Have students share their summaries with the class. Discuss the key ideas and address any misconceptions. Encourage group discussions to deepen understanding and reinforce key concepts (see W.I.T. Questioning on page 35).

Think-alouds help students develop cognitive and metacognitive skills by modeling the thought processes involved in problem-solving, decision-making, and understanding. Select a passage or problem that aligns with the lesson objective. Then, demonstrate your thinking aloud while reading. Talk through the process of comprehending the text, solving a problem, or making a decision, explaining the steps you take, the questions you ask yourself, and the strategies you use. After modeling, invite students to share their think-aloud. Ask them to verbalize their thinking while reading.

This strategy helps students practice creating complex sentences by expanding a simple sentence using conjunctions. Select a visual, and create a simple sentence. Then, ask students to complete three complex sentences using the simple sentence and the conjunctions “because,” “but,” and “so.” Students can work individually or in pairs. Finally, have all students record their sentences. Review the sentences, and highlight how conjunctions can change the meaning and complexity of the sentences.

Building Block Cards helps students deepen their understanding of key vocabulary and practice using it in context by connecting words and forming meaningful sentences. Identify up to 5 key vocabulary words from the current unit of study. Have students write each vocabulary word on an index card. The cards are referred to as “brick cards.” Additional sentence strips, cards, or a word list with “mortar language” can also be provided. This can include transition words (such as however, therefore) or language function words (like evidence, position, includes) to help students form more complex sentences (see Language Functions on page 51). Have students arrange their brick-and-mortar cards logically based on meaning or connections in pairs or small groups. Have groups share their sentences with the class. Discuss how students used the vocabulary words and how the mortar language helped form clear, logical connections between ideas.

Double Entry Journals encourage students to reflect on texts by identifying significant words, phrases, or ideas and connecting them to their understanding. Provide students with a two-column journal or a simple chart with two columns. Label the first column “From the Text” and the second column “My Thinking.” As students read, have them record any words, phrases, or ideas that stand out to them in the first column. These could be words they find interesting, thought-provoking, or important. In the second column, have students write their reflections on why these words, phrases, or ideas are significant. Encourage them to consider how they could use them in their writing or why they might be necessary for understanding the text.

This strategy lets students express their understanding of academic content through drawing and writing, supporting language development and concept comprehension. First, have students draw a picture, diagram, or symbol representing their understanding of a given topic. After drawing, have students write a brief explanation or description of their drawing. Students may use their native languages to express ideas, but encourage them to express new concepts using the academic vocabulary. This can be provided in a word bank or come from the word wall. Have students share their work with a partner or group and add or modify their writing to reflect anything they learn from their group. Then, have students revisit their work later in the lesson to refine their explanations as more information is learned.

Graphic Organizers help students process, practice academic language, and develop complex responses. Select a graphic organizer and language supports such as transition words and sentence stems that align with the activity’s objectives; see pages 51-54. Encourage students to use the graphic organizer to record their thinking. Then, have students write a paragraph or composition using the sentence stems and transition words. Differentiate by providing partially completed organizers or simplified sentence stems for students who need additional support. Challenge advanced students to create longer, more detailed responses using the graphic organizer as a guide.

The Language Experience Approach helps students connect spoken language to written language through shared experiences and collaborative writing. Discuss a shared experience as a class, such as a classroom activity or a recently learned topic. As students share information, the teacher records words and phrases the students use. (This process helps students make connections from the oral to the written.) Then, have the students create a story or description that the teacher scribes. After constructing the sentences, chorally read them with the class. Encourage students to use the class-created sentences as a starting point for their own writing.

This strategy encourages students to deepen their understanding of a topic by making connections between keywords and ideas on a topic.

• List: Create a word list or have students brainstorm a list of words related to a specific topic or category. Put each word on a slip or card.
• Group: Have students work together to sort the words into piles that make sense. Encourage students to discuss and agree on their groupings.
• Label: Ask students to create labels for each group. They can arrange words by topic (operations, civil rights issues, scientific laws) or by word type (initial letter, suffix/prefix, part of speech). Further the activity by asking students to share their categories and labels with the class. Discuss different approaches to sorting and categorizing the words.

Paragraph Frames support students in developing their writing by guiding them through creating a well-organized paragraph using sentence stems. Create a paragraph frame with a series of sentence stems that help students organize their ideas logically (see Language Functions on page 51). Students learn to use paragraph frames successfully through gradual release processes and explicit teacher feedback. Display a completed example for students to follow. Set clear expectations by pointing out any specific vocabulary or structures. Complete the frame orally or in writing on the board. Have students watch and listen as you complete the frame, and then have them complete the frame orally with a partner. Provide ample time for students to complete frames independently in writing. Provide real-time feedback as students write.

Picture Word Inductive Model builds vocabulary and its use in sentences by connecting words to a visual representation of a key concept. Choose a visual (image, diagram, chart, etc.) representing a key concept from the current unit of study. This visual will serve as a reference for vocabulary building. Work with students to identify and label vocabulary they can use to write about the visual. Color code the words to help students visually distinguish between parts of speech. For example, blue for nouns, red for adjectives, and green for verbs. Use the QSSSA strategy (see page 35) to keep all students engaged as they contribute words to categorize and label. After labeling the visual, have students use their identified vocabulary to create sentences about the content individually, in pairs, or as a class. Encourage students to use as many words as possible from the visual to add detail to their sentences. Use the visual as a reference throughout the lesson to reinforce vocabulary and encourage students to incorporate it into their writing. Regularly review and practice using color-coded vocabulary to help students internalize the parts of speech and expand their language skills.

The Talk, Read, Talk, Write (TRTW) routine develops literacy and comprehension skills by engaging students in structured discussions, reading, and writing, reinforcing content understanding, and supporting language development. Choose a text that aligns with your lesson objectives.

• Talk 1: Present an image, a thought-provoking question, or a choice related to the topic. Use the QSSSA Strategy on page 35 to engage students in a group discussion where they share ideas, thoughts, or predictions about the topic. This serves to activate prior knowledge and engage students in the content.
• Read: Have students read the academic text individually or in small groups. Assign a specific purpose for reading (e.g., understanding key concepts, finding evidence, answering a question). Encourage students to highlight or take notes as they read to focus on important information (see Mark Up Method on page 40 or Highlighting PLUS on page 39).
• Talk 2: After reading, facilitate a second discussion where students check in with each other to process the text. This could be done in pairs or small groups. Students should discuss key points, clarify any misunderstandings, and reflect on the main ideas from the text. Encourage active listening and participation during discussions to ensure all students are contributing and processing the material (see W.I.T. Questioning strategy on page 35). This step helps deepen understanding and prepares students for the write.
• Write: Finally, have students write about what they learned, using the text and discussions as a foundation. Students should use evidence from the reading and incorporate ideas from the group discussion to support their writing.

This strategy engages students in identifying sentence structures from a text, helping them understand how language is used. Select a reading passage or text related to the lesson’s topic. Identify the types of sentences, punctuation, or language features students can identify in a text. For example, ask them to find sentences with complex structures or specific punctuation. Have students work individually or in groups to discuss and record the found sentences. After the scavenger hunt, have students share the sentences they found with the class or in groups. Discuss why each sentence fits the criteria. This is a great time to focus on sentence structures or the author’s writing style. Follow up the activity by having students use the sentence structures they found in their writing.

Sentence Sort allows students to analyze and categorize different types of sentences, building their understanding of language and grammar. Write or select a set of sentences related to a specific topic or grammar concept. For example, sentence type (declarative or exclamatory) or structure (simple, compound, or complex). Write each sentence on a separate strip or card. Then, have students sort the sentences, individually or with a partner, into the determined categories. Encourage students to discuss their choices, highlighting patterns or features in the sentences that align with each category.

This strategy enables students to examine, categorize, and understand patterns of various word types, enhancing their comprehension of phonology, spelling, and vocabulary. Choose a set of words that align with specific phonological or spelling patterns (long vs. short vowels, blends, digraphs, etc.). Each word should be on a separate card or slip of paper. Ensure there are enough words for students to identify the pattern, typically 12-20 words. Have students sort the words individually or in small groups based on the learned patterns or characteristics. This can be done as a close sort, where the teacher selects the categories, or an open sort, where the students decide on the category titles based on the patterns they identify. Encourage students to explain their choices, pointing out patterns or characteristics that match the category. Extend the activity by having students find additional words that fit into the discussed categories or by creating sentences using the words correctly in context.

The Student Writing Self-Checklist helps students evaluate and improve their writing skills by ensuring their responses are complete, focused, and structured while promoting academic language use.