New vocabulary and concepts should be pre-taught as needed.
Students may be permitted use of a translator or dictionary.
Students may use their L1 to discuss, explain, or clarify meaning with peers.
The teacher can post new concepts with simple definitions (plot, conflict, etc.) on a word wall for students’ reference.
Students should work in pairs or groups with students to support each other’s learning for various tasks and activities.
ELL students may be seated in groups with other students from the same language background (if possible), and may use L1 when necessary to clarify meaning.
Visuals should be provided through use of PowerPoint and videos.
All students may use graphic organizers throughout the unit as a reference, however simplified versions of vocabulary/concept handouts (which include visuals and room for additional notes/translations), may be provided for students at a lower level.
ALL students should be encouraged to read and re-read texts individually and with their partner/small group to decipher and process information.
Students may be given additional time as needed to complete reading and writing activities.
The focus of assignments would be for students to demonstrate their understanding of concepts, rather than producing a perfect sample of writing. Students will not be penalized for spelling, grammar, etc.
Students may write in their L1 first before translating into English.
Sample assignments and projects can be provided to illustrate teacher expectations, and allow students a reference.