ELL Instructional Model

INPUT
Input is what teachers do with students when they present
information, model, demonstrate and give directions.

Observable Practices
Teacher-talk is adjusted to make key concepts understandable
to ELLs
Visuals, graphics, and manipulatives are employed to provide
ELLs with access to the conceptual understanding of the
content
Learning tasks are scaffolded with consideration of ELLs
English proficiency levels
Curriculum embedded assessments are used to inform and
adjust instruction

Y
X

X
X

INTAKE
Intake is what students do together. Students inquire together in
structured, purposeful & scaffolded cooperative learning groups. THIS is
a time to make different materials, tasks, learning experiences, and/or
groupings.

Observable Practices
Learning activities are designed to allow ELLs to make
connections, clarify understandings, and use academic
language
Engagement with language and content using technology
such as, books on tape, videos, DVDs, interactive whiteboards
Structured opportunities for students to use academic
language: scaffolding language: think-pair-share, think-aloud,
cooperative learning

Y
X

X
X

OUTPUT
Students need to show what they know and can do and most often
this will be done orally or in writing. THIS is a time to make different how
English learners will show orally or in writing (i.e. language output)

Observable Practices
Print-rich environment with student work, graphics, visuals,
word walls, etc.; students journals, dictionaries; written labels
on classroom items
Structured opportunities for students to produce language in
all four modalities
Positive and constructive feedback are provided to the
students; appropriate error correction

X
X

N
X

ELL Instructional Model

Complementary materials in the native language and English

Adapted and used with permission of Virginia Rojas 2013
The RBE-RN West and Mid-West are funded through a contract with the NYSED.
3-12-14

This was a very interesting lesson to watch. I am currently at a Bilingual

school in the city of Buffalo, but we it is not only Spanish dominant, but we
have about 17 different languages. So, while I am familiar with the ELL
population, I always like to see how ENL teachers integrate different
strategies and techniques into their classroom.
There are many differences between teaching in a monolingual
classroom compared to this ENL classroom. The teacher used the students
language as a reinforcement if they needed clarification of the activity. She
also supported students in a safe and encouraging way so that they felt they
could speak in English and it was alright to make a mistake. She used the
visual of the color coded graphic organizer so they could make the
connection to which was the conclusion and introduction of the paragraph.
She also used scaffolding guiding and prompting them as whole group so
they could feel successful writing their introduction. Being explicit with ELLs
is very important so they can understand what the objective is. She also
used both English and Spanish when working with the students individually.
This is something that you wouldnt see in a general education class where
all the students speak one language. However, I would hope to see the use
of graphic organizers and explicit instructions in a general education class as
well for scaffolding and meeting the needs of all the students at their
different levels. This was only about a seven minute snapshot of her lesson
and what I think was missing was the explicit teaching of vocabulary required

ELL Instructional Model

to teach this lesson. Our ENL students require translanguaging and seeing
the word in both English and Spanish and also visuals connected to the
vocabulary as well. She did not have the paragraph opening written in both
languages and just in English. She also didnt have the students turn and
talk or share their ideas verbally. This is another technique that is beneficial
for ELL students.
We have Bilingual classrooms and Dual Language but because we have
so many other languages other than Spanish, all of our classroom teachers
use strategies that support our ELL population. Our ENL teachers support
and push in to these classrooms. They dont speak all seventeen languages
so they have to be creative and use technology for translation of vocabulary.
It is so rewarding to see our Spanish and our refugee populations learn
English.