| Add "picture-walk": You can use this strategy for fiction or nonfiction books. Walk through the book with the students, pointing out photographs, illustrations, and other graphic elements. Ask them what they notice about the pictures and how they think those details may relate to the story or content. |
Picture walk video |
| TELL a Story: There is power in storytelling, especially authentic stories from memory. In order to adapt for MLLs: speak slower,add dramatic emphasis, use physical actions and sound effects to help associate universally recognised body actions (running, sleeping, etc.) with new English words. Ask the audience to repeat key words and actions, add humor to lower affective filter. |
Story telling from our Relay students |
| Anticipation/Reaction Guide: A before, during and after reading strategy that helps MLLs make predictions about texts. |
Anticipation guide video |
| Draw on students' existing knowledge: Students may already possess content knowledge that they cannot yet demonstrate in English. Look for opportunities to make associations between students' experiences and new content. Allow students to use their native language with peers for a quick brainstorm to discover what they know about a topic before presenting their ideas to the whole class. |
Activating students prior knowledge article |
| Build students' background knowledge: When starting a new lesson, look for references or concepts that you may need to explicitly explain. These new references can be presented in photos, quick film clips, sketches, or gestures. |
Building background knowledge |
| Margin notes: Add notes in margins or provide a handout with key concepts, vocabulary, and definitions for easy reference. These notes enhance clarity and accessibility, reducing reading complexity. |
Margin notes video lesson |
