IMPLEMENTING STRATEGIES FOR
ENGLISH TO SPEAKERS OF OTHER
LANGUAGES (ESOL) STUDENTS IN THE
CLASSROOM
Overview of Presentation:
1) Explanation of some basic ESOL concepts & strategies 
research-based recommendations
2) What does this look like in your classroom? Workshop
activity & presentation
http://mesdesol.wordpress.com
http://www.readinghorizons.com
/research/teaching-esl-studentsreading-phonemic-awareness
Common ESOL-Related Acronyms
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ELL: English Language Learner
EL: English Learner (more commonly used since ~
2012)
ESOL: English to Speakers of Other Languages
ESL: English as a Second Language
Four Domains of Language
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Listening
Speaking
Reading
Writing
Types of Language Acquisition: BICS
and CALP
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BICS: Basic interpersonal communicative skills
Conversational fluency—“the ability to carry on
conversations on everyday topics” (Freeman & Freeman,
2009, p. 28)
 Typically develop ~ 6 months to 2 years after becoming
immersed in English language setting
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CALP: Cognitive academic language proficiency
Language needed to “comprehend, talk, read, and write
about school subjects” (Freeman & Freeman, 2009, p. 28)
 Typically develops in ~ 5 to 7 years but may take longer,
depending on students’ cognitive, emotional, and social
demands, environments, and exposure

Why is this important?
CALP
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“Academic language acquisition isn't just the
understanding of content area vocabulary. It
includes skills such as comparing, classifying,
synthesizing, evaluating, and inferring” as well as
the understanding of academic skills-related
vocabulary (which the bold words are examples of).
Reference: http://www.everythingesl.net/inservices/bics_calp.php
Silent Period
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Preproduction and the silent period (Stephen Krashen): English
learners (ELs) experience a “silent” period when first acquiring
English. It may seem as though they aren’t participating or
learning, but according to Krashen, this period is a normal
part of the process—and they are learning.
This period could last a few days to around a year, depending
on many factors.
Factors determining the silent period:
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Student’s personality—quiet students are more likely to remain in
the silent period for a longer period of time. Rushing them through
it will not be beneficial, but demonstrating understanding,
patience, and encouragement, as well as the ability to “make
mistakes” without being penalized, will.
Native culture—this may dictate roles for children and/or genders
Reference: http://www.everythingesl.net/inservices/pre_producti_silent_period_93415.php
ELPA Performance-Level Descriptors
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http://www.ode.state.or.us/teachlearn/standards/cont
entperformance/elpaperfleveldescriptors1213.pdf
Also super helpful resource: ELPA score interpretation
from the Arkansas Department of Education:
http://www.arkansased.org/public/userfiles/Learning_
Services/Student%20Assessment/2007/ELDA_07/elpa
_score_interp_092607-1.ppt
Important Components of SIOP
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SIOP … stands for Sheltered Instruction Observation
Protocol
Research-based educational philosophy +
strategies
Provide equitable access to education 
enhancing students’ understanding of content
(providing meaningful access to content) while
providing explicit language instruction
SIOP Continued
SIOP is an organizational framework of best
practices.
 The SIOP model works well for native English
speakers – it is “just good teaching” – however,
the best practices are necessary for English
learners to have equitable education.
 SIOP is increasingly considered the gold
standard for ESOL practices.

SIOP Model
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8 domains: lesson preparation, building
background, comprehensible input, strategies,
interaction, practice/application, lesson delivery,
review/assessment
 30
components
 Lesson plan checklist based on the SIOP model (with
excellent strategies!):
http://www.homedaleschools.org/Teacher_Resources/S
IOP/docs/Lesson_Plan_Checklist.pdf
Two Types of Objectives in SIOP
Content
objectives
Common
Core standards
Example: 5th grade language arts
CCSS.ELA-LITERACY.RL.5.3
Compare and contrast two or more
characters, settings, or events in a story
or drama, drawing on specific details in
the text (e.g., how characters interact).
Two Types of Objectives in SIOP
 Language
objectives
ELPA21 standards:
http://www.ode.state.or.us/opportunities/grants
/nclb/title_iii/final-4_30-elpa21-standards.pdf
Level 3 (Grades 4-5):
•Explain how the theme is supported by specific
details
 Example of scaffolding:
 Some students may need to know what explain
means. Introduce vocabulary + give authentic
opportunities for them to use that vocabulary in the
lessons connected to the vocabulary.
Krashen’s 6 Hypotheses in Second
[Third, Fourth, etc.] Language Learning
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The acquisition-learning hypothesis
The monitor hypothesis
*Overview: Review
information at your
The natural order hypothesis
leisure. We’ll focus
on a) comprehensive
The input hypothesis
input, and b) the
affective filter
The affective filter hypothesis
hypothesis due to the
nature of your
The reading hypothesis
students’ needs.
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Information:
http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/krashen.html
Acquisition-learning hypothesis
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Two ways to develop language:
 Acquisition:
“Acquisition involves the subconscious
acceptance of knowledge where information is stored
in the brain through the use of communication; this is the
process used for developing native languages.”
 Learning: “Conscious accepting of knowledge “about” a
language (i.e., the grammar or form)”
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(http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/krashen.html)
Monitor hypothesis
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(Drawing from previous hypothesis):
Acquisition system: Makes an utterance
Language system: “Monitors” the utterance of the
acquisition system “to inspect and correct errors”
(http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/krashen.html)
Natural order hypothesis
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Language acquisition occurs in a predictable,
natural order independently of explicit teaching.
Implication: Language teaching should be
scaffolded from easier-to-learn concepts to more
challenging ones.
Input hypothesis
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Comprehensible input + output (on next slides)
Input should be one step ahead of the student’s current
ability  i + 1
What does this look like in your classroom?
Giving pre-tests to assess students’ current language levels
+ building up from there
 Example: Start with writing complete sentences; next, move
on to writing two or more sentences together; then
paragraphs; then essays…
 Scaffolding even further (for younger students & beginning
English learners): Start with cloze activities. (See next slide.)
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Examples of Cloze Activities
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http://www.eslgalaxy.com/quizzes/hobbiescloze.pdf
http://www.eslgalaxy.com/quizzes/schoolquiz%20%20Quiz%20Press.pdf
Comprehensible Input
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Proposed by Stephen Krashen: Students do not
learn an additional language by sitting in the
classroom; they need comprehensible input.
Requires scaffolding:
 Example:
Teaching the student the command “Put the
paper on my desk,” then teaching the student “Put the
paper in the trash can.”
 Building on what the student already knows
 Collaboration among the content areas
Comprehensible Output
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“Learners need opportunities to practice language at
their level of English language competency.”
http://www.everythingesl.net/inservices/comprehensible_input_output_70140.php
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Small group settings = ideal (teacher can adapt lessons
to needs of students)
Oral practice
Feedback = nonjudgmental, immediate, welcoming to
practice & try again when necessary
Repetition of content information
Students teaching one another
 Small collaborative learning groups
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*Affective filter* hypothesis
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Learning occurs when students are emotionally
comfortable and in an environment where they are
welcome to take academic risks + make mistakes.
Building warm, collaborative relationships is
essential.
Reading hypothesis
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The more the student reads in the new language,
the greater his/her vocabulary will be.
*It’s important to also remember that the student
should continue reading/speaking in his/her native
language!
Literacy in L1 (first language) is necessary for
literacy in L2, L3, etc.
Reading hypothesis strategies in the
classroom
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Silent reading – promote a culture of reading in the
classroom
Let students choose their own books to read
Teacher modeling: teacher reads in the classroom ~ still
strategically monitoring students but show students a
culture that values reading
Reading workshops – student and teacher work
together one-on-one in the classroom (5-10 minutes)
while teacher records student read-aloud progress.
Other students are silently reading during this time until
they are called into the “workshop” with the teacher.
Sustained silent reading
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Focus: turning students into lifelong readers who
develop a genuine love + interest in reading
Helps to create a sense of community when readers
share what they are reading (this includes students
+ teacher)
Intention: reading in the classroom  reading
outside of the classroom
Activity Time!
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List at least 3 visual ways to create a warm
environment mindful of students’ affective filter.
Activity Time!
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List at least 3 visual ways to create a warm
environment mindful of students’ affective filter.
List at least 3 auditory ways to create a warm
environment mindful of students’ affective filter.
Activity Time!
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List at least 3 visual ways to create a warm
environment mindful of students’ affective filter.
List at least 3 auditory ways to create a warm
environment mindful of students’ affective filter.
Draw one of these ideas (visual or auditory).
Activity Time!
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List at least 3 visual ways to create a warm
environment mindful of students’ affective filter.
List at least 3 auditory ways to create a warm
environment mindful of students’ affective filter.
Draw one of these ideas (visual or auditory).
Share with a partner next to you!
Activity Time!
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List at least 3 visual ways to create a warm
environment mindful of students’ affective filter.
List at least 3 auditory ways to create a warm
environment mindful of students’ affective filter.
Draw one of these ideas (visual or auditory).
Share with a partner next to you!
Come back together to share with the group what
your partner’s idea was.
Reflect
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What strategies did we utilize in this activity?
Reflect
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What strategies did we utilize in this activity?
How could you implement this in your classroom?
What could you add?
Helpful References
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Freeman, Y. S., & Freeman, D. E. (2009). Academic
language for English language learners and
struggling readers: How to help students succeed
across content areas. Portsmouth, NH: Heinemann.
https://prezi.com/7i3ktlpkgh1p/ell-learners/
Miller, D. (2009). The book whisperer. San Francisco:
Jossey-Bass.
My Contact Information

Kaci Schmitt
ESOL Teacher: Multnomah Education
Service District
kschmitt@mesd.k12.or.us