1.1. Acquisition learning hypothesis is a subconscious process in which we obtain a language without realizing it
1.2. Natural order hypothesis is that we acquire a language in a predictable order
1.3. Monitor Hypothesis is taking what we've learned about a language such as the rules, and applying it to what we have acquired in order to be more fluent
1.4. Input (Comprehensible) hypothesis is taking information you know (i) and adding a level above that information (+1) in order to learn the knew information from the context of what is known
1.5. Affective Filter hypothesis is all of the things that get in the way of learning a new language effectively such as anxiety or low self esteem
2. Writing and reading strategies
2.1. Topic conversion to children's story book
2.2. Story mapping to identify setting, characters, begging/end
2.3. Reader's Theatre, allow students to act out literature instead of just reading it
2.4. Literature Response Journals to respond (free write) to what they have read
3. Technology Scaffold
3.1. Graphs and pictures help reinforce definitions and meanings
3.2. Voice/ text-to-speech reinforcement on written text
3.3. Videos that can be paused and replayed multiple times
3.4. Information provided in simple English (wikipedia)
3.5. Online translators or articles in native language
4. Get to know ELL students
4.1. Learn about student when they arrive by sending letters to parents, learning about them and their culture, and doing classroom activities to help them know each other
5. Knowing your students academically
5.1. conversational fluency takes 1-3 years and academic fluency takes 5-7 years
5.2. Assess AZELLA scores and other English comprehension scores
5.3. Scaffold instruction and wait an appropriate amount of time for them to answer questions.
5.4. Group students with similar students for social interaction opportunities
6. Pre-Reading Strategies
6.1. Teacher talk (make purposes clear)
6.2. Field trips and films to gain background knowledge
6.3. Simulation games to provide practice and connections
6.4. New technologies (online scavenger hunt) to promote engagement
6.5. Experiments to provide background knowledge
6.6. Vocabulary to provide additional background resources
6.7. Anticipation guides to prepare students for a reading
