Fluency Factory

This document provides over 15 teaching strategies to support second language acquisition in English language learners. I created and presented it to my school's teachers in a PD where they learned about BICS and CALP. There are also many links on the sheet that lead to articles and more instructional strategies. The teachers loved it!

After creating goals from our last year's ELPA21 scores, the students set goals for the upcoming assessment. If they go up on one domain test, they are given one of the four treats. They pick the treat they want and I make sure to get the congratulation candy card they picked out (with their name on the line) before the summer begins. They are so proud to see their goals come to life!

Once your ELL students pass the ELPA21 (YEAH!), they need to be monitored for the next two years. Use these concise yet thorough forms to help you check in with them. The first copy is for homeroom teachers to convey the ELL students' classroom status according to the four language domains. The second form is a self-evaluation for the proficient student to let the school know how they feel or think they are doing in the classroom. These one-page forms will tell you a lot and are very simple to

These sheets display ELPA21 scores of English language learning students so their families know how to support their child's second language acquisition in the home. After being filled out by the ESL teacher and delivered to the parents (through parent teacher conferences or just sent home anytime), the family has practical ideas on how to encourage the English language utilized after school hours. Included is one sheet for progressing and one sheet for emerging in six different languages (Amhar

This one-page document supports general education teachers as they teach English language learners all day long. It includes a space at the top for ELL teachers to write in the students' grade level and homeroom while including a space for their current ELPA21 scores for each domain (listening, reading, speaking and writing). Once filled out and handed to the teachers, educators can see where their students second language acquisition is and how to support them. The bottom gray area includes ins