Using Anticipation Guides with ELLs

I like using anticipation guides in my guided reading groups because it allows my ELLs to have an idea about what the story will be about and also sets a purpose for reading!


Flying Start Informational Text M


Anticipation Guide聽

My steps to using an anticipation guide:

  1. Intro book’s main idea – table of contents skim and scan
  2. Front load any important vocabulary
  3. True/False Anticipation Guide- Set a purpose for reading
  4. Read for fluency and comprehension
  5. Thumbs up if you find information from the anticipation guide and monitor your comprehension
  6. Fill out After/During Reading and change any Falses to Trues with new information

Let me know if you use anticipation guides and like them for previewing the text to your ELLs!


Low-prep Effective Vocabulary Strategy!

Today, I am going to tell you about a quick, easy, low prep, engaging, effective strategy for practicing vocabulary! I learned about this through Bringing Words to Life and it is called a Word Line Continuum. Once you have selected your Tier 2 vocabulary words, you draw a number line on the board and make up some scenarios with the words. As you can see below, my target words were tend, make ends meet, and preserve. I drew a line and made my two ends least surprised and most surprised. Then, I made up some scenarios that may be unbelievable or crazy! The key is to pick scenarios that the students would want to discuss. Then, the students think what they would be most or least surprised by and place it on their own line or put the numbers in order and then they have to justify it- ie. ” I was most surprised with the dog tending to the baby because a dog would not be able to take care of a baby.”聽IMG_0058

I love using this because it shows me if they really understand the word or not, they are using the target words in another way rather than making sentences or definitions and they enjoy it! Below you can see another one I have done with the vocabulary words on the side.


I hope you can try this in your classroom for an engaging oral vocabulary practice!

Happy Thanksgiving! I am sorry I have been absent for a long time. This school year is super busy but I can’t believe it is already time for Thanksgiving break. There is one more night and one half day of conferences separating me from break! I hope everyone has a restful and blessed break. I am so thankful to God for my health, job, and my awesome family and most of all for the relationship I can have with Him because of Jesus!

The Best Part of Me Opinion Writing

Today I will be writing about a pretty popular writing activity based on the awesome book聽The Best Part of Me.聽It is a great mentor text for poetry, opinion writing, or even descriptive writing! I decided to use it with my ELL’s to introduce Opinion Writing and I wanted to show you some things you could incorporate into your lesson.



The way the book is set up is each page has a black and white image of a student’s body part and then a poem/descriptive paragraph on the page next to it describing why it is the best part of them. It is written by students for students!

I started the week with just reading some poems to them before sending them back to class and asking them to think about what the best part of them was.

Then, after a few days of exposing them to the text and discussing it I did a Writers Workshop mini – lesson on opinion writing. You could see the mini-lesson statement below.


As a small group, we read one the neck poem and then identified the opinion, which was easy, since it was just the writer’s favorite body part. Then, we looked for the reasons they used to support their opinion. After modeling, the students received the poem about the hands and they had to highlight the reasons they could find. I added the reasons they found to the anchor chart. This is a great time to go over some academic language that usually signals opinion (because, due to this, for this reason..)


After this, they made a web with their favorite body part in the middle and started brainstorming their reasons. Once they had all their reasons, they wrote their rough draft while I took pictures of the part they identified. Once I printed the pictures, they wrote their final copy under it! I love how it turned out, the students enjoyed it, and it was a great first exposure to opinion writing and reasons/evidence in a student-friendly way!


Thanks for reading! Let me know if you have read this book and used it for a writing lesson 馃檪

How I use Raz-Plus/Reading A-Z in the ELL classroom

Reading A-Z or RAZ- Plus is a resource a lot of schools offer but it can be overwhelming to navigate! There are so many great books, activities, and lessons that it is hard to pick what will work best for our ELL students. I have explored it for the past few years and am here to tell you what works for me!

I have a subscription to RAZ- Plus ELL edition. When I enter it, I go under ELL Leveled Reader Packs and see what topic I want my book to be about.


Screen Shot 2017-09-07 at 5.38.46 PM

My favorite feature of the ELL Leveled Readers is the vocabulary folder and the vocabulary cards. I print these out and the students use them throughout the week to study with and to play games with. As you can see, they are under day 1. I use the attached lesson plans or graphic organizers sometimes, but even if I do not use them, I glance at them to see what skills could be taught using these books!

Screen Shot 2017-09-07 at 5.40.58 PM

Here are some ideas of how I actually use these in my room with the unit I am working on with my newcomers now.

  1. Students take them home to study their vocabulary
  2. Students categorize them (as seen in picture below)
  3. Students use them as flash cards to quiz each other by showing the person the visual while covering the word
  4. Students form sentences using the words
  5. Students with higher language proficiency can connect two words together by saying ______ and ______ are connected because ________________.



Here students are studying the seasons and adding the words that go under each season

These are just some ways I like to use these vocabulary cards! Let me know if you have any other ideas of how you would use them.

Thanks for reading,


Back to School: Fun ELL reading and writing game!

I played this game with a bunch of small group friends last night and the whole time I was thinking that it would be an awesome game for ELL students to practice their reading and writing skills as well as vocabulary. I think it would be especially fun for a 1st day of school ice-breaker/get to know each other kind of game!

Materials you will need:聽

  • small pieces of scratch paper (if there are 5 students playing, each student will get 5 pieces of paper, 6 students 6 pieces, etc. )
  • pencils

I would quickly prep the paper before hand and have it ready for the students. The example I will demonstrate today will be as if I was playing with 3 students so I will 4 pieces of paper and each student will have 4 pieces of paper as well.


  1. Tell the students to either draw a detailed picture or write a sentence with a lot of details on their paper. Give them around a minute to draw/write their sentence. In this example, I will start with a sentence. Once they have their sentence, they will pass their stack to the right.


    This is the sentence I came up with, the more detailed the better. If they just write a word, not too much would change!

聽 聽 聽2. The next person will read the sentence and then draw a picture based on the 聽 聽 聽 聽 聽 聽sentence. 聽Each round can last one minute so it is kind of fast and fun.


This is the picture that accompanied the sentence above drawn by the next person.

聽 聽 聽 3. The process continues so the student would now pass the picture they drew to the 聽 聽 聽 聽 聽 next person and the next person would write a sentence based on the picture. 聽Eventually, it gets back to the original writer and then the game is over.


The next person interpreted the picture above as this so they wrote what they saw.


This was the final picture drawn based on the sentence! This is very different from the first sentence.

As you can see, this game is kind of like telephone but with drawing, reading, and writing. It is hilarious at the end when the students get their stack back and see how their original sentence has changed through the other student’s interpretations of the sentences and drawings. I plan on playing this the first day I have my groups to get to know their personalities and little bit and to get a very informal writing assessment.

Thanks for reading. Let me know if you would play this with your students!

Things you did not learn in Spanish class… Apologizing!

IMG_20161224_130859Lo siento… Sorry in Spanish, right? Wrong! Well kind of… It depends on the context. Today, I want to write about something that has confused me in Spanish for the longest time and share my thoughts and some tips if you are a Spanish learner. I started learning Spanish in high school and have been practicing and learning ever since. As a pre-k assistant, I had to constantly tell my students to apologize to their friends, for hitting each other, stealing their toys, or cutting in line. I would always say, “Dile lo siento…” thinking it meant our equivalent of “Tell him sorry” or “Say sorry.”

After saying this a few hundred times and hearing native speakers, I realized this was not the best way to apologize and the Spanish language had a few different ways to express being sorry. 聽Here are the three I have found that might help if you are wondering the best way to apologize in different contexts or ask students to apologize.

  1. Lo siento

The literal meaning of this means ” I feel it.” This would be appropriate if someone is telling you about losing a family member or complaining about their life. You are offering sympathy when you say this. The English equivalent might be something like ” I am sorry to hear that.”

2. Perd贸n,聽Perd贸name, Perd贸neme聽

The literal meaning of the first one would be “Sorry” and the next two would be “Forgive me” 聽in the informal and formal conjugations. If you bump into someone, you would just say “perd贸n” and that would just act as an English “excuse me,” “pardon me,” or just “sorry.” The other two you would use if you are asking someone for forgiveness after you made a mistake. You can also use聽disculpa/disculpe聽for these situations but it seems a little formal.

3. Pedir disculpas, pedir perd贸n聽

This is what I should have been saying to my students when I wanted them to apologize to each other. “Pedir” means to ask so these would literally mean, ” to ask for apologies” and “to ask forgiveness.”

So… when you want to tell a student to apologize to another student, instead of “dile lo siento” you can say anyone of these:

  • tienes que pedirle disculpas/perd贸n
  • quiero que le pidas disculpas/perd贸n
  • P铆dele聽perd贸n/ P铆dele disculpas


Thank you for reading! I hope this helped and as you know, I am not a native speaker so if you see something incorrect here, please let me know! Gracias 馃檪

Non-Fiction Text Structures + Features Review

Today, I am sharing an activity I did the last school year with one of my ELL groups. These five girls were students between a level 4-5 on the WIDA scale. They have great social language but struggle with academic writing and vocabulary. Their classroom teacher was going over Text Structures (Compare and Contrast, Problem Solution, Cause and Effect, etc.) I wanted a fun activity to go over text structures as well as help the girls write some solid paragraphs. I, of course, went to Pinterest and found an awesome idea. I adapted it a little bit and this is what we came up with: awesome magazines!


In science, the girls were studying weather and natural disasters so I decided each girl would pick a natural disaster to study and write 5 mini articles based on the text structures. Before hand, I found a bunch of appropriate articles and books they could use to do their research. Once they finished reading the articles, I allowed them to look for a video to find information from. I created a simple graphic organizer with some guiding questions and each day (I had them for around 20 minutes) we would review one text structure and research information about the natural disaster.


Some examples of the articles

I wanted the girls to also review non- fiction text features ( glossary, captions, subtitles) so I required them to add some text features into their magazines. They really enjoyed the activity and were excited to have their own magazine at the end! I will definitely do this next year as well.


Multiple choice quiz and the glossary on the back!

Thank you for reading! Let me know if you would do this or ever have.