ELL+Accommodations

**Introduction to __[|ELL Accommodations] __ **

As a former ELL teacher, I was asked to provide an overview of the instructional strategies for ELL students to the UWSP Association for the Education of Young Children. As I made this presentation, I reflected on how my unique experiences as a classroom teacher for new arrivals and ELL resource teacher have shaped who I am as a teacher today, serving many English Language Learners. Goals of Presentation:
 * Discuss the pertinence of ELL education in Wisconsin
 * Expand on ways to create a learning environment conducive to ELL’s
 * Share instructional accommodations in the content areas

**Reflection ** Thinking back to my own early education, I realize how quickly the demographics in Stevens Point, Wisconsin have changed. As I was talking to this group of future educators, it reminded me of the need to continue to increase the knowledge of current teachers on ELL strategies, teachers that have been adjusting instruction to meet the needs of ELL students, but may benefit from formal ELL education. I enjoy the diversity within my school community and I tap into my knowledge of ELL strategies across content areas, but it is the need for highly effective reading instruction for these students that led me to pursue my master’s in reading education. I feel like the overlapping skill set I am developing is extremely helpful in working with the population I serve. The consensus from the university students was that the prospect of having students that do not speak English is “scary.” I suggested that they seek out the ELL specialist for support when they encounter the situation. The power of teachers teaching teachers will allow us to differentiate our instruction and meet the needs of all learners in our classrooms.

Administrator Standard # 1; Content Guidelines B, H Administrator Standard #5; Content Guidelines B, D, H Administrative Standard #6; Content Guidelines C, E