Structured literacy approaches for teaching English Language Learners (ELLs) Y7-10

This Fast-track Phonics workshop covers intervention teaching strategies for new arrivals and longer-term immigrants who need extra classroom support. It is designed for ESOL teachers and teacher aides in primary and secondary schools.

‘Needs-based’ teaching for ELLs

Research on the Science of Reading shows the advantages of using structured literacy approaches for all learners in the teaching of basic English language skills. However, an extra focus is needed for ELLs, given that they come from a range of language backgrounds and often with limited English vocabulary. Some are not even fluent in their own native language.

How can ESOL teachers better help ELLs to cope when immersed in English language classrooms day after day?

Workshop focus – structured literacy approaches

This workshop explores ways in which structured literacy approaches can be used to assist these learners. For ELLs to progress in language fluency, it is essential that they know the basic 44 sounds of the English language, some of which do not occur in their own native languages. Once learners have mastered these sounds, they need to know the wide range of alternative spellings for these sounds and how to apply them to vocabulary building, reading and listening comprehension, pronunciation, grammar, syntax, and writing skills. 

The focus is on intervention for Y7–10 ELLs who do not have basic literacy skills, but also applicable to younger and older learners.

This workshop covers:

• Sharing of personal teaching situations - roles and responsibilities, challenges
• Overview of the structured literacy approach
• the synthetic phonics system – basic 44 sounds and alternative spellings
• systematic, cumulative, explicit, needs-based and engaging teaching strategies
• Alternative spellings for basic sounds
• Diagnostic assessment
• Lesson planning using multi-sensory strategies in a fun way
• ‘Fast-track Phonics’ resources.