Even as native English speakers, we sometimes struggle with the right word to explain, describe, clarify, or elucidate what we want to convey. We always understand more than we can speak. One of the best ways to engage English language learners (ELLs) in the active acquisition of new material is to connect their prior knowledge to the new subject. So let’s give them some sentence frames to help them use the language.

We will be more successful if we remember to always start with the concept or theme.

#1 When starting a new topic, let the couples test each other. Write this sentence frame on a whiteboard, overhead projector, or PowerPoint, or make your own pattern of black lines with the sentence frame repeated four to six times on a page so you can cut them into strips to hand out to pairs.

To: “Do you know anything about (issue)?

B: “I’m not sure, but I know _____.”

or “I think it might be _____ because I learned _____.”

After students copy the sentence frame, or use the handy strips, delete the word ‘topic’ in the first sentence. Write today’s topic. It can be a theme, a characteristic or an emotion.

  • Read the sentence frame aloud to the students.
  • Read it again, this time having students repeat it after you.
  • Give them sixty seconds (yes, time it really, using the full sixty seconds) to look at the word and think about everything they know about it. Without speaking. No writing. Just thinking.
  • Then let students use another 60 seconds (yes, take that again) to write words and sentences to capture their thoughts on the topic.
  • It’s finally time to talk.

This is time well spent. Your lesson will be stronger and more relevant. Your students will be engaged. You can continue to spiral the content, connecting it to what they already know or learned previously. ELs will build confidence as they are encouraged to think, write, and talk about what they already know.

#2 Plan more opportunities for student interaction. Here is another sentence starter that can be used with individuals and then shared in small groups.

This new song by _____ reminds me of a time in my life when _____.

#3 Make sentence frames with the word ‘because’ for students to explain the connections between previous learning and the new topic.

“I think the next topic will be _____ because our last lesson was _____.”

This type of sentence framework encourages prediction based on prior learning. This is a good time to show students how much they have learned and how it is all related.

#4 After reading a story, a sentence frame can be used to allow students to talk with a partner. You can expand this talking activity to include a second partner, such as elbow partners and partners across the aisle. Provide a sentence framework:

For example, “I think _____ is a hero, because _____.”

#5 Ask students to make comparisons with concrete objects in a linguistic way. Give students objects and give them time to think and write again, before speaking.

Try this sentence frame with a variety of objects:

I’m like this _____ (Snickers bar), because I’m _____ (nutty).

I am like this _____ (Matchbox Ferrari), because I am _____ (small and fast).

I am like this _____ (red pencil) because I am _____ (my face is red because I have to speak out loud).

The objects you use can be almost anything!

Now that your imagination is gearing up, come up with some sentence frames to use tomorrow.

  • Think about how you would like the smartest student in school to speak.
  • Then use your target vocabulary and academic language to make a sentence frame.
  • Encourage your ELL students to speak in complete sentences in all classroom conversations. This will increase your academic vocabulary, which maximizes learning and builds confidence.
  • Children like to feel smart!

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