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The Tapestry Sets include teaching strategies that have been developed specifically for working with English language learners. Additional teaching strategies are included that are effective for monolingual learners. Instruction can be adapted for English language learners using the following modifications
Giving Instructions
1. Use both oral and written instructions. Model the instructions, check for understanding, and repeat and review instructions frequently. Have children demonstrate their understanding of the instructions before they begin their work.
Introducing Vocabulary
2. Use gestures and visuals (photographs, pictures, objects) to develop vocabulary both generally and for comprehension of stories and subject texts. Review vocabulary frequently.
3. Whenever possible use the first language of your English language learners to present new vocabulary, building on their first language and literacy proficiency.
Instructional Design
4. Provide additional time for completing assignments and reduce the length of assignments, e.g. assign children 2 out of 4 questions.
5. Use small groups for instruction.
Developing Oral Language Proficiency
6. Provide English language learners with the opportunity to speak and work with fluent English speakers as well as the opportunity to use their first language to understand their lessons.
7. Paraphrase student remarks during discussions and encourage them to expand on their ideas.
Developing Comprehension
8. Teach children to summarize texts to help them consolidate their learning after reading. The Tapestry includes strategies for summarizing both stories and content area texts in the Sets of Story Comprehension and Academic Reading..
9. Give children the opportunity during non-instructional time to practice the reading of words, sentences, stories, and academic texts as well to practice their reading strategies. When possible include books in the children’s first language as well as in English.
10. Provide and teach children to use bilingual dictionaries for children who have reached adequate levels of language and literacy proficiency in English and in their first language.
