ELL Strategies for Reading (and Math and Writing): A Practical List

English learners make the most progress when grade-level content stays the goal and teachers support the language: pre-teach key vocabulary, build background, use visuals and structured partner talk, and give sentence frames that students gradually stop needing. You don’t need a separate curriculum. This list gives you practical strategies for reading, math and writing that fit into regular lessons, organized so you can match them to a student’s English proficiency.

First, know the student’s proficiency level

States use different language proficiency tests and level names, but most describe a progression like this. Use your district’s scores and your own observations to place each student.

ELL strategies for reading

Before reading

1. Pre-teach 4–6 key words. Pick words students need to understand the text and will see again (“habitat,” “migrate”). Show a picture, give a student-friendly definition, and use it in a sentence.
2. Build background knowledge. A 2-minute video, a photo or a quick hands-on demo gives students a mental picture before they read.
3. Preview text features. Walk through headings, pictures and captions. Ask, “What do you think this section is about?”
4. Point out cognates. Spanish speakers may recognize “animal/animal,” “important/importante.” Teach students to look for them, and warn about false friends.

During reading

5. Read it more than once. First read for the gist (teacher read-aloud or audio). Second read for details with a question. Third read for a specific skill.
6. Chunk the text. Stop after each section for a partner summary using a frame: “This part is mostly about ___.”
7. Use think-alouds. Model what a strong reader does when a word or sentence is confusing.
8. Provide a visual organizer that matches the text structure: sequence chart, cause-effect boxes, compare-contrast table.

After reading

9. Structured partner talk. Give a question and a frame: “I think ___ because the text says ___.” Students rehearse with a partner before sharing with the class.
10. Retell with pictures. Beginners can sequence 4 pictures and retell with key words.
11. Short written response. A one-sentence answer with a frame is better than a blank page.

Students still need phonics and fluency practice in English, especially newcomers in the primary grades. Decodable text and short daily fluency routines help. See our guide on what decodable text is for how to use it in small groups.

ELL strategies for math

Math language is dense: “difference,” “product,” “how many more,” “each.” Strategies that help:

1. Teach math vocabulary explicitly with pictures and examples. Keep a visual math word wall.
2. Use manipulatives and drawings so students can show understanding without much language.
3. Read word problems aloud and act them out or draw them.
4. Use a word-problem routine: read, picture it, find the question, solve, check, explain.
5. Give explanation frames: “First I ___. Then I ___. My answer is ___ because ___.”
6. Use numbered heads or partner checks so students can explain their steps to one person before the whole class.
7. Watch for cultural differences in notation, such as how division or decimals are written, and value multiple methods.

ELL strategies for writing

1. Talk before writing. Students say their ideas to a partner first, in English or their home language.
2. Use mentor sentences. Show a model sentence and have students write their own version with the same structure.
3. Provide sentence frames by function: describe, compare, explain, give an opinion. Our list of sentence frames for ELL students has ready examples.
4. Give a word bank with content words and transition words (“first,” “next,” “because,” “however”).
5. Plan with an organizer before drafting.
6. Focus feedback. Pick one or two language features to correct at a time, like past tense or plural nouns, instead of marking every error.
7. Allow drawings and labels for beginners, then move to sentences.

Speaking and listening across the day

• Wait time: give at least 5 seconds before calling on anyone.
• Turn and talk: every student speaks, not just the volunteers.
• Visual directions: post directions with icons, and model the first step.
• Check understanding without “Do you understand?” Ask students to show you, point to the step, or explain to a partner.

A sample reading lesson with ELL supports

Here’s how the strategies fit into one 45-minute 3rd grade lesson on a nonfiction article about bats.

Every student reads and talks about the same grade-level text. The supports change who can access it, not what they learn.

Working with ESL teachers and families

• Co-plan when you can. Even 10 minutes a week with the ESL teacher helps you choose the vocabulary to pre-teach and the frames to post.
• Share the upcoming unit. If the ESL teacher previews topics in a pull-out session, students arrive with background knowledge.
• Invite families in. Parents can read and talk with their children in the home language; strong oral language and background knowledge in any language transfer to English reading.
• Use interpreters for conferences and important communication, not other children.

What to avoid

• Only simplifying texts. Students need regular access to grade-level ideas.
• Calling on newcomers without rehearsal. Let them practice with a partner first.
• Banning the home language. It’s a resource, not an obstacle.
• Confusing language with ability. A student who can’t explain in English may understand the concept well.
• Assuming a disability. Slow progress in English is not evidence of a learning disability on its own. If you have concerns, the team should look at progress in both languages and over time.

Accommodations on tests

Many states allow ELL testing accommodations such as word-to-word dictionaries, extra time or directions read aloud. These are set by state policy and decided for each student. See our testing accommodations list for more.

A note on privacy

ELL status, proficiency scores and family language information are part of the student’s education record under FERPA. Keep them in official systems and don’t enter identifying details into AI tools.

For more strategies by proficiency level, plus how ELL support connects with MTSS and special education, visit our ELL strategies guide.