Supportive Language Instruction: 5 Scaffolding Strategies for ELL Students

To acquire new content knowledge and cultural understanding, English learners (ELLs) need intentional and strategic scaffolding. Scaffolding provides temporary support to help students reach higher levels of learning.

Over time, the teacher can gradually reduce their support until the students master the task themselves. Then, they’re ready to move on to the next concept.

For ELLs, scaffolding breaks down language barriers and gradually builds students’ understanding, confidence, and independence. In this blog, we’ll explore five powerful scaffolding strategies that you can implement in your classroom to support your ELL students effectively.

ELLs learn best when they see and experience something rather than just hearing about it. Instead of simply explaining a concept, demonstrate it explicitly.

1. Activate Prior Knowledge

Students retain new information more effectively when it connects to what they already know. Before introducing a new topic, using engaging strategies to tap into their prior knowledge helps them form connections and engage more deeply with the material. Here are some effective ways to activate background knowledge::

K-W-L Charts: Students list what they Know, what they Want to know, and, after the lesson, what they Learned. This encourages students to reflect on their existing knowledge and sets a purpose for learning.

Think-Pair-Share: Students think about a question, discuss their ideas with a partner, and then share with the class. This strategy encourages student collaboration and verbal processing of prior knowledge.

See-Think-Wonder: Show students an image or video and ask: What do you see? What do you think? What do you wonder? This is a great way to engage curiosity and start a conversation about the topic based on students' prior experiences and perceptions.

Picture Word Inductive Model (PWIM): This strategy uses pictures to help students develop vocabulary and connect visual images to words. Students work with a picture, labeling objects or actions within it, and then generate sentences and paragraphs based on what they observe. PWIM is especially beneficial for English Language Learners (ELLs) as it provides visual support, helping them bridge the gap between their existing knowledge in their native language and new vocabulary in English. 

The use of pictures activates students' vocabulary, enhances comprehension, and provides a platform for teachers to assess what students already know. It supports the transition from isolated words to full sentences and eventually to paragraphs, fostering language development through meaningful context.

Benefits for ELLs: Activating prior knowledge through strategies like PWIM, brainstorming webs, and picture prompts is particularly beneficial for English Language Learners (ELLs). Visual prompts allow them to engage with content in a way that connects to their existing language skills. As they label objects, generate sentences, and discuss ideas based on images, ELLs build vocabulary and understanding of sentence structure in English. These strategies also give teachers insight into students' current language proficiency and areas that need further support. Additionally, these techniques help move students from isolated vocabulary to constructing full sentences and even paragraphs, which accelerates their language acquisition and communication skills. 

2. Model and Think Aloud

Think-Alouds model how skilled readers understand texts or how skilled writers create interesting texts. Here’s how to incorporate them:

Teacher Models for Reading First: Read a passage aloud and pause to verbalize your thought process at tricky parts. Show students how to use images, identify story elements, use context clues, make predictions, and ask questions.

Think Aloud for Writing

Teachers use mentor texts to model how writers apply narrative techniques to their own writing. By analyzing mentor texts, students see examples of:

Dialogue – How characters’ speech reveals emotions and advances the plot.

Internal Thinking – How thoughts add depth to a character.

Vivid Language – Using the five senses and strong verbs to create imagery.

“Show, Not Tell” – Encouraging students to describe emotions and actions rather than stating them outright.

Verb Tenses – Recognizing past tense verbs (both regular and irregular) and how they are used consistently in storytelling. Teachers can have students color code regular and irregular verbs.

Through teacher modeling and guided practice, ELLs develop a deeper understanding of reading and writing strategies, building confidence in both comprehension and storytelling.

3. Promote Classroom Interaction in ESL setting

Similar to all students, English language learners (ELLs) thrive when given regular chances to discuss new concepts in a supportive, low-pressure setting. Engaging in verbal processing enhances comprehension and boosts confidence in using academic language. One of the most effective strategies I use in my classroom is Turn and Talk. Nearly 90% of the questions I ask are designed to be answered through this method, which serves several important purposes:

1. Student Expression: Turn and Talk provides students with an opportunity to speak and express their ideas, helping them process new information actively.
2. Native Language Support: It allows students to speak in their native language if they need extra help understanding or sharing their ideas, offering them a sense of comfort and security.
3. Peer Teaching: This method encourages students to help one another, especially when someone is stuck or unsure. Peer teaching is a powerful tool for reinforcing concepts, as students often explain things in simpler terms that their peers can understand.

I strategically choose partners based on several factors: sometimes I pair students who share the same native language, especially when I have a newcomer, so they can communicate more easily. In these cases, I often pair the newcomer with a more advanced student who can help model academic language and conversations. Other times, I consider student personalities and group dynamics to ensure positive interactions. The goal is to elevate the level of conversation and encourage productive dialogue.

Turn & Talk
A simple yet powerful scaffolding strategy for ELLs is Turn and Talk. Here’s how to implement it:

• Teach your ELLs how to  use sentence stems to support speaking, such as:
• I think ___ because...
• I agree with ___ because...
• One example from my experience is...

This structure helps students organize their thoughts and communicate more effectively, while reducing the pressure of speaking in front of the whole class.

 4. Pre-Teach Vocabulary with Visual Supports

                                                         Nouns and Verbs Sorts

Before diving into a new text or lesson, give students a head start by teaching essential vocabulary in a meaningful way.

Instead of having students memorize dictionary definitions, try these effective ELL scaffolds:

Interactive Vocabulary Instruction: Play vocabulary matching games

Picture Word Inductive Model (PWIM): Use images to introduce and label new words.

Word Sorts: Have students group words by category (e.g., nouns vs. verbs, synonyms vs. antonyms).

Act It Out: Reinforce vocabulary with gestures and movement. Utilize TPR (Total Physical Response). You little learners will enjoy these activities so much! "Pretend to grab some gold and put it in your pocket!"

Color by Code: Practice CVC phonics skills

Sentence Frames: Help students practice using new words in structured sentences.

Personal Word Banks: Encourage students to keep a vocabulary notebook / folders for reference.

Visuals + Active Use = Lasting Vocabulary Retention!

5. Use Visual Aids and Hands-On Learning

ELLs benefit from seeing, touching, and manipulating information, not just hearing it. Incorporate vocabulary games like Spring Write the Room and Spring I Have Who Has to reinforce learning.

In Spring Write the Room, students walk around the classroom to find and write down vocabulary words on cards. In Spring I Have Who Has, students take turns reading a card with a question or statement, and the class responds by reading the card that follows.

Games like Write the Room are perfect for vocabulary retention because they engage students in multiple ways that reinforce learning. The movement involved in walking around the classroom to find and write down vocabulary words helps to activate kinesthetic learning, which strengthens memory retention. The game-like setting creates a fun, low-pressure environment, making learning enjoyable and encouraging active participation. By practicing writing, students reinforce the spelling and context of the new vocabulary, and by identifying the words in the room, they engage in visual recognition. 

Additionally, games like I Have Who Has promote attentive listening and vocabulary recognition, as students must listen carefully to each other's responses and match them with their own vocabulary knowledge. These activities together make the vocabulary more memorable and accessible.

Would you like to try a FREE St. Patrick's Vocabulary Game: COLORS? Click below!

For some Spring and St. Patrick's Sentence Building Grammar Games click here and read my blog post about it.

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