Effective SEI and ELL Teaching Strategies (and How to Pass the MTEL ESL / RETELL Exam)

Table of Contents

• What Is RETELL?
• Core Principles of Effective ELL Instruction
• MTEL RETELL & SEI Exam Support
• ELL Terms and Policies
• Content and Language Objectives
• WIDA Standards & Can-Do Descriptors
• High-Impact Instructional Strategies for ELLs
• Reading Strategies for ELLs
• Writing Strategies for ELLs
• Supporting Long-Term ELLs & SLIFE Students
• Academic Language, Oracy, and Sentence Frames
• Vocabulary Instruction for English Learners
• Research-Based Best Practices
• MTSS, UDL, and Inclusive Instruction
• Summaries of RETELL Required Readings

Teaching English Language Learners (ELLs) is not a specialty—it is a shared responsibility. Every educator is an SEI teacher. This page provides research-based, classroom-tested strategies that support English learners while remaining engaging and effective for all students.

It is also a high-value MTEL RETELL / ESL study resource. Many educators have successfully passed the MTEL by studying and applying the strategies on this page.

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What Is RETELL?

RETELL (Rethinking Equity and Teaching for English Language Learners) is a Massachusetts initiative designed to ensure that ELLs receive:

• Equitable access to grade-level content

• Effective Sheltered English Instruction (SEI)

• Instruction that closes proficiency and opportunity gaps

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Core Principles of Effective ELL Instruction

• Build on students’ home language and cultural knowledge—this is an asset, not a deficit.

• Hold high expectations for ELLs by starting with grade-level objectives.

• Scaffold strategically, not simplistically.

• Modify instruction—not standards.

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MTEL RETELL & SEI Exam Support

This page supports preparation for:

• MTEL ESL

• RETELL SEI Endorsement

• SEI Capstone and Lesson Tool

Helpful MTEL Study Resources

• Final Capstone Example
• Exemplar:  SEI Lesson Tool
• Strategy Implementation Report
• SEI Open Response Template AND Actual Mentor Text Answers. A colleague created this as her personal study guide.
• Read this blog from a Cambridge, MA teacher who passed the test.
• ESL MTEL Practice Test.
• I created a study guide: STUDY GUIDE
• Quizlets:  MTEL SEI Quizlet
• Writing Content and Language Objectives

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ELL Terms & Policies

Key Definitions

• FLNE – First Language Not English (label does not change)

• ELL – English Language Learner (label can change)

• SEI – Sheltered English Instruction – Differentiated instruction includes approaches, strategies, and methodologies that make the content comprehensible and promote academic English language development. We are all SEI teachers. An SEI environment is a language-rich environment with cooperative learning strategies, integrating the 4 language domains with language objectives aligning with content objectives and assessment.

• ESL – Explicit English language development instruction

• BICS – “Basic interpersonal communication skills” – Social language (1–3 years)

• CALP – “Cognitive Academic Language Proficiency” Academic language (4–10 years)

Federal & State Policy Highlights

ELLs:

• Cannot be isolated from peers

• Must receive equal access to instruction

• Must receive family communication in their home language

Massachusetts policy reflects:

• MA Education Reform Act (1993)

• English-only ballot initiative (2002)

• Title III of NCLB – Districts that have many ELL students receive this funding

• RETELL Initiative (2012)

• The 1964 Civil Rights Act to protect ELLs was followed by the Equal Education Opportunity Act of 1974 and again by Titles I and III of the 2001 reauthorization of the Elementary and Secondary Education Act of 1965, better known as No Child Left Behind.

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Content and Language Objectives

Content Objectives answer:  What students will learn

Language Objectives answer:  How students will use language to show learning

Language objectives must address the four domains:

• Listening

• Speaking

• Reading

• Writing

 

Helpful Resources

PDF of Content and Language Objective Verbs

Great examples and step-by-step directions!

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WIDA Standards & Can-Do Descriptors

WIDA standards are:

• Asset-based

• Student-friendly

• Organized by proficiency level

The WIDA English Language Development Standards’ Guiding Principles are also teacher-friendly, positive, and framed as can-do statements. Begin by exploring the WIDA website and identifying your English learners based on their proficiency levels according to the standards. Retrieve your ELL students’ ACCESS reports from last year. Then, download the Can Do Name Charts from the WIDA site, review them, and enter each student’s name in the appropriate boxes for each indicator.

• Can Do Descriptors, Key Uses Edition Kindergarten
• Can Do Descriptors, Key Uses Edition Grade 1
• Can Do Descriptors, Key Uses Edition Grades 2-3
• Can Do Descriptors, Key Uses Edition Grades 4-5
• Can Do Descriptors, Key Uses Edition Grades 6-8
• Can Do Descriptors, Key Uses Edition Grades 9-12

• Can Do Descriptors Name Charts, Grades K-12
• Can Do Descriptors Name Charts, Kindergarten
• Can Do Descriptors Name Charts, Grade 1
• Can Do Descriptors Name Charts, Grades 2-3
• Can Do Descriptors Name Charts, Grades 4-5
• Can Do Descriptors Name Charts, Grades 6-8
• Can Do Descriptors Name Charts, Grade 9-12

Helpful Websites

• Academic Language Functions ToolKit
• Guided Language Resource Book
• HCISD differentiated brochure 2
• Strategies Organizational Chart
• Differentiation 1
• Differentiation 2

• News in Levels. This is an excellent site for older ELLs. It features daily news with short video clips at three different English proficiency levels, accompanied by audio to help boost English skills.

These tools guide instructional planning and differentiation, not labeling.

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High-Impact Instructional Strategies for ELLs

Strategy	Category	Description / Notes
Quick Writes	Writing	Students write or sketch knowledge before or after instruction. ELLs can partner or draw. Time: 3–5 min. Activates prior knowledge.
Anticipation Guides	Writing	True/false survey before a unit to assess prior knowledge. Can be completed with a partner.
Sentence Frames	Oral	Frames for academic language: Observation: I see ___, Inferencing: I think this means ___, Questioning: I wonder about ___.
Clock Buddies	Collaborative	Assign “clock” partners with numbers; numbers are universal for ELLs. Teacher can assign strategically.
Think-Pair-Share	Oral/Collaborative	Think individually, then share with a partner. Variations include: Think, Write, Pair, Share (1 min think, 2 min write, 2 min share)
Think, Pair, Square, Share	Oral/Collaborative	Think 2 min, partner share 2 min, combine pairs to square to discuss reasoning, then report out.
Small-Group Work	Collaborative	Students work in small groups to solve problems, discuss, or complete tasks.
Jigsaw	Collaborative	Students become “experts” in a topic, then teach their expertise to mixed groups.
Word Sort	Visual/Collaborative	Sort words by category, sound, or meaning to reinforce vocabulary.
Find Your Corner	Collaborative	Corners of the room represent different viewpoints; students move to share similar ideas.
Visual Scaffolding	Visual	Use props, pictures, or visual supports to reinforce comprehension.
Exit Ticket	Writing	Students respond to a prompt in writing to informally assess knowledge.
Reporting Back	Oral/Collaborative	Small groups work on material, then report key points to the class.
Snowball	Oral/Collaborative	Line A throws a crumpled question/comment to line B; pairs discuss, then switch roles.
College Talk	Oral	Use advanced vocabulary for routine directions to extend academic language.
Zipline / “I Have / Who Has”	Oral/Collaborative	Students answer a question, read next card question aloud, continuing until all cards are used.
Turn and Talk	Oral	Quick partner share in response to teacher prompts; encourages oral interaction.
Thinking Notes	Visual/Writing	Symbols or keys for note-taking while reading: ??=confusing, ?=question, !=interesting, *=main idea; review with partner.
Numbered Heads Together	Oral/Collaborative	Groups of 4, each assigned 1–4; discuss prompts, teacher calls a number to report the group’s answer.
Graphic Organizers	Visual	Visual displays of relationships among concepts: word wheel, lexical array, word form chart.
Gallery Walk	Visual/Collaborative	Students respond to a prompt on chart paper, post around room; add comments/questions to peers’ work.
Divide and Slide	Collaborative	Two lines face each other; share ideas with the partner in front, slide to the right, repeat.
Content Vocabulary Roundtable	Writing/Collaborative	Students pass papers with key vocabulary, adding words each turn; creates a collaborative word bank.
Continuum	Visual/Collaborative	Line up physically to organize concepts: e.g., variations of “walk” (dawdle → sprint). Can be alphabetical, numerical, or by intensity.
Identifying & Analyzing Text Features	Visual	Nonfiction scavenger hunt: captions, diagrams, illustrations, maps, etc.
Think, Pair, Square, Share (30-sec variation)	Oral/Collaborative	30 sec think, 30 sec share with partner, 30 sec share with another pair (4 students), then class summary.

Reading Strategies

The following instructional strategies support reading comprehension, academic language development, and student engagement across content areas. Each strategy can be adapted by proficiency level and used consistently throughout the day.

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Partner Reading / Partner Reading Sentence by Sentence

Partner reading builds confidence by allowing English learners to read text in small, manageable chunks. Students work in pairs and take turns reading one sentence at a time. After each sentence is read, both partners summarize what the sentence means in their own words.

This strategy should be used for approximately 10 minutes per day in each content area. After partner reading, students engage in silent rereading, which allows the English learner to reinforce meaning, develop fluency, and access the text more easily as it becomes familiar.

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Sponge Activities

Sponge activities are purposeful, low-prep tasks used when students finish early. Teachers should have generic discussion prompts prepared so learning time is not lost.

Examples include:

• Discuss what you have learned

• Map out key ideas

• Write reflections in a journal

These activities promote academic conversation, reflection, and independent thinking.

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Choral Reading

Choral reading provides supported oral reading practice. Teachers may structure it in various ways—whole class with the teacher, half the class, by paragraph, or by page. To maintain engagement and effectiveness, choral reading should be limited to 3–5 minutes per content area per day.

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Reciprocal Teaching

In reciprocal teaching, students work in small groups after completing a reading assignment. Each student assumes a specific role, similar to a literature circle. Roles may include:

• Summarizer – identifies the main ideas

• Word Wizard – selects and discusses interesting or unfamiliar vocabulary

• Connector – explains what the text reminds them of

• Predictor – anticipates what will happen next

• Questioner – generates questions about the text

This strategy promotes comprehension, discussion, and accountability.

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Think-Alouds

Think-alouds occur when the teacher verbalizes her thought process while completing a task. This may include modeling how to take notes, identify the main idea, make connections, or monitor comprehension. Think-alouds make invisible cognitive processes explicit for students.

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Explicit Instruction in Nonfiction Text Features

Nonfiction text features must be explicitly taught to support comprehension. Instruction should focus on elements such as captions, illustrations, diagrams, maps, charts, and headings, as well as the purpose each feature serves within a text.
(See: Nonfiction Text Features.)

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Numbered Heads Together

In this cooperative learning strategy, students are placed in groups of four and work together to answer a set of questions. After reaching consensus, each student selects a number from 1–4. The teacher then calls out a number, and the students with that number respond on behalf of their group. This structure ensures participation and accountability.

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Double-Entry Journals

Double-entry journals provide structured reflection and response. The left side is teacher-prepared and differentiated by WIDA level. The right side is student-generated and may include:

• Defining a word

• Illustrating or reacting to a quote

• Asking a question

• Making a personal or text-based connection

Responses are typically open-ended and focus on thinking and meaning, rather than right-or-wrong answers.

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Close Reading with Text-Dependent Questions

Close reading engages students with complex texts through careful, repeated analysis. Students examine words, sentences, central ideas, and supporting details. Questions are sequenced from basic understanding to deeper analysis:

• General Understanding: What is the main idea?

• Key Details: Who, what, where, when, why, and how

• Vocabulary, Sentence, and Text Structure: Meaning of words, grammar, literal vs. figurative language, and organization

• Author’s Purpose: Point of view, purpose, and perspective

• Inferences: How inferences support the author’s purpose

• Opinions, Arguments, and Intertextual Connections

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Teaching Genre Characteristics and Text Organization

Explicit instruction in genre characteristics and text structure supports comprehension by helping students recognize how texts are organized and why authors make specific choices.
(See: Defining Different Genres.)

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Identifying and Analyzing Text Features

To reinforce nonfiction features, teachers can conduct a nonfiction scavenger hunt. Students locate and analyze examples of captions, diagrams, illustrations, maps, charts, and other text features within a text.

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Think, Pair, Square, Share

This structured discussion routine promotes accountability and oral language development. Students are given:

1. 30 seconds to think independently

2. 30 seconds to share with a partner

3. 30 seconds to share with another pair (groups of four)

   Groups then share or summarize key points with the class.

Writing Strategies

The following strategies support writing, content vocabulary development, sentence structure, and editing skills. Each approach can be adapted to students’ language proficiency and content knowledge.

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Language Experience Approach

After reading a text, watching a video, or participating in a field trip, ask students to explain what they learned. Write exactly what the student says, then read it back to them. Have students read it aloud themselves. Together, decide on any changes, then read the final version together and repeatedly.

This approach:

• Reinforces comprehension

• Provides a model of correct written language

• Supports beginning readers in connecting oral language to print

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RAFT (Role, Audience, Format, Topic)

RAFT is a creative framework for writing assignments. Each element guides the task:

• Role: The perspective the student assumes (e.g., gardener)

• Audience: The intended readers (e.g., wedding planners)

• Format: The type of writing (e.g., brochure, letter, journal entry)

• Topic: The subject or purpose (e.g., persuading planners to use specific flowers and explaining why)

The possibilities are endless, allowing students to practice writing for authentic purposes and audiences.

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Content Vocabulary Roundtable

This strategy builds a word bank and reinforces content-area vocabulary for writing:

1. After reading, each student writes one word from the text on a scrap of paper

2. Pass the paper to the left and repeat

3. Continue until students have collected multiple vocabulary words

This creates a collaborative reference list for discussion and writing.

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Information Gap

Information Gap activities promote communication and comprehension:

1. Prepare two grids with complementary information

2. Students work in pairs, each holding one grid

3. Students ask each other questions to complete a full grid

4. The completed grid serves as a graphic organizer for writing

Example:

• Student A asks, “Name the character who blew down the houses.”

• Student B writes: Big Bad Wolf.

This encourages questioning, listening, and collaborative knowledge-building.

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Write Around

Write Around is a collaborative writing activity:

1. Each student writes a topic sentence on a paper

2. Pass the paper to the right

3. Read what is there and add one sentence

4. Repeat until the paper has multiple contributions

5. The team selects one paper to revise collaboratively

This strategy supports idea development, sentence expansion, and peer feedback.

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Cut and Grow

Cut and Grow allows students to reorganize and expand writing:

1. Cut a draft into individual sentences

2. Rearrange sentences for clarity and flow

3. Add adjectives, evidence, or supporting details

4. Tape sentences onto construction paper to visualize structure

This approach strengthens cohesion and sentence-level editing.

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Sentence Combining

Explicitly teach students to combine sentences using conjunctions, rearrangement, and question words (who, what, where, when, why, how):

Examples:

• Base: The dog barked. The barking was loud.

• Combined: The dog barked loudly. or The dog barked, and the barking was loud.

Instruction should include:

• Highlighting keywords to retain

• Using conjunctions such as and, because

• Providing word order alternatives (e.g., The teacher was angry → The angry teacher…)

This builds syntactic complexity and fluency.

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Ratiocination (Focused Editing)

Ratiocination is a strategic editing method:

1. Teach students a specific focus area for correction

2. Have students code their papers (e.g., circle all verbs)

3. Check for:

   • Noun-verb agreement

   • Verb variety

   • Capitalization of first words in sentences

This encourages self-monitoring and precision in writing.

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Paragraph Frames

Paragraph frames provide a structured scaffold for writing in content areas. They guide students in organizing ideas, developing sentences, and maintaining cohesive paragraphs.
(See: Structured Writing.)

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Supporting Long-Term ELLs & SLIFE Students

Long-Term ELLs

• Often sound fluent but lack academic literacy

• Need explicit vocabulary, writing, and reading instruction

• Must be challenged linguistically

SLIFE Students

• Benefit from oral language, visuals, and relevance

• Need instruction that balances collectivistic learning with individual accountability

• Thrive when instruction is immediately meaningful

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Academic Language & Oracy

Academic language:

• Uses precise vocabulary

• Relies on complex sentence structures

• Is less conversational and more formal

Oracy (listening + speaking) is foundational.
Students who speak more read and write better.

Academic Language Must Be Explicitly Taught

Academic language does not develop on its own. English learners must be explicitly taught how to use language to explain, summarize, compare, analyze, and justify ideas across all content areas. The strategies below show how to teach academic language intentionally while keeping instruction engaging and accessible for all students.

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Reading and Discussing Diverse Texts

Students develop academic language by reading, thinking, and talking about a wide range of genres, including narratives, informational texts, arguments, and explanations. Each genre has its own structure, vocabulary, and language demands. Teachers should explicitly teach these differences and provide opportunities for students to discuss texts using academic language.

Example Sentence Frames

• This text is an example of ____ because ____.

• The author organized the text by ____.

• One important feature of this genre is ____.

(See: Defining Different Genres and Nonfiction Text Features and Nonfiction Mentor Texts.)

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Using Summary Frames Based on Language Function

Summary frames support comprehension and academic language development by helping students organize ideas before writing. Students first read a short section independently, then orally summarize with a partner, and finally complete a written sentence frame aligned to the language function.

Example Sentence Frames

• This section is mostly about ____.

• The author explains that ____.

• In summary, ____ happens because ____.

(See: Sentence Frame Sample Classroom Poster.)

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Translating Between Academic and Social Language

Students often understand ideas but struggle to express them academically. Teachers should model how to translate conversational language into academic language and how to restate academic language in simpler terms to support comprehension.

Example Sentence Frames

• Social: I think this means ____.

• Academic: This suggests that ____.

• Academic: The evidence shows ____.

• Social: The author is trying to say ____.

This practice helps students recognize when academic language is required and builds confidence in formal speaking and writing.

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Practicing Scripts for Academic Routines

Academic tasks such as presentations, explanations, and written responses follow predictable language patterns. Providing scripts for academic routines allows students to focus on content while practicing correct academic structures.

Example Sentence Frames

• The topic of my presentation is ____.

• First, I will explain ____.

• Next, I will describe ____.

• Finally, I will show ____.

Repeated practice helps students internalize academic structures used across subjects.

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Dynamically Introducing Academic Vocabulary

Academic vocabulary must be encountered many times and in meaningful contexts. Teachers should introduce new words using visuals, gestures, examples, discussion, reading, and writing. Personal or humorous connections make words more memorable.

Example Sentence Frames

• The word ____ means ____.

• An example of ____ is ____.

• I can use the word ____ when I say ____.

Resources such as short vocabulary videos (e.g., VocabAhead) can reinforce correct usage and pronunciation.

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Teaching Key Words Found in Standardized Test Prompts

Many students underperform on assessments because they do not understand the academic verbs used in test questions. These words must be explicitly taught, modeled, and practiced regularly.

Essential Academic Verbs
infer, interpret, explain, describe, demonstrate, summarize, compare, contrast, persuade, analyze

Example Sentence Frames

• I can infer that ____ because ____.

• The text explains ____.

• ____ and ____ are similar because ____.

• The main difference between ____ and ____ is ____.

• The author’s purpose is to persuade the reader that ____.

Practicing these frames prepares students for classroom discussions, writing tasks, and standardized assessments, including the MTEL.

Vocabulary Instruction (Critical for ELL Success)

Vocabulary is one of the strongest predictors of comprehension.

Teach Vocabulary Using a 7-Step Process

1. Say the word (students repeat)

2. Use it in context

3. Provide a formal definition

4. Provide a student-friendly definition

5. Explore word features (prefixes, cognates, meanings)

6. Structured oral practice

7. Accountability in reading and writing

Focus on:

• Tier 2 words (high utility)

• Cognates and false cognates

• Word families

• Polysemous words

• Academic language functions

Here are more vocabulary strategies support intentional, research-based vocabulary instruction for English learners and all students. The words students are expected to know—organized by grade level and content area—are outlined in the Marzano Vocabulary List.

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Teaching Tiered Vocabulary

Not all vocabulary words require the same level of instructional focus.

• Tier 1 words are basic, everyday words (often nouns) that students typically acquire through oral language and visuals.

• Tier 3 words are highly content-specific and usually appear only in particular subject areas (e.g., entomologist, endoplasmic).

• Tier 2 words are the most important instructional focus. These words have multiple meanings, appear across content areas, and are encountered frequently in academic texts.

Effective instruction prioritizes Tier 2 vocabulary, as these words provide the greatest leverage for comprehension and academic success.

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Developing Cognate Awareness

Teachers should research vocabulary words in advance to determine whether they are cognates in students’ first languages. Drawing attention to cognates helps students connect new English words to existing knowledge. Listening centers are effective places to reinforce both true cognates and false cognates.

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Using Sentence Frames to Reinforce Vocabulary

Sentence frames should be intentionally designed based on the academic language function (explaining, comparing, analyzing, summarizing). Frames allow students to practice new vocabulary within meaningful academic contexts.

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Visual and Environmental Supports

Vocabulary learning is strengthened when words are made visible and interactive.

• Label drawings, diagrams, and pictures

• Maintain a print-rich environment

• Highlight new vocabulary in texts and on charts

These strategies reinforce repeated exposure and support word recognition.

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Building Meaning Through Student Talk and Interaction

Teachers should use students’ ideas as a starting point, elaborating and clarifying meaning through discussion. Additional oral language strategies include:

• Role-playing activities

• Acting out vocabulary words

• Think-alouds during problem-solving

• Modeling think-alouds to determine meaning or provide additional examples

These approaches deepen comprehension and support expressive language development.

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Supporting Vocabulary During Reading Instruction

Vocabulary instruction should be embedded throughout the reading process.

• Preview a text and explicitly point out unfamiliar words

• During read-alouds, emphasize new vocabulary, have students repeat the words, and discuss their meanings

• After reading, engage students in mapping activities that activate prior knowledge and provide contextual clues for new vocabulary and concepts

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Word Classification and Concept Development

After reading, students should actively work with new vocabulary by classifying words in multiple ways, such as:

• Figure of speech

• Topic or theme

• Linguistic function

• Practical function

• Synonyms and antonyms

This analysis helps students see relationships among words and concepts.

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Graphic and Hands-On Vocabulary Tools

Hands-on tools support deeper processing and long-term retention.

• Foldables: Three-dimensional organizers for recording words, definitions, meaningful sentences, and visual representations

• Word Wheels: Place the target word in the center and list synonyms around it

• Lexical Arrays: Start with a base word and expand to synonyms of increasing intensity (e.g., meander → stroll → walk → jog → run)

Lexical arrays help students understand nuance and select precise word choices. Tools such as WordSift.org can assist teachers in generating word relationships using student-friendly language.

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Teaching Word Relationships and Forms

Understanding how words change supports both decoding and comprehension.

• Word Families: Create generative word trees using roots, prefixes, and suffixes (e.g., care, careful, careless, caring, cared, carefulness, carelessness)

• Word Form Charts: Use charts to explicitly discuss how a word functions as different parts of speech

These strategies strengthen morphological awareness and academic writing.

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Research-Aligned Best Practices

• Explicit vocabulary instruction improves comprehension

• Writing strengthens content knowledge

• Grammar is best taught in context

• Sentence frames accelerate academic language

• Low anxiety environments improve acquisition

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MTSS, UDL & Inclusive Practices

• Universal Design for Learning benefits all students

• Differentiation ≠ lowering expectations

• Language scaffolds support equity

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Summaries of RETELL Required Readings