Oral Language Strategies
Extras!
Listed on Exchange Every Day from the book Many Languages, One Classroom:
"Extend learning by maintaining themes for days at a time. "If you are doing an activity around water and fish — the child may begin to understand some basics. If you come in the next day and start talking about magnets — nothing from that child's learning the day before will be of use, and he will be back at square one trying to learn the words and concepts you are teaching..."
Use key word lists for each theme. Create and use these lists to learn relevant vocabulary in each child's language.
Repeat and emphasize important words in English. DLL children learn best when they hear simple vocabulary and short sentences. Try to use the same terms consistently for important things you really want the children to learn."
From Harvard Graduate School of Education's Webinar on Learning to Talk by Talking, June 2015:
"Extend learning by maintaining themes for days at a time. "If you are doing an activity around water and fish — the child may begin to understand some basics. If you come in the next day and start talking about magnets — nothing from that child's learning the day before will be of use, and he will be back at square one trying to learn the words and concepts you are teaching..."
Use key word lists for each theme. Create and use these lists to learn relevant vocabulary in each child's language.
Repeat and emphasize important words in English. DLL children learn best when they hear simple vocabulary and short sentences. Try to use the same terms consistently for important things you really want the children to learn."
From Harvard Graduate School of Education's Webinar on Learning to Talk by Talking, June 2015:
learning-to-talk-by-talking_(1).pdf | |
File Size: | 118 kb |
File Type: |
Week 40:
Teach students to use Photo Booth (how to pick a theme, how to speak directly to the camera, and to understand how the 3, 2, 1 function works before speaking) and record some messages of your students speaking. These messages can be posted on your class website or emailed to parents.
(Modified from Stefanie’s June tech report)
(Modified from Stefanie’s June tech report)
Week 39:
Here are more simple videos modeling questions and answers such as "How's the weather?"
(From Gloria)
(From Gloria)
Week 38:
Activity: Watch "How many apples?" and practice with students
This week's strategy also includes a short and simple cartoon, this time showing English language learners how to ask and answer the question, "How many?" Students listen to and practice using the phrases "there is" and "there are". To solidify your students' learning, you can have them practice after watching the video. Students will be practicing using complete sentences.
(From Gloria)
This week's strategy also includes a short and simple cartoon, this time showing English language learners how to ask and answer the question, "How many?" Students listen to and practice using the phrases "there is" and "there are". To solidify your students' learning, you can have them practice after watching the video. Students will be practicing using complete sentences.
(From Gloria)
Week 37:
Activity: Watch video "How old are you?" and practice with students
This website has a short and simple cartoon which models for English language learners how to ask and answer the question, "How old are you?" To solidify your students' learning, you can have them practice asking and answering the question after watching the video.
This website has a short and simple cartoon which models for English language learners how to ask and answer the question, "How old are you?" To solidify your students' learning, you can have them practice asking and answering the question after watching the video.
(From Gloria)
Week 36:
• Share a picture glossary. Some ideas for picture dictionaries can be found at enchanted learning.com.
Week 35:
More quick and simple strategies:
• Don’t rescue ELLs when they struggle to speak - smile, relax your feet, face, and hands, and wait
(it’s hard to be tense when those body parts are loose).
(From Edutopia.com)
• Don’t rescue ELLs when they struggle to speak - smile, relax your feet, face, and hands, and wait
(it’s hard to be tense when those body parts are loose).
(From Edutopia.com)
Week 34:
A couple of quick, simple oral language strategies to keep in mind:
• Speak slower, not louder.
• Write key terms on the board.
• Integrate games.
(From Edutopia.com)
• Speak slower, not louder.
• Write key terms on the board.
• Integrate games.
(From Edutopia.com)
Week 33:
(From Paty Gutierrez)
Week 32:
Activity: Helping Students Understand and Form Questions
Using Microsoft PowerPoint, (a student teacher) created a question–answer game appropriate for young children. With a combination of visual images and audio cues, the children were able to understand the answers and provide the correct questions. In creating this culminating activity, the student teacher wanted the children to see, hear, and remember what they had learned. She felt that the game she created was not only exciting for the preschoolers but also reaffirming as they were able to successfully demonstrate their knowledge over and over again. The use of the projector in this activity was essential as it preserved the social nature necessary to celebrate the conclusion of the unit.
(From Puerling's Teaching in the Digital Age, Chapter 3, pg. 79)
Using Microsoft PowerPoint, (a student teacher) created a question–answer game appropriate for young children. With a combination of visual images and audio cues, the children were able to understand the answers and provide the correct questions. In creating this culminating activity, the student teacher wanted the children to see, hear, and remember what they had learned. She felt that the game she created was not only exciting for the preschoolers but also reaffirming as they were able to successfully demonstrate their knowledge over and over again. The use of the projector in this activity was essential as it preserved the social nature necessary to celebrate the conclusion of the unit.
(From Puerling's Teaching in the Digital Age, Chapter 3, pg. 79)
Week 31:
Activity: Sharing Photos of Children's Work with the Group
In the sharing process (when children are asked to talk about their creative work projected for the group) they are encouraged to convey their thoughts and describe the materials they used. They are encouraged to reflect and articulate the sequence of events it took to create their art. It is important to remember that very young children are developing the concept or script for what it means to share artwork or writing, so it may be helpful to have a list of questions or talking points to help the children through the sharing process.
(From Puerling's Teaching in the Digital Age, Chapter 3, pg. 76)
In the sharing process (when children are asked to talk about their creative work projected for the group) they are encouraged to convey their thoughts and describe the materials they used. They are encouraged to reflect and articulate the sequence of events it took to create their art. It is important to remember that very young children are developing the concept or script for what it means to share artwork or writing, so it may be helpful to have a list of questions or talking points to help the children through the sharing process.
(From Puerling's Teaching in the Digital Age, Chapter 3, pg. 76)
Week 30:
Activity: Recall stories
Recall and talk about stories at times other than when the stories are being read or told; for example during snacks or related field trips. Listen for children’s comments that can lead naturally into discussions of familiar and favorite narratives.
(From Epstein’s The Intentional Teacher)
Recall and talk about stories at times other than when the stories are being read or told; for example during snacks or related field trips. Listen for children’s comments that can lead naturally into discussions of familiar and favorite narratives.
(From Epstein’s The Intentional Teacher)
Week 29:
Activity: Periodically email parents a short list of the English vocabulary words your students are learning
Along with the weekly journal you might consider emailing parents a short list of English words you are reinforcing with students. At the beginning of the year classroom vocabulary, the names of shapes or colors, or math vocabulary (such as big, little) might be sent – maybe something like five words a week. Words related to a special project such as Empty Bowls could include : clay, bowl, brush, glaze, dry, wet.
A legend could be placed on the document where the words are listed that explains how this vocabulary should be reinforced in a fun and casual manner in as real a context as possible and that words will repeat over the years as children need many opportunities to make this vocabulary their own.
(From: A Nursery Mother suggested this at the March Parent/Teacher Conferences)
Along with the weekly journal you might consider emailing parents a short list of English words you are reinforcing with students. At the beginning of the year classroom vocabulary, the names of shapes or colors, or math vocabulary (such as big, little) might be sent – maybe something like five words a week. Words related to a special project such as Empty Bowls could include : clay, bowl, brush, glaze, dry, wet.
A legend could be placed on the document where the words are listed that explains how this vocabulary should be reinforced in a fun and casual manner in as real a context as possible and that words will repeat over the years as children need many opportunities to make this vocabulary their own.
(From: A Nursery Mother suggested this at the March Parent/Teacher Conferences)
Week 28:
Activity: Making predictions and discussing beginning, middle and end
Engage children in reviewing and predicting as you read. Stop occasionally to encourage children to recall what has happened so far. Rather than asking closed-ended questions, invite comments by saying, “Let’s see what we can remember so far” or “Can you help me remember what happened at the very beginning?” Ask children what they think the picture or words on the next page will be, or how a character will solve a problem. Encourage them to look and listen for clues that suggest what might happen next. Relate the picture and text at the end of the book to the title and first page. Recall what happened at the beginning, middle, and end of the story.
(From Epstein’s The Intentional Teacher)
Engage children in reviewing and predicting as you read. Stop occasionally to encourage children to recall what has happened so far. Rather than asking closed-ended questions, invite comments by saying, “Let’s see what we can remember so far” or “Can you help me remember what happened at the very beginning?” Ask children what they think the picture or words on the next page will be, or how a character will solve a problem. Encourage them to look and listen for clues that suggest what might happen next. Relate the picture and text at the end of the book to the title and first page. Recall what happened at the beginning, middle, and end of the story.
(From Epstein’s The Intentional Teacher)
Week 27:
Activity: Have students “read” familiar stories by looking at the pictures
Examine and discuss the pictures in books. Encourage children to tell or “read” the story in familiar books by looking at the pictures. Ask them to describe what they see. Converse about how the characters and situations depicted relate to objects, people, events, and ideas in children’s own lives, both at home and in the classroom.
(From Epstein’s The Intentional Teacher)
Examine and discuss the pictures in books. Encourage children to tell or “read” the story in familiar books by looking at the pictures. Ask them to describe what they see. Converse about how the characters and situations depicted relate to objects, people, events, and ideas in children’s own lives, both at home and in the classroom.
(From Epstein’s The Intentional Teacher)
Week 26:
Activity: Build vocabulary Part 3
More strategies for increasing vocabulary:
(From Epstein’s The Intentional Teacher)
More strategies for increasing vocabulary:
- In group endeavors or games, engage children in using words to give one another directions.
- Announce your motivations and intentions: “I’m going to the house area to see what Ana and Maria are cooking. It smells like they are making something spicy for lunch.”
(From Epstein’s The Intentional Teacher)
Week 25:
Activity: "What do you have for lunch today?"
Sit with children during lunch time and ask each one individually, "What do you have for lunch today?" Prompt children to respond and practice saying "I have …". Ms. Pamela shares that she does this daily with her students and they eagerly anticipate this individual attention and opportunity to use familiar English. This exercise has them practice using correct syntax!
(From Pamela in yesterday's staff development on oral language assessment)
Sit with children during lunch time and ask each one individually, "What do you have for lunch today?" Prompt children to respond and practice saying "I have …". Ms. Pamela shares that she does this daily with her students and they eagerly anticipate this individual attention and opportunity to use familiar English. This exercise has them practice using correct syntax!
(From Pamela in yesterday's staff development on oral language assessment)
Week 24:
Activity: Build vocabulary, Part 2
Here are more ways to increase young children’s vocabulary:
(From Epstein’s The Intentional Teacher)
Here are more ways to increase young children’s vocabulary:
- When you use words or phrases that are new to children, provide familiar synonyms and definitions using words already in the children¹s vocabulary. This helps them grasp the meaning of the new word in context, so they can understand and use it themselves.
- Vary experiences to introduce new and unusual words. Field trips are good sources. Dramatic play helps to illustrate a variety of words. Humor is another way to encourage exploring and having fun with language. Young children like jokes and silly names and rhymes.
(From Epstein’s The Intentional Teacher)
Week 23:
Activity: Build vocabulary, Part 1
Vocabulary is the sum of words understood or used by a person. The size of a child’s speaking vocabulary at school entry is highly predictive of success in reading.
Children’s vocabularies do not get larger by adding isolated or stand-alone words. The best way to grow vocabulary is to build on what children are talking about by adding synonyms and other words related to the topic of conversation. For children to learn new words, including their meaning and how to use them, they need repeated exposure and practice (once is not enough!) in one or more communities of speakers. The preschool classroom is one such community. For example:
(From Epstein’s The Intentional Teacher)
Vocabulary is the sum of words understood or used by a person. The size of a child’s speaking vocabulary at school entry is highly predictive of success in reading.
Children’s vocabularies do not get larger by adding isolated or stand-alone words. The best way to grow vocabulary is to build on what children are talking about by adding synonyms and other words related to the topic of conversation. For children to learn new words, including their meaning and how to use them, they need repeated exposure and practice (once is not enough!) in one or more communities of speakers. The preschool classroom is one such community. For example:
- Talk with children a lot! Talk to them during caregiving routines and during play. Make sure the conversation is reciprocal. Listen as well as talk. Be patient while children find the words to express their thoughts. Show that you value what they have to say.
- Use words that build on children’s interests. Children like to talk about what they are doing.
(From Epstein’s The Intentional Teacher)
Week 22:
Activity: Letter substitution game
Letter substitution is another alliteration game. Pick a sound and substitute it at the beginning of words during an activity such as snack time or a transition. This game is especially good to make cleanup time silly and fun. When children get the idea, let them pick the sound.
· It’s gircle time. Everyone go to the gug. Let¹s all glap our gands!²
· Let’s begin flean-up time by putting away the flocks. Now we can do the faints and frushes. Who wants to stack the fuzzles?
· Miguel, its your turn to pick a sound to help us get ready for outside time. [Miguel says he wants /m/, like in his name.] Okay, let’s put on our moats and wait by the moor until everyone is ready to go moutside. [Act out or point to some of the objects and wait to see whether children can fill in the words on their own. For example, pretend to put on a coat. Look at or gesture toward the door.]
(From Epstein’s The Intentional Teacher)
Letter substitution is another alliteration game. Pick a sound and substitute it at the beginning of words during an activity such as snack time or a transition. This game is especially good to make cleanup time silly and fun. When children get the idea, let them pick the sound.
· It’s gircle time. Everyone go to the gug. Let¹s all glap our gands!²
· Let’s begin flean-up time by putting away the flocks. Now we can do the faints and frushes. Who wants to stack the fuzzles?
· Miguel, its your turn to pick a sound to help us get ready for outside time. [Miguel says he wants /m/, like in his name.] Okay, let’s put on our moats and wait by the moor until everyone is ready to go moutside. [Act out or point to some of the objects and wait to see whether children can fill in the words on their own. For example, pretend to put on a coat. Look at or gesture toward the door.]
(From Epstein’s The Intentional Teacher)
Week 21:
Activity: “Doing the names” game
Alliteration is the repetition of the initial or beginning sound of words. Because alliteration highlights phonemes that start words, it helps young children develop phonemic awareness. “Doing the names” is one alliteration game you can use.
Combine the initial sound of children’s names with the initial sound of actions for them to perform.
· If your name begins with a /c/ sound, clap/. Yes, Carl and Carol are clapping.
· Anyone whose name starts with the sound /w/, let’s see you wave. Wendy and Walter are waving. Everybody wave with Wendy and
Walter. Now let’s see everyone wiggle.
(From Epstein’s The Intentional Teacher)
Alliteration is the repetition of the initial or beginning sound of words. Because alliteration highlights phonemes that start words, it helps young children develop phonemic awareness. “Doing the names” is one alliteration game you can use.
Combine the initial sound of children’s names with the initial sound of actions for them to perform.
· If your name begins with a /c/ sound, clap/. Yes, Carl and Carol are clapping.
· Anyone whose name starts with the sound /w/, let’s see you wave. Wendy and Walter are waving. Everybody wave with Wendy and
Walter. Now let’s see everyone wiggle.
(From Epstein’s The Intentional Teacher)
Week 20:
Activity: Expose children to different sounds and encourage them to identify and imitate them.
The following are some more ways to explore sounds with your students:
· Use nursery rhymes, finger plays, and songs that play with sounds.
· Provide puppets and their props that encourage children to explore sounds in dramatic play.
· Read books and tell stories that include sounds (grrrr, whoosh, whaa, mmm). Add your own sounds effects. Encourage children to
imitate and make up sounds that go with the story.
(From Epstein’s The Intentional Teacher)
The following are some more ways to explore sounds with your students:
· Use nursery rhymes, finger plays, and songs that play with sounds.
· Provide puppets and their props that encourage children to explore sounds in dramatic play.
· Read books and tell stories that include sounds (grrrr, whoosh, whaa, mmm). Add your own sounds effects. Encourage children to
imitate and make up sounds that go with the story.
(From Epstein’s The Intentional Teacher)
Week 19:
Activity: Explore different sounds
Remember, early and frequent exposure to sounds, especially the sounds of language, is crucial for a young child’s development of language and literacy skills.
Provide many noise-making items inside the classroom, including musical instruments; timers that tick and ring; cassette players and tapes; computers with appropriate noise-making software; tools and a workbench; things that make noise during filling and emptying such as bottle caps or running water; and bean bags filled with different types of materials. Ask children to vary the sounds they make; for example, ask them to make sounds that are loud and soft, fast and slow, high and low, continuous and interrupted.
(From Epstein’s The Intentional Teacher)
Remember, early and frequent exposure to sounds, especially the sounds of language, is crucial for a young child’s development of language and literacy skills.
Provide many noise-making items inside the classroom, including musical instruments; timers that tick and ring; cassette players and tapes; computers with appropriate noise-making software; tools and a workbench; things that make noise during filling and emptying such as bottle caps or running water; and bean bags filled with different types of materials. Ask children to vary the sounds they make; for example, ask them to make sounds that are loud and soft, fast and slow, high and low, continuous and interrupted.
(From Epstein’s The Intentional Teacher)
Week 18:
Activity: Identify sounds game
Sound awareness and production (including non-words) are the simplest level of phonological awareness. Early and frequent exposure to sounds, especially the sounds of language, is crucial for a young child’s development of language and literacy skills.
Ask children to identify the sounds they hear. At group time, have them close their eyes as you or another child makes sounds with different tools and materials, and ask them to guess the source of the sound. This game sets the stage for recognizing differences between the sounds of the letters of the alphabet. Record sounds to use in this game, such as whistles, clapping, stomping of heavy boots, a baby’s crying, crackers (or other crunchy food) being eaten, hammering or sawing, a cat’s meowing, the blast of a car horn, a door slamming, and the scraping of roller skates on the pavement. (YouTube can be useful for this.)
(From Epstein’s The Intentional Teacher)
Sound awareness and production (including non-words) are the simplest level of phonological awareness. Early and frequent exposure to sounds, especially the sounds of language, is crucial for a young child’s development of language and literacy skills.
Ask children to identify the sounds they hear. At group time, have them close their eyes as you or another child makes sounds with different tools and materials, and ask them to guess the source of the sound. This game sets the stage for recognizing differences between the sounds of the letters of the alphabet. Record sounds to use in this game, such as whistles, clapping, stomping of heavy boots, a baby’s crying, crackers (or other crunchy food) being eaten, hammering or sawing, a cat’s meowing, the blast of a car horn, a door slamming, and the scraping of roller skates on the pavement. (YouTube can be useful for this.)
(From Epstein’s The Intentional Teacher)
Week 17:
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Activity: Taking dictation from students
Prompt the child to tell a story while you take dictation. Read the story back to him/her and ask for any clarification or whether he/she would like to add something to the story. The child can later retell the story, draw a picture, and act it out. This link has a good video that shows how it’s done and some sample student stories and art.
Activity variation: Students can create a story as a class while the teacher takes dictation and revisit the story through re-reading, re-telling, creating art, performing a play, etc.
Prompt the child to tell a story while you take dictation. Read the story back to him/her and ask for any clarification or whether he/she would like to add something to the story. The child can later retell the story, draw a picture, and act it out. This link has a good video that shows how it’s done and some sample student stories and art.
Activity variation: Students can create a story as a class while the teacher takes dictation and revisit the story through re-reading, re-telling, creating art, performing a play, etc.
Week 16:
Activity: Model active listening
The most important thing to remember about conversation is that it requires at least two participants. Beware of the adult tendency to dominate when talking to young children. Patience and silence are virtues when we want to encourage preschoolers to express themselves. Here is one strategy:
Model active listening as well as talking with children. Remind yourself not to take over in conversations. Preschoolers are not always fluent in their speech. Wait patiently while they frame and express their thoughts. Get down on their level, make eye contact, pause to listen, repeat or clarify what they say, summarize their thoughts, and accept and expand on their ideas.
The most important thing to remember about conversation is that it requires at least two participants. Beware of the adult tendency to dominate when talking to young children. Patience and silence are virtues when we want to encourage preschoolers to express themselves. Here is one strategy:
Model active listening as well as talking with children. Remind yourself not to take over in conversations. Preschoolers are not always fluent in their speech. Wait patiently while they frame and express their thoughts. Get down on their level, make eye contact, pause to listen, repeat or clarify what they say, summarize their thoughts, and accept and expand on their ideas.
Weeks 14 & 15:
Activity: If you have not done so already, read the excellent article, Making Language Come Alive about students acting out their own stories.
Activity: Look at the photos from the teacher plays performed for students last week and ask students to use English to explain what was happening in the different photographs.
Activity: Look at the photos from the teacher plays performed for students last week and ask students to use English to explain what was happening in the different photographs.
Week 13:
Activity: Complete the sentences while reading a book.
Teacher reads a story and encourages the children to complete the sentences while reading the book by pointing at the pictures on the pages.
Variations:
Teacher reads a story and encourages the children to change the end.
After listening to the story, children tell the story in pairs and get “points” for every time they use English.
Students recreate the story using puppets. (Use books with repetitive sentences like “The 3 Billy Goats Gruff”, “Silly Sally”, etc)
Teacher reads a story and encourages the children to complete the sentences while reading the book by pointing at the pictures on the pages.
Variations:
Teacher reads a story and encourages the children to change the end.
After listening to the story, children tell the story in pairs and get “points” for every time they use English.
Students recreate the story using puppets. (Use books with repetitive sentences like “The 3 Billy Goats Gruff”, “Silly Sally”, etc)
Week 12:
Activity: Picture Cube
The teacher makes a cube out of card stock and chooses a story and adds the pictures of that story on to the cube (you can have a cube for different stories that you have read with them before). Every child gets a turn to roll the dice and when they do they need to say a sentence that describes the picture.
Variations
The cube could have “Velcro”. Teacher should make different settings, characters, problem scenes and the solution template should be in blank. Children will choose one of each one and they will make up their own stories.
Another variation could be to have 4 cubes: 1 for setting, 1 for characters, 1 for problem, and 1 for solution. Have your group make a circle and choose 4 of your students and they will roll one of the dice and together they will make up the story (continue the story).
(From Silvia Macias)
The teacher makes a cube out of card stock and chooses a story and adds the pictures of that story on to the cube (you can have a cube for different stories that you have read with them before). Every child gets a turn to roll the dice and when they do they need to say a sentence that describes the picture.
Variations
The cube could have “Velcro”. Teacher should make different settings, characters, problem scenes and the solution template should be in blank. Children will choose one of each one and they will make up their own stories.
Another variation could be to have 4 cubes: 1 for setting, 1 for characters, 1 for problem, and 1 for solution. Have your group make a circle and choose 4 of your students and they will roll one of the dice and together they will make up the story (continue the story).
(From Silvia Macias)
Week 11:
Activity: Music Makes Me Feel... (Draw and describe the music you hear.)
Materials: CDs with music of different types, paper, markers
Go to the library (or try searching online) and look for music of all different types — classical, rock, jazz, country, world music, anything! Listen to the music with students and talk about how the different songs makes them feel. Then have them draw a picture that they think goes with the music and the feelings it creates. Label the picture to say what feelings it shows.
Once they have listened to a bunch of songs and made a drawing for each, have the students share their drawings with other students. Play them the songs and ask them to guess which picture goes with which song. Can they tell from the feelings shown in each?
Talk About It
Have each students pick their favorite song from the ones you just listened to. Together, try to think of words having to do with music or sounds that describe the song. For example, does the song have a section full of clangs? Or does it start with a tinkle? Encourage your child to use other sound-related words like loud, quiet, whisper, buzz, hum, bang... as many as you can think of!
(From PBS Kids)
Materials: CDs with music of different types, paper, markers
Go to the library (or try searching online) and look for music of all different types — classical, rock, jazz, country, world music, anything! Listen to the music with students and talk about how the different songs makes them feel. Then have them draw a picture that they think goes with the music and the feelings it creates. Label the picture to say what feelings it shows.
Once they have listened to a bunch of songs and made a drawing for each, have the students share their drawings with other students. Play them the songs and ask them to guess which picture goes with which song. Can they tell from the feelings shown in each?
Talk About It
Have each students pick their favorite song from the ones you just listened to. Together, try to think of words having to do with music or sounds that describe the song. For example, does the song have a section full of clangs? Or does it start with a tinkle? Encourage your child to use other sound-related words like loud, quiet, whisper, buzz, hum, bang... as many as you can think of!
(From PBS Kids)
Week 10:
Activity: Making their own story book.
The teacher reads a book with repetitive phrases such as “It looked like a split milk”. Then she re-tells the story for the second time and points out vocabulary, target words and some sight words. When she reads the story for the third time the students are asked to say the main vocabulary found in the story, for example: cake, owl, tree, etc. Then she asks if they can say some of the sentences together with the vocabulary, for example: Sometimes it looked like a cake, but it wasn’t a cake.
Later the teacher shows them a bag which has different pictures that are not from the story. She pulls out a picture and asks the students the name and then asks them to use that word in the story, for example: Sometimes it looks like a car, but it wasn’t a car.
Each student needs to choose a word for their page and make a picture with a sentence like the original book. Later they put together all their pages with the pictures and writing and turn it into a class book.
(One example of this is what some of you are doing with the book, "Brown Bear, Brown Bear, What do you See?", adapting it to include Halloween characters.)
(From Anabella Garibay)
The teacher reads a book with repetitive phrases such as “It looked like a split milk”. Then she re-tells the story for the second time and points out vocabulary, target words and some sight words. When she reads the story for the third time the students are asked to say the main vocabulary found in the story, for example: cake, owl, tree, etc. Then she asks if they can say some of the sentences together with the vocabulary, for example: Sometimes it looked like a cake, but it wasn’t a cake.
Later the teacher shows them a bag which has different pictures that are not from the story. She pulls out a picture and asks the students the name and then asks them to use that word in the story, for example: Sometimes it looks like a car, but it wasn’t a car.
Each student needs to choose a word for their page and make a picture with a sentence like the original book. Later they put together all their pages with the pictures and writing and turn it into a class book.
(One example of this is what some of you are doing with the book, "Brown Bear, Brown Bear, What do you See?", adapting it to include Halloween characters.)
(From Anabella Garibay)
Week 9:
Activity: Story telling and retelling with different media
Teachers read a story and present it with different media each day for a week. This helps students acquire vocabulary and gives them the opportunity to produce the language they have been learning through repetition and different modes of learning (auditory, visual, play, etc). Day 1) Teacher reads the book for the first time with some Spanish explanation as necessary. Day 2) Teacher rereads the story using only English. Day 3) Teacher rereads the story, emphasizing vocabulary and asking questions such as "What is the author's name?", "What is this?", "What happened?" Day 4) Teachers present a puppet show, physically act out the story, or use a felt board to present the story. Day 5) Students retell the story or act it out for the class.
(Inspired by Cynthia Gómez)
Teachers read a story and present it with different media each day for a week. This helps students acquire vocabulary and gives them the opportunity to produce the language they have been learning through repetition and different modes of learning (auditory, visual, play, etc). Day 1) Teacher reads the book for the first time with some Spanish explanation as necessary. Day 2) Teacher rereads the story using only English. Day 3) Teacher rereads the story, emphasizing vocabulary and asking questions such as "What is the author's name?", "What is this?", "What happened?" Day 4) Teachers present a puppet show, physically act out the story, or use a felt board to present the story. Day 5) Students retell the story or act it out for the class.
(Inspired by Cynthia Gómez)
Week 8:
Activity: Guessing game
When students are given soap before eating lunch they can play a “Guessing Game.” The one giving soap must think of something and then describe it using as much English as possible. The child who guesses gets the soap next. The game is played until everyone has received the soap.
(From Paty Gutiérrez)
When students are given soap before eating lunch they can play a “Guessing Game.” The one giving soap must think of something and then describe it using as much English as possible. The child who guesses gets the soap next. The game is played until everyone has received the soap.
(From Paty Gutiérrez)
Week 7:
Activity: Nursery Rhymes
Have the students memorize and recite a nursery rhyme in front of their classmates. Teach students to identify the ending sounds inside the rhymes in order to improve their oral fluency. For more advanced students you can teach them tongue twisters to memorize. They also can use symbols to help them remember the words in the sentence.
(From Marifer Zarzosa)
Have the students memorize and recite a nursery rhyme in front of their classmates. Teach students to identify the ending sounds inside the rhymes in order to improve their oral fluency. For more advanced students you can teach them tongue twisters to memorize. They also can use symbols to help them remember the words in the sentence.
(From Marifer Zarzosa)
Week 6:
Activity: Interview Game (Teaching Complete Sentences!!)
Give children opportunities to express themselves through repetition by asking them the same set of questions before certain activities. For example before going to swimming class children are asked if they are going to swim to which they practice responding “Yes, I´m going to swim” or “No, I´m not going to swim”.
(From Pamela Rocha)
Give children opportunities to express themselves through repetition by asking them the same set of questions before certain activities. For example before going to swimming class children are asked if they are going to swim to which they practice responding “Yes, I´m going to swim” or “No, I´m not going to swim”.
(From Pamela Rocha)
Week 5:
Activity: Tell and retell a story
Read a book or story a week. Each week, read a different story and retell the story different ways every day during that week. You can use regular books, big books, stories with variations on the original story, felt boards, puppets, videos and websites to complement the original story. The students can act out the story at the end of the week to help build vocabulary and help with English expression.
(From Karla Rosas)
Read a book or story a week. Each week, read a different story and retell the story different ways every day during that week. You can use regular books, big books, stories with variations on the original story, felt boards, puppets, videos and websites to complement the original story. The students can act out the story at the end of the week to help build vocabulary and help with English expression.
(From Karla Rosas)
Week 4:
Activity: Big Book Approach
There are several big books that can be found in the ASFG elementary library.
You can read the same big book every day for one week; this helps the children remember the story and the vocabulary in it. Students enjoy reading the books while they use their own little books that they shared with their fellow classmates.
At the end of the week, the teacher can create an activity that reinforces the vocabulary that the children learned from the book that week. For example with Eeek! There’s a Mouse in the House, children made a puppet show using characters from the story and used the story’s sentences and words on their own.
(From Karla Rosas)
There are several big books that can be found in the ASFG elementary library.
You can read the same big book every day for one week; this helps the children remember the story and the vocabulary in it. Students enjoy reading the books while they use their own little books that they shared with their fellow classmates.
At the end of the week, the teacher can create an activity that reinforces the vocabulary that the children learned from the book that week. For example with Eeek! There’s a Mouse in the House, children made a puppet show using characters from the story and used the story’s sentences and words on their own.
(From Karla Rosas)
Week 3:
Activity: Think-Pair-Share
On “toy day” each child is asked to get a partner and sit in front of them so their knees touch. When they speak to each other they need to look into each others' eyes. The teacher asks them to choose among themselves who will be number 1 and who will be number 2. The number 1’s raise their hands and repeat a sentence the teacher can provide and finish it according to their toy’s characteristics. When number 1’s have finished, number 2’s are asked to raise their hands and do the same. Some sentence examples might be: My toy is a __________. The color of my toy is ____________. My toy is (smooth/rough/hard), I’m going to use my toy today in (recess, classroom, drama center, etc…).
On “toy day” each child is asked to get a partner and sit in front of them so their knees touch. When they speak to each other they need to look into each others' eyes. The teacher asks them to choose among themselves who will be number 1 and who will be number 2. The number 1’s raise their hands and repeat a sentence the teacher can provide and finish it according to their toy’s characteristics. When number 1’s have finished, number 2’s are asked to raise their hands and do the same. Some sentence examples might be: My toy is a __________. The color of my toy is ____________. My toy is (smooth/rough/hard), I’m going to use my toy today in (recess, classroom, drama center, etc…).