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<ul><li>As teachers of English Language Learners, it is our job to ensure that students produce language in a secure setti...
<ul><li>Students work in pairs. </li></ul><ul><li>Teacher directs students to think of a sentence that meets a given crite...
<ul><li>Prepare prompts to elicit specific language usage.  </li></ul><ul><li>Students will move on teacher signal and the...
<ul><li>Type out commands or questions on a piece of paper. </li></ul><ul><li>Cut them apart and put them in a hat. </li><...
<ul><li>The first students will pick two vocabulary words (x and y) to say, “I have (x), who has (y)?  </li></ul><ul><li>T...
<ul><li>This game is played with two teams. </li></ul><ul><li>The picture cards are spread out on a table and the first pe...
<ul><li>Choose a selection of content text. </li></ul><ul><li>Type the document using 4 types of font, one per sentence.  ...
<ul><li>After a read aloud or a team reading, individuals ... </li></ul><ul><ul><li>Sketch an image that reflects the read...
<ul><li>Turn n’ Talk (Think – Pair – Share) </li></ul><ul><li>Chants </li></ul><ul><li>Talking stick </li></ul><ul><li>BIN...
<ul><li>Many of these ideas came from GLAD, Susana Dutro’s  Systematic ELD,  and from Instructional Services of Salem-Keiz...
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Reese assignment6b

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Oral Language Practice Routines

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Reese assignment6b

  1. 2. <ul><li>As teachers of English Language Learners, it is our job to ensure that students produce language in a secure setting that scaffolds their learning to help them be successful. This year, I have been using several new strategies to increase oral production in my classroom. Here are a few ideas. </li></ul>
  2. 3. <ul><li>Students work in pairs. </li></ul><ul><li>Teacher directs students to think of a sentence that meets a given criteria (e.g. compare and contrast two characters). </li></ul><ul><li>One student acts as the “Counting Dude”, while the other shares his/her sentence. If the speaker’s sentence is not 7 or more words long, the “Counting Dude” says “Try Again.” </li></ul><ul><li>This activity encourages students to compete to form longer sentences. </li></ul>
  3. 4. <ul><li>Prepare prompts to elicit specific language usage. </li></ul><ul><li>Students will move on teacher signal and then stop at a partner when they hear the teacher say, “land.” </li></ul><ul><li>Teacher gives a prompt and those partners share. </li></ul><ul><li>Repeat! </li></ul>
  4. 5. <ul><li>Type out commands or questions on a piece of paper. </li></ul><ul><li>Cut them apart and put them in a hat. </li></ul><ul><li>Student take turns picking a paper. </li></ul><ul><li>Teacher reads the command or question and the given student responds. </li></ul>
  5. 6. <ul><li>The first students will pick two vocabulary words (x and y) to say, “I have (x), who has (y)? </li></ul><ul><li>The next students will say, “I have (y), who has (z)?” </li></ul><ul><li>Continue playing the game to provide vocabulary practice with all of the picture cards. </li></ul>
  6. 7. <ul><li>This game is played with two teams. </li></ul><ul><li>The picture cards are spread out on a table and the first person from each team stands in front of the cards. </li></ul><ul><li>The teacher describes attributes of one of the cards until a student can figure out which item the teacher is describing. </li></ul><ul><li>If the card slapped is correct, the team gets a point. </li></ul><ul><li>If the student can use the word in a sentence frame, the team gets another point. </li></ul>
  7. 8. <ul><li>Choose a selection of content text. </li></ul><ul><li>Type the document using 4 types of font, one per sentence. </li></ul><ul><li>Each student in a group of four chooses the type of font they will read and the team reads the selection. </li></ul><ul><li>Follow with focused discussion such as Round Robin Sharing. </li></ul>
  8. 9. <ul><li>After a read aloud or a team reading, individuals ... </li></ul><ul><ul><li>Sketch an image that reflects the reading. </li></ul></ul><ul><ul><li>Choose a quote that is meaningful. </li></ul></ul><ul><ul><li>Write a statement that summarizes their thoughts on the reading. </li></ul></ul>
  9. 10. <ul><li>Turn n’ Talk (Think – Pair – Share) </li></ul><ul><li>Chants </li></ul><ul><li>Talking stick </li></ul><ul><li>BINGO (for vocabulary practice) </li></ul><ul><li>Lines of communication </li></ul><ul><li>Clock appointments </li></ul><ul><li>My turn, your turn </li></ul>
  10. 11. <ul><li>Many of these ideas came from GLAD, Susana Dutro’s Systematic ELD, and from Instructional Services of Salem-Keizer Public Schools. </li></ul>

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