Lindsey Moses Guccione shares five key challenges related to the oral language development of ELLs, as well as tips for addressing each of the challenges.
We give five-minute presentations on ways of checking different mistakes. Teachers were reminded of the rules of apostrophes and asked to highlight mistakes in work they marked, irrespective of the subject. Set students a reading challenge: Create a reading wall: I saw a lovely reading wall in a school cafeteria area recently.
Activities for students to increase fluency. There are several ways that your students can practice orally rereading text, including student-adult reading, choral (or unison) reading, tape-assisted reading, partner reading, and readers' theatre. Student-adult reading. In student-adult reading, the student reads one-on-one with an adult. There are tremendous gains to be made through storytelling as a strategy to increase the oral language of second language learners in particular. Goals and Objectives During this unit students will be given the opportunity to have daily language practice in the safe and relaxed environment of their classroom. Listening comprehension, also known as oral comprehension, can present a struggle for learning disabled children. Many disabilities can make it difficult for them to attend to information delivered orally, including difficulties in processing sounds and prioritizing sensory input.
Small pieces of coloured card were pinned to a board showing the name of the teacher or student, what they were currently reading and a sentence about the book. If the book was available in the school library or local library, this was also mentioned. There were even print outs of the book covers dotted around the board — it looked amazing.
Take advantage of short stories: Reading short stories has proved popular with our students. We have always taught a short story unit, but this term I decided to find the more unusual and challenging texts for my class.
A speaking and listening activity that never fails is the word carpet, and it fits any age and text. You use the text to showcase good examples of describing a scene and write them on large pieces of card.
The children are asked to contribute some descriptive words and phrases of their own and write these on pieces of card as well. You can add your own words that you would like the children to learn.
One of the pair becomes the guide and the other shuts their eyes. The guide leads their blind partner slowly through the word carpet narrating the scene as they travel. The pairs then swap over roles. After they have both walked through and narrated the scene, sit them down in silence and ask them to write the description of the scene from memory.
The work can be edited later on for accuracy. Give it a go — it really works. We discovered that the boys who were reluctant readers were completely hooked. We knew we had it right when one of our boys who previously hated literacy asked if he could stay in during lunchtime to catch up on the part of the story he had missed from being off school for a couple of days.
Celebratory events such as World Book Day are nice, but they are a sideshow to the day-to-day graft we need to put in to provide students with the time, space and tight structure they need to sit down and read. No amount of talking about reading amounts to the act of reading itself.
Every Wednesday morning my form group will engage in DEAR — drop everything and read — for 20 minutes, as does every form group in the school. I have heard some outside the school criticise this method, the reason being that it does not solve the literacy issues of the very weak.
There may always be one or two children pretending to read, but to deny this opportunity in school to those who do not have the encouragement at home would be wrong in my opinion.
Often in class we can rush students from one piece of writing to another and in doing so inadvertently embed poor literacy. When children start to take pride in their writing, they are willing to work on their errors. We tend to remember the things we take pride in as well.
Redrafting and slowing down the writing process are key. You can read about some of the strategies I use to do this on my blog, Reflecting English. John Murphy, an English and history teacher in Ireland and blogger at Web of Notesjohncmurphy7 Use improvisation and role play: Get students to read a text aloud in different ways to demonstrate expression and intonation.
You can then take this a step further by getting them to improvise a scenario to explore how a character may feel about a certain event or situation.
Also, both techniques can be useful and fun ways of developing oral skills.8 Strategies for Teaching Academic Language. By Todd Finley. January 2, Updated January 3, “Change your language and you change your thoughts.” —Karl Albrecht Academic language is a meta-language that helps learners acquire the 50, words they are expected to have internalized by the end of high school and includes everything.
Storytelling as a Strategy to Increase Oral Language Proficiency of Second Language Learners. by This unit will encompass many of the techniques and strategies used to increase language skills as stated by Crevola and Vineis (MONDO ).
*How to improve oral language of ESL learners. Yolen, Jane. Favorite Folktales from aound the World.
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A Few Strategies for Building Oral Language Skills. 1) Show and Tell. A classic for elementary students!
Students bring an item from home that they want to talk about and there is a precious question and answer session that ensues. 5 Surefire Strategies for Developing Reading Fluency By Lisa Blau Give students the practice to read with ease and confidence, and watch accuracy and understanding soar.
Listening comprehension, also known as oral comprehension, can present a struggle for learning disabled children. Many disabilities can make it difficult for them to attend to information delivered orally, including difficulties in processing sounds and prioritizing sensory input.
Oral Language is the foundation of literacy learning. Come and learn many practical, engaging, doable and developmentally appropriate strategies and activities.