Reese assignment6b

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Oral Language Practice Routines

Text of Reese assignment6b

  • 1.


  • 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.


  • Students work in pairs.
  • Teacher directs students to think of a sentence that meets a given criteria (e.g. compare and contrast two characters).
  • One student acts as the Counting Dude, while the other shares his/her sentence.If the speakers sentence is not 7 or more words long, the Counting Dude says Try Again.
  • This activity encourages students to compete to form longer sentences.


  • Prepare prompts to elicit specific language usage.
  • Students will move on teacher signal and then stop at a partner when they hear the teacher say, land.
  • Teacher gives a prompt and those partners share.
  • Repeat!


  • Type out commands or questions on a piece of paper.
  • Cut them apart and put them in a hat.
  • Student take turns picking a paper.
  • Teacher reads the command or question and the given student responds.


  • The first students will pick two vocabulary words (x and y) to say, I have (x), who has (y)?
  • The next students will say, I have (y), who has (z)?
  • Continue playing the game to provide vocabulary practice with all of the picture cards.


  • This game is played with two teams.
  • The picture cards are spread out on a table and the first person from each team stands in front of the cards.
  • The teacher describes attributes of one of the cards until a student can figure out which item the teacher is describing.
  • If the card slapped is correct, the team gets a point.
  • If the student can use the word in a sentence frame, the team gets another point.


  • Choose a selection of content text.
  • Type the document using 4 types of font, one per sentence.
  • Each student in a group of four chooses the type of font they will read and the team reads the selection.
  • Follow with focused discussion such as Round Robin Sharing.


  • After a read aloud or a team reading, individuals ...
    • Sketch an image that reflects the reading.
    • Choose a quote that is meaningful.
    • Write a statement that summarizes their thoughts on the reading.


  • Turn n Talk (Think Pair Share)
  • Chants
  • Talking stick
  • BINGO (for vocabulary practice)
  • Lines of communication
  • Clock appointments
  • My turn,your turn


  • Many of these ideas came from GLAD, Susana DutrosSystematic ELD,and from Instructional Services of Salem-Keizer Public Schools.