Speaking

Students speak in a variety of ways for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. English learners may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for English learners to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) equal with the student's level of English language proficiency.

• Provide opportunities to speak with a partner or with others in simple conversations.

• Provide a list of vocabulary words for students to use in their conversations.

• Model pronunciation of key social and academic vocabulary.

• Allow extra time for students to respond.

• Provide sentence stems with simple to complex sentence structures and tenses (past, present and future tenses) i.e., In my opinion the story ____________ because ___________.

• Use proper English. When correcting a student’s English, restate the student's answer in a natural and positive manner with correct English usage.

• Allow students to discuss concept or topic in depth.