Oral Development Strategies/Activities 1. ELPS Listening/Speaking Standards: a. 2(I).

-Demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade- level needs b. 3(E)- Share information in cooperative learning interactions c. 3(G)- Express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics Activity: One classroom activity that can help promote oral language in the classroom is for students to play a Have you Ever scavenger hunt game. This can be done on the first day of class where students can be familiarize with their peers and see what they have in common. It is also a great way for students to get to know one another in a fun way. In this Have you Ever scavenger hunt game, the teachers will hand out the game card. The game card is basically a template with 16 equal squares and in each square, the teacher will write something like broken a bone, speaks two languages, or good dancer. The students will go around asking their classmates Have you ever questions and they have to complete all the squares. They cant use the same name twice. This activity can be integrated with math because they can use the results to create a bar graph or a line graph. Since the students are not allow to use the same name twice in their game card, more than likely, there will be several students who hasnt done something such as they never broken a bone before. The students can graph the results to see how many students have things in common or havent done something.

Rationale: This game promotes speaking skills by going around the classroom asking questions. This can also help students build their confidence level when asking questions. This fun activity allows students to all participate in a game where everyone can succeed. ELLs can develop their social skills as well by interacting with their peers in this game. This also promotes their listening skills because the students will have to listen to what their peers are saying when they reply to their questions. They will learn that if they ask their peer a question, they have to wait until they reply back before moving on to the next person. This activity can be related to one of the SIOP model components because there are a lot of interactions in their game. The students are interacting with their peers and the teachers are there to facilitate. The students are working in a low-anxiety environment which allows ELLs to process the language more deeply and improve their listening and speaking abilities. 2. ELPS Listening/Speaking Standards: a. 2(I). -Demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade- level needs b. 3(B)- expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication c. 3(E)- share information in cooperative learning interactions

Activity: Activity that would promote oral development would be a picture guessing game. In this activity, the teachers will have a stack of cards that students will pick from. That student will have to describe it to their classmates to see if they can guess what it is. For example if it is a jacket, that student can say It is blue, You wear it or It keeps you warm. This activity can be integrated to all content area. The teachers can use this in math when the students are learning about geometric shapes. They can use this in social studies when learning about historical figures. It can also be used in science when they are learning about different science instruments and tools. Rationale: This activity promotes listening skills because the students who are guessing the picture, has to listen attentively to the students who are describing the picture. All the students have to listen to one another and work together to figure out what picture is on that card. This activity promotes speaking skills because there are lots of interactions involved in this activity. ELLs will learn to use L2 language when describing the pictures on the cards. This activity can be done as a whole class or be done in small groups. This promotes cooperative learning that supports L2 acquisition in the classroom. This activity is fun and interactive which allows ELLs to feel comfortable participating because their anxiety level in low. When students are learning in a low-anxiety environment, they will learn more and be more comfortable joining in class discussions. This activity can also relate to one of the SIOP model components which are building background. Before playing this game, the teachers will have to teach the content or subject first so students will be able to guess the picture. The students will connect to what they already learned or know to play this game. In this activity, the students can use new terms that they learn to describe the pictures. If they are learning about geometric shapes and one of the

cards is a triangle, they would have to use some of the terms that describe a triangle to their classmates. 3. ELPS Listening/Speaking Standards: a. 2(I). -Demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade- level needs b. 3(B)- expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication c. 3(E)- share information in cooperative learning interactions d. 3(G)- express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics Activity: An activity that would promote oral and listening skills is storytelling. Storytelling is a creative way to build oral language skills. The teachers can read a story to the student then have the student complete the story and retell it in their own words. The teacher can read the story, The Three Little Pigs, and then have them complete their own version of the story. They will be asked to write it down and then retell their story to the whole class or in small groups. This can be integrated in to language arts or social studies. The students can incorporate

new vocabulary terms that they learned into their stories. In social studies, they can retell a story of a famous event that they just learned and create their own version of the event. Rationale: This activity correlates with the listening and speaking ELPS I have selected because the students will use their listening skills when the teachers are reading them the story as well as listening to other students stories. This will help them develop their listening skills and comprehension. The students can be creative and express their own thoughts and ideas when they are retelling their stories. This helps promote speaking skills because every students would have to share their story. ELLs can work in groups to create one big story to tell to the class as well which promote class interactions and social skills. Storytelling can also increase reading and writing comprehension because they would have to write their story first before telling the story orally to the class. This activity also helps with speech emergence in the language development stages because this activity expands their receptive vocabulary. It will also help ELLs with sequence of events and sentence structure.