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Use a word wall!

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I like both the Whip Around and the 3 Step Interview and will try them both in the upcoming lessons

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Using many opportunities for new "mortar" vocabulary, repeated use of vocabulary verbally and outside of the classroom (i.e. various settings).  Also, possibly using key term charts for specific content vocab.

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10th group in mixed ability pairs or 3's to be able to talk in smaller group settings, to use the vocabulary that was being taught that day.

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10th group in mixed ability pairs or 3's to be able to talk in smaller group settings, to use the vocabulary that was being taught that day.

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3 step interview after intro, group work on social studies subject. Use pictorial vocabulary to intro key words/ideas/concepts

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using whip around

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Have students share out their own (short) written work more often w/ more emphasis on academic language

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using whip arounds to reinforce academic voabulary

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I can commit to doing a Whip Around. Whip it, whip it real good!

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Create open ended tasks with multiple entry points.

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I like the interviewing strategy. I think I'll find some different ways to adapt it.

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Increase the number of writing assignments including thesis structure, syntax, and usage.

Present the students with specific topics for essays and have them compose a complex, 3 part thesis statement for each.

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Whip around as an introductory practice. 1. Start class with an open ended question that introduces a topic. 2. After students have time to share with a table partner, they perform whip around to share answers.

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Hands on modeling, Group simulations, whole class activities

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I would like to give my students more structured opportunities to speak academically in class in groups that are heterogeneous.

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Use student-written dialogues so they can incorporate domain-specific language in more everyday speech

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I want to give my students more opportunities to use new vocabulary words.

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make sure to model expectations and give enough demos so that the students understand what their task is.

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12th grade: Whip around- Why are first impressions important?

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12th grade: Whip around- Why are first impressions important?

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Incorporating more vocab in daily activities for that unit

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Incorporating more vocab in daily activities for that unit

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Have students write a dialogue for the Spanish Missionaries and Native Americans at a Mission during ELD.

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If there is an overarching question that can be tied back into the content, I can use a whip around to introduce the central idea of the lesson.

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Talk to the Text for reading primary sources (gives students the opportunity to identify words they do not know, explicitly identify specific turns of phrase, etc.)

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Talk to the Text for reading primary sources (gives students the opportunity to identify words they do not know, explicitly identify specific turns of phrase, etc.)

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Assign roles to students in groups to ensure equity of voice

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I was able to observe strategies to support our students, especially our
English Language Learners.  The use of sentence frames, academic language and deepening vocabulary is important.  Students also need to go beyond basic vocabulary and be taken into the "mortar" part of target language to help them become more proficient in English.  The main strategy that I noticed and have used when I was in the classroom is discussions and collaboration. These give students the opportunities to develop oral language skills.

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Scaffolds for paragraph writing.
ID's: what it is and how is it significant? How does i connect to broader themes.
WordWall: Different words
Structured speaking opportunities

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I want my students learn more academic language and use more sentence frames when presenting.

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Think-Pair-Share to give students more time to use academic language in class.

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Devote more time to building background when prior knowledge is missing/lacking. Tapping prior knowledge could be expanded to involve more background support.

Provide clearer modeling and use more frequent CFU questions (every 8-10 min

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sentence frames and partner share.

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I need to give my students more than just 5 seconds of think time.  Give them an effective amount of time to really cause them to think about their answer.

Be consistent with strategies that cause students to not only TALK but LISTEN to their partners in order to really process information learned.

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More writing scaffolds for paragraphs

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Help students to reframe/restate question as a strategy and sentence starter for responding to content.

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More collaboration between students to come up with evidence to answer complex questions.

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11th-12th: i want to increase frequency of routines [e.g. where i post & how students use sentence frames for partner talk]

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11th-12th: i want to increase frequency of routines [e.g. where i post & how students use sentence frames for partner talk]

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Incorporate more project based learning that involves oral components that takes learning out of the textbook and puts it into the hands of students.

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Post your grade level and something you want to try in class to increase oral language production, after sharing it with your group.

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Include oral checks for comprehension with partner practice at the end of class at least once per week.