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The student may not understand many stories because they are in English or because the cultural context of the stories or events was irrelevant or unfamiliar.

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1. The student may understand some of the content in stories read aloud in English but does not feel comfortable enough in her or her English speaking proficiency to create a narrative
2. The student may have developed his or her social English skills, but may not have been taught the academic language needed to deal with the sequential dynamics of narratives (e.g., first, then, next) to be able to retell stories smoothly.
3. The student may be able to retell events or stories in his or her home language after hearing a narrative in English.
4. the Students home language may have a different structure for telling stories and so his or her retelling in English sounds "out of order/out of sequence.

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Bilingual Strategies for Language Development

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1. The story was not at the child's proficency level in English ans so she did not understand enough of the story to retell.
2. Perhaps the child's home language has a different structure for telling stories an so her retelling in Enlgish sounds "out of order/our of sequence

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1. The student may be in the early stages of English Language Acquisition and is till developing her writing skills
2. The student may be using the home language structures to negotiate writing in the second language
3. The student may need to develop her writing skills in the home language on which to build writing in English

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1. The cultural context of the story may be wholly unkown to the student for example, the student may come from a culture where people do not keep animals in their houses as pets. This makes it difficult for the child to concentrate on reading comprehension and on the sequence of the story.
2. Different languages may have storytelling structures that differ from English

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How can we use scaffolding to support the student's difficulties with oral narratives?

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How can we use scaffolding to support the student's difficulties with oral narratives?

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How can we use bilingual strategies to support the student's difficulties with oral narratives?

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How can we use bilingual strategies to support the student's difficulties with oral narratives?

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The learner may retell the story using their home language words.

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We may provide the learner with a word bank.

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The learner needs more time to process and translate and back to produce in the target language.

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Telling the stories in their home language, but using google translate to help then build their vocabulary using the key words that they need to know in order to understand the story and to retell the best they can in English. Plus listening and repeating practice for pronunciation, fluency, and stamina.

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The child may not be familiar with enough of the English language to be able to develop enough of an understanding or response. Which is why they need sentence starters, some type of back ground knowledge, vocabulary bank, visuals, picture cues to support them.

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The word wall could include words in English, the home Language and visuals/pictures

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The student might not understand the vocabulary words in the story. 

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The student might not understand the vocabulary words in the story. 

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Point out the differences between L1 and L2 explicitly and then practice in daily oral interaction and academic learning.

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The student could use a list of cognates that are both Tier II vocab and more content-specific/topical to generate the story.

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Provide students with the opportunity to develop vocabulary through scenarios/ use of context clues

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Graphic organizers, vocabulary, word box, etc. 

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Graphic organizers, vocabulary, word box, etc. 

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Viviana Luna-Castillo:1Expose the student to the word: We need to introduce the word in context with an image that supports the definition of the word.

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Viviana Luna-Castillo:1Expose the student to the word: We need to introduce the word in context with an image that supports the definition of the word.

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2. amplifying the learning: Have the student identify the word in another  sentence by selecting which sentence show the definition of the word:
2. Apply: Have students create their own sentence using the word.

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Graphic Organizers; Padlet; Word walls; word box

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Have the student practice speaking English with other peers

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Have the student practice speaking English with other peers