Strategy: Visuals of Vocabulary (Print) with Total Physical Response

Classroom Example: Before read aloud select key action words/vocabulary from children’s story and have students perform the movement. Create cards with the words or write them/present them on board.  During the story have children act out the movement. Be intentional of using words during classroom routines and when scaffolding play.  

Strategy: Manipulatives and Drawing through Counting Collections

Classroom Example: A multimodal way of building numeracy skills.  Counting collections uses manipulatives (tangible items) for counting and drawing that supports comprehension through students engaging in symbolic representation.  

Strategy: Peer Work/Sharing of Experiences ( e.g. drawings, photos of a block tower, weekend photos)

Classroom Example: When students share work in large group using their own personal work/experiences it is a way to build and activate prior knowledge.  Such as sharing a routine at home when building a lesson around following directions/routines.

Strategy: Story Dictations

Classroom Example: Writing down children’s stories allows children to visually see the print to word connection.  Children connect meaning to their peer stories through the dramatization.  Dramatization of stories allows for comprehensible input for ELs through the use of facial expressions, gestures, and body language  to convey meaning of stories.  This in turn develops vocabulary and narrative skills.  

Strategy: Plan for Play Scenarios

Classroom Example:

Discussing a plan for play with children ahead of time supports children’s focus and is a way to incorporate language modeling for ELs in a a low-pressure environment. It can be used to support unit learning goals by building academic vocabulary, language structures and communication skills around themes.  For example when studying community helpers children can learn roles of community member by acting out their roles (i.e. firefighters, doctors, grocery store staff, bakery staff, etc.)