Kindergarden Read - Aloud

Presidents and American Symbols: Supplemental Guide | Preface xi

Language
Development Stage

Comprehension

and Production

Accommodations and
Support Strategies
Entering • Produces little or no English

• Responds in nonverbal ways


• Has a minimal receptive
  vocabulary in English
  
  
  • Use predictable phrases for set routines
  
  
  • Use manipulatives, visuals, realia, props
  
  
  • Use gestures (e.g., point, nod) to indicate
    comprehension
  
  
  • Use lessons that build receptive and productive
    vocabulary, using illustrated pre-taught words
  
  
  • Use pre-taught words to complete sentence
    starters
  
  
  • Use simply stated questions that require simple
    nonverbal responses (e.g., “Show me... ,” “Circle
    the... ”)
  
  
  • Use normal intonation, emphasize key words, and
    frequent checks for understanding
  
  
  • Model oral language and practice formulaic
    expressions
  
  
  • Pair with another ELL who is more advanced in
    oral language skills for activities and discussions
    focused on the English language
  
  
  • Pair with same-language peers for activities and
    discussions focused on content
    Emerging
    (Beginner)
  
  
  
  


• Responds with basic phrases


• Includes frequent, long
  pauses when speaking


• Has basic level of English
  vocabulary (common words
  and phrases)


• Use repetition, gestures, and visual aids to facilitate
  comprehension and students’ responses


• Use manipulatives, visuals, realia, props


• Use small-group activities


• Use lessons that expand receptive and expressive
  vocabulary, especially Tier 2 vocabulary


• Use illustrated core vocabulary words


• Use pre-identified words to complete cloze
  sentences


• Use increasingly more difficult question types as
  students’ receptive and expressive language skills
  improve:


• Yes/no questions


• Either/or questions


• Questions that require short answers


• Open-ended questions to encourage expressive
  responses


• Allow for longer processing time and for
  participation to be voluntary


• Pair with another ELL who is more advanced in
  oral language skills for activities and discussions
  focused on the English language


• Pair with same-language peers for activities and
  discussions focused on content