Oral Lang Essay

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Component of Reading Title Description Grade Levels/ Content Areas ELL level and rationale
Oral Lang/
Phonemic Awareness Medial Phoneme Dominoes Teacher can either prepare the dominoes provided by FCRR, or create dominoes specific to the needs of the ELL students. After placing the domino cards face up in a scattered pile, student (or team) 1 places the start domino down and chooses a domino that has a matching medial phoneme sound. Student (or team) 2 places a domino that matches medial phoneme sound of the next domino. This activity may prove difficult for lower level ELLs, so a teacher may modify the activity by writing the words below each picture (Retrieved from http://www.fcrr.org/for-educators/sca_k-1.asp)
K – 3 / all content areas Beginning: …show more content…
Beginning level ELLs will also strengthen their skills with the support of the varied proficiency levels of their peers.
Oral Lang/
Phonemic Awareness Phoneme Swap The teacher provides each student with a graphic organizer, one either taken directly from FCRR that uses a visual representation to symbolize either initial, medial, of final phoneme sounds, or one that the teacher creates to meet the individual needs of each student. There is also a stack of cards with two pictures on it (one of the phoneme sounds has been changed to create a new word). The student will identify whether the phoneme change happened to the initial, medial, or final sound of the word (Retrieved from http://www.fcrr.org/for-educators/sca_k-1.asp)
K – 3 / all content areas Intermediate:
Using only visual support, ELL students will identify the object that the picture is representing to make decisions about sound changes. Later, as proficiency increases, the student will be able identify phoneme sounds in written …show more content…
Students will split the deck evenly, each one taking a stack face down. Each student will pull a card from the top and count the number of phonemes in the word. The students will decide which word contains more phonemes and the student holding that card will take both cards. The student with all of the cards at the end wins the game (Retrieved from http://www.fcrr.org/for-educators/sca_k-1.asp).
K – 3 / all content areas Intermediate – Advanced:
Students must be able to visualize the word that correlates with the picture without actually seeing the written word. Students of different proficiency levels will be able to think critically about their decisions and collaborate with their peers.
Decoding/ Phonics Carpet Square Words This strategy requires two students to work together to segment various words. The first student will choose a picture card from a provided stack. The second student orally identify the object conveyed in the picture and segment it (verbally). The same student will locate the letters and organize them into the accurate order. The process continues with both students switching roles for each picture card. Though FCRR uses this activity for elementary students using three letter words, a middle school teacher can make modifications accordingly (Retrieved from http://www.fcrr.org/for-educators/sca_k-1.asp).
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