Characteristics  Difficulty combining words to express ideas, thoughts, and feelings  Sometimes appropriateness of intent to communicate is compromised (knowing what words are best for specific situations)

Stop & Jot: Based on the characteristics, which students come to mind?

How does it manifest in the classroom? Classroom Strategies  Unable to use appropriate grammatical structures (e.g., pronoun reversals, plural forms, verb tenses)  Use pictures and/or colors to associate with correct grammatical form (e.g., boy=he, girl=she, blue=boy=he, pink=girl=she).  Include the student in ELD lessons on grammatical structures.  Use teacher “think-alouds” to model language.  Use language or sentence frames.  Use turn and talk frequently and check in on identified student. Provide prompts and/or model appropriate responses.

How does it manifest in the classroom? Classroom Strategies  Unable to formulate sentences of varying lengths and complexities.  Provide clues about the object (characteristics and use, give the first sound/letter of the word, etc.).  Utilize word wall (with pictures, as appropriate).  Encourage child to add an adjective/adverb or modifying phrase to their initial attempt.  Suggest modifiers.  Model correct response and have child repeat.  Use sentence frames.  Provide response choices.  Verbally model and have child repeat.  Have child repeat a modeled phrase or sentence.  Do “Masterpiece Sentence” lessons/activities.

How does it manifest in the classroom? Classroom Strategies  Inappropriate response to social situations.  Practice identifying different emotions.  Teach routine greetings.  Restate response in a more appropriate manner and have the student repeat the appropriate response.  Video clip of appropriate interactions (Calif. Streaming may be possible source).  Role-play appropriate responses.

How does it manifest in the classroom? Classroom Strategies  Difficulty with tasks such as writing to dictation or note- taking  Provide teacher notes or Powerpoint/Keynote slides or notes pages.  Utilize visual aides (i.e., cell phone photo of lesson charts).  Provide peer assistance for note taking.  Use turn and talk strategy frequently.  Pre-teach or frontload the child with outline.  Pre-teach key terms/vocabulary.  Chunk sentences for dictation into smaller segments.  Have students count the number of words in a sentence to be written.

How does it manifest in the classroom? Classroom Strategies  Unable to recall words for verbal expression/stalled speech (um, um,…)  Use visual prompts and carrier phrase/sentence frames for speaking or writing.  Practice verbalizations while pointing to words.  Allow time for oral practice before written work.

Turn & Talk: * Which strategies have you tried and found successful? * Name a new strategy that you’d like to try on!