Amanda Bollinger

Oral language development How can we get students speaking?

What standards will this assignment meet?
Quality Standard II: Teachers establish a safe, inclusive and respectful learning environment for a diverse
population of students.
Quality Standard III: Teachers plan and deliver effective instruction and create an environment that
facilitates learning for their students.

Culturally and Linguistically Diverse Education

8.22 (2) (c) implement effective teaching strategies, which include a wide variety of linguistic experiences
for second-language students.
8.22 (3) The educator of linguistically diverse students is knowledgeable about language teaching
methodology and instructional techniques for teaching a wide range of linguistically diverse students, K-12,
founded on scientifically-based research and proven and effective applications; content based strategies;
identification, selection, evaluation, design and adaptation of appropriate instructional materials; and child
and adolescent literature from various cultures, and is able to:
Culturally and Linguistically Diverse Education: 8.22 (3) (c) plan and implement instruction so that it is
systemic, sequential, well-articulated, and delivered in an engaging environment. 8.22 (3) (d) select and
utilize instructional materials and resources that are age, grade level, and language proficiency appropriate,
aligned with the curriculum, English language proficiency standards, and English language arts content
standards, to maintain and/or improve student achievement.
INCLUDE (this info should be the text on your webpage):

Grade level: 2nd

Content Area: Science
Colorado Academic Standard: 2. Each plant or animal has different structures or
behaviors that serve different functions
WIDA Standard: Language of Science
Overview of Activity (explanation/instructions)- Be detailed enough for a substitute
to use this in your absence:
1. Group students into groups of 4-5 depending on class size
2. Have students pick an animal out of the grab box, but dont let anyone else know
what animal they have chosen.
3. Students will describe the animal they have drawn in three complete sentences using
academic vocab. (for example students could describe life cycle, hibernation, or species)
4. After students have described their animal with three sentences other students will
guess the animal based on the description
5. The next student draws and repeat.
Justification for the Activity (with citations from the readings)- Explain how this
supports students oral language development.
According to Wright this activity will help student oral development because it allows
students to access prior academic knowledge and describe it to others. Students in this

Amanda Bollinger
activity are able to describe animals to each other using vocab that they have learned and
mastered. Students could even go as far as retelling some descriptive in their native
language and further enhance their peers vocab as well as support their academic
identity. In chapter 6, authors Levine and McCloskey talk about how reporting info and
sharing stories not only helps teachers assess students oral language, but also support
students language acquisition. In this activity students will report known information and
share stories about various animals they have encountered, thus supporting language
development.
Artifacts All materials and documents needed to deliver your activity (instructions
for students, handouts, photographs of realia, technology, examples, etc.):

Grab box
List of various animals
Groups of students

cat

dog

cow

bear

snake

horse

duck

pig

lizard

beetle

chicken

spider

mouse

elephant

turtle

lion