We practice oral language through the I do, We do, You do gradual release model. Here are some of my charts that we've worked on so far.
During the first few weeks of Kindergarten we worked on asking for school supplies. This gave students language to make requests and start using adjectives (color words). I love how this also helped students learn to take turns and share materials.
Our next unit had a focus on using a variety of verbs to describe events. Pairs of students learned to ask and answer questions using the sentence frames listed.
Using action verbs was tricky for my students. However after lots of acting things out (pantomime) and using picture cards for support - my students could make requests using these language structures.
Eventually I started tying oral language practice to the stories that I read for the week. Using the story of How the Birds Got Their Colors, my students learned to use the time words: First, next, and last to talk about when actions happened. I paired this activity with an oversized 3-square sequence graphic organizer. I put clipart pictures in each box labeled first, next, and last. Then students used the graphic organizer to retell the story in the correct sequence. I modeled the sentence structure with me acting things out before we brought the story to life.
I read the story In the Big Blue Sea to my class. It has great pictures of realistic fish. Then I introduced how to compare two things (in this case fish) using the comparative language "both."
For example, I'd ask, Do both fish swim? Students would answer either, Yes, or Yes, They both swim. We brought this to life using students - I'd have 2 students stand up and ask questions like, Do both boys have green shirts, Do both boys have brown eyes, etc.
My next unit was about family members. I introduced families using pictures of family member posters that I printed from Sparklebox. I labeled them with family member's names. Using free clipart images of individual family members engaged in different actions, I displayed pictures and asked questions like, What is the mother doing? Students answered, The mother is sweeping, or the mother is washing, etc.
I am really excited about how these ELD units are coming along. My students are feeling very successful and the language is carrying over into retelling stories. When do guided reading stories, I ask similar questions about characters and students are using complete sentences to answer.
How do your ELL students get their required services? My ELD time lasts for 30 minutes every day.