Complete the “Listening, Speaking, and Vocabulary Strategies for ELLs”

Teachers of ELLs use a variety of instructional strategies that facilitate multiple forms of communication in the classroom. Multiple forms of communication allow ELLs to convey ideas and demonstrate knowledge more effectively. ELLs’ content area knowledge can be more fully developed if teachers incorporate relevant listening, speaking, and vocabulary development activities.

Complete the “Listening, Speaking, and Vocabulary Strategies for ELLs” template by identifying and describing research-based instructional strategies appropriate for listening, speaking, and vocabulary development within your choice of a Grade K-8 classroom with ELLs at each of the following proficiency levels: pre-emergent, emergent, basic, low intermediate, and high intermediate.

Support this assignment with at least three resources.

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using the documentation guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Listening, Speaking, and Vocabulary Strategies for ELLs

Grade Level:

Pre-Emergent

Domain	Instructional Strategy and Description
Listening
Speaking
Vocabulary

 

Emergent

Domain	Instructional Strategy and Description
Listening
Speaking
Vocabulary

 

Basic

Domain	Instructional Strategy and Description
Listening
Speaking
Vocabulary

 

Low Intermediate

Domain	Instructional Strategy and Description
Listening
Speaking
Vocabulary

 

High Intermediate

Domain	Instructional Strategy and Description
Listening
Speaking
Vocabulary

 

 

 

References

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