ELL Oral, Reading, and Writing Strategies: Early Childhood and Elementary Ideas

Identify and describe oral, reading, and writing strategies appropriate for each ELL proficiency label. Include a justification as to why each strategy is applicable to the specific ELL proficiency label, citing references. For the Early Childhood age.

Pre-Emergent Instructional Strategies
Content Area Strategy and Description Justification
Speaking & Listening
Reading
Writing

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Emergent Instructional Strategies
Content Area Strategy and Description Justification
Speaking & Listening
Reading
Writing

Basic Instructional Strategies
Content Area Strategy and Description Justification
Speaking & Listening
Reading
Writing

Intermediate Instructional Strategies
Content Area Strategy and Description Justification
Speaking & Listening
Reading
Writing Welcome to BM! Thank you for a 5/5 rating for my ideas and references to jump start your own assignment.

First of all, in terms of Pre-Emergent Instructional Strategies for speaking and listening, I deeply recommend using student-centered prompts to teach and to reinforce key vocabulary from the picture books. If the word is “basket,” for instance, using verbal directives such as “Show me the basket,” “point to the basket,” and “who has the basket?” help to encourage active listening and also make the vocabulary words more personally relevant to students’ lives. I like to personally have manipulatives and props, such as real, colorful baskets from different cultures to further add to the hands-on experience of this strategy and to activate their senses.

Experts also advise this tactic:
Forman, R. (2012). Six Functions of Bilingual EFL Teacher Talk: Animating, Translating, Explaining, Creating, Prompting and Dialoguing. RELC Journal, 43(2), 239-253.

The author reveals that “teacher talk” “plays a crucial role in EFL contexts where exposure to the L2 is often confined to the language classroom, and where local teachers generally share L1 with their students” (239).
To promote Reading among this level, I also like to incorporate and identify cognates, such as “grandmother”/”abuela” to foster comprehension when encountering text.

For Writing within the Pre-Emergent stage, I offer sentence starters to help learners to generate their ideas. For example, I gave them “My favorite animal is…” and model sentences after our unit about farm animals.

When facilitating some Emergent Instructional Strategies for Speaking & Listening, I like to have the student do a pair/share with another student and even a stuffed animal to add a bit more make believe as manipulatives and pantomime can foster …

Solution Summary
1000 words of ideas and references briefly brainstorm some elementary and early childhood ELL/ESL oral, reading, and writing strategies appropriate for each ELL proficiency label.

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