Language Strategies
Vocabulary
· Teach vocabulary in context/facilitate the use of context clues
· Teach the meaning of “wh” questions to facilitate comprehension
· Use categories, synonyms and antonyms to facilitate understanding
· Use gestures/objects/visuals to emphasize/teach meaning
· Use visual cues when providing instruction
· Pre-teach key vocabulary and concepts
· Use demonstration paired with student interaction/movement to act our meanings
· Utilize word webs, student drawings and word maps to organize content
· Allow multiple opportunities to practice and reinforce vocabulary
· Use peer instruction/ cooperative groups
· Ensure student’s attention
· Use a variety of games that target vocabulary
· Use examples/actions/concrete visuals/multiple modalities to teach figurative language and multiple meanings
Comprehension
· Communicate at the student’s level of understanding
· Repeat directions. For processing concerns, repeat the direction verbatim. For language concerns, paraphrase the direction. Emphasize key words.
· Have the student repeat directions or what he has said
· Have the student organize directions utilizing first, second, third, etc.
· Identify critical meaning words in directions
· Break story information/directions into smaller units (beginning, middle, end) and ask questions
· Before presenting auditory information, tell the student what information to listen for in the presented material
· Have the student repeat information that he is listening for in the presented material
· Ensure student’s attention
· Use a slower rate of speaking when presenting information
· Present information in smaller steps. Shorten the length of instruction, directions, questions or comments.
· Teach the meaning of “wh” questions
· Use a story map, graphic organizer, student drawing to increase understanding
· Teach story elements-character, setting, problem, etc
· Review, discuss & paraphrase main idea
· Explain humor/idioms/multiple meanings
· Use a variety of games (Bingo, Simon Says, 20 Questions) to build vocabulary
Oral Expression
· Help student summarize information. Expand on what the student has said.
· Use gestures or visual cues for ordering first, second, third, etc
· Help student identify the main topic
· Redirect student to main topic when going off on tangents or off topic
· Use visual organizers/story maps
· Help the student sequence events or organize information by asking what happened first, second, next, etc.
· Emphasize/encourage the student’s use of sequential words during story retelling
· Have the student use specific vocabulary to relate information, rather than using non-specific words such as “thing, stuff, that, it, etc”
· Allow the student extra time to formulate and express responses
· Provide a good language model
· Provide opportunities for the student to communicate successfully
Syntax & Morphology
· Model correct grammatical forms
· Have the student repeat correct grammatical forms
· Observe if the student can self-correct when reminded
· Have the student construct oral sentences with targeted grammatical structures
· Have the student practice daily oral language sentences orally and provide feedback
· Encourage the student to use complete/complex sentences when answering questions and provide a model as needed
Pragmatics
· Model the appropriate response or social interaction
· Allow extra time for student to formulate and express responses
· Emphasize basic social skills such as greetings, eye contact, polite forms, body language, and spatial boundaries
· Use verbal/physical/nonverbal cues to remind the student to use appropriate social behavior in a variety of settings
· Provide opportunities to:
Ask questions
Initiate and maintain conversation
Give sufficient information
Give cause and effect information
Use language to make choices and express needs
Use problem solving/decision making techniques
Practice with peers in appropriate learning groups
Adapted from information presented at SSTAGE Best Practices Conference January 2008. May 2008