How do I make my spoken language more understandable?

Have all students participate in an activity that takes place in the story, as an introduction for the new material. This allows for built in student interaction and helps everyone understand what is happening in the story.

An activity prior to reading the story, gets the students excited about the new book/material

Give ELL students a preview of the day’s read aloud by either watching a video or reading a book in their native language. This is dependent on each student’s first language and English skills.
This allows ELL students an opportunity to build self esteem by having some preview knowledge of the story.
This also allows ELL students to more easily contribute to discussions and reflections because they have content knowledge of the story.
Various first language support materials may include: movies, video clips, pamphlets, brochures, other students, other teacher and administrators, and translators at community centers.

Use picture from the book, copied onto an overhead and ask the students to explain what they see and predict a story line
Take a word or phrase, and point to what it describes in a picture
Most students will relate the pictures or overheads to the applied activity presented earlier

Summarize the section to be read aloud before beginning and paraphrase pieces of text that might be too difficult while reading aloud.
This let students know what is happening even if they do not hear or understand every word read aloud.
They can then start attaching those unknown words to the actions they know are taking place.
Reflect on the section just read and give students a chance to discuss what they liked or didn’t like, founding interesting, found confusing, etc.
This will provide another opportunity to clarify new words or concepts for students. It also lets students interact with each other and the story.

Words students would want to use in order to make their writing and speech more lively, descriptive, and communicative.
Create various power words lists

In a journal or as a class discussion, students tell about events or people in their own lives that are similar to those in the book/topic.

The death of Willy’s dog Searchlight and the death of a family pet
Stone Fox’s act of kindness and the generosity of family members, friends, teachers, etc.

This way the students make meaningful connections to the book/topic, which makes it more memorable.
Journals can be done in pictures, the student’s native language, or in English depending on the student’s abilities.

Applied Activity	Act out a scene from the story.	Show YouTube video clip related to the story.
First Language Support	Preview story on a video.	Preview story on a language book.
Scene Setter Visual	Show a picture of a scene from the story.	Discuss what is going on in the picture.
Summarize, Paraphrase, Reflect	Preview the story. What is the story going to be about?	Reflect, what do you think of the story?
Power Words	Create a class list.	Create a personal list.
Spin-off Stories	Tell a personal story.	Draw a picture relating to a personal story.