How do you address language form (vocabulary, grammar, and discourse specific to

How do you address language form (vocabulary, grammar, and discourse specific to a particular content area) and language function (the purposes for communication/use of language in academic and social contexts) in your classroom?
Students in the Kindergarten classrooms are learning new vocabulary words in English. Sam, the ELL teacher, immediately introduced the terms super, ok, fine, and bad on the interactive board after explaining his behavior expectations. The pictures and Chinese translation are the students’ access points to the target language. Another strategy that Sam uses every day is the Total Physical Response (TPR). TPR is the association of words and actions. Parents and careers can utilize these voice commands at home when imparting the new language. To ensure that Sam is engaging the students, he introduces games to drill the words. He performed multiple activities when training with the new English words. Sam says the word repetitively throughout class time. They also take turns making the action and word identification, and he assigned numbers that match with the words. Lastly, Sam moved introduced using the new vocabulary in short sentences to ensure children know how to use them in context. For example, students will complete the sentence I am ____.  As a result, students learned four new English words they can use to communicate.
Students continue to access the sentence prompts, picture clues, and Chinese translations from the interactive board. He modeled using dialogue between a teacher and class then, teacher and student. To ensure that he knows students are listening to communicate, the students practiced between themselves. Taking them into a dialogue reveals the receptive skills blossom into a productive way when communicating with English speakers.
How do you address the relationship between verbal and written expression in your classroom?
Sam uses sequencing, letter sounds such as oo, ow, and ou to blend words (boo,moo) cow, how, down and for the letter sounds ou the words shout, and out are form. He uses these letter sound to build a varity of vocabulary.
What strategies do you implement to support the various language needs of ELLs?
Sam was speaking slower to the students and used visuals, incorporated the native language students spoke. Sam also used continues repeation.
How do you provide ELLs with content area instruction that meets grade level expectations, while supporting their English language development?
Sam posted a daily schedule and kept it constant. There was daily routines the teacher use signals to transition or to get the attention of students. Classroom was welcoming and Sam classroom environment posed a positive learning environment.