conversations, reading and read to, and during shared Ex. After shared reading, use words from the reading to describe being read to, and responding reading activities. people and objects (e.g., After shared reading, the student shares to texts, including using that he or she also has a yellow raincoat.). adjectives and adverbs to describe (e.g., When other kids EEL.2.6. Use adjectives and adverbs from text that has been read. are happy that makes me Ex. After shared reading, repeat words from the reading to describe happy). people and objects (e.g., After shared reading, the teacher asks, “What color was the raincoat?” and the student answers “yellow” or points to the color yellow from choices.). EEL.2.6. Repeat words from text that has been read to them. EEL.2.6. Mimic words spoken to them. Ex. Use a single message device with a preprogrammed message to repeat a recurring word in a book
conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). read to, and during shared reading activities. Ex. After shared reading, use words from the reading to describe people and objects (e.g., After shared reading, the student shares that he or she also has a yellow raincoat.). EEL.2.6. Use adjectives and adverbs from text that has been read. Ex. After shared reading, repeat words from the reading to describe people and objects (e.g., After shared reading, the teacher asks, “What color was the raincoat?” and the student answers “yellow” or points to the color yellow from choices.). EEL.2.6. Repeat words from text that has been read to them. EEL.2.6. Mimic words spoken to them. Ex. Use a single message device with a preprogrammed message to repeat a recurring word in a book
4_AK_DLM_EE_EKLA_InstEx_Gr2_draftJul2014.docx