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Narrator: The intervention included an
additional component. A story reading and

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retelling activity to develop students’ oral
language, vocabulary, and comprehension.

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[The teacher speaks in Spanish.]

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Narrator: The teacher asks questions to draw
out students prior knowledge about the topic

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in order to improve listening comprehension.

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[The teacher and a student speak in
Spanish.]

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Narrator: The teacher introduces three new
words in the story and discusses their

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meaning.

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Teacher: Today you’re going to learn three new
words. The first word is simmering. What word?

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Students: Simmering!
Teacher: Simmering means to cook or boil

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slowly. “I like to stir the rice when it is
simmering.”

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Narrator: The teacher reads the passage a
first time then ask questions to help

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students retell the story in their own
words. In these excerpts, we see how

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students’ language skills are limited early
in the year.

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Teacher: How does this story begin?
Student: Um…

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Teacher: What did her grandfather say?
Student: Say it…That they no have money.

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Narrator: By later in the year, the
students’ oral language skills improve.

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Teacher: Can you tell me the difference
between a spider and an insect? Can you tell

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me one difference?

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Student: The spider has two body, and the
insect has three.

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Teacher: Three body…
Student: Parts.

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Teacher: Three body parts. So how many body
parts does a spider have?

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Student: Two.
Teacher: And the insect?

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Student: Three.
Teacher: Excellent.

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Narrator: After the retell, the teacher
reads the story a second time, asking

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students to signal when they hear the day’s
vocabulary words.

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Teacher: Spiders come in many shapes and
sizes. Some are so tiny that they are no

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bigger than a speck of dust.  Yes, what is
the word?

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Students: Speck.

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Teacher: You did a great job listening to
the words and to the story and remembering

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what the story was about. Listen for these
words—speck, belong, and angry—when you

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hear stories or when you hear adults talking.
You did a very nice job today.