Post on 26-Dec-2014
description
Working with English Language Learners in
Art
Elementary Art Setting Strategies for W.E.L.L.
Is the art room a great educational setting for English Language Learners?
Libya.Doman@fcps.edu
Art is visual. Students can rely more on what they see than what they are hearing.
Art is not as likely to be formulaic. Students are usually allowed to make individual choices in the process of making art.
There is no one right answer. Students not only have choice in the process but offer multiple solutions to art challenges.
Art is less likely to require formal “tests.” Students often demonstrate what they know beyond standardized tests.
Possible Advantages for the English Language Learner
Libya.Doman@fcps.edu
What challenges have you experienced with English Language Learners in the art room?
Libya.Doman@fcps.edu
Copying instead of creating. Students are usually fantastic at mimicking the actions of other teachers.
Frequently silent. Students can be “non-participants” in class because of anxiety and expectations (peer and teacher).
Difficult to assess understanding. Just think of how much better you understand artwork when students narrate for you.
Possible Disadvantages
Libya.Doman@fcps.edu
In the year 1999, there were 31,787 English Language Learners in primary or
secondary schools.
As of September 2009, there were 86,751 ELL’s.
Virginia State Facts
Libya.Doman@fcps.edu
Virginia Department of Education Report of Limited English Proficient StudentsReceiving Services as of 9/30/09
Fairfax County 34,030 14,809 Prince William County 13,959 1,781 Arlington County 5,331 4, 292 Loudoun County 4,741 342 Alexandria City 2,627 2,176 Chesterfield County 2,309 543 Manassas City 2,281 575 Henrico County 2,253 1,016 ***Norfolk City 623 238
Students Receiving Language Services by County 200
91999
Libya.Doman@fcps.edu
Virginia Department of Education Report of Limited English Proficient StudentsReceiving Services as of 9/30/09
Know language levels and what they mean
Emphasize key vocabulary and concepts before, during, and after tasks
Content and Language Objectives
Sentence Frames, Cooperative Learning, and Graphic Organizers
4 Strategies for W.E.L.L.
Libya.Doman@fcps.edu
2 Important Kinds of Language
B.I.C.S C.A.L.P
Basic Interpersonal Communication Skills
day-to-day language needed to interact socially with other people
usually develop within six months to two years after arrival in the U.S.
Cognitive Academic Language Proficiency
formal academic learning
listening, speaking, reading, and writing about subject area content material
may take seven to ten years
Libya.Doman@fcps.edu
A Course for Teaching English Learners by Lynne T. Diaz, Pearson Education, Inc, 2008
Thinking of Levels on a Bridge
Libya.Doman@fcps.edu
Level 1Entering
Level 2Beginning
Level 3Developing
Level 4Expanding
Level 5Bridging
Level 6Reaching
Libya.Doman@fcps.edu
Slide inspired by presentation by ESOL teacher Lisa Crouse and Math Specialist Kristen Koelsch
Level 1Entering
Level 2Beginning
Level 3Developing
Level 4Expanding
Level 4Bridging
Level 6Reaching
VincentFrench and Dutch 1 month
NamKorean6 months to 1 year
Zaha Arabic &German2 years
SeydouBambara & French3 years
WassilyRussian & French3 ½ years
FridaSpanishU.S. citizenLibya.Doman@fcps.edu
Level 1Entering
Level 2Beginning
Level 3Developing
Level 4Expanding
Level 4Bridging
Level 6Reaching
Single wordsSet phrasesDraw responsesMay be silent
Short phrasesor sentencesSimple BICScomprehensibleMay pause a lot
Simple and Expanded sentencesBICS fluentCALP s w/ little complexity and detail
Variety of sentence complexitySome CALP Generally comprehensible and fluent
Complexity extended to oral or written discourseApproaching comparability to that of my English proficient peers
English proficient Exit program but monitored
Libya.Doman@fcps.edu
Level 1Entering
Level 2Beginning
Level 3Developing
Level 4Expanding
Level 5Bridging
Level 6Reaching
PointFollow 1 stepMatch oral and visual
SortFollow 2 stepMatch description
Name objectsAnswer WH ??s
DescribeRestateAsk WH??s
Match iconsIdentify concepts
Locate & classifyIdentify facts
LabelDraw
ListShort sentences
Libya.Doman@fcps.edu
Level 1Entering
Level 2Beginning
Level 3Developing
Level 4Expanding
Level 5Bridging
Level 6Reaching
PointFollow 1 stepMatch oral and visual
SortFollow 2 stepMatch description
Locate, select, orderFollow multi-stepCategorize
Compare & contrastAnalyze & applyCause/Effect
Name objectsAnswer WH ??s
DescribepicturesRestateAsk WH??s
Describe processesMake predictions
DiscussGive speechExpress creative solutions
Match iconsIdentify concepts
Locate & classifyIdentify facts
SequenceIdentify main ideaUse clues
InterpretSupport w/ details
LabelDraw
ListShort sentences
Compare & contrastDescribe
SummarizeEditOriginal or Detailed
Libya.Doman@fcps.edu
Level 1Entering
Level 2Beginning
Level 3Developing
Level 4Expanding
Level 5Bridging
Level 6Reaching
PointFollow 1 stepMatch oral and visual
SortFollow 2 stepMatch description
Locate, select, orderFollow multi-stepCategorize
Compare & contrastAnalyze & applyCause/Effect
Draw ConclusionsConstruct modelsMake connections
Meeting proficiency
Name objectsAnswer WH ??s
DescribepicturesRestateAsk WH??s
Describe processesMake predictions
DiscussGive speechExpress creative solutions
DebateGive examples to justifyDefend P.O.V.
Exiting ESOL direct services
Match iconsIdentify concepts
Locate & classifyIdentify facts
SequenceIden. Main ideaUse clues
InterpretSupport w/ details
Conduct researchDraw implicit and explicit conclusions
Monitored by ESOL services
LabelDraw
ListShort sentences
Compare & contrastDescribe
SummarizeEditOriginal or Detailed
Apply info. to new contextReact to genreCreate many genre
Libya.Doman@fcps.edu
…when learning a new language, people need to hear a word used hundreds of times before it becomes a natural part of their language?
Find ways to reinforce a few key vocabulary and concepts in every
lesson.
Reinforce vocabulary in context before, during, and after
instructional tasksLibya.Doman@fcps.edu
A Course for Teaching English Learners by Lynne T. Diaz, Pearson Education, Inc, 2008
Content and Language
ObjectivesThe tools to teach
Libya.Doman@fcps.edu
2 Objectives
Language Objectives
identify what students will learn and be able to do in the lesson
focuses both teacher and student attention on the skills or understandings students should grasp by the end of a lesson sequence
address the aspects of academic language that will be developed or reinforced
Students oral language to share their learning
seeking opportunities to support/build the language skills of the whole student
Content Objectives
Libya.Doman@fcps.edu
Create Brief Using the SIOP Model to Improve Middle School Science Instruction May 2009 www.cal.org/create
3rd Grade Painting Exploration
CONTENT OBJECTIVE LANGUAGE OBJECTIVE
While using the primary colors and black and white, students will invent and name a color.
Students will tell what colors were mixed and name the color.
Libya.Doman@fcps.edu
Because I mixed _________________ colors, I will name it ______________.
Sentence Frames
The teacher creates a sentence frame with missing words and the students are invited to insert the missing words.
Libya.Doman@fcps.edu
FCPS, Math Matters (newsletter), Elementary Mathematics, April 2010
2nd Grade Imaginary Animal Students will create
an imaginary animal in it’s habitat both 2 dimensionally and 3 dimensionally.
In small groups, students will describe how various items are 2 dimensional or 3 dimensional.
Libya.Doman@fcps.edu
2D 3D
Kinesthetic Movement
Acting out terms while saying them to increase understandability.
Libya.Doman@fcps.edu
Intellectual Disability Services Mexican and U.S.A. Flags
Content Objective Language Objective
Students will create abstract collages that show the colors and shapes from the flags of Mexican or U.S.A.
Students will use words, sign language, or pointing to tell if his or her flag is from Mexico or the U.S.A.
Libya.Doman@fcps.edu
Fly Over the World Drawing Use 4 to 5 distance
tricks in your oil pastel self-portrait flying over famous architecture.
Compare and contrast the different ways your shoulder partner showed distance.
Then share your comparisons with another pair.
Libya.Doman@fcps.edu
Which is the Language Objective?
Talking while working
Cooperative Learning Small groups of
different abilities work in groups to complete tasks collectively.
Each member of a team is responsible not only for learning what is taught but also for helping teammates learn.
Everyone succeeds when the group succeeds.
Fly Over the World Pair ShareSeydou Nam
Big and small
Overlapping
PlacementSmall buildings are close and big far Overlapping trees
Size changesOverlap-ping
Libya.Doman@fcps.eduhttp://edtech.kennesaw.edu/intech/cooperativelearning.htm
Know language levels and what they mean Emphasize key vocabulary and concepts
before, during, and after tasks Content and Language Objectives Sentence Frames, Cooperative Learning,
and Graphic Organizers
Remember the 4 Strategies for W.E.L.L.
You can make a difference with small yet meaningful changes.
Libya.Doman@fcps.edu