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