Well working with_english_language_learners_in_art_v2[1]
1. Working with English Language Learners in Art Elementary Art Setting Strategies for W.E.L.L.
2. Is the art room a great educational setting for English Language Learners? Libya.Doman@fcps.edu
3. 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
4. What challenges have you experienced with English Language Learners in the art room? Libya.Doman@fcps.edu
5. 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
15. ***Norfolk City 623 238Libya.Doman@fcps.edu Virginia Department of Education Report of Limited English Proficient Students Receiving Services as of 9/30/09
16. 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
17. 2 Important Kinds of Language B.I.C.S 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 C.A.L.P Libya.Doman@fcps.edu A Course for Teaching English Learners by Lynne T. Diaz, Pearson Education, Inc, 2008
19. Level 4 Expanding Level 3 Developing Level 5 Bridging Level 2 Beginning Level1 Entering Level 6 Reaching Libya.Doman@fcps.edu Slide inspired by presentation by ESOL teacher Lisa Crouse and Math Specialist Kristen Koelsch
20. Level 4 Expanding Level 3 Developing Level 4 Bridging Level 2 Beginning Level1 Entering Level 6 Reaching Wassily Russian & French 3 ½ years Seydou Bambara & French 3 years Nam Korean 6 months to 1 year Zaha Arabic & German 2 years Vincent French and Dutch 1 month Frida Spanish U.S. citizen Libya.Doman@fcps.edu
21. Level 4 Expanding Level 3 Developing Level 4 Bridging Level 2 Beginning Level1 Entering Level 6 Reaching Complexity extended to oral or written discourse Approaching comparability to that of my English proficient peers Short phrases or sentences Simple BICS comprehensible May pause a lot Variety of sentence complexity Some CALP Generally comprehensible and fluent Simple and Expanded sentences BICS fluent CALP s w/ little complexity and detail Single words Set phrases Draw responses May be silent English proficient Exit program but monitored Libya.Doman@fcps.edu
27. 2 Objectives Language Objectives Content 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 Libya.Doman@fcps.edu Create Brief Using the SIOP Model to Improve Middle School Science Instruction May 2009 www.cal.org/create
28. 3rd Grade Painting Exploration 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. CONTENT OBJECTIVE LANGUAGE OBJECTIVE Libya.Doman@fcps.edu
29. 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
30. 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
31. 2D 3D Kinesthetic Movement Acting out terms while saying them to increase understandability. Libya.Doman@fcps.edu
32. Intellectual Disability Services Mexican and U.S.A. Flags Content 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. Language Objective Libya.Doman@fcps.edu
33. 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?
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35. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn.
36. Everyone succeeds when the group succeeds.Seydou Nam Big and small Overlapping Placement Small buildings are close and big far Overlapping trees Size changes Overlap- ping Libya.Doman@fcps.edu http://edtech.kennesaw.edu/intech/cooperativelearning.htm
37. 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
