Working with English Language Learners in Art <br />Elementary Art Setting Strategies for W.E.L.L. <br />
Is the art room a great educational setting for English Language Learners?<br />Libya.Doman@fcps.edu<br />
Art is visual.  Students can rely more on what they see than what they are hearing.<br />Art is not as likely to be formul...
What challenges have you experienced with English Language Learners in the art room?<br />Libya.Doman@fcps.edu<br />
Copying instead of creating.  Students are usually fantastic at mimicking the actions of other teachers.  <br />Frequently...
<ul><li>In the year 1999, there were 31,787</li></ul>  English Language Learners in primary or secondary schools.<br /><ul...
Students Receiving Language Services by County<br />2009<br />1999<br /><ul><li>Fairfax County             34,030         ...
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</li></ul>Libya.Doman@fcps.edu<br />Virginia Department of Educatio...
Know language levels and what they mean<br />Emphasize key vocabulary and concepts before, during, and after tasks<br />Co...
2 Important Kinds of Language<br />B.I.C.S<br />Basic Interpersonal Communication Skills<br />day-to-day language needed t...
Thinking of Levels on a Bridge<br />Libya.Doman@fcps.edu<br />
Level 4<br />Expanding<br />Level 3<br />Developing<br />Level 5<br />Bridging<br />Level 2<br />Beginning<br />Level1<br ...
Level 4<br />Expanding<br />Level 3<br />Developing<br />Level 4<br />Bridging<br />Level 2<br />Beginning<br />Level1<br ...
Level 4<br />Expanding<br />Level 3<br />Developing<br />Level 4<br />Bridging<br />Level 2<br />Beginning<br />Level1<br ...
Libya.Doman@fcps.edu<br />
Libya.Doman@fcps.edu<br />
Libya.Doman@fcps.edu<br />
<ul><li>…when learning a new language, people need to hear a word used hundreds of times before it becomes a natural part ...
Content and Language Objectives<br />The tools to teach<br />Libya.Doman@fcps.edu<br />
2 Objectives<br />Language Objectives<br />Content Objectives<br />identify what students will learn and be able to do in ...
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Well working with_english_language_learners_in_art_v2[1]

  1. 1. Working with English Language Learners in Art <br />Elementary Art Setting Strategies for W.E.L.L. <br />
  2. 2. Is the art room a great educational setting for English Language Learners?<br />Libya.Doman@fcps.edu<br />
  3. 3. Art is visual. Students can rely more on what they see than what they are hearing.<br />Art is not as likely to be formulaic. Students are usually allowed to make individual choices in the process of making art. <br />There is no one right answer. Students not only have choice in the process but offer multiple solutions to art challenges.<br />Art is less likely to require formal “tests.” Students often demonstrate what they know beyond standardized tests.<br />Possible Advantages for the English Language Learner<br />Libya.Doman@fcps.edu<br />
  4. 4. What challenges have you experienced with English Language Learners in the art room?<br />Libya.Doman@fcps.edu<br />
  5. 5. Copying instead of creating. Students are usually fantastic at mimicking the actions of other teachers. <br />Frequently silent. Students can be “non-participants” in class because of anxiety and expectations (peer and teacher).<br />Difficult to assess understanding. Just think of how much better you understand artwork when students narrate for you.<br />Possible Disadvantages<br />Libya.Doman@fcps.edu<br />
  6. 6. <ul><li>In the year 1999, there were 31,787</li></ul> English Language Learners in primary or secondary schools.<br /><ul><li>As of September 2009, there were 86,751 ELL’s.</li></ul>Virginia State Facts<br />Libya.Doman@fcps.edu<br />Virginia Department of Education <br />Report of Limited English Proficient Students<br />Receiving Services as of 9/30/09<br />
  7. 7. Students Receiving Language Services by County<br />2009<br />1999<br /><ul><li>Fairfax County 34,030 14,809
  8. 8. Prince William County 13,959 1,781
  9. 9. Arlington County 5,331 4, 292
  10. 10. Loudoun County 4,741 342
  11. 11. Alexandria City 2,627 2,176
  12. 12. Chesterfield County 2,309 543
  13. 13. Manassas City 2,281 575
  14. 14. Henrico County 2,253 1,016
  15. 15. ***Norfolk City 623 238</li></ul>Libya.Doman@fcps.edu<br />Virginia Department of Education <br />Report of Limited English Proficient Students<br />Receiving Services as of 9/30/09<br />
  16. 16. Know language levels and what they mean<br />Emphasize key vocabulary and concepts before, during, and after tasks<br />Content and Language Objectives<br />Sentence Frames, Cooperative Learning, and Graphic Organizers<br />4 Strategies for W.E.L.L.<br />Libya.Doman@fcps.edu<br />
  17. 17. 2 Important Kinds of Language<br />B.I.C.S<br />Basic Interpersonal Communication Skills<br />day-to-day language needed to interact socially with other people<br />usually develop within six months to two years after arrival in the U.S.<br />Cognitive Academic Language Proficiency<br />formal academic learning<br />listening, speaking, reading, and writing about subject area content material<br />may take seven to ten years<br />C.A.L.P<br />Libya.Doman@fcps.edu<br /> A Course for Teaching English Learners by Lynne T. Diaz, Pearson Education, Inc, 2008<br />
  18. 18. Thinking of Levels on a Bridge<br />Libya.Doman@fcps.edu<br />
  19. 19. Level 4<br />Expanding<br />Level 3<br />Developing<br />Level 5<br />Bridging<br />Level 2<br />Beginning<br />Level1<br />Entering<br />Level 6<br />Reaching<br />Libya.Doman@fcps.edu<br />Slide inspired by presentation by ESOL teacher Lisa Crouse <br />and Math Specialist Kristen Koelsch<br />
  20. 20. Level 4<br />Expanding<br />Level 3<br />Developing<br />Level 4<br />Bridging<br />Level 2<br />Beginning<br />Level1<br />Entering<br />Level 6<br />Reaching<br />Wassily<br />Russian & French<br />3 ½ years<br />Seydou<br />Bambara & French<br />3 years<br />Nam<br />Korean<br />6 months to 1 year<br />Zaha <br />Arabic &<br />German<br />2 years<br />Vincent<br />French and Dutch <br />1 month<br />Frida<br />Spanish<br />U.S. citizen<br />Libya.Doman@fcps.edu<br />
  21. 21. Level 4<br />Expanding<br />Level 3<br />Developing<br />Level 4<br />Bridging<br />Level 2<br />Beginning<br />Level1<br />Entering<br />Level 6<br />Reaching<br />Complexity extended to oral or written discourse<br />Approaching comparability to that of my English proficient peers<br />Short phrases<br />or sentences<br />Simple <br />BICS<br />comprehensible<br />May pause a lot<br />Variety of sentence complexity<br />Some CALP Generally comprehensible and fluent<br />Simple and Expanded sentences<br />BICS fluent<br />CALP s w/ little complexity and detail<br />Single words<br />Set phrases<br />Draw responses<br />May be silent<br />English proficient <br />Exit program but monitored<br />Libya.Doman@fcps.edu<br />
  22. 22. Libya.Doman@fcps.edu<br />
  23. 23. Libya.Doman@fcps.edu<br />
  24. 24. Libya.Doman@fcps.edu<br />
  25. 25. <ul><li>…when learning a new language, people need to hear a word used hundreds of times before it becomes a natural part of their language?</li></ul>Find ways to reinforce a few<br />key vocabulary and concepts in every lesson. <br />Reinforce vocabulary in context before, during, and after instructional tasks<br />Libya.Doman@fcps.edu<br />A Course for Teaching English Learners by Lynne T. Diaz, Pearson Education, Inc, 2008<br />
  26. 26. Content and Language Objectives<br />The tools to teach<br />Libya.Doman@fcps.edu<br />
  27. 27. 2 Objectives<br />Language Objectives<br />Content Objectives<br />identify what students will learn and be able to do in the lesson<br />focuses both teacher and student attention on the skills or understandings students should grasp by the end of a lesson sequence<br />address the aspects of academic language that will be developed or reinforced<br />Students oral language to share their learning<br />seeking opportunities to support/build the language skills of the whole student<br />Libya.Doman@fcps.edu<br />Create Brief Using the SIOP Model to Improve Middle School Science Instruction May 2009 www.cal.org/create<br />
  28. 28. 3rd Grade Painting Exploration<br />While using the primary colors and black and white, students will invent and name a color.<br />Students will tell what colors were mixed and name the color.<br />CONTENT OBJECTIVE<br />LANGUAGE OBJECTIVE<br />Libya.Doman@fcps.edu<br />
  29. 29. Because I mixed _________________ colors, I will name it ______________.<br />Sentence Frames<br />The teacher creates a sentence frame with missing words and the students are invited to insert the missing words. <br />Libya.Doman@fcps.edu<br />FCPS, Math Matters (newsletter), Elementary Mathematics, April 2010 <br />
  30. 30. 2nd Grade Imaginary Animal<br />Students will create an imaginary animal in it’s habitat both 2 dimensionally and 3 dimensionally.<br />In small groups, students will describe how various items are 2 dimensional or 3 dimensional.<br />Libya.Doman@fcps.edu<br />
  31. 31. 2D 3D<br />Kinesthetic Movement<br />Acting out terms while saying them to increase understandability.<br />Libya.Doman@fcps.edu<br />
  32. 32. Intellectual Disability Services Mexican and U.S.A. Flags<br />Content Objective <br />Students will create abstract collages that show the colors and shapes from the flags of Mexican or U.S.A.<br />Students will use words, sign language, or pointing to tell if his or her flag is from Mexico or the U.S.A.<br />Language Objective<br />Libya.Doman@fcps.edu<br />
  33. 33. Fly Over the World Drawing<br />Use 4 to 5 distance tricks in your oil pastel self-portrait flying over famous architecture.<br />Compare and contrast the different ways your shoulder partner showed distance.<br />Then share your comparisons with another pair.<br />Libya.Doman@fcps.edu<br />Which is the Language Objective?<br />
  34. 34. Talking while working<br />CooperativeLearning<br />Fly Over the World Pair Share<br /><ul><li>Small groups of different abilities work in groups to complete tasks collectively.
  35. 35. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn.
  36. 36. Everyone succeeds when the group succeeds.</li></ul>Seydou<br />Nam<br />Big and small<br />Overlapping<br />Placement<br />Small buildings are close and big far<br /> Overlapping trees<br />Size changes<br />Overlap-<br />ping<br />Libya.Doman@fcps.edu<br />http://edtech.kennesaw.edu/intech/cooperativelearning.htm<br />
  37. 37. Know language levels and what they mean<br />Emphasize key vocabulary and concepts before, during, and after tasks<br />Content and Language Objectives<br />Sentence Frames, Cooperative Learning, and Graphic Organizers<br />Remember the 4 Strategies for W.E.L.L.<br />You can make a difference with <br />small yet meaningful changes.<br />Libya.Doman@fcps.edu<br />
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