Elcc puede #4
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Elcc puede #4

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Elcc puede #4 Elcc puede #4 Presentation Transcript

  • Meeting the Needs of English Learners in After School Programs Part 4: Enrichment Time
  • Agenda 7:30-7:35am Opening and Welcome 7:35-8:15am English Leaners: Enrichment Time 8:15-8:20am Break 8:20-9:05am Common Core Testing 9:05-9:30am Action Plan
  • • Enrichment is the perfect time to enhance vocabulary development. Each subject area has its own unique terms and phrases, vocabulary, sets of skills, and directions. • You can support the work of English learners by using pictures, visual aids, graphic organizers, charts, and partner work to clarify directions and the purpose of different activities.
  • Objectives • Learn activities to use with English Leaners to practice English during Enrichment Activities
  • Enrichment: Photography Consider the following terms commonly used in classes dealing with photography: • vantage  matte  portraits • vibrance  image  objects • dimension  film  magnify • texture  focus  glossy • theme  darkroom  background • perspective  contrast
  • • This is highly specialized language. Many English learners may not be familiar with these terms, yet they will encounter them frequently when it comes to participating in photography • Staff can assist English learners in accessing this type of language by drawing pictures, searching for examples of images online, drawing diagrams, and having students act out the definitions or application of each word • It is important for English learners to become comfortable using these words in conversation, understanding what they mean when they encounter them in text, and having a command of these terms in both reading and writing, listening and speaking. Ex. magnify glossy vs matte
  • Your Turn! Each table group will be assigned a word pertaining to photography. With a partner discuss how you might make this term accessible to English learners in meaningful ways. • vantage  matte  portraits • vibrance  image  objects • dimension  film  magnify • texture  focus  glossy • theme  darkroom  background • perspective  contrast
  • Elementary • dance • music • theater arts • multi-media • photography • science • clubs Middle • robotics • drum line • dance • band • solar cars • cooking • arts & crafts High • music • cheer • dance • drill • zumba • drum line • jazz band • drama • photography • cooking • Choose an activity that corresponds to your student grade levels • Use a bubble map to brainstorm terms commonly used in this enrichment area • Then choose 3 to 5 terms from your bubble map, and discuss how to make each term meaningful and accessible to English learners
  • Active Engagement and Participation • Choral reading Educational researchers have found a strong correlation between reading and vocabulary knowledge. In other words, students who have a large vocabulary are usually good readers. This is not very surprising, since the best way to acquire a large vocabulary is to read extensively, and if you read extensively you are likely to be or become a good reader!
  • Active Engagement and Participation • Echo reading Educational researchers have found a strong correlation between reading and vocabulary knowledge. In other words, students who have a large vocabulary are usually good readers. This is not very surprising, since the best way to acquire a large vocabulary is to read extensively, and if you read extensively you are likely to be or become a good reader!
  • Active Engagement and Participation • Cloze reading Educational researchers have found a strong correlation between _________ and vocabulary knowledge. In other words, students who have a large ___________are usually good readers. This is not very surprising, since the best way to _________ a large vocabulary is to read extensively, and if you read ___________ you are likely to be or become a good reader!
  • Graphic Organizers Circle Map How to create this map: 1.In the center of your paper write the topic or idea that you are thinking about. Then draw a circle around it. 2.Brainstorm all of your thoughts about this topic/idea and write (or draw) then around the circle. When you’re finished, draw a large circle around everything. 3.Draw a box around the outside of all of this to create your “frame of reference.” Write how you know what you know or what influenced your thoughts.
  • Tree Map The three map is used for classifying and grouping. This map is used to sort things or ideas, categories or groups. New categories can also be created.
  • Bubble Map How to create this map: 1.In the center of your paper write the topic or idea that you are trying to describe. Then draw a circle around it. 2.Write a word that describes the topic outside of the center. Then circle it and connect it to the topic with a line. 3.Continue this process until you do not have anything else to add. 4.Do not forget to add your “frame of reference.”
  • Double Bubble Map How to create this map: 1. Near the center of your work space write the names of the two things that are being described. Each item should be in its own circle with space between the circles for details. 2. In the middle of the two things being compared, write the common qualities. Each quality should have its own circle and should be connected with a line to the original item circles. 3. On the outside of each original circle, you should write descriptions that are unique to each item. Every idea should each have its own circle and should only be connected with a line to what it describes.
  • Flow Map The flow map is used for sequencing and ordering information. Students can use it to identify the relationships between stages and substages of an event (or order or numbers, operations, steps, etc.) They can be used to explain the order of events.
  • Multi Flow Map How to create this map: 1. In the center of your paper write the event that you are thinking about. Then draw a box around it. 2. To identify something that caused the event to happen, write it to the left of the box. After writing, put a box around the statement and draw an arrow pointing toward the center. 3. To identify something that was an effect of the event, write it to the right of the center box. After writing, put a box around the statement and draw an arrow from the center to the right.
  • Evaluation Link to evaluation will be emailed to you