Planning for English Language Learners

As a second grade teacher, I am likely to teach an Art unit - something similar to this one – with lessons that include identifying use of shape, color, and texture; use of warm/cool color to create mood; comparing different interpretations (CSBE).

Let’s imagine that in my class I have four English Language Learners -  Luis, Ana, Rafael and Jackie - at various stages of language acquisition. 

• Luis, is moving from the pre- production to early production stage of acquisition. He is becoming a more active participant in the class, although he is most likely to participate if he is in a small group, especially if he is working with his “buddy” Rafael. Luis began the school year with no English and was silent for the first week of school.  
• Ana is squarely in the “emerging speaker” stage.  She has a social personality and is verbal in class, even though she often makes grammatical mistakes.
• Rafael is between intermediate and advanced fluency.  He was born in the US, but primarily spoke Spanish at home until starting pre-school.   
• Jackie is moving from speech emergence to intermediate fluency. She is shy in class and doesn’t always believe in her own abilities.

Now let’s imagine that I am beginning our art unit.  The objective of this lesson is for students to be able to identify primary/secondary colors as well as to classify colors as warm or cool. Observing the class you might see:

Students on the rug, listening to the culturally relevant story “Spicy Hot Colors" by Sherry Sahan

While reading the story, I name each color then ask the students to tell me the color together.  Using choral response allows Luis to practice his vocabulary with the group, without being singled out.  

After reading about colors and color combinations, as a class ,we review the difference between primary and secondary colors, as well as warm/cool colors, using a labeled poster like this one:

After the review, students partner up.  I hold up a colored card with the name of the color written on the card and partners decide if the colors are primary or secondary, warm or cool. The repetition of vocabulary as well as the concept of warm and cool colors will particularly support Luis and Ana, along with the visual and auditory learners in the class.

Next, students stay in pairs (Luis and Rafael are paired). I tell the students that today we will practice classifying colors by having the students create their own color wheel, using crayons and a worksheet similar to this one:

Having already prepared them during recess, I call Ana and Jackie up to demonstrate the project for the class. While demonstrating, I ask Ana if blue is a primary color,  showing her the color blue and giving her the opportunity to contribute with a yes or no answer. I, next, ask her if yellow or green is a primary color, again holding up the color cards.  I ask Jackie if she can point out and name one warm and one cool color. I also ask if she can remind the group how the color orange is made. Before beginning the activity I make sure that all groups understand the task, by asking for questions, getting a show of thumbs (up, in the middle, down) if people feel ready, as well as make sure that all students know where the visual aides will be placed.

The students in the earlier stages of language acquisition will benefit from the repetition, choral response, partnering and hands-on activities.  The students in the later stages of language acquisition will benefit from the opportunities to test new vocabulary as well as supporting the less proficient students (Haynes).  Overall the lesson also reflects steps 1, 3 and 5 of Marzano's Six Step Process Teaching Academic Vocabulary (Marzano).

Sources

Grade Two: Visual and Performing Arts, Visual Art Content Standards (Feb 2014). Retrieved from the California State Board of Education website at http://www.cde.ca.gov/be/st/ss/vagrade2.asp

A Picture is Worth 1000 words lesson plan, can be accessed at http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/401/A%20Pictures%20Worth%2010000%20Words.pdf

Haynes, J. (2005) The Stages of Language Acquisition. Retrieved from the Everything ESL website at http://www.everythingesl.net/inservices/language_stages.php

Best Practices in Supporting English Language Learners (n.d.) Retrieved from the Benchmark Education website at http://www.benchmarkeducation.com/learning-environment/ell-english-language-learner-teaching-strategies--best-practices.html

Pesce, C (n.d.) 7 Sure-Fire Ways to Boost English Language Learners. Retrieved from http://busyteacher.org/13582-7-sure-fire-ways-to-boost-student-confidence.html 

Pesce, C (n.sd) Do You Make These Mistakes When Teaching English?. Retrieved from 

http://busyteacher.org/17173-teaching-english-do-you-make-these-mistakes.html

Marzano, R (n.d.) Marzano's Six Step Process to Teaching Academic Vocabulary. Retrieved from http://www.ncresa.org/docs/PLC_Secondary/Six_Step_Process.pdf