Bell Activity
For ESOL students who are in the early production phase of their L2 acquisition, the teacher should read the writing prompt as to ensure they understand the assignment.
The teacher should monitor their progress and assist with clarification or reread the directions and prompt again.
The teacher can model this activity by responding to the writing prompt in the doc cam.
The teacher can ask provoking questions related to the writing prompts to give ESOL students something more to build upon. Relate the questions to what it was like for them to move to this town and how they overcame settlement issues.
Artifact Bag Activity
Explain this activity and read the directions several times.
The photos/realia associated with the artifact bag is helpful for ESOL students. It gives them visuals to associate with.
Group work is also beneficial for ESOL students as they have the interaction with native L2 speakers. They are able to work together and build comprehension further.
When discussing the contents of the artifact bag, ask ESOL students to point to the picture with a certain object.
Allow ESOL students additional time when selecting their favorite picture or item – they may not have the same connection as the mainstream students.
Forewarn ESOL students when they will be called upon to present their favorite item or picture as to allow ample time for preparation.
Ensure the ESOL student is taking notes on discoveries or questions when completing the artifact bag activity. Be sure to answer these questions as a class so the student has an understanding of the lesson.
Inquiry based questioning is beneficial for ESOL students because it allows them to think critically and explain verbally rather than write – which may still be a challenge if the student is in speech emergence or early production stage of their L2.
New World Adventure Activity
Group work is also beneficial for ESOL students as they have the interaction with native L2 speakers. They are able to work together and build comprehension further.
Having the notebook premade with written directions and lines to be filled in helps, it gives ESOL and mainstream students direction rather than staring at a blank page.
Explain this activity and read the directions several times.
Model completing a section of the notebook so students understand what is expected of them.
The art integration (drawing a map, ship, and flag) will ease the pressure of the ESOL student. Art is expressive without words.
Have the ESOL student take a leadership role if this is something more familiar to him/her in his/her L1 (Taiwanese students naturally enjoy leadership roles, for example).
Provide a word bank on the chalkboard for students to refer to.
Encourage students / groups to revisit the content section of the lesson to refresh their memory.
