Successful Strategies for Newcomers





 It's been a very busy start to the school year. We are building community and laying a foundation for a good year in US History and Language Support-History. Today's post is about the success we are finding in LS History, specifically with listening, speaking, reading, and writing practice activities.

My students in this class are very capable and strong learners, but they struggle with the English language. Striking the balance between finding and creating age-appropriate materials for newcomers that are challenging, yet language-appropriate, is always essential. Two activities my Historians have really enjoyed so far are playing Gimkit to review the concepts related to the 5 Themes of Geography, and, to my surprise, performing in front of their classmates!

I created a short two-person skit related to ordering food in a restaurant (we are going out to breakfast as a Language Support team early next week). Students watched my co-teacher parapro and I perform the skit first, then received the skit script cut into sentence strips. Groups arranged the strips in proper order, after discussing which sentence strip would be first. Students selected a role, created a prop (we all had a really good laugh with how silly my model prop drawing of a plate of food looked!) and performed the skit in front of our class, building community and respect in the process.

As we continue content-related skits in the future I will continually remove scaffolds to challenge our listening, speaking, reading, and writing abilities. This first skit activity was a pleasant surprise for me--they loved it!


Comments

Post a Comment

Popular posts from this blog

Historical Perspective and Peel the Fruit Thinking Routine

Image
Practicing historical perspective is an essential social studies skill. Historical perspective is being able to step into a historic situation and examine the motivations, biases, and beliefs of a person or group of people. Students have to revert to the beliefs of a group of people even if those beliefs completely contradict the views we have today. They must weigh decisions based on the situation of the time, not necessarily how situations are viewed today. The C3 Framework for Social Studies states that "Historical understanding requires recognizing this multiplicity of points of view in the past, which makes it important to seek out a range of sources on any historical question rather than simply use those that are easiest to find. It also requires recognizing that perspectives change over time, so that historical understanding requires developing a sense of empathy with people in the past whose perspectives might be very different from those of today." http://www.so
Read more

Name That Executive Role!

Image
Students today learned about the many roles of the head of the Executive Branch, the President of the United States. I found several images of former Presidents in these roles--can you guess which is which? Post your answers below or email them to me. Choices: Commander-In-Chief Chief Executive Political Party Head Chief Diplomat 1.  President Eisenhower 2. President George HW Bush (on the right side of the picture) 3. President Franklin Delano Roosevelt  4. President Reagan meeting with British Prime Minister Margaret Thatcher (this one's a bit of a giveaway!)
Read more

Industrial Revolution Haiku

Students have been learning about the Industrial Revolution in the mid1800s and how it changed life in New England. Today students processed their learning by creating haiku poems on the subject. They were challenged to think about and evaluate this topic within the structure of a haiku, a 3 line poem with 17 total syllables--5 in the 1st and 3rd lines and 7 in the second line. The poems have been impressive and some will be posted here soon.
Read more