Gather Materials and Supplies

Here are some of the items you may want to include in your language learning area. Don't put everything in at once. It's too confusing. The items you may want to include are:

• iPads and earphones

• computer and iPads with programs/apps appropriate for newcomers.

• photocopies of activities for newcomers. Keep photocopies in a loose-leaf binder, a large envelope or a folder with pockets.

• labels for classroom objects and places

• a picture file (class-made or commercial)

• well-illustrated magazines for cutting out pictures

• blank 3"x 5" index cards to be used for flash cards or concentration games

• a picture dictionary

• home-language magazines with lots of pictures

• home-language story and literature books at the appropriate reading level.

• non-fiction picture books from the library that cover the same science, health, and social studies materials you are currently teaching.

• texts that have been written especially for ESL students in the content areas. Choose books that are well illustrated and have controlled vocabulary.

• beginning phonics books

• picture books and well-illustrated beginning- to- read books

• simple games: dot-to-dot activities, word searches, concentration games, sequencing activities, jigsaw puzzles

• an "object" box - a small box full of small manipulative objects for beginning vocabulary or phonics learning.

• flash cards such as alphabet or vocabulary/picture cards.

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Make up individualized "Starter Packs"

Choose work that enables entry-level students to work independently. The directions for this work should not be too difficult to explain to students who speak no English. Here's how to set one up:

• Select appropriate pages from beginning level ESL materials. (It isn't necessary for students to work through all the pages from beginning to end.)

• Reproduce them and keep them in a large, clearly marked folder. (Three-hole punch them so students can keep them neatly in their own binders.)

• Add any other materials that you have found work well with beginners. Omit sections or pages that are not appropriate to your students' needs.

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Establish a Regular Routine

At first, everything will be chaotic to your non-English speakers. Give them help in organizing time, space, and materials. Make a schedule to give your students a sense of structure. Tape it to their desks, or have them keep it in the front of their ESL notebooks. Send a copy home so that parents can help their children feel more connected to the classroom. Finally, remember that your ESL students need to be a part of your class. Be sensitive to this when assigning work. Don't isolate ESL students from their peers with separate work all day long. When necessary, a buddy or volunteer can work with your newcomers.

Activities for Newcomers

You've got brand new students just entering the school. They speak little or no English. You feel a sense of panic. What do you do first?

Determine whether your students know the Roman alphabet. If not, you need to allow time for plenty of practice. Those students who do know the Roman alphabet may not know or be able to read in cursive. In some cultures, however, students are taught to write in cursive first.

2. Ask bilingual parents to help newcomers during those first weeks. Go to parent volunteers to find out how to get help. Appoint buddies to work with your new students.

3. Make up a packet of beginning activities. Introduce colors, numbers, shapes, number words, body parts, and survival vocabulary. Once your students know their color words they can do a variety of activities.

4. Next, start with the school environment. Students make flash cards of the items they see in their classroom.Buddies can provide them with plenty of help.

• To introduce the classroom vocabulary to new students, point to the object or picture and say each word in English.

• Have students repeat each word after you if they are verbal. (It's normal for a student to have a silent period. and this should be respected.)

• Ask students to point to each item as you name it.

• For those students who are ready to speak, indicate an item and ask, "What is this?" Students who are literate in native language can use the school words as a basis for reading and writing activities in English.

• Have students write a sentence for each card using a frame that you provide. "This is a _______".

• You may wish to provide students with a folder for keeping their work together. Organizing them is this way will enable them to more easily refer to the cards during other activities.

5. Provide students with a second set of cards. Have them use the cards to make flash cards, concentration games and sorting activities.

6. If students are ready to speak, provide a model question /answer conversation starter. For example on the classroom pages, begin with " Is there a chair in the room?" and progress to " Is there a book or a pencil on the desk?"

7.When students know the names of ten small items in your classroom, play this game:

• Put six to ten items on a table and cover them with a cloth. Items may include a pen, pencil, eraser, marker, crayon, rubber band, stapler, ruler, scissors, book, paper, etc.

• Give the students a few minutes to look at the items. (The length of time will depend on the age and ability of the students.)

• Have students cover their eyes while you remove one item.

• Allow students to guess what was removed. The student who guesses correctly, gets to remove the next item.

8.For a short time each day, have your students practice their English using a computer program or a book with cassette tape. Do not overdo this as students need to interact with peers in order to learn English.

9. Make a picture dictionary. To make a picture dictionary, staple sheets of construction paper together and have students cut pictures out of magazines. Use categories which complement your curriculum (for example, a Healthy Foods section to go with your health unit on nutrition). Encourage students to add to their Dictionary whenever possible. This is an excellent cooperative learning activity that mainstream students can share in.

10.Make a vocabulary poster. To make a vocabulary poster have students work in cooperative groups. Have each group of students cut pictures from magazines and label them to create large posters of categories of common vocabulary words. Categories might be food, clothing, body parts, colors, animals, playground scenes, family groups, classroom, street scenes, house and furniture, or transportation. Display the posters in your classroom.

11.Read to your newcomers every day. This reading must be accompanied by pictures, gestures, dramatic voice to convey meaning. What great practice this is for mainstream first and second graders who are learning to read themselves.
 

by Judie Haynes at www.everythingesl.net