Teaching Issues
I taught a lesson on categorizing. I introduced the lesson by reading the book, Mrs. McNosh Hangs Up Her Wash. In the story, Mrs. McNosh hangs up many different items on a clothesline, not only clothes. After reading the story, I showed the students my laundry basket. I told them I needed help sorting the items in the basket. I had items from four different groups; school items, food items, animals, and clothes. I did not tell them the groups before they began sorting, but I did place an item from each group in the circle where the group was to be sorted. The students were all able to participate in the activity by choosing an item from the basket and placing it in the correct group. They were all attentive and on task. I noticed that when my ELL students chose an item, my gen. ed. students wanted to help them, even when they didn’t need it. I had to make sure I reminded the students that they could not tell what the object was or what group it belonged in, unless it was their turn.
Second Language Acquisition
My ELL students seemed to enjoy the activity because they could see the other items that were already in categories, and this helped them to know where to place the item that they had chosen. They were able to be successful without fear of speaking. In order to encourage the students to speak, I asked all of the students say the name of their chosen item. I especially wanted my ELL students to practice their English by naming the items they had chosen. I didn’t want them to feel singled out, so I asked all students to name their chosen object during this activity. If one of the ELL students could not name the item they had chosen, they could get help from a friend and then they could then repeat the name of their chosen item. I also let the ELL students tell us how to pronounce the item in Spanish and the gen. ed. students repeated it. This made the ELL students feel special because they were able to teach us their language. In Kindergarten, repeating words and phrases is a great way for students to learn new language. Also, by giving the students their choice of which object to choose, the ELL students could choose an item that they were familiar with.
Ethnographic Perspectives
The name of some of the items that the students were to sort into categories were familiar to both the gen. ed. students, as well as the ELL students. Some of the items’ names are the same in English and in Spanish. I feel that using items that are familiar to all students gives them a chance to be successful. If students have the chance to feel successful, they will be willing to take chances during future lessons. One of the concerns that I saw during the lesson, was that the ELL students did not know the English names of all of the items. I feel that if they have the chance to learn more vocabulary, they will be better able to use the skill of categorizing.
I taught a lesson on categorizing. I introduced the lesson by reading the book, Mrs. McNosh Hangs Up Her Wash. In the story, Mrs. McNosh hangs up many different items on a clothesline, not only clothes. After reading the story, I showed the students my laundry basket. I told them I needed help sorting the items in the basket. I had items from four different groups; school items, food items, animals, and clothes. I did not tell them the groups before they began sorting, but I did place an item from each group in the circle where the group was to be sorted. The students were all able to participate in the activity by choosing an item from the basket and placing it in the correct group. They were all attentive and on task. I noticed that when my ELL students chose an item, my gen. ed. students wanted to help them, even when they didn’t need it. I had to make sure I reminded the students that they could not tell what the object was or what group it belonged in, unless it was their turn.
Second Language Acquisition
My ELL students seemed to enjoy the activity because they could see the other items that were already in categories, and this helped them to know where to place the item that they had chosen. They were able to be successful without fear of speaking. In order to encourage the students to speak, I asked all of the students say the name of their chosen item. I especially wanted my ELL students to practice their English by naming the items they had chosen. I didn’t want them to feel singled out, so I asked all students to name their chosen object during this activity. If one of the ELL students could not name the item they had chosen, they could get help from a friend and then they could then repeat the name of their chosen item. I also let the ELL students tell us how to pronounce the item in Spanish and the gen. ed. students repeated it. This made the ELL students feel special because they were able to teach us their language. In Kindergarten, repeating words and phrases is a great way for students to learn new language. Also, by giving the students their choice of which object to choose, the ELL students could choose an item that they were familiar with.
Ethnographic Perspectives
The name of some of the items that the students were to sort into categories were familiar to both the gen. ed. students, as well as the ELL students. Some of the items’ names are the same in English and in Spanish. I feel that using items that are familiar to all students gives them a chance to be successful. If students have the chance to feel successful, they will be willing to take chances during future lessons. One of the concerns that I saw during the lesson, was that the ELL students did not know the English names of all of the items. I feel that if they have the chance to learn more vocabulary, they will be better able to use the skill of categorizing.
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