Ideas for English Language Learners | Labeling Photos, Sequencing Passages and More

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via New York Times

 

By LARRY FERLAZZO

In the Picture Word Inductive Model, students identify words in a photo as a first step in building new vocabulary.

In the Picture Word Inductive Model, students identify words in a photo
as a first step in building new vocabulary.

 

Each month, Larry Ferlazzo, a teacher and edublogger, offers ideas for using recent Times articles, photographs and videos to engage English Language Learners — or any students for whom The New York Times can be challenging.

This month: a picture-labeling activity to build vocabulary; a video-making challenge inspired by a Times piece about a piano; a sequencing exercise for understanding complex passages; and, finally, a “noisy, fun, and rambunctious learning game well worth the organized chaos that ensues.”

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Teaching With Photos

Using The Picture Word Inductive Model

The Picture Word Inductive Model, originally developed by Emily Calhouncan be used with E.L.L.’s.

In the adaptation I use, I first choose an image that relates to the thematic unit we are studying at the time. (One source of wonderful photos is The Times’sYear in Pictures for 2012.)

For example, if we are learning about “home,” I might use an image from thisTimes slide show on children’s messy bedrooms and use this teaching sequence:

Monday: Invite students to identify objects in the photo and label a classroom version so it looks something like the photo at the top of this post, or like this one. As we go, I’ll also teach some vocabulary, and together we’ll end up with a total of 20 to 25 words. Students will then label their own personal copy of the photo, or related photos they find or bring in on their own.

Tuesday: Students put the 20 to 25 words into three or four categories of their choosing (words that have an “e” in them, words related to objects, etc.) and then, using dictionaries and their own knowledge, add five or so new words that fit into each of those categories.

Wednesday: I provide students with 10 to 20 “cloze” sentences that they have to complete using the words we are learning. One cloze might look like this:

The __________________ are on the ___________________.
desk floor clothes chair

Students then categorize the finished sentences again, in any way they choose.

Thursday: Students write several new sentences about the picture under each sentence category and turn each category into a paragraph. As students advance in their English skills, they can learn about introductions, topic sentences and conclusions.

Friday: They put their paragraphs together and choose a title. Voilà: Each student has an essay.

 

Read the full article at NY Times

 

 



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