We know it is our job as educators to provide effective learning activities for all children and their families. Often, it can be
We know it is our job as educators to provide effective learning activities for all children and their families. Often, it can be intimidating for families that are learning both a new culture and language to participate in learning opportunities in their child's program.
It is important that we are mindful of providing activities that are appropriate for culturally and linguistically diverse families. The first step to ensure we are doing this is to critically analyze what it is we are expecting from families.
As you prepare activities that involve families, ask yourself, is this activity one that families can do together with minimal
language support? Does the activity include opportunities for hands on, interactive participation?
To complete this assignment, first review and analyze the Example Activity: **Attached below**
Next, download the template, Activity Analysis Template. You will use this template to complete the rest of the assignment. **Attached below**
Based on your analysis of the example activity, address the following:
- Identify two (2) ways that this activity is effective in engaging English language learner (ELL) families.
- Identify two (2) ways that this activity might be ineffective in engaging English language learner (ELL) families.
- Make two (2) recommendations for improvement to this activity.
In School Activity Example
Age group: 5-year-old children and their families
Name of Activity: Vocabulary Card Match
Objectives:
To practice: vocabulary using both English and their native language.
To try: to use a physical response to represent the vocabulary words.
To discover: the meaning of English words for things in the world around them.
Domain in PILES promoted by the activity. (Check those that apply and explain how your activity will promote that domain)
|
Domain |
X = |
How the Activity will Promote the Domain |
|
Physical |
x |
Children will use a physical response as a part of vocabulary building. |
|
Intellectual (Cognitive and Creative) |
x |
Children will be learning new words or the words in English. |
|
Language |
x |
Children will be learning new words or the words in English. |
|
Emotional |
||
|
Social |
x |
Children will work with their families to complete the activities. |
|
Activity Preparation |
Materials needed:
|
1 |
Vocabulary cards with words in English and the child's native language (for example, shoes and zapatos). They should also have picture clues to aide in the matching. |
|
2 |
Stuffed animals or objects for each child. |
Preparation of area or materials needed in advance: Get cards ready for each family/ child set and have stuffed animals ready.
How event will be advertised: email, parent newsletter, notes home
Implementation of Activity
Brief description of activity: Children will work with their families to match vocabulary word cards that have one word in English and its counterpart in their native language. Picture clues will be on the cards to help the families. Children will use a physical response to demonstrate certain words such as “under”: the student would put the stuffed animal under a table. If the word was “behind” they might demonstrate this by putting the stuffed animal behind their backs.
Location where activity will be conducted: early childhood education setting
Possible challenges with this activity: constructing word cards in the languages
Accommodations for ELL families: it is designed for them
Confidential & Proprietary Rasmussen, 2010
,
Module 02 Written Assignment – Activity Analysis
Type your responses below and submit the completed template to the assignment dropbox for grading.
1. Identify two (2) ways that this activity is effective in engaging English language learner (ELL) families.
· [type here]
· [type here]
2. Identify two (2) ways that this activity might be ineffective in engaging English language learner (ELL) families.
· [type here]
· [type here]
3. Make two (2) recommendations for improvement to this activity.
· [type here]
· [type here]
References:
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