Reflection: ELL Students Create an Animal - Exploring Ideas - Section 2: Explore and Write


The student who created this hoseblul_was so excited by his idea his enthusiasm was contagious.  That joy for learning is precious and that's why I do my best to be very attentive to how I phrase things when I correct them.  It was clearly from speaking with this ELL student that in his head he had a thorough and complete description "written" about this animal.  My job was to then talk to him, remind him to speak in complete, clear sentences, transcribe it so he didn't lose his train of thought, and then prompt him as he copied the ideas in his head down onto the paper.  In his head he thinks so quickly, and bilingually, that I think it's hard for him to understand why it's so difficult at time to get the same thoroughness on his paper.  I know with time and continued support he will become a masterful writer because he is building a powerful dual language vocabulary, has a talent for making cross-curricular connections, and is energetically creative.  These are all strengths I point out to him, in context, when we work together.  I remind myself constantly that even some of these students who have been labeled as meeting the English proficiency bar are still often thrown back into situations where they need that latency period to think, listen and absorb new language constructions.  Science content work is definitely one such area.

  ELL Students: Encouraging Students During the Process of Revision
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Create an Animal - Exploring Ideas

Unit 11: Life Cycles
Lesson 7 of 7

Objective: Students will take notes about different animal characteristics, responses to the environment, and group behaviors.

Big Idea: Students will create several animals and describe their characteristics, response to the environment, and group behaviors.

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13 teachers like this lesson
Science, Life Span, life expectancy, life
  50 minutes
create an animal lesson image july 1 2015
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