Yet More Language Activities

Here are some more language activities for EL learners:

8) Split Dictation-Make two versions of the same text relating to content area you are covering, omitting different words in each text. Partner up students and create a barrier so they cannot see each other’s text. Students work collaboratively to solve each text.

9) Barrier Crossword- This one seems fun. Work in pairs, and again create a barrier. One student has the words of the crossword puzzle that go down, the other has the across words. Students give clues to what their word is (without saying the word) and the other student fills in his/her word. Students take turns giving clues until they both have completed all the words on their list. For example, if one student has the word, “erosion”, the other student would give clues to the word, such as “cause by wind and rain” etc. This forces students to use specific academic vocabulary.

10) Cloze Exercises- made to use with a topic that students are familiar with after a unit has been taught. Create a text using academic language and delete various words from the text. Students should be able to predict and fill in the missing words. I’ve used this task many times before, sometimes for homework, but have found it helpful to provide a word bank.

11) Word Walls- a bank of words displayed on the wall of the classroom. This can be key words the student is learning, or words that are necessary for combining particular ideas.

12) Sentence Matching- is an activity that helps students match “more spoken” and “more written” meanings. Choose sentences that are relevant to a subject or topic. In one column write spoken words (everyday language). In the other column write the same definitions in academic language. In pairs, students should work together to discuss then match the definitions. For example students match these: “There was no food and many people died.” with “Famine caused mass starvation.” Another extension of this would be to nominalize verbs. Attract becomes attraction. Chose words that are relevant to the topic you are discussing. This will help ESL students recognize academic language in the content you are covering, as well as help them in their writing.

Supporting Academic Reading

In line with what I already believed to be true, Gibbons states, “Many approaches and mainstream reading programs do not take into account the needs of EL learners, since most are based on the assumption that learners are already familiar with the spoken form of the language.” Also, she mentions how traditional basal readers tend to follow an approach of carefully controlled grammar and repetition and focus on sight words and phonics. Meaning is almost always sacrificed for form, and is unlike any authentic spoken language with which students are familiar. These programs (phonics-driven) are a disadvantage for ESL students because they offer few links to what these students know about their own language. This means that teachers will have to deviate from scripted curriculums or basals in order to meet the needs of their ESL students. In my next blog I will review some ways to teach reading in a way that supports academic reading.

 

 

 

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8) Split Dictation-Make two versions of the same text relating to content area you are covering, omitting different words in each text. Partner up students and create a barrier so they cannot see each other’s text. Students work collaboratively to solve each text.

 

9) Barrier Crossword- This one seems fun. Work in pairs, and again create a barrier. One student has the words of the crossword puzzle that go down, the other has the across words. Students give clues to what their word is (without saying the word) and the other student fills in his/her word. Students take turns giving clues until they both have completed all the words on their list. For example, if one student has the word, “erosion”, the other student would give clues to the word, such as “cause by wind and rain” etc. This forces students to use specific academic vocabulary.

 

10) Cloze Exercises- made to use with a topic that students are familiar with after a unit has been taught. Create a text using academic language and delete various words from the text. Students should be able to predict and fill in the missing words. I’ve used this task many times before, sometimes for homework, but have found it helpful to provide a word bank.

 

11) Word Walls- a bank of words displayed on the wall of the classroom. This can be key words the student is learning, or words that are necessary for combining particular ideas.

 

12) Sentence Matching- is an activity that helps students match “more spoken” and “more written” meanings. Choose sentences that are relevant to a subject or topic. In one column write spoken words (everyday language). In the other column write the same definitions in academic language. In pairs, students should work together to discuss then match the definitions. For example students match these: “There was no food and many people died.” With “Famine caused mass starvation.” Another extension of this would be to nominalize verbs. Attract becomes attraction. Chose words that are relevant to the topic you are discussing. This will help ESL students recognize academic language in the content you are covering, as well as help them in their writing.

 

Supporting Academic Reading

In line with what I already believed to be true, Gibbons states, “Many approaches and mainstream reading programs do not take into account the needs of EL learners, since most are based on the assumption that learners are already familiar with the spoken form of the language.” Also, she mentions how traditional basal readers tend to follow an approach of carefully controlled grammar and repetition and focus on sight words and phonics. Meaning is almost always sacrificed for form, and is unlike any authentic spoken language with which students are familiar. These programs (phonics-driven) are a disadvantage for ESL students because they offer few links to what these students know about their own language. This means that teachers will have to deviate from scripted curriculums or basals in order to meet the needs of their ESL students. In my next blog I will review some ways to teach reading in a way that supports academic reading.