Learning Activity to Support Bilingual
Anything that a student can hold in their hand, can be a powerful tool to alp them master Math concepts. As students are playing this activity, it is essential that the teacher sits with each pair of students, making sure that they have the Math concepts correct. Teachers should repeat numbers in English as the students count the number rolled with the dice. This activity in particular will help bilingual learners become at ease and become more comfortable with their peers. Students enjoy all hands-on activities and bilingual learners will enjoy this activity much more as they will not feel excluded from the rest of the class.
This activity can be adapted to any read level, as upper grades can either subtract or multiply using the same dice. This game can be adapted in many ways to reinforce simple or complex math. All versions of the game are best when used In small groups of two to four students; the larger the group, the less math practice each participant will get that is why it is important to stick to three or less players. Another way to adapt this same activity is by having three or more dice. They can find the sum of all the dice.
High academic students can roll the three dice, add the numbers of two of the dice, and then betray the number of the third dice. Bilingual learners will feel at ease with this activity due to the fact that the entire class will be working on the same activity (at different levels) and will not feel excluded. Science Anatomy Activity Name: Label the organs Butcher paper 1 OFF piece of butcher paper. Tape the silhouette on the wall. Have all students cut body organs out of butcher paper. Label them. Form two lines. An option would be to have a competition between boys and girls.
Player one grabs a body organ and tries to place it in the correct place on the silhouette. If player one looses then player two (opposite team) gets a turn. The goal is to place all body organs in the correct place. The teacher should say the name of the body organ as the student picks up the cut out. Bilingual learners will start learning the names of our body’s organs. Some of these names are difficult to remember and pronounce. This activity will help everyone especially bilingual learners, learn the body organs.
Because everyone is participating and everyone is on the same page as far as learning the names, bilingual learners will feel comfortable with this activity. It is important the teacher says the name of the body organs so that everyone knows the correct pronunciation. This activity can be adapted to many grade levels. Younger students can trace and color the body organs, while older students can go further and give any information that they know about each body organ. Students can learn about the human body’s complexity and how it adapts to its environment via engaging activities and assessments to measure student understanding.
I believe everyone will enjoy this activity and learn while having fun. Many dents know pin the tail on the donkey therefore this activity will be familiar to them. This activity will break the ice for everyone, but in particular bilingual learners who are still not comfortable participating in class activities. Everyone has the right to the same education, and this activity will allow for student success. Social Studies Geography Activity Name: Geography vocabulary spin off Spinner with geography vocabulary, globe Have students form a circle on the carpet. Each student will take turns spinning and answering questions.
The student with most correct answer wins. Each student, whether a bilingual learner or not, comes to the classroom with a unique array of background experiences and knowledge. This activity of course, will knowledge, we should be careful of having a distortion view of the bilingual learners. In this is a classroom game where you spin the wheel and students answer questions to score points, all students will verbally prove whether they have learned the concepts covered, or not. It is a fun and simple way of reviewing continents, countries, cities, and landmarks. All students will be engaged in one of or another.
Bilingual learners will have an opportunity to review again, and comprehend concepts they had missed previously. Lower grades can start by learning the name of their street, city, and state. They should learn any landmarks or important places in their town or city. Higher grades can develop their own questions as teams, and prepare the spinner for the game. Everyone should be engaged will playing this activity and everyone should feel at ease even if they do not give the correct answer. If student do not give the correct answer then the teacher should give the correct information.