Like most pre-k students, my ESL students are experiencing the school setting for the first time. They bring much energy, enthusiasm, and excitement with them to their classrooms. Unlike most of their peers, my students are dual language learners. They are learning and developing pre-k concepts and skills, and at the same time learning and developing a new language--that’s a lot of work for three and four-year-olds.
There are 15 languages other than English spoken by my students and their families.
Spanish, French, Arabic, and Vietnamese are some of the most prevalent languages. Some students begin school with a limited English proficiency, but most of my students are non-English speakers. Our goal is that these students eventually develop bilingualism and biliteracy in their home language and English. What an incredible skill to have.
My Project
I would like to purchase hands-on materials that will support pre-K ESL students' learning about plant and animal life cycles. The requested materials include specimen sets, 3D manipulatives, and a theme box with a greenhouse window for actual scientific observation of plant cycles, among other materials.
The educational materials listed above will a) support my students' learning about grade level life science concepts, b) support students’ development of academic vocabulary, and c) assist my students in demonstrating their knowledge and what they have learned about these topics.
Students will be able to make up-close observations with the specimen sets and will be able to interact with the 3D models of living things in the different stages of a life cycle. Instead of simply hearing from a teacher, or a book read aloud, that frogs begin as eggs, then become tadpoles, then froglets, etc. students can observe models closely and arrange in sequential order.
The hands-on manipulatives, color photographs, and greenhouse viewing window will also help students' development of new academic vocabulary. Students will have access to detailed, life-like visuals that bring meaning to new vocabulary including sprout, seedling, roots, etc.
Students who are learning English as a second language can also use these materials to demonstrate their existing knowledge about life cycles or to show what they have learned during the unit. Many of my students are still developing the language skills required to TELL or DESCRIBE a life cycle. But, using the manipulatives, these students can show their understanding by arranging models in sequential order. This provides the students with opportunities to be successful at school while they are still mastering the language and shows teachers what concepts have been mastered by the student and what concepts require further instruction.
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As a teacher-founded nonprofit, we're trusted by thousands of teachers and supporters across the country. This classroom request for funding was created by Mrs. Hall and reviewed by the DonorsChoose team.
