I was observing a grade three class, and the teacher encouraged the student to record and depict a text to self connection they made while reading their chapter books during reading workshop.
I was curios to find out why she simply didn't allow the students to write down their answers instead of depicting it as well. She made it quite clear that she choose to do this because she did not want to isolate her ESL student from the learning process who had difficulty writing English.
I am curios to find out... how is this beneficial to the ESL Student?
During the first couple of years in an elementary ESL classroom, students cannot write English "off the top of their heads." At this state, they are encouraged to answer text questions by copying from their book. This technique is highly successful as students learn to read to find the answer. By copying the answer, they are getting practice in writing correct English.
The ESL students in this third grade class were able to feel successful by drawing a picture as well as demonstrating that they understand the concepts of the assignment.
Allowing the ESL student to record and depict their text-to-self connections can be beneficial for several reasons:
1. Language development: By encouraging the student to use visual representations, such as drawings or diagrams, they can express their thoughts and ideas even if they have limited English writing skills. This helps build their vocabulary and understanding of English by associating visuals with the language.
2. Inclusion and engagement: Drawing and depicting text-to-self connections provides an alternative means of participation for the ESL student, ensuring they are not excluded from the learning process. When they are able to actively engage in classroom activities, it boosts their confidence and motivation.
3. Comprehension and analysis: Recording text-to-self connections through drawing can enhance the student's comprehension skills. Visual representations require them to analyze the text, identify key elements, and determine the most meaningful connections to their own experiences. This deeper level of engagement promotes critical thinking and a deeper understanding of the reading material.
4. Differentiated instruction: By offering the option to record and depict connections, the teacher is providing a differentiated approach that caters to the ESL student's unique needs. This helps create an inclusive classroom environment where students with different abilities and language levels can thrive.
5. Multimodal learning: The use of visuals in addition to written responses takes advantage of a multimodal approach to learning. Some students, including ESL learners, may excel in visual-spatial processing, making visual representations particularly helpful for comprehension and recall.
Overall, incorporating drawings and visuals along with writing allows ESL students to actively participate, develop language skills, and deepen their understanding of the text. It supports their learning process while promoting inclusion and engagement within the classroom.