Personal and social development
- in large and small groups, at learning centres, during routines, and while interacting with others;
- using materials to show what they know and can do;
- trying new things;
- taking turns.
- where ELLs start to read in a book;
- if ELLs model the rhythm of language after hearing read-alouds;
- if ELLs point to words of familiar poems during shared reading;
- writing samples (e.g., names, signs, lists);
- vocabulary recognition (e.g., pointing to letters and words);
- making names with magnetic letters or other classroom materials;
- if ELLs take books home;
- how ELLs interact with computer software.
- 44 Supporting English Language Learners in Kindergarten
- sorting, patterning, placing;
- placing objects in groups;
- pointing to what comes next while the teacher is modelling a more complex
- adding or taking away objects in a set;
- voting on a class graph;
- using different counting strategies (e.g., tagging objects, counting in their fi rst language, putting one place setting for each person in the home centre); building with pattern blocks and geometric shapes, watching to see if they are learning about the blocks’ and shapes’ attributes (e.g., Are they using shapes to create a stable base?);
- making decisions about the materials (e.g., putting more sand in a scoop; adding more blocks or taking away blocks to make a structure more stable).
Science and Technology
- demonstrating what they observe (e.g., pointing to objects during a class walk, putting their hands under objects to test if they are fl oating or sinking);
- beginning to use contextualized language, such as, It do this or Look.
Health and Physical Activity
- small and large muscles, spatial sense, and balance are developing as the ELLs play games or participate in activities outside or in the gym;
- the ELLs use equipment (e.g., climbing apparatus, balls, sand tools).
- how ELLs use materials;
- the choices that ELLs make in their artwork (e.g., Do they mix colours? Do they use different textures?);
- ELLs during music activities, since children who are silent in other contexts often participate in songs and chants; how ELLs follow actions even when they don’t understand the words.