Group Lead Discussion of the ESL (English-as-a-Second-Language) Experience for Grades K through 3

Grade Level: K-3

Subject(s):

• Language Arts/Social Studies

Duration: 1 Session, 30-45 minutes in duration

Description: Many children have no concept of the ESL experience in America even though they may even be aware of kids in their own school that are enrolled in ESL classes. This group lead discussion is designed to begin a dialogue with young elementary aged children to help them begin to understand what some of their classmatesπ experiences might truly be like and the obstacles these children face in making a new home for themselves at school and in the U.S. Teachers can use A Gift for Sadia as a jumping off point to introduce the ESL experience to students.

Goals: To allow children to put themselves in the shoes of an ESL child through the reading and discussion generated from A Gift for Sadia. It is hoped that through learning about this culture, each participating student will develop a sense of empathy for immigrant children coming to a new nation and having to overcome language and cultural barriers.

Objectives: Students will be able to:

1. Have a general understanding of the ESL experience in contemporary America based upon reading and group discussion of A Gift for Sadia.
2. Be more able to relate to a child enrolled in ESL classes as a result of reading and discussing the book
3. Begin to think of ways they can help an ESL child in their community further adapt to his or her school and community.

Materials: A copy of A Gift for Sadia, and a white board with dry erase markers, or chalk board or other surface to record elements of group discussion.

Procedure:

Activity I: What does it mean to be an ESL Student

• Read A Gift for Sadia aloud to the class, allow them to sit closely to absorb the illustrations in the book (10-15 minutes)
• Before you read the book, ask the kids to think about how Sadia is feeling and why.

Activity II: Group Discussion of the ESL Experience

• Begin to lead students through a discussion of the ESL experience based upon A Gift for Sadia (sample questions below). Encourage children to find ways to relate to Sadia through personal experiences of their own. (10-15 minutes). Record their answers on the board.
• Have you ever moved to a new place?
• If so, what was it like? Give examples.
• Was it hard to make friends? Why?
• If you havenπt moved, have you ever started a new class or done and activity where you didnπt know the people you were withäwas it scary? How did it make you feel to have to meet new people and make new friends?
• Have you ever gone to or visited a place where they didnπt speak your language (English)? If so, how did it make you feel?
• Have you ever tried a recipe or eaten at a restaurant that is not one you normally go to? Was it scary to try something new? Why?
• Imagine that you have to start a new school and when you get there, nobody speaks to you in a language that you understand? How would you find your way around, how would you get your lunch or find the bathroom?
• Would it be hard to make friends? Why?
• What specific problems does Sadia have in moving to Rochester?
• Take a look at the Somali alphabet on the front end sheet of the book- ask the kids to try to figure out the lettersäask them to imagine reading books with those letters—would it be hard? (Thatπs what English letters looked like to Sadia.)
• When Sadia recited the English alphabet at the end of the book, does she get all the letters correct? If not, which one is missing? Why would she miss the ≥W≤? Does it matter? Remind them that we all make mistakes when we learn new things.

Activity III: Problem Solving List

• Based upon the list of things generated by the above questions, have the kids make a list of what students and teachers could do in the school to welcome these ESL students (10-15 minutes).

Assessment—Additional short follow-up for older children:

Based upon your group discussion, older children (2-3^rd graders) can break into small groups and generate an idea for a project that the classroom could complete in order to make ESL students in their school or another school feel more welcome, even on their first day! Have them present their ideas to the class.