1. Meeting the Needs of English
Learners in After School Programs
Part 4:
Enrichment Time

2. Agenda
7:30-7:35am Opening and Welcome
7:35-8:15am English Leaners: Enrichment
Time
8:15-8:20am Break
8:20-9:05am Common Core Testing
9:05-9:30am Action Plan

3. • Enrichment is the perfect time to enhance
vocabulary development. Each subject area has
its own unique terms and phrases, vocabulary,
sets of skills, and directions.
• You can support the work of English learners by
using pictures, visual aids, graphic organizers,
charts, and partner work to clarify directions
and the purpose of different activities.

4. Objectives
• Learn activities to use with English Leaners to
practice English during Enrichment
Activities

5. Enrichment: Photography
Consider the following terms commonly used in classes
dealing with photography:
• vantage  matte  portraits
• vibrance  image  objects
• dimension  film  magnify
• texture  focus  glossy
• theme  darkroom  background
• perspective  contrast

6. • This is highly specialized language. Many English learners may not
be familiar with these terms, yet they will encounter them
frequently when it comes to participating in photography
• Staff can assist English learners in accessing this type of language by
drawing pictures, searching for examples of images online, drawing
diagrams, and having students act out the definitions or application
of each word
• It is important for English learners to become comfortable using
these words in conversation, understanding what they mean when
they encounter them in text, and having a command of these terms
in both reading and writing, listening and speaking.
Ex. magnify glossy vs matte

7. Your Turn!
Each table group will be assigned a word pertaining to
photography. With a partner discuss how you might make
this term accessible to English learners in
meaningful ways.
• vantage  matte  portraits
• vibrance  image  objects
• dimension  film  magnify
• texture  focus  glossy
• theme  darkroom  background
• perspective  contrast

8. Elementary
• dance
• music
• theater arts
• multi-media
• photography
• science
• clubs
Middle
• robotics
• drum line
• dance
• band
• solar cars
• cooking
• arts & crafts
High
• music
• cheer
• dance
• drill
• zumba
• drum line
• jazz band
• drama
• photography
• cooking
• Choose an activity that corresponds to your student grade levels
• Use a bubble map to brainstorm terms commonly used in this
enrichment area
• Then choose 3 to 5 terms from your bubble map, and discuss how to
make each term meaningful and accessible to English learners

9. Active Engagement and Participation
• Choral reading
Educational researchers have found a strong
correlation between reading and vocabulary
knowledge. In other words, students who
have a large vocabulary are usually good
readers. This is not very surprising, since the
best way to acquire a large vocabulary is to
read extensively, and if you read extensively
you are likely to be or become a good reader!

10. Active Engagement and Participation
• Echo reading
Educational researchers have found a strong
correlation between reading and vocabulary
knowledge. In other words, students who
have a large vocabulary are usually good
readers. This is not very surprising, since the
best way to acquire a large vocabulary is to
read extensively, and if you read extensively
you are likely to be or become a good reader!

11. Active Engagement and Participation
• Cloze reading
Educational researchers have found a strong
correlation between _________ and
vocabulary knowledge. In other words,
students who have a large ___________are
usually good readers. This is not very
surprising, since the best way to _________ a
large vocabulary is to read extensively, and if
you read ___________ you are likely to be or
become a good reader!

12. Graphic Organizers
Circle Map
How to create this map:
1.In the center of your paper write the topic or idea that you are
thinking about. Then draw a circle around it.
2.Brainstorm all of your thoughts about this topic/idea and write
(or draw) then around the circle. When you’re finished, draw a
large circle around everything.
3.Draw a box around the outside of all of this to create your
“frame of reference.” Write how you know what you know or
what influenced your thoughts.

13. Tree Map
The three map is used for classifying and
grouping. This map is used to sort things or
ideas, categories or groups. New categories can
also be created.

14. Bubble Map
How to create this map:
1.In the center of your paper write the topic or idea that you are
trying to describe. Then draw a circle around it.
2.Write a word that describes the topic outside of the center.
Then circle it and connect it to the topic with a line.
3.Continue this process until you do not have anything else to
add.
4.Do not forget to add your “frame of reference.”

15. Double Bubble Map
How to create this map:
1. Near the center of your work space write the
names of the two things that are being described.
Each item should be in its own circle with space
between the circles for details.
2. In the middle of the two things being compared,
write the common qualities. Each quality should
have its own circle and should be connected with a
line to the original item circles.
3. On the outside of each original circle, you should
write descriptions that are unique to each item.
Every idea should each have its own circle and
should only be connected with a line to what it
describes.

16. Flow Map
The flow map is used for sequencing and ordering
information. Students can use it to identify the relationships
between stages and substages of an event (or order or numbers,
operations, steps, etc.) They can be used to explain the order of
events.

17. Multi Flow Map
How to create this map:
1. In the center of your paper write the event that you are thinking about.
Then draw a box around it.
2. To identify something that caused the event to happen, write it to the
left of the box. After writing, put a box around the statement and draw
an arrow pointing toward the center.
3. To identify something that was an effect of the event, write it to the right
of the center box. After writing, put a box around the statement and
draw an arrow from the center to the right.

18. Evaluation
Link to evaluation will be emailed to you