introduction to carlos goes to school

Using Carlos Goes to School in a ESOL

Preschool Classroom

Based on the Universal Design for Learning

(UDL) Approach

Purpose of Carlos Goes to School

There are many ESL students entering our schools. They need much assistance learning English and transitioning into the school environment. Books like ours are needed because they provide students with both language translations, provide new information, & identify with the students.

Carlos Goes to School

• Our book will help students learn important English words they will use daily in school. It will describe basic classroom objects and people. The book will help students communicate these words correctly as well. Social skills will be addressed to help students make friends and work well with others.

Why is UDL the best approach for Carlos Goes to School?

• UDL understands learners with disabilities are vulnerable to learning barriers

• Our learner has a language barrier and a developmental delay

Why is UDL the best approach for Carlos Goes to School?

• UDL meets the challenges of diversity by:– using flexible instructional materials– using varied instructional strategies– providing educators with tools to meet

learners’ needs

Carlos Goes to School providesmultiple means of representation

• The book provides an audio option.

• The book provides graphics that children can relate to.

• The book provides text and audio in both English and Spanish

Story Coaches

• Coaches are provided to help with Spanish translation, social interaction, and to introduce classroom objects.

Implementation• The teacher will orient students to the

classroom with games such as the name game to learn to communicate their name with others and make friends.

Implementation

• For optimal instruction, the book should be presented on a SMART Board for the students to easily view and interact.

Implementation

• Once the book is open, the teacher should use coaches at his/her discretion according to students’ needs.

ImplementationTeachers are encouraged to have flash cards with visual aids on them as well as the English and Spanish translations. If these are used throughout the day with the schedule and when interacting with objects, students will learn their routine and objects quickly and become comfortable in their new environment.

Implementation

After the story is complete, pages are provided at the end for assessment. The teacher will ask students which objects they recognize and if they remember their names in English or Spanish. The teacher will use review pages to remind students of the objects introduced throughout the story and to reinforce skills.

Implementation

Our team has also included an interactive game to assess the students ability to recognize classroom objects.

Implementation

It is also recommended that teachers use a sensory activity that allows students to touch objects in the classroom and discuss the texture. This will help students with communication skills and English language reinforcement.