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10 Innovative Formative Assessment Examples for Teachers to Know

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Try these innovative formative assessment strategies in your classroom! Contact us today to learn more about how we can help you transform learning.

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How can a kindergarten teacher find the time to assess? {Really! How is it possible when most of our testing is done one-on-one?} Can I tell you that I don't have the answer for everyone. What I can share are the solutions that work for me.

Each of our classrooms runs differently and we are different people, with different teaching styles, so this can't be the end-all be-all kind of deal. I highly recommend trying out a few things and seeing what works best for you!

When I'm talking about testing here, I'm referring to the casual and standardized... the stuff we do for report cards, lesson planning and for documentation.

These are four ways that I plan assessment into what we do on a regular basis.

Take notes during small groups

Often I find that I have a very good idea of what my kinders are capable of, or struggling with. I can be pretty precise in recalling this information when it comes to planning my next set of lessons. What helps me be so specific is writing down what I notice.

If I write down something I notice while working in small groups, I am 10x more likely to recall that specific tidbit about my students without needing to refer back to my notes. But, if I can't recall, then I've got the notes to jog my memory and help me know where to go!

Give a quick assessment during small groups

This can be done one of two ways, while students are working in the group on something independently, you can give an assessment to each child. Normally these should be quick so that you can get through 5-6 students in one sitting.

Sometimes, I will stagger my starting time. I will start a child on an assessment and while they get working, I explain the directions to another child and then divert my attention back to the first child. This style changes upon the assessment and often works better in math and handwriting.

You can also give an assessment in small groups, where you give directions to the entire group and with dividers up, each student can work independently. You are close in proximity which helps for repeating directions, but with this method, I recommend always having an activity planned for when they finish so they avoid interrupting each other.

Pull individually during small groups

This one may be the most obvious and seemingly time consuming. I normally choose to break our normal GR schedule once a week in order to be assessing all throughout the year. Four out of five days is instructional (with running records being taken) and the fifth day is for assessments in literacy that are for report cards, Dibels and such.

I know that some schools have to adhere to the 90-min. instructional literacy block and we do too. But this includes assessment time, and this is how I break mine up. I feel better prepared doing assessments on one day, but I know that others may prefer to pull a few groups and replace their last group time with a batch of assessments on a daily basis.

Plan it

Sometimes you can use class work. I've found that I can use this best when the assessment relates naturally to what we do in class. In math, for example, I love using the work that students do in their math journals at the recording zone. This is for two reasons.

First, I can see their progress because I have planned enough entries that are similar, so growth is shown across one concept. Secondly, we take out the possibility of testing error that they "don't know what to do."

I mean how successful would a student be for the first time filling in a bubble test if no one ever explained to them what they were supposed to do?

Just an example, but my point is, they have to understand how to do the test, and then can they show that they know or don't know the content.

{know what you want the assessment to look like}

So, if you can plan things that look or feel similar to how you will be assessing, I recommend implementing whenever possible. Your ability to use in-class work will be that much more successful and your time will be well spent.

You'll notice that I didn't mention anyone else helping out with testing... in my room, its just me and 24 kinders, so this is how I've figured it out.

These four ways have been my go-to formats for figuring out how to get assessing into my classroom on a regular basis. To answer the earlier question, "How can a kindergarten teacher find the time to assess?" the answer simply is, she plans time to assess.

I shared before how assessing weekly has made me a better teacher so I hope that if you're looking for ideas on assessing, you'll be able to find what works for you!

If you like what I do here on KindergartenWorks, then be sure to subscribe today. I look forward to sharing ideas with you weekly.

More Assessment

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how to assess in kindergarten - just me and 24 kinders | KindergartenWorks

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How can a kindergarten teacher find the time to assess? {Really! How is it possible when most of our testing is done one-on-one?} Can I tell you that I don't have the answer for everyone. What I can share are the solutions that work for me.

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With years of teaching kindergarten, 1st grade, and 3rd grade under my belt, I'm often asked if kindergarten is the easiest to teach. My reply? "No!" Teaching kindergarten requires crafting a program that is equal parts academics and social/self-care skills. While later grades still need to address the social and self-care skills, more focus tends to be placed on the academics. Now that isn't to say I don't need to stay on top of the academic piece. With individual states and the federal government focused on standardized testing, kindergarten is the new 1st grade, meaning there is more content that my young students need to learn.

Among the recent curriculum shifts is the move to start literacy instruction in kindergarten rather than 1st grade. The expectation is that each student will reach a certain level by the time they leave my class, but they are coming in with a wide range of skills and abilities. In order to help them all achieve the level of learning expected from today's kindergarteners, I need to have a clear picture of where each one is starting out from: that's where assessment comes into play.

In the fall, around the fourth week of school, I begin with three formal assessments:

Developmental Indicators for the Assessment of Learning (DIAL)

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

Hearing and Recording Sounds in Words

After administering the DIAL for articulation and expressive and receptive language, the DIBELS for initial sound fluency and letter naming fluency, and Fountas and Pinnell's rhyming assessment, I follow up with several informal evaluations to round out my profile of each student:

Hearing and Recording Sounds in Words by Marie Clay

a writing sample

an alphabet identification inventory

Conditions for Screening

These assessments comprise part of my school's initial screening for students entering kindergarten. To prepare, I make sure that everyone is aware that it's assessment time. This helps us avoid schedule conflicts and attendance problems. A notice is sent home to parents informing them when the screening will take place. Colleagues are informed of the space being used through notes in their mailboxes and a sign goes up on the door on the days of the screening. The library, cafeteria or other quiet place is reserved to administer the assessments.

For the screening, it's important to have materials on-hand. Being organized and prepared myself helps the students relax. I stock up on sharpened pencils, scrap paper, timers or stop watches and clip boards and make sure there is an accurate clock in the room. I also like to have paper and markers and books available for students who are in between assessments.

I keep Post-it notes on the files containing an individual student's paperwork, allowing teachers to check off assessments as we each do our piece. It allows me to see at a glance what a student has been tested on.

During the screening, the occupational and physical therapists, speech teacher, early childhood coordinator, and curriculum coordinator help me to administer. I have a substitute teacher working with the aide in my classroom, allowing me to concentrate on the task at hand.

Focusing on Students' Individual Needs

Although I'm trying to balance timed assessments while calculating and recording results, it's important for me to pay attention to cues that show students are feeling overwhelmed or stressed. I want to be able to pick up on the frown or puckered lip that foreshadows frustration. When I do, I'm not beyond responding with praise or humor. A tried and true response: "I'm noticing this question is hard for you. You're doing great. We're almost done." A quick joke or a funny voice might do the trick, or even a pat on the shoulder.

When the screening is complete, the data is entered into a color-coded Excel spreadsheet. The team that administered the screening meets, along with the principal, and decides what interventions might be appropriate. Some of these include Lexia, Great Leaps and small group direct instruction. I also refer to Susan Hall's I've DIBEL'd, Now What?, Phonemic Awareness in Young Children, Jo Fitzpatrick's Phonemic Awareness: Playing with Sounds to Strengthen Beginning Reading Skills, and Pinnell and Fountas' Phonics Lessons. These great books are packed with literacy ideas to address specific areas.

Letters are then sent home to parents, either informing them that their child passed the screening without any concerns or that a rescreening would be appropriate at a later date to look at an area of concern. Another letter is enclosed, including tips for games and activities that will address and help strengthen that skill. A rescreening date is then scheduled and the team is ready to hit the ground running.

I think one of the reasons my school is so successful at identifying the needs of students is that we take an organized approach to assessment. With portfolio assessment and work sampling supplementing the screening assessments, it would be difficult for a student to fall through the cracks. And with all the wonderful data gathered, I'm able to plan curriculum that is relevant, challenging and fun.

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Assessment Strategies for the "New" Kindergarten | Scholastic

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With years of teaching kindergarten, 1st grade, and 3rd grade under my belt, I'm often asked if kindergarten is the easiest to teach. My reply? "No!" Teaching kindergarten requires crafting a program that is equal parts academics and social/self-care skills.

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CORDUROY'S BEST HALLOWEEN EVER Children's Read Aloud

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Halloween drawing is fun and easy when you have step by step instructions. Free PDF downloads are available for each and every project.

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Early childhood education can play an essential role in preparing young English language learners (ELLs) for later success in school. Children who have an opportunity to develop basic foundational skills in language and literacy in preschool enter kindergarten ready to learn to read and write (Ballantyne, Sanderman, & McLaughlin, 2008).

But how can early childhood educators know if their programs are providing children with the skills they need? This article will describe some of the methods and strategies that research has proven effective in preparing young ELLs for kindergarten.

Language Development for Preschool ELLs

Essential to any preschool program for ELLs is effective instruction in language development. Children need explicit instruction in English vocabulary, as well as opportunities to hear and speak the language throughout the day. Examples of strategies are listed below.

5 Classroom Strategies: Language

Provide explicit, systematic instruction in vocabulary.

Children require multiple exposures to words in order to develop a rich understanding of their meaning and use. Teachers should make a point of introducing interesting new words for children to learn into each classroom activity (Tabors, 2008).

Presenting vocabulary thematically helps children make associations between words and scaffolds students' learning (McGee & Richgels, 2003).

Read-alouds that include explanations of targeted vocabulary can support word learning (Brabham & Lynch-Brown, 2002; Coyne, Simmons, Kame'enui, & Stoolmiller, 2004), as can dramatic play organized around a carefully chosen theme (Barone & Xu, 2008; Tabors, 2008).

Ensure that ELLs have ample opportunities to talk with both adults and peers and provide ongoing feedback and encouragement.

English language learners need lots of opportunities to engage in social interactions with other children, but they also need support from adults as they develop the language skills they need to negotiate those interactions (Ballantyne et al., 2008). You can use the following strategies to foster social interaction:

For group activities, pair English language learners with children who have strong English language skills, and make sure that all the children who speak the same home language (L1) are not grouped together (Barone & Xu, 2008).

Provide opportunities for self-directed activities so that ELLs can choose activities that match both their interests and their language abilities (Bunce & Watkins, 1995).

Encourage child talk by providing prompts when children need help in expressing themselves (e.g., "Tell Bobby, 'May I have the red crayon now?'").

Use open questions, or questions that can have multiple answers, to help ELLs expand their own utterances (e.g., "Why do you like this doll best?" instead of "What is this doll's name?").

Expose ELLs to rich language input.

Exposure to rich language, whether through shared book reading or through teacher talk, has been shown to enhance children's oral language development (Aukrust, 2007; National Early Literacy Panel, 2008). One effective strategy is for the teacher to provide an ongoing commentary on activities that are taking place in the classroom in order to expose children to language associated with the immediate context (Bunce & Watkins, 1995; Tabors, 2008).

Structure the classroom space and routine to provide scaffolding for ELLs' language learning.

Arrange the classroom in a way that supports each type of instructional activity that will take place, and then keep changes to the physical environment to a minimum. Once ELLs learn which activities take place in various parts of the classroom (e.g., centers, circle), the physical environment will cue them as to what they are to do and how they are to behave in that area (Barone & Xu, 2008).

Predictable classroom routines can also provide scaffolding for English language learners by allowing them to anticipate what will happen each day, including the type of language they will need for each activity (Bunce & Watkins, 1995; Tabors, 2008).

Encourage continued L1 language development.

Strong L1 skills support both language and literacy learning in English:

Encourage parents to talk and read to their children in their home language as a way of strengthening children's L1 language skills.

Incorporate children's home language in the classroom when possible. Songs and videos can be used effectively for this purpose if teachers do not speak their students' language (Gillanders, 2007).

Literacy Development for Preschool ELLs

Research has shown that alphabet knowledge, phonological awareness, and print awareness are early literacy skills that contribute significantly to later reading achievement (National Early Literacy Panel, 2008). English language learners can begin to develop these essential foundational skills in preschool, even before they have developed strong English language skills.

Early Literacy Skills

Alphabet knowledge

Skills appropriate to preschool include recognizing and naming upper and lower case letters and beginning to associate letters with the sounds they make.

Phonological awareness

Phonological awareness refers to the ability to manipulate the sounds that make up language, independent of meaning. In preschool, children benefit from:

learning to recognize rhyming words

listening for syllables within words

learning to recognize beginning sounds in words

matching those sounds to letters

Print awareness

Print awareness is an understanding of the features of books and print. Children should:

be taught to recognize the parts of a book (e.g., front and back covers, top and bottom)

learn that printed letters and words run from left to right and from top to bottom

learn that a book has a title, was written by an author, and has illustrations that were drawn by an illustrator

3 Classroom Strategies: Literacy

Design instruction that focuses on all of the foundational literacy skills.

Activities that promote early literacy skills in preschool include:

interactive storybook reading

"pretend" reading and writing

games and other activities to help children identify the letters of the alphabet

interactive experiences with language and print through poems, nursery rhymes and songs

The emphasis should be on code-based instruction, or instruction that helps children understand the relationship between spoken language and print (National Early Literacy Panel, 2008).

Recognize that many literacy skills can transfer across languages.

A child who has developed early literacy skills in his or her first language will find it easier to develop those same skills in English. Parents who are not proficient in English should be encouraged to help prepare their children for learning to read by using the home language to:

teach rhymes and songs

play word games

share storybooks

Teachers can support parent-child reading by sending home books in the child's home language. This makes L1 text available to parents, and it lets them know that the teacher considers reading to children in the home language to be important.

Accelerate English literacy development by helping ELLs make the connection between what they know in their first language and what they need to know in English.

Similarities between English and the child's home language can be used as a foundation for instruction (Helman, 2004). For example, if L1 has some of the same phonemes as English, start with those phonemes for rhyme or beginning sound activities because those are sounds the child is already familiar with.

Children usually have the most difficulty when they encounter sounds that are present in English but do not occur in their home language. For this reason, Spanish L1 speakers often have difficulty with the "short" or lax sounds of a, e, i, and u and with the consonants j, r, v, and z (Bear, Templeton, Helman, & Baren, 2003; Helman, 2004).

Preparing for the Future

Much attention has been given to the persistent achievement gap between English language learners and their English-speaking peers. Unfortunately, by the time children arrive in kindergarten, differences in foundational language and literacy skills have often already set the stage for this disparity in achievement (Miller & Garcia, 2008).

The good news, however, is that recent research has shown that high-quality early childhood education programs can have a significant impact on children's later academic achievement (Barnett, 2008). Programs that provide research-based, age-appropriate instruction in early language and literacy skills can ensure that English language learners enter school equipped with the tools they need to be successful learners in kindergarten and beyond (Ballantyne et al., 2008).

Aukrust, V. G. (2007). Young children acquiring second language vocabulary in preschool group time: Does amount, diversity, and discourse complexity of teacher talk matter? Journal of Research in Childhood Education, 22, 17-38.

Ballantyne, K. G., Sanderman, A. R., & McLaughlin, N. (2008). Dual language learners in the early years: Getting ready to succeed in school. Washington, DC: National Clearinghouse for English Language Acquisition.

Barnett, W. S. (2008). Preschool education and its lasting effects: Research and policy implications. Retrieved 6/3/2009, from http://nieer.org/resources/research/PreschoolLastingEffects.pdf

Barone, D., & Xu, S. H. (2008). Literacy instruction for English language learners Pre-K-2. New York: The Guilford Press.

Bear, D. R., Templeton, S., Helman, L. A., & Baren, T. (2003). Orthographic development and learning to read in two different languages. In G. G. GarcÃa (Ed.), English learners: Reaching the highest level of English literacy (pp. 71-95). Newark, DE: International Reading Association.

Brabham, E. G., & Lynch-Brown, C. (2002). Effects of teachers' reading-aloud styles on vocabulary acquisition and comprehension of students in the early elementary grades. Journal of Educational Psychology, 94, 465-473.

Bunce, B. H., & Watkins, R. V. (1995). Language intervention in a preschool classroom: Implementing a language-focused curriculum. In M. L. Rice & K. A. Wilcox (Eds.), Building a language-focused curriculum for the preschool classroom: Vol. I. A foundation for lifelong communication (pp. 39-71). Baltimore: Paul H. Brookes Publishing Co.

Coyne, M. D., Simmons, D. C., Kame'enui, E. J., & Stoolmiller, M. (2004). Teaching vocabulary during shared storybook readings: An examination of differential effects. Exceptionality, 12(3), 145-162.

Gillanders, C. (2007). An English-speaking prekindergarten teacher for young Latino children: Implications for the teacher-child relationship on second language learning. Early Childhood Education Journal, 35, 47-54.

Helman, L. A. (2004). Building on the sound system of Spanish: Insights from the alphabetic spellings of English-language learners. The Reading Teacher, 57(5), 452-460.

McGee, L. M., & Richgels, D. J. (2003). Designing early literacy programs: Strategies for at-risk preschool and kindergarten children. New York: The Guilford Press.

Miller, L. S., & Garcia, E. E. (2008). A reading-focused early childhood education research and strategy development agenda for African Americans and Hispanics at all social class levels who are English speakers or English language learners. Phoenix: Arizona State University, Office of the Vice President for Education Partnerships.

National Early Literacy Panel. (2008). Developing early literacy: A scientific synthesis of early literacy development and implications for intervention. Washington, DC: National Institute for Literacy.

Tabors, P. O. (2008). One child, two languages: A guide for early childhood educators of children learning English as a second language (2nd ed.). Baltimore: Paul H. Brookes Publishing Co.

You are welcome to print copies or republish materials for non-commercial use as long as credit is given to Colorín Colorado and the author(s). For commercial use, please contact info@colorincolorado.org.

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8 Strategies for Preschool ELLs' Language and Literacy Development

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Early childhood education can play an essential role in preparing young English language learners (ELLs) for later success in school. Children who have an opportunity to develop basic foundational skills in language and literacy in preschool enter kindergarten ready to learn to read and write (Ballantyne, Sanderman, & McLaughlin, 2008).

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In content-area courses, English language learners (ELLs) have a double challenge: they must learn language and content at the same time. ELLs may struggle in content-area courses such as literature, science, math, and social studies because they haven't acquired the literacy, language skills, or background knowledge necessary to master that new content knowledge.

One way to address that challenge is through effective lesson planning. Depending on their different stages of English proficiency and literacy, ELLs will benefit from the skills that a well-designed lesson can address.

Effective lessons include:

building background knowledge

explicit instruction and modeling

guided practice

peer practice

assessment of content learned

For examples of content-related lesson plans for ELLs, take a look at the following:

Teacher-student interactions, as well as peer interactions, are critical for learning. Because of the diversity in experiences and backgrounds that ELLs bring to the classroom, it is essential to prepare lessons that can address a wide range of needs. This broad sweep will also benefit all other students in your class.

Teacher preparation

Effective lesson planning requires a number of steps from initial preparation to the final review of material. This Lesson Plan Checklist for The Sheltered Instruction Observation Protocol (SIOP) offers a general roadmap for that process.

Once you get started, survey your target content to:

determine your standard or lesson objective

eliminate unnecessary information that does not meet your objective

select the concepts to teach

choose specific vocabulary to pre-teach

develop assessments to test that content

Lesson components

Once you have identifed your target objectives, concepts, and vocabulary, consider the following elements of your lesson plan.

Building background knowledge

As you prepare your lesson, determine what background knowledge students need in order to master the material. Teachers may find that their ELLs' background knowledge varies greatly from one student to another. It's also important not to assume that ELLs' background knowledge matches that of other students who were raised in this country.

For example, a student may not have learned much about geography in previous schooling or if he has had little or no schooling, so the concepts of a "city," "state," or "country" may be new to him. Also consider your students' different cultural backgrounds - in some countries, students learn that there are 5 or 6 continents rather than 7, so if they are expected to learn the 7 continents here that may be a bit confusing at first.

In order to build background knowledge, try the following:

Create interest in the subject by using pictures, real objects, maps, or personal experiences. Say the names of objects as often as you can so ELLs can remember them. Relate material to students' lives when possible.

Build text-specific knowledge by providing students with information from the text beforehand, particularly if the text is conceptually difficult or has an abundance of information that is important. For example, if there are six main topics on the animal kingdom, highlight them beforehand.
Also, develop concept background by explaining difficult concepts and labeling them with key words ELLs can remember. For example, "This is the Statue of Liberty. Liberty means freedom. Liberty means libertad. The people of France gave us the Statue of Liberty..."

Establish the purpose for reading (e.g., "Now we are going to read to find out about a country called France. What are some things we might learn about France as we read?")

Select a specific comprehension strategy for students to use. For example, decide to focus on the main idea, cause and effect, or comparing and contrasting.

Learn more about background knowledge in the following articles:

Pre-teaching vocabulary

Select tier 1, tier 2 and tier 3 words from target content. Write an ELL-friendly definition for each and post them where students can see them throughout the lesson.

Choose different strategies to teach each word. If there are five words to be pre-taught, use different ways of engaging the students to hear and produce each word in context.

You might want to use your state or local English language acquisition standards as a guide for choosing words to highlight.

Read about vocabulary development in this article, and take a look at our Academic Language webcast to learn more about teaching academic vocabulary.

Peer review and cooperative learning strategies

Using peer review can be a powerful way to help students master content. Here are some ways to get students working together:

Use graphic organizers.

Have students work in collaborative groups and use a graphic organizer so together they can identify main ideas, relationships between information, etc. It gives a purpose while reading while interacting and using the language.

Assign reading partners.

Pair ELLs with friendly fluent readers. Ask partners to read aloud to each other, alternating sentences or pages. After partner reading, ask them to summarize what they read. For variety, use choral reading once in a while. Assign different sections to each team, ask them to rehearse, and then ask teams to read chorally.

Use Think-Pair-Share (TPS). TPS is a collaborative learning strategy in which students work together to solve a problem or answer a question about an assigned reading. This technique requires students to (1) think individually about a topic or answer to a question; and (2) share ideas with classmates. Discussing an answer with a partner serves to maximize participation, focus attention and engage students in comprehending the reading material. Read more in the following articles:

1. Increase Student Interaction with "Think-Pair-Shares" and "Circle Chats"

2. AdLit.org Classroom Strategy: Think-Pair-Share

You can learn about other ways to effectively using cooperative learning strategies in these articles:

Writing

Writing is another way for ELLs to demonstrate and extend their understanding of content. You can ask teams to compose questions about the content and use those questions for their test. Throw in one of your questions as a 'surprise test question.' Or, ask students to practice writing short simple summaries of what they read.

You can also support ELLs' writing skills by modeling the kinds of writing used frequently in your particular content area, such as lab reports in chemistry class, or a persuasive essay in social studies. Help students understand what the purpose of different kinds of writing are, and review vocabulary that would be typically used in these kinds of assignments. Be sure to provide examples of the different kinds of writing to your students so they can learn and compare models.

Graphic organizers
Another writing option is to give students a graphic organizer to fill in. This will demonstrate that they understood the concepts and content, even if they only use a symbol or write one or two words for each category. Graphic organizers can also be used as a pre-teaching or post-teaching strategy for introducing or reinforcing key concepts and how they are related. The more connections ELLs make to the overall content and organization of the content before reading, the easier it will be to focus on and understand what is important. When teachers and/or students use graphic organizers at the end of a lesson, this helps to reinforce and synthesize lesson content.

For example:

Review and assessment

There are many ways to review and assess content following instruction. For some ideas, take a look at these articles:

Reading comprehension and using textbooks

Reading is an important part of learning new content in the classroom. Remember that ELLs (especially those students with limited educational experience) may also need some help with two areas in particular:

1. Reading comprehension

2. How to effectively use textbooks

There are a few ways to support these skills:

Explicitly teach reading comprehension skills. Learning skills such as summarizing and finding the main idea will help students apply these strategies to all subject matter.

Teach students how to make predictions. One method is the Directed Reading-Thinking Activity (DR-TA), which encourages students to be active readers.

Help students recognize the structure of expository text. Introduce the various parts of the text, such as the table of contents and the glossary. Show students how the text is organized, and teach them how to use these tools for informational reading:

Read an introductory portion of the textbook aloud. Model thinking aloud about what you are reading, how you figure out difficult words, and how to summarize what you read.

Develop study guides to guide ELLs through their content area textbook reading. Study guides will focus their attention on the major ideas presented, and can include graphic organizers as described above, key vocabulary, and guiding questions.

Assign reading partners. Pair ELLs with friendly fluent readers. Ask partners to read aloud to each other, alternating sentences or pages. After partner reading, ask them to summarize what they read. For variety, use choral reading once in a while. Assign different sections to each team, ask them to rehearse, and then ask teams to read chorally.

Encourage student engagement. One strategy is the "Say Something" activity. Students take turns reading aloud, and following the reading, each student 'says something,' such as asking question, making a comment, making a connection to something already read, or responding personally to the text. The exercise also engages students as readers and get them thinking about the text.

For more tips on supporing reading instruction in the ELL classroom, take a look at our reading tips for teachers.

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How to Develop a Lesson Plan that Includes ELLs

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In content-area courses, English language learners (ELLs) have a double challenge: they must learn language and content at the same time. ELLs may struggle in content-area courses such as literature, science, math, and social studies because they haven't acquired the literacy, language skills, or background knowledge necessary to master that new content knowledge.

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We are always inspired to do fun crafts and learning activities whenever we read some of our favorite children's books! Here is a list of activities we've come up with inspired by popular children's books (alphabetized by title). (Book titles are affiliate links.)
Fish Eyes The Great Paper Caper How the Grinch Stole Christmas Mix It Up! Nuts to You!

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Activities Based on Children's Books - Buggy and Buddy

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We are always inspired to do fun crafts and learning activities whenever we read some of our favorite children's books! Here is a list of activities we've come up with inspired by popular children's books (alphabetized by title). (Book titles are affiliate links.) Be sure to follow our Children's Book Activities Pinterest board!

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Summary:

KinderArt® features many activities and lesson plans which have proven successful with children and adults with disabilities.

In order to help those who work with special children and adults, we have listed a few appropriate activities here in one place.

In addition, at the bottom of this page, we have provided you with links to resources specifically designed for children and adults with special needs.

If you have some ideas/tips to share, please send them to us.

LESSON PLANS

Depending on their level of ability, children and adults with disabilities will be able to attempt the following activities. You are the best judge of what the people in your care are capable of. Remember to always have patience and encourage students to do ask much as they can on their own. There is a tremendous amount of satisfaction that comes with being able to complete tasks on your own - always keep that in mind. The key is to keep levels of ability in mind at all times and remember to be supportive - every step of the way. For those with visual impairment, tactile activities are imperative (clay, masks, puppets, etc.)

Crayon Resist
Students can use crayons and paint to make delightful crayon resist pictures. We used fish as our theme but you can use any image you wish.

Leaf by Leaf
Students can create a tree using different leaf cut outs. This is a project which can be adapted for a wide range of ages and abilities including adults with physical, perceptual and cognitive challenges.

Musical Art
By drawing or painting to music, students will learn to identify the similarities between music and art.

Shoe Fish
Students will use the outline of their shoe as the basic shape for a fish.

A Blotto Fun
A blotto is kind of like a snowflake - no two will ever be the same.

Color the Snow
This is an easy and entertaining way to teach kids about primary and secondary colors while they giggle and smile.

Corn Meal and Powder Paint
Using texture to create art.

Crepe Paper Blots
You can use crepe paper streamers to making beautiful designs.

Emotion Painting
Students will gain an understanding of how much of a role emotion plays in artmaking as they create paintings based on feelings.

Spray Paint Mural
An outdoor, warm weather activity that teaches young children about color mixing.

Spreading Paint with a Popsicle® Stick
Using paint, wax paper, popsicle sticks and more, KinderArtists will explore different techniques for art expression.

Tissue Paper Butterflies
Students will create a butterfly using tissue paper and coffee filters.

Fruit and Veggie Prints
This is a form of printmaking that can be done with all ages - even adults!

Monoprints
Monoprinting is a process whereby only one print is pulled from the printing plate.

Hands That Touch the Heart
Using handprints to make personalized art objects.

Tasty Paint
With this recipe, it's okay if the kids eat their art supplies!

Sponge Painting
Students will use sponges as painting tools.

Whipped Cream Finger Paint
Use whipped cream to make an edible paint for your kids.

Make Your Own Art Supplies at the KinderArt Kitchen
Includes homemade art supply recipes including clay and dough.

Play with Clay
Here you can find out all about working with clay.

Very Special Children

The following is an excerpt from KinderArt: Born to Create by Andrea Mulder-Slater and Jantje Blokhuis-Mulder

Whether your child is particularly active, hearing or visually impaired, or developmentally delayed, always point out the achievements that she makes. Always, always, always, focus on the positive and not on the concepts not yet mastered. You have all the time in the world.

Find yourself a support group by contacting other parents who are in the same situation as you. Find out what works for them. Share your triumphs and your failures too.

Remember at all times that special needs children do not misbehave on purpose. They want to please you. They want to feel important and worthwhile. Sometimes they may experience difficulty carrying out a task because they have too much energy or because they simply feel frustrated and cannot focus on the task at hand. Be patient and let them know that you are proud of their efforts.

Keep a record of your child's achievements. This way you will be able to easily recall the events and experiences that you both enjoyed the most. This will also help you to remember those activities which kept your child's attention and those which did not.

Do not overdo the rules. Flexibility is the rule. Think about it - how much fun can making a clay critter or painting a sunshine be if all you hear is, "Don't make a mess" and "Sit up straight."

Take lots of deep breaths.

Be fair and honest.

Don't worry if your child is not reading at the same level as his peers. Don't panic if your youngster doesn't speak or write as quickly as his brother did. If you do suspect that your child has a disability, contact your doctor and make sure the proper tests are carried out. Knowledge is half the battle.

All children will be able to take part in some sort of art-making activity. By doing so, they will feel an enormous sense of accomplishment and increased self-esteem. However, be sure to choose all activities carefully - gearing the activity to the ability of the child.

Make available lots of modeling materials like clay or homemade dough. This is true for visually impaired children as well as those who have limited fine motor control.

If your child is visually impaired, gather a variety of textures to experiment with - smooth papers, rough handmade papers etc.

Scented markers are always fun.

Have lots of "big paper" for large movements of the hands and arms.

Finger paint (bought or homemade) is a terrific tactile material.

Dance, dance, dance.

Building objects is a great way for kids to feel that they have accomplished something. Try bits of wood, mat board, cardboard etc. You can work as a team, gluing pieces together and in the end even your visually impaired children can feel their creations as they evolve.

Weaving is a great idea.

Making musical instruments or any art object that makes noise is great.

Drawing or painting in time to music is always a hit.

If your child is hearing impaired, expose him to musical instruments where he can "feel" the music. Allow him to experience the wind that blows from a woodwind and the vibrations of a guitar string or drum head.

Children with down syndrome respond especially well to music, as do youngsters with autism.

Try as much as possible to expose your kiddos to the things that make them happy - the things that make them laugh - the things that make them clap their hands and smile.
© Andrea Mulder-Slater, Jantje Blokhuis-Mulder

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Art for Children and Adults with Disabilities - KinderArt

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KinderArt® features many activities and lesson plans which have proven successful with children and adults with disabilities. In order to help those who work with special children and adults, we have listed a few appropriate activities here in one place.

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Often times special eduction students are eager to show their emotions through their creative side. Discover fun engaging art lessons that will help your special needs student embrace their imagination and creativity.

Using art activities in a special needs classroom can help the students learn how to better communicate their emotions. It also is a way for them to have control over their environment. Creating art projects gives them the chance to explore their wants, needs and feelings in a unique and creative way. Art allows children to truly express how they are feeling in a safe and imaginative way.

Using art for students with special needs is a way for them to feel less frustrated. Students that have problems with speech struggle to communicate how they feel. For autistic students, it is a way to develop their social skills and for the visually impaired, it provides a way to express themselves with their hands.

To assist your learners with special needs in expressing themselves through art, utilize this collection of articles as inspiration or to help you create an art curriculum that suits your classroom's needs.

Projects & Activities

Whether you are looking for some creative art ideas to adapt for your special needs students or you are just looking for some simple ideas to help you gain some inspiration we are here to help.

Here are some simple steps to help you adapt art projects for students with special needs:

1. Modify art supplies.

2. Engage students in group activities.

3. Accommodate each individual special needs student.

4. Allow more time to finish an activity.

Students with special needs face many challenges. Using art projects to inspire their artistic expression provides a place for them to interpret their emotions and it can be a very therapeutic process. Use the following articles to gain knowledge on ideas and projects that will be both creative and intellectual for your special needs students.

Some of the activities showcased in the following articles include a butterfly project, hand painting activity, digital art project, self-portrait mirror and sand tray creation.

Lessons

Providing art lessons is a form of expressive therapy for special needs students. Using art therapy with autistic children has been shown to provide positive results in developing their social skills. Developing art lessons for special needs students gives them an outlet to explore their emotions. It also benefits their cognitive and physical development as well.

It is crucial to construct art lessons based upon and tailored to each individual's needs. Here are a few ideas to help you create lessons.

Tips for creating art lessons for special needs students:

1. Be flexible.

2. Gear lessons towards students' abilities.

3. Use supplies that stimulate the students' senses.

4. Build a step-by-step plan.

Use the following lessons below as they are or modify them as you wish:

Additional Ideas

In addition to the traditional art supplies, teachers become accustomed to incorporating tactile materials as well. Use items such as modeling clay, beads, yarn and dough. These items are very therapeutic for children with special needs and they enhance their hand-eye coordination and motor skills.

To aid you in the planning of activities and lessons for your students use the following tips:

Provide examples of what you want them to do.

List the steps to show how the project should be completed.

Discuss how to appreciate their work no matter how it turns out.

Here are a few additional ideas, activities and lessons to help your special needs students succeed in expressing their emotions through art:

Experience and Suggestions

Use these ideas and art activities and lessons for children with special needs as a guide to help inspire you or gain information to use in your classroom. Are you a special education teacher and have any experiences or suggestions you would like to share? Please feel free to comment on any of the above articles or this one in the comment section at the bottom of the page. We would love to hear from you.

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Creative and Fun Art Lessons & Activities for Children With Special Needs

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Here at Bright Hub Education, we've compiled a comprehensive list of quality, reliable (and free!) resources for art lessons & activities for children with special needs. Learn about lessons, activities, tips and suggestions that will engage your learners who deal with challenges and help them explore their emotions through their creativity.

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Explore the many ways your child learns and discover how to best support his or her unique learning style.

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5-Step Procedure for How to Intervene or Reteach | Scholastic

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Guidelines for effective intervention based on assessment.

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CCSS.ELA-LITERACY.SL.K.4
Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

CCSS.ELA-LITERACY.SL.K.5
Add drawings or other visual displays to descriptions as desired to provide additional detail.

CCSS.ELA-LITERACY.SL.K.6
Speak audibly and express thoughts, feelings, and ideas clearly.

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The children will display their ability to understand an event and the people, places, and things involved.