The 2010 Census

Thanks to Meredith Sommers at Centro Guadalupano School at Holy Rosary Church in Minneapolis for this lesson idea!

The 2010 Census count is approaching. The official day of the count set for April 1, 2010, but the census forms will be mailed during March. Census data is widely used by governments and businesses to determine programs and funding, plus to apportion seats to the U.S. House of Representatives.

Purpose: To help learners become familiar with the Census, its purpose, and how to fill out the form.

Prep Time: about 10 minutes, or longer if you need more time to decide how to explain the vocabulary

Materials:

• copies of “Juanita and the Census” (see attached)
• picture of a fictional family
• copies of the 2010 Census form available at
  http://2010.census.gov/2010census/pdf/2010_Questionnaire_Info.pdf
• and a copy of the Census form envelope, if you have one

Note: The Census 2010 office in your area has free pencils and other items that you can obtain for students. You can find your local office on the census.gov website.

Prep:

• make copies
• decide how to explain the vocabulary
• make up some fictional names and ages for the people in the picture

Vocabulary

confidential Representatives Congress

official business census personal information

temporary permanent related

Procedure:

1. Prepare students to read the story by doing a pre-reading activity and teaching the vocabulary listed above. If you have a copy of a 2010 Census envelope, use it to help explain the vocabulary.
2. Hand out and read aloud the story of “Juanita and the Census.” Ask students to write a question mark next to any sentences that they don’t understand.
3. Answer students’ questions and then read the story again.
4. Check comprehension of the story. For example, “Why do they count people?”
5. Show students the fictional family. Tell students the names and ages and how they are related.
6. Show students the census form. Elicit from students how to fill out the form for the fictional family.
7. Hand out the census form to all students. Help students complete the form. Encourage them to copy this completed form when they fill out the official census form.

Note: Question 9 in the form asks “what is person’s race?” The advice to Hispanic/Latino students is to write “Mixed” if they don’t call themselves White or Black.

For more information on Census 2010, go to the government website at http://2010.census.gov/2010census/.

Juanita and the 2010 Census

Yesterday, Juanita got a letter in her mail box. It is for “Resident” at 3828 35^th Ave. S. Minneapolis, MN 55407. That is Juanita’s address.

Juanita doesn’t know what to do with the letter. Should she open it? It says “Official Business” on the envelope. Juanita brings the letter to her teacher. She asks her teacher if she should open it.

“Yes,” her teacher says. “This letter is sent to everyone in the United States. It is called the Census. The Census counts how many people live in this country.”

“Why do they count?” Juanita asks.

“The census is important. It helps the government choose how much money to give to schools. It tells the government how many Representatives in Congress each state will have. This year, Minnesota might lose one Representative. If they count everyone, maybe we will not lose a Representative.”

“Do they count every year?”

“No, they count every ten years,” her teacher says.

“I am not a citizen,” Juanita says.

“The census counts everyone. They count immigrants, citizens, and unemployed people. They count all the men, women, children, and babies.”

Juanita is nervous. She doesn’t want problems because she filled out the form.

Her teacher says, “All the personal information is confidential. This means only the Census Bureau will have the information. The police will never see it. Immigration services will never see it. The President will never see it. Only the Census Bureau will see your name.”

Juanita opens the envelope. There is a form with ten questions. She asks her teacher, “How do I fill out the form?”

Her teacher helps her with the form. It takes about ten minutes.

If you don’t fill out the form and mail it, someone from the Census Bureau will come to your house. They will ask you the ten questions.

You can get help with the form in English if you call 1-866-872-6868. You can also get help in Spanish if you call 1-866-928-2010. The telephone call is free.

English Only, Please!

Purpose: Encouraging learners to speak English at all times can be challenging. Here are some ways to encourage the use of English during class.

1. Ask students to raise their hands to show who in the class speaks Somali, Hmong, Oromo, Spanish, etc. Help students understand that talking to each other in English helps them understand people they will encounter outside the classroom, too.

2. Make a STOP sign with the words “Speak English” on it. Hold it up at the beginning of an activity or during class when you hear a lot of other languages being spoken. The sign speaks for itself! Learners may start using the sign to remind each other, too.

3. Insist that, when doing pair work, students work with a partner who speaks a different first language.

4. When learners come into class, give them each three buttons, coins, or pieces of paper (something that won’t roll off or blow off the table!). Explain or demonstrate that every time you hear them speak a language other than English, you will take one of their buttons. For the first few times, you can give a warning before you take a button, but make sure to follow through. This is not meant to be punitive. It is simply a visual reminder. Learners will soon start to monitor themselves and each other.

Note: For higher levels, try enforcing the English-only rule for half of the class at first. For lower levels, try it for 15-20 minutes.

5. Help the class generate a list of sentences they can use when they don’t understand each other: I’m sorry, I don’t understand. Can you repeat, please? Could you please speak more slowly? Encourage students to practice these in class and when working in pairs and small groups.

Mixing It Up

Purpose: Learners tend to sit with others who speak the same first language, share the same race or ethnicity, or are the same age or gender. While there are certain advantages to allowing adult students to choose their places (open seating), less desirable results can be: students speak to each other in their native languages, disrupting class, students speak less English and pay less attention, relying on translations from neighbors, students don’t get to know each other well across cultures and language groups.

Why not allow students to dictate seating on certain days, but at other times, provide activities that determine placement and enhance learning and student interaction and integration? Here are some ways to group learners randomly, based on interactive review exercises.

Preparation time: 10-15 minutes (time needed to label tables, write index cards, and, if necessary, arrange tables and chairs)

Materials: index cards or slips of paper, post-it notes

Preparation: Select a specific skill to review in English: pronunciation (words that sound alike, words that have the same initial sound, etc.), vocabulary (seasons, rooms in a house), verb tenses, synonyms, antonyms, prepositions, etc. Determine how many groups you’ll need, which helps you decide on arrangement of tables and chairs.

Procedure:
1. Before students arrive, use post-it notes to indicate table categories. For lower level, consider using pictures instead of words. If you’ve decided on forms of speech and four groups, write one form on each post-it note and place one on each table.
2. Prepare individual student cards for distribution. In this case, you’d need about 20 cards.
3. Write table assignments on the board:

Nouns Table #1
Verbs Table #2
Adjectives Table #3
Adverbs Table #4

4. As students enter, ask them to pick a card from a container, read the table categories on the board, and seat themselves at the correct table.

5. Encourage students to help each other.

6. Check to see that everyone is seated correctly.

7. Direct students to introduce themselves to each other and share the words on their cards.

Best Practice: Modeling and Demonstrating New Vocabulary

Everyone loves vocabulary and it is a very important part of language learning, but it is easy to get carried away and teach too many new words in one lesson or confuse students with spontaneous explanations. Read on to learn more about best practices for teaching vocabulary.

How do you choose vocabulary to teach to students? Start with good activity and lesson objectives. Let the objectives guide your choices.

How do you explain the words? Concrete words can usually be explained by using props, realia, drawings, or a picture dictionary. Plan ahead so that you have the materials you need. Abstract words are more easily presented by giving examples. Good examples help students to infer meaning.

Let’s take, as an example, the word appropriate, a word that might be encountered in the intermediate level. Here are some examples that should help students infer meaning:
1) Ask students about movies they’ve seen. Then ask: Is this movie appropriate for children? Why or why not?
2) Is it appropriate to wear blue jeans to a job interview?
3) Is it appropriate to talk on your cell phone during class?
Now elicit examples from the group. If the students use the word correctly, you’ll know they understand it.

As part of your lesson planning

• think about the specific language (key words) that you want the learners to produce


• practice explaining those words in level-appropriate language


• gather visuals and props that show meaning


• think of examples that will help demonstrate meaning


• try to limit the number of new words to 10 (memory can only hold 6 to 10 new items).

What about additional words that students ask about during class? If the word isn’t relevant to the topic, you might decide to write it down and talk to the individual student about it later. If the word is useful to the whole group and relevant to the topic, think before you speak. Keep your examples simple. Use visuals if possible, or act it out. If you need to look it up in a student dictionary, take the time to do that. It’s better to wait and be clear, than provide an immediate and confusing answer!

For example, let’s say that the students ask you about the word scientist. It isn’t related to today’s lesson. You could answer that a scientist is a job.

Milling to Music

Purpose: There are many ways to pair students up for activities. Here’s one way to find
partners and get learners out of their seats at the same time.

Procedure:

1) Play a song or other piece of music.
2) Everyone gets up and walks around the room.
3) When the music stops, the person closest to you is your partner.
4) Now do an activity like Sentence Starters in pairs:

Each student has the beginning of a sentence. For beginners, it might be “Every day I _________________.”

For more advanced students, it might be “I have never _________________.”

Each partner shares the stem he/she has and the partner must complete the statement.

After reading an article in a higher level class, sentence starters can promote critical thinking: One example of an opinion in the article was ___________.

One thing I disagreed with in the article was ___________.

Repeat playing music, stopping to complete the activity with a new partner each time.

Out of Your Seats!

Purpose: Most of us can only sit for a limited period of time before our capacity to learn decreases. Some of us learn better using a multi-sensory approach. Plan at least one activity in every lesson where learners get out of their seats. In this way, you appeal to a variety of learning styles. All students will return to their seats more alert and energized. Here are two examples of activities that require little or no preparation.

I. Vote with Your Feet

Preparation Time: 5-10 minutes (to make signs the first time)

Materials: Make 3 signs for the classroom. Depending on level of students, signs read:
“strongly disagree”, “strongly agree”, and “neutral”
OR
“YES”, “NO”, and “?”.

Preparation: Place the signs along a wall or at either end of the room with the “neutral” or “?”sign in the middle.

Procedure:
1. Make a statement to the class. For example, if you are studying months of the year and seasons, you might say: I love winter. Then demonstrate what you want the students to do, by asking for volunteers to place themselves next to the sign that indicates their feeling or belief about winter. Teacher or tutor also participates, perhaps picking a position that hasn’t been chosen. Now each person explains his/her opinion.
2. Demonstrate a second time if necessary, with a different statement: Driving a car in the winter is very difficult.
3. Once instructions are clear, ask the students to arrange themselves along the spectrum in response to a new statement.
4. Encourage them to explain their position to the others in the group. One person from each group summarizes the reasons stated.

II. Line-Ups

Preparation Time: 0

Materials: none needed

Procedure:
1. Ask learners to line up sequentially: by month and day of birth, by height, in alphabetical order by first name, then last name, or by dates in U.S. history, for citizenship students.
2. Depending on the theme or grammar focus, ask students questions. For example, use “before” and “after” to talk about months of the year or where individual students are located in line. Use the comparative and superlative to talk about who is shorter, who is taller, who is shortest and tallest. For history, match an event with a date.
3. Have students ask questions of each other or make statements about the line-up, using the appropriate vocabulary or grammar point.

Variation:
Give each student a number and have them line up from smallest to biggest number. Students self-correct, then take turns reading the numbers, once the order is correct.

Tutor Tip: Keeping Word Lists for Phonics Review

To reinforce phonics (and vocabulary), keep cumulative lists of words your students have learned. Use a flip chart, or create lists on a word wall, with a separate page or column for each beginning letter. Review them frequently with students.

**Once students have learned a number of words with the same initial sound, read the list orally together.
**Now ask students to listen to a list of words they know, raising their hands when they hear one with the target beginning sound.
**Alternately, have them identify words which do not have the same beginning sound. This is more difficult.
**Asking students to indentify final sounds is also a way to increase the difficulty.
**Extend the activity by having students add words they can think of which begin with the same letter or sound.

How do you use lists of words in your teaching? Share your ideas in a comment.