Learning to Read Color words
Nov 21 '04
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Background
Kindergarten to Third Graders from a variety of different countries. Previously have learned to identify colors and the “Rainbow Song”. Learning to read sight words including “is”, “a”, “the” and “an”. They know most of the letter names if not the sounds.
They have previously learned “What is your favorite color?” “My favorite color is _____” They come to ELL class for an hour a day to supplement what they are learning at school.
Language level: Beginners
Ages: 5-8
Preparation
Content Objectives
Kindergarten objective: By the end of kindergarten, all students will be able to read basic color words.
Language Objectives
Be able to read basic color words: red, yellow, pink, green, purple, orange, blue.
Understand and use the word “Match”
Give the students practice counting in English.
Materials
Memory cards (1 set per two students)
Color name flash cards
Red, Orange, Yellow, Green, Blue, Purple, pink circle magnets
Coloring sheet (1 per student)
Matching sheet (1 per student)
Three by five cards with each of the color names on it (one set per student)
Time allotted:
20-30 minutes over two or three days
Motivation
Review color names with the students. Have the color names written on the board. Ask the students which circle magnets match which color names. The response most likely will be “I don’t know”. Respond with an enthusiastic “Let’s find out!”
Presentation
Ask students to name the letters in the first word: “red”. Ask if anyone knows what sound each letter makes. If the students don’t know, tell them. Slowly read the word “red”. Have the students repeat. Ask for a volunteer to come forward. Ask him/her to read the word. Then have him/her find the circle magnet which color matches the word. Have him/her put the magnet next to the world. Give the student a “high five” or a sticker. Repeat for the remaining words.
When all of the words have magnets next to them, ask the students to read the words as a class. Mix up the order, don’t always start at the top.
Take the magnets down and ask the students who can read the words. After the one student reads the word, have the class repeat.
Give each student a colored magnet and have him/her put it up next to the color word.
Practice
Hand out the coloring page. Have them do it there. Try to encourage them to draw objects that are that color and not just a blotch.
The next day review the color names using the color flash cards. Put students into groups of two trying the best to match quicker students with students that may need a bit more help. Explain how to play the Matching game. Allow them to play. Float around to help as needed. Have the paraprofessional do likewise.
Optional: if you have a partner class or 1st or 2nd graders invite them to play matching with your students. Match a Native English Speaker with each ELL student.
For Enrichment: If you have a group of students who have learned how to read all of the colors extremely fast, add black and white to their group of cards.
Allow the students to play a few games. If needed mix the groups so students get to play with other students.
Optional: If students seem to be catching on but you want to have more practice, play the touching game.
Review/Assessment
Keep the cards around the room for quick games if two students finish early. Maybe send a pack or two down to the regular class teacher. Even native English speakers up to about fourth grade like to play memory according to my experience.
Students will receive lots of review in their regular class on reading color names as that is an important part of many math and following direction worksheet in the non-ELL classroom.
Send home the Matching sheet as homework. Also ask students to read color names off of the flashcards and/or a sheet of paper with them all listed on. Be prepared to review with students who are having troubles. If possible play matching with them one-on-one.
Review: For students who are still having troubles learning the color words, give them things to do in different medium. Ex: give them different color play-doh and the written color word. Have them make letters to spell out a color name out of play-doh that is same color...
Optional assessment: To assess the entire class at the same time, have the color names written on three by five index cards. Ask the students to write their name or initials on the back of the cards. With tape, have the students place the color names around the class on objects of that matching color so the color names are seen. It is best to do this right before recess or a break. During the break the teacher or para could check the correctness of the child’s labeling. Take down any cards that identified wrong. After the students return go around the room and ask them to read the cards their friends put up. While the other students are working on something else, talk to the students who didn’t match up successfully. Help them identify that color and put it someplace correctly. Leave the card up for a couple of weeks so the students can look at them if they need to.
Teacher Notes: As with most sight words, most of the colors don’t follow the phonics rules. The words must be learned to read by straight memorization even though the sound of the initial letter does help.
Also keep in mind that more boys than girls are color blind. According to http://colorvisiontesting.com/color4.htm “Among the colors most often confused are pink/gray, orange/red, white/green, green/brown, blue green/gray, green/yellow, brown/maroon, and beige/green. Pastels and muted tones are difficult to distinguish.”
According to http://www.preventblindness.org/eye_problems/colorvision.html “It is estimated that 8% of males and less than 1% of females have color vision problems. Most color vision problems are hereditary and already present at birth” so the problem won’t be run into on a regular basis. However, the possibility should be considered in students who seem to guess at identifying colors on a regular basis.
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Lyrics for “Rainbow Song”
Red and Yellow, Pink and Green
Purple and Orange and Blue
I can sing a rainbow, sing a rainbow, sing a rainbow, too.
Rules for Matching
Students put all of the cards face down. First student to go turns over two cards. As they flip each card they either identify the color square on the card or read the color name.
If they have a color square that matches a color name, they say “Match”. They get to take the matching cards and take another turn.
If the color square doesn’t match the color name or if they turn over two color squares or two color names they say “No Match” and turn the cards back over. It’s now the other person’s turn.
Play until all cards have been matched. Students may count how many cards they have when they are finished to see who won. (Have the students count out loud in English to review counting)
Rules for Touching game:
Place 2-5 flashcards on the board. Divide class into two teams. Have two students come up to the front at a time. The teacher (or another student) says a color name. The students have to touch the flashcard with the same color name on it. Whichever student touches the card first, his/her team gets a point. Ties are okay – then both teams get a point. Team with most points wins.
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