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ESOL Online. Every child literate - a shared responsibility.
Ministry of Education.


Teacher: Yolanda Perisco

Level: 2 Duration: 2-3 weeks

Curriculum areas

  •  Expressive writing
  •  Interpersonal speaking
  •  Transactional writing

Learning outcomes


Students will be able to:

  • recount personal experiences, about the phenomena of colour
  • ask relevant questions and ask for clarification
  • retrieve and record facts about colour in a context-reduced situation.

Curriculum areas

  •  Share and clarify ideas about easily observable physical phenomena - colour.


Learning outcomes


Students will be able to:

  • identify the 3 primary colours - red, blue and yellow
  • explain how to make the secondary colours
  • discuss shades of colour made.

Language focus

  • Students will begin to notice the correct use of articles.
  • Students will start to become aware of the singular and plural nature of nouns, use the correct verb to match the noun and will be able to self correct.

Teaching and learning sequence

The tasks all fit within the Cummins and Swain framework (RTF 11KB) .

Task 1

  • Brainstorm 'colour' in order to gauge students' prior knowledge. Introduce the students to the three primary colours (red, yellow, blue) by circling these in the brainstorm. Add 'primary colours' to the brainstorm.
  • Students paint a piece of paper with one primary colour. Use the language of instructions (Hold the brush here, Go from side to side) to explain how to do this task. The students use the concrete experience of the painting to DescribeAndExplain (Word 48KB) what they have done. The students' learning is scaffolded as they move from the concrete to the abstract - the writing task.
  • Write a joint construction. Teacher elicits the information from the students and models the writing of a recount on the whiteboard. Students copy this into their books.

Task 2

Students mix two primary colours to get a secondary colour. The teacher scaffolds the students' talk.

Students write a recount. Explain what this is. Write on the whiteboard an opening sentence to get students started:

  • Yesterday we painted with the primary colours.
  • Today we mixed two primary colours to make one secondary colour.

Model one student's oral recount on the whiteboard. From this write a list of TopicWords (Word 25KB) that the students might need in their writing. After erasing the modelled story, the students write their own recount in their book using the topic words if necessary.

Task 3

Create WallColourChart (Word 25KB) through dialogue (Word 41KB) with the students. Model the sentence structure. If the students say "sky" when asked what things are blue, say "Yes, the sky is blue."

Students write sentences and add these to the charts. For example:

  • An apple is red.
  • The sun is yellow.
  • Blueberries are blue.

The students use the charts as a learning or editing scaffold.

Task 4

Writing instructions: how to make a secondary colour.

Head up a large blank sheet of paper "How to Make a Secondary Colour".

Give the students a sequence of instructions to get them familiar with the genre - "Go to the door. Open the door. Go out. Shut the door."

Discuss the steps of the second painting exercise with the students, breaking it into four steps. Write each instruction on the whiteboard. Ask the students to suggest a picture that represents the instruction and then draw this onto the large blank sheet of paper. This is a large flow chart. The pictures help the children make the link between the concrete activity and the picture first, before they make the link between the action and the written text.

Write out the instructions and laminate them. Give each student one instruction (perhaps they are in sets of four) and the students then find the other students to complete their set, and put the instructions in the correct sequence.

 The students draw their own pictures to go with their set of instructions.

Task 5

Discuss WritingInstructions (Word 49KB) . The students write their own instructions, using a framework.

How to make a secondary colour:

  1. Put
  2. Wipe
  3. Add
  4. Mix

Task 6

Art Experience: On a paper plate students paint the outside edge the original colour, that is, a primary colour or a secondary colour of their choice; add white to the original colour and paint half the centre of the plate. On the other half of the centre, paint the original colour with black added. When dry each student finds a magazine picture, which is of a similar shade to the plate.

Task 7

 Students recall the SequenceOfLearning (Word 28KB) about colour over the last week:

  • Experience and recount - the primary colours.
  • Experience, recount and instructions - mixing primary colours to make the secondary colours.
  • Art activity - adding black and white to a colour to make shades of that colour.

Read a report about colour that has the same sequence. Take the students through the steps of the unit - primary, secondary and shades of colour. Point out the order of the sample report. Point out the features of a report such as the timeless present. Work through a joint construction based on the sequence of the writing already done, helping the students classify the types of colour. The painting experiences form the concrete knowledge leading to technical/abstract understanding.

Draw up a list of topic words for students to use in their report. Write the words in the same order that they may appear in their report. Give the class a title "A Report about Colour" and an opening sentence "Colours are everywhere". Model a report on the whiteboard. Students attempt their own report.

Assessment tasks

  1. Recount orally.
  2. Write a report.

Published on: 09 Jan 2018