english as a second language grade · 2019. 3. 29. · unit 3: “five little rabbits ... –...

English as a Second Language Grade 2

Student Workbook

Lysiane DallaireIsabelle GirouxDominique Leblanc

Conforms to the PROGRESSION

of Learning

Teacher’s Guide

Framework for the Catch Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Teacher’s Notes

Unit 3: Teacher’s Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Song Lyrics

Unit 3: “Five Little Rabbits”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Unit Checkpoints

Unit 3: Checkpoints . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Special Days

Winter Holidays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Table of Contents

Reproduction prohibited © TC Media Books Inc. 1Catch Grade 2 Table of Contents

English as a Second Language

ELEMENTARY CYCLE ONE Grade

Teacher’s Guide and Answer Key

2

EXCERPT

English will catch on in your classroom thanks to the useful and engaging resources in this Teacher’s Guide.

The Teacher’s Guide and Answer Key are available in print and digital formats.

The print version of the Teacher’s Guide includes:

• Storybooks in full colour

• Answer key for the workbook

• Complete teacher’s notes for each activity that include learning strategies, contextual language, differentiation suggestions and evaluation criteria

• Audio and video track lists

• More than 300 pages of handouts

– Flash cards in full colour (vocabulary, instruction words, strategies)

– Complete song lyrics

– Special Days activities

– Checkpoint activities for each unit

– Evaluation and observation grids

The digital resources on include:

For teachers• Synchronized readings of stories, vocabulary words and model dialogues

• Songs with animations

• All the features and tools of the platform

• Digital versions of all the printed material

• Learning management tools to monitor students’ progress

• Handouts in both PDF and Word formats

• Answers that appear one by one and numerous hyperlinks

• Access to interactive workshops with automatic feedback that follow the progression of the workbook

For students• Access to a large number of interactive workshops with automatic

feedback that can be done in class or at home

• Additional documents and digital content that can be made available by teachers

Watch the video presentation to learn more about .

https://cheneliere.ca/2-scolaire-primaire-elementary.html

also gives you access to Cheneliere’s platform.

Display, create, personalize and share pedagogical content and so much more.

The Teacher’s Guide includes the following elements:

• Stories (one per unit) (colour)

• Answer key for the workbook

• Teacher’s notes (learning strategies, contextual language, differentiation suggestions and evaluation criteria)

• Scope & Sequence

• Audio and video track lists

• Reproducible handouts

– Vocabulary flash cards (colour)

– Instruction and strategy flash cards (colour)

– Song lyrics (one per unit)

– Special Days activities

– Checkpoint activities (two per unit)

– Evaluation and observation grids

The digital resources include the following elements:

• Workbook and answer key for projection via whiteboard or with a projector

• Answers that appear one by one to facilitate in-class correction

• Access to digital storybooks linked to each unit, along with a synchronized reading tool

• Access to animated songs

• Access to recorded vocabulary words with a synchronized reading tool

• Access to recorded model dialogues with a synchronized reading tool

• Hyperlinks to external websites related to material seen in the units

• Access to interactive activities for individual practice or for group games

• Access to reproducible handouts (in PDF and Word formats)

• Learning management tools to monitor students’ progress

Plush hand puppet of Catch to help animate activities and bring the workbook to life in the classroom.

Teacher’s Guide (colour and black and white)

Digital Resources (available online on the platform)

Mascot

Reproduction prohibited © TC Media Books Inc. 3Catch Grade 2 Framework

Framework for the Catch Series

The new series offers material that conforms to the Progression of Learning at the elementary level for English as a Second Language. It allows students to develop the competencies of acting on understanding of texts and communicating orally in English.

The workbook is divided as follows:

• Overview

• Meet Catch This page presents the series’ mascot, Catch.

• Instruction Words and Strategies This page acts as a reference tool to help students understand the instructions that appear throughout the workbook and strategies to use in the activities.

• Units (64 pages) This section includes eight themed units.

Each unit contains:

– Picture dictionary with theme-related vocabulary (one page)

– Activities linked to the unit vocabulary and the story (three pages)

– Song and related activity (one page)

– Wind-Down activity (one page)

– Word Game activity (one page)

– Extra activity (one page)

Student Workbook (colour)

Reproduction prohibited © TC Media Books Inc.2 Catch Grade 2 Framework

Activity 3Walk around the class and whisper an animal name to each student, making sure to assign each animal from the unit an even number of times. Join the game if there is an uneven number of students. You could also write the animals’ names on pieces of paper or print the flash cards from the platform. Students walk around asking, “Are you a . . . ?” If they find the same animal, the other student answers, “Yes, you are my friend.” If not, they say, “Sorry. Try again.” When they find a matching animal, students sit together on the floor.

StrategyPractice Students repeat, rehearse, regroup, integrate and assimilate words and expressions.

Contextual LanguageUse basic expressions of courtesy. Are you a . . . ? Yes, you are my friend. Sorry. Try again.

EvaluationC2 Evidence of understanding of oral messagesStudents initiate exchanges as well as respond to others using or combining words, strings of words and short expressions.

Workbook page 25

Activity 4Students listen to the story again and write the names of the animals in the order that they climb into the mitten. Encourage them to use their answers from Activity 2 as a resource.

StrategiesDirected attention Students decide to pay attention to a task and to ignore distractors.Using resources Students make use of their answers from Activity 2 for the task.

EvaluationC1 Evidence of understanding of textsStudents use words and expressions from recurrent passages in order to join in during story retelling.

Activity 5Students create a personalized version of the story. They add to the story by completing a sentence using the animal vocabulary from the story and the clothing vocabulary from the bottom of the page. Show students page 5 of the story as a model for their illustration. Students’ illustrations could be gathered to create a class book.

Contextual LanguageBuild personal repertoire by joining in recurrent passages of stories.

StrategyUsing resources Students make use of material resources targeted for the task.

EvaluationC1 Evidence of understanding of textsStudents use words and expressions from texts and provided resources to create a personalized version of the story. They demonstrate their understanding by drawing.

Reproduction prohibited © TC Media Books Inc. 5Catch Grade 2 Teacher’s Notes

Workbook Page 22

Start by going over the words in the illustration with students. Listen to the words on the platform. You could also use the flash cards from the Teacher’s Guide

or those found on the platform. Ask students to repeat the words.

Next, read the story “The Mitten” on the platform. Instruct students to point to the six animals on page 22 as they appear in the story. Ask students which animals they have seen in real life.

Read the story several times throughout the unit and encourage students to join in and use words and expressions from recurrent passages.

StrategyDirected attention Students decide to pay attention to a task and to ignore distractors.

EvaluationC1 Evidence of understanding of textsStudents use words and expressions from recurrent passages in order to join in during storytelling and retelling.

Contextual LanguageBuild personal repertoire by joining in recurrent passages of stories.A mitten! That will keep me warm and dry.

Workbook page 23

Activity 1Students fill in the missing letters of the vocabulary words by referring to page 22. Then they circle the corresponding illustration.


EvaluationC1 Evidence of understanding of textsStudents use words from provided resources to complete the activity.

Workbook page 24

Activity 2Students circle the six animals that climb into the mitten in the story.

StrategyDirected attention Students decide to pay attention to a task and to ignore distractors.

EvaluationC1 Evidence of understanding of textsStudents retell the story by circling the correct animals.

Teacher’s NotesUnit 3 Forest Animals

Reproduction prohibited © TC Media Books Inc.4 Catch Grade 2 Teacher’s Notes


Workbook page 29

ExtraGuide students through the activity. They write the names of the animals. Correct the answers and associate each animal with a set of footprints by asking, “Are these bear footprints?” or “Where are the bear footprints?”

StrategyInferencing Students make intelligent guesses based on all available cues, such as

context, visual cues, visual support.

Teacher’s Guide pages 10–12 – Handouts CPA3, CPB3

Unit Checkpoint A (This checkpoint handout is designed to be less challenging.)

Students play Animal Dominos in pairs. Each pair cuts out a set of dominos from the handout. Each student starts with seven cards. The rest of the cards are shuffled and put in a pile. Students decide who goes first. Student A places one card face up. If Student B has a card with a matching animal in their hand, they place it at the appropriate end. If not, they draw one more card. Students must name the animal they have matched. For example, “I have a moose.” As the chain of dominos grows, students must match the animals at either end. The first student to get rid of all their cards wins the game.

Contextual LanguageUse vocabulary related to animals.Use expressions during pair work. It’s my turn. It’s your turn. I have a . . .

StrategiesUsing resources Students make use of material resources targeted for the task.Risk-taking Students use words and expressions to communicate only in English.

EvaluationC2 Use of words and expressions to transmit oral messagesStudents initiate exchanges and respond to others using or combining words, strings of words and short expressions.

Unit Checkpoint B (This checkpoint handout is designed to be more challenging.)

Students play I Have, Who Has as a class with the unit vocabulary (animals, story characters, clothing). Prepare the cards ahead of time and pass them out to the class. The game is designed for a class of 22 students. All of the cards must be distributed for the game to work. If you have more students than cards, have students share cards in pairs. If you have more cards than students, some students will get an extra card. The student with the START card begins by saying, “I have START. Who has raccoon?” Then the student who has the raccoon on the left side of their card says, “I have raccoon. Who has wolf?” This continues until all students have spoken.

Reproduction prohibited © TC Media Books Inc. 7Catch Grade 2 Teacher’s Notes

DifferentiationEncourage those students who are ready to make a longer story by adding more animals.

Workbook page 26

SongGo over the song with students before watching the animation. Play the song a first time and have students listen and watch only. Show students the gestures. Students hold up the correct number of fingers for each verse. They then wag their finger back and forth each time the song says, “No more rabbits standing on the sled!” Play it a second time and have students do the gestures and sing if they want. Students should sing along the third time.

Students then write their own verse. Put students in pairs and have them agree on an animal. Give them time to practise and then have them sing their verse to another team.

Contextual LanguageExpress ideas. I like . . . . Do you agree?Use expressions during pair work. I agree. / I disagree.

EvaluationC1 Evidence of understanding of textsStudents use words and expressions from texts along with appropriate actions to perform the song.

C1 Evidence of understanding of textsStudents use words and expressions from texts and provided resources to create a personalized version of the song.

C2 Use of words and expressions to transmit oral messagesStudents initiate exchanges and respond to others using or combining words, strings of words and short expressions in their version of the song.

StrategiesPractice Students repeat, rehearse, regroup, integrate and assimilate words and expressions.Physical response Students act out a response to show understanding and facilitate learning.

DifferentiationEncourage students to present their song to the whole class. A vote for the best singing team could be held in class.

Workbook page 27

Wind-DownStudents colour the illustration using the colour legend at the bottom of the page. Students can colour the rest of the animals as they wish.

Workbook page 28

Word GameStudents write a letter next to each vocabulary word to match it with the corresponding illustration.


Five little rabbits standing on the sled.One fell off and bumped his head.Mama called the doctor and the doctor said,“No more rabbits standing on the sled!”

Four little rabbits standing on the sled.One fell off and bumped his head.Mama called the doctor and the doctor said,“No more rabbits standing on the sled!”

Three little rabbits standing on the sled.One fell off and bumped his head.Mama called the doctor and the doctor said,“No more rabbits standing on the sled!”

Two little rabbits standing on the sled.One fell off and bumped his head.Mama called the doctor and the doctor said,“No more rabbits standing on the sled!”

One little rabbit standing on the sled.One fell off and bumped his head.Mama called the doctor and the doctor said,“No more rabbits standing on the sled!”

Song Lyrics Handout SL3

Unit 3 Forest Animals

Five Little Rabbits

Reproduction prohibited © TC Media Books Inc. 9Catch Grade 2 Song Lyrics

Name: Group: Date:

Contextual LanguageUse vocabulary related to animals. I have raccoon. Who has wolf?

StrategiesUsing resources Students make use of material resources targeted for the task.Risk-taking Students attempt to integrate new language.

EvaluationC2 Evidence of understanding of oral messagesStudents react to messages using verbal and nonverbal responses.

C2 Use of words and expressions to transmit oral messagesStudents initiate exchanges and respond to others using or combining words, strings of words and short expressions.

Teacher’s Guide pages 13–15 – Handouts SD3, SD4

Special DaysFavourite Activities: Students cut out their five favourite winter activities and glue them in order of preference. They then circulate in the classroom, asking each other what their five favourite winter activities are.


EvaluationC2 Use of words and expressions to transmit oral messagesStudents initiate exchanges as well as respond to others using single words, strings of words and short expressions.

Snowman Game: Students play a dice game in pairs. They will need one die per pair. Students take turns rolling the die and drawing the corresponding part of their snowman. The illustration serves as a model. Students can embellish their snowman however they like, as long as they draw the eyes, hat, nose, scarf, mittens and buttons. Go over the words. Students must name the part as they play. If they roll a part that they have already drawn, they skip a turn. Whoever completes their snowman first wins the game.

StrategyCooperation Students work and learn with group and help others.

DifferentiationCreate a second table with six other snowman parts to extend the game.

EvaluationC2 Use of words and expressions to transmit oral messagesStudents initiate exchanges as well as respond to others using single words, strings of words and short expressions.

Contextual LanguageUse expressions during pair work. It’s my turn. It’s your turn. Good job. Roll the die.


Unit Checkpoint B Handout CPB3


Speak to your classmates.Play the game.

I have START

Who has RACCOON?

I haveWho has WOLF?

I haveWho has

FOX?

I haveWho has

PORCUPINE?

I haveWho has RABBIT?

I haveWho has SKUNK?

I haveWho has

CHICKADEE?

I haveWho has

SQUIRREL?

I haveWho has

BEAR?

I haveWho has

DEER?

I haveWho has BEAVER?

Reproduction prohibited © TC Media Books Inc. 11Catch Grade 2 Checkpoint

Name: Group: Date:

Unit Checkpoint AHandout CPA3


Speak to a classmate.

Play the game.

Cut out the dominos.

I have a squirrel. I don’t have a moose.

It’s my turn.

It’s your turn.

Reproduction prohibited © TC Media Books Inc.10 Catch Grade 2 Checkpoint

Name: Group: Date:

Special Days Handout SD3

Winter Holidays – Favourite Activities

Cut out and glue your favourite winter activities.

Speak to your classmates.

54

3

2

1

I like to drink hot chocolate and . . .What do

you like to do

in winter?

Reproduction prohibited © TC Media Books Inc. 13Catch Grade 2 Special Days

Name: Group: Date:

Unit Checkpoint B Handout CPB3 (cont.)


I haveWho has MOOSE?

I haveWho has

HAT?

I haveWho has SOCK?

I haveWho has BOOT?

I haveWho has GLOVE?

I haveWho has MITTEN?

I haveWho has CATCH?

I haveWho has

SUZY?

I haveWho has MOTHER?

I haveWho has

END?

I have END

Reproduction prohibited © TC Media Books Inc.12 Catch Grade 2 Checkpoint

Name: Group: Date:

Special Days Handout SD3 (cont.)

Winter Holidays – Favourite Activities

decorate a treedrink hot

chocolate skate

ski play a game light candles

make a snowman wrap presents make a fort

ride a tobogganmake snow

angels go ice fishing

Reproduction prohibited © TC Media Books Inc.14 Catch Grade 2 Special Days

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It’s my turn.

Good job.It’s your turn.

Roll the die.

Special Days Handout SD4

Winter Holidays – Snowman Game

Play the game. Draw a snowman.

eyes

buttons

arms

scarf

nose

hat

Reproduction prohibited © TC Media Books Inc. 15Catch Grade 2 Special Days

Name: Group: Date:

english as a second language grade · 2019. 3. 29. · unit 3: “five little rabbits ... –...

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