ESL Activities and Mini Books for Young Children

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  • S C H O L A S T I C

    SL Activities d Mini-Books for Every Classroom

    Terrific Teaching Tips, G a mes, Mini-Books & More to Help New Students From Every Nation Build Basic English Vocabulary and Feel Welcome!

    By Kama Einhorn Teacher

    Friends Crayons

    Friends

    Living in the USA Mini-Book Chair

    School Vocabulary Concentration Game

    Welcome New Student! Collaborative Book Draw ,ourlf (or glu

    rnichelle My Home is

  • 1 fl D 1 3111 513 =! 1

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  • EASY & ENGAGING ESL ACTIVITIES AND MINI-BOOKS

    FOR EVERY CLASSROOM

    Terrific Teaching Tips, Games, Mini-Books & More to Help New Students From Every Nation

    Build Basic English Vocabulary and Feel Welcome!

    by Kama Emhom

    pROFESSIONALgOOKS New York * Toronto * London * Auckland

    Sydney * Mexico City * New Delhi * Hong Kong

  • For Matty Yayablyu, in any language.

    THIS LAND IS YOUR LAND words and music by Woody Guthrie. TRO (c) Copyright 1956 (renewed) 1958 (renewed) 1970 Ludlow Music, Inc., New York, New York. Used by permission.

    Scholastic Inc. grants teachers permission to photocopy the activity sheets from this book for classroom use. No

    othei part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted

    in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written

    permission of the publisher. For information regarding permission, write to

    Scholastic Inc., 555 Broadway, New York, NY 10012.

    Edited by Louise Orlando Cover design by Norma Ortiz

    Interior design by Elizabeth Chinman Illustrations by Cary Pillo

    ISBN 0-439-15391-3 Copyright 2001 by Kama Einhorn

    All rights reserved. Printed in the U.S.A.

  • Contents INTRODUCTION 4

    Terms You Should Know 4 Levels of Language Learning 5 What Is Proficiency? 5

    USING THIS BOOK 6

    PART i : WELCOMING NEW STUDENTS 7

    The First Few Days 7 The First Week 8 Assessing the Needs of Your Newcomers 9 National Standards 10 Easing Into English 12 Looking at Cultural Differences 16 Language Learning-CenterMaterials 17

    PART 2: MINI-BOOKS, ACTIVITIES, AND GAMES 19

    Using the Mini-Books 19

    Welcoming the Newcomers 20 Collaborative Book: My Name Is 21

    At School 23 Reproducible: School Picture Dictionary 24 Mini-Book: At School 25 Reproducible: School Concentration Cards . . . 27

    ABC's 28 Mini-Book: My Alphabet Book 29 Reproducible: ABC Practice Sheet 31

    Numbers and Counting 32 Mini-Book: How Many? 33 Reproducible: Numbers and Math Words 35 Reproducible: Dominoes 36

    All About Me 37 Reproducible: Parts of the Body 38 Mini-Book: All About Me 39

    Colors and Shapes 41 Reproducible: Colorthe Shapes 42 Mini-Book: Make a Rainbow! 43

    Food 45 Reproducible: Food Concentration Cards 46 Mini-Book: Food Friends 47

    Time and Date 49 Reproducible: Weekly Schedule 50 Mini-Book: Eating Around the Clock 51 Reproducible: Make a Calendar 53

    Living in the USA 54 Mini-Books:

    The Pledge of Allegiance 55 This Land Is Your Land 57

    Reproducible: Flags 59

    Additional Reproducible Pages 60 What Should I Say? 60 My Personal Dictionary 61

    CLASSROOM RESOURCES 62 Newcomer Library 62 CD-ROAAS 62 Useful Web Sites 62 Professional-Development Books 63

    CERTIFICATE: CONGRATULATIONS! 64

    l K

  • In "In New language Mei 1\

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    Suppo class full a daunti follow t\ you asse the new group so don't sh; they don commiin

    This g to provic a little sir games, a English language day in th challeng they nee will men of Allegi know by

    Creati newcom language resource proficier som into

    traduction York in school everything happened in English. Such a lonely ^ I v i i i i ^ i ^ . Each letter stands alone and makes its own noise. Not like Chinese..." ^ ^ ^ ^ ^ ^ ^ ^ ^ 4ei, newcomer student in I Hate English by Ellen Levine

    iber of children in our schools who are TERMS YOU SHOULD KNOW le United States is growing. Estimates Following is a list of important terms for >m 2.5 million to 4.6 million children teachers with second-language learners. For percent of the population), representing more information, resources, and ESL policies, n 180 different language groups. They check with your school district, as well as your ariety of environments in their home local and state departments of education. You

    and arrive with a whole set of cultur- will also find a list of additional resources at the d values and expectations. Most of all, end of this book (page 62). scared and anxious about surviving in tool with a new language. ESL (English as a Second Language) is a program rting second-language learners in a specifically designed to teach English to non-of fluent English speakers can seem English speakers. The goal is for learners to

    ig task. How will your new students achieve greater proficiency in academic and e English-language lessons? How will social language. ESL is also called English ;s these students? Communicate with Language Development (ELD), families? Help the students fit into the cially? And, most immediately, if you ESL Pull-Out Students spend most of each day in a ire the students' first language and regular classroom. They are "pulled out" on a 't speak any English, how will you regular basis to receive special help with English icate throughout the day? as well as additional support with understand-jide gives you quick and easy ways ing the classroom curriculum, e your second-language learners with elter from the storm. Mini-books, Bilingual Education takes several different forms, nd activities help students build a basic All are designed to help second-language ocabulary and manage their own learners continue to develop grade-level skills -learning experience. From the first in their first language as they acquire English. ; classroom, students will complete Bilingual educators use both the students' tig yet achievable tasks that teach words native language and English in instruction. As

    :1 to know immediately. Later on, they instructors do this, they help maintain the new -.orize basic texts, such as "The Pledge students' self-esteem and pride in their first mce," that their English-speaking peers language and culture. In a transitional bilingual heart. program, students spend one to three years in a

    rtig a comfortable environment for bilingual class before they are "mainstreamed" ers who are communicating in a new into an English-only situation. In a maintenance

    is a big job. Use this book as a key bilingual program, primary-language instruction Remember, your students' language is provided throughout the elementary grades,

    oy will continue to grow as they bios- so students will become thoroughly bilingual, active, engaged learners.

    i

    4 Easy & Engaging EjSL Activities and Mini-Books For Every Classroom I

  • Newcomer Programs serve foreign-language students in an environment devoted solely to the social, academic, and cultural adjustment of new immigrants. A newcomer program is comprised only of students who are new to the United States; it emphasizes systematic English-language instruction. A student typically spends only one year in a newcomer program.

    Sheltered English or Specially Designed Academic Instruction in English (SDAIE) uses English to teach the normal grade-level curriculum while using second-language learning techniques that foster academic and linguistic development.

    Structured English Immersion is immersion in a totally English-speaking environment without native-language support or instruction. The curriculum is taught entirely in English.

    3. Speech Emergence. Students show greater inde-pendence in this phase. They may struggle to elaborate upon ideas, but they speak in longer phrases and understand most of what is said.

    4. Intermediate Fluency. Learners speak and com-prehend most classroom discourse. They may still struggle with complex grammar and pronunciation, but they can initiate and extend conversations comfortably. Academic areas, such as content reading in science or social studies, still present challenges.

    WHAT IS PROFICIENCY? There are two types of language proficiency (Cummins, 1980). Though they often overlap, each type involves distinct sets of skills. Second-language learners develop both proficiencies simultaneously, and one can enrich the other.

    LEVELS OF LANGUAGE LEARNING Second-language learners pass through four generally recognized stages. The activities in this book are designed for students in the pre-production and early production phases, but adaptations and enhancements are included for more proficient students, too.

    1. Pre-Production Phase. Learners in this phase cannot comprehend simple words and phrases; they lack basic English vocabulary and knowledge of grammar. This stage is also known as the "silent period," since learners may appear withdrawn and shy. Though silent, they are absorbing language all around them and processing it in their own time.

    2. Early Production Phase. Students in this phase use basic vocabulary in one- to two-word sentences, and begin to follow basic grammar patterns. They may struggle in conversation, but they are beginning to understand what people are saying to them.

    Basic Interpersonal Communication Skills (BICS) is the ability of second-language students to communicate socially with native English speakers. Students with these skills can talk on the telephone and in the playground, for instance, and play group games. This proficiency is often achiev

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