objectives non-transferable sound /a/ · learn how to say /a/ correctly. ... korean, portuguese,...

OBJECTIVESStudents will:

✦ learn how to say /a/ correctly.

✦ practice saying words

containing /a/.

✦ hear /a/ in words and say the

sound in isolation.

✦ Teacher’s Resource Book,

page xx

✦ Routines 1, 2a

✦ Alphabet Sound Card 27 or

Sound/Spelling Card 1

✦ Newcomers Photo Library CD-

ROM images 8 (hat), 150 (cat),

182 (bat), 317 (grass)

✦ Small mirrors

MATERIALS

Teacher Tip

NON-TRANSFERABLE

SOUND The sound /a/ is non-

transferable in Cantonese,

Hmong, Japanese, Khmer,

Korean, Portuguese, Russian,

Spanish, Tagalog, and

Vietnamese.

Explicit instruction for forming

English sounds is provided on

pages xx-xx of the Teacher’s

Resource Book.

FEEDBACK ROUTINE Always

use Routine 1—Feedback to

provide immediate feedback

for each student response.

Teaching Non-Transferable Sounds

✦ Before introducing /a/ to students, teach the names

for the body parts that they will use as they make

different English sounds throughout these lessons.

Use the following procedure.

✦ Point to and name your mouth, lips, teeth, tongue,

jaw, and throat. For each, say: “Watch me and listen.

This is my _____. Repeat after me. This is my _____.”

✦ Give each student a small mirror, and repeat the

procedure. Point to each body part and say, “Say the

name with me. _____.” Repeat until students can

comfortably and correctly point to and name each

part.

✦ Tell students to look in the mirror as they practice

the sound they are about to learn. Use Routine

2a—Teaching Non-Transferable Sounds: Beginning

Level to teach /a/. Introduce the sound by teaching

Alphabet Sound Card 27 or Sound/Spelling Card

1—Lamb. Point to the picture on the card and say,

“This is a lamb. When a lamb wants to let others

know where it is, it makes the sound /a/ /a/ /a/ /a/.”

Then model the following as you say, “Watch my

mouth as I say the sound. It is wide open. /a/ /a/ /a/

/a/. The lamb makes the sound /a/ /a/ /a/ /a/. What

sound does the lamb make?” /a/ /a/ /a/ /a/ Say, “Yes,

/a/ /a/ /a/ /a/,” if students are saying /a/ correctly.

Otherwise, correct them by saying, “My turn. Look

at your mouth in the mirror. Put your tongue down.

Say /a/ /a/ /a/ /a/.” Walk around and give students

individualized help.

✦ In a row, display the Newcomers Photo Library

CD-ROM images for words that contain the middle

sound /a/. Point to each image and name it. Have

students repeat the name after you. If they name an

image correctly, confi rm by saying, “Yes, this is a(n)

_____.” Otherwise, say, “My turn. Look at my mouth

as I say _____.” As you say the word, extend the /a/.

Then say, “Now repeat the word after me. _____.”

After they say the word, ask, “What sound is in the

middle of the word?” /a/ Confi rm or correct.

✦ Say, “Now I am going to point to an image, and you

will tell me the name of the image.” Point to each of

the Newcomers Photo Library CD-ROM images and

ask, “What is this?” This is a(n)_____. If students are

correct, confi rm their answer by saying, “Yes, this is

a(n) _____.” Otherwise, correct them by saying, “My

turn. This is a(n) _____. Repeat after me. This is a(n)

_____.”

✦ Have individual students name the images. After a

student names an image, ask, “What is the middle

sound of _____?” The sound is /a/. Confi rm or correct.

✦ Continue this activity until students can name the

images correctly and recognize and say the target

sound in each name.

Lesson

B1

Non-Transferable Sound /a/

OBJECTIVESStudents will:

✦ review the correct

pronunciation of /a/.

✦ say words that contain the

target sound /a/.

✦ recognize whether words

contain the middle sound /a/

or /o/.

✦ Routine 2b

✦ Alphabet Sound Card 27 or

Sound/Spelling Cards 1, 15

✦ Newcomers Photo Library CD-

ROM images 8 (hat), 22 (sock),

34 (stop), 226 (clock), 150 (cat),

182 (bat), 278 (dock), 317 (grass)

✦ Small mirrors

MATERIALS

PREREQUISITE LESSONS✦ Lesson B1: Non-Transferable

Sound /a/

✦ Lesson B7: Non-Transferable

Sound /o/

Teacher Tip

NON-TRANSFERABLE

SOUND The sound /o/ is

non-transferable in Arabic,

Cantonese, Russian, and

Tagalog.

NEWCOMERS PHOTO

LIBRARY CD-ROM IMAGES

The names indicated in

parentheses for these images

are the names of the items

in the images that are to be

used for the activity and not

necessarily the names of the

images.

Teaching Non-Transferable Sounds Lesson

B2

✦ Teach students soft and hard by having them feel

their arm when it is relaxed, and then feel it when it

is tensed up. Say, “Feel your arm. It is soft. Make a fi st

and feel your arm again. Now it is hard.”

✦ Hand out the mirrors. Using Routine 2b—Reviewing

Non-Transferable Sounds: Beginning Level, review

the sound /a/ by pointing to Alphabet Sound Card

27 or Sound/Spelling Card 1—Lamb and saying,

“We have learned that the sound a lamb makes is

/a/ /a/ /a/ /a/. Now watch me as I make the sound.

/a/ /a/ /a/ /a/. Your turn. Look in your mirror as you

say the sound.” /a/ /a/ /a/ /a/ Confi rm. Otherwise,

say, “My turn. Feel your jaw. It is hard. /a/ /a/ /a/ /a/.

Repeat after me. /a/ /a/ /a/ /a/.”

✦ Teach Alphabet Sound Card 30 or Sound/Spelling

Card 15—Fox. Point to the picture on the card and

say, “This is a fox. When the fox does not feel well,

it makes the sound /o/ /o/ /o/ /o/.” Then model the

following as you say, “Watch my mouth as I say the

sound. My mouth is wide open: /o/ /o/ /o/ /o/. What

sound does the fox make?” /o/ /o/ /o/ /o/ Confi rm,

or say, “My turn. Look at your mouth in the mirror.

Open it wide, just as you would for a doctor who

wants to check your throat. Your jaw is relaxed. Now

say /o/ /o/ /o/ /o/.”

✦ In a row, display the Newcomers Photo Library

CD-ROM images for words that contain the middle

sound /a/ or /o/. Say, “Today we are going to look at

images that have names with the middle sound /a/

or /o/. Listen carefully when I name an image, and

then repeat the name after me.” Point to each image

and name it. If students say the word correctly,

confi rm by saying, “Yes, _____.” Otherwise, say, “My

turn. Look at my mouth as I say the word. _____.

Repeat after me. _____.” After students say the word,

ask, “What sound is in the middle of _____?” Confi rm

or correct as needed.

✦ Point to an image and say. Say, “Tell me the name of

the image. Remember that the name has the middle

sound /a/ or /o/.” Point to each image and ask, “What

is this?” This is a(n) _____. Confi rm or correct. After

students show that they are comfortable recalling

the names of the images, have individual students

name them. After a student names an image, ask,

“What is the middle sound of _____?” Continue this

activity until students are comfortable saying the

image names and target sounds.

✦ Say, “I am going to say some words that contain the

middle sound /a/ or /o/. When I say a word with /a/,

you will say /a/. When I say a word with /o/, you will

stay silent.” Use the following words for this activity:

not, pat, nap, mop, tack, hot. Confi rm by saying, “Yes,

that is correct,” or “Yes, /a/.” Otherwise, say, “My turn.

Listen to the word. _____. _____ has the middle

sound _____. Repeat the middle sound after me.

_____.” Later on, use the same word again.

✦ Repeat the activity with the following words that

contain /a/ or /o/: sad, sock, fact, mat, rock, top.

Contrasting /a/ and /o/

OBJECTIVES

Students will:

✦ learn about concrete adjectives

and how they are placed in

English sentences.

✦ practice using color and number

adjectives to elaborate on

simple sentences.

✦ Common classroom objects

such as colored pencils, crayons,

colored paper, and books of

different colors

MATERIALS

PREREQUISITE LESSON✦ Lesson B78: Definite Article the

and Indefinite Article a

Teacher Tip

TRANSFER ISSUES In

Portuguese, Russian, Spanish,

and Tagalog adjectives reflect

the number and gender of the

noun they modify. In Hmong,

Khmer, and Vietnamese the

adjective may follow the noun

it modifies. Adjectives vary

position in Portuguese and

Spanish. They may precede or

follow the noun they modify.

NUMBERS Only use numbers

students have already

learned in the regular reading

classroom.

Exploring Language Structures

✦ Use a familiar classroom object. Say, “I am going

to describe an object. The _____ is _____.” Have

students repeat each adjective after you. Say,

“Words that tell more about the object are called

adjectives. Repeat after me. Adjectives tell more.”

Adjectives tell more. Confirm or correct.

✦ Say, “We are going to learn adjectives that tell what

color.” Use classroom objects to teach various colors.

Say a color, and have students repeat each one.

✦ Pick up a red pencil and say, “This is a red pencil.”

Say, “Red is the adjective that tells what color. What

color is the pencil?” red Confi rm or correct by saying,

“Yes/My turn. This is a red pencil. Repeat after me.

This is a red pencil.” This is a red pencil. Demonstrate

fi rst, second, and third with your fi ngers as you

say, “Listen. A red pencil. The article, a, is fi rst. The

adjective, red, is second. The noun, pencil, is third.

The order is: article, adjective, noun.” Have students

repeat this sequence.

✦ Continue by pointing out and naming other objects.

Have students use the sentence frames to fi rst tell

what the object is and then add an adjective. For

example, hand a student a blue book and ask, “What

is this?” This is a book. Confi rm or correct. Then say,

“Complete the sentence frame This is a adjective

book to tell what color.” This is a blue book. Confi rm

or correct.

✦ Repeat the activity using numbers. Say, “Let’s count

to fi ve.” Say, “When we count, we say numbers.

Numbers are adjectives that tell how many. Repeat

after me. Numbers tell how many.” Numbers tell how

many. Confi rm or correct. Pick up a pencil and ask,

“How many pencils is this?” one Confi rm or correct

by saying, “Yes/My turn. This is one pencil. Repeat

after me. This is one pencil.” This is one pencil. Then

say, “Sometimes, when we use an adjective that

tells how many, there is no article. Listen. This is one

pencil. Repeat after me. This is one pencil.” This is one

pencil. Continue with other objects.

✦ Structured Language Practice: “Think-Pair-Share”

Have students pair up and select an object. Say,

“Look at your object. Talk about the color. Use the

sentence frame This is a word adjective. Then you will

share your sentence with the class.”

✦ After students have shared their answers, repeat the

activity with number adjectives.

Lesson

B79

Adjectives and Adjective Placement

Vocabulary: article, adjective, noun, white,

blue, red, yellow, green

Sentence Frames: This is (a) adjective noun.

OBJECTIVES

Students will:

✦ review concrete adjectives and

how they are placed in English

sentences.

✦ practice using size and sensory

adjectives to elaborate on

simple sentences.

✦ An ice cube, a cup of hot water,

and skinny and fat pieces of

rope or string



and student sweaters or jackets

MATERIALS

PREREQUISITE LESSON✦ Lesson B79: Adjectives and

Adjective Placement

Teacher Tip

AGE-APPROPRIATE TERMINOLOGYIn this lesson, the words noun

and adjective are used. If you

have younger students, use

naming words and describing

words instead.

Exploring Language Structures Lesson

B80

✦ Review adjectives and adjective placement by

asking, “What are words that tell more about a

noun?” adjectives Confirm or correct by saying,

“Yes/My turn. Adjectives tell more about a noun.

Repeat after me. Adjectives tell more about a noun.”

Adjectives tell more about a noun. Then say, “Give me

the order of words when you describe something.”

article, adjective, noun Confirm or correct.

✦ Say, “We are going to learn adjectives that tell how

an object feels. Touch your desk. Your fi ngers tell

how your desk feels.” Pick up a stapler, and say, “This

is a stapler. Repeat after me. This is a stapler.” This is a

stapler. Run your hand over the stapler, and say, “This

is a smooth stapler.” Have students feel the stapler,

and then say, “This is a smooth stapler. Repeat after

me. This is a smooth stapler.” This is a smooth stapler.

Confi rm or correct. Say, “Smooth is an adjective that

tells how the stapler feels.”

✦ Run your hand over the edge of a coat zipper. Say,

“The zipper feels rough.” Pass the coat around, and

then say, “This is a rough zipper. Repeat after me.

This is a rough zipper.” This is a rough zipper. Confi rm

or correct.

✦ Continue with other common objects in the room.

Display objects that have the following textures and

feels: soft, stiff , cold, and hot. Use objects students

can easily pick up and pass around, such as books

and pencils. For each object say, “Use the sentence

frame This is a _____ _____ to tell about the _____.

Use the adjective _____.” Have individuals say the

sentence frame. Confi rm or correct each answer as

needed, and then have students repeat each answer

chorally. Possible Answers: This is a stiff book. This is

a hot cup. This is a cold ice cube. This is a soft sweater.

✦ Have students repeat the activity using adjectives

describing size. For example, pick up a big book and

say, “This is a book. Repeat after me. This is a book.”

This is a book. Confi rm or correct as necessary. Then

say, “This is a big book. Repeat after me. This is a big

book” This is a big book. Then say, “Big is an adjective.

It describes the size of an object. Repeat after me.

Big tells about size.” Big tells about size. Repeat with

a small book. Continue with other size adjectives:

short, long, tall, skinny, fat, and large. As done in the

previous activity, say, “Use the sentence frames This

is a _____ _____ to tell about the _____. Use the

adjective _____.” Have individuals say the sentence

frame. Confi rm or correct each answer as needed,

and then have students repeat each answer chorally.

Possible Answers: This is a long pencil. This is a tall

cabinet. This is a large circle. This is a skinny rope.


Vocabulary: article, adjective, noun, smooth,

rough, hard, soft, stiff, cold, hot

Sentence Frames: This is (a) adjective noun.

OBJECTIVES

Students will:

✦ learn and practice using the

comparative and superlative

forms of various adjectives.

✦ Three pencils of the same color

but different lengths

✦ Several sets of three or four

of the same type of objects

diff erent from each other in at

least two ways (books, paper,

balls…)

MATERIALS

PREREQUISITE LESSONS✦ Lessons EA43-EA44: Adjectives

Teacher Tip

TRANSFER ISSUES In

Hmong, Khmer, Korean,

Portuguese, Spanish, and

Tagalog, comparative

adjectives do not change form.

STUDENT RESPONSES Make

sure students are always

answering in complete

sentences.


✦ Show students two pencils of the same color. Say,

“I have two pencils.” Say, “Tell me one thing that is

the same about the pencils, and one thing that is

diff erent. Answer the question with Both _____ are

_____, but the _____ is diff erent.” Possible Answer:

Both pencils are color, but the length is diff erent.

Confi rm or correct.

✦ Now say, “One way to describe things that are

diff erent is to use an adjective and change its form.”

Hold up the longer pencil and say, “You can use the

adjective long and add er at the end of it. Pencil two

is longer than pencil one. Repeat after me. Pencil

two is longer than pencil one.” Pencil two is longer

than pencil one. Confi rm or correct. Ask, “What did

you add at the end of the adjective long?” I added er

at the end of the adjective long. Confi rm or correct.

✦ Now hold up a third pencil and ask, “What can you

say about pencil three compared to the other two

pencils?” Possible Answer: Pencil three is longer than

pencil one and pencil two. Confi rm or correct. Say,

“Another way of saying that there are no pencils

longer than pencil three is to add the before the

adjective and est at the end of the adjective. Pencil

three is the longest of the pencils. Repeat after me.

Pencil three is the longest of the pencils. Pencil three

is the longest of the pencils. Confi rm or correct. Ask,

“What do you add to long to tell that it is longer than

all the other pencils?” I add the before long and est at

the end of long. Confi rm or correct.

✦ Structured Language Practice: “Numbered Heads”

In small groups, students number off . Display three

numbered pencils, with the shortest being pencil

one and the longest pencil three. Say, “Use the

antonym, or the opposite, of long to compare these

pencils.” Verify that they know the antonym short.

Then say, “Use the sentence frames _____ is _____er

than _____. _____ is the _____est of the _____ to

make three sentences. In a few minutes I will call a

number. The student with that number will share

the sentences for his or her group.”

✦ Structure Language Practice: “Think-Pair-Share”

Display sets of three or four of the same objects

(books, sheets of paper, balls…) that are diff erent

from each other in at least two ways. Have pairs

of students select one of the sets and brainstorm

antonyms to describe what is diff erent about their

objects. Each pair has to come up with at least

two adjectives and then use them in the sentence

frames. Possible Adjectives: big, small, thick, thin. In

a few minutes, have pairs share their sentences.

Lesson

EA55

Regular Comparative and Superlative Adjectives

Academic Vocabulary: compare, same,

diff erent, both

Sentence Frames: _____ is _____er than

_____. _____ is the _____est of the

_____.

OBJECTIVES

Students will:

✦ review and practice using the


forms of a variety of adjectives.

✦ Three books of different weights

✦ Several sets of three or four

of the same type of objects

diff erent from each other in at

least two ways (books, paper,

balls…)

MATERIALS

PREREQUISITE LESSON✦ Lesson EA55: Regular and

Superlative Adjectives

Teacher Tip

TRANSFER ISSUES In Hmong,

Khmer, Korean, Portuguese,

Spanish, and Tagalog,

superlative adjectives do not

change form.


EA56

✦ Display two books of different weights. Have a

student come up to the front of the class. Say, “Pick

up the books, one at a time. What can you say about

the weight of the books? Use the adjective heavy

to compare the weight of the two books. Answer

with a complete sentence using the sentence frame

_____ is _____er than _____.” Possible Answer:

The Social Studies book is heavier than the Math

book. Confirm by saying, “Yes, the _____ book is

heavier than the _____ book.” Or, if the student

answers incorrectly, say, “My turn. The _____ book is

heavier than the _____ book. Repeat.” Then have the

students repeat the sentence chorally. Have another

student compare the weight of the books using

the adjective light. Possible Answer: The Math

book is lighter than the Social Studies book. Confirm

or correct, then have the whole group repeat the

answer chorally.

✦ Display a third book that is heavier than the other

two books. Have another student come up and feel

the weight of the three books, one at a time. Then

say, “What can you say about the weight of this third

book?” Possible Answer: The Science book is the

heaviest of the books. Confi rm or correct the answer,

then have the whole group repeat the answer

chorally. Repeat the procedure with a new student

and the adjective light. Possible Answer: The Math

book is the lightest of the books. Confi rm or correct,

then have the whole group repeat the sentence

chorally.


Display the same objects from the previous lesson’s

“Think-Pair-Share” activity. Pair students up and have

each pair select one of the sets. It does not have

to be the same set the pair picked in the previous

lesson. Tell students that today they are going to

make complete sentences with the adjectives they

talked about in the previous lesson as well as the

sentence frames “_____ is _____er than _____” and

“_____ is the _____est of the _____.” Each student in

each pair will share one of the sentences.

✦ Move around the room to monitor the pairs. Make

sure students are using the sentence frames

reviewed in this lesson.


Academic Vocabulary: compare Sentence Frames: _____ is _____er than

_____. _____ is the _____est of the

_____.

OBJECTIVES

Students will:

✦ learn about adjectives and


sentences.

✦ practice using adjectives to

elaborate on simple sentences.



colored paper, and books of

diff erent colors

✦ Shiny, dull, rough, smooth, big,

small, cool, warm, fancy, plain,

full, and empty objects

MATERIALS

PREREQUISITE LESSONS✦ Lessons EI75-EI76: Nouns

Teacher Tip

TRANSFER ISSUES In

Portuguese, Russian, Spanish,

and Tagalog adjectives refl ect

the number and gender of the

noun they modify. In Hmong,

Khmer, and Vietnamese the

adjective may follow the noun

it modifi es. Adjectives vary

position in Portuguese and

Spanish. They may precede or

follow the noun they modify.

AGE-APPROPRAITE TERMINOLOGY If you


describing words instead of

adjectives.


✦ Say, “I am going to describe an object.” Describe

different features of a classroom object using

the sentence frame “The noun is adjective.” Have

students repeat each sentence after you. List the

adjectives used and say, “_____ are adjectives.

Adjectives tell more about an object, or a noun.

Repeat after me. Adjectives tell more about a noun.”

Adjectives tell more about a noun. Confirm or correct.

✦ Hold up a pen and say, “This is a pen.” Have students

repeat the sentence. Ask, “What is the article?” a

Then ask, “What is the noun?” pen Confi rm or correct

both responses. Demonstrate fi rst and second with

your fi ngers as you say, “The article is fi rst. The noun

is second. Repeat after me. The article is fi rst.” The

article is fi rst. Then say, “Repeat after me. The noun is

second.” The noun is second. Confi rm or correct.

✦ First, review colors using objects around the room.

Then pick up a black pen and say, “This is a black

pen. Repeat after me. This is a black pen.” This is a

black pen. Demonstrate fi rst, second, and third as

you say, “The article a is fi rst. The adjective black is

second. The noun pen is third.” Have students repeat

each sentence about word placement after you.

Confi rm or correct each.

✦ Practice using the sentence frames while also

teaching antonyms. Have students use the sentence

frames to fi rst tell what the object is—the noun—

and then add an adjective. For example, display a

big book and a small book. Ask, “What is this?” This

is a book. Confi rm or correct. Describe each book

using the antonyms. Then point to the big book and

ask, “Is this a big or small book?” This is a big book.

Confi rm or correct. Then repeat with the small book.

Continue with the following: doorknob (shiny/dull),

desk (rough/smooth), water (cool/warm), shelf

(bottom/top), coat (fancy/plain), and box (full/empty).

✦ Structured Language Practice: “Echo Talk” Have

students work in pairs. Put out three pencils. Give

each pair a set of antonyms. These might include

light/heavy, long/short, sharp/dull, straight/crooked.

Say, “Look at each pencil. One partner points to a

pencil and uses the sentence frame This is a _____

to tell what the object is. The other partner repeats

the sentence and then adds an adjective using

the sentence frame This is a adjective noun. The

fi rst partner then repeats the sentence with the

adjective.” Move around the classroom to ensure

that students are using the sentence frames

correctly.

Lesson

EI77


Vocabulary: noun, one, big, small, cold, hot, colors Sentence Frames: This is a _____. This is a

adjective noun.

OBJECTIVES

Students will:

✦ review concrete adjectives and


sentences.

✦ practice using adjectives that

are antonyms to elaborate on

simple sentences.



and student sweaters or jackets

✦ Sandpaper

MATERIALS

PREREQUISITE LESSON✦ Lesson EI77: Adjectives and

Adjective Placement

Teacher Tip

AGE-APPROPRIATE TERMINOLOGYIn this lesson, the words noun

and adjective are used. If you


naming words and describing

words instead.


EI78

✦ Ask, “What words tell more about nouns?” adjectives

Confirm or correct by saying, “Yes/My turn.

Adjectives tell more about nouns. Have students

repeat after you.

✦ Say, “Touch your desk. Your fi ngers tell how the desk

feels.” Then ask, “Do you know some words that tell

how something feels? Possible Answers: rough,

smooth Confi rm or correct.

✦ Pick up a piece of paper. Ask, “What is this?” This is

paper. Confi rm or correct. Run your hand over the

paper and say, “This is smooth paper.” Have students

repeat the sentence. Then hand the paper to a

student and ask, “What is this?” This is smooth paper.

Confi rm or correct. Then say, “Smooth is an adjective

that tells how the paper feels. Repeat after me.

Smooth tells how the paper feels.” Smooth tells how

the paper feels. Confi rm or correct.

✦ Hold up a piece of sandpaper. Say, “This is

sandpaper. What is this? This is sandpaper. Confi rm

or correct. Run your hand over the sandpaper

and say, “Sandpaper feels rough. Repeat after me.

Sandpaper feels rough.” Sandpaper feels rough.

Hand the sandpaper to a student and say, “Use the

sentence frame This is noun adjective to describe the

sandpaper.” This is rough sandpaper.

✦ Have students pass both pieces of paper around the

room. Point to a student who has one of the pieces

of paper and ask, “What is that?” Have the student

respond using the sentence frame, “This is adjective

noun.” Repeat the activity with other students.

✦ Repeat the procedure with other objects with

diff erent textures and feels. Use objects students

can easily pick up and pass around, such as books,

pencils, and articles of clothing.

✦ Then repeat the activity using adjectives describing

size. Pick up a big book and say, “This is a big book.

Repeat after me. This is a big book” This is a big book.

Confi rm or correct. Say, “Big is an adjective that

describes the size of an object. Repeat after me. Big

describes size.” Big describes size. Confi rm or correct.

Repeat with other objects and the adjectives small,

long, tall, wide, and short.


Put out objects of diff erent sizes and textures. Have

students pair up and choose an object. Say, “Look at

your object. One student in your group will tell what

it is—the noun. The other student will repeat what

the fi rst student says and then add an adjective. The

fi rst student will then repeat the sentence with the

adjective. Use the sentence frames This is a _____

and This is a adjective noun.” Have students share

their sentences.


Vocabulary: article, adjective, noun, smooth,

rough, hard, soft, stiff, cold, hot

Sentence Frames: This is a _____. This is a

adjective noun.

OBJECTIVES

Students will:✦ learn that comparative

and superlative adjectives

sometimes change form.

✦ practice making and using


adjectives.

✦ Three pencils of the same color

but diff erent lengths

✦ Paper

MATERIALS

PREREQUISITE LESSONS✦ Lesson I43-I44: Adjectives

Teacher Tip

TRANSFER ISSUES In

Hmong, Khmer, Korean,

Portuguese, Spanish, and

Tagalog, comparative

adjectives do not change form.


✦ Show students two pencils of different lengths but

of the same color. Say, “I have two pencils.” Ask,

“What is the same about the pencils? Answer the

question with “Both _____ are _____.” Both pencils

are color. Confirm or correct. Now say, “Look at what

is different.” Lay both pencils next to each other and

say, “Look at how long each pencil is. Pencil two is

longer than pencil one. Repeat after me. Pencil two

is longer than pencil one.” Pencil two is longer than

pencil one. Confirm or correct.

✦ Hold up the longer pencil and say, “The adjective

I used is longer. I added er to long to tell that this

pencil has more length than the other pencil.

Sometimes, when you are comparing two or more

things, the adjective changes form. I am going to ask

you a question: What do you add to long to compare

the two pencils? Answer in a complete sentence.” I

add er at the end of long. Confi rm or correct.

✦ Now ask, “Which pencil is longer? Pencil one or

pencil two?” Pencil two is longer than pencil one.

Confi rm or correct.

✦ Hold up a third pencil. Say, “This pencil is longer than

both pencil one and pencil two. Pencil three is the

longest pencil. Repeat after me. Pencil three is the

longest pencil.” Pencil three is the longest pencil. Say,

“When you add the before long and est at the end of

long, you are saying that it is longer than everything

else you are comparing it to. I am going to ask you

a question: What do you add to long to tell that it is

longer than all the other pencils?” I add the before

long and est at the end of long. Confi rm or correct.

✦ Now ask, “What pencil is the longest pencil? Pencil

one, two, or three? Answer in complete sentences.”

Pencil three is the longest pencil. Confi rm or correct.


Have each student in a pair draw a triangle. Once

students have had time to draw a triangle, have a

student in each pair point to and tell the class which

is the bigger triangle, answering in a complete

sentence. This triangle is bigger than this triangle.

✦ Structure Language Practice: “Numbered Heads”

In small groups, students number off . Each group

draws on one piece of paper a shape of their choice

in three diff erent sizes. Students use the adjective

big to tell about the shapes in complete sentences.

Then, call out a number, and the student with that

number shares with the class in complete sentences.

Prompt students with the following questions: What

shapes did you draw? Which _____ is bigger? Which

_____ is the biggest?”

Lesson

I54


Academic Vocabulary: compare, both, same,

diff erent

Sentence Frames: _____ is _____er than

_____. _____ is the _____est _____.

OBJECTIVES

Students will:✦ review the comparative and

superlative forms of adjectives.

✦ practice making and using


adjectives.

✦ Three cups of diff erent sizes and

shapes

MATERIALS

PREREQUISITE LESSON✦ Lesson I55: Regular

Comparative and Superlative

Adjectives

Teacher Tip

TRANSFER ISSUES In Hmong,

Khmer, Korean, Portuguese,

Spanish, and Tagalog,

superlative adjectives do not

change form.


I55

✦ On the board, draw three squares in order of size

and then number them. To review the comparative

and superlative forms of adjectives, give the

following prompts for individual students to

respond to: What shapes have I drawn? Find two

ways to compare squares one and two. Which is

the biggest square? The smallest? Have students

answer in complete sentences.” If necessary, review

the sentence frames. Possible Answers: These

are squares. Square one is smaller than square two.

Square two is bigger than square one. Square three is

the biggest square. Square one is the smallest square.

Confirm or correct as needed. After a student has

given a correct response, have students say it

chorally.

✦ Have students repeat until they are responding with

ease.

✦ Structured Language Practice: “Numbered

Heads” In small groups, students number off . Each

group draws on one piece of paper a shape of their

choice. Students then must color the shapes in

diff erent shades and compare the shades using the

adjectives dark and light. After a few minutes, call

out a number, and the student with that number

shares with the larger group in complete sentences.

Prompt students with the following: “What shapes

did you draw? Compare their shades.” Possible Answers: These are circles. This circle is darker than

this circle. This is the lightest circle.

✦ Have groups repeat this activity drawing lines and

comparing them using the adjective long.

✦ Now have the groups trade sheets. Tell students that

they are to draw a shape and color it an even darker

or lighter shade than all the others. Remind them

that the shape they are drawing should be the same

as what is already on the paper. When you call out a

number, that student will compare the shade of the

shape to the others.

✦ Have them repeat this activity with the lines. They

are to draw a line that is shorter or longer than all

the other lines on the page and then compare it to

the other lines.


Academic Vocabulary: compare Sentence Frames: _____ is _____er than

_____. _____ is the _____est _____.

OBJECTIVES

Students will:

✦ learn to sequence objects using

single words within sentence

frames with time-order words.

PREREQUISITE LESSONS✦ Lessons 105-106: Main Idea

and Details

✦ Blackline Master 1

MATERIALS

Teacher Tip

CORRECTIVE FEEDBACK

Immediately giving corrective

feedback when a student gives

an incorrect answer is crucial.

This prevents errors from being

solidified in students’ minds.

Also, do not repeat the error,

simply say “My turn,” and then

offer the correct answer and

have students repeat it.

Building Oral Language

✦ Introduce the words first and last. Have three

students line up in front of the group. Point to the

first student in line and say, “Student’s name is first.”

Skip the second student. Go to the last student in

line and say, “Student’s name is last.”

✦ Go back to the first student and say, “Repeat after

me. First.” first Say, “Yes, first.” Otherwise say, “My

turn. First. Repeat after me. First.” first Repeat this

procedure with the last student.

✦ Point to the first student in line and say “_______ is

first.” Then ask: “Who is first?” Students can give the

name or point to the first student. Then say: “Yes,

____ is first.” Have students repeat the complete

sentence. If the student does not name or point

to the correct student, say: “My turn. ______ is

first. Who is first?” Repeat this procedure with the

student who is last in line.

✦ Repeat until students are firm in their

understanding.

✦ Give each student a copy of Blackline Master 1.

Display a copy or a transparency of the blackline

master.

✦ Point to the first object and say, “This is a ball. What

is this?” a ball “Yes, this is a ball.” Have students

repeat the complete sentence. If students respond

incorrectly say, “My turn. This is a ball. What is this?”

Repeat the procedure for the bat and the ring.

✦ Now say, “The ball is first. What is first?” the ball “Yes,

the ball is first.” The ball is first. If students do not

respond with the correct object, then say, “My turn.

The ball is first. What is first?” Repeat the procedure

with the last object in the sequence.

✦ Structured Language Practice: “Think-Pair-

Share” Have students get in pairs. Say, “Look at the

illustrations. Talk to your partner about what is first

and what is last.” Give students thirty seconds to

find the correct answers, and then have a student in

one of the pairs point to what is first, and the other

to what is last. If the student points to the correct

object, say, “Yes, the ball is first.” Otherwise point to

the ball and say, “My turn. The ball is first. Repeat

after me.” The ball is first. Repeat this procedure with

other pairs.

Lesson

B115

Academic Vocabulary: first, last Sentence Frames: First, _____. Last, ____.

Sequence

OBJECTIVES

Students will:

✦ review first and last.

✦ sequence objects using time-

order words.

PREREQUISITE LESSON✦ Lesson B115: Sequence

✦ None

MATERIALS

Teacher Tip

DESCRIBING SEQUENCE

Use the sentence frames

during the day as you do

routine activities, such as first,

getting in line to go to the

playground and last, having

recess.


✦ Review the time-order words first and last. Have

three children stand up in front of the group.

Point to the first child and say, “Student ‘s name is

first. Who is first?” Student’s name is first. Say, “Yes,

student’s name is first.” if students are correct. If the

answer was correct but not in a complete sentence,

have students repeat the complete sentence

after you. If the answer is incorrect, say, “My turn.

Student’s name is first. Repeat after me. Student’s

name is first.” Skip the next child. Point to the last

child and say, “Student’s name is last. Who is last?”

Student’s name is last.

✦ Repeat until students understand.

✦ Have three other children stand up in front of the

group. Say, “Tell me who is first in line.” Student’s

name is first. Say, “Yes, student’s name is first.” Have

students repeat the whole sentence if their answer

is incomplete. If students respond incorrectly,

say, “My turn. Student’s name is first. Where is

student’s name in the line?” Make sure students

are answering in complete sentences. Repeat this

procedure with the student who is last in line.

✦ Repeat until students are firm in their

understanding.

✦ Have students select a small personal object, such

as an eraser, a hat, or a pencil. Encourage students

to select objects that are different from the other

students’ objects. Have students show their

object, and help them name their object. Collect

the objects and set four or five of them in a line

on a desk or table. Ask individual students what

object is first and what is last. Repeat this activity

by changing the objects and/or the order of the

objects. Make sure students are always answering in

complete sentences.

Lesson

B116

Academic Vocabulary: first, last Sentence Frames: First, _____. Last, ____.

Sequence

OBJECTIVES

Students will:

✦ learn to sequence events using

simple sentence or phrases

within sentence frames with

time-order words.

PREREQUISITE LESSONS✦ Lessons 102-103: Main Idea

and Details


MATERIALS

Teacher Tip

CORRECTIVE FEEDBACK











✦ Introduce the words first, next, and last. Have three

students line up in front of the group. Point to the

first student in line and say, “Student’s name is first.”

Go to the next student in line, and say, “Student’s

name is next.” Repeat the procedure with the last

student.

✦ Go back to the first student and say, “Repeat after

me. First.” first Say, “Yes, first.” Otherwise say, “My

turn. First. Repeat after me. First.” first Repeat this

procedure with the next and last students in line.

✦ Point to the first student in line and say “_______

is first.” Then ask: “Who is first?” Student’s name is

first. Say: “Yes, ____ is first.” If the student gives an

incorrect answer, say: “My turn. ______ is first. Who

is first?” Repeat this procedure with the student who

is next in line and the student who is last in line.

✦ Give each student a copy of Blackline Master 2.

Display a copy or a transparency of the blackline

master. Point to the first object and say, “This is a

ball. What is this?” This is a ball. “Yes, this is a ball.” If

students respond incorrectly say, “My turn. This is a

ball. What is this?” Repeat the procedure for the bat

and the ring.

✦ Now say, “The ball is first. What is first?” The ball is

first. “Say, Yes, the ball is first.” If students do not

respond with the correct object, then say, “My turn.

The ball is first. What is first?” Repeat the procedure

with the next and last objects in the sequence.


Have students get in pairs. Say, “Look at the pictures.

Talk to your partner about what is first, what is next,

and what is last.” Give students thirty seconds to

find the correct answers, and then have a student

in one of the pairs say what is first and next, and

the other what is last. Make sure they are answering

in complete sentences. Confirm correct answers.

Otherwise, say, “My turn. The ball is first. Repeat

after me. The ball is first.”

Lesson

EI113

Academic Vocabulary: first, next, last Sentence Frames: First, _____. Next, _____.

Last, ____.

Sequence

OBJECTIVES

Students will:

✦ review the words first, next, and

last.

✦ sequence objects using simple

sentence or phrases in sentence

frames with time-order words.

PREREQUISITE LESSON✦ Lesson EI113: Sequence


MATERIALS


✦ Have students review first, next, and last. Have

individual students walk through the sequence of

objects in Blackline Master 1.

✦ Have three children stand up in front of the group.

Point to the first child and say, “Student ‘s name is

first. Who is first?” Student’s name is first. Say, “Yes,

student’s name is first.” if students are correct. If

the answer is incorrect, say, “My turn. Student’s

name is first. Repeat.” Point to the next child and

say, “Student’s name is next. Who is next?” Student’s

name is next. Repeat this procedure with the last

child in line.

✦ Repeat until students understand.

✦ Have three other children stand up in front of the

group. Say, “Tell me who is first in line is.” Student’s

name is first. Say, “Yes, student’s name is first.”

If students respond incorrectly, say, “My turn.

Student’s name is first. Where is Student’s name

in the line?” Make sure students are answering in

complete sentences. Repeat this procedure with the

students who are next and last in line.

✦ Repeat until students are showing understanding.

✦ Have students select a small personal object, such

as an eraser, a hat, or a pencil. Encourage students

to select objects that are different from the other

students’ objects. Have students show their object,

and help them name their object. Collect the

objects and set three of them in a line on a desk or

table. Ask individual students what object is first,

what object is next, and what object is last. Repeat

this activity by changing the objects and/or the

order of the objects. Make sure students are always

answering in complete sentences.

Lesson

EI114


Last, ____.

Sequence

OBJECTIVES

Students will:

✦ sequence events using actions,

adjectives, past tense verbs, and

time-order words.

PREREQUISITE LESSONS✦ Lessons 43-44: Adjectives

✦ Lessons 99-100: Main Ideas

and Details

✦ None

MATERIALS

Teacher Tip

CORRECTIVE FEEDBACK




This prevents errors from

being solidified in students’

minds. Also, do not repeat the

error, simply say “My turn,” and

then offer the correct answer

and have students repeat it.

Also, be sure to give students

confirmation when their

responses are correct.


✦ Review using frames, “First, ____,” “Next, _____,”

“Then, ____.” and “Last, _____.” Have a volunteer

stand in front of the group. Say, “I am going to give

you four directions, one at a time. When I say Do it,

follow the direction. Raise your arms. Do it.” Student

raises arms. If the action is correct, say, “Yes, that is

correct.” Otherwise, say, “ Watch me. I will raise my

arms.” Perform the action, and then say, “Now raise

your arms. Do it.” Student raises arms. Repeat this

procedure with the following directions: put arms

down, wave, and clap hands; and then repeat the

entire procedure once again.

✦ Say, “First, student’s name raised his/her arms.

Next, student’s name put his/her arms back down.

Then, student’s name waved. Last, student’s name,

clapped his/her hands.” Repeat the sequence, but

this time have students repeat each action after

you. Now say, “Now it is your turn to repeat the

directions I gave student’s name in chronological

order, or in the order the directions were given.

Everyone, what did student’s name do first?” First,

student’s name raised his/her arms. Continue the

procedure with the other three steps.

✦ Repeat until students are answering with

confidence.

✦ Say, “I will tell you some events that happened.

Everyone, repeat each event after me.”

Pedro and Zack built a fort in Zack’s living room. (3)

Zack’s mother said they would have to take down their

fort before dinner. (4)

Pedro and Zack were playing and decided to build a

fort. (1)

It started to rain, so they could not build the fort in the

backyard. (2)

✦ Repeat until students are comfortable retelling each

event.

✦ Structured Language Practice: “Think, Pair, Share”

Have students work in pairs to come up with

a complete story. Say, “These events are not in

sequential order. You will tell the story in the correct

order. You may add more details to your stories if

you wish, but you must include the main events.”

Remind students to use the time order words

as they put the events in the correct order. Give

students turns sharing their stories with the group.

Lesson

EA111

Academic Vocabulary: first, next, then, last Sentence Frames: First, _____. Next, _____.

Then, _____. Last, ____.

“Pass the Pen” – Working in small groups, students take turns

writing sentences on sentence strips or chart paper to put

the sequence of events in chronological order.

Optional Practice with Writing

Sequence

OBJECTIVES

Students will:

✦ learn to sequence events

using simple and compound

sentences, adjectives, regular

and irregular past tense verbs,

and time-order words.

PREREQUISITE LESSON✦ Lesson I111: Sequence

✦ None

MATERIALS


✦ Review first, next, then, and last. Say, “It is important

to tell a story in order. What is the word you use to

tell about the first event?” The word is first. Repeat

for the next three time-order words.


Say, “I will tell you a story, and in pairs and you will

retell the story in the correct sequence.”

Roxie loved rocks. She collected rocks from every place

she went. One day Roxie went to the beach. There she

found smooth white rocks.

✦ Have pairs discuss what happened first. The pairs

should be ready to share one or two sentences.

The first sentence should begin with “First, ____.”

Possible Answer: First, Roxie went to the beach. She

found smooth white rocks there.

When Roxie was walking back from the beach, she

decided to look for rocks alongside the path. She found

blue and red rocks to add to her collection.

✦ Have pairs discuss what happened next. The first

sentence should begin with “Next, ____.” Possible

Answer: Next, Roxie looked for rocks on her farm. She

found blue and red rocks.

When Roxie returned home, she was greeted by her

mother, who said, “This has to stop. Take those rocks

out of the house!” Roxie didn’t know what to do. If

she put them all in boxes, she could not see and enjoy

them. She thought and thought.

✦ Have pairs discuss what happened then. The first

sentence should begin with “Then, ________.”

Possible Answer: Then, Roxie went home, and her

mother told her she had to take the rocks out of the

house. Roxie didn’t know what to do.

Finally, Roxie had an idea. She decided to spread them

out in her backyard and make a rock garden. Her

mother said, “What a wonderful idea!”

✦ Have pairs discuss what happened last. The first

sentence should begin with “Last, _____.” Possible

Answer: Last, Roxie made a rock garden. Roxie and

her mother loved it.

✦ Have students take turns retelling the whole story

to their partner. To make it more challenging,

have students turn the sentences into compound

sentences by using “and she...” or “but she...” Make

sure the pairs are using the sequencing sentence

frames. After the pairs have finished, call up a pair to

retell the sequence of events to the class.

Lesson

EA112

Academic Vocabulary: first, next, then, last Sentence Frames: First, _____. Next, _____.

Then, ____. Last, ____.

Sequence

OBJECTIVES

Students will:

✦ learn to sequence events using

simple sentences with regular

and irregular past tense verbs

and time-order words.

PREREQUISITE LESSONS✦ Lessons 99-100: Main Ideas

and Details

✦ None

MATERIALS

Teacher Tip

CORRECTIVE FEEDBACK











✦ Introduce the sentence frames, “First, ____,” Next,

_____,” and “Last, _____.” Have a volunteer stand in

front of the group. Say, “I am going to ask you to do

three actions. When I say Do it, perform the action.

Raise your arms. Do it.” Student raises arms. Confirm

or say, “I will raise my arms.” Perform the action,

and then say, “Now raise your arms. Do it.” Student

raises arms. Repeat this procedure with having the

student put his or her arms down, then waving; and

then repeat the entire procedure once again.

✦ Say, “First, student’s name raised his/her arms. Next,

student’s name put his/her arms back down. Last,

student’s name waved.” Repeat. Now ask, “Everyone,

what did student’s name do first?” Student’s name

raised his/her arms. Continue the procedure with the

last two steps.

✦ Repeat until students are showing understanding.

✦ Now say, “I’ll tell you three things that happened to

a girl named Maria.”

Teacher: Repeat after me. First, Maria had breakfast.

Student: First, Maria had breakfast.

Teacher: Repeat after me. Next, she brushed her

teeth.

Student: Next, she brushed her teeth.

Teacher: Repeat after me. Last, Maria went to

school.

Student: Last, Maria went to school.

✦ Repeat this sequence again.

✦ Next, say, “Now, everyone, you will tell me the three

things that happened to Maria using the words first,

next, and last.”

Teacher: What happened first?

Students: First, Maria had breakfast.

Teacher: What happened next?

Students: Next, she brushed her teeth.

Teacher: What happened last?

Students: Last, Maria went to school.

✦ Repeat until students are replying with confidence.


Put the students into pairs. Say, “With your partner,

retell what happened to Maria. Use the words first,

next, and last. Make sure both of you retells the

story.” Walk around the group listening to the pairs

retell the sequence of events. After the pairs have

finished, call up a pair to retell the sequence of

events to the class.

Lesson

I111


Last, ____.

Sequence

OBJECTIVES

Students will:

✦ sequence events using simple

and compound sentences with

regular and irregular past tense

verbs and time-order words.

PREREQUISITE LESSONS✦ Lessons 75-76: Compound

Sentences

✦ Lesson I111: Sequence

✦ sentence strips or chart paper

MATERIALS


✦ Review sequencing events. Say, “I will tell you three

things that happened to a man named Ben. Listen.”

Teacher: First, Ben got into his car.

Teacher: Next, Ben went to the store.

Teacher: Last, Ben bought milk, bread, and fruit.

✦ Repeat this sequence again.

✦ Next, say, “Now, everyone, you will tell me the three

things that happened to Ben.”

Teacher: What happened first?

Students: First, Ben got into his car.

Teacher: What happened next?

Students: Next, Ben went to the store.

Teacher: What happened last?

Students: Last, Ben bought milk, bread, and fruit.

✦ Repeat until students are answering with

confidence.


Students work in pairs. One student gives the

sequence of events to the other. After he/she has

gone through the three things that happened to

Ben, the other student repeats the process.

✦ To make it more challenging, have students turn the

sentences into compound sentences by continuing

each sentence with “and he…” Possible Answers:

...and he turned on the car; ...and he walked around

the store; ...and he thought about what he would eat

for dinner.

✦ Walk around the group listening to the pairs retell

the sequence of events. After the pairs have

finished, call up a pair to retell the sequence of

events to the class.

Lesson

I112


Last, ____.

“Pass the Pen” – Working in small groups, students take turns

writing sentences on sentence strips or chart paper to put

the sequence of events in chronological order.

Optional Practice with Writing

Sequence

objectives non-transferable sound /a/ · learn how to say /a/ correctly. ... korean, portuguese,...

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