English Language Development Kit. Grades K-5

Transcription

1 English Lnguge Development Kit Grdes K-5

2 Why English Lnguge Development Kits? New demogrphics re chnging the fce of clssrooms cross the country Schools re dpting not only to multiple lnguges nd cultures, but different skills levels mong English Lerners The SRA Open Court Reding English Lnguge Development Kit cn help you support these students As n eductor, you re one of the most importnt links for your newcomers between school, home, nd the community You need resource to help your English Lerners cquire vitl vocbulry nd lnguge skills to communicte in ech of these res The Open Court Reding English Lnguge Development Kit for grdes K 5 provides prcticl tools so your students cn quickly begin to prticipte meningfully in the clssroom nd everydy life Stges of English Lnguge Proficiency Differentited instruction in the English Lnguge Development Kit includes four levels of proficiency Beginning While students my not hve cquired mny English skills, they re lerning to comprehend nd produce one- or two-word responses with concrete nd immedite topics Erly Intermedite Students hve cquired bsic commnd of English nd re moving to phrses nd simple sentences using concrete nd immedite topics Intermedite Students hve good comprehension of overll mening nd lern to respond in expnded sentences, interct more independently with vriety of texts, nd use newly cquired English vocbulry to communicte ides orlly nd in writing Erly Advnced Students demonstrte comprehension of mening, including implied nd nunced mening, nd re lerning the use of idiomtic nd figurtive lnguge 2

3 Engging Resources for Your English Lerners The English Lnguge Development Kit includes the following components English Lerner Techer s Resource Book Orl Lnguge Development Crds Photo Flsh Crds Gmes Gme bords, crds, nd pieces Newcomers English Lnguge Development Blckline Msters Newcomers English Lnguge Development Techer s Guide Sound/Spelling Smll-Group Crds Sound/Spelling Individul Crds (4 sets) Individul Hndheld Mirrors (10 totl) 3

4 Mke n Immedite Difference for Newcomers Mny students rrive in your clssroom with little to no English lnguge skills Communiction skills re the first step in mking them feel t home in their new school nd community The Open Court Reding English Lnguge Development Kit ws designed to help students lern the bsic vocbulry needed to prticipte in cdemic discussions, s well s socil converstions Specilized Instruction s Newcomers Lern Content nd Lnguge The Newcomers English Lnguge Development Techer s Guide contins instruction to help students quickly lern necessry vocbulry Ech lesson contins four sections Introduction presents vocbulry through modeling or demonstrtions Guided Prctice contins scffolding tht supports success Apply reviews the concepts nd vocbulry using coopertive lerning clssroom ctivities Independent Work provides ctivities for students to demonstrte their growing proficiency, incorporting individul nd smll-group ctivities Throughout the lesson, opportunities to monitor progress re vilble to further understnd students bilities nd needs An Ongoing Assessment Chrt is vilble in the Appendix Copyright McGrw-Hill Eduction 78 Lesson LESSON Dys, Months, Clendrs Resources Objectives Students will chrt pper contining content words for this lesson lern the dys of the week nd the months of clssroom clendr the yer Blckline Msters, pp lern clendr fetures Mtching Crds, Appendix Clue Crds, Appendix Introduce Refer to clssroom clendr tht contins the nmes of the dys nd months Point to nd sy the nmes of the dys nd months nd other fetures on the clendr week, yesterdy, tody, tomorrow Using clssroom clendr, point out ll of the following once more dy, month, week, yer, Mondy, Tuesdy, Wednesdy, Thursdy, Fridy, Sturdy, Sundy, Jnury, Februry, Mrch, April, My, June, July, August, September, October, November, December, yesterdy, tody, tomorrow Brinstorm with students to determine different events, sesons, nd wether tht occurs in ech month of the yer Disply the list on the bord Discuss with students wht they enjoy or do not enjoy bout different times of the yer Prctice Refer gin to the clssroom clendr Point to tody s dte nd sy the following while mking the gesture for listen Wht dy is this? This is This is tody Point to the previous dy on the clendr nd sy the following while mking the gesture for listen Wht dy is this? This is This ws yesterdy When did this dy hppen? This dy hppened yesterdy Point to the next dy on the clendr nd sy the following while mking the gesture for listen Wht dy is this? This is tomorrow When will this dy hppen? This dy will hppen tomorrow Repet the questions nd tell students you will respond together When it is time for students to respond chorlly, mke the gesture for spek Provide the following sentence stems s students exhibit n understnding of the question nd develop the vocbulry to respond 23 LESSON Dys, Months, Clendrs Nme Dte Newcomers English Lnguge Development Lesson April My June July August September October November December Newcomers English Lnguge Development Appendix Copyright McGrw-Hill Eduction Newcomers English Lnguge Development Blckline Msters tech structure nd form, while cultivting mening nd fostering interction Tke-home pges for students, including visul representtion of the concepts discussed in the lesson Trnsltions in eight lnguges Clssroom nd home ctivities Ongoing Assessment Chrt Student Nme Lesson Prctice Apply Independent Work Newcomers English Lnguge Development APPENDIX 3 4

5 C_B_22_A Increse Confidence Through Prctice The Orl Lnguge Development Crds provide students with The opportunity to hve unfmilir sounds modeled for them nd the opportunity to prctice those sounds Time to prctice bsic lnguge nd lnguge structures needed to crry on simple to more complex converstions Opportunities to prctice lnguge skills with structured input ctivities (eg, mtching, ordering, sequencing) Multiple contexts to respond to new informtion by employing newly cquired vocbulry within sentence frmes 43 LESSON Objectives Students will lern how to sy /z/ correctly prctice sying words contining /z/ her /z/ in words nd sy the sound in isoltion Mterils Routines 1, 2 Photo Flsh Crds 7, 33, 54, 65, 68,97, 105, 122 Sound/Spelling Crd 26 Smll mirrors Teching Non-Trnsferble Sounds Techer Tip Non-Trnsferble Sound /z/ Hnd out mirrors Use Routine 2 Teching Non- Trnsferble Sounds Beginning Level to tech /z/ Introduce the sound by teching Sound/Spelling Crd 26 Zipper Point to the picture on the crd nd sy, This is zipper When the zipper zips, it mkes the sound /z/ /z/ /z/ /z/ Wtch my mouth When we mke the /z/ sound, we put the top teeth right on top of the bottom teeth /z/ Listen The zipping zipper mkes the sound /z/ /z/ /z/ /z/ Wht sound does the zipper mke? /z/ /z/ /z/ /z/ Sy, Yes, /z/ /z/ /z/ /z/, if students re sying /z/ correctly Otherwise sy, My turn Feel your throt You should feel it move /z/ /z/ /z/ /z/ Repet fter me /z/ /z/ /z/ /z/ X LESSON Provide individulized help s needed Hve students prctice until they re pronouncing the trget sound correctly In row, disply Photo Flsh Crds for words tht begin or end with /z/ Nme ech imge, nd hve students repet the nme fter you If they nme the imge correctly, sy, Yes, this is Otherwise sy, My turn Look t my mouth s I sy As you sy the word, extend the beginning or ending /z/ Then sy, Repet the word fter me After students sy the word, sk, Wht sound is t the beginning/end of the word? /z/ Confirm or correct Beginning Repet this procedure until students cn sy the words with the trget sound clerly nd correctly Sy, I m going to point to n imge, nd you will tell me the nme of the imge Point to ech of the Photo Flsh Crds nd sk, Wht is this? This is If students re correct, sy, Yes, this is Otherwise sy, My turn This is Repet fter me This is Repet the procedure until students cn recll the nmes of ll the imges comfortbly Point to ech imge, nd cll on student to nme the imge After student nmes n imge, sk, Wht sound is t the beginning/end of? The sound is /z/ Confirm or correct Continue this ctivity until ll students hve hd chnce to nme n imge nd sy its trget sound correctly LESSON 8 Objectives Students will lern how to sy /p/ correctly review the sound /b/ recognize the difference between /p/ nd /b/ blend nd segment words contining /p/ Mterils Routines 1, 4 Gme chips, pper Prerequisite Lessons Lesson 13 Contrsting /b/ nd /p/ Lessons 10, 15, 22 Techer Tips NON-TRANSFERABLE SOUND The sound /p/ is non-trnsferble in Arbic, Hmong (finl only), Russin, nd Spnish If ny of your students spek Russin, then tech Lesson 13 first; in Russin, /b/ is non-trnsferble Refer to the Techer s Resource Book for more detils bout which students my need to be tught ny other prerequisite lesson If students re in Kindergrten or Grde Level 1, it is best to tech this lesson once /p/ nd /b/ hve been introduced in the regulr reding clssroom Teching Non-Trnsferble Sounds Contrsting /p/ nd /b/ Use Routine 4 Teching Non-Trnsferble Sounds Intermedite Level to tech /p/ Sy, Listen I m going to sy sound /p/ /p/ /p/ /p/ Wtch my mouth s I sy the sound /p/ /p/ /p/ /p/ See how I put my lips together nd let out some ir? It mkes popping sound My throt does not move /p/ Repet fter me /p/ /p/ /p/ /p/ /p/ /p/ /p/ /p/ Confirm if correct Otherwise, sy, My turn Wtch my mouth Keep your lips together when your blow out ir Your throt should not move when you sy the sound Hve students prctice until they re correctly pronouncing the trget sound As necessry, review the sound /b/ using Forming English Sounds, pge 12 of the Techer s Resource Book Sy, I m going to sy word tht begins with either /p/ or /b/ If the word begins with /p/, sy /p/ If it begins with /b/, sty silent Use the following word pirs py/by, big/pig, beep/peep, pole/bowl Confirm if correct; otherwise sy, My turn with The word begins You should Repet this exercise with words tht end with either /p/ or /b/ tp/tb, robe/rope, cp/cb, nb/np Explin, I m going to sy words sound by sound When I finish sying the sounds in word, you will repet the sounds nd then put them together to mke nd sy the word As you sy the word, think bout wht sound is t the beginning Intermedite Techer /b/ /u/ /d/ Repet the sounds Students /b/ /u/ /d/ Techer Put the sounds together nd sy the word Students bud Techer Wht sound is t the beginning of the word? Students /b/ Continue this procedure with the following words /b/ /e/ /t/, bet; /p/ /o/ /t/, pot; /b/ // /d/, bd; /p/ /ā/ /s/, pce Repet the ctivity with the following words, but this time, sk students to tell wht sound the word ends with /s/ // /p/, sp; /d/ /i/ /p/, dip; /t/ /u/ /b/, tub; /s/ /u/ /b/, sub Drw row of three boxes on the bord, nd hve students do the sme on sheet of pper Hnd out chips Sy, We re going to do n ctivity we hve done before I will sy word, nd you will repet it; then you will sy the word sound by sound nd point to new box for ech sound Put your chip in the box you re pointing to when you her the sound /p/ Techer sop Students sop Techer Sy the word sound by sound Listen for /p/ Students /s/ /o/ /p/ Techer Where is the sound? Students end Confirm or correct fter ech response Continue with the following words pod, ups, sp, puff, pot, ops, pd, top, bop, pit, dip, oops, nd sip C_I_4_B NON-TRANSFERABLE SOUND Refer to the Contrstive Anlysis Chrt for phoneme in the Techer s Resource Book s /z/ is non-trnsferble in mny lnguges The Photo Flsh Crds re used in conjunction with the Orl Lnguge Development Crds Ech crd hs full-color imge on one side nd the nme of the imge on the other The Photo Flsh Crds provide Repetitive prctice for lerning new vocbulry words nd encourging lnguge processing Exposure to importnt cdemic vocbulry, s well s words for everydy life Engging prctice for students t different levels of English proficiency Opportunities for peer interction nd communiction vocb brush word 22 Photo Glow Imges 22 Copyright McGrw-Hill Eduction 5

6 Copyright McGrw-Hill Eduction Sound/Spelling Crds Trusted Tools to Help All Students The Open Court Reding Sound/Spelling Crds focus on the most common sound-spelling ptterns used in the English lnguge This tool helps students mke nd remember the connection between phonemes nd the letters those sounds represent Ech crd hs picture representing the trget sound Students lern to ssocite ech Sound/Spelling Crd with n ction Short, interctive poems, t point of use in the lesson, reinforce ech ction/sound ssocition The crds re designed to provide students who re lerning English the key to quickly lern the letters, sounds, nd the most common spellings of those sounds Specil devices help students know where to plce spelling ptterns in words nd syllbles The English Lnguge Development Kit includes one set of Smll-Groups Crds nd four sets of Individul Crds p er ir ur 9 Pig Copyright McGrw-Hill Eduction 39 Bird 16 Popcorn 22 Vcuum 6

7 Resources to Promote English Lnguge Production nd Peer Interction To provide linguistic support, the English Lnguge Development Kit includes Individul hnd-held mirrors for students to wtch their mouths form the correct position to crete the trget sound Digrms of correct mouth position, vilble in the Techer s Resource Book Engging Gmes Involve Students in Lerning by Providing opportunities for students to lern English in cretive nd meningful wy Encourging peer interction nd creting contexts for using lnguge Promoting ctive lerning, nd helping to sustin the efforts of lerning Giving students the opportunity to prctice nd review specific lnguge skills Requiring the use of vocbulry words nd phrses from multiple lessons Including differentited levels of gme ply Copyright McGrw-Hill Eduction Forming English Sounds Forming Consonnt Sounds /s/ Put your top front teeth right over your /p/ Put your lips together nd let out some ir It bottom front teeth so tht they re close should be like popping sound You should not together Your tongue is close behind your teeth feel your throt move Now blow little ir through your teeth You should not feel your throt move /d/ Tp the bck of your top teeth with your /h/ When you mke this sound, ll you her is tongue You should lso feel your throt move ir Open your mouth, nd lower your tongue s the ir comes out Now let go of some ir It should be like puff of ir when it is before nother sound, nd you will not feel your throt move Techer s Resource Book Forming English Sounds 11 7

8 EXPLORE THE STATES_GAME BOARDindd 1 Bord Gmes When students engge in gmes, they lern concepts such s time, numbers, wether, sttes, nd so on They lso prctice listening nd speking, s well s lerning concepts such s tking turns nd coopertive ply in fun mnner Ech bord gme requires the ppliction of vocbulry words nd phrses from multiple lessons The gmes include differentited levels of gmeply so students with different levels of English lnguge proficiency cn ctively prticipte 8 This stte is we ht Copyrig Grw-Hi ht Mc Copyrig Reg ion Sout h on ll Educti This stte is no rth o f Lo uisi

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10 Techer s Resource Book Your Guide to Success! The Techer s Resource Book provides pedgogy nd support for implementing the Open Court Reding English Lnguge Development Kit with your English Lerners Get strted with the plcement ssessments tht help you identify ech individul s skill level s guide for the most pproprite mterils The resource book lso includes Blckline Msters to support ech lesson, s well s gmes nd mnipultives Recommended instructionl routines English Lerner Techer s Resource Book Grdes K-5 s in the second bullet Routine 2 Teching Non-Trnsferble Sounds Beginning Level Model the trget sound following the directions for Forming the Sound Hve students mke the sound nd provide corrective feedbck s necessry Give students pictures with the trget sound, nd hve students sy the trget sound in isoltion fter you nme the picture Give students pictures with the trget sound, nd hve them sy the word nd then the sound in isoltion fter you show the picture Routine 2b Reviewing Non-Trnsferble Sounds Beginning Level Building Orl Lnguge 5 Nme Trip Plnner Where will you begin your journey? Home Stte On the lines below, write the nmes of three sttes tht you will visit Who will you trvel with? How will you trvel? Copyright McGrw-Hill Eduction Nme 3 things or plces you will see on your trip Then, drw your fvorite Copyright McGrw-Hill Eduction 174 Explore the Sttes! Gme Sheet B1 (1 of 3) Techer s Resource Book 90 Blckline Msters Techer s Resource Book Blckline Msters Gme Blckline Msters 10

11 Contrstive Anlysis Chrt for Spekers of Other Lnguges Phonemes English Khmer Koren Portuguese Russin Spnish Tglog Vietnmese // ct /e/ cet /u/ cut /e/ cet /ä/ cät (s in fther) /e/ cet /o/ cot /e/ cet /ä/ cät (s in fther) /o/ cot /o/ cot /ā/ lte /ä/ fther /e/ let /e/ fether // t Nme Dte /b/ bd /ch/ chip /v/ vd /y/ yd /sh/ ship /e/ pet /ā/ pte /ā/ pte // pt /p/ pd /ē/ seed /e/ sed /i/ sid /Ǝ/ the, bout, chicken, pencil, cnnon, circus /f/ fr /g/ gme /h/ hot nonexistent; replced by nother vowel sound is dropped difficult /KH/ s in Scottish loch /g/ got nonexistent; replced by nother vowel /KH/ s in Scottish loch nonexistent; replced by nother vowel /i/ sit /ē/ set /ē/ set /ē/ set /ē/ set /ē/ set /ē/ set /ī/ kite /j/ jr /k/ kite /l/ lock /n/ need /ch/ chr /r/ rock /sh/ shr /y/ yr /zh/ zhr (not spirted, so might sound close to /g/) /h/ hr /y/ yr (not spirted, so my sound close to /g/) /p/ pr /o/ clock /ō/ clok /ō/ clok /ō/ clok /w/ clwk /or/ clorse /ō/ close /w/ cluse /w/ cluse /w/ bought /o/ bot /ō/ bot /o/ bot /ō/ bot /ō/ bot /oo/ look / / Luke / / pool / / Luke / / Luke / / Luke / / Luke /p/ pin /b/ bin /f/ fin (not spirted, so might sound close to /b/) /y/ yr Building Orl Lnguge Student Record Sequencing Prt 1 Correctly sys object nmes Picture 1 Picture 2 Picture 3 Correctly uses This is sentence frme Yes No Correctly uses The is sentence frme Yes No Correctly sys picture nmes Picture 1 Picture 2 Picture 3 Correctly uses This is sentence frme Yes No Correctly uses The is sentence frme Yes No Prt 2 Correctly /z/ zr uses The kitten is sentence frme Yes No Correctly uses, the is sentence frme Yes No Cn nswer in complete sentences Yes No Cn dd detils to sentences Yes No Prt 3 Cn repet the story in the correct sequence Yes No Cn repet the story without skipping ny sequence sentences Yes No Cn dd detils to sentences Yes No Prt 4 Cn correctly prphrse story events Yes No Cn use own words to retell the story in the correct sequence Yes No Note As the student prphrses the story events, consider fctors such s how quickly he or she responds nd the confidence of his or her responses s well s the ccurcy of the prphrsing Include these fctors in your decision mking for plcing the student /r/ rock /l/ lock /h/ hock rolled or trilled rolled or trilled rolled or trilled /sh/ shoe /ch/ chew /ch/ chew /ch/ chew /ch/ chew /s/ sue Additionl ssessment opportunities Techer s Resource Book Contrstive Anlysis Chrt 181 Contrstive Anlysis Chrts contrst English lnguge fetures, phonemes, nd grmmr to tht of 13 other lnguges How nd When to Use the ELD Kit The Open Court Reding English Lnguge Development Kit complements ny core reding progrm nd cn be implemented in vriety of wys, including Smll-Group instruction Summer School Pull-Out/Push-In English Lerner progrms Tutoring one on one Workshop time in n Open Court Reding clssroom Before-School/After-School Progrms 11

12 English Lnguge Development Kit L