jueves, 21 de mayo de 2015

Toys Thematic Unit for Elementary ELL

Children learn by doing fun activities in significant situations. Children learn by playing and interacting.
Link to the file: (103 pages)

Place the two parts of the house on a file folder so each group can have their own house at their table. Review all the house parts name and the toys cutouts. Give instructions where to place the toys.
Teacher: The teddy bear is in the kitchen.

Have the children place the toy in the house and repeat the sentence.
After each group has placed all the toys in the house, have them write a paragraph.
The robot is in the kitchen. The doll is in the bathroom.

Have and Has.
Give 4 students a real toy or a flashcard.
Teacher: Paul has a robot. (touch Paul´s head and the robot )
Have students repeat. Make more sentences.
Show a real toy or a flashcard in your hand. Touch yourself and  then the flashcard and say: I have a doll.

Has sentence association game. This was a favorite when  I was teaching elementary students.

Students can write a paragraph about all the toys they have.

Then, they can read aloud to the class.

1.        Zap it game:  saw this easy game on Pinterest and made a version to review the vocabulary words. I wrote the words on masking tape and placed them onto thick craft sticks. Write the words Zap it on some of them. I decorated a can with duct tape. The game consists on students pulling craft sticks from the can  and reading the words. If a student get the ZAP IT craft stick, all his/her sticks have to go back to the can and start again. Read more about the game here.
Also use the craft sticks to place them in alphabetical order.

Contraction kites: make these kites to keep them visible to students to understand the proper building of contractions.
Write It is a kite. Draw a kite.
Erase the i in the word is and write the apostrophe in a colored marker or chalk.
Read: It´s a kite.
Write more examples and have students do the same with other sentences.
Write It is not a ball.
Erase the o in not and write the apostrophe in a colored marker or chalk.
Read: It isn´t a ball.
 I left some blank kites to fill in with more contractions.
Pocket chart: if you don´t own one, you can still use the activity by displaying the sentences on the board or a table. The pocket chart is a good aid in to reading or writing as children can read the sentences and write them in their notebooks
Labeling makes children focus on a particular word and how it is formed. You can use the labels in the file for demonstration on the board or have the children make their own labels to practice writing. I included word card labels in different size to suit your needs.
Number  Cards:use them to develop mathematical communicative competence from an early age.
Teacher: Number 3.
Students: Purple
Book: readers need pictures to relate to words .I wrote a predictable, repetitive language one line of print with a big illustration of the toys. I used the sentence that students are familiar with simple sight words. 
Trace Cards: I suggest that you cover the cards with contact paper or plastic sheets. Have students trace over the cards using a white board marker, then copy the words and draw a picture on a notebook and finally ,read the words to a partner,
 Worksheets can be inviting for children to reinforce and review grammar structures. It can be included in your lesson planning ahead of time. Use imaginatively the ones that are appropriate for your class.

Toy words

This is an activity for spelling  from www.acupcakeforateacher.com