Graphing for Elementary English Language Learners

 Include graphing in your lesson plan as a valuable teaching tool for your students to integrate English and Math.

It will enhance the understanding of mathematical concepts such as counting.

It will promote language development. Students will express themselves orally to show their opinion. Ask questions about the graphs

It will foster critical thinking skills where the students will compare, contrast and draw conclusions about the results.

It will provide an engaging learning experience. It is an interactive activity. Students will manipulate the data and interpret the results.

Show the visual representation of the results on the board.

Adapt the graph to the different students that you have in class.

The resource is available here:    https://www.teacherspayteachers.com/Product/Graphing-Worksheets-for-Elementary-English-Language-Learners-11309998

Check these ideas:

The favorite toy worksheet can lead to a speaking activity. They will draw their favorite toy and write a short text. When all the worksheets are done, have the children walk around and find another student or group of students with the same favorite toy. Stand together. Then, graph the results.

Teacher: How many trains are the favorite?
Students: two!

Graphing the favorite food. Do this one as a simple survey by placing the options on the board, using the flashcards: pizza, hamburger, chicken, fries, hot dog, salad. Create a bar graph on the board as they will come with their worksheet and place it under their option bar. Tally the results.

Here is another example with the pet unit to make a bar graph on the board, to add variety have the students write sentences about the favorite pet winner, such as: The favorite pet is the dog. I like dogs.

There is a worksheet to do a pet ownership graph. Students will draw the pet they have at home.  Grap showing the number of students who have dogs, cats, etc. And students with no pets at home.

The favorite room of the house can be graphed, but add the variant of the color. Tell your students to color the room of their choice. You will count the favorite room and the color as well.

Use the number of rooms of the house worksheet to graph. Discuss with your students that homes have different quantities of rooms. Graph by writing the numbers 1 to 5 for bedrooms basically which will vary in the results

Make a list of the school objects for the favorite items. They have to choose from the list and draw on the worksheet. Do the graph as survey. Each student will stand up with the worksheet and say: My favorite worksheets is the pencil.

Create a tally chart to record the number of votes for each school subject.

Give a twist to the graph for the favorite color. Place colored balloons at several parts of the classroom. After the students finish their favorite color worksheets. Have them find the balloon of their favorite color and stand right there. Tally the results.

I hope you include any of these graph ideas into your lesson plan. All the worksheets are included in each unit resource. All of them are in the BUNDLE:https://www.teacherspayteachers.com/Product/Elementary-English-Language-learners-teaching-Units-Starters-BUNDLE-11215540

If you have any other graphing option, let me know! Just write a comment below.

There are a lot more ideas and resources to check at Pinterest. https://www.pinterest.com/ei98srl/esl-elementary-teachers-materials/

Pets Unit Flashcards for Elementary ELL

his resource is part of the pets unit for Elementary English Languge learners-Starters.    LINK: https://www.teacherspayteachers.com/Product/Pets-Unit-for-Elementary-ELL-Starters-10780015

Pets Unit Flashcards

Take a look of all the flashcards included in the resource to create an effective lesson plan. Use these to develop linguistic competence to have your students communicate verbally to describe pets.

Use the flashcards to introduce the pets vocabulary and have the stduents understand the names of the animals.

Use the pets unit flashcards to ask yes/ no questions: Is this a dog?
Students: Yes, it is!
Is this a frog?
Students: No, it isn’t.
Use the flashcards to ask about colors: What color is this cat?
Students: It’s orange! (make a color splotch next to the cat)
Have students make sentences: This cat is white.

Let’s count the pets on the board: one, two, three, four, five, six, seven, eight. Eight pets!!
Ask more questions: What’s number three?
Students: it’s a rabbit!

Make a grid on the board. Say a number and letter combination for a student and have that person say what it is.
Teacher: 2C
Student: snake!

Use adjectives to help students describe the pets. Here is an example with a cat labeling to the parts of the body.

Students will talk about possession: Who has a rabbit?
Students: Ann!
Model sentences to express possession: Bob has a fish.

Students will contrast and compare the physical appearance of the pets. Review the parts of body words if you have already taught that unit. You can choose the ears. Model sentences: The brown rabbit has long ears.

By using adjectives, students will express themselves wih more detail.

Contrast the length of the tail. Ask questions: Which pets have short tails?
Students: rabbit, dog, fish, hamster.

Use the flashcards to introduce or review even more body parts: wings, legs, head, body, eyes, whiskers, nose, mouth.
Ask questions: Which animal has wings?
Students: birds!

Introduce how to indicate position using the prepositions of place: in, on.

Place the fish and the fish bowl flashcards on the board. Write the word IN. mimic that the fish goes into the fish bowl, draw the arrow and say the sentence: The fish is IN the fish bowl.

Have the students say a sentence with the dog: The dog is in the dog house.

Do the same with the location word on. Ask questions: Where is the dog?
Students: It’s on the dog bed.

Students will express preference using the adjective favorite.Place the flashcards on the board and ask: What’s your favorite pet? Graph!

Students can use their worksheet to graph the results from the class and write it down.

Play a guessing game with your students. Hold a pet flashcard without showing it to your students. Describe it: This pet doesn’t have wings. It doesn’t have whiskers.  It has four legs. It has a tail.

Students will start guessing. The one that guesses correctly: dog! Will win the card. Continue with more cards.

Next blog post will be on the pet unit small cards. Just follow the blog: https://eflelementaryresources.blogspot.com/

Rooms of the House Worksheets for Elementary ESOL

                   This resource is included in the House Unit available here: 

https://www.teacherspayteachers.com/Product/Rooms-of-the-House-Unit-for-Elementary-ELL-10395114

      

The house unit worksheets allow your students to practice and reinforce the new vocabulary and grammar structures. Repetition is essential to acquire the new language.

Take a look of all the worksheets included in the resource to practice the functional language to identify the parts of the parts and the location of the family members:

A worksheet that will develop the critical thinking skill of the annalisis of the text and answer.

Students will match each sentence to each picture of a room. Then, dictate the color of each room: The living room is yellow. A worksheet to help identify the rooms in a house.

Do some writing using the worksheet. Students can write simple sentences or questions.

There is another worksheet with the family members and a text that says where to place each person, as a cut and paste worksheet. Practice the skill of inference and the use of prepositions to describe location.

Some students can work independently on the worksheets, encouraging self-reliance. It is an easy cut and paste the rooms of the house. Dictate the color of each room: Color the bathroom pink!

When handing out worksheets keep in mind the variety of formats, such as a fill in the word or trace the word to prevent monotony in the classroom. Some worksheets can be done alone with almost any help  to foster learner autonomy.

There is a set of more worksheets to use as a form of assessment to gauge students’ understanding and progress in grammar.

The Color the house worksheets can be assigned as homework. It will give student a way to continue practicing what they learned in class.

Can't miss the favorite worksheet. Invite the students to draw and color their favorite room of the house  and then share their creation talking about their room. Also tell the stdudents to draw or glue a picture of themselves in the room. They can also write a caption stating where they are: I am in the bedroom.

Perfect unit to graph. Have the students stand up with their worksheets ready. Prepare a bar chart on the board with the numbers 1 to 6 maybe. Students will come and say: There are four members in my family and stick it under number four. At the end, count how many families are in each number and discuss the results.

Questionnaire worksheet.They are interactive and encourage active participation.

The favorite room of the house can be graphed, but add the variant of the color. Tell your students to color the room of their choice. You will count the favorite room and the color as well.

Include the worksheets to carfeully plan your lesson and use them as an assessment tool.

 

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Face unit Flashcards for Elementary EFL

     This resource is included in the face unit for Elementary English Language Learners-Starters.Click here:    https://www.teacherspayteachers.com/Product/Face-Unit-for-Elementary-English-Language-Learners-10106986

It is also listed in this other store:   https://www.bilingualmarketplace.com/products/face-unit-for-elementary-english-language-learners

The flashcards apply for a range of activities to include the 4 skills such as listening/speaking and reading/writing, but not leaving behind grammar and vocaubulary.

Facial features, adjectives for physical description

Introduce the physical appearance vocabulary.

Show a face part flashcard and have the students touch that part of the face and say the word. Listening the action helps internalize the new language.

Teacher: Touch your mouth! (Show the flashcard ) 

Play sit down. Show a facial feature flashcard as you say a statement.
Teacher: If you have gray hair, sit down! (Obviously no one will sit down)
If you have green eyes, sit down.
If you long red hair, sit down.
Continue with all the hair color /length and eyes. The winners will be the last one standing. Have the students say why they are the winners.
Students: He/she has short blonde hair and blue eyes.

Critical thinking is in use when students will analyse the flashcards. Practice the question word: What color?

Ask questions: What color is her hair?
Students: red!
Teacher: Does she have brown hair?
Students: Yes, she does.
Teacher: Does Tom have gray hair?
Students: No, he doesn’t.
Teacher: Who has blonde hair?
Students: Luca.

Discuss about hair length. Sort the flashcard by short and long.

Ask questions:
Teacher: Who has long hair?
Students: Sophia, Olivia, Emma and Amelia.
Teacher: Who has short hair?
Students: Owen.
Ask questions using color and length: Who has short blond hair?
Students: Ava.
Have your students describe themselves: I have long brown hair. Ask questions about their physical appearance.

You can continue working on this for more speaking practice with your students to gain confidence. Hand in the people mat to each student or group of students. Place it inside a clear plastic sheet for your students to check or write on it and erase it easily.
Describe a person and have the students guess the person and cross out on the mat: He has short black hair.
Students: Tom!
Have your students describe another person for the class to guess: She has long red hair!
students: Emma!
Then, students can play in pairs or small groups.

Play a little more with your students with these fun crazy hair flashcards. Kids have weird hairdo and colors. Say a sentence and students have to say the number of that person.

Teacher: She has purple hair!
Students: She’s number seven!
Say it backwards: Number twelve!
Teacher: He has orange hair.

Use the flashcards to graph from the color and length of the hair of the people in class and even more. Place them on the board and ask questions:
Who has black long hair?
Students: Olivia and Leny.

It can be graphing the curly and straight hair. Have the students come and stand under each flashcard and say how they look: I have straight hair.

And don’t miss graphing the eye color.

Next part will be the Face Unit small cards.

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