Today I have another frugal literacy tool for you to make when working on identifying certain sounds in words with your children: missing letters clip sticks! These clip sticks are great because you can adapt
Every English language arts teacher needs a variety of successful, student led discussion strategies that will provide opportunities for student learning.
Grab a set of printable contraction puzzles to use in your next grammar lesson for kids! There are 84 awesome grammar contraction puzzles in the set!
Level: This is most suited to A2+ to B1 level. Time: 1 hours, 15 minutes + This So, too, neither, and either lesson begins with an introduction and practice of me too and me neither. Next, there are language notes focussing on so do I, neither do I, and the use of these phrases in various tenses. followed by a practice exercise. Then the students look at further alternatives with (nor, I do too, and I don't either.) Finally there is some conversation practice. We have a teacher’s copy (including teacher’s notes) and a student version which you can email to your class for online lessons. For best results when printing our PDFs, open and print them through Adobe Acrobat. https://get.adobe.com/reader/
I used rhythm cards like these just about every lesson when I taught elementary general music. I think they will come in handy for piano teachers as well. None of the cards are duplicated, so you w…
Teaching Tips for One Variable Inequalities in Algebra 1
interactive notebook lessons for algebra
There 5 parts of the house; bedroom, bathroom, living room, kitchen and garage.
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A blog about free resources for the secondary math classroom.
Motivation for Monday "Try to be kind to people just because. With all the rancor and bitterness and anger in our land, be a beacon of...
All About Me activity is a fun practice that brings lots of benefits more than just personal favorites. Various activities can be combined with the theme and best to apply for preschoolers or kindergarteners.
As an ESL teacher, I often hear from classroom teachers that they don't always know where to start when it comes to working with beginning English language learners (ELLs), or newcomers, in small group instruction. In this post I'll share a typical "guided reading" lesson that I would give to my beginning ELLs, as well as a glance of at what a typical week would look like. Let me start by saying, the very first thing I do before I start instructing my newcomers is, I assess what they already know. First, I see if they have literacy skills in their native language...can they read and write? Then, I see if they know alphabet letter names and sounds. Next, I assess their reading level. Since they don't have English literacy skills yet, their reading level typically starts at level "A" (emergent). I can say that most students do have some literacy skills in their home language, and often times, many know some letter names and sounds. So now I've got my starting point! When I first begin working with my newcomers, the main components of reading that I typically focus on are building vocabulary, phonological awareness/phonics and sight words. So a typical week would encompass all three of these skills. Down the road I add comprehension skills, but they are not ready for that yet. Step 1 - Choose an appropriate book. I carefully select books that have relevant vocabulary. For the most part, my main focus is to build their vocabulary. The literacy skills in their native language will transfer to their new language, however, they have an extremely limited vocabulary, so... vocabulary, vocabulary, vocabulary! I chose this book because I wanted to teach my students the word "big." It's also about animals, and I know that most kids are interested in reading about animals! I used gestures to SHOW them what "big" means. It's important to be mindful of your students' age when picking out books. You don't want to give 4th-6th graders books about bunnies or teddy bears. Try picking age appropriate books; which I know can be a challenge if the selection is limited, but you don't want your students feeling embarrassed. Step 2 - Preview the book. Point to and say each animal's name and have the students repeat the names back to you, keeping in mind to speak clearly and to enunciate the sounds in each word. It's important for them to hear how to pronounce the names. A side thought...Think about "A" level books... they are not created with English language learners in mind. "A" level books have repeated sentences, which are GREAT, but they also have very specific vocabulary that students are expected to decode using picture cues. In the book my students read last week, the repeated sentence was, "We go to the _____." The pictures show the family in different locations like the pool, park, library, soccer game, etc. In one picture the family is standing in front of a large fish tank. If I asked English only students where the family is, some might say a fish store or they might even guess aquarium, depending on their background knowledge. Then they'd cross check their thinking with the word and see that it begins with the letter "a" and hopefully they'd say, "It's an aquarium!" But our newcomers don't know what a big fish tank place is called in English, so it's important for us to support our students by saying the names of each vocabulary word. Step 3 - Choral reading! Newcomers feel more comfortable in a choral reading setting. They need help pronouncing the words. They need to hear YOU pronounce the words. Choral reading helps to keep anxiety levels low. (In a few weeks, the choral reading decreases and I will start focusing on decoding.) Step 4 - After reading, review the animal names. Point to an animal and see if they can remember the name. Perhaps make a matching activity with animal pictures and names. Support as needed. Encourage a LOT! Step 5 - I always provide a guided writing activity based off of the book we just read. I use sentence frames to support their thinking and writing. Sometimes I create my own, like the picture below, and other times I'll use a graphic organizer as a follow up activity. On this day I wanted them to understand the meaning of "big," so their writing supported this goal. As they finish their writing activity, I'll ask each student to read some of their writing to me. Then they'll draw a quick picture, which I always ask them to label. I know that my newcomers don't understand every word in the book, and that's OK! They are being exposed to new words and ideas in a repeating format. I want them to get used to the structure of our lessons so that they know what's expected. So, here is what a typical week of small group work entails for my newcomers. Knowing what the focus is each day helps me to zone in on their learning goals. The variety keeps it fun and interesting, yet it's consistent so they know what's expected. As you can see, on Tuesdays I include direct vocabulary instruction, either using the vocabulary from the book, like the animals, monthly themed vocabulary, or content area vocabulary. October Themed Vocabulary (along with sight words and phonics review) One vocabulary activity I have my students do is called the K.I.M. Strategy. In their notebook they write the key word (K), important information (I), sketch a memory clue (M) and write a sentence (S). For my newcomers, I leave out the (I) portion. They are not ready for adding "information." Right now the goal is for them to learn the names of things and simple sentence structure. My higher ELLS definitely include all components of the K.I.M. Strategy in their notebooks. This is what the K.I.M. Strategy looks like. And this is how it looks modified for my newcomers... On Thursdays, I focus on building sight words. When teaching sight words, it's important to teach them in context. Your beginning ELs need context in order to make meaning of the words. I pull a sight word from our books and I include an extension activity with that word. (A link to this resource is provided at the bottom of this post.) I do teach sight words throughout the week, but on Thursdays we always have an extension activity for one of them. As an "exit ticket" I have them orally use the sight word. Today, I asked each student, "What can you do?" And they responded with "I can _____." Then they get a high five, a sticker (big kids like stickers too!), or some encouraging praise. I also include Word Study activities in my small group work. I like using the sorts from Words Their Way. Each Monday they receive a new spelling pattern. Remember, I assessed my students to see what they already knew. Most already knew initial sounds, so I started them with word families. If they did not know initial sounds, I would've started there. I do have one student in this group who does not know many initials sounds, so I spend a little extra focus with him on initial sounds. This resource is from "Words Their Way." My newcomers use this activity to learn spelling patterns AND vocabulary. They are introduced to their new word list on Mondays, then they have independent activities to do with their word list throughout the week in their gen ed classrooms. (It's so important to set newcomers up with meaningful activities that they can work on independently during Reader's Workshop.) Below is their Word Study Activities list. It gets glued into their Reading Notebook. On Tuesdays, Wednesdays and Thursdays they work on their independent activities. Friday is Word Study Quiz day! FREEBIE - Click Here And that's what small group instruction looks like with my newcomers. To recap, assess what students can do to evaluate your starting point. Focus on building vocabulary, sight words in context, word spelling patterns and choral reading to start. My guided reading lessons usually looks like... preview the book, front load main vocabulary, choral read, and end with a guided writing activity with sentence frames. Here's a TIP: Many times I make my own guided writing activity based on what I want the students to learn from the book. I'll write the activity in my notebook, make copies, cut them to size, then have students glue it into their notebook. Keep this notebook! You may get a newcomer next year, and when you do, many of your guided writing activities will already be made. You'll just need to find the book that goes with the activity. My notebook where I write out the guided writing activities. I know that many school districts lack ESL resources and often times the classroom teacher is the only one providing instruction. Knowing where to start with beginning English learners is probably the biggest challenge. I hope that this post gives you some ideas about where to start and what to focus on with your new students. To read more about the K.I.M. Strategy, click here. Affiliate links below for Sight Words and Word Study.
I vs ME!!! What's the difference between Me vs I? Speakers of English often use I and me in place of each other. The difference is actually very simple. Allow us to explain.
I've stolen @mrallanmaths work & prettified. Pythagoras Pile Up. File here: https://t.co/i0Me0WvzEP #mathchat
Lernt deutsche Redensarten, Redewendungen und Umgangssprache mit Bildern. Wunderbare Illustrationen machen das Lernen und Behalten ganz einfach.
We'd like to share this critical thinking skills cheatsheet for you to use with your students. Get them asking questions on any topic! Via Tom D'Amico (@TDOttawa)
Object pronouns in English - Me, You, Him, Her, It, Us, Them - English Grammar Lesson with a video and exercise. Learn English Object Pronouns - ESOL resource
Look at the ship. What are the pirates doing? Fill in the gaps with the verbs in brackets. Use the Present Continuous. Then match the descriptions to the numbers in the picture. Key provided - ESL worksheets
My classroom is filled with the standard white concrete walls, plus a couple bulletin boards. I like to have something up at the beginning of the year so it doesn't look totally boring, but still leave plenty of space for student work, student art and topic-specific information (this year it will just be vocab words in my school mandated word wall). So, I browsed pinterest, nabbed some quotes from Anna and found images from my dropbox folder I wanted fresh copies of. Posters The Cone of Learning from the 3rd slide is for a lesson on study skills that I used last year and plan to do again. **Edit (8/6/12 7:30 pm) I just found out the Cone of Learning has no basis in research. Debating if I should white out the percents or toss it entirely. I also found these two comics: All of the pages in color I printed at Staples (I don't use enough color ink at home to justify the expense and the one color printer at school is sooooo slooooow). So of course, I walked around and bought a few things while I was there! Penny folders (limit of 10, even for teachers) for homework- trying a binder system this year that I'll share once I have an actual plan. My favorite pens for half price. Tape since I'm planning to do foldables and flappers that will need to get taped into the binders. Sheet protectors also half price, one per student to use as personal dry erase boards.
This is a fun board game with 'All About Me' related questions for intermediate and advanced students. This is a great way to get to know them at the beginning of a course.
💂In English, please! This is a selection of the resources most downloaded on the website and most requested for English class. If you miss any activity, you can text me and tell me your idea. Worksheets For online classes or using a projector in the classroom Find more than 30 activities to use in online ... Leer más
Using Either … or, Neither … nor, Both … and in English Either … or Neither … nor Both … and Either… or is a correlative conjunction. We use either … or for connect things which are the same types, phrases, clauses or words. Examples •Either Mark or Samuel will go. •You can either come with me now or walk home. •They don’t have enough time. They can either have breakfast or have a shower. •You can either call me at home or the office. This structure, “neither … nor”, is used to connect the same kind of word or phrase in the sentence. Neither makes a negative statement about two people or things. Examples •Neither Mark nor his wife is
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When I teach the unit on polynomials and factoring in Algebra 1, I start off my first lesson on factoring trinomials with a discussion on which has fewer options: multiplying to a number, or adding…
The three-period lesson is a Montessori method which can help you clearly and easily teach concepts to your preschooler. It could be used to introduce anything from colors to letters to dinosaur names.
Countable and uncountable nouns are an important concept in English. In this post, I try to explain how a learner can know which category a noun belongs to.
Read the step by step guide for using discovery labs to help students gain a deeper understanding of systems of equations.
Whole page with prompts for speaking practice - can be used for either introducing oneself to the whole group or as an interview exercise. This worksheet can be used as a whole class activity: give students some time to prepare their answers. Then can can individually introduce themselves to the whole class. Alternatively, they can make up all the information and use it for a pair work interview. This worksheet comes in both colour and b/w. - ESL worksheets
Everything you didn't learn from college about teaching phonics.
Me on the Map - Activities, games, crafts, printables - So many activities to keep the kids busy and active this summer!
Joseph Campbell was a phenomenal writer that explored the philosophy of the human experience. He is known for many of his books, but one more than others, "The Hero with a Thousand Faces" (1949). In this book, Campbell discusses the mythological archetype that many lead
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Hello! Here you have some WORKSHEETS, click to open: WORKSHEET 1 – VOCABULARY WORKSHEET 3 – Crossword WORKSHEET 5 – Read and Tick WORKSHEET 7 – Complete WORKSHEET 9 – …
List of professions vocabulary in English and Spanish. - ESL worksheets