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Teacher resource files

includes Grammar handbook

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CONTENTSTips and Techniques ...................................................................................................... iiiStudents and Learning Styles ..................................................................................... xviLearning Strategies ..................................................................................................... xixTeaching 21st Century Skills ........................................................................................ xxiContent Language Integrated Learning (CLIL) ..................................................... xxiiiFamily Involvement ..................................................................................................... xxvTime Guidelines ......................................................................................................... xxvii

Upper- and Lowercase Letter Tiles ................................................................................1Level 1 Sounds and Letters Picture Cards ..................................................................15Level 1 Sounds and Letters Word Cards .....................................................................26Level 1 Sounds and Letters Letter Cards ....................................................................37Level 2 Sounds and Letters Picture Cards ..................................................................40Level 2 Sounds and Letters Word Cards .....................................................................55Level 2 Sounds and Letters Letter Cards ....................................................................70Alphabet Playing Cards ...............................................................................................74Alphabet Writing Worksheets .......................................................................................76Study Skills Handbook ..................................................................................................96Grammar Handbook .................................................................................................102Spelling Handbook.....................................................................................................110Phonics Handbook .....................................................................................................111Numbers .......................................................................................................................113Numbers and Shape Practice .................................................................................114Prefixes ..........................................................................................................................115Suffixes ..........................................................................................................................116Synonyms .....................................................................................................................118Antonyms .....................................................................................................................120Compound Words ......................................................................................................122Clock ............................................................................................................................123Wild and Crazy Crossword ........................................................................................125Picture Jigsaw Puzzle ..................................................................................................127Word Jigsaw Puzzle .....................................................................................................127Mother’s Day Gift Cards .............................................................................................130Father’s Day Wordplay ...............................................................................................131Halloween Hunt for the Missing Words .....................................................................132Christmas Do-It-Yourself Christmas Tree ....................................................................133Conversation Cube ....................................................................................................135Board Game................................................................................................................138Game Bank .................................................................................................................140TPR .................................................................................................................................145Graphic Organizers ...................................................................................................147Vocabulary Playing Cards ........................................................................................154

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TipS aNd TEChNiquESBig English is a comprehensive learning program designed to motivate and instruct English learners. Components have been carefully created to allow teachers to make the most of limited classroom time and resources and construct a playful, meaningful, and effective learning experience for all students. Specific lesson and unit support is provided in the Teacher’s Edition for each level. The following general ideas will help you implement the program’s resources successfully.

Planning ClassesBig English is designed so that one level can be completed over the course of one school year at the rate of two to three Student Book pages most weeks. (Time Guidelines are provided on pages xxviii–xxix.) If you have more time available, the following strategies can help you fill the time with carefully targeted learning opportunities.

•Implementenrichment,extension,andreviewactivitieshighlightedintheTeacher’sEditionmaterials for each lesson.

•LaunchadditionalactivitiessuggestedbytheTeacher’sResourceBook.

•ExplorewaystoincorporateotherBig Englishcomponents,suchastheCD-ROM,ContentReader,ActiveTeachdigitalsoftware,InteractiveWhiteBoard,andMyEnglishLab.

Effective Warm-Ups AsoutlinedintheTeacher’sEdition,eachBig English class period begins withaWarm-Upactivitydesignedtohelpstudentsswitchfromthinkingandspeakingintheirfirst language to English, to help them recall what they learned in earlier lessons, and to help them begineachclassfeelingconfident.Warm-Upactivitieshavebeendesignedwithalighttouch,includingmanygamesandothertypesofmeaningfulplay.Launchinglanguagelessonswithenjoyable activities encourages students to adopt a positive attitude toward language acquisition.

YoumaychoosetovaryWarm-Upactivitiesbasedontheotherworkyouhavedoneintheclassroom during the day. If students have been sitting at their desks for a long time, you might decidetoadapttheWarm-Upactivitytoincludephysicalmovementthatwillenergizeaswellasmotivate students. For example, to review vocabulary, you might display words or pictures on the board or classroom walls. Divide the class into two teams and give each team a flyswatter or pointer. Call out (or spell) a word as a member from each team tries to be the first to swat or point to the corresponding word or picture.

Ontheotherhand,ifstudentshaverecentlyengagedinphysicalactivity,acalmingWarm-Upactivity will help them settle down and concentrate. For example, many “envelope activities” work well to help students focus their energy on a learning task. Give pairs or groups envelopes filled with paper slips showing vocabulary words or pictures. Students empty their envelopes and complete an activity such as matching words and pictures, drawing pictures to match words, using words in original sentences, or sorting and classifying the words.

Daily Lessons EachWarm-Upisfollowedbyadailylesson.AnessentialpartoftheBig EnglishAssessmentforLearning(AFL)techniqueismakingsurethatstudentsunderstandwhatoutcomes they will achieve. The Teacher’s Edition notes provide suggested language for explaining learning outcomes clearly and directly to students. Establishing this technique as a routine part of classwork involves students in their own learning, creating engaged learners who take an active role in their education.

Following the activities as presented in the student text provides a complete and comprehensive exploration of a language topic. Individual activities have been selected to support all learning styles by varying visual, auditory, tactile, and social experiences. You may wish to include your own activities from time to time to make your students feel special and empowered. For example, using resources specific to your geographic region or to dominant cultures within your classroom can help students connect with the language goals they wish to achieve.

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Aslearnerscompletedailyactivities,stopfromtimetotimeforquickconceptcheckstobesure they have understood. For example, if you have just had students learn about places in the community and want to check their understanding of the word bakery, you might ask a series of quick questions: Can I buy shoes at a bakery? What can I buy at a bakery? Give me an example of a bakery near here.

You will often need to check or review exercise answers that students found while working individually, with a partner, or in groups. The following techniques will help you vary your answer-checking routine for checking answers to ensure that students remain engaged:

•randomlycallonstudentstogiveanswers

•havepairsofstudentscheckeachother’sanswers

•distributeindexcardsthatshowtheanswers

•makeaphotocopyoftheanswersgivenintheTeacher’sEditionandinvitestudentstotaketurns playing the role of teacher

•inviteteamstowriteanswersontheboard

Application and Practice Activities Each lesson closes with an application and practice activity designed to consolidate knowledge and reinforce what has been taught. The Teacher’s Editionoffersspecificsuggestionsforanengagingwaytowrapupeachlesson.LikeWarmUpactivities,thesefinalactivitiesaretobeplayfulandengaging,encouragingstudentstorecognizetheir strengths and acknowledge their accomplishments.

Youmaywishtoconcludesomelessonswitha“TakeaMinute”feedbackactivity.Feedbackactivities give you valuable information about your teaching and help you plan upcoming classes. For“TakeaMinute,”havestudentsrespondinwritingoraloudtoquestionssuchasthefollowing:

•What did you learn today?

•Is there something you don’t understand?

•What activity did you like best today?

•Is there something you want me to explain again in class?

Ifyouhavestudentscomplete“TakeaMinute”inwriting,tellthemNOTtosigntheirnameson their answers and give them a minute or two to write responses. Some students will provide more honest assessments of lessons and their own progress when they know that their responses are anonymous.

Pacing ClassesPacing refers to the rhythm and speed of the lesson or how much time is allocated to each activity. (See Time Guidelines on pages xxvii–xxviii and in Teacher’s Edition.) The following suggestions will help you make effective pacing choices.

•Keepexplanationsbriefandtothepointinordertoallowstudentsmoretimetointeract in English.

•Useavarietyofactivitiestomaintaininterestandenthusiasticparticipation.

•Setcleargoalsandtimelimitsforactivities.

•Monitorstudents’performancestoensurethattheyspendsufficient(butnottoomuch) time on a task.

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•Moveontoanewtaskwhentwo-thirdstothree-quartersofstudentshaveagoodgraspoftheactivity.Notestudentswhorequirefurtherexposuretoachievesimilarlevelsofcomfortwith a task.

You may have a few students who finish quickly and then sit impatiently waiting for the rest of the class to catch up. They may become restless, disruptive, or misbehave. It is always a good idea to have a basket or box of extension activities for these students. Your box can include comicbooksormagazinesinEnglish,cartoonsmountedonconstructionpaper,wordgames,questionnaires,jokes,andrecordedmaterialssuchasEnglishsongsorstories.Allowstudentstochoose something from the box to occupy themselves until it is time for the whole class to move on to the next activity.

VocabularyVocabularyplaysakeyroleinthelearningofanylanguage.Withoutvocabulary,communicationisimpossible.Words,however,canbedifficulttorememberandacquireunlessitemshavereal meaning and relevance to the student’s world. Students learn vocabulary naturally and instinctively when they have a real need for the words. For younger children, many vocabulary items are related to concepts they are learning in their first language, such as colors, shapes, and numbers. For older children, vocabulary items are related to their own lives (daily routines, chores, leisure activities, likes and dislikes), to their relationships (as family members, friends, and members of a community), and to their learning in school (social studies, mathematics, language arts, health, and science).

ActivitiesinBig English help learners learn vocabulary through a variety of tasks that stimulate a desire to communicate. The key vocabulary in each unit is presented in context and then recycled several times throughout different components. Big English includes two necessary types of vocabulary:

•active vocabulary—core terms selected for their usefulness and frequency of occurrence in real communication and receptive vocabulary

•receptive vocabulary—non-target language that enriches thematic contexts

Every opportunity should be taken to involve students in the vocabulary learning process throughavarietyoftechniquesandactivities.Userealia (objects from real life), pictures and picturecards,posters,kinestheticproceduressuchasTPR(TotalPhysicalResponse,asdevelopedbyJamesJ.Asher),games,craftactivities,androle-playing.Havestudentsmaketheirownsetsofflashcards, picture dictionary, word mobiles, posters, and so on. Display their work and change the displaysperiodically.Haveteamsofstudentsmakevocabularyquizzesandpuzzlesforeachother;award team points and tally them at the end of a unit or term.

Promote awareness of language learning strategies by demonstrating techniques such as paraphraseandcircumlocution;forexample,“thethingyoumakeapencilpointwith”forpencil sharpener and “to walk or go behind someone” for follow.Whenapplicable,showstudentsthatEnglishwordsareoftensimilarinformandmeaningtowordsinotherlanguages.Helpstudentsrecognizecognates,butcautionaboutthedangeroffalsecognates.Pointoutthevalueofwordassociationstoclarifymeaning;forexample,studentscancomparethemeaningsofthephrasesrun out of time, run out of milk, run out of money, and run out of chalk.Athigherlevels,showstudents the value of building word family charts listing the different parts of speech and forms a word may take, such as the nouns photograph, photographer, photography, the verb photograph, the adjective photographic, and the adverb photographically.

In addition, provide class training in effective use of dictionaries and other reference sources. Helpstudentsrealizethatdictionariesprovidemoreinformationthanjustthemeaningofwords:draw their attention to parts of speech, pronunciation guides, examples of words in sentences, symbols,spellings,pictures,andwordorigins.(SeeUsingaDictionaryonpage100.)Encouragethe use of level-appropriate monolingual English dictionaries, such as the following:

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•Word by Word Basic Picture Dictionary(Longman)

•Photo Dictionary of American English(Longman)

•Basic Dictionary of American English(Longman)

•Essential Activator(Longman)

Finally, encourage learners to take advantage of media and technology resources, such as radio stationsthatplaysongsinEnglish,TVprogramsthatmaybesubtitled,comicbooks,magazines,newspapers, and Internet sites.

Vocabulary Notebooks Encourage students to develop personal vocabulary notebooks in which they collect words they know, as well as words they want to learn.

•Forbeginningstudents,notebooksmayinvolvecuttingpicturesoutofmagazinesordrawingpictures.Ablankaddressbookisveryusefulasapersonalpicturedictionarybecauseitcomes divided alphabetically. Encourage students to write the corresponding English word next to each picture.

•Foradvancedstudents,notebookscanincludewordsaswellaspartsofspeech,definitions,synonyms,andantonyms.Havestudentscopytargetlanguageintotheirvocabularynotebooks, but also allow them to include words that they find on their own. They might include words they have heard in songs or jokes, words that relate to hobbies and interests, words that look strange or have interesting sounds, and so on.

GrammarThe activities in Big English are designed to involve students in the discovery of the language astheyworkwiththeStudentBook,classroomactivities,Workbook,andothercomponents.Grammar lessons are integrated into many strands, including Grammar focus pages in both the StudentBookandWorkbook.

Introducing Grammar to Younger Learners Few younger learners benefit from memorizingrulesandanalyzinggrammaticalforms.Studentsundertheageofeightorninearebetter served by seeing repetitions of grammatical structures in a wide variety of meaningful contextsandbyusinggrammarasunanalyzed“chunks”thathelpthemsayorwritewhattheyneed to communicate.

Forthisreason,theGrammarBoxesintheStudentBookandWorkbookshowgrammarwithinsentencesthatcanbeusedasmodelsforproducingspecificformsandstructures.Asstudents develop cognitively from level to level, the Grammar Boxes begin to include brief details about grammar rules and formulations for students to notice and consider. In addition, there are GrammarandWritingHandbooksatthebackoftheStudentBookforteachersandforstudentsreadyforadditionalinformation,aswellasrelatedpracticepagesinthebackoftheWorkbook.

UnitPostersprovideanotheropportunitytoreinforcegrammarthroughvisualreinforcementof language patterns. Set aside a specific classroom position for these posters, and involve students in switching posters from one unit to the next in order to engage their interest in new information. Remindstudentstorefertotheseposterswhentheyarespeaking,listening,writing,orreading.

Teaching Older Learners Grammar Asstudentsdevelopcognitively,theyaremoreable to elicit and apply rules to language structures. Big Englishrecognizesthisdevelopmentbygradually including more rules in Grammar Boxes and classroom activities.

Olderstudentswilloftenbenefitfromcreatingpersonalgrammarreferencenotebooks.Suggest that students follow these guidelines when creating their grammar notebooks.

•Giveeachgrammarpointitsownpage.Includespecificgrammarrules,aswellasexamplesof the rule in action.

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•Invitestudentstosharetheirworkwithapartnerorgroup,comparingbothrulesandexamples.

•Encouragestudentstowritegrammarrulesthemselves,basedonobservation.Forexample,show students a chart of regular singular and plural nouns and ask them to write the rules for forming plurals. In this way, students will need to choose and work with English words in a meaningful context. Thus rule-writing becomes another opportunity for constructing and using effective language structures.

•Directstudents’attentiontoadditionalinformationintheGrammarHandbookatthebackoftheStudentBookandrelatedpracticepagesintheWorkbook.Suggestthattheyincorporate ideas from these pages in their own grammar notebooks.

Error Analysis Anotherwaytoencouragestudentstofurtherprocesslanguageistoaskthemtoreflectonthelanguageerrorstheyfrequentlymake.Remindstudentsthatmakingerrorsisanimportant part of learning a language: no one gets everything right the first time, or remembers all the rules all of the time. Encourage students to take an active and non-judgmental view of their own progress by keeping a list of their most frequent errors, as well as a self-corrected version for each mistake.

Peercorrectioncanalsobeausefultechniquetoheightengrammarawareness.Havestudentsexchangeandcorrectclassworkorhomework.Remindstudentstosharecorrectionspolitelyandalwaysconsidertheirpartner’sfeelings.Makeyourselfavailabletoansweranyquestionsstudentshave as they check one another’s answers.

Whole-classcorrectioncanencourageallstudentstoparticipateinthehuntforgrammaticalerrors. Try an activity called “I Bet.” Create or select ten items, of which two or three are correct and the rest are incorrect. Choose items from errors you notice in class, from homework, or from tests.Dividetheclassintotwoteamsandgiveeachteam100points.Showoneoftheitemsandhave the first team place a bet about whether the item is correct or incorrect. If the team bets on the right answer, it receives the number of points bet. If the team bets on the wrong answer, subtract the number of points bet from the total score. The team with the highest point total when all items have been evaluated is the winner.

ListeningIn the primary grades, interaction through oral language is by far the most common and most important way children learn about other people and the world around them. Young language learnersintheclassroomneedmanyopportunitiestorecognizeandpracticeroutinelanguage,vocabulary,andbasicstructuresandpatterns.Whilelisteningandspeakingarenaturallypairedskills that can and should be practiced together, it is also important to provide a number of listening-only activities. These activities should focus on learners’ ability to discriminate sounds and words and to identify when spoken words, phrases, and sentences start and stop. They should expose learners to natural stress, rhythm, speed, and intonation in the target language.

Students also need considerable practice in the use of listening strategies, such as listening for the main idea, listening for details, and listening for language that signals concepts such as cause and effect (why, because), sequence ( first, next, then, last), and time frame (present, past, and future verb forms).

Big English provides a range of activities that promotes the development of listening comprehension. These include “listen-and-act” tasks, in which learners listen and then point, mime,match,circle,checkabox,draw,completeachart,orwrite.Anothervarietyofenjoyableand effective listening activities involve movement, such as those in games like Simon Says and commandsrequiringaction,asexemplifiedinAsher’sTotalPhysicalResponse.

MusicandchantsareanotheressentialpartoftheBig English program. Each unit begins with its own catchy song that highlights unit concepts in a rhythmic setting. These songs can be revisited frequently throughout a unit to provide an enjoyable auditory reminder. The more often students hear these songs, the more easily they will hear the words and absorb the embedded concepts.

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SpeakingIn addition to understanding spoken input, learners need to be able to respond to it through speech. The natural combination of listening and speaking reflects oral language use in the real world, and is the foundation for language learning. In the language classroom, paired question and answer tasks play a major role both in student-teacher and student-student interactions.

For beginning learners, questions that elicit one- or two-word answers and simple, formulaic expressions are a good way to begin helping children develop the confidence needed to respond inEnglish.Atfirst,learnersoftenmemorizelanguageasroutines.Itmaybedifficulttogaugetheirlevel of deep understanding. That’s why it is important to introduce new material to ensure more authenticcommunicationassoonasstudentscanhandleit.Onewaytocheckunderstandingisto introduce a surprising or nonsensical item into a question and answer routine. For example, if all students are confirming how old they are by answering Yes, I am, ask a student expecting a question about age a different question, such as Are you married? or Are you a doctor?Otherwaysto extend students’ language use include combining speaking with gestures, realia (real objects), pictures, or mime.

Consider the types of questions you include in classroom discussions.

•Display questions require students to show that they understand the question itself. Answersareobviouslyknown.Manyclassroomquestionandanswerroutinesaredisplayquestions: How many arms do you have? Is your hair long? What color is your shirt? and so on. Students answer display questions to show their understanding of the question itself. Theymayalsobepracticingintonationorpronunciation.Allofthesearelegitimatelearningobjectives, but they are not examples of authentic communication, in which answers are not known until they are provided.

•Authentic questionsrequireactivethoughtandreflection.Answersarenotknownuntilthey are provided: Do you have your homework today? What is your favorite animal? What does a pig look like? and so on.

It is important to balance both types of questions, moving gradually from display questions to authenticquestions.Whenintroducingnewconcepts,displayquestionsareusefulandcanprovideencouragementandpromoteconfidence.Useauthenticquestionstoexploreaconceptmoredeeply and engage students in active exploration of ideas.

ReadingReadingisaninvaluablewaytoexpandvocabulary,toincreasecontentknowledge,andtoimprovecritical thinking skills. Big English provides opportunities to develop both top-down and bottom-up processing through many different types of texts: songs, chants, poems, stories, folktales, factualarticles,dialogues,letters,reviews,recipes,andjokes.Allofthetextshavebeencarefullychosen to be age-appropriate, informative, and motivating, based on the belief that learners need to read texts that offer the following rewards and challenges:

•Textsthatofferopportunitiestorelatereadingwithstudents’ownexperiences.

•Textsthatpromotetheuseofstrategiesandthinkingskills,suchasfiguringoutmeaningfrom context and relating charts to a text.

•Textsthathelpstudentsdevelopcriteriaforunderstanding,judging,anddefiningopinions.

•Textsthatprovideintegratededucationalcontent(SeeContentLanguageIntegratedLearningonpagesxxiii–xxiv.)

Big English Student Books provide opportunities for both reading aloud and silent reading. Poems, chants, songs, and dialogues lend themselves to reading aloud. They encourage students torecognizeandpracticenaturalEnglishrhythmsandintonationpatterns,aswellastosimply

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enjoy what they are reading through oral participation. For younger learners, additional practice inrecognizingsound-spellingrelationshipstodevelopfluencyinreadingaloudisprovidedbySoundCardsandtheLetter,Word,andPictureSoundCardslocatedinthisbook.Longertexts,such as stories and articles, are better processed through silent reading, as students have many opportunities to practice efficient reading strategies as they work through the text. Throughout theprogram,ContentConnectionsandAroundtheWorldConnectionsprovidehigh-interestarticles that engage readers in the process of constructing their understanding of the world.

Reading Stages Manyteachersfinditusefultodividereadingintoprereading,reading,andpostreading stages. Focusing on these stages can help students develop the ability to approach and understand new texts with confidence and enjoyment.

Prereading activities help prepare students to interact with a text. They also encourage good reading habits, such as previewing the title of a selection, as well as any illustrations, photos, captions, charts, or graphs. These previews help students access what they already know about a topic or format, predict what the reading will be about, and construct a mental framework into which they can fit the information they are about to discover.

Reading itself includes actively interacting with a text. You can use the following strategies to encourage students to engage with a text:

•Askstudentstolookforspecificinformationorsettheirowngoalforreading.

•Havestudentsaskthemselvesquestionsaboutthetextastheyread,usingWho?What?When?Where?Why?andHow?

•Askstudentstounderlineorhighlightkeywordsorideasandmarkvocabularywordsforlater study.

•Encourageolderormoreadvancedstudentstotakenotes,makeasimpleoutline,oruseagraphicorganizertorecordimportantinformation.Earlyexposuretotheseskillswillhelpprepare students for academic reading required in later courses.

Postreading activitieshelpstudentsreviewanddigestwhattheyhaveread.Havestudentsanswer different types of questions about the reading, beginning with questions about factual details and gradually moving to interpretative questions. Think Big questions that follow reading texts require students to engage in higher-order thinking. There are many ways you can help learners process and review material.

•Askstudentstopreparesummaries,graphicorganizers,orreports.

•Invitethemtoretellastoryoractouteventsfromastoryorpoem.

•Encouragethemtoillustratetheirfavoritepartofastoryandsummarizethesceneinacaption under their drawings.

•Challengestudentstoretellastory,butprovidetheirownending.

•Askstudentswhattheylikedordislikedaboutatext,andwhattheywoulddotochangeit.

Motivating Readers Somestudentsarenaturallymotivatedtoexploretexts;othersrequireadditional motivation to enjoy reading. Creating a supporting reading environment is essential to the development of language skills students will use both in English and their first language. To encourage students to read, consider creating a classroom chart to record each student’s reading progress. Paste stars or stickers by students’ names as they finish readings, or allow them to decoratebookmarkstokeepasprizesforcompletingrequiredassignments.

For younger learners, you might want to start a “book train.” First, make the train engine from colorful paper and pin it to the wall. Each time the class (or individuals, or reading groups) finishes a book, add a paper railroad car behind the engine. Each book train car should name the

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title of the book or article and the author’s name. It might also include a key phrase from the text. Challenge students to make the book train as long as possible before the end of the school year.

WritingThe writing skills that Big English helps students develop will help them achieve academic and lifetimegoalsinEnglishaswellastheirfirstlanguage.Writingincontexthelpsstudentsapplyand remember vocabulary and language structures, providing them with a natural motivation to practice and expand upon key ideas.

In the lower primary grades, Big English systematically introduces the written word and builds uponituntillearnersarecapableofwritingtwo-orthree-sentenceparagraphs(Level3).Anyproduction of the written word is a significant part of the language learning process and helps to plant the seed for further development of writing skills. Young learners can unscramble words, copysentences,putsentencesintologicalorder,completepuzzles,giveandcopyshortdictations,and so on. For these learners, the physicality of transferring information from one place to another through writing is important for long-term memory retention of sound-spelling correspondences, words, and structures. Beginning steps in writing are provided throughout these activities in the StudentBook,Workbook,andMyEnglishLab.

In higher grades, Big English builds upon these skills by introducing study of the parts of a paragraph,paragraphfunction,unity,andsoon.BytheendofLevel6,studentsarecapableoftasksthatrequireseveralparagraphs.Asstudentswrite,theygainawarenessofdifferenttypesofwritingaswellasthedifferentstagesofthewritingprocess,whichispresentedintheWritingHandbook.

The Writing Process Asstudentsbegintocompletemorecomplexwritingtasks,encouragethem to become familiar with the stages of the writing process, which helps students stay on-task and assess their own writing throughout the production of any text.

•PrewritingactivitiesarepresentedineachunitoftheWorkbookandintheWritingHandbook.Studentsrequiremanyopportunitiestopracticeplanningstrategiessuchasbrainstorming, using word maps, Venn diagrams, note-taking, and outlines. These activities may be done individually or in small groups.

•Drafting focuses on getting ideas down on paper. Encourage students to focus on content and successful communication of the message over grammatical and mechanical perfection. Remindstudentsthatfirstdraftsareastartingplace,notafinalproduct.Asstudentswritenon-fiction or informational texts, they learn to focus on the basic structure of a paragraph: drafting a topic sentence that states the main idea of the passage, continuing the body of the paragraph with supporting sentences that support the main idea with details or examples, and ending with a concluding statement that sums up the main idea in different words. ReadingpassagesintheStudentBookcanserveasmodels.

•Revisingoffersstudentsmultipleopportunitiestoreviewandimprovetheirdrafts.Remindstudents that even famous authors write many drafts before they consider their work ready forpresentation.Helpstudentsrealizethattherevisingstagecanincludemorethanonereviewofthedraft.Onereviewmightfocusonaccuracy,anotheroninterestlevelandclarityofcommunicationandorganization.Studentsshouldgainanincreasedawarenessthatrevising can include making changes to words, phrases, or sentences. Details can be added, deleted, or rearranged in order to improve a draft. Peer editing can be a useful strategy for both improving writing and integrating speaking and listening skills into the writing process. Asstudentscommentoneachother’swork,theygainanawarenessofwhatisrelevant,accurate, and appropriate when writing.

•Editing and Proofreading focus on mechanics (spelling, paragraph conventions, capitalization,grammar,andsoon).Onceagain,peereditingcanbeavaluabletechniqueforimprovingstudentwriting.Manystudentswillfinditeasiertoidentifyerrorsinotherstudents’ writing than in their own.

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•Publishing involves any form of sharing written work with an audience. Providing students with a variety of publishing options promotes an awareness of the power of writing as well as pride in a job well done. You might create classroom displays featuring student works, allow students to read their writing aloud to classmates or wider audiences, post works on a website dedicated to student writing, and encourage students to e-mail their works to friends or family members.

Asstudentsworkthroughthestagesofthewritingprocess,theyalsogainunderstandingofdifferent types of writing. In high primary levels, students practice writing descriptive paragraphs, explanatory paragraphs, opinion paragraphs, reviews, autobiographies and personal narratives, biographies, comparison paragraphs, and letters.

Evaluating Writing Assessingstudentwritingcantakeseveralforms.Individualwritingprojectsmayreceiveanumberorlettergradeorbriefcomments;evaluationrubricscanalsohelpstudentsunderstandhowwelltheirwritingachievesspecificgoals.Oneofthemosteffectivetools in helping writers measure and understand their progress is the writing portfolio, a folder ofeachstudent’swrittenworkcollectedoveraperiodoftime.Whenapplicable,studentsshouldbe allowed some input as to which pieces remain in their portfolios for evaluation. Effective portfolioscontainmorethanfinaldrafts;theymightalsoincludeoutlines,wordmaps,journalentries,firstdrafts,andpeereditingcomments.Reviewwritingportfoliosatregularintervalstotrack a student’s development, identify difficulties, and note improvements in all stages of the writing process.

Pair Work and Group WorkBig English offers learners a balanced set of learning activities, including work as a class as well asinsmallgroups,pairs,andindividually.Whilelearnersmayfavoronetypeofclassroominteraction over another, it is crucial for them to experience all types of interactions. The core of active learning is the development of skills through interaction in social contexts. Therefore, Big Englishoffersmanyopportunitiesforpairandgroupworkinordertomaximizestudentuseofthelanguage. By sharing ideas and information in pairs and groups, students have the opportunity to negotiate meaning as they use language in a non-threatening setting. (See pages xiii–xiv for more information on pair and group work in the classroom.)

Anobviousbutimportantreasonforpairandgroupworkistoprovidestudentswithenoughtimetorepeatspeaking,listening,reading,andwritinggoals.Anoveremphasisonwhole-classwork drastically limits the amount of time that each student has for active language production. Workingwithoneormorepartnersallowsstudentstimetorepeatnewvocabulary,grammar,andsyntax. This repetition is essential for language acquisition.

Pair Work Several factors determine the success of pair work tasks.

•Thereshouldbeaclearpurposefortheexchangeofinformationandagenuinegapintheinformationeachpartnerhas.Asaresult,thecompletionoftheactivitydependsonsharinginformation.

•Taskswillmotivatelearnersmoreifthereisanendproduct,suchasacompletedchart,atimeline, a survey, or a skit.

•Theabilitiesandlanguagebackgroundsofstudentsmaybeconsideredwhenformingpairs.For some activities, advanced students may be paired with beginners in order to facilitate the flow of information. In others, pairing students of like ability will foster skill development.

Group Work Factors to consider for successful group work include group formation, group size,studentroles,andtaskgoals.Groupsizeisgenerallydeterminedbythenatureofthetask.Remember,however,thatthelargerthegroup,thelesstimethereisforindividualmemberparticipation.

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Useavarietyofstrategiesforforminggroupsquickly.Introducinganelementofchancecanhelp avoid students’ preferences for working only with their close friends. Try to follow these suggestions for forming varied groups:

•Havestudents“countoff ”byfours,andthenhavealltheones work together, the twos worktogether,andsoon.Later,youmaywantthosegroupstorecombinewithoneofeachdifferent number in a new group (for example, a group with a one, a two, a three, and a four).

•InvitestudentstodrawstrawsorcoloredBingomarkersfromanenvelopeorbox;studentswith matching colors or lengths work together.

•Writestudents’namesonindexcardsandshufflethecardsintogroups.

•Placestickynotesbelowanimalphotosandhavestudentstaketurnschoosinganote;thenstudents who chose the same animal work together.

Student roles vary with a group according to the activity. Groups often function best when students select their own roles, although you may wish to assign roles in order to encourage student interactions or provide individuals with new experiences. The following roles may be incorporated into many groups:

•aleader who makes sure that everyone has a chance to participate

•asecretary who copies or writes down answers, ideas, or results

•amanager who is in charge of materials needed

•atimekeeper who keeps track of time and makes sure the group is on task

•asummarizer who relates a group’s answers and conclusions

Be sure that all group members have an equal chance to participate and that no single member dominates the group. To ensure equal participation, you may want to use “talking chips.” These are typically colored Bingochips,gamemarkers,orpaperclips.Atthebeginningof a group discussion, each student receives four or five chips. Each time a student participates inthediscussion,heorsheputsatalkingchipinthecenterofthetable.Nostudentmaycontribute a second time until each group member has contributed a chip. If using paper clips, encourage students to link their markers to create a visual model of the growing breadth of group participation.

Grouping By Age Children of different ages have specific needs and aptitudes for pair and group work. The following suggestions can help you integrate pair and group work effectively into any elementary classroom.

Ages 6–8

•Somechildreninthisagegroupprefertoworkindividuallybutarewillingtosharewhatthey have worked on with a partner afterwards. This allows for a gradual, smooth transition to true partner work later.

•Mostchildrenarewillingtoworkinpairsorsmallgroupswithhelp.Theyneedveryclearinstructional goals. Be sure to explain what they are doing and how long they have to do it. Students benefit from teacher modeling and several rehearsals before true tasks are undertaken.

•Areasonabletimelimitis10to15minutesforeachactivity.Mostchildreninthesegradeswill have difficulty focusing on longer tasks.

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•Studentsneedtounderstandthattherearerulestofollowwhenevertheyengageinpairandgroupwork.Introduceorreviewtheseruleswitheachnewclass.Allowingstudentsasmallelement of choice in the rules helps them agree to follow them. For example, have students choose from two sanctions for disrupting pair or group work significantly. Post a list of rules on the classroom wall and review it as needed.

•Providevisualrecognitionofprogressinworkinginpairsandgroups.Youcancreateachartthat includes each student’s name and a place for checkmarks, stars, or stickers for successful groupwork.Othervisualencouragementsincludeaddingsegmentstoclassroomworms,snakes,ortrains;oraddingleavestotreesorflowerstopapergardens.

Ages 9–10

•Mostchildreninthisagegroupwillinglyworkinpairsorgroupsfor15to20minutesatatime,dependingonthetaskassigned.Makesuretheyunderstandwhattheyaretodoandhow long they have to do it.

•Childrenstillbenefitfromteachermodelingandrehearsalbeforedoingatask.

•Rulesforpairandgroupworkshouldbepostedonthewall.Studentscanbegintocontroland monitor their behaviors. For example, if a student is disruptive, others can say, “Remembertherules”astheypointtotheclassroomposter.

•Tasksmovebeyondsharingstudents’individualwork.Studentscandosimpleclassifications,makesomegeneralizations,formpredictionsandhypotheses,andidentifysimplesequences,steps in a process, and basic cause-and-effect relationships.

•Manystudentsenjoyrepeatingfavoriteactivities.

•Pairandgroupactivitiesprovidestrongassistancewithmemorization.

Ages 11–12

•Mostchildreninthisagegroupcanunderstandmoreabstractconcepts.Pairandgroupactivities can help them develop problem-solving strategies, predict and check their predictions, identify where an idea went wrong, and use reference resources to support their ideas.

•Atimelimitbetween20and30minutesisreasonable,dependingonthecomplexityoftheactivity.

•Studentsstillbenefitfrombriefteachermodelingandrehearsal,especiallyiftheactivitytypeis new or complex.

•Rulesshouldbepostedandstudentsshouldbeawareofhowtheseruleshelpthemgaincontrol when distractions or disruptions arise. They should be able to handle their own group’s behavior in most cases by referring to the rules.

•Studentsaremoreself-motivatedandarebecomingmoreindependentlearners.Theymayenjoy dividing the parts of a group task into individual roles and then coming together with their contribution to complete the task.

Managing Pair and Group WorkTraining should be gradual and stress-free. Begin with pair work, and then move to groups of three.Next,movetolargergroupswithspecifictasks,andlasttodiscussions.

Mostofthetime,anycombinationofstudentsisfineforgroupwork.However,youmaywishto combine students strategically to achieve specific teaching goals. Consider choosing partners and groups according to these criteria.

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•Stronger and weaker students together Stronger students can help weaker students withouttheteacher’spresence.Weakerstudentsmaybemoreforthcomingwithpeersaboutwhat they don’t understand than with teachers. Stronger students, in addition to helping others, have the opportunity to review and solidify what they have learned.

•Stronger students together Grouping strong students together can challenge these students to interact with material at a higher level.

•Weaker students together Weakerstudentscanalsobenefitfromworkingtogether.Theyare at a similar level, which reduces the stress of trying to catch up or ask for help. They can also consolidate what they know and work at their own pace.

•Talkers and listeners together Structure groups so that no group has all the dominant talkers.Aimforabalanceoftalkersandlisteners,butbesuretoencourageallstudentstocontribute and participate.

Supporting Cooperative DiscussionsYou can help students develop the communication skills they need to work successfully in pairs and groups by providing them with useful language they can use in many situations. The following phrases, sentences, and sentence frames can help students negotiate a wide variety of collaborative situations. You might create a set of classroom posters showing some of these phrases, or encourage students to write them in their notebooks to refer to during activities.

Discussion Tools

•Polite Agreement and DisagreementI think so. I don’t think so.I agree with (José). I don’t agree with (Amy).That’s a good idea. Are you sure about that?

•ClarificationI’m confused. Say that again.I don’t understand. What do you mean?So you are saying that .Could you explain that again?I need help.

•Suggestions and SolutionsWhat if we ?I have an idea about .We could .Maybe this would work.What do you think we should do?

•Pros and ConsThe advantages of that are .The disadvantages of that are .What’s good about that is .What’s bad about that is .Are there more good points or bad points?

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Closing a Discussion or Activity

•WarningWe have about five more minutes.Let’s finish up.We’re almost out of time.We have until (11:30).

•Closing PreparationsDo we have all our work?Who wants to present our work to the class?Is everything ready?

•Recognizing CooperationGood work, everyone. Thanks.We did a good job.Thanks for your hard work.Congratulations, everyone. We did it!Thanks for your participation.

•EndingWell, time’s up.OK, that’s it. We’re done.Our time limit is up.

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STudENTS aNd LEarNiNg STyLES Big Englishrecognizesthatnotallstudentslearnthesameway.Theprogramprovidesampleopportunities to teach students according to their specific strengths and learning styles.

Sensory ModalitiesStudents process information about the world through their senses. The sensory learning styles includevisual,auditory,tactile,andkinestheticmodalities.Effectiveteachersrecognizestudents’preferences for one or more of these modality to present and review concepts, and to reach students in ways that favor comprehension and retention.

•Visual learners tend to create an orderly work environment and notice the details of their surroundings. They watch teachers’ faces intently, but may be distracted by visual displays on classroom walls or items other students have on their desks. They understand directions better if shown rather than told what to do. They tend to work quickly in class, finish tasks early, and may not speak as much as other students. Visual learners use color, shape, and physicalpositionasmemoryaids,andcanreproduceinformationbyvisualizingthetextpage.Thesestudentsenjoypuzzles,boardgames,videosegments,posters,pictures,artsandcrafts projects, and class displays.

•Auditory learners tend to do well acting out examples, performing songs and chants, and role-playing. They make good group leaders, as they aren’t shy about giving orders, sharing ideas,andinvolvingothers.Oftentheclassclowns,theyhavemanycreativeexcuses,tellstories and jokes fluently, and may find it hard to stop whispering or chattering during class.Auditorylearnerscanmemorizefairlyeasily,andcanretellastoryormessagewithhighaccuracyafteronerepetition.Theyuserhythmandsoundasamemoryaid.Writtentests may be challenging for these learners, who often seem brighter than their test scores indicate.

•Tactile learners are good at manipulating things, tend to have short attention spans, and have trouble learning abstract symbols. They often find it hard to keep still and may fidget, run their hands through their hair or over their desk surface, flip pencils, or touch objects in their pencil cases or pockets. They need to physically carry out a set of directions to understandatask.Attimestheymayseemoverlyfamiliarwiththeteacherorotherstudents.Tactile learners need physical release of tension through touch and movement, and benefit from using concrete objects as learning and memory aids.

•Kinesthetic learnersrequirespaceandmovementtolearneffectively.Liketactilelearners,they tend to find it hard to keep still, and may touch, fiddle, fidget, or twitch. They doodle, fold and unfold papers, write words over and over, and frequently get up during class to sharpen pencils or throw things into the trash basket. They cannot sit still for as much time asotherlearners.Attheirdesks,theyneedadequatearmandlegspace,andsoshouldnotbe too close to others. They are good at manipulating objects and working with their hands, enjoy physical tasks and sports. They use movement and rhythmic routines as learning memory aids, and learn best with a combination of quiet and active periods.

Multiple IntelligencesDr.HowardGardnerofHarvardUniversity,theauthoroftheFramesofMind:TheoryofMultipleIntelligences, describes intelligence as a phenomenon of nine separate but interrelated areas that, taken together, provide “the capacity to solve problems or to fashion products that are valued in one or more cultural settings.” Gardner has identified nine intelligences (some of which overlap with the sensory modalities).

•Verbal-Linguistic Intelligence includes the ability to manipulate words and language for self-expression, and to use language as a means to remember information. Those strong

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in this Intelligence are active listeners, fluent speakers, and persuasive writers. They enjoy telling stories, explaining procedures, using humor, and learning languages. They tend to think more in words than in images.

•Logical-Mathematical Intelligence refers to the ability to manipulate numbers in calculationsandformulas,toreasondeductively,andtouselogictosolveproblems.LearnersstronginthisIntelligencemakeconnectionsbetweenpiecesofinformation,recognizepatterns, identify cause and effect, question and experiment, and enjoy using computers and other technology. They tend to think analytically.

•Musical-Rhythmic Intelligence includes the ability to appreciate and/or produce music,beats,andrhythms.LearnerswhofavorthisIntelligencerecognizetonalpatterns,understand the structure and rhythm of music, and easily remember melodies and chants. They enjoy singing, chanting, whistling, whispering, and tapping out beats with their pencils, hands, or feet. Sensitive to environmental sounds, these learners tend to use sound and rhythm as a means to remember information.

•Bodily-Kinesthetic Intelligence refers to the ability to manipulate the body using fine and gross motor skills and to handle objects with dexterity. Those strong in this Intelligence use their mental abilities to coordinate their body movements, and enjoy dancing, playing sports, and acting. They prefer hands-on experimentation to abstract discussions and enjoy discovering how things work by taking them apart. These learners tend to use the body, touch, and movement to remember information.

•Visual-Spatial Intelligenceincludestheabilitytorecognizeandusepatternsofwidespaceandconfinedareas,andtocreateandmanipulateimagesindimensions.LearnersstronginthisIntelligencecanvisualizeandmentallymanipulateobjectsinspaceandorienttheirbodiesinspace.Theyunderstandmaps,charts,andgraphicorganizers,andenjoydrawing,painting, and board games. They tend to think in images more than words.

•Naturalist Intelligence refers to the ability to appreciate, understand, and manipulate the environment, plants, and animals. Those who favor this Intelligence are keen observers of characteristics, behaviors, and habitats of living things, as well as the nonliving factors upon which they rely. These learners show sensitivity to weather patterns and to the natural order, and can classify and describe the natural world. They enjoy caring for plants and animals. These learners tend to use nature-related analogies to remember information.

•Interpersonal Intelligence includes the ability to communicate with, relate to, and understand other people and their behaviors. Those strong in this Intelligence are good at listeningandempathizing,andcannoticeandcorrectlyinterpretthebodylanguageandfacial expressions of others. They enjoy working collaboratively, managing discussions andleadingprojects,organizingsocialgroups,andconversing.Theytendtousesocialinteractions as a means to remember information.

•Intrapersonal Intelligence refers to the ability to consciously identify and control one’s own inneremotionalstateandthinkingprocesses.LearnerswhofavorthisIntelligenceareawareoftheirownstrengthsandweaknesses,andoftenanalyzetheirownmotives,behaviors,and relationships. They nurture their own dreams, goals, and feelings. These learners tend to work independently, and use self-reflection and their own strengths to remember information.

•Existential Intelligence, the most recently identified of the nine, includes the ability to engage in abstract thinking and to investigate life’s paradoxes and mysteries. Those strong in this Intelligence have the propensity to identify and contemplate deep questions about human existence, such as our purpose on earth, justice, and the inter-relatedness of things and people. Self-motivating, these learners use mental questioning as a means to remember information.

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Big English includes activities designed to facilitate learning for all students, no matter which sensorymodalityorIntelligencetheyfavor.Activitiesalsorecognizethefactthatmanystudentsexhibit characteristics of several modalities or Intelligences. The following activity types address students’ learning styles and strengths in the classroom.

•Verbal-Linguistic Intelligence: comic book stories, content posters, cooperative groups, createdposters,dramaticreading,films,gameboards,graphicorganizers,labeleddiagrams,picture cards.

•Logical-Mathematical Intelligence:categorizing,CD-ROM,countingtasks,conductingsurveys,graphing,mazes,puzzles,sequencing,Venndiagrams.

•Musical-Rhythmic Intelligence: choral reading, content chants, created chants, content songs, created songs, creating and using musical instruments.

•Bodily-Kinesthetic Intelligence: building projects, chanting with movement, dance, manipulating cards, meaningful play, mime, race games, role-playing.

•Visual-Spatial Intelligence: applying stickers, building projects, collages, comic book stories,films,gameboards,picturecards,posters,projects,puzzles.

•Naturalist Intelligence:describingthecity,country,foods,andweatherpatterns;studyoffarmanimals,wildsanimals,andpets;classifyinganimalabilities.

•Interpersonal Intelligence:boardgames,CD-ROM,conductinginterviews,groupwork,graphicorganizers,leadershipopportunities,modelingtasks,pairwork,projects,videos.

•Intrapersonal Intelligence: checkpoint assessments, journal writing, problem solving, self-reflection,visualization.

•Existential Intelligence: comparing how people live in different parts of the world, defining abstract concepts such as heroism, connecting ancient cultures to contemporary lives, discussing values, exploring what it means to be famous in one part of the world, using and evaluating technology.

Social-Emotional IntelligenceTeachers have long known that the social and emotional development of children is as important astheiracademicdevelopment.Recently,newattentionwasbroughttothisconceptbyDr.PeterSaloveyofYaleUniversityandDr.JohnMayeroftheUniversityofNewHampshireintheirtheoryof emotional intelligence, also known as EQ (emotion quotient). Psychologist Daniel Goleman expanded on their ideas and identified five categories of emotional intelligence: self-awareness, self-management, other-awareness, relationship skills, and problem-solving. These dimensions also overlap to some degree with Gardner’s interpersonal and intrapersonal intelligences. Big English provides opportunities for students to develop social-emotional intelligence by relating tasks to student’s personal lives and value judgments.

Encourage students to be aware of using their intelligences as they participate in the many activity types Big English offers. Point out how a student is approaching a task or solving a problem. Say: Look, (David) is drawing pictures to help him remember our new vocabulary. (Linda) is making a crossword puzzle to help her remember the same words. (Mark) is whispering the words to himself over and over. (Julia) is reviewing Unit 6 with (Ana) to prepare for the test. Drawing attention to the variety of intelligences helps promote students’ confidence in their own learning capacity.

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LEarNiNg STraTEgiES Learningstrategiesaregenerallydefinedasthoughtsoractionsthatstudentsusetounderstandand complete a task. Incorporating learning strategy instruction into the classroom draws students’ attention to their own current strategy use and helps them acquire more strategies that eventuallyleadtomoresuccessful,independentlearning.Whenemployingstrategyinstructionwith children, it is important not to overdo the “this medicine is good for what ails you” approach. Instead, try whispering as if revealing information known only to teachers. In this way, you can involve students in their own use of strategies by sharing secret tricks for learning.

Types of Learning StrategiesDr.AnaChamotandDr.MichaelO’Malleydividelearningstrategiesintothreebroadcategories:metacognitive, cognitive, and social-affective. Self-questioning is an essential tool for developing each category of strategy.

MetacognitionMetacognitioninvolves“thinkingaboutourthinking.”Inotherwords,metacognitivestrategiesinclude activities such as planning for a task, monitoring during the task to determine the level of comprehension, and evaluating the degree of learning success.

To help students develop metacognitive strategies, encourage them to ask themselves questions such as the following:

•Why am I doing this? What is the purpose of this task?

•How will I use the information?

•What information is the most important?

•What is the best way to do this?

•Do I understand this?

CognitionCognitive strategies are directly related to individual learning tasks, and include actions most teachersarefamiliarwith,suchasaccessingpriorknowledgeaboutatopic,categorizingvocabularyitems,predicting,guessingmeaningfromcontext,orsummarizing.

To help students develop cognitive strategies, train them to ask themselves questions about the current task or activity.

•What do I already know about this?

•How does this new information connect with what I already know?

•Where can I find out more about this topic?

•How can I remember the most important information?

Social-Affective LearningSocial-affective strategies, as the name implies, involve social interactions. These strategies, such as asking for clarification or working cooperatively in groups, are particularly effective in language learning, as students need to negotiate meaning and practice specific structures and vocabulary sets.

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To help students develop social-affective strategies, encourage them to ask themselves questions such as the following:

•Who can explain this to me?

•How and when should I ask for help?

•How can I work with my classmates to get this done?

•Who can give me feedback on my work?

•How can I convince myself that I can do this?

•How would I teach this to a student who wants to learn it?

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TEaChiNg 21st CENTury SkiLLS Today’s students need to develop a flexible and broad array of specific skills to help them succeed in the increasingly complex life and work environment of today’s rapidly changing, digital world. These skills include creativity and innovation, critical thinking, communication, and collaboration.

The Big Englishclassroomdevelops21stcenturyskillsbycreatingauthenticlearningexperiences for students, including the use of the latest technology and providing up-to-the-minute, relevant content. It creates opportunities for students to interact, communicate, and work collaboratively with each other. Big English brings the world into the classroom and takes students out into the world beyond the classroom. Students are encouraged and motivated to think deeply about issues, to develop critical thinking skills, and to work together to solve problems creatively.

Learning and Innovation: The 4 C’sActive,creativelearnersarelikelytobecomeproductiveandinnovativeadults.Big English offers opportunities for students to practice these skills in a supportive and motivational environment. Fouressentialcomponentsofa21stcenturyskillcurriculumarecriticalthinking,creativity,communication, and collaboration.

•Critical Thinking and Problem Solving Higherorderthinkinghelpsstudentslearnhowtomakedecisions,formjudgments,andsupportopinions.Logicalthinkingandreasoningareoftenrequiredtounderstandasituation,aswellastorecognizehowthepartsofacomplexsystem interact to produce an effect. Problem-solving skills involve clearly identifying a problem and evaluating the advantages and disadvantages of possible solutions.

•Creativity and Innovation Addressingsituationscreativelyrequiresstudentstodrawfromavarietyofstrategies,suchasbrainstorming,organizingideas,andfocuseddiscussion.Innovationismostoftentheresultofthecarefulapplicationofideas.Whilestudentsshouldbereadytoembraceinspirationwhenitarrives,theyalsoneedtorecognizethattheycanpreparethewaybyelaborating,refining,andexploringideas.Acceptingandadjustingmistakesandfailures can also help students construct positive attitudes and find effective solutions.

•Communication Workingcreativelywithothersrequiresclearandsupportivecommunication skills. Students must be open to the ideas of others, but also confident enough to defend ideas that they believe to be strong and well-supported. They should learn to incorporate ideas from an entire group into an effective final project.

•Collaboration Manytasksintherealworldcannotbeaccomplishedindividually.Studentsneedtolearntocollaborateeffectivelyinordertoaccomplishgroupgoals.Whencollaborating in groups, all students share responsibility for the work produced. Each team member’s contributions should be valued and represented in the outcome.

Big English develops these skills through Think Big tasks, which require higher order thinking and open-ended solutions. Creativity is fostered in many unit projects, as well as other activities thatrequirestudentstoanalyze,synthesize,andproblem-solve,aswellasextensiveopportunitiesfor collaboration in pair and group work and communication through language.

Digital LiteracyTechnology and media are increasingly accessible, requiring students to develop strong skills to both use and interpret tools and information.

•Information Literacy Students need to learn how to access information from the vast array of resources available to them. They must also learn to evaluate information carefully before theyacceptitasvalid.Onceaccessed,informationshouldbeappliedaccuratelyandlogicallyto a situation, rather than simply collected.

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•Media Literacy Students at all levels are influenced by a wide variety of media, including television,movies,theInternet,andbooks.Understandinghowdifferentmediapresentmessages and evaluating persuasive techniques can help students learn to be smart, active media users. Producing works in a variety of media can help students understand and appreciate the requirements of each form.

•ICT (Information, Communications, and Technology) Literacy Students are increasingly requiredtounderstandandusevariedtechnologies,includingcomputers,PDAs,mediaplayers,GPSsystems,andsoon.Asstudentsbecomeexperiencedtechnologyusers,theybegin to understand the advantages of each tool, and that new systems are not always better systems.

Big English develops digital literacy through many print and digital reading selections, as well as in content-based research tasks and activity extension ideas presented in the Teacher’s Edition. UnitprojectscanoftenbeadaptedtopromoteICTliteracy.Forexample,studentsmightusevideorecorders to create short films based on project games.

Career and Life SkillsEducation must prepare today’s students for success at work and at home by helping them develop skills that will help them cope with the demands placed on them.

•Flexibility and Adaptability Students must develop flexibility to accommodate changes, including incorporating feedback and dealing positively with setbacks and criticism. They also need to be able to adapt to changing situations and circumstances, adjusting goals and strategies according to new requirements.

•Initiative and Self-Direction Students need to be able to work independently by setting both short- and long-term goals, staying on task during work sessions, and scheduling time efficiently. Self-direction includes the ability to initiate projects and assess one’s own development and adjust strategies based on those assessments.

•Social and Cross-Cultural Interaction Students need strong social skills to be responsible community members. They also need to develop cross-cultural awareness to accept and promote diversity. Being open-minded to new people and ideas and respecting others are key social skills.

•Productivity and Accountability Students need to set specific goals and assess their progress toward those goals in order to be productive. They need to evaluate their own outputs to be sure that they have completed goals successfully, and accept accountability for completed work, as well as decisions made.

•Leadership and Responsibility In any field, students should develop the ability to guide andinfluenceothers.Leadershipskillsincludetheabilitytocommunicateclearly,inspireothers,anddemonstrateintegritywhenexertingcontrol.Actingresponsiblyincludesbeingaware of how one’s decisions impact a community and treating the needs of others with care.

Big English develops career and life skills through Think Big tasks, values instruction, individual and group projects, and content-based discussion tasks. Checkpoints, during which students evaluate their own progress through the previous three units, help students develop strong self-direction skills as they assess their language progress and determine whether or not they are ready to move on.

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CONTENT LaNguagE iNTEgraTEd LEarNiNg (CLiL) ContentLanguageIntegratedLearning(CLIL)supportsteachingacurriculumsubjectthroughanon-nativelanguage.CLILhasbeenfoundtobenefitstudentsinmanyways,bothinlanguagelearning and school curriculum areas. By integrating language texts with other curriculum areas, aCLILstrategyhelpsstudentsunderstandtheconnectionsbetweensubjectareas,aswellasgivesthem an opportunity to practice real-life contexts for language development.

TheCLILapproachinBig English uses the target language—English—as the medium to provide students training in three crucial areas:

•curriculumcontent,suchasgeography,science,andmath

•globalawareness

•valueseducation

Every Big English unit features direct focus on these three essential areas, through Content Connections,AroundtheWorldConnections,andValuesdescriptionsandprojects.

LearningcontentlanguagethroughthemediumofEnglishhelpsstudentsdeepentheircomprehension of both the first-language content curriculum and of English. This enhanced comprehension places them far beyond where they would be by studying only nonacademic, everyday English.

Big English’sCLILapproachimprovesstudents’languagecompetenceandoralcommunicationskills. Students have more contact with the target language without necessitating more teaching hours. It diversifies classroom practices and increases learners’ motivation and confidence in both the target language and the content area.

Content Connections In Big English,thecontentCLILlearnersstudyintheirfirstlanguageprovidesscaffoldingfortheirlearningofcontent-areaEnglish.CLILalsopromoteslearners’applicationoflearningstrategies.Astheselearningstrategiesbecomepartofastudent’srepertoireofbehaviorsforlearning,theytransfer to other content areas and encourage greater student autonomy.

ThischartindicatesthecontentareassupportedbyCLILreadingsineachBig English level.

L1 L2 L3 L4 L5 L6

ArtMathPhysical

EducationScienceSocial

Studies

GeographyHealthMathScienceSocial

Studies

ArtGeographyMathScienceSocial

Studies

MathScienceSocial

Studies

ArtMathScienceSocial

Studies

Art and Music

MathPhysical

EducationScienceSocial

Studies

Around the World Connections Big English also integrates another important category ofCLILintheAroundtheWorldConnectionpages,whichprovideinsightsintohowpeopleall over the world have similarities as well as differences that enrich all of our lives. Big English CLILbroadensstudents’perspectiveandrealworldknowledgeandunderstanding,developsintercultural communication skills and multilingual interests and attitudes, and provides opportunities to study content through different perspectives.

Values Curriculum Big English methodically builds character education into each unit by providing a discussion of a value, illustrations of the value, and a related project for students to do. The values curriculum thus also promotes acquisition of content-area language, further enriching theCLILapproach.

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HerearesomeofthecorevaluesthatareintroducedandsupportedbyValuescontentin Big English.

•Appreciatingothers

•Beingprepared

•Celebratingandmaintainingtraditions

•Cleanliness

•Consideration

•Exercising

•Fairnessandfollowingrules

•Helpfulness

•Kindness

•Persistence

•Politeness

•Protectingandcaringforanimals

•Punctuality

•Respect

•Safety

•Sharing

•Takingturns

•Teamwork

•Tryingnewthings

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FamiLy iNvOLvEmENTAstronghome-schoolconnectionbenefitsteachers,parents,andstudents.Big English offers opportunities for extending English-learning:

Benefits for Teachers Benefits for Parents Benefits for Students

•Teachersgainbetterunderstanding of their students’backgrounds.

•Parent-studentactivitiesreinforce classroom learning.

•Teacherscanupdateparents on current methodology and gain their support.

•Parentsbetterunderstandteacher decisions and the purposeofactivities.

•Parents’highexpectationsand support are made evidenttostudents.

•Childrenspendmorequality time with their parents.

•Studentsdevelopmorepositiveattitudestowardschoolandlearning.

•Studentscompletemorehomeworkassignmentsanddothemmorecarefully.

•Studentsrecognizetheroleofbothfamilyandschoolineducationandsocialization.

Tips for SuccessThese tips can help you establish strong links between families and their schools.

•Keeplinesofcommunicationopenduringtheschoolyearthroughe-mails,notes,letters,and a class newsletter created by you and your students.

•Writeabeginning-of-the-yearlettertoparentsdescribingsomeofyourhopes,goals,andactivities for the year to help parents feel confident that their children will be learning important information with an enthusiastic teacher.

•Setrealisticgoals.Takeintoconsiderationeveryone’sbusylife.

•Informparentsofschoolandclassroomeventsandperformances.

•Findwaystoincludeparentsinclassactivitiesfromtimetotime.

•Accompanyschoolreportcardswithshortnotesthatdescribestudents’strengthsfirstandthen areas for improvement. Include a scale rating the student’s classroom performance in terms of attitude, behavior, and cooperation. Circle excellent, good, average, or poor for each of the three areas.

•Acknowledgeandrespectparentalrolesandexpertise.

Homework PolicyHelpparentsunderstandhowhomeworkplaysanimportantroleinstudents’successandhowthey can help their children complete homework tasks effectively.

•Encourageparentstofollowahomeworkpolicyyoudesign.

•Remindthemthatitisthestudent’sresponsibilitytodohomeworkandturnitinontime.Provide tips for helping students develop a sense of responsibility. For example, suggest parents talk with their child about the importance of setting aside a certain time and place fordoinghomework.Haveparentsencouragetheirchildrentocollectandkeepallschoolmaterials in a designated place, such as a drawer, box, or basket.

•Helpparentsrecognizethatstudentsshouldcompletetheirhomeworkindependently,butmay need help or have questions while they work.

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•Whenparentsseetheirchildstrugglingwithanassignment,encouragethemtotalkaboutthe value of perseverance. Suggest that parents provide strategies that help the student with comprehension rather than provide assignment answers. For example, parents can read the directions aloud as the student listens or provide an example of the kind of answer that is expected without using the items in the assignment. They can encourage the student to read the entire assignment several times before attempting to complete it, and also have students refer to resources such as previous homework assignments, the Student Book, a dictionary, or Internet sources.

•Haveparentsreviewachild’scompletedhomeworksothattheyareawareofthekindofworkbeingdone.Remindparentsthattheyarenotexpectedtogradeorcorrectwork.Youmay ask parents to initial homework before the student brings it back to school.

The Parent-Teacher ConferenceParent-teacher conferences offer an opportunity to involve parents in their children’s progress. Follow these suggestions to create conferences that encourage parents to acknowledge student accomplishments and strengthen skills.

•Helpparentsfeelrelaxedandcomfortable.Rememberthatsomeparentsmayfearcriticism,feel inadequate, or remember their own negative school experiences.

•Beginwithapositivecommentthatacknowledgesapersonaltraitofthechild,suchasfriendliness, helpfulness, sense of humor, or neatness.

•Describeandshowexamplesofthestudent’sgoodworkfirst.Thismayincludetests,homework assignments, vocabulary notebooks, projects, and portfolios. If the student is present, have him or her present the work.

•DescribesomeofthemeaningfulplayactivitiesatwhichthechildhasexcelledduringBig English. Suggest ways that parents can repeat or extend these games and activities at home.

•Discussareaswhereimprovementisneeded.Bespecific.Forexample,itisn’tveryusefulto say Mary needs to do better at reading. Say instead, It will help Mary if she hears the story aloud several times. Enlist parent’s help during the conference.

•Remindparentsthatyouknowtheywanttheirchildtobesuccessfulandthatyoudo,too.

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baby

Level 1, Unit 2

book

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box

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ball

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pencil

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parents

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pen

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pan

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toes

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Whenyoustudy,youtrytolearnsomething.Goodstudyhabitscanhelpyourememberwhatyoulearn.Trythesetips.

• Study at the same time every day.aschedulewillhelpyouremembertostudy.Itwillalsohelpyoustartastronglearninghabit.

• Create a special place for studying. Find a study area that is comfortable.Makesureithaseverythingyouneed:paper,pencils,adictionary,andaplacetowrite.Trytochooseanareathatisawayfromloudnoises,liketelevisionsortelephones.

• Read the directions first.Makesureyouunderstandwhatyouaresupposedtodo.askapartner,yourteacher,orafamilymemberaboutanythingyoudonotunderstand.

• Preview before you read.Lookatpictures,captions,andtitles.Theywillhelpyouunderstandthetext.

• Learn unfamiliar words. When you read, underline words you don’t know.Trytofigureoutwhattheymean.Contextcluesareideasinthewritingthatcanhelpyouguesswhatawordmeans.ofcourse,adictionarycanhelp,too.

• Take notes.Keepnotesinanotebookorjournal.Writedownimportantthingsyouwanttorememberfromareading.

• Ask questions.Writedownquestionsinyournotebook,too.Thenyoucandiscussthemwithapartner,teacher,orfamilymember.

hOw TO LEarN LaNguagETolearnalanguage,youneedtopracticelistening,speaking,reading,andwriting.Thesetipscanhelpyou.

Listening• Listenwithapurpose.Setagoalbeforeyoulisten.Whatdoyouwant

toknow?• Beanactivelistener.Payattentionwhenyourclassmatestalk.• Listenforthemainidea.don’tworryifyoumissawordortwo.Focuson

thewordsyouknow.Trytogetthemostimportantideas.• Takenotes.Writedownwordsandideasasyoulisten.• Haveafriendtalk.Writedownwhatyouhear.Thencheckwhatyou

wrotedownwithyourfriend.Howclosewereyou?• Listentomanydifferentpeople.Listentopeopleontheradio,television,

andInternet.• Findmusicyouenjoy.Mostsongshaveachorusthatrepeats.Findthe

wordsbyaskingsomeoneorlookingontheInternet.

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Speaking• don’tworryaboutmakingmistakes.Theyareanimportantpartof

learning.Youlearnmuchmorebymakingmistakesthanbysayingnothing.

• Speakup.Talkloudlyandclearly.Ifpeoplecan’thearyou,theycan’tunderstandyou.

• Thinkbeforeyouspeak.Whatdoyouwanttosay?• Thinkaboutyouraudience.Choosewordstheywillunderstand.• Practiceyourpronunciation.readaparagraphaloudtoapartner.

afteryouread,talkabouttheparagraph.Whatwordsdidyourpartnerunderstand?Whatwordswerenotclear?

• recordyourselfspeaking.Playbackyourrecording.Whichwordsareclear?Whichwordsarehardtounderstand?

• Practicespeakingwithfriendsandfamilymembers.

Reading• readeveryday.• Choosedifferentthingstoread:books,magazines,newspapers,

advertisements,comics,signs,e-mail,andInternetsites.• Usecluestoguesswhatwordsmean.Youwillfindcontextcluesinthe

wordsbeforeandafteranunfamiliarword.Picturescanalsogiveyoucluesaboutaword.

• Underlinewordsyoudonotunderstand.Placeastarnexttogrammarthatdoesnotmakesense.reviewthesepartswhenyoufinishreading.

• readatextmorethanonce.rereadpartsyoudonotunderstand.• UseadictionaryortheInternettofindwordmeanings.• askforhelp.

Writing• Writeeveryday.• Writelotsofdifferentthings:sentences,stories,letters,e-mails,notes,

comics,poems,anddescriptions.• Createasetofwordcards.Thecardscanshowfavoritewords,confusing

words,orwordsyouwanttolearn.Writethewordononeside.Writeasentencewiththewordontheotherside.addtwoorthreenewcardseveryday.Whenyougetreadytowrite,lookthroughyourcards.Choosesomewordsthatyouwilluse.

• Thinkbeforeyouwritesomethingimportant.Planwhatyouwanttosay.• First,getyourideasdownonpaper.• Then,gobackandreviewwhatyouwrote.Changewordstomakeyour

writingstronger.Thisiscalledrevising. • readaloudwhatyouwrite.readtoyourselfortoapartner.doesitmake

sense?• Checkforspellingandgrammarmistakes.

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hOw TO BuiLd vOCaBuLaryUsetheseideastohelpyourememberthemeaningsofnewwords.

Keep a Vocabulary Notebook Write new words or words that confuse you inanotebook.Includetwocolumns:wordsandtheirdefinitions.Testyourselfbycoveringthedefinitions.Canyoutellwhateachwordmeans?Thentrycoveringthewords.Canyoureadthedefinitionsandnamethematchingwords?

Repeat Words Saywordsmanytimestohelpyourememberthem.readwordsaloudandusetheminsentences.

Make Flashcards onthefrontofanindexcard,writeawordyouwanttoremember.ontheback,writethemeaningordrawapicture.Usethecardswithapartnerorfamilymembertoreviewthewords.

Use New Words Makeupsentencesthatusenewwords.Saythesentencesaloudtoyourselfortosomeoneelse.

Make Labels Usestickynotestomakewordlabels.Placethenotesonobjectsyouwanttoname.

Mix Word Lists When you practice a word list, don’t always read the words in thesameorder.Writeeachwordonaseparatecard.Mixthecardseverytimeyoustudy.

Sort Words Thinkofdifferentwaystosortwordsyouwanttolearn.YoucansorttheminaBCorder,bynumberofletters,orbygroups.Forexample,youcankeeplistsoffoods,animalnames,clothing,andfurniture.addnewwordstoeachgroupwhenyoufindthem.

Word Hunt Lookforwordsyouarestudyinginnewspapers,magazines,andbooks.Whenyoufindaword,copythesentenceandcircletheword.

Word AnalysisYoucanlearnaboutenglishwordsbyanalyzingtheirlettersandsounds.Whenyouanalyze,youtakeacloselookatsomething.Followthesestepswhenyouwanttolearnnewwords.

Step 1: Recognizing Letters1. Workwithapartner.

2. Taketurnsnamingthelettersineachword.

A: How do you spell father? B: F-a-T-H-e-r.

Step 2: Finding Syllablesasyllableisawordpartthathasonevowelsound.asyllablemayalsohaveoneormoreconsonantsounds.Thischartshowsexamplesofsyllables.

1 syllable hat in need you

2 syllables sis•ter o•pen run•ning un•der

3 syllables fa•mi•ly hap•pi•ness Sa•tur•day won•der•ful

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1. Sayaword.Tellhowmanysyllablesyouhear. name(1syllable) april(2syllables) umbrella(3syllables)

2. Ifawordhasmorethanonesyllable,drawlinestoseparatethesyllables. name a/pril um/brel/la

3. Useadictionaryifyouarenotsure.

Look for Patterns1. Wordscanhavelettersthatdonothavesounds.asilentletterdoesnot

haveasound.Circlesilentletters. bake knot often sign thumb wrap

2. Wordscanhavedoubleletters.Theycanhavedoublevowelsordoubleconsonants.Underlinedoubleletters.

book carry dollar hobby need odd stopping

3. Lookforconsonantblends.Thesesoundscombinetwoconsonantsounds. clue dress flag stop swim gift hand lamp melt tent

4. Lookathowvowelsoundsarespelled.Thischartshowssomecommonspellings.

Sound Examples

short vowel sounds/a//e//i//o//u/

cap, hat, man, sadget, red, tell, whenbig, sit, swim, tipbox,mom, not, stopbus, cup, sun, trunk

long vowel sounds/ā//ē//ī//ō//ū/

name, rain, saybaby, eat, field, me, needcry, hi, pie, right, timecoat, home, no, show, toe few, cute, music

other vowel sounds/oo//oo//ô//oi//ou//ûr/

glue, June, new, soonbookauthor, rawboy, coinhouse, townbird, her, fur

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hOw TO uSE a diCTiONary aNd ThESauruSDictionaryYoucanfindthespelling,pronunciation,partofspeech,anddefinitionsofwordsinadictionary.WordsarelistedinaBCorder.

ThesaurusYoucanuseathesaurustofindwordswithsimilaroroppositemeanings.Synonymshavesimilarmeanings;antonymshaveoppositemeanings.WordsarelistedinaBCorder.

bright adjective1. givingofflight;clear,brilliant,dazzling,radiant,shinyantonyms:dark,dim,cloudy2. smart;brainy,clever,gifted,intelligent,keen,quick,sharpantonyms:dumb,foolish,unintelligent

hOw TO uSE a BOOkThepartsofabookhelpyoufindinformation.Mostbookswillhavesomeoralloftheseparts:

• Title Page Thetitlepagenamesthetitle,theauthor,andthepublisher.• Table of Contents Thetableofcontentsisatthebeginningofabook.It

tellshowinformationisorganized.Thetableofcontentsshowschaptertitlesandtellsthepagewhereeachchapterbegins.

• Glossary aglossaryisasmalldictionaryattheendofabook.Itlistswordsthatareinthebookandgivestheirmeanings.Itmayalsotellyouhowtopronouncethesewords.

• Index anindexisatthebackofabook.ItliststopicsthatareinthebookinaBCorder.Theindexliststhepageswhereyouwillfindinformationabouteachtopic.

• Bibliography abibliographyisalistofbooks.Itcantellyouwhereanauthorgotinformation,orwhereyoucanfindmoreinformationaboutatopic.

let•ter / let ́ er/ noun 1 one of the signs that you use to write words: A, B, and C are the fi rst three letters in the English alphabet.2 a written message that you put into an envelope and send to someone: I wrote a letter to my friend in Texas.

Pronunciation

Example Sentence

Part of Speech

Defi nitions

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Lookatabookbeforeyouread.askyourselfthesequestionswhenyoupreviewabook:

• doesthebookhaveatableofcontents?• Isthereaglossary,index,orbibliography?• Isthebookdividedintochapters?• arethereanyillustrations?Youmightfindphotos,drawings,orotherart.• arethereanymaps?Whatplacesdothemapsshow?• arethereanydiagrams?adiagramisadrawingthatexplainssomething.

Itcanshowtheinsideoroutsideofsomething.Itcanalsoshowthestepsinaprocess.

• arethereanychartsorgraphs?Whatdotheyshow?

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parTS OF SpEEChInenglishthereareninepartsofspeech:nouns,articles,pronouns,verbs,adjectives,adverbs,prepositions,conjunctions,andinterjections.

Nounsanounnamesaperson,place,orthing.A common nounisageneralperson,place,orthing.

person thing place

The teacher finds a book at the library.

A proper nounisaspecificperson,place,orthing.Propernounsbeginwithcapitalletters.

person thing place

Monica saw the Statue of Liberty in New York City.

ArticlesThewordsa and an are indefinite articles.Theyrefertoaperson,place,orthing.Useabeforeawordthatbeginswithaconsonantsound.

Do you have a pencil or a pen?

Useanbeforeawordthatbeginswithavowelsound.

We saw an elephant and an owl at the zoo.

The is a definite article.Usethetotalkaboutspecificpeople,places,orthings.

Please bring me the salt and the pepper from the kitchen.

PronounsPronounsarewordsthattaketheplaceofnouns.

noun pronoun

Fred is at the park. He is playing football.

A subject pronounreplacesthesubjectofasentence.asubjectiswhoorwhatasentenceisabout.

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An object pronounreplacesanounorpronounthatisnotthesubjectofthesentence.

Subject Pronouns Object Pronouns

Singular I, you, he, she, it me, you, him, her, it

Plural we, you, they us, you, them

subject subjectpronoun(singular)

Lena is a cook. She makes wonderful pizza.

subject subjectpronoun(plural)

Lena and Jed come to the party. They bring a pizza.

object objectpronoun(singular)

Lena makes James a pizza. Lena makes him a pizza.

object objectpronoun(plural)

Lena makes a pizza for Max and Ida. Lena makes a pizza for them.

Possessivepronounsalsoreplacenouns.Theyshowwhoownssomething.Somepossessivepronounsareusedalone.othersareusedbeforeanoun.

Possessive Pronouns(used alone)

Possessive Pronouns(used before a noun)

Singular mine, yours, hers, his my, your, her, his

Plural ours, yours, theirs our, your, their

possessivepronoun

The puppy belongs to Craig and Naomi. The puppy is theirs.

possessivepronoun

The puppy belongs to Craig and Naomi. It is their pet.

VerbsVerbsexpressanactionorastateofbeing.An action verbtellswhatsomeoneorsomethingdoesordid.

Verbs That Tell ActionsYou Can See

Verbs That Tell ActionsYou Cannot See

eat laughrun swim

know promiseremember think

alinkingverbdoesnotshowaction.Itlinksthesubjectwithanotherwordthatdescribesthesubject.

Examples of Linking Verbs

appear are lookis seem smell

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ahelpingverbcomesbeforeamainverb.Itaddstoaverb’smeaning.

Helping Verbs Examples

formsoftheverbbe am,is,are(present)was,were(past)

I am reading.rudyis sleeping.KojiandJenwere talking.

formsoftheverbdo do,does(present)did(past)

Do you wantsomemilk?My dog does knowsometricks.Seth did dohishomework.

formsoftheverbhave have,has,had Youhave studiedalot.Our team has wonthegame.Thebushad arrivedlate.

otherhelpingverbs cancouldhave(to)maymustshouldwillwould

Theparrotcan talk.Could you please speaklouder?I have to practicethepiano.We may gotothelibrary.Kyle must finishhishomework.Paula should behere.Themoviewill beginsoon.Would you likeanapple?

Adjectivesadjectivesdescribenouns.anadjectiveusuallycomesbeforethenounitdescribes.

long trip heavy boxinteresting book soft, green blanket

anadjectivecanalsocomeafterthenounitdescribes.

The building is tall.Our clothes are wet.

AdverbsAdverbsdescribetheactionofverbs.Theytellhowanactionhappens.adverbsansweroneofthequestionsshowninthisbox.

Question Examples

Where? Nedlookedeverywhereforhisglasses.

When? Thetrainarrivedearly.

How? She dances beautifully.

Howmuch? Thatcatbarelymoves.

Howoften? I neverwalktoschool.She sometimesmakesherbed.He alwayswashesthedishes.

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Manyadverbsendin-ly.

bravely nicely quickly slowly

Someadverbsdonotendin-ly.

fast often seldom very

PrepositionsPrepositionsshowtime,place,anddirection.

Time Place Directionafter6:00at noonbefore Aprilon Saturday

above the windowbelowthetablenear schoolin the corner

across the streetdown the hallwayfor my motherto Spain

aprepositionalwayshasanobject.Theobjectisanounorpronoun.

preposition object(noun)

Our cat is under the bed.

preposition object(pronoun)

Today is my father’s birthday. I made a card for him.

aprepositionalphrasestartswithaprepositionandendswithitsobject.Thephrasecanalsoincludeotherwords,likeadjectives,articles,andadverbs.

prepositional phrase

I keep my favorite toys on the shelf.

prepositional phrase

At exactly 9:30, the fireworks will begin.

prepositional phrase

The ball crashed into the brand new kitchen window.

asentencecanhavemorethanoneprepositionalphrase.

Our classroom is at the end of the hallway on the left.

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ConjunctionsA conjunctionjoinswords,groupsofwords,orsentences.Commonconjunctionsincludeand, but, and or.Inthisexample,theconjunctionjoinstwopropernouns,CleoandKoji.

Cleo plays soccer. Koji plays soccer.Cleo and Koji play soccer.

Inthisexample,theconjunctionorjoinsthephrasesto the art museum and to the nature center.

Our class will go to the art museum. Our class will go to the nature center.Our class will go to the art museum or to the nature center.

Inthisexample,theconjunctionbutjoinstwosentences.

We went to the park. It started to rain.We went to the park, but it started to rain.

InterjectionsInterjectionsarewordsorphrasesthatshowemotion.Interjectionsthatshowstrongemotionarefollowedbyanexclamationpoint.

Wow! That was an amazing movie.

Interjectionsthatshowmildemotionarefollowedbyacomma.

Gee, I’m sorry that you lost the race.

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SENTENCESA sentencetellsacompletethought.everysentencehasasubjectandaverb.Thesubjecttellswhoorwhatthesentenceisabout.Theverbtellswhatthesubjectisordoes.

subject verb

The dog barks.

subject verb

My Aunt Rita is beautiful.

Kinds of SentencesTherearefourkindsofsentences:declarative,interrogative,imperative,andexclamatory.A declarative sentencemakesastatement.Itendswithaperiod.

I like to go to the movies.

An interrogative sentenceasksaquestion.Itendswithaquestionmark.

What kind of movie do you like?

An imperative sentencegivesacommand.Itendswithaperiodoranexclamationpoint.

Get ready for the race. Now, run!

An exclamatory sentenceshowsstrongfeeling.Itendswithanexclamationpoint.

What a wonderful race you ran!

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puNCTuaTiONPunctuationmarksmakewritingeasiertoread.Thischartshowsthemostcommonpunctuationmarks.

Punctuation Mark Exampleperiod .questionmark ?exclamationpoint !comma ,quotationmarks “ ”apostrophe ’

End Marksendmarkscomeattheendofsentences.Therearethreekindsofendmarks:periods,questionmarks,andexclamationpoints.

• Useaperiodtoendastatement(declarativesentence).• Useaperiodorexclamationpointtoendacommand(imperative

sentence).• Useaquestionmarkattheendofaquestion.• Useanexclamationpointattheendofsentencetoshowstrongfeeling.

Other Uses for Periods

• Useaperiodafteraperson’sinitialsorabbreviatedtitle.J.J.evans Mr.enriqueTorres dr.Lilaotis

• Useaperiodafterabbreviations.

CommasCommasseparatepartsofasentence.

• Usecommastoseparatewordsinaseries.aseriesisagroupofthreeormorewords,phrases,orclauses.

Theflagisred,green,yellow,andblue.• Useacommatosetoffintroductorywordsorphrases.

onSeptember26,mysisterwillhaveabirthdayparty.• Usecommastosetoffaninterruptingwordorphrase.

Thesingeris,Ithink,fromJapan.• Useacommatosetoffthenameofthepersonbeingaddressedina

letterorspeech.dearemily,

• Useacommatoseparatetwosentencesjoinedbyaconjunction.Myfatherlovesmostvegetables,buthehatescarrots.

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Quotation MarksQuotationmarksshowsomeone’sexactwords.Theyarealsousedtosetoffsometitles.

• Placeaperson’swordsinsidequotationmarks.“Let’sgotothepark,”saidmymother.“Whowouldliketoreadforus?”

• Usequotationmarksaroundtitlesofshortworks,likeshortstories,poems,orsongs.

Shewroteastorycalled“TheGiantPuppy.”ourclasssang“ThisLandIsYourLand”attheconcert.

• Commasandperiodsalwaysgoinsidequotationmarks.Ifaquestionmarkisnotpartofthequotationortitle,itgoesoutsidethequotationmarks.

Myfavoritepoemiscalled“Trees.”Haveyoureadapoemcalled“Trees”?

Apostrophesapostrophescanshowownership.Theyarealsousedincontractions.

• Toformthepossessiveofsingularnouns,addanapostropheandans.ateacher’sdesk myaunt’sgarden theclass’sart

• Toformthepossessiveofapluralnounthatdoesnotendins, add an apostropheandans.

the children’s crayons the men’s room• Toformthepossessiveofapluralnounthatendsins, add an

apostrophe.thepuppies’bed theflowers’smell

• Useapostrophestoshowwherealetterorlettershavebeentakenawayinacontraction.

do not ➔ don’t we are ➔ we’re you will ➔ you’ll

CapitalizationTherearefivemainreasonstousecapitalletters:

• tobeginasentence.Wewantadog.

• towritethepronounI.CanIhaveadog?

• towritethenamesofpropernouns.JamesandKanwenttoParisandsawtheeiffelTower.

• towriteaperson’stitle.Mr.andMrs.alonsowillvisitdr.Hongnextweek.

• towritethetitleofawork(artwork,writtenwork,song,movie,etc.)MyfavoritebookisThe Black Stallion.

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Theserulescanhelpyouspellmanyenglishwords.

• the /k/ sound rule:Whenthesound/k/isfollowedbythevowelsa, o, or u, it is spelled

with a c.cat helicopter coop cup

rule:Whenthesound/k/isfollowedbythevowelse or i, it is spelled with a k.

key keep kiss kitten• the /ch/ sound rule:Whenaone-syllablewordendswithavowelfollowedbythe/ch/

sound, it is usually spelled tch.match sketch itch clutch

exceptions:much,rich,such,touch,which• ie/ei rule: ibeforee,exceptafterc. In other words, use ie in most words,

unless the letters come after c. For those words, use ei.ie: believe friend niece thiefei: ceiling deceive receipt receive

exceptions:Whentheletterssoundlikelonga, use ei.eight neighbor sleigh weigh

• double letters rule:doublethefinalletterwhenadding-ing or -edtoaone-syllable

wordthatendsinavowelfollowedbyaconsonant.get + -ing ➔ getting hop + -ed ➔ hopped

exception:Neverdoublethelettersv, w, x, or y.claw + -ing ➔clawing box+-ed ➔boxed

• final e rule:dropasilente at the end of a word when adding -ing.

slice + -ing ➔ slicing race + -ing ➔ racing• final y rule:Whenadding-es or -ed to a word that ends in y, change the y to i.

puppy + -es ➔ puppies carry + -ed ➔ carried exception:donotfollowthisruleiftheycomesafteravowel.

stay + -ed ➔stayed obey+-ed ➔obeyed• prefixes rule:Neverdropaletterwhenaddingaprefix.

mis- + spell ➔ misspell un- + necessary ➔ unnecessary

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Thesechartsshowsoundsinenglishwords.

CONSONaNTS One Letter More Than One Letter

Letter-sounds Sample words Letter-sounds Sample Words

b bat,tub bl black,bluec cat, cup br bring,brightd dog,bad ch chin, chopf fig, food ck back,neckg gas, dog cr crab,cryh hat, hit dr drip, dropj jam,jet ft left, softk kid,kit gl glass, gluel lip, lot gr grab,greenm man, him fl flip, flyn not, can ld fold, wildp pet, up ll doll, sellr run, far mp lamp,jumps see, gas nd bend,landt top, sit ng long, singv van,vet nt ant, hintw web,wig ph phone, elephantx box,fix pl plan, platey yes, you pr press, prettyz zap,zip qu quick,quiz

sc scare, scarfsh ship, fishsk skate,masksn snap, snowsp spot, graspspr spring, sproutsqu squeak,squidsm smell, smiless class, missstr strip, strongth that, thenth bath,withtr tray, tripwh whale, white

phonics handbook

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vOwELS Short Vowel Sounds Long Vowel Sounds

Letter-sounds Sample words Letter-sounds Sample Words

a cat, man a name, rain, say

e get, pen e eat, field, me, need

i big,rip i cry, hi, pie, right, time

o cot, top o coat, home, no, show, toe

u bun,hut u few, cute, music

Other Vowel Sounds

Letter-sounds Sample wordsue glue, June, new, soonoo book,lookaw raw, authoroy boy,coinur bird,her,fur

uSiNg phONiCSTheseideascanhelpyoupracticesayingenglishwords.

• Listenandrepeat.Listentoateacher,speaker,orrecording.Trytorepeatthesoundsyouhear.

• Thinkaboutyourmouthandtongue.Whatshapedoesyourmouthmake?Whereisyourtongue?

• Speakup.Useastrong,clearvoicewhenyoupractice.• actforyourclass.Presentshortskitstopracticesayingwords.• Keepawordlist.Youcanaddwordsthatyouhavetroublesaying.

Practicethesewordswithyourclass,friends,andfamily.• Singsongs.Songsareafunwaytopracticeenglishsounds.

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NumBErSone 1 eleven 11 two 2 twelve 12 three 3 thirteen 13 four 4 fourteen 14 five 5 fifteen 15 six 6 sixteen 16 seven 7 seventeen 17 eight 8 eighteen 18 nine 9 nineteen 19 ten 10 twenty 20

10 10

10 10

10 10

10

10 10 10

10 10 10

thirty 30

seventy 70 eighty 80

forty 40

onehundred 100

10 10 10

10 10 10

sixty 60

10 10

1010 10

ninety 90

fifty 50

10 10 10

10 10 10

10 10 10

10 10 10

10 10 10

10 10 10

10

10

1010 10 10 1010 10 10

onehundred 100 100

twohundred 200 100 100

threehundred 300 100 100 100

fourhundred 400 100 100 100 100

fivehundred 500 100 100 100 100 100

sixhundred 600 100 100 100 100 100 100

sevenhundred 700 100 100 100 100 100 100 100

eighthundred 800 100 100 100 100 100 100 100 100

ninehundred 900 100 100 100 100 100 100 100 100 100

onethousand 1,000 100 100 100 100 100 100 100 100 100 100

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NumBErS aNd ShapES praCTiCE

A. Write the number.

1. forty-two 4. ninety

2. eleven 5.seventeen

3. sixty-four 6. one hundred

B. Fill in the missing numbers.

1. 1 2 3 5 6 8 10

2. 46 47 49 51 52

3. eighty-five eighty-six

C. Match. Draw lines.

1. circle

2. triangle

3. square

4. rectangle

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prEFixES

aprefixisagroupoflettersaddedatthebeginningofaword.aprefixchangesthemeaningoftheword. example:un- = not re- = again

Complete the following sentences. Use words and prefixes from the star organizers.

1. Lukewrotehisnametoosmall.Theteachersaid,“Pleaseyourname.”

2. Maria gets plenty of sleep and doesn’t eat too many sweets.Shedoesn’twanttobe .

3. doyouhaveafavoritedVd?I my favoritemoviesoverandover.

4. donaldisthenicestpersonIknow.I’veneverseenhimdo an thingtoanyone.

happy

friendly

kindun-healthy

do

read

writere-play

un happyhappyun +

+

=

=

happy unhappy

+ = 5redo

✓

+ = 4✕re do re do

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verb

teach noun

teacherer

SuFFixES

asuffixisagroupoflettersaddedattheendofaword.Itchangesthewordtoadifferentpartofspeech.

A. The suffix -er = a person who

Add -er to each verb and write the new word.

VERB + SUFFIX = NOUNsing + =farm + =build + =help + =

Fill in the missing word.

1. I sellfreshfruitatthemarket.Iama .

2. I eatallkindsoffood.Iamagood .

B. The suffix -ly = how, or in what way

slow

adjective

suffix slowly+ =

ly

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Add -ly to each adjective and write the new word.

ADJECTIVE + SUFFIX = ADVERBquiet + =loud + =nice + =quick + =

Fill in the missing word.

1. He has a softvoice.Hespeaks .

2. She is perfectforthepartinmyplay.Sheactsthepart

.

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SyNONymS

Synonymsarewordsthathavealmostthesamemeaning.

A. Write synonyms. Use words from the box.

chilly delicious quick simple small well

cold yummy

easy fast

little healthy

B. Read each sentence. Circle the synonym for the underlined word.

1. I was tiredby10o’clock.

sleepy hungry

2. Mybrotherisskinny.

young thin

fast

yummy

big hugemad angry

Synonymsarewordsthathavealmostthesamemeaning.

big huge

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3. Are you feeling unhappy?

happy sad

C. Circle the two synonyms in each list of words.

1. big mean large strong

2. warm delicious tasty favorite

3. strange nasty odd frightening

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aNTONymS

antonymsarewordsthathaveoppositemeanings.

A. Match each word in the first column with its opposite. Draw lines.soft coldhot longfast uglyshort hardwet drypretty slow

B. Write an antonym for each word. Use words from the box.

always empty huge neat old

OPPOSITES young

tinynevermessy

full

old new

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C. Fill in the missing antonym in each sentence.

1. I’m not cold.I’m .

2. I’m not tall.I’m .

3. I’m not a slowrunner.I’ma runner.

4. Idon’thaveamessydesk.Ihavea

desk.

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COmpOuNd wOrdS

acompoundwordisawordmadeupoftwosmallerwords.

A. Look at the pictures. Use a word from each box to write a compound word below each picture.

back bed egg fire note toe

+

book fighter nail pack room shell

B. Can you think of another compound word? Write it on the line.

doghousehousedog + =

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CLOCk

Cutouttheclockface,thebighand,andthelittlehandonthedottedlines.Stickapin,thumbtack,orclaspthroughthecirclesinbothhandsandthecenteroftheclock.Nowmovethehandstoshowwhatevertimeyouwant.

Possiblegames:1. (a)Calloutanactivity(eating breakfast)andhave

studentsmovehandstoshowwhentheyeatbreakfast.[timeswillvary]Goaroundtheclassandhaveeachstudentspeakthesentence:I eat breakfast at [seven o’clock].(b)Calloutatime(eight-thirty at night) and havestudentssayorwritewhattheyaredoingatthattime (I am doing homework/brushing my teeth/watching TV/going to bed.)

2. Havestudentsworkinpairs.onemovesthehandstoshowacertaintime.Theothertellsthetime.Thentheyswitchroles.

3. Havestudentsworkinpairs.Calloutatime.onestudentplacesthehandstoshowthattime.The partnerspeaksthetimealoud.Nextroundthestudentsswitchroles.

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11

10

8

2

4

9 3

7

12

6

1

5

hour hand minute hand

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wiLd & Crazy CrOSSwOrd

bear camel deer duck lizard shark snake zebra

ACROSS1. Ihavenolegs,butIcanmovefast.2. Isay,“Quack,quack,quack,quack!”3. SomepeoplethinkIlooklikeasmalldinosaur.4. I’mfamousasastuffedanimal,butdon’ttrytohugme

in the wild!5. I’maspeedyswimmer,andIhaveLoTSofsharpteeth.

DOWN2. Iliveintheforest,butIcan’tclimbtrees.6. I’mbigenoughtogiveyouaride,butyouhavetocome

tothedesert.7. I’mnotatiger,butIhavegreatstripes!

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6

1 2

3 7

4

5

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JigSaw puzzLE 1 (piCTurES)

Thispuzzlemayworkbestasagroupactivity.Inadvanceoftheactivity,makeacopyofthetemplate.

• dividetheclassintoseveralgroups,dependingonthenumberofstudents.

• Usethetemplatetomakeonecopyofthepicturepuzzleforeachofthegroups.

• Cutoutthepiecesforeachpuzzleforeachgroup.Puteachcompletesetofpiecesintoaseparateenvelopesotheystaytogetheranddon’tgetlost.

• Handouttheenvelopestoeachgroup,withthewarningnottoopenthemuntilyoucall,“Startyourpuzzlesnow!”

• Thefirstgrouptoputtheentirepuzzletogetherandcalloutthesubjectofthepicture(e.g.,“rainyday,”“boywithumbrella,”“wetweather”)wins.(Groupscan’twinbyanticipatingtheanswer;theentirepuzzlehastobecompletedtoqualify.)

JigSaw puzzLE 2 (wOrdS)

Thispuzzlemayworkbestasagroupactivity.Inadvanceoftheactivity,makeacopyoftheblanktemplate.Writeaninterestingorchallengingwordonthecopy,usinglargelettersthatwilltakeupasmuchspaceaspossible.

• dividetheclassintoseveralgroups,dependingonthenumberofstudents.

• Makeonecopyoftheword-picturepuzzleforeachofthegroups.• Cutoutthepiecesforeachpuzzleandputeachcompletesetintoan

envelopesotheystayseparateanddon’tgetlost.• Handoutanenvelopetoeachgroup,withthewarningnottoopenthem

untilyoucall,“Startyourpuzzlesnow!”• Thefirstgrouptoputtheentirepuzzletogetherandcallouttheword

wins.(Groupscan’twinbyanticipatingtheanswer;theentirepuzzlehastobecompletedtoqualify.)

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mOThEr’S day giFT CardS

Cutoutthetwocards.Fillineachonebywritingordrawingwhatyouwilldotohelpyourmom.Forinstance,“IwillfeedthecatonSaturdays.Youcansleeplate!”“Iwillnotfightwithmysisterforonemonth.”Usecrayonsormarkerstodecoratethecards.

Happy Mother’s Day!

I will

Happy Mother’s Day!I will

Love,

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FaThEr’S daywOrdpLay

Yourdadisfullofsurprises!PlaythisgamewithhimforFather’sday,orinvitethewholefamilytojoinin.

1. Lookatthethreewordsbelow.Theyarethreedifferent

namesyoumightcallyourfather:

Father Dad Pops

2. On a separate piece of paper, each player writes out

thelettersofallthreewordsinacontinuousrow.don’t

capitalizeanyletters.

3. Seehowmanywordsyoucanmakefromtheseletters.

Mixthemup.Iftherearetwoofthesameletters(d, p),

youcanusetwoofthatletterinthesameword.For

each new word, you start fresh and use any of the

letters.

4. Youcansetatimelimitorkeepplayinguntileveryone

givesup.

5. Givetheliststoyourfather.Showhimallthewordsthat

havecomefromhim!

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haLLOwEENhuNT FOr ThE hiddEN wOrdS

don’tbeafraid!FindallthewordsconnectedtoHalloween.Circlethem.Thereareeightwords.Somewordsmaysharealetter.

A P M H C R L O X Q

E G A U A P R H E B

S R S X N E V A S O

C F K Y D L X L U O

A U B Q Y W N L F E

R S Y R L G H O S T

Y B T U D O Q W B T

N C O S T U M E S R

U I L N F X A E B O

F P U M P K I N E P

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ChriSTmaSdO-iT-yOurSELF ChriSTmaS TrEE

Usecrayons,coloredmarkers,orpenstocolorintheitemsthatbelongontheChristmastreeorunderit.Thencutouttheitems.onthenextpage,cutoutthetreealongthedottedlines.Pastethedecorationsontothetree.Youmaydrawyourownadditionaldecorationstoaddtothetree.Foldbackthetabstomakeastandforthetree.

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CONvErSaTiON CuBEaConversationCubecanhelpstudents’fluencybyofferingincreasedopportunitiesforthemtospeak.TheCubecanbeusedforclasswarm-ups,forreviewbeforetests,fortransitionalperiodsorclosingactivitieswhenonlyafewminutesareavailable.YoucanmakeseveralmodelCubeswithpicturesand/orwordstobeginwith,andlateryoucanshowstudentshowtocutoutandmaketheirownCubes.Foryoungerstudents,youmightwanttoenlargethetwo-dimensionalpatternonp.137onaphotocopierfirst,beforeprinting.oncethepatternisprintedandcutout,butbeforeitisfoldedintoacube,eitheryouorthestudentswillprovidewordsorimagesforallsixfacesofthecube.Suggestionsincludethefollowing:

• drawingpicturesorcuttingoutpicturesfrommagazinesandpastingthemonthefacesofthecube

• bringinphotostopasteonthecube• writingavocabularywordoneachface• writingaspecifictypeofword,suchasanoun, verb, or adjective on

each face• writingatopic(ahobby,aplace)ofspecialinteresttothemoneachface• forolderstudents,writingabriefgrammarormechanicsissuetoreview,

such as compound subjects, plurals, commas

Using the CubeGameswiththeConversationCubeworkbestwithpairsorsmallgroups.

1. onestudentthrowsthecubeinthesamewaythatdicearethrown.

2. Whenthecubehasbeenthrown,thestudentlooksattheToPfaceofthecube(i.e.,thesidefacingtheceiling)andtalksaboutwhateverappearsonthatface,whetheritisaword,phrase,orpicture.

3. After the student has said a sentence or two, the partner or the other studentsinthegroupcanaskthespeakerquestionsaboutthedrawing,photo,orword(s)thathe/sheused.

4. Thepartnerortheotherstudentsinthegrouptaketurnstossingthecubeandspeaking.

VariationsTheConversationCubeisextremelyadaptable.

• oneideaforyoungerstudentsistoprepareacubewithsixchildren’sfaces showing different emotions, such as surprise, anger, fear, joy, confusion, and sadness.Youcanusethecubetoteachthewordsthemselvesortoencouragestudentstotalkaboutemotionstheymightfeelunderparticularcircumstances(e.g.,anunexpectedvisitortotheclassroom;areallyfunfieldtrip;adisagreementorfightbetweentwostudents).

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• Forolderstudents,youcanaskhalftheclasstowritethebeginningofasentenceoneachfaceofthecube(asubjectandanymodifyingwords,butnoverb)andtheotherhalftowritetheendofasentenceoneachcubeface(theverb,withmodifiersand/oranobject,butnosubject).Alternate students throwing the beginningscubewithstudentsthrowingthe endingscubeandwritedownallthe“sillysentences”thatresult.

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CONvErSaTiON CuBE

138

BOardgamE: SaTurday!

How to Play1. Twotofourplayerscanplayeachround.

2. eachplayerpicksagamepiece(coin,paperclip,oreraser).

3. Todeterminewhogoesfirst,playerspickagamecard(numberedonetofive).Thestudentwiththelowestnumbergoesfirst,andtheothersfollowinnumericalorderaccordingtotheircard.

4. Putthecardsbackintoapile,facedown.

5. Theplayerwhoseturnitispicksagamecardandmovesthatnumberofspaces.Whentheplayerlandsonaspace,heorsheshouldlookattheclockfaceandtellwhattimeitis.Ifheorshelandsonaspacewithinstructions(e.g.,”Goforward[orback]2spaces”),theplayerfollowsthedirection.Iftheplayerlandsonasquarewith+pointsonit,theplayeraddsthatnumbertohisorherscore.Thentheplayerputshisorhergamecardatthebottomofthestack,facedown,andit’sthenextplayer’sturn.

6. Playerskeeptrackofthepointstheyearnastheygo.

Whoevergetsaroundtheentireboardfirstwinsanadditional5bonuspointsforspeed.Whoevernamesthemostclocktimescorrectlygets5bonuspointsforaccuracy.addthosepointstothenumberofpointsmadealongthewayfrombeginningtoendandyouhavetheoverallwinner.

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BOard gamE: SaTurday!

Wake up.

Youneed:Numbercards

agamepiece:[coin,paperclip,eraser]

Feed the cat.+3 pts. Forget to eat

breakfast!Go back 2 spaces.

Brush teeth.+3 pts.

Practice the piano.Go ahead1 space.

Eat lunch.

Play soccer in park.+3 pts.

Get home late!Go back2 spaces.

Clean up after dinner.

Go ahead 1 space.

Movie Night!+3 pts.

START

FINISH

Read before bed.+2 pts.

Lights out. Bedtime.+1 pt.

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gamE BaNk

Games are a great way for children to practice, correct, confirm, and reinforce their vocabulary, usage, and numerical skills. The more fun children have, the freer they will feel to participate and respond, so help everyone in class enjoy game time by creating an environment where the competitive aspect is challenging and motivating while remaining friendly, supportive, and stress-free.

TIPS:Reassurechildrenthatthisisfuntime:theyarenotbeingjudgedorgradedbytheirperformance.Also,remindeveryonethatasteamsandasindividuals,theyarealltheretohaveagoodtimeandtohelponeanotherlearn,nottocriticizeormakefunwhenothersmakemistakes.Modelsupportive,friendlyreactionswhenchildrenmakemistakesordon’tknowcertainvocabularywordsorjustneedmoretimethanotherstoexpresstheanswer—“Nicetry!”“You’regettingmuchquicker!”

Alongthesesamelines,youwillprobablybemovingabouttheclassroomunobtrusivelyduringgame time to observe and take note of good examples of fluency and usage as well as mistakes andmisunderstandings.Also,youwillwanttonoticestudentswhoarenotfullyparticipating,either because of shyness or lack of comprehension. You may also note when good students are dominating a team or group, making it harder for less advanced students to participate comfortably. It’s good to provide general feedback to the class without making it personal, whether youarenotingpositiveornegativeresponses.Later,inaprivateanddiscreetway,youcanofferadditional assistance with content and general auditory comprehension to students who may besomewhatmarginalizedduringgames.Asyouwellknow,gametimeprovidesopportunitiesfor children to learn skills that go beyond language: group dynamics and interpersonal relations are equally important, and what students learn from you in this regard will last as long as the meaningofnewwords.Helpingchildrenexperiencejoyandfunwhilelearninginasupportivebutchallenging environment is the greatest argument you can make in favor of education, and it’s the best gift you can give to any child.

Picture Card Games

Yes or NoWiththewholeclass,reviewarelatedsetofpicturecards(toys,clothes,foods).Encourageeveryone to say the words aloud with you. Then mix up the cards (without looking) so they are in a different order. Pick a card without looking at it and hold it over your head with the picture facing the class. You try to guess which card you are holding by saying words from the lexical set. If you guess right, children shout Yes! If you guess wrong, they shout No! and you keep guessing words from the same set.

Flash!Play this game when students have become more familiar with the picture cards and the related vocabulary.Havereadyastackofpicturecards,facedown,fromthesamelexicalset.Holdthemup so everyone can see and, as quickly as possible, slap it back down next to the original stack. If no one calls out the correct word, hold the card up again until someone states the correct word. For more of a challenge, mix up the cards from several different lexical groups so that you are no longer showing pictures that are related by theme or category.

That’s It. Clap, Clap!Writeawordontheboardorsayawordfromaspecificgroupofrelatedpicturecards.Thenholdupseveralpicturecardsonebyone.Whenthechildrenseethecardthatcorrespondstothewordyou showed them or told them, they show their recognition by two quick claps (or by shouting That’s it! and clapping twice).

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Picture Card ChallengeDivideatleast20picturecardsintotwostacks:easierwordsandharderwords.Dividetheclassinto two teams. Teams alternate turns, and on both teams each child gets a turn. For each turn, the individual child gets to choose whether to be shown an “easy” card, worth two points, or a “difficult” card, worth five points. The points are always earned for the team. If the child cannot say the word for the picture card, there is no penalty but the team has not added any points for thatturn.Aschildrengaincommandofpicturecardrecognition,youcancreatehomemadepicture cards of words from the Connections pages for an additional challenge.

The game can also be played with the team working together to come up with the answers, but that can often result in less participation overall by children who need more time or are considerably less fluent.

Vocabulary and Word Games

Recycle! (Anagrams)Havestudentsworkinpairsandusevocabularywords.Theytakethelettersfromeachword(oryou can make short phrases from several words) and rearrange them to make any other word or words. Then each pair writes two or three of their anagrams on a card and pairs exchange cards and try to unscramble the anagrams and write the original vocabulary word.

Letter StewAsavariationonanagrams,allowingyoumorecontrol,writea“letterstew”ontheboard,madeof random (or apparently random) letters in no particular order—or, for working with individuals or a small group, use cut-out letters (you can provide multiples of common letters if you wish) you can spread on a table or desk—and direct children to make as many words as possible using any or all of the letters.

Ready. Set. Go!Writeasingleletterontheboard,orholdituponabigcardsothateveryonecanseeit.ShoutReady. Set. Go! and when children hear Go! they start writing as many words as they can think of thatbeginwiththisletter.WhenyoushoutStop! they put their pencils down. Children get one point for every word they’ve written.

I Spy (or I See, I See)Anotherwaytoworkonbeginninglettersistolookaroundtheroomandsay,I spy with my little eye (or I see, I see . . .) something beginning with [b] (whatever letter you choose). Students guess the object, or objects if you’ve ascertained that there are more than one visible for the letter. You can also play the game using colors. For students who need work with initial sounds, you can work with individuals or small groups using different sounds as the search criteria.

Writing Relay Divide the class into two teams (if the class is large, make four teams and let two participate in eachround).Havetheteamslineupatthebackoftheclassroom.Ifyouhaveawhiteboardorchalkboard, give the first child in each line chalk/pen to pass on to their teammates. You write a lexical category on the board (animals, foods, games)andsay,“Go!”Thefirstchildineachlineruns to the board and writes the name of an animal, then runs back and passes the chalk to the next in line. Continue until a set number of items has been written or a time limit is reached. Change categories for variety or increasing challenge.

Odd Word Out Workinginpairsorsmallgroups,childrencreatewordpuzzlesconsistingoffourwordsinarow:three words are related thematically (in the beginning, you can limit the categories, such as hobbies or parts of the body; as children gain confidence, they can figure out their own groups of related

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words)andafourthwordisnot.Otherpairsorteamscompetetobefirsttofindthewordthatdoesn’t belong.

Pictionary and CharadesDividetheclassintotwoteams.On4"by6"cardswritevocabularywords,importantphrases,orthenamesofstoriesormoviestheclasshasreadorseen.AchildfromTeamApicksacardfromthe pile and draws a picture of the word/phrase/title on the board (Pictionary) or acts out the word/phrase/title (Charades) for his/her teammates to guess. If the team guesses correctly (they can make several tries, or you can set a time limit), they win a point. Then Team B takes a turn.

Prefix/Suffix: The Match GameWritetheprefixesre- and un- (and other prefixes your students are familiar with) on the front of4"by6"cards.Repeatthemsothatthereareenoughprefixesforhalftheclass.Onanequalnumberofcards,writerootsthatwillworkwithoneortheotheroftheprefixesAgain,makeenough for half the class. If you need to repeat some of the roots, that’s okay.

Mixallthecardstogethersonooneknowswhichtypeofcardtheyarepicking.Oneatatime children pick a card. If there are an odd number of children present, you pick a card also sothateveryonecanmakeamatch.Wheneveryonehasacard,callout“Match!”andeveryonefinds someone with whom they can make a new word. Go around and let each pair call out their wordandsaywhatitmeans.Repeat(orplayondifferentdays)usingsuffixesandroots.Writethesuffixes -er and -lyonthefrontof4"by6"cardsandrootstheycanbeattachedtoonothercards.Repeatasabove.

Synonyms GameIn teams, the children place all the cards to make ten synonym pairs (twenty cards) face down on the table. The first player picks a card and reads it, he or she then picks a second card. If it is the correct synonym, the child keeps both cards and has another try. If the word is not a synonym, they put both cards back on the table face down and mix cards up again and the next child has a go. The team with the most cards at the end wins.

Phonics and Spelling Games

Phonics RaceDivide the class into small groups. Call out a letter-sound and give one example (e.g., a as in cat;double o as in book). Then start a timer and have teams list as many words as they can with that sound.WhenyoucallStop! teams read their words aloud and receive one point for each correct word.

Cheerleader GameReviewandpracticespellingwhilesharpeningchildren’slisteningskillsbychoosingwordstospell out as if they were cheers. Start by leading the “cheer” yourself. Choose easy words to begin with (e.g., cow, ball ) and move on to more difficult words (orange, chimpanzee). For example, with orange, you say, Give me an O! and the class responds, O! Then you call the second letter: Give me an R!andsoon.Whenyoufinishspelling,askWhat word is it? Students answer as a chorus. Aschildrengetusedtothegame,youcanspelllongerwordsofmorethanonesyllable.Invitechildrentotakeonyourrole.(Writespellingwordsoncardsaheadoftime,andthe“cheerleaders”can pick the next one from the stack.)

Parachute (a variation on Hangman) Dividechildrenintotwoteams.Ontheboard,drawalargeparachutewithlongstringsleadingtoa stick figure hanging on to the open parachute. (You can increase the fun by drawing the wavy lines of an ocean below and a shark’s open mouth, with lots of sharp teeth, sticking out of the water.) The aim is to guess the word represented by dashes—one dash for each letter—that you’ve drawn inside the parachute. The first child guesses a letter, and if that letter is anywhere in the

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word,youwritetheletterwhereitbelongs.Assoonasthereareenoughletters,theteamstartsguessingtheword.Eachteamtakesitsturn;firstone,thentheother,usingdifferentwords.Butthere is a penalty for wrong-word guesses: one string of the parachute is “cut” (erased) for each incorrect word guess (no penalties when students are guessing letters). If all the strings are erased beforetheteamhasguessedtheword(that’swhatthesharkiswaitingfor!),theyloseonepoint.Try to keep the words equally easy/difficult for both teams.

Oaks from AcornsListwordsthatyouwanttoreinforceorhavestudentsreviewontoacard,thencutthemupintoindividualwords.Putcut-outwordsintoabagorbasket.Dividechildrenintotwoteams.Achildfrom each team picks a word, unseen, from the bag and returns to his or her team. The child, without help, has to make a sentence using that single word (the “acorn” from which grows the “oak” of the complete sentence). For each correct sentence, the team gets one point.

Inspirations!Onsmallblankcards,pastephotosorillustrationsfrommagazines,orwritewordsorphrasesyouwant the class to review or practice using. Each set of such cards may have something in common, such as a general subject or a progression of events through time. The sets will all be different, but try to keep them at approximately the same level of complexity and interest. Divide the class into small groups and give each group a set of these cards. Children then write a story choosing one card for every sentence they write, using the pictures for ideas and inspirations and the words to be incorporated into their stories.

Snap! Onblankcards,writethefirsthalfofaphrase,aquestionsword,commonsentencebeginningphrases, questions, etc. (There is/are . . .; Yesterday, I . . .; Where . . . ?)Onotherblankcards,writethe rest of the phrase, complete the questions, or write possible endings to the beginnings of phrases or sentences. Divide the class into small groups and give each group a pack of the sentence ending cards. Deal the cards to all the group members and then put one card face up (the “starter” card) on the desk or table. Children in the group take turns laying down one of their cards face up on the starter card until one of the cards makes a match (by supplying a meaningful beginning or endingtothecontentonthestartercard).Thefirstchildtorecognizethematchshouts“Snap!”andgetsapoint.Continuewithanew“starter”carduntilsomeoneearns10points.

Memory GameThis is a classic memory game and also a fun way to review whatever verb tense you are working on in the class, because the basic sentence will be repeated over and over. You can vary the tense with each new game: “I wenttoMarsandinmybackpackItook . . .” (“I’m goingtoMarsandinmy backpack I’m taking . . .”, etc.) Play this with the whole class sitting in a circle or going row by row (the order has to stay the same). You start it off and tell the first thing you are taking along on this trip: your laptop, or your crayons, or your winter coat, etc. The next player repeats your sentence(it’salwaysinthefirstperson)andthenaddsonethingheorsheistakingalong.Whena child can’t remember an item on the list, he/she drops out and leaves the circle (or row). The winneristhelastchildremaininginthegame.Onsubsequentroundsoronotherdays,rememberto start the game at different points on the circle (or with different children if they line up differently) so they all have a chance to stay in the game before the list gets too long.

Colors, Numbers, and Shapes Games

Color-HuntersDividetheclassinto3or4teams,whateversizeisbestforyourstudents,andpickthatnumberofcolors for the children to search for. Each team gets a list with the same three or four colors on it, butindifferentorder.Andeachteamstartsinadifferentcorneroftheroom.Tellthemthattheyare going on a safari to find objects that are the first color on their lists (so for one team, that will

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be red objects, for another blue,andsoon).Whenyousay,Start hunting! each team will search for andlistalltheitemstheysee(inplainsight)intheroomfortheirfirstcolor.Afterseveralminutes,announce: Start hunting for your second color! Teams work together to find and write down the names of as many objects as they can see in plain sight for each color until they’ve done all the colors on the list (at your direction, for a fixed period of time).

Attheend,theclassreconveneswitheachteamsittingtogether.Theyappointonepersontoread their finds for each color and if any other team(s) also has that object on their list, they all crossitoff.Attheend,only items unique to each team will be counted, and the team with the most points wins. You can have one winner for each color category and an overall grand champion for the most points altogether.

Extra: You can have a second round, or play another day, using different colors or colors that are increasingly uncommon: purple, orange, yellow, or color combinations, e.g., black and white, etc. Check ahead of time to make sure there is at least one item of each color in the classroom, or plant special items of different colors a few days in advance of the game.

Bird and WormsTakeelevenindexcards.Ontenofthecards,drawasinglewigglyworm.Ontheeleventhcard,draw a bird with its beak wide open. Put all the cards into a bag or basket that the children cannot seeinto.Onebyone,havethechildrencomeupandtakeacardfromthebag.Ifit’saworm,theysay, One worm,andtheygettopickanothercard.Aslongastheykeepgettingworms,theykeepcounting them (Two worms, three worms,etc.).Whentheypickthebird,theirturnisupandtheygobacktotheirseat.Writeeachchild’sscore(thenumberofwormstheycountedbeforepickingthebird)ontheboard.Aftereverychildhashadaturn,theonewiththehighestwormcountwins. If there is a tie, have a playoff (in the form of another round of the game) among those children. If you prepare some extra worm cards in advance, you can present the winner with his or her own wiggly worm card with the word Winner on it, and you can add the date and the child’s name before presenting it.

Stay in Shape!Cutoutseveralshapesfromcoloredpaperorlargestickynotes.Attachonetoachild’sbackwithout that child seeing what it is. The child stands with his or her back to the class so that all the other children see the shape. Then the child wearing the shape tries to guess what it is. The first few times you play, have the child guess only the shape by asking, Is it a circle? Is it a square?Aschildren get used to the game, have them also guess the color, but keep the two aspects separate.

Afterchildrenarequitefamiliarwiththeshapesandcolors,theycanbeginguessingbothshape and color at the same time: Is it a green triangle? If the child has only one part right—say, the shape—the class reinforces the correct part by shouting back Shape! Then the child keeps guessing with different colors (Is it a blue triangle?) until he/she gets the right combination.

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Tpr

Anotherwaytoengagechildreninthelearningprocessisthroughphysicalactivity.Simplemovements allow students to get up out of their seats and relieve pressures that accumulate during the sometimes stressful process of learning, especially learning—and learning in—a new language. Physical responses also provide a way of communicating during the stage before young children, or people learning a new language, have acquired expressive language skills—or the confidence tousethem.TPR(TotalPhysicalResponse)isatechniquethatallowsstudentstoparticipate,interact, and respond without having to speak.

Preparation

•Model giving a command and performing the action. For example, while you are seated, say Stand up. Immediately stand up. Say Sit down, and immediately sit down again. Demonstrate Point to right away so that the children can identify objects, pictures, and places in the classroom, allowing them to show an understanding of vocabulary and thus the first stages of their new competence.

•Invite two students with more advanced understanding to come to the front of the room with you and demonstrate actions as you give commands.Repeateachseparatecommandseveral times as students perform the actions. Then try linking two or three commands together. For example, Sit down. Open your book. Or Raise your hand. Stand up. Point to the bookcase.

•Next, to evaluate comprehension, give commands without having anyone demonstrate them. Vary the commands and the order you give them to assure that children understand thewordsandhavenotjustmemorizedasequenceofactions.Repeatoftenenoughtoreinforce the commands for everyone in the class. Every so often, add a silly command such as Hop up and down on one foot to amuse the class or get their attention.

•Once children understand the process of giving and taking commands and can follow them without confusion or delay, invite individuals to practice giving commands to the entire class, to a small group, or to a partner. Encourage them to avoid using their hands orgivingothervisualcluesastheyspeakeachcommandorsequenceofcommands.Helpallstudents give at least a few commands, and you yourself can partner with anyone you notice who is extremely shy or having difficulties.

TPR Games Manygamesandactivitiesallowsomeformofmovement,butthesetwogamesarecompletelydesigned to offer complex, engaging, and entertaining situations in which students participate and respond entirely through movement rather than speech or writing.

Picture PathHelpyourstudentsreleasetheirenergyandreviewEnglishatthesametimebypreparingakinesthetic Picture Path activity.

Therearetwocommonwaysofpreparingthepicturesneeded.(1)Onewayistotakearollof leftover wallpaper and to use the blank back side as space for drawing large pictures of the vocabularyitemsyouwanttoreview.(2)Thesecondwayistoplaceclass-sizedPictureCardsorpictures in protective plastic covers and then form a path with them on the classroom floor. In either case, have students remove their shoes before they begin.

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1. Dividetheclassintoteams.

2. Explainthatapersonfromeachteamwillstepforward,listentoacommand,andthen performthecommand.Modeltheactivitywithastudent.Say,Jump to the (sweater). The student must jump, not walk, to the picture of the (sweater) and then stand on it.Whilethestudent is doing this, team members may perform the action in place (in this case, jumping up and down in place).

3. Iftheteammemberperformscorrectly,hisorherteamisawardedapoint.Thatstudentthengives a command to a member of the other team.

4. Theteamwiththemostpointsaftertenorfifteenminutesisdeclaredthewinnerandgivenaround of applause.

Actionsthatworkwellincludethefollowing:hop,skip,walk,run,dance,turnincircles,pretendto swim, and pretend to fly.

Weather WoesHelpyourstudentsreleasetheirenergyandreviewEnglishatthesametimebypreparingadramatic series of weather warnings and situations.

1. Havereadyanumberofweathersymbolsinapaperbagorbox.Thesemayincludeashiningsun, raindrops, snow, gray clouds, wind, lightning, and so on.

2. Stickamapofyourareaontheboard.Assignatownorcityorprovincetostudents(forexample,twostudentsareinVeraCruz).

3. Pretendingtobetheweatherreporter,takeasymboloutofthebagandstickitonthemap,saying It is really raining hard in (Vera Cruz).

4. Thestudentsin(VeraCruz)reactasiftheyareoutintherain,pretendingtoopenumbrellas,button raincoats, splash in puddles, cover their heads, and so on.

5. Astheyaredoingthis,continuetotakeweathersymbolsoutofthebag,stickthemonthemap,and call out other weather conditions in other places.

6. Continuecallingoutconditionsuntilallstudentsarephysicallyactingouttheweathersituationstheyfindthemselvesinatthesametime.

To make this really dramatic, play recordings of rain, thunder, wind, and so on. You may want to add to the drama even further by providing props such as umbrellas, sun hats, coats, boots, sunglasses, gloves, and scarves.

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graphiC OrgaNizErS

Graphicorganizersareausefultoolforteachersandstudentsbecausetheyofferaconcisewayofhighlighting different kinds of important information. Because they offer a visual representation orstructureofwrittenorspokentexts,organizersshow,ataglance,keypartsofthewholeandtheir relationships, helping students comprehend both the meaning and the importance of the text.Formanylearners,visualrepresentationsalsohelpwithmemoryretention.ForELLs(EnglishLanguageLearners)graphicorganizerscanbeespeciallyusefulbecausekeycontentinformationcan be conveyed in visual form.

Typicaltypesofgraphicorganizersincludethefollowing:

Idea WebAclassicorganizerforalltypesofbrainstormingactivities.Studentsrespondtoacentralideaortopicbynamingrelatedwords,ideas,examples.Thewebcanalsohelpstudentsorganizeideasintogroups by adding circles with subtopics shooting off from the main circle. The levels of complexity can expand with each new “orbit” of increasingly detailed information.

T-ChartUsedtohelpstudentsseeparticularrelationshipsbetweentypesofinformation.Oftenusedtoshow similarities in one column and differences in the other, or to display causes in the left column and effects in the right.

Venn DiagramVery effective in its immediate visual representation of the similarities and differences between two ideas, characters, places—any type of comparison and contrast found in a text or illustration.

K-W-L ChartHelpfulwhenintroducingatheme,lesson,orreading.Itcangenerateinterestinthetopic,assiststudents in using their prior knowledge, and offer some direction about what to look for, all of which helps alleviate anxiety about new material. In general, individuals or small groups will fill in thefirsttwocolumns,thencarryouttheactivity,andthenusethechartagaintosummarizewhatthey have learned in the third column.

Story Sequence Chart (Beginning/Middle/End Chart)Aspecific,simplifiedsequencechartthatisconcernedwithidentifyingandunderstandingthebeginning, middle, and end of a more complicated whole (i.e., an entire story as opposed to a process such as baking a cake).

Main Idea and Details ChartHelpfulforstudentsinidentifyingthecentralideaandsupportingdetailsofanytext.

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Idea Web

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T-Chart

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Venn Diagram

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K-W-L Chart

What We K now What We W ant to Know What We L earned

Topic:

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Story Sequence Chart

Beginning

Middle

End

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Main Idea Chart

Main Idea Chart

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Vocabulary Playing Cards

School Supplies 1. book 2. glue 3. scissors 4. backpack 5. crayon 6. eraser 7. paper 8. pen 9. pencil 10. notebook 11. ruler

Family Members 12. mother 13. father 14. brother 15. sister 16. grandmother 17. grandfather

Parts of the Body 18. arms 19. ears 20. eyes 21. face 22. feet 23. fingers 24. hands 25. legs 26. mouth 27. nose 28. toes

Clothes 29. cap 30. dress 31. jacket 32. pants 33. shoes 34. shorts 35. skirt 36. sweater 37. T-shirt 38. umbrella 39. socks

House and Furniture 40. bathroom 41. kitchen 42. livingroom

43. bedroom 44. diningroom

Toys 45. firetruck 46. teddybear 47. ball 48. bike 49. boat 50. car 51. doll 52. kite 53. plane 54. checkers 55. handpuppet

Animals 56. bear 57. bird 58. cat 59. dog 60. elephant 61. fish 62. giraffe 63. lion 64. monkey 65. seal 66. tiger 67. cow 68. frog 69. horse 70. sheep 71. hippo 72. peacock 73. penguin 74. shark 75. snake

Food 76. apple 77. banana 78. cake 79. cookie 80. icecream 81. lemonade 82. orange 83. sandwich 84. cheese 85. grapes 86. peas 87. pineapple 88. bread 89. chicken

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90. egg 91. milk 92. onion 93. pear 94. pepper 95. pizza 96. popcorn 97. tomato

Outdoor Play 98. bounce a ball 99. catch a ball 100. climb101. jumprope102. playsoccer103. run104. slide105. swing106. throwaball107. skate108. rideabike109. swim

Occupations110. clerk111. doctor112. nurse113. policeofficer114. taxidriver115. chef116. factoryworker117. musician118. scientist119. dentist120. firefighter121. mailcarrier122. vet

Routines and Chores123. takeabath124. getdressed125. eatlunch126. gotobed127. dohomework128. gotoschool129. getup130. combhair131. eatbreakfast132. brushteeth133. walkthedog

Hobbies134. buildingmodels135. collecting136. gardening137. makingjewelry138. painting139. photography140. sewing

Materials141. brick142. cloth143. fur144. glass145. leather146. metal147. paper148. plastic149. straw150. wood

Technology and Communication151. old-stylephone/cellphone152. slateandchalk/laptop153. puppetshow/movie154. horse-drawncart/car155. campfire/stove156. envelope/fax157. smalltelescope/Hubble158. cave/house159. hot-airballoon/jetplane

Outdoor Adventure160. mountainclimbing161. scubadiving162. mountainbiking163. windsurfing164. parachuting165. skiing166. white-waterrafting

Space167. alien168. asteroid169. comet170. MilkyWay171. moon172. planets172. robot174. satellite175. spaceship176. sun

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