ELLs and Your Grade 2 Classroom by Elizabeth Ganong

ELLs and Your Grade 2 Classroom©2011 eslresources.com 866-833-9485 Photocopiable by Purchasing Teacher

ELLs and Your Grade 2 Classroom©2011 eslresources.com 866-833-9485 Photocopiable by Purchasing Teacher or Site

Copyright Notice Copyright©2011 Canadian Resources for ESL All rights reserved All right reserved. This book may not be reproduced, in whole or in part, in any form or by any means electronic or mechanical, including photocopying, recording, or by any informa-tion storage and retrieval system now known or hereafter invented, without permission from the publisher, Canadian Resources for ESL/ ESL Resources. This book may be photocopied in part under the following conditions:

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ISBN 978-1-894799-71-3


Complete It 1 Sentence Vary 56

Better Question 3 Name the Format 57

Listen and Do 6 Narrative Sequence 1 58

More Listen and Do 10 Test Taking 65

Media Mingle 14 Story Roll 68

Letter Parts 15 Story Word Search 69

Picture Pairing 17 Letter Grab 71

Procedure Write 20 Reading Favourites 72

Cupcake Make 22 Narrative Sequence 2 74

Connections 24 Worldly Sort 79

What a Character 27 Category Grid 81

Guess Me 29 Worldly Facts 82

Past Phrase 30 Worldly Know 85

Past Sort 1 32 Animal Facts 91

Past Sort 2 35 In the Know 94

Ordered Past 39 Themed Words 97

Weekend Order 44 Note Sort 100

Feel Express 48 Report Parts 102

Words of the Week 52 Survival Web 108

Word Track 54 Add on Facts 110

Contents


Learn More 116

Text Features 117

Feature Use 119

Water Cycle 121

Planet Saver 123

Simple Song 125

Verbs and Nouns 127

It’s All Routine 130

Kites 132

The Seasons 135

Seasonal Words 138

Math Match 139

Food Sort 142

Breakfast Song 144

List Plan 146

Exercise Song 148

Rubric Base 150

Recommended 155

References 156

Index 157


Introduction Covering the curriculum and meeting the needs of your ELLs is a challenge. This book is intended to support both the Grade 2 classroom teacher and the ESL teacher working with Grade 2 students. It provides activities specifically created for ELLs. However, it goes beyond that to provide activities for the whole class while still keeping your ELLs in mind. Differentiated instruction enables you to move forward with your curriculum and have all your students participating in whatever ways they can.

About the Author

Elizabeth Ganong co-authored the popular Grab Bag series with Dan Ingram. The series (supporting teachers of adult ELLs) included The Grab Bag of Health, The Grab Bag of Work, The Grab Bag of Socializing, The Grab Bag of Canada, The Grab Bag of Telephone Activities, The Mixed Bag - Volume 1, The Mixed Bag - Volume 2, and The Grab Bag of America.

After many years in the adult ESL world (mainly at Humber College and the Canadian Cooperative for Language and Cultural Studies - CCLCS, both in Toronto), she began working with ELLs in the Peel District School Board (PDSB) as an ESL teacher, a classroom teacher, and an Early Literacy Teacher - ESL Focus. Currently, she is an ESL teacher at Shaw Public School in Brampton (PDSB), where she has been working since the school opened in 2007.

Acknowledgements

I would like to thank Thane Ladner (Canadian Resources for ESL) for the push back into writing. My colleagues and all the students I work with constantly provide me with insights and inspiration for working with ELLS within the curriculum. Many thanks to them. I would also like to thank my family and friends - in particular Steve Hueston for his editing work on this.


Complete It Introduction: Put four pieces of questions in your pocket chart or on the board. See the sample pieces below. Read each piece aloud. Ask your students to think about which pieces go together to make one question. Have them tell a partner what the two questions are. Then, have one of the pairs come up and put the questions together. Read them aloud. Ask them to explain when someone would use these questions. Try to get some classroom scenarios as examples as well.

Activity: Make a copy of the following page for each pair. The two sets of five are divided, which enables you to have one lesson with the students working with ten questions or two lessons with the students working with five questions. Have the students cut the sentence pieces out and match them together. Once matched, the students can discuss when someone would use these questions.

Where should I

put this? Could you please repeat

that?

1


How much longer do what page it’s on?

Is this me an eraser?

Could you please tell me enough?

How do I we have?

Would you please lend do this?

Where this mean?

Do these these okay?

What does does this go?

Could you please go there?

Are give me a pencil?

2


Better Question

Activity: Play “Which question is better?” Describe a scenario for the students and ask them to identify which question a student could use. Set this up in a pocket chart. Use “Which question is better?” as the title. Have A and B. This is a great introduction to answering multiple choice questions. Most importantly, it will help your students learn how to ask for what they need. Of course, you should also discuss why one question is better than the other.

Some possible scenarios (just to be read orally) and some possible questions (to be read orally and be written on sentence strips and placed in the pocket chart) follow: Scenario #1: You didn’t hear what the teacher said.

Which question is better?

a) Could you please say that again? b) Could you please help me? Scenario #2: You don’t understand the instructions.


a) Could you please come here? b) Could you please show me how to do this?

3


Scenario #3: You don’t know how much time you have to finish your project.


a) When is it due? b) Is this enough? Scenario #4: You don’t know what to do.


a) Could you please give me an example? b) What do those words mean? Scenario #5: You don’t know where to put the cubes you finished using.


a) Where do I get the cubes? b) Where do these go? Scenario #6: You finished the first part of an assignment, but you aren’t sure if you did it correctly. Before you continue, you want to check to see that you are on the right track.


a) Is this right? b) Is this enough?

4


Extensions: The preceding work with questions provides you with a good opportunity to review your classroom practices. For example, you may have students ask one another for help before they ask you. Some teachers successfully use the “Ask 3 before you ask me” rule.

You may want to focus on one way of asking for specific help per week. Then, you could build on other ways to ask for the same thing through the week. You could even have an anchor chart describing the scenario at the top (e.g., You didn’t hear what someone said.) and add relevant questions (e.g., Ask, “Could you please repeat that? Would you please say that again? Would you mind repeating that? Could you please speak up?”) through the week. As the week progresses, you should monitor students to see if they are asking more specifically for that kind of help.

Teachable moments regarding questioning arise daily. Listen to how the students interact with one another. When you hear a situation that requires your support, get involved in a positive way. Encourage the students to ask one another for what they need. By helping them phrase their questions to specifically express their needs, you are reducing their frustration levels and enabling them to attend to the task at hand. Be sure to comment when you witness a meaningful interaction.

While this activity focuses on meaning, you can spend some time on structuring questions. For example, you could have the question, “Could you please say that again?” on individual word cards and ask the students if there is another possible order of the words (e.g., Could you say that again please?). You could ask if you could substitute the word “Would” for “Could”. You could ask if you could substitute the word “Can” for “Could” and ask how this changes the question. Discuss how one is more formal than the other. Try substitutions that don’t work as well with that sentence structure (e.g., “May”, “Would you mind”). If suitable, ask how the question could be changed to include the substitution (e.g., Would you mind saying that again please?). Talk about how it is appropriate to say, “Can you please repeat that?” to your friend, but that saying “Would you mind repeating that please?” might be a bit too formal.

Follow up with Complete It on Page 1.

5


Listen and Do Introduction: Introduce and/or review some instructions. For example, go over “circle”, “colour”, “cross out”, and “underline”. Also, introduce or review locations. For example, go over “top”, “bottom”, “left-hand side”, “right-hand side”, “top left-hand corner”, “bottom right-hand corner”, and so on. In one lesson, you need to introduce or review only those instructions and locations you plan to use.

When introducing the target instructions, create a chart that students can refer to later. Two sample charts follow.

Draw a few figures on the board. Give an oral instruction listed on your chart, and have a student volunteer to come up to the chart and carry out the instruction. Do this with a few more instructions.

Circle

Cross out

Colour

Underline

Instructions Top

Bottom

Left

Right

Locations

6


Activity: Give each student a copy of the sheet on Page 9. Tell them that they need to follow your instructions. Use the copies multiple times and vary the instructions. These lessons should be fairly short. Sample sets of instructions are on the next page.

If your students need the support, make the instructions simpler. For example, “Get a green crayon. Point to the pencils. Colour two pencils green.” You can also show them after reading each instruction once or twice.

Variations: If the classroom objects need to be introduced or reviewed, do a vocabulary lesson prior to the introduction of the instructions and locations. You could have the students label objects in your classroom. You could describe an object or two a day and have the students guess what object you are describing. After several days, have them describe classroom objects to a partner and have their partners guess what objects they are.

If it suits your group, you can make the instructions more challenging. Sample Set of Instructions C provides a set of challenging instructions. Incorporate what you have been studying in math (e.g., patterning) into the instructions.

The last time you use the copies, have the students follow instructions to fold the paper. For example, “Fold the paper in half. Fold it in half again.” Then they can open the paper up, and you can give instructions for the other side of the paper.

Extension: Follow this activity up with More Listen and Do on Page 10.

7


1. Print your name at the top of the page.

2. Colour four rulers blue.

3. Colour five crayons red.

4. Colour two pencils green.

5. Count up the number of things you coloured.

6. Print that number at the bottom of the page.

1. Circle seven glue sticks.

2. Circle six pairs of scissors.

3. Circle three pencils.

4. Count up the number of things you circled.

5. Find the right-hand side of the page.

6. Print the number of things you circled on the right-hand side of the page.

1. Making an ABCC pattern, colour all of the paper clips.

2. Cross out every second eraser.

3. Colour the 3rd and the 6th markers orange.

4. Colour the 2nd and the 5th markers brown.

5. Circle the 4th and the 8th roll of tape with purple.

Sample Set of Instructions A

Sample Set of Instructions B

Sample Set of

8


Listen and Do

9


More Listen and Do Introduction: Use this after Listen and Do on Page 6. Review the instructions used during the first activity. For example, review “circle”, “colour”, “cross out”, and “underline”. Also, review the locations used. For example, review “top”, “bottom”, “left-hand side”, “right-hand side”, “top left-hand corner”, “bottom right-hand corner”, and so on. Review only those instructions and locations you plan to use in this activity. Refer to the charts previously created.

Activity: Give each student a copy of the sheet on Page 13. Tell them that they need to follow your instructions. As with doing Listen and Do, use the copies multiple times and vary the instructions. These lessons should be fairly short. Sample sets of instructions are on the next page.

Again, if your students need the support, make the instructions simpler. For example, “Get a blue crayon. Point to the globe. Colour two globes blue.” You can also show them after reading each instruction once or twice.

Variations: As in Listen and Do, introduce or review the classroom object vocabulary prior to the introduction. Label objects in the classroom. Alternatively, describe the objects and have the students guess the objects being described. The students can then describe the objects and have others guess.

10


Use Picture Pairing on Page 17 to introduce or review the classroom object vocabulary. Only use pictures of classroom objects.

Extensions: Have students practise making up their own instructions. This will provide strong scaffolding for procedural writing.

In the Computer Lab, have the students use some publishing software that will allow them to create a simple document including cut and paste images. They can then base their instructions on their created document. Working in pairs, one can provide the instructions and the other can follow the instructions. This would also work for small groups if you created multiple copies of their documents.

Have students work in pairs to play barrier games. One student secretly sets objects on a placemat or another base. Having the same set of objects and the same placemat, a second student listens to the oral instructions provided by the first student and places the objects on his/her placemat. After following all of the instructions, the second student checks the first student’s placemat to see if the objects are placed the same. You could have a check point in which the first student checks after each placement and offers further instructions if needed.

11


1. Print your name at the top of the page.

2. Colour three envelopes yellow.

3. Colour one calendar red.

4. Colour six recycling bins blue.

5. Count up the number of things you coloured.

6. Print that number at the bottom of the page.

1. Circle three chalkboards.

2. Circle seven globes.

3. Circle twelve clips.

4. Count up the number of things you circled.

5. Find the left-hand side of the page.

6. Print the number of things you circled on the left-hand side of the page.

1. Making an ABBC pattern, colour all of the file folders.

2. Cross out the first and the last clipboard.

3. Circle the 2nd, the 4th, and the 6th 3-hole punch.

4. Colour the 7th globe green and cross out the 8th one.

5. Circle the 3rd and the 5th calculator with brown.

Sample Set of Instructions A

Sample Set of Instructions B

Sample Set of

12


More Listen and Do

13


Media Mingle Preparation: Decide on a focus. For example, you may want to work on making inferences, making predictions, using adjectives, or forming questions. You may want to work on using a specific sentence pattern, developing vocabulary, or making connections. Find pictures in magazines and newspapers that would support your focus.

Introduction: Using one of the newspaper or magazine images or using an online image displayed through your LCD projector, model the activity. For example, if you are focusing on developing vocabulary, you could ask “What is in this picture? What is this? What are these?” and label the picture. If you are focusing on making inferences, you could ask “How is he/she feeling? How do you know?” or “What is going to happen next? What makes you think that?”

Activity: Post a variety of pictures (all with the same focus) around the room. Have the students circulate around the room with a partner or in a group of three. While circulating, pairs or groups use the provided prompts while discussing the pictures. After circulating, have each group select one picture, and share one idea about it with the whole class. If needed, support the sharing by rephrasing and refocusing their ideas.

Extensions: Use an online picture projected using the LCD or another picture/poster to continue practising the focus another day.

Another day, record some of the shared ideas. Depending on the focus, create a chart (e.g., adjectives to describe feelings, question words). Have the students record some of their own ideas.

14


Letter Parts Introduction: Show the students a sample letter. Ask them what they notice. Talk about the different parts and the order of those parts.

Activity: Have the students work in small groups or pairs. Give the students the parts on the next page. Get them to cut out the strips and put the parts in order. Discuss what is the same as the sample letter and what is different. Ask them to explain the purpose of the letter. Discuss the concept of persuasion. Ask them if they think the letter was persuasive or not (i.e., Would the manager donate a prize for the read-a-thon?). Talk about what they think would be the most persuasive. Would it be a letter, a telephone call, an email, a fax, a request in person, or a combination of two or more ideas?

Extensions: If you have a school fundraiser in the works, identify some local businesses and have your students work in small groups to write letters to the businesses. Send the letters and follow up. If some of the businesses provide support, acknowledge the efforts of the class to secure the prizes.

15


Yours truly,

Our students want to learn to read, but our school needs more books. Please support us.

Elm Road Public School 260 Elm Road Toronto ON M9B 1C7

Please donate something for the draw. You can give out the prize, and we will put your name in our school newsletter. Your help will be appreciated. Our teacher will call next week to follow up.

Manager Canadian Tire 1150 Elmvale Road Toronto ON M9B 1V9

We are going to have a read-a-thon to raise money to buy more books. Students will try to reach their reading goals. When the students reach their goals, their names go into a draw for prizes.

February 17, 2011

Ms Costa’s Grade Two Students

Letter Parts Instructions: Cut out the strips below. Put them in order.

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ELLs and Your Grade 2 Classroom by Elizabeth Ganong