ESL for the Family Curriculum Guide

DOCUMENT RESUME

ED 362 075 FL 800 526

AUTHOR Williams, Molly S.; Berry, EveTITLE ESL for the Family Curriculum Guide.INSTITUTION Clackamas Community Coll., Oregon City, Oreg.PUB DATE [92]

NOTE 64p.; Filled print may affect legibility. Best copyavailable.

PUB TYPE Guides Classroom Use Teaching Guides (ForTeacher) (052)

EDRS PRICE MFOI/PC03 Plus Postage.DESCRIPTORS Children; Childrens Literature; Community Colleges;

*English (Second Language); Holidays;*Intergenerational Programs; *Language Skills;Parents; *Second Language L.earning; Vocabulary

IDENTIFIERS Family English Literacy

ABSTRACTA curriculum guide for a family-based

English-as-a-Second-Language program is presented. The first sectioncontains information on participant recruitment and is followed bydetails on the class organization, including teaching techniques forparents and children, testing procedures, and field trips. Tencurriculum modules cover the following topics: personal informationand family; time, calendar, seasons, and weather; food; clothing;housing; city and farm animals; money; community sites andtransportation; health and medical issues; and spring. Severalholiday activities are included: Halloween, Thanksgiving, Christmas,Valentine's Day, and Easter. The annotated bibliography contains 49examples of children's literature appropriate for this class. Tenappendices provide reproducible guides to learning activities such asvocabulary drills and cutouts for finger puppets. (LB) (Adjunct ERICClearinghouse on Literacy Education)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

***********************************************************************

U S. DEPARTMENT OF EDUCATIONOnrce of Educahonal Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER IERICI

r Mtn document has been reproduced asrece.ved from the person or orgamzahonongtnafing

r Minot changes have Peen made to .morovereproduchon qualtly

Potnts ot vIew or optntons stated .n thts docu.ment do not necessaray represent offictalOE RI postfion or pohty

ESL for the Family

Curriculum Guide

353 Project in Adult EducationState of Oregon

Office of Community Colleges

PERMISSION TO REPRODUCE 1 HISMATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

Project DirectorMolly S. Williams

Curriculum DeveloperEve Berry

Clackamas Community College19600 S. Molalla

Oregon City, OR 97045503-657-6958, ext. 596

Family literacy logo from Home English Literacy for Parents,Adult Learning Resource Center

Des Plaines, IL

4

Background InformationRecruitment

Table of Contents

11

Organization of the Class1Format of the Class1Teaching Techniques for Parents 3Teaching Techniques for Children3Testing3Field Trips3

ESL for the Family ModulesModule 1 - Personal Information and FamilyModule 2 - Time Calendar, Seasons and the Weather .Modulo 3 - Food°Module 4 - ClothingModule 5 - HousingModule 6 - City Animals / Farm AnimalsModulo 7 - Money . . . . . . . . . . ..........Module 8 - Community Sites/TransportationModule 9 - Health/MedicalModule 10 - Spring

.

4479

11131516171921

Holiday Activities 23Halloween. 23Thanksgiving 23Christmas 23Valentine's Day 24Easter 24

Bibliography 25

Appendices 29Appendix #1 29Appendix #2 39Appendix #3 40Appendix #4 41Appendix #5 44Appendix #6 45Appendix #7 46Appendix #8 47Appendix #9 48Appendix #10 50

Background Information

Rationale for the Class

ESL for the Family was developed to serve Hispanic parents andchildren in a rural area of Clackamas County. The class servedwomen and preschool children, populations which are underserved bytraditional ESL classes at the community college and in the publicschools. At Clackamag Community College, Hispanic women do notusually attend ESL night classes due to many factors. Lack of daycare is one of them. Another factor is that women feeluncomfortable in a class where their husbands or other men attend.Women also have different language learning needs from men. Menoften have employment goals where women want to learn English toaccess services in the community, or help their children withschool problems. The children of these Hispanic families oftenenter kindergarten with no previous experience in day care orpreschool. They are lacking in some very basic skills - knowledgeof the alphabet and numbers, ability to hold a pencil or crayon,cutting and pasting, ability to sit quietly and have a story readto them, and most important of all, ability to relate successfullywith a teacher and other classmates. Another important objectiveof the class was to acquaint parents and children with books, bothin English and Spanish, which would foster the children'sappreciation of the printed word. Literacy in the home was thedesired outcome. The class described in this manual addressedthese issues: teaching English to Hispanic parents, preparingtheir preschool children for school, and developing literacy in thehome.

Recruitment

Recruitment was the most difficult aspect of establishing theclass. Flyers were sent to local agencies: Department of Healthand Hnman Services, WIC, Employment Division, Migrant EducationESD, Head Start, public schools. These flyers only brought onewoman to the class. Hispanics are reluctant to respond to a flyerwhich advertises a class. Personal contact is the best way to getHispanic students to come to a class. The class was announcedthrough ESL night classes where members of the Hispanic communityattend and this brought in some students. Perhaps the bestrecruitment method was to go to the housing developments where thepotential students lived and tell them about the class. An aide,who is from Mexico, was the most successful in this venture,perhaps because the parents could relate to her. A visit to alocal Hispanic church also brought in some students.

Organization of the Class

Format of the Class

The class began with a whole group activity. Mothers and childrensang songs, did fingerplays and were read children's books. Thewhole grclup activities were based on themes: personal informationand family, time/calendar/seasons/weather, food, clothing, housing,money/banking, Spring, city animals/farm animals, and health. Thechildren's books used are described in more detail in thebibliography at the end of this manual. Whenever possible, "BigBooks" were used when the instructor read aloud to the group.Books which were easy to understand for second language learnerswere chosen. Some translation of more difficult vocabulary wordswas done, when appropriate. Most of the books were read in

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English, but some Spanish books were used. It was stressed thatreading to children is important in any language. Books that hadboth English and Spanish in them were very popular. Parents andchildren were then divided; the parents studied English related tothe themes and the children did theme-related activities. The classended vith a Family Reading Time, where parents chose a book andread it to their child, with instructors circulating.and assistingthe parents. The basic layout of a two hour class is depicted inthe chart below.

30 min. Whole Group ActivityTheme Based

(Housing, Food, Family, etc.)

Children's BooksSongs

Fingerplays

1 hr. 15 min.ESL for the Parents

Competency Based ESLUsing Themes from Whole

Group Activity

Emphasis on Oral SkillsTotal Physical ResponseHands On Activities

Children's ActivitiesBased on Theme fromWhole Group Activity

Play TimeGames

Snack Time

15 min.

Family Reading Time

Mothers Read BooksTo Their Children

e mo u es s ou e aug in e or er presen e ecause eachmodule builds on skills and competencies taught in previousmodules.

Teaching Techniques for Parents

A competency based approach works best with the parents. They needto see the relevance ro their daily lives in order to be motivatedto learn English. The modules should be taught in the order given,since each module builds on information given in previous modules.Grammar is not taught formally, but it is covered when a particularcompetency used a grammatical construction. Techniques such asTotal Physical Response, language experience, information gaps, andchain dialogue drills worked the best. Some parents were literatein their native language, and some were not. Oral skills wereemphasizedfor the majority of the class period. When written workwas emphasized, the teacher or an aide worked with the nonliteratestudents.

Teaching Techniques for Children

The chtidren should not be, expected to use a lot of English inclass. Parents reported that they would use some of the English

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from class at home, but were reluctant to use it in class.Engage children in a lot of conversation (both in English andSpanish) as they're working to increase their vocabulary andawareness of the world around them. Traditional hands-on preschoolactivities are used in class. Make sure activities are varied anduse different modalities: quiet activity time, free play time, useof large motor skills, snack time, etc.Testing

Almost all of the parents who came to class knew little or noEnglish. /t was decided to do informal, rather than formalevaluations of their language proficiency. If the parents had beengiven a test upon entry into the class, they might never havereturned. An oral interview was done initiallyi and informalassessment of their progress was dons periodically throughclassroom observations.

Lending Library

A lending library was established so that the parents could take abook home with them to practice between classes. Big books wereroad in class and little books that accompanied the Big books wereavailable for check out. Some books had cassette tapes thataccompanied them. In addition to these books, Oregon Literacydonatad children's books that were the result of a book drive atlocal banks. Instructors assisted the parents in selecting a bookappropriate to their reading abilities.Field Trips

Field trips added real life experiences to the English lessons. Atrip to a local bank generated a great deal of interest. It helpedto ease a lot of anxiety about opening a bank account. Only theparents went on this field trip. Another trip was taken with theparents and children to the local library. Applications forlibrary cards wero filled out in advance and parents could checkout books after the tour was completed.

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f)

ESL for the Family Modules

Module 1 - Personal Information and Fanily

Competencies

Upon completion of this modulo the parent will be able to:

identify self (name, birthdate, place of birth, address, socialsecurity number, age, marital status, occupation)

spell their name

give and respond to common greetings and partings

respond to "How are you?"

identify colors

count from 1 to 100

identiZTimmediate family namesmother, father, son, daughter, babyhusband, wife, children, brother, sister

respond to questions about their familiesWhat's your husband's name?

son'sdaughter'setc.

How many children do you have?sonsdaughterssistersbrothersetc.

How old is your husband?son?daughter?

what's his/her birthdate?

Whole Group Activities

=NIWhat's Your Name? (LeArningjiasjaAkillijairmagaLltal,2)Ten Little IndiansWhore is Father? sun? to Frere Jacques, fingerplay for "Where isTh umbkin?"

Where is fatherlWhere is father?Here I am.Here I am.How are you today?Very well, I thank you.Run away.Run away.

4 7

For other verses, replace father with mother, sister, brotherbaby, and the whole family.

Alphabet SongIf You're Happy and You Know It (Wye Sing)Blue, Blue, Blue, Oh, Who is Wearing Blue Today? (Colors of theClothes Song)What ars You Wearing? (Wee Sina)

Children's Books

igaTrAtIfi ar Yfiu?

TIT-IrISVIEtra -

11:111:10.tce a

Classroom Activities for Parents

Each class session should be spent on conversation practicingpersonal questions. Have students interview each other, thenIntroduce each other to the class.

Jazz Chants

Hi! How are You?what's Your Name? Where are You From?

Parents draw their own family tree and make sentences about it.Example: My son's name is Jose.

My husband's name is Arturo.

Parents ask and answer questions about their family tree with eachother.

Croat* a family tree with members of the class. Write names of thefamily (woman, wife, mother, grandmother, man, husband, father,grandfather, son, brother, daughter, sister, son-in-law, grandson,aunt, uncle, etc.) on post it notes. Select two member of theclass to be the man and woman who become husband and wife. Put thepost it notes on the members of the class as their roles change.The husband and wife become father and mother as they have a sonand daughter. The son and daughter become brother and sister.When the sister marries, the son becomes a brother in law, etc.This is very useful with cultures that have largo extendedfamilies.

Parents practice filling out forms which ask for names of familymembers, ages and sexes.

Parents make books entitled "All About Me." On separate pages,pnronts fill in information about themselves and draw a picture.pages can include:

My name isA Picture or meMy HouseMy FingerprintsMy FamilyMy favorite color is

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My favorite food isMy birthday ismy address isMy phone number isetc.

Students practice reading their books to other class members andtheir children.

Parents make books about their families. Each page is devoted toa different family member. Their name is written, theirrelationship (e.g. my brother) and their picture is drawn.Students then practice reading their books to each other.

Comparatives and superlative adjectives can be taught afterGoldilocks and the Tbrile Daars is introduced.

Papa Bear's bowl is bigger than Mama Bear's.Baby Bear's bed is softer than Papa Bear's.Papa Bear's bed is the hardest.etc.

Feeling vocabulary is taught with Goldiloc)cs and the_Three Bears,First, vocabulary is introduced (happy, sad, afraid, hungry, etc.)and then the class discusses how Papa Boar, Masa Bear, Baby Bearand Goldilocks feel.

Hold up index cards pictures of different emotions on them. Ask,"How are you?" and students respond, "I am happy, sad, worried,etc." This can be expanded into a chain drill, where students askthe person next to them the question, the next student answers andthen asks the next question.

Classroom Activities for Children

First, introduce primary colors with paint. As different colorsare introduced, children use different colored paints, crayons andPlaydough. Mix the primary colors in class to make new colors.For example, after introducing blue and yellow, mix them to formgreen and work with green on that day.

Different colored foods are used at snack time as those colors areintroduced (green apples, yellow bananas, orange carrots, etc.).

Children cut out stop signs for the color red,letters S-T-O-P and glue on a stick.

Children make their own Drown Bear books (seedecorating each page. Mothers write the wordspractice reading the books to the children.

Children make stick puppets of Goldilocks and the Three Bears. (seeAppendix #2).

Children cut and sort bowls, beds and chairs from Goldilocks andthe Three Bears (see Appendix 13).

Children make books about their feelings. I feel sad, happy,angry, scared, etc.

WiceirNamaktja::tmigtsuliggwharacters in goldilocks and the

mothers write the

Appendix #1), byon each page and

Module 2 - Time, Calendar, seasons and the WeatherCompetencies

Upon completion of this module the parents will be able to:identify days of the week and months of theuse time expressions with the calendar

today, yesterday, tomorrow, next week,identify the seasons and the weather commonuse ordinal numbers with the calendaruse clock time expressions

six o'clocksix fifteensix thirtyetc.more difficult expressionsintroduced depending on the

ask for the timerespond to the question "WhatTell at what time the studentwatch T.V., etc.


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Days of the Week Song(sungThere are sevenThere are sevenDays of the weekDays of the weekSunday, Monday, TuesdayWednesday, Thursday, FridaySaturday, Saturday

year

this week, etc.to each season

(half past, quarterlevel of the group

time is it?"does daily activities

to Frere Jacques)

till) can be

- eat dinner,

The Itsy, Bitsy Spider (Was_fiing)It's Raining, It's Sing)Rain, Rain Go Away ( q)Twinkle, Twinkle, Lit e ar (Wes Sing)

;azz Chants for ChildrenSnow Is HotIt's Time to Go to Bed

Weather Chart - a chart with the various types of weatherconditions is posted in the room. Each day the weather isdiscussed and students point to that weather condition on thechart. This can be made into a wheel with a pointer and thestudents can move the pointer each day.

Children's Books

RIINg Hungry Caterpillar


Parents make their own versions of the book ligvember, by cutting outgreen grass, trees, birds, bees, etc., gluing on each page and

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writing the words. Parents practice reading aloud the book inclass and later at home to thelr children.

!ttilgalk Jaz;ald Outside,q's Bitter Cold

It's a Nice Day Today, Isn't It?

Students practice toiling their birthdato, using ordinal numbers.

Students guess each other's birthdays, asking yes/no questions:Is it cold?Is your birthday in January?Is it on the first, second, third, etc.?

create an information gap activity using clock time (see Appendix04).

Each day, the weather is discussed. A calendar is filled in withthe appropriate weather expression for that day.

Students create a weather book, cutting pictures out of magazinesand labelling the weather.

JazzWake stru.Classroom Activities for Children

Fall loaves are collected and pasted onto trees drawn on butcherpaper.

Pictures of trees are created using torn paper, with brown trunksand fall colored loaves.

Cut sponges out in the shape of leaves. Use them to sponge paintleaves using fall colors.

Make spider hats out of black construction paper. Cut paper intoeight strips. Fold accordion style and staple to a headband madeout of black paper. Then take two paper plates i.nd staple themtogether. Cut off the bottom third of the plates which is the holefor the hand. Color ono side of the plate as a sun and the otheras the rain. The spider hat and the sun and rain aro then used toact out "The Itsy Bitsy Spider."

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Module 3 - Food

Upon completion of this module, the parents should be able to:identify basic foci items

identify eating utensils

ask for food in specific quantities (box of cookies, carton ofmilk, etc.)

identify tho three meals and list what is eaten at each mealexpress likes and dislikes of foods


Sonas

The Hot Dog Song 67I Like to Eat ApplesaNdantr;0; tAffirivopcsrt

Pinaerolav

Mothers Knives and Forks (Wee Sing)

Children's Booka

The VTht

=la= 114ftla

Door *


Introduce food vocabulary with pictures. Bapic Vgcabulary Builderand gractical Vocabulary Builder, aro good resources for thesedrawings. Use food that is eaten in their culture to keep interestlevel up.

When introducing fruits and vegetables, put scuares of colors on afelt board or bulletin board. Then, as tho Vegetable or fruit isintroduced ask what color it is and put under the appropriatecolor. This is a great way to review colors.

Parents look through magazines and cut out pictures of fruits andvegetables, then paste them on a piece of paper that has twocolumns, one for fruits and ono for vegetables.

Practice the forms "I like . . " and "I don't like " with fooditems. For more advanced stUdents, this can be a chain drill withthe next person saying "She likes " or "He doesn't like

Using total physical response, oat some breakfast cereal with theclass. Practice the following verbs: open, pour, close, take abite, chew and swallow. See Action English Pictures for drawingsto go along with this.

Put out pictures of foods commonly eaten for breakfast, lunch anddinner. Discuss which foods are eaten at which meals. Parentsmake lists of foods they ate yesterday for breakfast, lunch anddinner.

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1 14

Introduce vocabulary that deals with containers for food - box,can, carton, bag, bottle, etc. Follow it up with the Jazz Chantfor Children "Grandma's Going to the Grocery Store."

Other Jazz Chants to use are "On a Diet" and "Chicken Soup" (SmallTalk).


Cut vegetables up and use to mak, prints by dipping cut vegetablesin paint and stamping on butcher paper.

Make collages of food from magazine pictures.

Children each get a paper plate. "Food" - cut out of constructionpaper - is glued onto the plates. Eggs, bacon and toast are oneexample

Children decorate their own HaOuraer. Hallburgerbooks. These aretaken home and the parenta read them to the children.

Popcorn is popped in class and glued onto pieces of paper..

Maks scrambled green eggs after reading GreemEaas and Ham.

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Module 4 - Clothing

Upon completion of this unit, parents will be able to:

identify common articles of clothing

identify colors of clothing

ask for assistance in a storeI need aI'm looking ror aIt's too big.

too small.just right.

How much is theare the


221322

what Are You Wearing? (Laarninajlasia_ajja&mirszugbasiani2)Children's Books

Tb Gincerbread Man01 Hat. New figtIt s Pink I Think

Gingerbread men cookies aro rolled out, decorated, baked and oatenas a follow up activity.

Classroo2 Activities for Parents

Introduce names of articles of clothing, beginning with theteacher's and students' clothing. Reinforce previously learnedcolors by using them along with the clothing names.

Bring in articles of clothing that are too big and too small. Havestudents try them on and use the appropriate constructions.

Jazz Chants - "My Feet Hurt,"( , "You Look WonderfulToday" and "That's a Nice Sweater ma 41k)

Students cut pictures out of catalogues and paste into books,writing the color and name of the article of clothing.

Introduce money vocabulary using real or fake money. Then, labelarticles of clothing with money amounts. Students work in pairsand practice asking "How much is it?" and answering with moneyamounts.

Introduce the grammatical concept of singular and plural verbs with"How much is it?" and "How much are they?"

The four seasons are listed on the board and appropriate articlesof clothing for each season are listed underneath each season.


Children are given tagboard gingerbread mon and articles ofclothing cut out of construction paper or wallpaper samples. The

clothing is :astd on tho men, along with facial fatures and hair.Children color giagerbread mon.

Given clothing pictures cut out of catalogues, children make acollage and parents or the teacher help label the items.

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Module 5 - Housing

coapetenoies

Upon completion of this unit, the parents will be able to:

identify the rooms of a house and the furniture that belongs ineach room

name activities that occur in oach.room

be able to describe maintenance problems


r Little Pias

5 na a Song

5.21151/1

Five Little Monkeys (N22_5ing)The Elbows Song (Jazz haijs -for Children)I'm a Little Teapot (


Have parents design their own houses by gluing magazine pietures indifferent rooms in a house. Or, students can make flow.. plans oftheir own houses or apartments and label the furnitut5 in eachroom. Then, they can describe their houses to a partner

An information gap activity can be done with a floor plan of ahouse.

Verbs can be introduced for activities in different rooms of thehouse: listen to (the radio, music), watch (the television, thebaby), talk (on the telephone, to neighbors), sleep, read, eat,wash (the dishes, my face), brush (ay teeth), cook, etc.

Prepositions of place can be introduced using a picture of a room:next to, under, behind, on, above, etc.

Common housekeeping items can be introduced along with the verbsused for each item.

Teach housing vocabulaty first, then go on to maintenance problems.


On butcher paper, draw three houses. Children glue straw,toothpicks and paper bricks on each house to represent the threelittle pigs' houses.

Construction paper booklets are made and on each page is written:In ay bedroom there is In my kitchen there is etc. Childrencut out pictures of furniture and past into each room. Mothers

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then write the vocabularytaken home and mothers andtogether.

children paint shoeboxes,inside of them.

words under each item. Books are thenchildren can practice reading the books

then glue pictures of household items

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1

Module 6 - City Animals / Farm Animals

This unit is geared toward the children. Parents can work on othercompetencies at this time. In our class parents studied aboutmoney and banking.

'bole Group Activities

Children's BooXa

The Little ad H.T sr. .pos on the Farm?

8371111;,' I'', bro de Cuentag4771,41RUE

Mrs. W v as y

AMUOld MacDonald Had a Farm (as each animal is introduced, hold up apicture of that animal)Five Little MonkeysThe chickens in the barn go cluck, cluck, cluck (Sung to The Wheelson the Bus). Add other animals and their sounds.

Discuss what sounds animals make in the,student's native language.

Jazz Chants for Childreq

Give Me a CI Bought a Dog for my Cat


Children draw a farm animal on a piece of paper. It is puttogether into a book - 014 MacDonald Had a Fara - and used in thewhole group activity to sing.

Hake barns out of construction paper, inside each page is devotedto an animal. (See Appendix 05)Make animals out of construction paper. (See Appendix 05)Maks sugar cookies in class cut into animal shapes.Make goat hats (see Appendix 06)Cut out lino drawings of farm animals and glue onto popsicleisticks, use as puppets.Draw a farm scene on a whits sheet; children can play on it withtoy farm animals.

15

1 6

Module 7 - Money/Banking

This unit works best when introduced after food and clothing havebeen dons.Upon completion of this module, the parents will be able to:Identify money amounts - dollar, cent, penny, nickel, dime,quarter, half dollarSay money amounts - $1.50, $10.95, etc.Ask "How much is/are the ?"Understand the difference petwoon cneckIng accounts and savingsaccounts.Write a check.Fill out a deposit slip.Use a check register correctly.


Jazz Chants -Pennies, Nickefelliiiiikand QuartersSave it, Save it, Put .tt in the Bank

Use "play" money and have students purchase items in class and makechange. Use drug store and grocery store ads for items to buy.

Take a field trip to a local bank. This will help the students toknew whore to go to open an account, make a deposit, cash a chock,etc. Soma banks have educational packets for checking accountsavailable. This can then be used in class to practice checkingaccount activities. Pre banking skills that need to be coveredare: writing the date, signing one's name and writing moneyamounts.

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Module 8 - Community Sites/Transportation

Upon completion of this module the parents will be able to:Name sites in the community - park, bank, library grocery store,drug store, laundromat, fire station, police station, etc.Give and understand simple directions.

Where's theWalk olocxf and turnIt's on fn. corner of anaName different modes of transportation - :xis, car, train, bicycle,walking, plane, etc.


SpnagWheels on the Bus (122_51n2)The Train (Wee Sina)

1199.kaCity Moy e and County Mouse

aine 'Mat Could

47TIFTM464"474.

rinaertilayHere is the Church (Wee Sing)

Make a sample city. Cover cereal, crachar and other food boxeswith construction paper. Parents and children working together,decorate and label the boxes (store, library, bank, post office,fire station, etc.). Using butcher paper, diaw a map of the cityon the paper. Attach the boxes with glue to the map. Then parentspractice explaining where things are. "The bank is next to thesupermarket," The store is on the corner of First and Main," etc.(It's best if the children are doing another activity at thistime.) After parents are done with the map, the children can playwith it, using cars, buses and trucks on the streets.


Introduce names of community sites first, using flash cards. Then,make a simple map of a community and put those sites on the map.Practice giving -locations of the sites - It's on the corner of

and etc.

Use the Jazz Chant (Small Talk) "Walk Two Blocks and Turn Right."

Create an information gap activity with a map of the community.Students practice giving locations of various community sites.

Take a field trip to the library and have thS parents apply for alibrary card.


Make fire fighter hats out of red construction paper (Appendix 07).Using popsicle sticks or toothpicks, lay out sticks on paper tomake railroad tracks.Make collages of buses, trucks and cars using construction paper

17

rectangles and circles.Make buildings out of popsicl. sticks.Cut out buses out of butche: paper, children paint them.

Module 9 - Health/medicalUpon completion of this module, the parents will be able to:Name the parts of the body and the verbs associated with those bodyparts.

I see with my eyes.I walk with my legs.I hear with ay ears.I smile with my mouth.etc.

Tell about common illnesses and complaints.I have a headache./ have a backache.etc.

My arm hurts.My leg hurts.My ankle hurts.etc.

He has the chicken poxShe has a broken arm.She has the flu.etc.

Report an emergency to 911.

Make an appointment at the doctor's office and answer simplequestions about medical problems.

Read and understand the labels on prescription and over the countermedicine.

Whole Group ActivitiesSonas

Five Little Monkeys (Weap?)Head, Shoulders, Knees an oesI Feel Terrible ( azz C ants orThe Elbows Song (

Children's Hooks

7110-47111J71.;-1M7111:73Lah-s- tan . Fingers. Thymb


Introduce parts of the body first. Use Total Physical Response andSimon Says.

An information gap activity can be done using scrambled words thatare the names of body parts (set Appendix M.This module lends itself well to introduction of the simple presenttense. Start with the verb "hurt" and parts of the body.My head hurts.

My leg hurts.

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My eyes hurt.My arms hurt.

Let students deductively come up with the rule for placing theon the third person singular form of the verb. Introduce nextphrases:

I have a headache.stomachache.

Ht/She has a backacheearache.

Both of those activities can be done as an information gapactivity, once students have mastered the forms (see Appendix f9).Discuss other common illnesses such as the chicken pox, flu,measles, a cold, etc. Emphasize those that occur in theirchildren.

Practice making appointments at the doctor's office.

Role play dialogues at the doctor's office.

Bring in over the counter and prescription drug bottles and discussthe Instructions.


Mak. faces on paper plates. Glue on construction paper eyes, ears,mouth and nose and yarn hair.

Trace bodies on butcher paper. Children paint them and tell theparts of the body.

Trace hands on paper and cut them out. Children glue on paper.The parents write "I can with my hands."

Paint the bottom of the children's feet. They then stop on paperto make footprints.

fist,

the

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a

Nodule 10 - Spring

Upon completion of this module, the parents will be able to:Kama recreational activities that occur in the Spring - bicycling,tennis, baseball, etc. Tell what they did on the weekend and whatthey are going to do next weekend.

Identify the following nouns from Spring:treeleafflowerweedbirdrabbit, bunny


221121

Here Comes Peter Cottontai

Little Peter RabbitLittle Cabin in the Woo s Sing)

Childrvt's Books

The Litt Red Henw- W- t- t

ATINVITMSTOTIR7111171.

yinaernlay

Two Little Blackbirds (Wee Sina)


From us. the Nature pictures, and fromPracical Vtcabularv-Builder-, use the Gardening pictures to teachvocabulary.

Cut pictures of recreational activities out of magazines and mak.flash cards. Students toll what they did on the weekend (practicethe past tense) or what they are going to do (practice futuretense).

Parents mt pictures out of magazines and make collages of Springactivities. Language experience stories can then be written fromthe collages.


Make flowers out of tissue paper and pipe cleaners.

Bring seeds, potting soil and pots to class, havetheir own seeds and watch them grow.

Make a crayon melt using an iron and wax paper.outline of a butterfly.

Make kites.

Make pinwheels using paper, pencils and straight pins (see Appendix

children plant

Glue onto an

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24

#10).

Dip flowers (delisies are good) into paint and print on paper.

Make tress with popcorn "blossoms."

Make vases by attaching tissue paper to glass bottles using liquidstarch.

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Holiday Activities

Halloween

Children are given line drawings of jack-o-lanterns and they paintthem. Facial body parts ars practiced. Real pumpkins can bebrought in and carved by the whole family. This can be a totalphysical response activity:Draw a face on the pumpkin.Cut off the top of the pumpkin.Scoop out the inside.Cut out the eyes nose and mouth.Put a candle inside.Light the candle.Turn off the light.Say 0000H11!

Roast the pumpkin seeds after carving the pumpkins.

Using a popsicle stick, paper cup, cotton ball and tissue paper,children maks "ghosts in a cup." When stick is pushed, ghost popsup out of the cup.

Collages are made with various halloween items - witch, ghost,jack-o-lantern, etc.

Paint the children's faces.

Sing the song "Ten Little Witches" to the tune of "Ten LittleIndians." (Wee Sing)

Flay Halloween Bingo with parents and children. DifferentHalloween symbols are glued in random order on Bingo grids (witch,black cat, ghost, pumpkin, jack-o-lantern, bats, etc.). Parentshelp children cover symbols. Stickers can be given as prizes.Thanksgiving

Children dip the palm of their hand in paint and placeof paper. This resembles the shape of a turkey.

Discuss what foods are eaten at Thanksgiving dinner.pumpkin pie for the class to try. Students say whetherdon't like it.

Discuss what the parents are thankful for and the children can drawa picture to accompany the statement.Christmas

Read TheAAngerbrqad Ilan and do the follow up activities listedunder Module 4 - Clothing. Bake gingerbread cookies in class. Ifno oven is available, bring already baked cookies to class andfrost and decorate them.

Read The Colors of Christras.

Cut out construction paper Christmas trees and decorate withglitter.

Cut out paper stockings, punch holes along edges. Children threadyarn through the stocking.

on a piece

Bring in athey do or

23

Cut a Christmas tree out of a piece of construction paper. Overthe hole in the paper, put wax paper with crayon shavings insideand melt with an iron.

Using a felt board, do the poem "Five Little Snowmen."

Five little snowmen all made of snowFive little snowmen all in a rowOut came the sun and stayed all dayOne little snowman melted away.

Children can then act out this poem for the mothers.

Follow up activities.

Cut out circles of white construction paper and hats out of brownpaper. Children paste them onto paper to make snowmen.

Children make stick puppets of snowmen and the sun and act out thepoem.

Valentine's Day

Using cookie cutters, cut hearts out of cinnamon Play Dough. Pokea hole in the top and let dry for three days. Put ribbon in thehole and have children give them to their parents. They make yourcar smell great!

Have children make valentine's cards for their parents with doiliesand sponge paints.

Parents and children together make and decorate sugar cookies cutinto hearts.

Easter

This holiday is not celebrated in a religious sense, but more asthe start of Spring and an introduction to the American customsassociated with Easter.

The parents can hard boil eggs in class. Then parents and childrencan dye eggs together. The next class period, have an egg hunt.

4.

24

Bibliography

Aalign_Uallah_Ei2turnMaxine Frauman-Prickel, Alemany Press, 1985. Picture sequences ofdaily, holiday, school, medical and weather activities. Can beused as an extension of Total Physical Response lessons. Good forpractice of verb tenses.

Are There Hippos on the_Farm?Ethel and Ken Kessler, Simon and Schuster, 1987. Farm animals arointroduced along with zoo animals. Farm vocabulary.

Are You My Mother?P.D. Eastman, Random House, 1960. A baby bird tries to find itsmother. He encounters other animals along the way. Familyvocabulary.

Babies' BodiqgSally Kilroy, Four Winds Press, 1983. A board book that labelsbody parts. Health, medical vocabulary.

-

Baby AnimalsGyo Fujikawa, Grosset and Dunlap 1963. Simple introduction toanimal names and the names of their offspring. Farm vocabulary.

Basic Voqp)Dulary BmildepDorothy Gabel Liebowitz, National Textbook Company, 1989.Reproducible blackline masters of basic vocabulary words, arrangedthematically.

Bears on WheylsStan and Jan Berenstain, Random House, 1969.A good counting book about bears riding bicycles. yory simpletext. Transportation, numbers, city vocabulary.

/he Berenstein Bears New BabvStan and Jan Berenstain, Random House, 1974. Spanish edition,1982. Papa bear and brother bear go out to make a new bad just intime for the arrival of a new baby sister. Family, housingvocabulary.

Drown DoorBill Martin, Jr., Henry Holt & Co., 1983.An excellent repetitive book naming animals and colors. Verysimple English. Colors and animal vocabulary.

Cars anctTrucksRichard Scarry, Golden Books, Western Publishing Co., 1976. Goodillustrations of th. various types of cars and trucks, withdescriptions of their duties. City, transportation vocabulary.

The Carrot SeedRuth Kraus, Scholastic Press, 1945. Also available in Spanish. Alittle boy plants a carrot stied and waits for it to grow. Foodvocabulary.

The Colors of ChristmaqValerie Welk, see November for ordering information. Christmasvocabulary.

The Doorbell N4nqPat Hutchins, Scholastic, 1986. Mother makes a batch of cookies

25

and different members of the family ring the doorbell and areinvited in to sat the cookies. Food, family vocabulary.

The Ey, BookTheo. LeSiog, Random House, 1968. Shows the many things one cansee with eyes, in a rhyming manner. Health vocabulary.

Freddy the Fire EngineRobert Kraus, Grossot and Dunlap, 1985.A book about the adventures of a fire engine involved in puttingout a fire. City, transportation vocabulary.

The Gingiprbread ManAddison Wesley, 1989. The classic tale of a gingerbread cookiethat comes to life and gets chased by various people and animals,only to get eaten at the and. Food, clothing, Christmasvocabulary.

Goldilocts and the Three BearsAddison, Wesley, 1989. The classic tale, written in easy English.Housing, emotions, family vocabulary.

goodnight MoonMargaret Wise Brown, Harper and Row, 1947. A sleepy rabbit saysgoodnight to his bedroom and all the furniture in it. Housingvocabulary.

GreenEggq and HamDr. Seuss, Random House, 1960. A Dr. Seuss tale of trying toconvince someone to taste green eggs and ham. Food vocabulary.

Rands, nands, Finger,. TbumbAl Perkins, Random House, 1969. A rhyming book that emphasizes theuse of hands drumming on drums. Health vocabulary.

Can gide ItShigeo Watanabe. Philomel, 1982. A boar trios to navigate usingvarious types of transportation. Transportation vocabulary.

I Love ttv FamilyKathleen Beal, Addison Wesley, 1991. An excellent ESL book listingall family members and activities one can do with them (go fishing,bake bread, etc.) Family vocabulary.

I Was Wallcing Down the RoadSarah E. Barchas, Scholastic, 1975. A little girl finds andcatches various animals only to let them go at the end. none withrhyme and repetition. Spring vocabulary.

It's PinX, I MinkKathleen Beal, Addison Wesley, 1991. An excellent book for ESLstudents. Repetitive structure describing clothing and colors.Clothing vocabulary.

Jazz ChantsCarolyn Graham, Oxford University Press, 1978. Chants and songsmade for ESL students.

jazz Chants for ChildrenCarolyn Graham, Oxford University Press, 1979. Same as above,except appropriate especially for children.

O.(I26 "

-

Hap pa mer, eves. a. e through Lakeshore. Simple rhythms and songshelp children learn colors, numbers, body awareness and letterrecognition.

The Litt.le Epgine That CouldWally Piper, scholastic, 1961. A train needs help to deliver itscargo over the hill. Transportation and city vocabulary.

The Little Red HenScholastic, 1985. Spanish version by Elva R. Lopez, Scholastic,1985. The classic story of a hen who grows wheat and makes bread,asking for assistance from other animals who refuse. Spring,animals, food vocabulary.

rrs. Wishy WgshvJoy Cowley, The Wright Group, 1990.An easy to read story of attempts to keep farm animals clean. Farmvocabulary.

My AlphabetE.K. Davis, Golden Press, 1981. A nice alphabet rhyming book.

ry Counting Book. Mi L/bro e Cuentg,Lillian Moore, Golden Book, 1957. Spanish version by Maria Luz deDiaz. Farm animals are presented in numerical progression.Numbers, farm vocabulary.

1417344, FliesValerie Walk 1987. Se. November below for ordering information. *Mykite flies over the trees, through the fencer under the wires andback to me." Spring vocabulary.

The Napping HouseAudrey Wood, Harcourt, Brace, Jovanovich, 1984. Repetitive,sequential story of various inhabitants of a house who take a naptogether until a lively flea disturbs their slumber. Housingvocabulary.

The Nose Boo4Al Perkins, Random House, 1970. Shows the many things one cansmell with one's nose. Health vocabulary.

FovemberValerie Welk, available only at her seminars offered through theBureaus of Education and Research, P.O. Box 96068, Bellevue, WA,98009 or call 805-237-0103 for upcoming seminars. "No green grass,No bare fet, No blue sky, No birds, No bees, No loaves on trees,November." Weather vocabulary.

Old Hat. NewfigtStan and Jan Berenstain, Random House, 1970. A rhyming story ofchoosing a hat. Clothing vocabulary.

People in My FamilyJeffrey Moss, Golden Press Book, Western Publishing Co., 1973. ASesame Street book cf people and monsters. Family vocabulary.

Dorot y Gabal L e witz, National Textbook Co., 1989. Reproducibleblackline masters of vocabulary, arranged thematically.

27

3 0

Baffi In ConcertRath, Troubadour Records, Ltd., 1989. Includes the song, "Applesand Bananas."

nina a SongJune Melser, The Wright Group, 1990. Ain various activities in the house.Housing vocabulary.

group of tigers participateThe story can be sung.

Smallaiffiyn Graham, Oxford University Press, 1986. More Jazz Chants(see above), this time arranged by the functions of English.

The Tale of Peter RabbitBeatrix Potter, Peter Rabbit Shape Books for Little Hands, Createdfor Longmeadow Press by Cynthia Parzych Publishing, 1985.Mischievous Peter goes into Mr. McGregor's garden to eat hisvegetables. Spring vocabulary.

Three Billy Goats GruftScholastic, 1984. Thrce goats try to cross a bridge under which amean troll lives. Animal vocabulary.

The Tbree_Little_PiasRetold by Jane Resnick, Wishing Well Books, 1988. The classicstory of three pigs who build houses out of straw, sticks andbrick. A mean wolf tries to destroy the houses. Housingvocabulary.

The Very Hungry CatgrpillgrEric Carle, Scholastic. A caterpillar oats on* apple on Monday,two pears on Tuesday, etc. Food, numbers, days of week vocabulary.

f 4t egoPame a Conn Bea an usan Hagen pp, Price, Stern and Sloan,1977. A book of classic songs and fingerplays for children.

iflULAILLacIY_Jitithhui;,Joy Cow ey, T * right Group, 1990. A lambs' mother dies, leavinghim to find a new mother. Ho asks each farm animal who declinesuntil a little boy agrees to be his mother. Farm, Springvocabulary.

Whose Mouse gre You?Robert Kraus, Scholastic, 1970. Also available in Spanish. A babymouse loses and then heroically rescues all of his family members.Very simple text. Family vocabulary.

I 11 -

28

Appendix #1

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Appendix #4

INFORMATION GAP EXERCISES

Goal: For students to communicate to another person informationthat the other does not have.

Level of Students: All levels, except zero level. Students musthave some knowledge of basic vocabulary and structures.

Description: Students work in pairs to reinforce previouslylearned material. They do not have the same information. Theymust interact to acquire the information they don't have by askingquestions. Because the information they don't have is needed tocomplete a task, they are motivated to communicate. They must useEnglish to ask for clarification and repetition.

Examples:

Students dictate scrambled words to each other and unscramble themtogether.

Students dictate lists of numbers, addresses, dates to each other.

Students describe the contents of a.house, refrigerator, classroom,etc. to their partners.

Student tell time on a series of clocks while their partners drawhands on blank clocks.

Student describe neighborhoods and write them on maps.

Student describe locations of states, cities, or weather reports totheir partners.

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Appendix 7

Firefighter Hat

Place on red construction paper, cut on line.

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46

Appendix #8

INFORMATION GAPPARTS OF THE BODYSCRAMBLED WORDS

Directions: Fold your paper in half. Dictate the letters of thescrambled words. Listen as your partner dictates letters and youwrite them. When you finish, work together and unscramble thewords. They are all parts of the body.

1. oeeadfrh 1.

2. 2. bewlo

3. cotmash 3.

4. 4. tomuh

5. itnoale 5.

6. 6. bewroye

7. ghith 7.

8. 8. ecehk

9. gnifer 9.

10. 10. stech

47

Appendix #9

INFORMATION GAPBODY PARTS/AILMENTS

Hurt/Hurts

Work with another student. Check each other's sentences.Fold your paper in half. Student A says, "My head hurts."B checks. Is it correct?

Student A Student B

1. My head/hurt 1. My head hurts.

2. My knee hurts. 2. My knee/hurt

3. My leg/hurt 3. My leg hurts.

4. Her arm hurts. 4. Her arm/hurt

5. His finger/hurt 5. His finger hurts.

6. My legs hurt. 6. My legs/hurt

7. My fingers/hurt. 7. My fingers hurt.

8. His toes hurt. 8. His toes/hurt

9. Her arms/hurt. 9. Her arms hurt.

10. My hip hurts. 10. My hip/hurt.

48

Student

Appendix 09

BODY PARTS/AILMENTSPARTNER EXERCISE

Work with another student. You are describing a problem. Usethis model.

Student AExample: I/headache

Student A says "Ihave a headache."

Student BChecks student AI have a headache.Is it OK?

1. I/bacFache 1. I have a bacFache.

2. I have a stcmach ache. 2. I/stomach ache

Z. Ho/earache. Z. He has an earache.

4. You have a stomach ache. 4. You/stomach ache

5. She/toothache 5. She has a toothache.

6. They have a headache. 6. They/headache.

7. He/sideache 7. He has a sideache.

S. You have an earache. B. You/earache

9. I/toothache 9. I have a toothache.

10. 1 have a headache. 10. I/headache

49

Appendix 1410

PINWHEELS

Directions: Fold one corner of each traingle into the csnter and attach

it to a pencil's eraser with a straight pin.

I41100 04 pto;

fold to center

50

Documents

ESL for the Family Curriculum Guide