developing the vocabulary of english language...
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Developing the Vocabulary of English Language Learners in the
First Grade
ELD Houghton Mifflin Vocabulary Curriculum
Adapted by: Laura Armstrong
How to Use this Curriculum….
This curriculum was made for teachers who want to incorporate more vocabulary into their current ELD lessons using the Houghton Mifflin Series for First Grade Language Arts. All of the activities included in the weekly lesson plan matrix are geared toward helping students retain the vocabulary within the selected story. Each day you will do one activity, as outlined, from the theme packet.
Weekly Activities
Monday: 1. Weekly Theme Read Aloud (found in Teachers Manuals) 2. Picture File of Vocabulary Words: You can use the Santa Maria Bonita website (http://www.smbsd.org/page.cfm?p=35) for pictures. Each story has a section on the website with clip art that you can cut and paste into a word file. You can pick which words you would like to focus on and discuss each word individually with the picture as supporting illustration. 3. Realia Objects: Bring in realia (or real life objects) that help illustrate the words. You can show these objects while you are showing the picture file. Have students relate their experiences to these objects so that they can map more understanding onto the words they are learning! 4. KWL Chart: Have the children look at the pictures on the front cover of the theme packet. Ask them prompting questions such as “Who or what do you see in the pictures” “What are they doing?” “Why are they doing that?” Then introduce the theme and ask the students what they would like to learn about with the
theme. For example, the first theme is “All Together Now,” You could ask the students, “What are some things you like to do with your friends? With your Family?” Then help guide their thinking for the “What I Know” section. What do you know about being together with your families and friends? Then ask questions about what they would like to learn. “What are some things you would like to learn to do together with family, friends etc.?”
Tuesday: 1. Do a Picture Walk of the Selected Story: Go through each page with the children and talk about what they notice and see in the pictures. Do not read the text! You want them to get an idea of the story just by looking at the pictures and helping them identify clues or make predictions about things to come. 2. Listen to the Story on the Houghton Mifflin CD: After doing the picture walk, have the children listen to the story so that they have a chance to hear the correct pronunciation of new vocabulary words and any other unfamiliar words. This will also help lower their affective filter when they read the story aloud on Thursday.
3. Vocabulary Visuals: This is the second page in the theme packet. Go over the words first. Have the students circle the vowels with a red crayon. Next have them sound out the word together. Then have each student write out the word with emphasis on the sounds that make-up the word; Ex: g/ir/l. You can have them write how many sounds are in the word as well. Once completed, have them write provide a definition. A simple word or phrase will do for the easy words. As it gets harder, they will have to write a sentence. Then have them cut the bottom strip off and cut out each picture individually. Finally, glue the picture next to the corresponding word. 4. Weekly Skills: This section is already outlined for each week. You can teach these skills according to the weekly teacher‟s guide activities. 5. Partner Match Activity: You can print out the vocabulary words that you are working on as well as review words that you have already done. Give the words to half of the class and the pictures to the other half. For the exercise, they have to find their match once both partners agree they are in a matching pair. Once they do, they can sit down; depending on their level, they can analyze the word with their partners.
Wednesday: 1. Pantomime Vocabulary Words: Review the “Words to Know” page that comes before the story. The students will have already been exposed to the words, except this time you will make some type of movement that goes along with the word; for example, raising their hands palm-up for the word “lift”. As they read the story, they will use these motions when they come to the words. You can also do the motions after the page has been read and ask them to find the special words and then make the corresponding motion. 2. Read the Selected Story Aloud: You can do a think, pair, share activity to help review what the story was about. Then call on students using popsicle sticks (to ensure equal participation) to read. 3. Compare and Contrast Words: This is the third page in the packet. This is where you will take two of the words and analyze how they are the same and different. For example, in the first story, The Cat Sat, you have the words girl and cat. Cat is like a girl because they both live. Cat is different from girl because a cat is an animal. A girl is not. Instead of writing out the answers in the first few theme packets, the students will draw pictures. Writing full sentences along with thinking critically is a hard concept to grasp
and they may not be ready for it just yet. Therefore, they will draw a picture to illustrate their understanding. You will need to guide them through this process for the first few themes. Once they get the idea, it can be more of an independent activity. 3. Weekly Skills: This section is already outlined for each week. You can teach these skills according to the weekly teacher‟s guide activities.
Thursday: 1. Connect the Story to the Theme: Have the students go back to the first page in their theme packet and fill in the “What I Learned” portion. Discuss with the students how examples from the stories helped them learn about the theme. You can do this as a whole group and brainstorm answers to write together. 2. Grade the Story!: This is the fourth page in the packet. Start by talking about what the students really liked, or didn‟t like, about the story. In the beginning, have them circle „good‟ or „bad‟ and then have them write a simple sentence about why they did or did not like the story. As time goes on, the lines will get smaller and they will be able to add more. The grading scale will also get more complex as their
thinking does. Just be sure to explain what each “grade” means. 3. Weekly Skills: This section is already outlined for each week. You can teach these skills according to the weekly teacher‟s guide activities. 4. Author‟s Chair of Grade the Story!: Have the students volunteer to share what they wrote for oral practice. You can also encourage discussion by asking them to elaborate on their answers and how it relates to them.
Friday: 1. Review the Skills for the Week: This section is already outlined for each week. You can teach these skills according to the weekly teacher‟s guide activities. 2. Read an Additional Story: Usually there are additional stories in the Phonics Library set that comes with the Houghton Mifflin curriculum. You may also choose to pick a quality story which highlights the theme or story words that you have talked about. The additional reading needs to be a different book/story from the read aloud and selected story of the week. This will help students to see how the
words they learned can be used in different stories. In addition, you can have the students pantomime the words they know as you are reading the story aloud. 3. Vocabulary Bingo: You can go online to the Santa Maria Bonita school website for reading. Click on the English Language Learner section, then on HM story vocabulary. On the new page, scroll down until you see First Grade and select the story you want. The stories are listed in order of their theme and week. After you find your story, a grid will pop up with all of the words that were in the story. You can take some out or move them around to create your own bingo cards for each student.
Weekly ELD Lesson Plan adopted from 1st Grade Houghton Mifflin Curriculum (35 minutes)
Theme__1___ Week___1____ Name: Armstrong
Phonemic Awareness: Blending short a words (cat, sat, rat)
High Frequency Words: go, on, the
Comprehension Skills & Strategies: Predict and Infer, Sequence of Events
Vocabulary: Sam, cat, sat, girl, cow, dog, goat
Writing/ Grammar: Capital and Lowercase letters, consonants m, s, c, t
Levels: ___Beginning ___Early Intermediate ___Intermediate ___Early Advanced ___Advanced
List Date Monday Tuesday Wednesday Thursday Friday
Houghton Mifflin
Story Lesson Theme Read Aloud Picture Walk Read Story Aloud Connect story to Theme -----------------------
Activities KWL chart Listen to story on CD Add to KWL chart
The Cat Sat p. 16
Time: 15 min
Theme Packet Introduce new words: Vocabulary Visuals Compare/Contrast Words Grade the Story! Vocabulary Bingo
Picture File
Time: 10 min.
Skills
------------------- Review consonants Blending short a words Capitalization: Review consonants
m,s,c,t with m, s, c, t Beginning of the sentence and short a words
Time: 10 min. Proper Nouns (I, names)
Oral Practice Bring in realia objects Partner Match Activity Pantomime vocabulary Author’s chair of Read The Mat p. 30
10 min. Share background words in story Grade the Story!
knowledge
Time: ___________
Weekly ELD Lesson Plan adopted from 1st Grade Houghton Mifflin Curriculum (35 minutes)
Theme__1___ Week___2____ Name: Armstrong
Phonemic Awareness: Blending short a words (can, pan, tan) and Rhyming Words
High Frequency Words: and, here, we, jump, not, too
Comprehension Skills & Strategies: Compare and Contrast (story characters), Summarize
Vocabulary: Nan, Fan, jump, fat, tap, pat, draw, read, write
Writing/ Grammar: Consonants n, f, p and Beginning Sentences with Capital Letters
Levels: ___Beginning ___Early Intermediate ___Intermediate ___Early Advanced ___Advanced
List Date Monday Tuesday Wednesday Thursday Friday
Houghton Mifflin
Story Lesson Theme Read Aloud Picture Walk Read Story Aloud Connect story to Theme -----------------------
Activities KWL chart Listen to story on CD Add to KWL chart
Nan and Fran p.50
Time: 15 min.
Theme Packet Introduce new words: Vocabulary Visuals Compare/Contrast Words Grade the Story! Vocabulary Bingo
Picture File
Time: 10 min.
Skills
----------------------------- Review consonants: Blending short a words Capitalizing the first Review consonants
n, f, p with n, f, p letter in the first word and short a words
in a sentence
Time: 10 min.
Oral Practice Bring in realia objects Partner Match Activity Pantomime vocabulary Author’s chair of Read We Can! p.69
10 min. Share background words in story Grade the Story!
knowledge
Time: ___________
Weekly ELD Lesson Plan adopted from 1st Grade Houghton Mifflin Curriculum (35 minutes)
Theme__1___ Week___3____ Name: Armstrong
Phonemic Awareness: Blending short i words (vc, cvc patterns)
High Frequency Words: a, have, find, to, who, one
Comprehension Skills & Strategies: Cause and Effect and Evaluate
Vocabulary: bat, big, man, tag, fig, fit
Writing/ Grammar: Consonants b, r, h, g and short i words, punctuation (., ?, !)
Levels: ___Beginning ___Early Intermediate ___Intermediate ___Early Advanced ___Advanced
List Date Monday Tuesday Wednesday Thursday Friday
Houghton Mifflin
Story Lesson Theme Read Aloud Picture Walk Read Story Aloud Connect story to Theme -----------------------
Activities KWL chart Listen to story on CD Add to KWL chart
The Big Hit p.88
Time: 15 min.
Theme Packet Introduce new words: Vocabulary Visuals Compare/Contrast Words Grade the Story! Vocabulary Bingo
Picture File
Time: 10 min.
Skills ----------------------------- Review consonants: Blend short i words with Forms of Punctuation Review consonants
b, r, g, h b, r, g, h (. , ?, !) and short i words
Time: 10 min.
Oral Practice Bring in realia objects Partner Match Activity Pantomime vocabulary Author’s chair of Read Big Pig p.109
10 min. Share background words in story Grade the Story!
knowledge
Name:_________________
Theme 1: All Together Now
KWL Chart: All Together Now
What do I Know?
What do I want to know?
What I have learned!
1st grade – Theme 1 – All together Now
The Cat Sat
Vocabulary Visuals
Picture
Word
Sounds
Like:
Means
girl
cat
sat
Compare and Contrast Words Use the words in the word box to show how the words
are the same and different. Draw a picture for each.
____________ is like _______________
Draw a picture:
________ is different than ___________
Draw a picture:
cat girl
Grading the Story!
Use the vocabulary words in the word box to
help give the author a grade on the story of:
The Cat Sat
This was a (good or bad) story
because____________________________
__________________________________
__________________________________
__________________________________
__________________________________
girl cat
1st grade – Theme 1 – All together Now
Nan and Fan
Vocabulary Visuals
Picture
Word
Sounds
Like:
Means
jump
tap
fat
pat
Compare and Contrast Words Use the words in the word box to show how the words
are the same and different. Draw a picture for each.
____________ is like _______________
Draw a picture:
________ is different than ___________
Draw a picture:
tap pat
Grading the Story!
Use the vocabulary words in the word box to
help give the author a grade on the story of:
Nan and Fran
This was a (good or bad) story
because____________________________
__________________________________
__________________________________
__________________________________
__________________________________
tap pat
1st grade - Theme 1- All Together Now
The Big Hit
Vocabulary Visuals
Picture
Word
Sounds
Like:
Means
bat
big
man
tag
Compare and Contrast Words Use the words in the word box to show how the words
are the same and different. Draw a picture for each.
____________ is like _______________
Draw a picture:
________ is different than ___________
Draw a picture:
bat tag
Grading the Story!
Use the vocabulary words in the word box to
help give the author a grade on the story of:
The Big Hit
This was a (good or bad) story
because____________________________
__________________________________
__________________________________
__________________________________
__________________________________
tag bat
1st grade - Theme 1 – All Together Now
The Cat Sat, Nan and Fran, The Big Hit
have
Weekly ELD Lesson Plan adopted from 1st Grade Houghton Mifflin Curriculum (35 minutes)
Theme__8___ Week____1___ Name: Armstrong
Phonemic Awareness: words with endings (-s, -ed): added, tells, loves, planted
High Frequency Words: about, teacher, draw, happy, because, part, tiny
Comprehension Skills & Strategies: Categorize and Classify: animals and plants
Vocabulary: acorns, beautiful, careful, different, interesting, poisonous, types, bark, habitat, trunk, branches
Writing/ Grammar: action words (runs, sleeps, sings, planted), compound words (pinecones, homework), adding –s to naming words
Levels: ___Beginning ___Early Intermediate ___Intermediate ___Early Advanced ___Advanced
List Date Monday Tuesday Wednesday Thursday Friday
Houghton Mifflin
Story Lesson Theme Read Aloud Picture Walk Read Story Aloud Connect story to Theme -----------------------
Activities KWL chart Listen to story on CD The Forest pg. 132-149 Add to KWL chart
The Forest pg. 132-149
Time: 15 min.
Theme Packet Introduce new words: Vocabulary Visuals Compare/Contrast Words Grade the Story! Vocabulary Bingo
Picture File
Time: 10 min.
Skills
------------------------------ ------------------------ Adding –s, -ed, -ing to Review word endings -----------------------
Time: 10 min action words -s, -ed, -ing
Oral Practice Bring in realia objects Partner Match Activity Pantomime vocabulary Author’s chair of Read The Garden
Time: 10 min Share background (Picture file words words in story Grade the Story! Book
knowledge and pictures)
contexts
Weekly ELD Lesson Plan adopted from 1st Grade Houghton Mifflin Curriculum (35 minutes)
Theme__8___ Week___2____ Name: Armstrong
Phonemic Awareness: words with vowel pairs ou, ow (/ou/) sound (about, flowers, out, pouch, now)
High Frequency Words: always, arms, ready, warm, body, seven, eight
Comprehension Skills & Strategies: Evaluating Non-Fiction, Topic, Main Idea, Details, Summarizing
Vocabulary: caterpillar, orange, suit, danger, enemies, butterfly, changing, chrysalis, plump, fully-grown, nectar
Writing/ Grammar: present tense (swims, swim), syllabication (today, hungry, morning), adverbs (butterfly floating gracefully)
Levels: ___Beginning ___Early Intermediate ___Intermediate ___Early Advanced ___Advanced
List Date Monday Tuesday Wednesday Thursday Friday
Houghton Mifflin
Story Lesson Theme Read Aloud Picture Walk Read Story Aloud Connect story to Theme -----------------------
Activities KWL chart Listen to story on CD Butterfly p.161-170 Add to KWL chart
Butterfly p.161-170
Time: 15 min
Theme Packet Introduce new words: Vocabulary Visuals Compare/Contrast Words Grade the Story! Vocabulary Bingo
Picture File
Time: 10 min
Skills ------------------------------- Vowel Pair words in text Syllabication with Present Tense Adverbs
(ou, ow) /ou/ sound (ou, ow) /ou/ sound in text Simon Says Activity Describe how
insects move
Time: 10 min
Oral Practice Bring in realia objects Partner Match Activity Pantomime vocabulary Author’s chair of Read All About
Share background words in story Grade the Story! Butterflies
Time: 10 min knowledge
for multiple
contexts
Weekly ELD Lesson Plan adopted from 1st Grade Houghton Mifflin Curriculum (35 minutes)
Theme__8___ Week___3____ Name: Armstrong
Phonemic Awareness: action words that have –ed, -ing endings (separate sounds; substitute ending sounds: plans, planned)
High Frequency Words: put, butter, kind, person, carry, saw, were, work
Comprehension Skills & Strategies: Predict and Infer
Vocabulary: apple, bread, cider, clothes, river, stories, years, young, pioneers, lumberjacks, ox, bloomed
Writing/ Grammar: Base words and endings (-ed, -ing), Homophones (for, four, here, hear)
Levels: ___Beginning ___Early Intermediate ___Intermediate ___Early Advanced ___Advanced
List Date Monday Tuesday Wednesday Thursday Friday
Houghton Mifflin
Story Lesson Theme Read Aloud Picture Walk Read Story Aloud Connect story to Theme -----------------------
Activities KWL chart Listen to story on CD Johnny Appleseed Add to KWL chart
Johnny Appleseed p.184
Time: 15 min
Theme Packet Introduce new words: Vocabulary Visuals Compare/Contrast Words Grade the Story! Vocabulary Bingo
Picture File
Time: 10 min
Skills ------------------- ----------------------- Base words and –ed, -ing Homophones Review action words
Endings (hear, here, eight, ate) with –ed endings
Time: 10 min
Oral Practice Bring in realia objects Partner Match Activity Pantomime vocabulary Author’s chair of Read Paul Bunyan
Share background words in story Grade the Story!
Time: 10 min knowledge
Time: ___________
Name:_________________
Theme 8: Our Earth
KWL Chart: Our Earth
What do I Know?
What do I want to know?
What I have learned!
1st grade - Theme 8 – Our Earth
The Forest
Vocabulary Visuals
Picture
Word
Sounds
Like:
Means
branches
trunk
bark
habitat
Compare and Contrast Words
Use the words in the word box to show how the words
are the same and different. Draw a picture for each.
____________ is like a _______________
because____________________________
__________________________________
__________________________________
__________________________________
__________________________________
picture:
________ is different than a ___________
because___________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
picture:
bark trunk
Grading the Story!
Use the vocabulary words in the word box to
help give the author a grade on the story of:
The Forest
I would give this story a(n):
A B C D
because____________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
habitat branches trunk bark
1st grade - Theme 8 – Our Earth
The Forest: Bingo Card
1st grade - Theme 8 – Our Earth
Butterfly
Vocabulary Visuals
Picture
Word
Sounds
Like:
Means
chrysalis
nectar
fully-grown
plump
Compare and Contrast Words
Use the words in the word box to show how the words
are the same and different. Draw a picture for each.
____________ is like a _______________
because____________________________
__________________________________
__________________________________
__________________________________
__________________________________
picture:
________ is different than a ___________
because___________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
picture:
fully-grown chrysalis
Grading the Story!
Use the vocabulary words in the word box to
help give the author a grade on the story of:
Butterfly
I would give this story a(n):
A B C D
because____________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
fully-grown plump chrysalis nectar
1st grade - Theme 8 – Our Earth
Butterfly: Bingo Card
8
always
7
1st grade - Theme 8 – Our Earth
Johnny Appleseed
Vocabulary Visuals
Picture
Word
Sounds
Like:
Means
pioneers
bloomed
lumber
jacks
ox
Compare and Contrast Words
Use the words in the word box to show how the words
are the same and different. Draw a picture for each.
____________ is like a _______________
because____________________________
__________________________________
__________________________________
__________________________________
__________________________________
picture:
________ is different than a ___________
because___________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
picture:
lumber jacks pioneers
Grading the Story!
Use the vocabulary words in the word box to
help give the author a grade on the story of:
Johnny Appleseed
I would give this story a(n):
A B C D
because____________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
pioneer ox bloomed lumber jacks
1st grade - Theme 8 – Our Earth
Johnny Appleseed: Bingo Card
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