Newcomers Units 1-3

Food à burrito, cheese, lettuce, pasta, chicken, strawberry, banana, bread, pickle, watermelon, lime, ham

Careers à farmer, artist, carpenter

Forms

Colors, sizes, shapes

Present conjugations/regular & irregular

Writing

Vocab à bag, bin, pit (fruit), hat, nut, pill, fan, cup, kiss, cot, pen, back (of car), mop, bed, shop

Listen & write sentences

Read & answer questions

Describe food

Tell what careers do

Write 1st, 2nd, 3rd person

ELL Study Skills Curriculum

7 Habits Highly Effective People

Learning styles quiz

Organizing binders

Time management (long and short-term goals)

Improving memory

Mneumonic devices

Journaling

Test-taking skills

Personal FInance

Role models

Respect

Care for your body

Listening skills

Newcomers Unit 1 Curriculum Map

Numbers

Time

ABC’s

School-related vocabulary

Teach them to raise hands and work in a group (they should understand these commands)

Shapes

Hi, I am _________.

This is ________.

Here is __________.

Here are some _________.

Where is _________?

What time is it? It is _________.

I do not like __________.

I do like ___________.

She has _________.

Who is ________?

What is _________?

I need to _________.

How do you feel? I feel _________.

Does your ______ hurt? Yes, it hurts.

Can you ________? Yes, I can (play, sing, run)

Vocab: hat, pot, cup, map, bed, pin

Practice writing sentences about pictures

Practice writing Q’s about pictures

Practice writing ! about pictures

Newcomers structure

Bellwork

Agenda

High Point –> topics –> model it for them –> they repeat –> they write down words

Workbook pages

(do 2 High Point concepts per day)

TPR

What a World book –> read passages as a class at first –> answer Q’s

Tour the school –> Talk while walking

Rules for school & school routine

LA 2 Unit 1 Days 1-3

LA 2 Unit 1 Day 1

Day 1

Copy down agenda & do bellringer activity (add agendas to wordpress)

Create name tags (add to Literacy and Newcomers also)

Bean bag toss icebreaker

Show them concept map about me – have them create their own about themselves (create mine)

Get writing sample (pick out topic)

Rules & procedures

Preview of things to come – will be starting w/ poetry unit – goal is to make you fall in love with poetry and get to know more about each other

****ADD TO NEWCOMERS –> HAVE THEM TELL ME DAY AND MONTH AND WRITE IT OUT EVERY DAY!****

 

 

Day 2

Copy down agenda & do bellringer activity

http://www.youtube.com/watch?v=kxz7uqIBRLA

Think pair share (give them T-chart – one side verbal and one side non verbal; ex: hand up (nonverbal) “Stop!” (verbal) or smile (nonverbal) “I’m happy” (verbal) have them do 3 on their own

Charades (students have to act out situation and class guesses what is happening)

Reflection – what we learn about today?

 

 

Day 3

Agenda & bellringer

video on symbols (in discoveryeducation)

have students come up with list of 5 symbols from the school, home, and/or community

share with class

have students look at picture from T8 (print out image in library)

in pairs have them identify the symbols and guess what they mean – go over answers as class

have them create their own similar pictures using construction paper and magazine clippings – must contain at least 3 symbols – must explain what the symbols are and what they mean on the back

what did we learn today?

Lit 1 wrap up activities

I went to shopping.

Instructor: (after writing it on the board) Is this a good sentence?

Student/s: No.

I: Why? What’s the problem?

S: To.

I: Good. What’s the correct sentence?

S: I went shopping.

I: That’s right. Why do we say “went shopping” and not “went to shopping”?

S: Shopping is not a place. We use “to” for places.

I: For example?

S: I went to Tokyo.

I: Good. So, shopping isn’t a place. It is an activity. What are some other activities ending with -ing?

S: Dancing.

I: Right. Give an example sentence.

S: I went dancing.

I: And..?

OR

I: What did you learn today?

S: The present perfect.

I: Good. How did you use it?

S: We talked about traveling experiences.

I: We learned a question pattern today. What was it?

S: “Have you (verb)?”

I: Good. Can you give me some examples?

S: Have you eaten sushi?

I: Good. Ask (student’s name).

S1: Have you eaten sushi?

S2: Yes, I have. I have eaten sushi.

I: …

Here are some homework ideas for a lesson on the simple past:

What did you do yesterday? What didn’t you do? Write five answers for each.
Write example sentences for the verbs introduced in the lesson.
Write a story about last weekend.
Listen to the textbook’s CD until you can understand 90% (for listening).
Do the worksheet.
Write a diary. Talk about what you did each day.

Literacy 1 Unit 1 Overview

Unit 1 – Success

1) How do text features help readers comprehend text?  -> read text and answer Q’s/complete activities  -> identify and label text features within various genres and subgenres  -> insert text features into text  -> answer comprehension Q’s using text features

2) Implementing reading strategies before/during/after

3) Annotating text while reading

4) Questioning after reading

5) How has thinking evolved before -> after text

6) Determine meaning of unknown words (connotation & denotaion clues)

7) How to verify understanding of unknown words

8) Clues embedded in text to indicate sequence

9) Reading independently – > book project/review

10) Increase comprehension and fluency -> timed reading passages

11) Phonemes

12) Phonics

13) Vocab

14) Oral reading