ELLs and Your Grade 2 Classroom by Elizabeth Ganong

ELLs and Your Grade 2 Classroom2011 eslresources.
com 866-833-9485 Photocopiable by Purchasing Teacher
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Canadian Resources for ESL 15 Ravina Crescent Toronto Ontario Canada M4J 3L9 tel 416-466-7875 toll free 866-833-9485 fax 416-466-4383 www.eslresources.com email thane@eslresources.com ISBN 978-1-894799-71-3
ELLs and Your Grade 2 Classroom2011 eslresources.com 866-833-9485 Photocopiable by Purchasing Teacher or Site
Contents
Complete It Better Question Listen and Do More Listen and Do Media Mingle Letter Parts Picture Pairing Procedure Write Cupcake Make Connections What a Character Guess Me Past Phrase Past Sort 1 Past Sort 2 Ordered Past Weekend Order Feel Express Words of the Week Word Track 1 3 6 10 14 15 17 20 22 24 27 29 30 32 35 39 44 48 52 54 Sentence Vary Name the Format Narrative Sequence 1 Test Taking Story Roll Story Word Search Letter Grab Reading Favourites Narrative Sequence 2 Worldly Sort Category Grid Worldly Facts Worldly Know Animal Facts In the Know Themed Words Note Sort Report Parts Survival Web Add on Facts 56 57 58 65 68 69 71 72 74 79 81 82 85 91 94 97 100 102 108 110
ELLs and Your Grade 2 Classroom2011 eslresources.com 866-833-9485 Photocopiable by Purchasing Teacher
Learn More Text Features Feature Use Water Cycle Planet Saver Simple Song Verbs and Nouns Its All Routine Kites The Seasons Seasonal Words Math Match Food Sort Breakfast Song List Plan Exercise Song Rubric Base Recommended References Index
116 117 119 121 123 125 127 130 132 135 138 139 142 144 146 148 150 155 156 157
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.
Where should I
that? put this?
Could you please repeat
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.
How much longer do Is this
what page its on? me an eraser?
Could you please tell me enough? How do I Would you please lend Where Do these What does Could you please Are we have? do this? this mean? these okay? does this go? go there? give me a pencil?
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 didnt 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 dont understand the instructions. Which question is better? a) Could you please come here? b) Could you please show me how to do this?
Scenario #3: You dont know how much time you have to finish your project. Which question is better? a) When is it due? b) Is this enough? Scenario #4: You dont know what to do. Which question is better? a) Could you please give me an example? b) What do those words mean? Scenario #5: You dont know where to put the cubes you finished using. Which question is better? a) Where do I get the cubes? b) Where do these go? Scenario #6: You finished the first part of an assignment, but you arent sure if you did it correctly. Before you continue, you want to check to see that you are on the right track. Which question is better? a) Is this right? b) Is this enough?
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 didnt 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 dont 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.
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.
Instructions
Circle Cross out Colour Underline
Locations
Top Bottom Left Right
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.
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.
1. Print your name at the top of the page. 2. Colour four rulers blue.
Sample Set of Instructions A
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.
Sample Set of Instructions B

1. 2. 3. 4. 5. 6. Circle seven glue sticks. Circle six pairs of scissors. Circle three pencils. Count up the number of things you circled. Find the right-hand side of the page. Print the number of things you circled on the right-hand side of the page.
1. 2.
Making an ABCC pattern, colour all of the paper clips. Cross out every second eraser. Colour the 3rd and the 6th markers orange. Colour the 2nd and the 5th markers brown. Circle the 4th and the 8th roll of tape with purple.
Sample Set of
3. 4. 5.
Listen and Do
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 students 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.
Sample Set of Instructions A
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.
Sample Set of Instructions B

1. 2. 3. 4. 5. 6. Circle three chalkboards. Circle seven globes. Circle twelve clips. Count up the number of things you circled. Find the left-hand side of the page. Print the number of things you circled on the left-hand side of the page.
1. 2.
Making an ABBC pattern, colour all of the file folders. Cross out the first and the last clipboard. Circle the 2nd, the 4th, and the 6th 3-hole punch. Colour the 7th globe green and cross out the 8th one. Circle the 3rd and the 5th calculator with brown.
Sample Set of
3. 4. 5.
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: Activity:
Show the students a sample letter. Ask them what they notice. Talk about the different parts and the order of those parts. 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
Letter Parts
Instructions: Cut out the strips below. Put them in order.
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 Ms Costas Grade Two Students 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
16

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ELLs and Your Grade 2 Classroom2011 eslresources.

com 866-833-9485 Photocopiable by Purchasing Teacher

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About the Author

that? put this?

Could you please repeat

How much longer do Is this

what page its on? me an eraser?

The preceding work with questions provides you with a good

If the classroom objects need to be introduced or reviewed,

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

Sample Set of Instructions A

Sample Set of Instructions B

More Listen and Do

As in Listen and Do, introduce or review the classroom object

Have students practise making up their own instructions. This

Sample Set of Instructions A

Sample Set of Instructions B

More Listen and Do

Using one of the newspaper or magazine images or using

Use an online picture projected using the LCD or another

If you have a school fundraiser in the works, identify some

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