Student

Expectations
Giving personal
information

Specific
Knowledge
and Skills
Verbal
Expression:
Gives own
name

Sentence
Stem
examples
My name is
___________

Resources/Suggested Activities

What is your
name?

you?

Giving personal
information

Verbal
Expression:
Gives own age

How old are

you?
I am ______
years old.

Song: Hello, my name is (Tune of Mary Had a Little Lamb) How are

http://www.gardenofsong.com/marylamb.html

My name is ACTIVITY;

Inside /Outside Circle: Students create two concentric circles

facing one another, an inside circle and an outside circle. Inside
circle students say, My name is ______. What is your name?
Student throws a KOOSH ball to student in front of him and
receiving student says his/her name. Students in the inside circle
rotate one student to the right and the question/answer pattern
continues.
How old are you?
Students write how old they are on an index card: I am ______years old.
Teacher goes around the room asking students how old they are. Students
respond by reading index cards (just saying 5 is acceptable/ eventually a
sentence would be formed). Pass out Loteria cards or any type of matching
cards. Students find a student with their same card. Student A will ask, How
old are you? Student B replies, I am ______ years old. Then group them by
age and each group will choral read, I am _____ years old.

Loteria Cards

Naming things

Vocabulary:
School-related
objects
Example: a

This is a
________.

Song: Hello, my name is (Tune of Mary Had a Little Lamb) I am six

years old.

Memory Game:
Teacher runs off two sets of school-related pictures. These pictures are
placed on index cards. Cards are placed face down. Students then try to
match the cards. As they turn the card over they use the sentence stem

pencil, a paper,
a pen, a
stapler, a desk,
a chair, a
marker, etc.

Naming things

Vocabulary:
Clothing

This is ___ . Students that match the cards keep the cards.
School-related:
http://www.eslkidslab.com/flashcards/set2/schoolflashcards/index.html

This is _____.

Where is it?

These are___.
Examples: a
shirt, shorts, a
dress, socks,
pants,
a skirt, etc.

Have pictures of clothing on the board on an imaginary 9x9 grid. Students

also have a copy at their desk. Two students are chosen to go up to the
board with fly swatters. The teacher will say Where is _____?
The first student to swat the picture will say, This is ____. Students at
their desk will also have a copy of the grid and will swat with their pencil
and repeat, This is _____.
Once the students master singular nouns, you can
Step it up: Use pictures that show more than one and use the frame:
These are____________
Pictures cards:

Naming things

Vocabulary:
Body Parts
Example: head,
eyes, nose, feet

This is a hand.

www.english-4kids.com/cards/clothes.pdf

Find the Body Part

Students will draw themselves, or the teacher outlines the students body
on a large sheet of butcher paper, or teacher passes out a page with the
outline of a body. Teacher focuses on the head first, for example. Teacher
calls out the parts and shows a flashcard with the word and picture.
Students draw and label those parts as teacher calls them out such as the

nose, the ears, the mouth, the eyes, and hair. Student repeats. Teacher
then asks, Do you have ears? Students respond, Yes, I have ears. It
continues until all body parts have been covered.

Sing: Hokey Pokey with the body parts.

http://kids.niehs.nih.gov/lyrics/hokey.htm

Body parts: http://www.eslkidslab.com/flashcards/set1/body/index.html

Naming things

Vocabulary:
Foods
Example:
Apple , orange,
hamburger,
taco, peas, etc

This is
________.

Time for Lunch:

Teacher runs off pictures of food items, or has students draw food items. Pass
out paper plates. Each student then will prepare their plate with the pictures.
Students will then walk around to music with their paper plates. When the music
stops, they find a partner to share what is on their plate. Students will point to
their food item and say, This is ______.
Food: http://www.english-4kids.com/cards/food%20cards.pdf

Vegetables: http://www.english-4kids.com/cards/vegetables.pdf

Naming things

Vocabulary:
Animals: Pets

This is a ___...

Bring a Pet to School

Students will bring in a stuffed animal, a picture of their real pet, or a
magazine cut-out of a pet. Teacher will use a graphic organizer on the

Example: a
dog, a cat, a
mouse , and
also plural
forms

floor for students to place their pet. As students place the pet down, they
will say, This is a _____.
Pets
dogs
cats
gerbil
Step it up: Students introduce their pet: This is my dog. Her name is
Lassie.

Understanding
commands

Comprehensi
on:
Spatial
Concepts
(non verbal
response)

Put the pencil

under the
table.

Animal: http://www.english-4kids.com/cards/animals%20[Compatibility
%20Mode].pdf
Describe and Draw
This is a barrier game that can be done as a teacher-directed activity or
between pairs of students, or with one student directing the class. One
person draws a picture or series of shapes on a piece of paper. The other
students cant see what is being drawn. At the same time, the artist gives
instructions to a partner about what to do:
Example: Draw a circle in the middle of the paper. Draw a big triangle on
top so that it touches the circle. Under the circle, draw a . . .

Naming/describ
ing things

Grammar:
Regular plurals

This is one
cat. These are
two _________.

Make a Singular/Plural Book

Students will make a book out of magazine pictures.
They will place the pictures in a book that will have the two sentence
stems This is____. These are __________. Students then will Orally read
their books to their peers.

This is _____.

Wallpapering:
Students will brainstorm and draw household items on flashcards. They
will place this on the walls of the classroom. They will walk around with a
peer and identify the items by using the sentence stem This is _________.

Examples: cats,
pencils, chairs,
dogs

Naming/describ
ing things

Vocabulary:
Household
Items

Scaffolding Language Scaffolding Learning by Pauline Gibbons. Pg.108

Scaffolding Language Scaffolding Learning by Pauline Gibbons. Pg.

51

Examples:
fork, spoon,
knife, bowl,
plate, stove ,
vacuum cleaner

Describing
actions

Grammar:
Verbs: Present
Progressive

Understanding
and naming
moods

Comprehensi
on:
Story: Identify
Characters
Feelings

They are
dancing.
Theyre
dancing.

Move It!
Teacher will pass out to a team of students, pictures of people dancing,
walking, eating, singing, running, swimming, crying, or laughing. They will
look at the picture without sharing it with the class. They then will have to
act it out. The other teams that are in the audience will have to say,
They are _____. Rotate as to which team will perform and which teams
will guess. Team with the most points wins.

How do you feel?

Teacher will display a set of pictures depicting different emotions. After
explaining the different emotions, the teacher will read the book Today I am
Silly. Teacher will pause the reading and ask the students to point at the picture
that best describes the characters feelings at that moment in the story.
From:
http://www.teachertube.com/viewVideo.php?video_id=164257&title=Emotions