F REE S TUFF !!! D EVELOPING L ANGUAGE S KILLS W ITH L IMITED R ESOURCES Katie Bain English Language Fellow

OBJECTIVE Participants will receive ideas for classroom use that require one or more of the following materials: a board and markers or chalk copies of something printed from the Internet note cards or small pieces of paper

A GENDA 1. Language Experience Approach 2. Picture Description Games – The Money Game, Board Race Game 5. Songs 6. Journal Writing 7. Reading Aloud 8. Story Telling 9. Reader’s Theater 10. Free lesson plan template for you to create a lesson plan now or later

L ANGUAGE E XPERIENCE A PPROACH L ISTENING, S PEAKING, R EADING, W RITING Carnaval Video 1. Have students list things that they saw and did. These can be one or two word responses. List the words in categories of seeing and doing. 2. From these words, help students to form sentences: “We saw…” “We danced, ate, laughed, celebrated, etc.” 3. Begin to allow the students to have more and more control over what you write on the board. 4. Demonstrate writing an introductory and concluding sentence: - Carnaval was very fun! - We did many things at Carnaval! - We had a great time at Carnaval! - Carnaval was a great experience!

E XTENDING L ANGUAGE E XPERIENCE A PPROACH 1. For more advanced students, write a longer text, including different tenses or more advanced vocabulary: What did you see and do at Carnaval last year? What do you do at Carnaval every year? What will you do differently at Carnaval next year? 2. Type out what the students dictate for use in the next day´s lesson. You can do… cloze activities comprehension questions ordering of sentences (cut the text into sentence strips and have students order it) choral reading Make a book that the students illustrate (one sentence per page with student illustrations could become a classroom book).

P ICTURE D ESCRIPTION L ISTENING AND S PEAKING Picture Descriptions Real-world purpose: To understand English question words and respond appropriately. Find a large magazine photo. Show the picture to the entire class and ask a series of questions related to the picture. Elicit responses from learners. For additional practice, put learners in pairs.

4-3-2 D EVELOPING S PEAKING F LUENCY 1. Give students a topic or theme (Example: Best childhood memory). 2. Give students a couple of minutes to gather their thoughts. 3. Have students pair with one student, facing that student. 4. Each person gets 4 minutes to talk about their topic. 5. Students rotate to different partners, then talk for 3 minutes about the same topic. 6. Students rotate and then talk for 2 minutes about the same topic.

T HE M ONEY G AME – P RACTICE S PEAKING AND L ISTENING The Money Game Questions 1. What is the objective of the lesson? 2. Did the students meet the objective? 3. Would you use this game in your classroom? 4. How could you change this game to make it more appropriate for your class?

G RAMMAR B OARD R ACE Board Race Video Questions 1. What is the objective of the lesson? 2. Did the students meet the objective? 3. Would you use this game in your classroom? 4. How could you change this game to make it more appropriate for your class?

S ONGS FOR G RAMMAR P RACTICE 1. Simple Present/Present Perfect: Here Comes the SunHere Comes the Sun 2. Prepositions: Octopus' Garden Animated Video Octopus' Garden Lyrics 3. Past Irregular: Because You Loved MeBecause You Loved Me 4. Modals: Should I Stay or Should I GoShould I Stay or Should I Go 5. Conditional Tense: If I Were a BoyIf I Were a Boy ***

S ONG I DEAS Make up your own! Have students fill in the blanks as they listen to songs. Cut the lyrics into lines and have students put them in the correct order. Listen to songs about similar themes to compare and contrast. Listen to songs in similar genres and have students compare and contrast. Have students use the structure and/or grammar of the song to create their own lyrics.

J OURNAL W RITING Give students time to write in their notebooks every day! At first, model an “appropriate” journal entry. I usually put this on the board: A picture with one word in English near it. A mix of Spanish and English. A lengthy report of my day and feelings in English. “Grade” journals only for their attempt to write in English. The goal is to write more in English every day. Do some dialog journals if you can.

R EADING A LOUD OR D.E.A.R. Read books aloud to students any age of any age as often as possible. Use pictures for support. Download books from the Internet and print them to read aloud or to have students read. Download and print books or articles for students to read for a set time period each day or each week in class. Spanish books are good too! Literacy in L1 transfers to literacy in L2.

S TORY T ELLING Step 1: Structure or a story and show examples Abstract Orientation Remarkable event Reaction Coda Language focus (past continuous) Step 2: Students create stories Step 3: Students revise stories Step 4: Students become active listeners (Jones, 2012)

R EADER ’ S T HEATER Select a text Practice – Explore – Practice (cycle) Spoken Vocabulary (pronunciation) Places to pause Repeated text Opportunities to express contrast Perform For a live audience For a virtual audience

R EADER ’ S T HEATER The Very Hungry Caterpillar - by Eric Carle A: In the light of the moon B: a little egg A: lay on a leaf B: One Sunday morning, A: the warm sun came up, and BOTH: ―Pop! ‖ B: Out of the egg came a tiny A: And very hungry B: Caterpillar. BOTH: He started to look for some food.

N OW IT ’ S Y OUR T URN Take a look at my lesson plan Create a lesson plan from an idea in this presentation or another free one that has worked well in your classroom before. Share with us!

W EBSITES !

S OURCES Webinar 8.4 "Introduction to Readers Theater" Karen Taylor Jones, R.E. (2012) “Creating a Storytelling Classroom for a Story Telling World.” Forum. V. 50 N. 3