KINDERGARTEN DRAFT DOCUMENT. Prepared for FNSA by Kathryn Michel MARCH 2013

Transcription

1 First Nations Language Essentials KINDERGARTEN DRAFT DOCUMENT MARCH 2013 FEBRUARY 2013 Prepared for FNSA by Kathryn Michel

2 Draft March 25, 2013 written by Kathryn Michel for First Nations Schools Association First Nations Languages Essentials-

3 Draft - Level Prepared for First Nations Schools Association by Dr. Kathryn Michel for Review by First Nations Schools on February 14th and 15th, 2013 Richmond, B.C.

4 KINDERGARTEN UNITS THEME LESSONS PAGES UNIT ONE Basic Commands 1-5 UNIT TWO Classroom 6-9 UNIT THREE Body UNIT FOUR Clothing UNIT FIVE Animals UNIT SIX Food UNIT SEVEN Play UNIT EIGHT Colours and Shapes UNIT NINE Family UNIT TEN Community UNIT ELEVEN Day and Night UNIT TWELVE Bathroom UNIT THIRTEEN Nature UNIT FOURTEEN Review

5 UNIT 1 Basic Actions 5

6 UNIT 1 Basic Actions UNIT PROGRAM GOAL LANGUAGE SKILL DESCRIPTION Social Interaction Make and respond to simple requests Comprehension of prepositional phrase, "to the" or "towards the" Students show comprehension of the prepositional phrase, "to the" or "towards the" when used in combination with command form verbs they have familiarity with. Sample: Run to the table; walk to the door Ask and answer simple questions Comprehension of question form, "Is this a?" Students demonstrate understanding of the "is this is a?" question form through applying an appropriate physical or verbal response such as nodding or shaking their head or answering "yes" or "no" Discovery Students will be able to respond appropriately to directions, instructions, and commands Comprehension of imperative verb singular form. Students show comprehension of imperative verb singular form through appropriately responding to commands of the verbs presented in the lessons. Sample: Walk to the door, stop, turn around 6

7 Unit 1: Basic Actions ACTION OBJECT OTHER dance jump point run sit stand stop touch turn around walk chair door table window yes no and at backwards quickly on slowly to towards the Questions: Is this a? Expected Responses: Yes or No Speaking: yes, no 7

8 UNIT1 BASIC ACTIONS Sample Recombinations Lesson 1 stand up, sit down, walk, turn around, stop stand up sit down stand up walk stand up walk stop walk turn around sit down stand up turn around stop turn around sit down stand up sit down turn around stop stand up walk stand up walk stop sit down stand up turn around Lesson 2 jump, quickly, run, slowly stand up jump stop turn around stop walk stand up slowly run quickly stop walk slowly stop turn around stand up sit down quickly stand up slowly stand up turn around turn around slowly jump slowly stop sit down quickly walk stop turn around quickly stand up run stop turn around walk quickly stop Lesson 3 backwards, chair, on, point, table, the, to, at stand up turn around walk backwards run to the table point at the table jump towards the table stand up stop turn around walk to the chair stop sit on the table stand up walk towards the chair point at the chair stop run towards the table stand up sit down quickly on the table stop stand on the chair jump sit down sit down slowly stand up turn around walk backwards point at the chair turn around jump towards the chair 8

9 UNIT1 BASIC ACTIONS Sample Recombinations Lesson 4 dance towards the door dance, door, touch, window touch the door walk backwards stop turn around slowly run point at the door point to the window stand up turn around point at the chair sit down stand up run to the window stop point at the door touch the window jump to the chair stand up quickly touch the chair point stop dance to the window point at the table stop stand up turn around walk backwards to the chair touch the window sit down Lesson 5 and, no, yes stand up and walk stop and point to the door dance to the table touch the table walk backwards slowly stop and sit down walk to the table touch the table Q: Is touching the table? All: Yes turn around walk backwards and sit down run quickly to the window turn around and point to the door point and dance to the chair turn around sit down slowly Teacher touches chair Q: Is this a chair Teacher touches table Q: Is this a chair All: No Stand up jump and turn around stop walk and point stop run and sit down on the chair 9

10 UNIT1 BASIC ACTIONS Assessment Circle the corresponding progress indicator 1, 2 or 3 for each oral assessment. Underline any aread in oral assessment needing work. 1 stand up slowly, run quickly, stop, walk slowly to the door, walk to the chair, sit down Beginning Developing Mastery run quickly to the window turn around and point to the door, stop and dance to the chair, turn around, sit down run to the table, stop, sit on the table stand up and walk to the chair, sit down slowly stand up and walk, stop and point to the door, stop, dance to the table, touch the table, walk backwards slowly, stop, sit down stand up, sit down quickly, stand up slowly, jump slowly, stop, sit down quickly dance to the door, touch the door, walk backwards, stop, turn around slowly, run to the chair and sit down stand up, walk, stop, sit down slowly, stand up, turn around, turn around, sit down Teacher touches chair and asks, Is this a table Student responds stand up and jump slowly to the table, stop, turn around and sit down quickly on the table touch the chair, point to the table, stand up and turn around, sit down Subtotal 10

11 UNIT1 BASIC ACTIONS Assessment stand up, sit down, stand up and run to the table. Sit on the table, stop,walk backwards to the chair, stop, sit down Teacher touches the table and asks, is this a table? Student responds. Beginning Developing Mastery stand up and dance to the table, turn around slowly and jump to the window. Turn around and walk to the chair. Sit down point to the window, point to the door. Stand up and run slowly to the table, stop, walk backwards to the chair, sit down quickly stand on the chair, turn around, jump to the door, stop, turn arounds, run to the chair, touch the chair, stop, turn around, sit down point to the window, stand up and point to the door, stop, turn around, walk backwards to the chair, turn around and sit down Teacher touches the window. Q; Am I touching the door? A: No, Q: Am I touching the window? A: Yes stand up, sit down, stand up slowly, turn around slowly, run to the table slowly, sit down on the table quickly, stand up, walk to the chair and sit down touch the chair, stand up and touch the table, turn around, walk backwards, stop, point to the door, walk to the chair, sit down dance and point to the window, stop, turn around and walk to the chair, sit down, stand up, sit down slowly Total Unit Assessment

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13 UNIT 2 Classroom 13

14 UNIT 2 Classroom UNIT PROGRAM GOAL LANGUAGE SKILL DESCRIPTION Self-Expression Control their environment Shows Comprehension understanding of theof the 2nd 2nd person person singular singular pronoun form "your" and the concept of everyone Students demonstrate an understanding of the singular pronoun form "your" when used within the context of familiar vocabulary with prompting and additional support by the teacher. Students demonstrate an understanding of the pronoun form "your" and the concept of everyone when used within a known vocabulary context with visual support and teacher assistance. Sample: walk to your chair; touch your chair Discovery Make and respond to simple requests Comprehension of prepositions, "from", under and atop Students show comprehension of the preposition "from" when used in combination with familiar verbs in the command form. Sample: take the hat from the table; take the pencil from Utilize aural, visual, and context clues to derive meaning Understand the concept of "big" and "little" Students show comprehension of the adjectives forms "big" and "little" within the context of familiar vocabulary. They may not be able to isolate the words but are expected to show comprehension through appropriately responding to commands. 14

15 Unit 2: Classroom ACTION OBJECT OTHER close the door give kiss laugh lie down open the door put take throw say floor hat paper pencil big everyone from little on top to under your Questions: Is the + object + on top of/under + object? What is this? Is the + object + quality? (big, little) Expected Responses: Yes or No one word response object Yes or No Speaking: one word response animal word 15

16 UNIT 2 CLASSROOM Sample Recombinations Lesson 6 floor, lie down, your stand up walk to the door touch the floor lie down stand up run back to your chair, sit run quickly to the window touch the window turn around point to the floor lie down on the floor stand up touch your chair walk to the table touch the table lie down on the table stand up walk to your chair and sit jump to the door point to the door turn around and stop point to your chair walk backwards to your chair sit down stand up on your chair jump towards the table stop and point to the table lie down on the floor point to your chair stand up Lesson 7 close the door, open the door stand up slowly walk slowly stop touch the floor turn around walk, stop walk, stop turn around run quickly to the door open the door close the door walk to your chair touch the floor walk backwards stop, point to your chair jump to the door open and close the door run to your chair, sit stand up quickly laugh stop and walk to door open the door laugh close the door Stand up, wallk to the window point to the window point to the door lie down on the floor run and touch your chair sit down slowly Lesson 8 big, hat, kiss, laugh, little run towards the window turn around point to the big table touch the little table laugh stop and sit down stand up quickly sit down slowly dance slowly to the little table sit down on the little table stand up, kiss the big table walk to your chair, sit run towards the big chair stop, turn around put the little hat on the big chair touch the little hat Q: Is the hat big? A: No Q: Is the hat little? A: Yes take the big hat throw the big hat on the floor point to the hat and laugh walk backwards turn around run to your chair run to the door open the door kiss the door laugh run to the little chair lie down on the little chair 16

17 UNIT 2 CLASSROOM Sample Recombinations Lesson 9 from, paper, on top, pencil, put, take, return go backwards towards the door touch the door kiss the door Q: Say, door A: door turn around walk quickly to your chair walk to the big table take the pencil put the pencil on top of your chair touch the pencil Q: Is the pencil on the table? A: No point to the floor Lie on the floor and laugh stand up slowly take the paper from the table put the paper on the floor stand on the paper take the pencil from me put the pencil on the table take the pencil from the table walk to the door put the pencil on the door laugh point to the floor walk to the little table take the paper from the little table put the paper on top of big table walk backwards sit down on your chair Lesson 10 everyone, give, throw, to, under everyone, point to the little table (student) walk to the little table take the paper from the table throw the paper on the floor take the pencil from the table put the pencil on top of the paper Teacher holds a pencil Q: Is this a chair? A: No Q: Is this a pencil? A: Yes Q: What is this? A: pencil everyone stand up everyone sit down everyone, point to your chair everyone sit down put the hat on top of the pencil put the paper on top of the hat sit on top of the paper laugh stand up run quickly to your chair run and laugh to the door open the door slowly close the door quickly run to the table take the paper and give it to (name) sit down on your chair 17

18 UNIT 2 CLASSROOM Assessment Circle the corresponding progress indicator 1, 2 or 3 for each oral assessment. Underline any aread in oral assessment needing work point to the big table, stand up and walk to the big table, touch the big table, kiss the big table and laugh. Walk to your chair and sit down. run towards the little chair, stop, turn around, walk backwards to the door, open the door and laugh, close the door, run to your chair and sit down slowly stand up quickly, lie down slowly on the floor, stand up slowly and point to eveyone and laugh, sit down on your chair run and point to the window, stop, turn around, run and point to your chair, stop, turn around, sit down Beginning Developing Mastery stand up, sit on the floor, lie down on the floor, kiss the floor, stand up, sit down on your chair walk to the door, open the door, turn around, stop, point to the table, turn around, close the door, run to your chair and sit down jump to the table, get the hat and throw it on the floor, stop, walk backwards, stop, get the hat from the floor and run to your chair, stop, put the hat on your chair, sit down Teacher touches the little hat, Q: Is this a big hat? A: No; Teacher touches the big hat, Q: Is this a big hat? A: Yes stand up, get the pencil and the paper from the table, walk to the little chair and put the pencil and the paper on the little chair, sit down on your chair point to the floor, touch the floor, lie down on the floor and laugh, stop, stand up, turn around, walk to your chair, sit down quickly Subtotal

19 UNIT2 11 CLASSROOM get the paper from the table and throw it on the floor, walk on the paper and laugh, run to the door, open the door and run to your chair, sit down Assessment Beginning Developing Mastery Teacher holds up a little chair. Q: Is this chair big or little? A: little get the little hat and put it on top of the big table, get the little hat and put it on top of the paper, run to your chair and sit down and laugh stand up, lie down on your chair, stand up, kiss your chair, stop, sit down slowly on your chair. point to your chair and laugh, stand up, point to eveyone and laugh, stop, sit down, stand up, turn around, walk backwards, stop, run to your chair and sit down stand up, walk to the window, kiss the window, stop, turn around, walk to the table, get the big hat, throw the hat on the floor, get the little hat and give it to (student name), sit down stand up, lie down on the floor, stand up, walk to the table, stop, lie down on the table, stand up, walk to your chair and sit down Teacher points to the paper, Q: Is this a pencil? A: No Q: What is it? A: paper stand up, give everyone a paper, sit down, stand up, get the paper from everyone, put the paper on the table and sit down on your chair laugh and point to the little hat, run and get the little hat and throw it on the floor, turn around and jump backwards to your chair, sit down Total Unit Assessment

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21 UNIT 3 Body 21

22 UNIT 3 BODY UNIT PROGRAM GOAL LANGUAGE SKILL DESCRIPTION Self-Expression Express state of being Students will be able to comprehend some basic states of being and actions related to self-care Students are able to isolate some vocabulary related to self-care such as, cry, sleep and smile when presented within the context of familiar vocabulary Sample: Get the baby and say, don t cry, smile at the baby Social Interaction Ask and answer simple questions Students will be able to make and respond to simple requests and request clarification in social situations. Students are able to respond with prompting to simple questions, such as, who has and what is my/his/her/your name? Sample: What is your name? What is his name? Discovery Comprehend and respond to main ideas being taught Students will be able to identify main ideas and key words in orally taught on familiar topics. Students begin to show comprehension of simple storylines involving basic actions and common household vocabulary Sample: The baby is sleeping. Get the blanket and put it on the baby. 22

23 Unit 3: Body ACTION OBJECT OTHER cry don t feel has raise up (lift) sing sleep smile snore baby bed blanket eye foot hair hand head mouth beside me my not what who name nose Questions: Expected Responses: what is my name? what s his/her name? what s your name? who has (a/the) + object? Does (name) have a + object? Able to respond with correct name Yes or No Speaking: one word response body part 23

24 UNIT 3 BODY Sample Recombinations Lesson 10 baby, blanket, cry, don t, sing 24

25 UNIT 3 BODY Sample Recombinations Lesson 11 bed, beside, smile, sleep, snore 25

26 UNIT 3 BODY Sample Recombinations Lesson 12 foot, hand, hair, raise up

27 UNIT 3 BODY Sample Recombinations Lesson 13 has, me, who has (a/the) noun?

28 UNIT 3 BODY Sample Recombinations Lesson 14 eye, head, feel, mouth, my, nose

29 UNIT 3 BODY Sample Recombinations Lesson 15 name, what s your name? what s his/her name?

30 UNIT3 BODY Assessment Circle the corresponding progress indicator 1, 2 or 3 for each oral assessment. Underline any aread in oral assessment needing work. 1 Take the paper from the table. Throw it on the floor. Dance on the paper. Stop. Take the paper and give it to me. Beginning Developing Mastery 2 Q: What is my name? A: (name) Q: What is your name? A: (name) Put the cup on your head and walk to the door. Open the door. Close the door. Give the cup to me and smile and walk to your chair. Sit down. Feel your hand and laugh. Stop. Stand up quickly and dance to the window. Feel the window. Stop and run to your chair. Sit down slowly. Touch your mouth. Touch your hair. Touch my hair. Stop and jump to the door. Point to the window with your hair. Raise your hair in the air and slowly walk to your chair. Sit down. Smile slowly and snore. Walk towards the big chair and sit down quickly. Stand up and turn around. Touch your eye. Feel your foot. Lie down under the table and snore. Raise up your foot and touch the table. Stand up slowly and jump to the window. Turn around and run to your chair. Take the baby to the bed. Put a blanket on the baby. Kiss the baby. Say don t cry and walk backwards to your chair. Touch your nose. Touch the door with your nose. Open the door. Stand beside the door and cry. Stop. Point to everyone and laugh. Take the hat and put it on the baby. Give the baby a name. Put the baby in the bed. Touch the nose on the baby and walk towards your chair. Sit down. Subtotal

31 UNIT3 11 BODY Sing a song to the baby. Stop. Kiss the hand of the baby and smle. Give the baby to me. Jump towards the table. Stop. Lie down on the table. Assessment Beginning Developing Mastery Q: Who has long hair? Who has two hands? Say my name and jump to the door. Open the door. Close the door. Touch the door with your nose. Feel the door with your hair. Run and sit down on your chair. Raise your hand up. Raise your head up. Put your hand and your head down. Stand up and take the paper from the table. Give it to (name). Run and sing to the window. Feel the window and laugh. Kiss your hand and smile. Dance to your chair and sit down. Teacher points to body parts and asks, What is this? A: hand, foot, hair, nose Put your hair on your chair. Stop. Put your hand on your head and snore. Slowly walk to the table and take the pencil. Throw the pencil on the floor. Stand on the pencil. Put your hand on your mouth and laugh. Qucikly run to the door and open the door. Stop. Walk backwards to your chair. Sit down. Take the hat and throw it towards me. Take the paper and put it on my head. Walk quickly to your chair. Sit down and laugh. Total Unit Assessment

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33 UNIT 4 Clothing 33

34 UNIT 4 CLOTHING UNIT PROGRAM GOAL LANGUAGE SKILL DESCRIPTION Self-Expression Express basic needs Students will be able to express their basic needs concerning their personal clothing items within the classroom setting. Students begin to identity basic items of clothing and the actions and vocabulary associated with dressing up to go outside Sample: Get your coat. Put your coat on. Put on your mittens. Social Interaction Ask and answer simple questions Students will begin to respond to simple what and where questions. where is the? and where is your? Sample: Q: What is in your hand? A: hat Discovery Utilize aural, visual, and context clues to derive meaning Students will begin to identify plural forms for common vocabulary with the assistance of context clues and teacher prompts. plural forms: feet, socks, hands, mittens Sample: Raise your hand. Raise your hands. 34

35 Unit 4: Clothing ACTION OBJECT OTHER dress up gather hang up hurry put away take off basket coat dress feet hands leg mittens pants shirt shoe socks blue here nice red tight too big yellow you Questions: Expected Responses: what is this? where is the? where is your? hat, mittens, shoe here; on table; chair here; table; hand Speaking: One word responses when prompted 35

36 UNIT 4 CLOTHING Sample Recombinations Lesson 16 dress, leg, pants, shirts, dress up, take off, yellow Get the big dress Put the big dress on the table Get the little pants and the little shirt Put the pants and the shirt on your head Laugh and run to your chair Sit down Put your leg in the pants Take off the pants Put your leg on the table Put your leg on the floor Jump to your chair Point to the yellow dress Stand up quickly and turn around Walk backwards to the table Get the dress and dress up Take off the dress Dance to your chair Sit down Point to the yellow dress Point to the door Run to the table and get the yellow dress Throw the dress on the floor Lie down on the dress Stand up Put on the hat Take off the hat slowly Throw the hat to (name) Get the hat and give the hat to (name) Go to the door, open the door. Close the door with your leg 36

37 Lesson 17 basket, gather, put away, red, socks Sample Recombinations CLOTHING UNIT 4 67$,-*$,- 0#$$0-8*-33 7"89#1 8*-337"8 :)$8(;" $,-0#$$0-7"8 9#18*-33(" $,-$790- <)$$,-8*-33 ("$,- =-00(;"7.- >?(0(*?(8- "7.-$713@ <(#"$$($,- 8*-337"8 3#"1 +7A-$,- :7"$37"8 :)$$,- :7"$39-3#8- $,-8*-33 B3$,-8* #8-$,- 3,#*$C D$)8-"$&E( B3$,-8* #8-$,- :7"$3C D$)8-"$&F-3 +7A-$,- 3,#*$7"8:)$ (">8*-33 ):@$,-3,#*$ ("7"8$7A- (GG>*-.(H-@ $,-3,#*$ 6#H-$,- :7"$3$( >3$)8-"$ I4@J D$)8-"$I4K :)$7;7=$,- :7"$3 6#H-$,- 3,#*$$( >3$)8-"$IL@ 6#H-$,- 3(?A3$( >3$)8-"$IM@ N(-3 >3$)8-"$I4@,7H-$,- 3,#*$C D$)8-"$&E( N(-3 >3$)8-"$I4@,7H-$,- :7"$3C D$)8-"$&F-3 >O3A3$)8-"$ IM@P,(,73 $,-3,#*$C D$)8-"$IM& 3$)8-"$ILQ3 "7.- +()?,=()* 0-17"8-=- '--0$,- 3,#*$ <)$(" >8*-33):@ $,-=-00(; 3,#*$7"8:)$ ("$,-*-8 3(?A3 N(-3 >3$)8-"$ "7.-;#$, $,-=-00(; 3,#*$@,7H- $,-=-00(; 3,#*$C D$)8-"$&F-3 <)$$,- 3(?A39-3#8- $,-973A-$J 67$,-*$,- 3(?A37"8 :)$7;7=$,- 3(?A3("$,-?,7#* <)$(" >8*-33):@ $,-8*-33 7"8$7A-(GG >*-.(H-@ $,-8*-33 +7A-$,- 907"A-$7"8 :)$$,- 907"A-$(".=0-1 +7A-$,- 8*-33G*(. $,-$790-7"8 :)$$,-8*-33 (".=,7"8 <)$(" >8*-33):@ $,-8*-33 7"8$7A-(GG >*-.(H-@ $,-8*-33 R)#?A0= <)$(" >8*-33):@ $,-:7"$3S 30(;0=7"8 *7#3-=()* A-$,- 3,#*$7"8:)$ $,-3,#*$ )"8-*$,- $ A-$,- =-00(;,7$ 7"8:)$$,- =-00(;,7$ 9-3#8-$,- 3,#*$ B3$,-=-00(;,7$("$,- $790-C D$)8-"$&E( B3$,-=-00(;,7$)"8-* $,-$790-C D$)8-"$&F-3 B3$,#37,7$ >:(#"$$($,-,7$@C D$)8-"$&F-3 +-7?,-*& +,#3#37,7$C D7=#$&T,7$U D$)8-"$&,7$ D$7"8("$,- 0#$$0-?,7#* 7"8:(#"$$( $,-=-00(; 8*-33 V).:("$,- =-00(;:7"$3 7"81#H-$,- 3(?A3$( >3$)8-"$ "7.-@ 2#-8(;"(" $,-9#1 =-00(;,7$ 7"8?*= <)$$,- 3(?A3("$,- G0((* 67$,-*$,- 3(?A37"8 :)$7;7=$,- 3(?A3("$,- $790- <)$(" >8*-33):@ $,-3,#*$S *-.(H-$,- 3,#*$7"8:)$ $,-3,#*$(" $,-G0((*

38 38 Lesson 18 coat, feet, hang up, hurry, shoe Sample Recombinations CLOTHING UNIT 4 <)$$,-*-8?(7$("$,- $ A-$,- =-00(;?(7$ G*(.$,- $790-7"8:)$ $,-=-00(;?(7$(".= G--$ >:(#"$$($,- =-00(;?(7$@ B3$,#37*-8?(7$C D$)8-"$&E( B3$,#37 =-00(;?(7$C D$)8-"$&F-3 +-7?,-*& +,#3#37 =-00(;?(7$J D7=T=-00(;?(7$U D$)8-"$& T=-00(;?(7$U +7A-$,-*-8?(7$,7"1$,- *-8?(7$):J P70A$($,- 8((*R)#?A0=J X)**=Y X)**=Y +7A-(GG=()* 3,(-7"8:)$ =()*3,(-(" $(:(G$,- =-00(;?(7$ B3$,-3,(- ("$,-*-8?(7$C D$)8-"$&E( B3$,-3,(- ("$,- =-00(;?(7$C D$)8-"$&F-3 +7A-$,- 3,(-G*(. $,-=-00(;?(7$7"8:)$ $,-3,(-(" =()*G--$J B3$,-=-00(;?(7$("=()* G(($C D$)8-"$&E( B3$,-=-00(;?(7$("=()*,-78C E( B3$,-=-00(;?(7$("=()* G--$C D$)8-"$&F-3 P70A 97?A;7*83 $(;7*83$,- 3(?A3JX)**=Y Z)"$(;7*83 $,-8((*J X)**=Y[:-" $,-8((*J X)**= /0(3-$,- 8((*S,)**=Y +7A-$,- :7"$37"8,7"1):$,- :7"$3("$,-?,7#*J P70A30(;0=J D$(:JP70A R)#?A0=S 8("Q$;70A 30(;0=J X)**=Y X7"1):$,- 9#1=-00(;?(7$J+7A- $,-=-00(;?(7$7"8:)$ $,-=-00(;?(7$("J >($,-* 3$)8-"$3@ N(-3 >3$)8-"$ ;#$,=-00(;?(7$Q3"7.-@,7H-7 =-00(;?(7$C D$)8-"$3& F-3 67$,-*$,- *-83,(-3S =-00(;?(7$ 7"8:)$$,- *-83,(-3 7"8=-00(;?(7$("$,- :7"$3 O*-$,-*-8 3,(-3)"8-* $,-:7"$3C D$)8-"$3&E( O*-$,-*-8 3,(-39-3#8- $,-:7"$3C D$)8-"$3&E( O*-$,-*-8 3,(-3("$,- :7"$3C D$)8-"$3& F-3 <)$7;7=$,- *-83,(-3 7"8=-00(;?(7$ X7"1):$,- =-00(;3,#*$S,7"1):$,- *-8:7"$3 +()?,.= G--$S$()?,.=,7"8S $()?,.=0-1 +7A-$,- 3,#*$7"8 1#H-$,-3,#*$ $(>3$)8-"$ I4Q3"7.-@ P,(,73$,- 3,#*$C D$)8-"$I4& \- N(-3 >3$)8-"$I4,7H-$,- :7"$3C D$)8-"$3&"( N(-3 >3$)8-"$I4,7H-$,- 3,#*$C D$)8-"$3&=-3 <(#"$$($,- *-8?(7$ X7"1):$,- 3,#*$ 6#H-$,-*-8 3,(-$(]]]] P70AS,)**= +()?,=()* G--$ X7"1):$,-?(7$

39 Lesson 19 blue, hands, mittens, what is this? Sample Recombinations CLOTHING UNIT 4 +()?,$,- 90)-:7"$3 7"8:)$$,- 90)-:7"$3 ("$,-$ A-$,-*-8 8*-337"8 :)$$,-*-8 8*-33("S $7A-(GG$,- 8*-337"8 :)$$,-8*-33 7;7= +()?,.=,7"83S$()?,.=G--$S $()?,.=,-78 +()?,=()*,7"83S$()?, =()*G--$S $()?,=()* 3(?A3 >:(#"$$($,- 3(?A3@ P,7$#3$,#3C D$)8-"$3& 3(?A3 >:(#"$$($,- 8*-33@P,7$ #3$,#3C D$)8-"$3& 8*-33 +7A-(GG=()* 3(?A37"8 $,*(;=()* 3(?A3 $(;7*83$,- 8((* 67$,-*=()* 3(?A3S,)**=Y <)$=()* 3(?A3("J 6#H-$,- 90)-.#$$-"3 $(>3$)8-"$Q3 "7.-@ P,(,73$,- 90)-.#$$-"3C D$)8-"$& >3$)8-"$Q3 "7.-(G$,- ("-;#$,$,- 90)-.#$$-"3@ P,(,73$,- 90)-.#$$-"3C >D$)8-"$ ;#$,$,-90)-.#$$-"3@&.- ><(#"$$($,-.#$$-"3@ P,7$#3$,#3C D$)8-"$3&.#$$-"3 Z7#3-=()*,7"83S3$(:S *7#3-=()* G--$S3$(:S *7#3-=()* G(($S3$(:S *7#3-=()*,7"8S3$(: >+-7?,-* :)$3$,-.#$$-"3(" $,-$790-@ N#8B(*=() :)$$,-.#$$-"3(" $,-$790-C D$)8-"$3& F() >+-7?,-* :)$3$,-3,#*$ ("$,-$790-@ N#8B(*=() :)$$,-3,#*$ ("$,-$790-C D$)8-"$3& F() >+-7?,-* :)$3$,- :7"$3("$,- $790-@N#8B (*=():)$ $,-:7"$3(" $,-$790-C D$)8-"$3& F() D$)8-"$IY& <)$$,-.#$$-"3(" $,-?,7#*J +-7?,-*& >73A3$)8-"$ I4@N#8B(* =():)$$,-.#$$-"3(" $,-?,7#*C D$)8-"$&.- D$)8-"$IY& <)$$,-?(7$ ("$,-9-8J +-7?,-*& >73A3$)8-"$ I4@N#8B(* =():)$$,-?(7$("$,- 9-8C D$)8-"$&.- 2#-8(;"(" $,-G0((*S 3"(*-S3$(:S :(#"$$($,-.#$$-"3 +()?,=()*.()$,S$()?, $,-90)-.#$$-"3S $()?,=()*,7"83 N#8 >3$)8-"$Q3 "7.-@$()?, $,-*-8.#$$-"3C D$)8-"$3&E( N#8 >3$)8-"$Q3 "7.-@$()?, $,-90)-.#$$-"3C D$)8-"$3& F-3 P,7$#3=()* "7.-C P,7$#3.= "7.-C B3.="7.- >?,((3-7 3$)8-"$Q3 "7.-@ D$)8-"$3&E( P,7$#3.= "7.-C ><(#"$$($,-.#$$-"3@ P,7$#3$,#3C D$)8-"$3&.#$$-"3 >:(#"$$( 3(.-("-Q3,7"8@ P,7$#3$,#3C D$)8-"$3&,7"8

40 Lesson 20 here, where is the?, where is your? Sample Recombinations CLOTHING UNIT 4 >+-7?,-*:)$ $,-.#$$-"3 "-7*9=(" $,-$790-@ N#8B:)$$,-,7$,-*-C D$)8-"$3&E( N#8B:)$$,-.#$$-"3,-*-C D$)8-"$3& F-3 <)$$,- 973A-$(" $,-$790-C B3$,-973A-$ )"8-*$,- $790-C D$)8-"$&E( B3$,-973A-$ 9-3#8-$,- $790-C D$)8-"$&E( B3$,-973A-$ ("$,-$790-C D$)8-"$&F-3 +-7?,-*&$,- 973A-$#3(" $,-$790-J P,-*-#3$,- 973A-$C D$)8-"$&(" $,-$790- <)$=()* 3,(-("$,-?,7#*J B3=()*:7"$3 ("$,-?,7#*C D$)8-"$3&E( B3=()*3,#*$ ("$,-?,7#*C D$)8-"$3&E( B3=()*3,(- ("$,-?,7#*C D$)8-"$&F-3 +-7?,-*& F()*3,(-#3 ("$,-?,7#* P,-*-#3 =()*3,(- D$)8-"$&(" $,-?,7#* <)$$,-*-8.#$$-"3 9-3#8-.-J <)$$,-3,#*$ ("=()*G--$J B3$,-3,#*$ (".=G--$C D$)8-"$&E( B3$,-3,#*$ ("=()*G--$C D$)8-"$&F-3 D$7"8):S ;70AS3$(:S 3#$8(;",-*->:(#"$ $(7?,7#* "-7*=()@ P,-*-#3 =()*,7"8C D$)8-"$& >:(#"$37"8 37=3@,-*- P,-*-#3 =()*.()$,C >:(#"$37"8 37=3@,-*- P,-*-#3 =()*3,#*$C D$)8-"$3& >:(#"$37"8 37=3@,-*- P,-*-#3.= 0-1C D$)8-"$& >:(#"$3$(.=0-17"8 37=3@,-*- P,-*-7*- =()*3(?A3C D$)8-"$3& >:(#"$37"8 37=3@,-*- P,-*-#3.=,7"8C D$)8-"$& >:(#"$37"8 37=3@X-*- P,-*-#3 =()*,7#*C D$)8-"$& >:(#"$37"8 37=3@,-*- P,-*-#3.= "(3-C D$)8-"$& >:(#"$37"8 37=3@,-*- 6#H-$,-90)-?(7$$( >3$)8-"$Q3 "7.-@P,(,73$,-90)-?(7$C D$)8-"$& >"7.-$,- 3$)8-"$@ +7A-$,- :7:-*7"8 973A-$7"8 :)$$,- :7:-*7"8 973A-$,-*- >:(#"$$(7 3:($"-7* =()@ +7A-$,- :7:-*7"8 973A-$7"8 :)$$,- :7:-*7"8 973A-$7;7= ("$,-$790- B3$,-:7:-* ("$,-G0((*C D$)8-"$&E( B3$,-:7:-* ("$,-?,7#*C D$)8-"$&E( B3$,-:7:-* ("$,-$790-C D$)8-"$&F-3 +-7?,-*& +,-:7:-*#3 ("$,-$790-J P,-*-#3$,- :7:-*C D$)8-"$&(" $,-$ ?,-*&+,- 973A-$#3(" $,-$790-J P,-*-#3$,- 973A-$C D$)8-"$&[" $,-$790-40

41 UNIT 4 CLOTHING Sample Recombinations Lesson 21 fits, nice, tight, too big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

42 (blank)

43 UNIT 5 Animals 43

44 UNIT 5 ANIMALS UNIT PROGRAM GOAL LANGUAGE SKILL DESCRIPTION Self-Expression Self-exploration To use language imaginatively to discover and express self through acting. Students respond to teacher commands, such as jump like a cat. Sample: Stand up, jump to the door like a horse, stop and growl like a dog. Discovery Comprehend and respond to main ideas being taught Students will be begin to identify numbers to four in the language. four legs ; two birds ; two ears Sample: Touch one of your ears. Touch one of the ears on the horse. 44

45 Unit 5: Animals ACTION OBJECT OTHER bite crawl fly growl pet ride animal bear bird cat dog ear ears four horse legs one pig tail three two a all black brown curly like a... long loudly pink quietly short with white Questions: What has + quality? (four legs? ) What does a + (animal) growl like? What does a + (bird) fly like? Expected Responses: one word response, horse, etc appropriate sound appropriate action Speaking: one word response animal word 45

46 UNIT 5 ANIMALS Sample Recombinations Lesson 22 2 cat, crawl, dog, ear, ears, one, pet, two +()?,=()* -7*7"8 3.#0- +7A-$,-8(1 7"8:)$$,- 8(1)"8-* $,-907"A-$ /*7;030(;0= $(;7*83$,-?7$ D$7"8): `).:$;( $#.-3 +7A-$,-8(1 7"8:)$$,- 8(19-3#8- $,-8((*J +()?,.= -7*37"8 07)1, B3$,-8(1(" $(:(G$,- 907"A-$C P,(>73A 3$)8-"$;,( $()?,-8.= -7*@$()?,-8.=-7*3C B3$,-8(1 )"8-*$,- 907"A-$C <-$$,-?7$ +7A-$,-?7$ 7"8:)$$,-?7$9-3#8- $,-8(1 P70A G(*;7*83 7"83$(:J V).:("- $#.-J 6#H-("-?7$ $(>3$)8-"$@ 7"81#H-$;( 8(13$( >7"($,-* 3$)8-"$@ D$)8-"$&\- <)$$,-:7"$3 ("$,-8(1 B3$,-?7$ 9-3#8-$,- $790-C O3A$,- 3$)8-"$;#$, $,-?7$&TB3 $,#378(1C B3$,#37?7$C <-$$,-8(1J a#33$,-8(1j /*7;0$( =()*?,7#*J +-7?,-*& 8("Q$$()?,.=-7*3J <)$$,-3,#*$ ("$,-8(1 B3$,-?7$ 9-3#8-$,-?,7#*C O3A$,- 3$)8-"$;#$, $,-8(1CB3 $,#379#1 8(1CB3$,#37 0#$$0-8(1C P,7$#3$,#3C D$)8-"$&7 0#$$0-8(1 D#$8(;"(" =()*?,7#* 7"8:(#"$$( $,-8(1J +-7?,-*& $()?,.= -7*3J D$)8-"$&E( Z-.(H-$,- :7"$37"8 *-.(H-$,- 3,#*$ B3$,-?7$ 9-3#8-$,- 8(1C <)$7;7=$,- 8(17"8$,-?7$)"8-*$,- $790- O*-$,-*- $;(8(13 9-3#8-$,- 8((*C B3$,-*-("- 8(19-3#8- $,-8((*C 46

47 Lesson 23 all, animal, four, legs, three, with Sample Recombinations ANIMALS UNIT #H-700$,-?7$3$( >3$)8-"$@J D7=:-$$,-?7$J 67$,-*700 $,-?7$37"8 :)$7;7=$,-?7$3("$,- $ A-("-?7$ 7"8:)$7 3,#*$("$,-?7$J+,- 3,#*$#3$(( 9#1J B3$,-3,#*$ $((9#1CB3 $,-3,#*$$(( 0#$$0-C Z-.(H-$,- 3,#*$7"8:)$ $,-3,#*$ )"8-*$,- ").9-* $,*--J <(#"$$($,- =()*-7*3J 6#H-.-$,- ").9-*G()*J 6#H-.-$,- ").9-*$;(J +7A-$,- ").9-*$;( 7"8:)$$,- ").9-*$;( )"8-*$,- 7"#.70J B3$,- ").9-* $,*--)"8-* $,-7"#.70C B3$,- ").9-*$;( )"8-*$,- 7"#.70C +,-7"#.70 #3("$(:(G ").9-*$;(J P,7$#3(" $(:(G$,- ").9-*$;(C 6#H-$,- ").9-*$;( $(>3$)8-"$@ <)$$,-8(1 ("=()*0-13J <-$$,- >8(1Q3@-7* 6#H-$,-8(1 $(>3$)8-"$@ P,(,73$,- 8(1C O3A$,- 3$)8-"$;#$, $,-8(1STB3 $,-8(1$(( 9#1C <)$$,-8(1 7;7=("$,-?,7#*J <)$G()* :7:-*3S,-*-J >:(#"$$( 3:7?-"-7* =()@ <)$$,*--?7$39-3#8- >3$)8-"$@ +7A-700$,- 8(137"8:)$ $,-8(13(" $,-G0((*J O3A3$)8-"$ ;,(:)$$,- 8(1("$,- G0((*JP,( :)$$,-8(1 ("$,-G0((*C D$)8-"$&\- <-$$,-8(1 R)#?A0=JD$(:J <-$$,-?7$ 30(;0= <)$700$,- 8(137"8700 $,-?7$3(" $,-:7:-* 9-3#8-.- D$7"8):S $7A-$,-?7$ 7"8;70A ;#$,$,-?7$ +7A-$,-8(1 7"8*)" R)#?A0=;#$, $,-8(1 +7A-700$,- 7"#.7037"8?*7;0;#$, $,-7"#.703 6#H- >3$)8-"$@ $,*--?7$3 D#$8(;"(" =()*?,7#* P,(,73 $,*--?7$3C

48 UNIT 5 ANIMALS Sample Recombinations Lesson 24 bear, bird, black, (to) fly, horse, ride, tail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

49 UNIT 5 ANIMALS Sample Recombinations Lesson 25 2 bite, curly, long, pig, pink, short 6#H-$,-:#"A :#1;#$,$,-?)*0=$7#0$( >3$)8-"$@ dh-*=("- 9#$-=()*,7"8J 6#H-$,-9#*8 ;#$,$,-0("1 $7#0$( >3$)8-"$@ D#$("$,-,(*3-7"8 *#8-$($,- 7"#.70;#$, $,-?)*0=$7#0 +7A-$,- 7"#.70;#$, $,-3,(*$$7#0 7"8:)$$,- 7"#.70(" $,-?,7#* O3A$,- 3$)8-"$;#$, $,-:#"A:#1J N(=(),7H- $,-*-8:#1 ;#$,$,-?)*0=$7#0C dh-*=("- 9#$-=()* G(($J N(-3$,- 9#*8,7H-7 0("1"(3-C <-$$,- 7"#.70;#$, 70("1907?A $7#0 P,7$#3$,#3C ><(#"$$($,- :#1@ O3A$,- 3$)8-"$;#$, $,-:#"A:#1J N(=(),7H- $,-90)-:#1 ;#$,$,-?)*0=$7#0C dh-*=("- 9#$-=()*,7#*J N(-3$,- 9#*8,7H- 0("10-13C '0=$($,- 7"#.70;#$, $,-:#"A-7*3 P,7$#3$,#3C >:(#"$$($,-?)*0=$7#0@ O3A$,- 3$)8-"$;#$, $,-:#"A:#1J N(=(),7H- $,-:#"A:#1 ;#$,$,-?)*0=$7#0C dh-*=("- 9#$-=()* "(3-JN("Q$ 9#$-=()* "(3- N(-3$,- 9#*8,7H-7 0("1,-78C /*7;0$($,- 7"#.70;#$, $,-0("1-7*3 +,-:#1,73 3,(*$0-13J N(-3$,-:#1,7H-0("1 0-13C N(=(),7H- $,-:#"A:#1 ;#$,$,-?)*0=$7#0C dh-*=("- 9#$-=()*$7#0J N("Q$9#$- =()*$7#0J N(-3$,- 9#*8,7H-7 0("1$7#0C P70A 97?A;7*83 $(;7*8$,- 7"#.70;#$, 0("10-13 N(-3$,-:#1,7H-3,(*$ 0-13CF-3S $,-:#1,73 3,(*$0-13J O3A$,- ($,-* 3$)8-"$3& P,(,73$,- :#"A:#1;#$, $,-?)*0= $7#0C dh-*=("- 9#$-=()*0-1J P,(,73$,- 9#*8;#$,$,- 0("1$7#0C Z)"$($,- 7"#.70;#$, $,-3,(*$$7#0 N(-3$,-:#1,7H-0("1(* 3,(*$0-13C D$)8-"$& 3,(*$ 49

50 UNIT 5 ANIMALS Sample Recombinations Lesson 26 brown, growl, like a..., loudly, quietly, white P70A0#A-7?7$ 6#H-$,- 9*(;"9-7* $($,- >3$)8-"$@ /()"$("-S $;(S$,*--S G()*J2()80=J g)#-$0= 6*(;00#A-7 9-7*J6*(;0 0#A-70#$$0-9-7* 6#H-$,- ;,#$-9#*8$( >3$)8-"$@ P70A0#A-7 8(1 P,(,73$,- 9*(;"9-7*C D7=9#*8S 0()80=S R)#-$0= P70A0()80= $(;7*83$,- 9#19-7* 6#H-$,- 9*(;"9-7* $(>3$)8-"$@ V).:("$,-?,7#*0#A-7?7$ f#$-$,- 7"#.70;#$, $,-3,(*$$7#0J D7=9-7*S 0()80=S R)#-$0= P70AR)#-$0= $(;7*83$,- 0#$$0-9#*8 P,(,73$,- ;,#$-9#*8C 2#-8(;"(" $,-G0((*0#A- 78(1 6#H-$,- 907?A?7$$( $,-("-;#$, $,-9*(;" 9-7*J D7=$7#0S 0()80=S R)#-$0= 6*(;00#A-7 9-7* P,(,73$,- 9*(;"9-7*J P70A0#A-7 9#19-7* O3A$,-("- ;#$,$,- 907?A?7$7"8 9*(;"9-7*J N(-3$,- 907?A?7$(* $,-9*(;",7H-$,-0("1 $7#0C D7=9*(;"?7$S0()80=S R)#-$0= 6*(;00()80=J D$(:J6*(;0 R)#-$0= N(-3$,- ;,#$-9#*8,7H-0("1 0-13C '0=0#A-7 0#$$0-9#*8 B3$,-?7$ 9*(;"C B3$,-?7$ 907?AC D7=;,#$-?7$S0()80=S R)#-$0= Z)"$($,- 7"#.70;#$, $,-3,(*$$7#0 N(-3$,- 9*(;"9-7*,7H-70("1 $7#0C 50

51 UNIT 5 ANIMALS Assessment 1 Gather all the animals. Put the little animals under the table and the big animals on your chair. Quietly give two of the little animals to (name) Beginning Developing Mastery Pet the pink animal. Is the tail curly? (Y or N) Touch the horse. Does the horse have a long or a short tail? (A: long) Crawl under the table. Stop. Lie down and growl like a dog. Stop. Stand up. Fly to your chair like a bird. Feel the cat with your foot. Stop. Kiss the cat. Give a name to the cat. Q: What is your cat s name? A: (name) Touch the hair on the horse and laugh. Give the horse to (name). Run to the window/ Raise your hand and touch the window. Turn around and walk quickly to your chair. Fly to the table. Sit on the table. Put a hat on your head. Jump like a horse to your chair. Everyone laugh, everyone cry. Everyone jump like a cat. Stop. Cry like a dog. Stop. Feel your head. Touch your mouth and smile Hang up the hat on the horse. Lie down and snore. Stand up. Hurry to the door. Open the door. Close the door. Walk backwards. Take the pencil. Touch three legs with the pencil. Point to the pig with the pencil. Put the pencil on the table. Sit down on your chair Lie down on the floor. Sleep. Snore like a horse. Raise up your legs. Stand up quickly. Take off one sock and smile. Total Unit Assessment

52 (blank)

53 UNIT 6 Food 53

54 UNIT 6 FOOD UNIT PROGRAM GOAL LANGUAGE SKILL DESCRIPTION Self-Expression Express basic needs Students will be able to express their basic needs using simple pattern of I want and I don t want. Using the context of food and eating, students will begint to practice stating their wants and needs using a patterned expression. Sample: Q: What do you want? A: I want bread; food; apple Social Interaction Respond to one-onone interactions Students will learn to use the phrases please and thank you when appropriate Students will practice saying please and thank you using mealtime role playing and other classroom activities. Sample: Teacher: Here is a carrot Student: Thank you 54

55 Unit 6: Food ACTION ACTION OBJECT OTHER drink eat finish eating full (of food) hungry I don t want I want please pour smell thank you I am hungry apple bread carrot cup egg fish food plate potato stomach water any good in lots more but of some this Questions: Expected Responses: Do you want? Yes or No What do you want to eat? I want... Who wants + object? me Who wants more? me or not me Speaking: I want ; please; thank you 55

56 56 Lesson 27 apple, carrot, eat, egg, some Sample Recombinations FOOD UNIT 6 +7A-$,- 7::0-G*(. $,-$790-7"8 :)$$,-7::0-9-3#8-$,- 9-7* +7A-$,- 7::0-G*(. $,-9-7*7"8-7$$,-7::0- d7$$,--7$ 7"88("Q$-7$ $,-?7**($ d7$$,--11 7"88("Q$-7$ $,-?7**($ d7$700$,- 7::0-3 d7$700$,-?7**($3 6#H-3(.-(G $,--113$( >3$)8-"$@ P,(,73$,- -113C +70A$($,- ("-;#$,$,- -113Jd7$ $;(-1137"8 1#H-("--11 $(>3$)8-"$@ 6#H-3(.- 7::0-3$( >3$)8-"$@ P,(,73$,- 7::0-3C +,-("-;#$, $,-7::0-3 3$7"8): d7$$,- 7::0-S0()80= d7$$,-?7**($s R)#-$0= <)$700$,- G((8("$,-?,7#* 67$,-*700 $,-G((87"8 :)$700$,- G((8("$,- $790- B3("-G((8 ("$,-$790-C B3$;(G((83 ("$,-$790-C B3700$,- G((8("$,- $790-C P,7$#3(" $,-$790-C <)$3(.-(G $,--113(".=,7"8 <)$3(.-(G $,-?7**($3 ("=()*,-78 7"8;70A <)$3(.-(G $,-7::0-3(" =()*?,7#* 7"83#$8(;" <)$700$,- G((89-3#8- $,-;#"8(; 6#H-$,-G((8 $($,-:#"A :#1;#$,$,-?)*0=$7#0 d7$$,-7::0-0#a-7,(*3- <)$$,--11 ("$,-$790- <)$$,-?7**($("$,-?,7#* P,-*-#3$,- -11C P,-*-#3$,-?7**($C <)$700$,-?,7#*39-3#8- $,-G((8 P,-*-#3$,- G((8C

57 UNIT 6 FOOD Sample Recombinations Lesson 28 are you hungry?, do you want? food, I am hungry, plate <)$$,-90)- :07$-)"8-* $,-;,#$- :07$- BQ.,)"1*=J dh-*=("-s BQ.,)"1*= 6#H-$,--11 $(>3$)8-"$@J D7=&T$,7"A =()U d7$3(.-(g $,-?7**($3 B3$,-90)- :07$-("$(: (G$,-;,#$- :07$-C O*-=(),)"1*=C 6#H-$,- :07$-$( >3$)8-"$@J D7=T$,7"A =()U d7$3(.-(g $,--113 B3$,-90)- :07$-9-3#8- $,-;,#$- :07$-C D7=&TBQ.,)"1*= 6#H-$,- 7::0-$( >3$)8-"$@J D7=T$,7"A =() d7$3(.-(g $,-7::0-3 B3$,-90)- :07$-)"8-* $,-;,#$- :07$-C N(=(),7H- G((8C Z&E( 6#H-700$,-?7**($3$( >3$)8-"$@J D7=T$,7"A =() O*-=(),)"1*=C Z&E( P,-*-#3$,- 90)-:07$-C O*-=(),)"1*=C 6#H-$,-?7$ $(>3$)8-"$@J D7=T$,7"A =()U 6#H-$,- 7::0-$($,-,(*3-7"8 37=T-7$,(*3-U P,-*-#3$,- ;,#$-:07$-C D7=&T=-3SBQ.,)"1*= 6#H-$,-8(1 $(>3$)8-"$@J D7=T$,7"A =()@ 6#H-$,-?7**($$($,- 8(17"837= T-7$8(1U 57

58 UNIT 6 FOOD Sample Recombinations Lesson 29 bread, finish eating, fish, full, good, lots, potato, smell, stomach <)$$,- 9*-78("$,- :07$- +()?,=()* 3$(.7?, 6#H-0($3(G 7::0-3$($,- :#1 +7A-$;( 9*-787"8 :)$$,-G#3, ("$(:(G("- (G$,-9*-783 7"8:)$("- 9*-78("$(: (G$,-G#3,J d7$$,-9*-78 7"8G#3, <)$0($3(G :7:-*("$(: (G$,-9*-78 <)$$,-G#3, ("$,-:07$- +()?,=()* 3$(.7?,7"8 =()*0-1 N#8=()1#H- 0($3(G?7**($3$( $,-:#1C O*-=(),)"1*=C F-3SBQ.,)"1*= <)$0($3(G :-"?#03 )"8-*$,- :($7$( <)$$,- :($7$(("$,- :07$- <)$$,-G((8 ("=()* 3$(.7?,7"8 87"?- N#8=()1#H- 0($3(G7::0-3 $($,-:#1C d7$g()* :($7$(-3 D.-00$,- G#3,7"8:)$ $,-1((8G#3, ("$,-:07$- O3A&T7*-=(),)"1*=CU Z-3:("3-& F-3SBQ.,)"1*= <)$7;7=$,- G((8("$,- $790- D7=$($,- :#1&Td7$700 $,-7::0-3J '#"#3,#$Y O*-=(),)"1*=C Z&F-3 D7=& T-H-*=("- -7$$,-1((8 G#3,U 6#H-$,- :07$-;#$, $,-G((8$( >3$)8-"$@ 7"837=T-7$ 700$,-G((8J '#"#3,#$Y d7$$,-g#3,j '#"#3,#$Y D.-00$,-9#1-117"81#H- $,--11$( >3$)8-"$@ d7$$;(-113j O*-=(),)"1*=C Z&E( N#8-H-*=("- -7$$,-1((8 G#3,C O3A&TO*- =()G)00>(G G((8@ Z-3:("3-& F-3SBQ.G)00 D.-00$,- 9*-78JB3$,- 9*-781((8C +,--11#3 1((8Jd7$$,- -11J'#"#3, #$Y '#"#3,-7$#"1 700$,-G((8J D7=&T$,7"A =()U O3A("- 3$)8-"$&TO*- =(),)"1*=CU 58

59 UNIT 6 FOOD Sample Recombinations Lesson 30 cup, drink, in, of, pour, water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

60 UNIT 6 FOOD Sample Recombinations Lesson 31 more, please, say, thank you this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d7$700$,- :($7$(-3J '#"#3,-7$#"1 N(=();7"$ ("-?7**($C D.-00$,- ;7$-*J <()*$,- ;7$-*("$,- $790-6#H-$,-9#1 G#3,$($,- 3$)8-"$J O*-=(),)"1*=C Z&E( N(=();7"$ $;(G#3,Cd7$ 700$,-G((8J '#"#3, -7$#"1Y N(=();7"$ $(8*#"A$,- ;7$-*C B3$,-;7$-* #"$,-?):C P,-*-#3$,- ;7$-*C P,7$#3$,#3C >:(#"$$($,- 9#1G#3,@ Z&79#1G#3, D7=&+,#3#37 9#1G#3, N(=();7"$ 7?):(G ;7$-*C 60

61 UNIT 6 FOOD Sample Recombinations Lesson 32 but, I don t want, I want <)$$,- :($7$(("$,- :07$- <)$$,-G((8 ("$,-$790-J P,7$8(=() ;7"$C N(=();7"$?7**($3C Z&B8("Q$ ;7"$?7**($3S 9)$B;7"$ $;(:($7$(-3 B;7"$?7**($39)$B 8("Q$;7"$ :($7$(-3 <)$$,- 9*-78("$,- :07$- D$)8-"$&B ;7"$G#3,J d7$700$,- :($7$(-3 B;7"$1*--" :07$-39)$B 8("Q$;7"$ 90)-:07$-3 <)$$,-G#3, ("$,-:07$- D$)8-"$&B ;7"$9*-78 N(=();7"$ -113C Z&B8("Q$ ;7"$-113S 9)$B;7"$ G#3, B;7"$78(1 9)$B8("Q$ ;7"$7?7$ N(=();7"$ 7:($7$(C Z&E(SB8("Q$ ;7"$7 :($7$( D$)8-"$&B ;7"$-113 N(=();7"$ ("-?):(G ;7$-*C Z&B8("Q$ ;7"$("-?):(G;7$-* 9)$B;7"$ $,*--?):3(G ;7$-* B;7"$70#$$0-8(1 N(=();7"$ 9*-78C Z&TE(SB 8("Q$;7"$ 9*-78JU B;7"$ :($7$(J N(=();7"$ 3(.-;7$-* (*3(.- G((8C Z&B8("Q$ ;7"$;7$-*S 9)$B;7"$ G((8 B8("Q$;7"$ 70#$$0-8(1 N(=();7"$ G#3,C Z&TE(SB 8("Q$;7"$ G#3,U B;7"$G((8J d7$700$,- G((8J'#"#3, -7$#"1 B;7"$79#1,(*3-61

62 UNIT6 FOOD Assessment Circle the corresponding progress indicator 1, 2 or 3 for each oral assessment. Underline any aread in oral assessment needing work. 1 Take the candy and eat it quickly. Run to the door. Open the door. Close the door. Drink water. Feel your stomach and smile. Beginning Developing Mastery Take three plates and put them on the table. Put an apple on one plate. Give the apple on the plate to (name). Put the two plates on the table under the table. Sit down on your chair. Throw the blanket at the window. Walk to the blanket. Lie down on the blanket and snore. Stand up and look for food Take a carrot and eat. Q: Do you want to eat a blanket? A: No Do you want to eat an apple A: Yes Put the red apple beside the blue cup. Drink the water from the blue cup. Throw the cup on the floor. Touch your ears and run to your chair and sit down. Stand up but don t walk. Point to the door. Point to the colour black. Point to the carrot. Sit down quickly. Feel the horse s feet. Touch the pigs nose. Throw the pig on the floor. Give the horse an apple. Put the coat on top of the cat. Put the baby on top of the coat. Sit down beside the coat and eat an apple. Cry like a baby and run to the table. Take the plate and put it beside the cup. Pour water in the cup and drink the water. Touch the potato with your nose. Kiss the potato. Give the potato to the cat. Give the carrot to the animal with a curly tail. Total Unit Assessment 62

63 UNIT 7 Play 65

64 UNIT 7 PLAY UNIT PROGRAM GOAL LANGUAGE SKILL DESCRIPTION Self-Expression Control their environment Students will learn personal pronoun forms to assist them in monitoring and controling their environment and the behaviour of others Students will comprehend and begin using terms such as, mine, yours and give me Sample: The ball is mine. Give me the ball. Social Interaction Respond to one-onone interactions Students will begin to learn words and phrases to help them communicate in the target language within play situations Students will understand basic vocabulary within the context of play, such as, fight, ball, kick, play, slide Sample: Run and kick the ball. Kick the ball to (student name). Discovery Respond appropriately to directions, instructions, and commands Students will be able to comprehend the teacher s questionning using the Is he/she + continuous verb form Examples: Is she running? yes or no Is he jumping? yes or no 66

65 Unit 7: Play ACTION OBJECT OTHER catch climb fight give me grab kick play push shake slide ball car slide toys train bad down high middle mine not or up yours Questions: Expected Responses: Teacher: Is (student name) + continuous verb such as, running ; jumping A: Yes or No Speaking: Q: Whose ball is it? A: mine or yours 67

66 UNIT 7 PLAY Sample Recombinations Lesson 33 ball, catch, high, kick, play *+#2#2/5/..6 7+/$#2$+#28 9&/5/.. */:($+(5/.. /";EC$$+( 5/..+(<( */:($+(5/.. /";E./0 I303C=/"$ $+(5/..8 I303C=/"$ $3$+<3=$+( 5/..+#>+8 */:($+(5/.. /";$+<3= $+(5/..+#>+ */:($+(5/.. /";EC$$+( 5/..3"$+( F.33< *+<3=$+( 5/..C";(< $+($/5.( I303C=/"$ $+(5.C(5/.. 3<$+(><((" 5/..8 9&5.C(5/.. *+<3=$+( 5/..+#>+?/$@+$+( 5/.. G#@:$+(5/.. $3=/<;2 B2$C;("$D */:($+(5/.. /";$+<3= $+(5/..+#>+ /";@/$@+$+( 5/.. I303C=/"$ $3@/$@+$+( 5/..8?/$@+$+( 5/.. A#)($+(5/.. $3B2$C;("$D B2$C;("$D $/:($+(5/.. /";>#)($+( 5/..$3 B2$C;("$D */:($+(5/.. /";E./0 I303C=/"$ $3$+<3=$+( 5/..3<:#@: $+(5/.. $3=/<;2$+( $/5.(8 G#@:$+(5/.. *+<3=$+( 5/..$3 B2$C;("$D B2$C;("$D :#@:$+(5/.. $3=/<;2$+( $/5.( -C$$+(5/.. 3"$+(F.33< /";:#@:$+( 5/..$3=/<;2 $+(;33< JK=/"$$3 :#@:$+(5/..L */:($+(5/.. /";$+<3= $+(5/..$3 B2$C;("$D */:($+(5/.. /";$+<3= A#)($+(5/.. $3B2$C;("$D I303C=/"$ $3:#@:$+( $/5.(3<$+( 5/..8 9&5/.. 68

67 UNIT 7 PLAY Sample Recombinations Lesson 34 bad, fight, give me, grab 1 A</5$+(5/.. /";$+<3= $+(5/..3" $+(F.33< BE<($(";D$3 F#>+$$+( 5(/< *+#2@/$#2 A#)(,($+( 5/.. *+(0(..3=#2 >33;6*+( ><(("/EE.( #25/; A#)(,($+( 5/.. BE<($(";D$3 F#>+$$+(;3> $+(5/.. */:($+(5/.. /";$+<3= $+(5/.. $3=/<;2 B2$C;("$D O/$$+(>33; /EE.(6 -C$$+(5/.. 3"$+($/5.( BE<($(";D$3 F#>+$$+( +3<2( $/5.( A</5$+(5/.. F<3, B2$C;("$D /";>#)(,( $+(5/.. O/$$+(5/; /EE.(6P#"#2+ (/$#">#$6 A</5$+(5/.. /";$+<3= $+(5/..+#>+ I#;03CF#>+$ $+(+3<2(8 7+(<(#2$+( >33;@/$8 BE<($(";D$3 F#>+$=#$+ B2$C;("$D6 '$3E -3#"$$3$+( >33;/EE.(?/$@+$+( 5/.. I303C=/"$ $3F#>+$$+( F#2+3<$+( E#>8 9&E#> 7+(<(#2$+( 5/;@/$8 G#@:$+(5/.. A#)(,($+( F#2+ $/5.(8 I3"N$F#>+$ -./0=#$+ B2$C;("$D -3#"$$3$+( 5/;/EE.( I303C=/"$ $+(>33; /EE.(3<$+( 5/;/EE.(8 69

68 UNIT 7 PLAY Sample Recombinations Lesson 35 climb, down, (to) slide, slide, toys, up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

69 UNIT 7 PLAY Sample Recombinations Lesson 36 car, mine, or, push, train, yours 1 A#)($+(@/< $3,(/"; >#)($+($</#" $3B2$C;("$D -C2+$+( $</#" B-C$$+(@/< #"F<3"$3F 03CD*+(@/< #2,#"(6 K2$+#2,0 ;3>3< 03C<28 */:($+( $</#" K2$+#2,0 5/..3< 03C< /2$+( $</#"8 -C2+$+(@/< *+($</#"#2 03C<2 *+(5/..#2,#"( T2:$+( 2$C;("$=#$+ $+($</#"6I3 $</#"6 -C2+$+( $</#" B-C$$+(5/.. #"F<3"$3F 03CD*+(5/.. #2,#"( *+(;3>#2 03C<2 ;3"N$=/"$ $+($</#"6 -C2+$+(@/< $3=/<;2$+( $/5.( $</#"6 -C2+$+( */:($+(;3> *+(;3>#2 03C<26 -C$,05/.. 3"$+($/5.( A</5,05/.. /";EC$,0 5/..C";(< $+($/5.( 71

70 UNIT 7 PLAY Sample Recombinations Lesson 37 1 Is he/she + verb?, middle, not, shake B2$C;("$D VC,E3"$+( F.33< */:($+( E/E(</"; 2+/:($+( E/E(< */:($+( $</#"/";EC$ $+($</#"3" $+($/5.( *+#2#2/@/< "3$/$</#" B2$C;("$D#2 VC,E#">3" $+(F.33< '$3E */:($+(@/< $+($</#" $/5.( K2B2$C;("$D VC,E#">3" $+(F.33<8 */:($+(@/$ /";2+/:( $+(@/$ */:($+(@/$ $+(@/< *+#2#2,#"( "3$03C<2 2$3E B2$C;("$D <C" '$3E */:($+(;3> /";2+/:( $+(;3> *+(@/<#2#" $+(,#;;.(6 *+(;3>#2 03C<2"3$,#"( K2$+(@/$#" $+(,#;;.(8 *+(5/..#" 3"$+($/5.( "3$C";(< $+($/5.( K2B2$C;("$D <C""#">8 '$3E K2$+(@/<#" $+(,#;;.(8 >33;@/$ 72

71 UNIT 7 PLAY Assessment Circle the corresponding progress indicator 1, 2 or 3 for each oral assessment. Underline any aread in oral assessment needing work. 1 Hurry to the door but don t run. Open the door. Close the door. Walk to the table. Take the car and the train and give it to (name) and cry Beginning Developing Mastery 2 Walk backwards and raise your hands up. Stop. Catch the ball. Kick the ball to me. Catch the ball. Jump with the ball and laugh Grab the ball from (name) and growl. Throw the ball at the door and cry. Stop. Run back to your chair. Sit down and snore. Kick the paper on the floor. Take the paper and pretend to fight the paper. Jump on the paper and sit down on the paper. Hold the train up high and dance to the window. Turn around and put the train on the floor. Push the train to your chair. Gather all of the toys and give them to (name). Fly like a bird to the table and turn around. Run to (name) and grab two toys. Laugh and sit down on your chair. Do you have lots of toys? A: Yes or No Which toy do you like? Point to it. Whose coat is this? A: yours, mine, (name) Who has the longest coat? Who has the shortest coat? Grab the car from (name). Pretend to fight. Sit down on the floor and cry. Grab the tail of the cat. Slide the cat on the floor to your chair. Total Unit Assessment

72 (blank)

73 UNIT 8 Colours and Shapes 75

74 UNIT 8 COLOURS AND SHAPES UNIT PROGRAM GOAL LANGUAGE SKILL DESCRIPTION Social Interaction Ask and answer simple questions Students will be able to answer simple counting questions and questions relating to sizes and shapes Shapes, numbers, and properties will be explored. Students will learn vocabulary to help them communicate different properties of objects Sample: Touch the green circle, throw five squares in the hat Discovery Comprehend and respond to main ideas being taught Students will be able to answer simple questions regarding shapes and properties of objects within the classroom environment The following concepts will be explored: colours counting shape discrimination matching Sample: Q: How many circles green? A: Four 76

75 Unit 8: Colours and Shapes ACTION OBJECT OTHER (to) circle count draw erase match circle circles colour five number square squares any above both first green heavy how many? last orange side what Questions: Expected Responses: how many circles/squares? what matches? what is this? which one is first? last? 1, 2, 3, 4 or 5 points or names one word response object one word response or point to object 77

76 UNIT 8 COLOURS AND SHAPES Sample Recombinations Lesson 38 circle, draw, erase, green, orange 1 I</=/@#<@.( 3"$+(E/E(< A#)(,($+( 3</">(@#<@.( $/5.( I</=/@/$ 3"$+(E/E(< A#)($+( ><(("@#<@.( $3B2$C;("$D B$/.:$3$+( 2$C;("$=#$+ ><(("@#<@.( #203C<2 $3$+(@/$ ;3> B$/.:$3$+( 2$C;("$=#$+ ><(("@#<@.(,#"(3< 03C<28 F.33< I</=/;3> 3"$+(E/E(<6 O</2($+( ;3>6 7+(<(#2$+( BE3#"$$3 03C<@#<@.(D 3<03C<28 O</2($+(.#$$.(@#<@.( E/E(<6I</= /.#$$.(@#<@.( 3"$+(E/E(<6 7+3+/2$+( ><(("@#<@.(8 -C$/=/0$+( 3</">(@#<@.( 7+3(</2(; O</2($+(.#$$.(@#<@.( 7+3+/2$+( 5($=(("$+( ><(("/"; 5.C(@#<@.( 7+3(</2(; 78

77 UNIT 8 COLOURS AND SHAPES Sample Recombinations Lesson 39 count, first, five, how many?, last, number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

78 UNIT 8 COLOURS AND SHAPES Sample Recombinations Lesson 40 any, both, (to) circle, circles, colour, match -C$$+( I</=/@/$ 3"$+(E/E(< -C$$+( $/5.(6T<( $+(<(/"0 5.C(@#<@.(2 3"$+($/5.(8 I</=/5(/< T<($+(<( $/5.(8 $/5.(?#<@.($+( 5(/< -C$/..$+( 23@:23"$+( $/5.( B,/$@+(; E/#<2D?3C"$$+( ><(("@#<@.(2?3C"$53$+ $+(@#<@.(2 ]/$@+$+( 23@:2 ]/$@+/..$+( 5.C(@#<@.(2 /";>#)(>#)( B"/,(D A#)(,(53$+ $+(@#<@.(2?#<@.($+( 5(/<6 A#)(,(F#)( 23@:2 ]/$@+/..$+( <(;@#<@.(2 /";>#)($+( <(;@#<@.(2$3 B"/,(D -C$/=/0 5(/<8 ]/$@+$+(,3<(23@:2 7+3+/2/ /2/.. 80

79 UNIT 8 COLOURS AND SHAPES Sample Recombinations Lesson 41 above, side, square, squares, what is this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

80 UNIT 8 COLOURS AND SHAPES Assessment Circle the corresponding progress indicator 1, 2 or 3 for each oral assessment. Underline any aread in oral assessment needing work. 1 count the circles, count the squares. Q: point to the green squares, touch the red circles Beginning Developing Mastery 2 Colour the first square green. Colour the last circle orange. Circle the square above the last orange circle. 3 Match the squares in the circle with the squares on the table. Count all of the squares. 4 5 Push the biggest square towards the littlest square. Put the orange circle on top of the biggest square. Put the littlest square on your head and laugh. Touch one side of the square. Touch the top of the square. Push the squares together. 6 Put four circles on the number four. Kick the circles. Stop. Turn around and feel the sides of the square. Stop. Sit down Draw two circles. Erase one circle. Draw a square inside the circle. Erase the circle. Point to the square. Kiss the square. Walk to your chair and sit down. Put all of the squares together on the plate. Put all of the circles together in the basket. Give me the basket and sit down on your chair. Draw four cats. Draw two feet on the cats. Erase one foot. Circle the two cats. Dance back to your chair. 10 Touch the first window near your chair. Feel the last window far from your chair. Put the number four above your head and jump to your chair. Total Unit Assessment 83

81 UNIT 9 Family 85

82 UNIT 9 FAMILY UNIT PROGRAM GOAL LANGUAGE SKILL DESCRIPTION Self-Expression Self-exploration Students will begin to discover vocabulary surrounding the home and family Basic vocabulary including: house, man, woman, boy, girl, mother, father will be introduced Sample: Give a pencil to a boy, give a hat to a girl, point to the man Discovery Comprehend and respond to main ideas being taught Students will comprehend basic differences between people and recognize beginning vocabulary about people Students will experience role playing situations and simple storylines involving family members and the household Sample: Exit the house, enter the house, wave to your father, kiss your mother 86

83 Unit 9: Family ACTION OBJECT OTHER enter exit help help me hug talk wave yell boy family father girl goodbye hello man mother woman fat he she short shortest skinny strong tall tallest weak Questions: Expected Responses: Are you a boy or a girl? How many girls/boys are here? Who is shortest? tallest? boy or girl Students give a number (name) 87

84 UNIT 9 FAMILY Sample Recombinations Lesson 42 6".,+78#9:/+ $*+;30< =9.D.@9++" ;30.">:#9:/+ $*+;30< =9.D/3$23H ;3023"$*+ I.I+9< Lesson 43 boy, girl, he. she 6".,+7=#> =9.D.9+>@#9/< I.I+9< =3+26".,+7 *.G+.9+>;30A 6".,+7=#> 2?*+:#9:/+$*+ ;30A6B+2?C ?"37 JE$.//$*+;302 3"$*+$.;/+ =3+2".,+ *.G+.@9++" ;30A 6".,+78#9:/+ $*+@#9/< =#>03E>9.D. 9+>@#9/A 60+2?"37 JE$.//$*+@#9/2 3"$*+$.;/+< enter, exit, goodbye, hello, wave, yell 6".,+7=#> 2?*+:#9:/+$*+ ;30A60+2?"37 =303ED."$ $*+@9++";30 39$*+9+>@#9/A K.$:*3"+@#9/ $33"+;30< 6".,+7=#> F#G+$*+9+>@#9/ $36".,+7< F#G+$*+@9++" ;30$36".,+7< L2$*#2.;30A L2$*#2.@#9/A =3+22*+*.G+. ;30A 6+/78 9*3*.2,0 :+;<#:</+= )./>8 E2$*#203@::+; <#:</+= E2$*#2,0:+; <#:</+= 6+/78 9*3*.2,0 H:++",#$$+"= )./>8?303@K."$,0H:++",#$$+"= Lesson 44?303@K."$,0:+;<#:</+=?303@*.A+,0 :+;<#:</+= 9*.$#2$*.$= C73#"$$3."3$*+::+; <#:</+D I@$.//$*+,#$$+"23"$*+ 6+/7,+8 6+/7,+B#";,0:+;<#:</+8 E2$*.$03@::+; <#:</+= E2$*.$03@: H:++",#$$+"= E2$*.$,0:+; <#:</+= E2$*.$,0 H:++",#$$+"= $.J/+ 6+/78 6+/7,+8 )./>8E2$*#2,0 <#:</+= help, help me, talk 9*.$#2$*#2= C73#"$$3:+; <#:</+D F#A+,+,0:+; <#:</+G F#A+,+,0 H:++",#$$+"G )./>8E2$*#2,0,#$$+"= 53,+#"6 78+//3968+/:,+;<*3*.2,0=+>:.:+=? 8+/:,+@#">,0=+>:.:+=? 8+/:,+; C=.E./#$$/+ G#=G/+3"$*+ :.:+=.">G3/3= $*+G#=G/+=+> <*.$#2$*.$? A:3#"$2$3=+> :.:+=B6 A$3."3$*+= :+=23"B53,+ #"678+//396 <.F+.$ A".,+B6 I=.2+JG#=G/+26 8+/:,+; <*.$#2$*#2?K2 $*#203D=H=++" :.:+=? L#F+,0:.:+= $3,+6M+//.$,0:.:+=."> 2.07*+//396 53,+#"6<.F+6 L33D$6 53,+#"6<.F+6 N.078+//396L3 3D$6 C303DE."$,0=+>:.:+=? <.F+.$,0=+> :.:+=6 8+/:,+; C=.E/3$23@ G#=G/+23"$*+ :.:+=6 K2$*#2,0H=++" :.:+=? 53,+#"6<.F+6 L33D$6M+// 7L33>O /:,+; C=.E.G#=G/+6 53/3=$*+G#=G/+ H=++"6<.F+.$ $*+H=++"G#G/+6 <*3*.203D= H=++":.:+=? 53,+#"6M+// 7*+//396L33D$6 8+/:,+; 8+//3?8+//3? 53,+#"6N.0 7*+//39."> E.F+6 L33>O0+6 88

85 UNIT 9 FAMILY Sample Recombinations Lesson 45 hug, man, short, tall, woman 63,+#"7 89:$*+,."7 ;.0*+//37<#=+ $*+,."/3$23>?.?+@7 8+/?,+K)*+ $.//E3,."*.2?.?+@7 8+/?,+KC@.E.$.//E3,."7 63/3@$*+*.#@?#"G7M+//K F*3#2#"$*+,#DD/+B Lesson 46 89:$*+2*3@$,."7;.0*+//37 A2$*+,." 2*3@$B C@.E./#$$/+ L#@L/+3"$*+?.?+@."DL3/3@ $*+L#@L/+ 0+//3E7 C@.E.?#"G L#@L/+.@39"D $*+$.//E3,."7 89:$*+2*3@$,."7;.0 I:33DP0+J <#=+$*+,.".,#$$+"7C3+2 $*+2*3@$,." *.=+.:@++",#$$+"B C@.E.2,.// L#@L/+."DL3/3@ $*+L#@L/+:@++"7 <#=+$*+?#L$9@+ $3N".,+O7 89:$*+$.// E3,."7;.0 I:33DP0+J C3+2$*+2*3@$,."*.=+.@+D,#$$+"7 639"$$*+ L#@L/+27M+//K )*#2#2.$.//,."7 89:$*+$.//,."7;.0 I:33DP0+J family, fat, father, mother, skinny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

86 UNIT 9 FAMILY Sample Recombinations Lesson 47 shortest, strong, tallest, weak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

87 UNIT 9 FAMILY Assessment Circle the corresponding progress indicator 1, 2 or 3 for each oral assessment. Underline any aread in oral assessment needing work. 1 Enter the school; exit the school; walk to the boy near the window. Talk to the boy. Walk to your chair and sit down. Beginning Developing Mastery 2 Draw a fat pig. Erase the pig. Draw a skinny cat. Erase the skinny cat. Feel your head and laugh Gather all of the family from the table. Give the father to me. Give the man to (name). Sit on the boy. Put the girl on the table. Say hello to the mother. Stand up and turn toward the door. Point to the door with your head. Point to all the girls. Point to all the boys. Is a mother a man or a woman? Is a father a boy or a man? Grab the boy from the table and growl like a bear. Scare the boy. Throw the boy on the floor and run back to your chair. Pretend to give a fish to the father. Say goodbye to the father and walk to your chair and sit down. Come here and help me gather the family. Point to the shortest. Take the tallest in the family and go back to your chair. Run to the door and exit. Stop. Wave to everyone and enter the school. Say hello to everyone and sit down. Q: Am I a woman or a man? Is your mother a woman or a girl? Total Unit Assessment 91

88 (blank)

89 UNIT 10 Community 93

90 UNIT 10 COMMUNITY UNIT PROGRAM GOAL LANGUAGE SKILL DESCRIPTION Self-Expression Control their environment Students will be able to comprehend vocabulary relating immediately outside their language classroom Vocabulary will be introduced that focuses on the exterior of the school. Simple locational words and commands will be taught. Sample: Go Social Interaction Ask and answer simple questions Students will be able to respond to simple directions and commands focusing on a basic community map Students will practice using simple directional and locational words such as, beside, behind, near, and far Sample: Walk beside the road, stop, look for cars, be careful and walk to the school 94

91 Unit 10: Community ACTION OBJECT OTHER be careful come inside drive go fall (down) I see look bus building house houses grass indoors outdoors road roads school tree trees behind biggest far near none only over here over there smallest warm without Questions: Expected Responses: Is the bus/car/your house behind or beside the school? What do you see? Where is the smallest house? behind or beside car, bus, tree behind the tree near the road beside... over there over here 95

92 UNIT 10 COMMUNITY Sample Recombinations Lesson 48 cold, come inside, go, indoors, outdoors, return, school Lesson 49 bus, drive, look, road, roads 96

93 UNIT 10 COMMUNITY Sample Recombinations Lesson 50 none, only, tree, trees, without Lesson 51 behind, building, grass, house, houses 97

94 UNIT 10 COMMUNITY Sample Recombinations Lesson 52 biggest, far, near, smallest Lesson 53 (you) be careful, do you see...?,fall down, I see, what do you see? 98

95 UNIT 10 COMMUNITY Assessment Circle the corresponding progress indicator 1, 2 or 3 for each oral assessment. Underline any aread in oral assessment needing work. 1 Stand up and run to the window but be careful! Stop. Exit the school. Now come inside and sit down on your chair. Beginning Developing Mastery Pretend to drive your car to the middle of the road. Stop. Point to the house in the middle near the grass. Drive to the littlest building and stop. Get out and go inside the house. Look for a big tree outside. Point at the grass under the tree. Point to the bus. Point to where your house is. Look far up the mountain. Look for a deer. Growl like a bear. Walk like a bear to the table. Climb up the table and lie down. Snore like a bear. Exit the school. Run outside. Stop. Turn around. Point at the school. Q: Is the school a big building? A: Yes. Run back inside and sit down quietly. Run and fall down on the grass. Stand up and smile. Walk backwards and fall down beside the tree. Stand up slowly. Pretend you are a strong man. Walk to the house. Kick the house towards the window. Stop. Push the house under the table. Put the bus near the school. Put the trees behind the school. Pretend to drive to the building beside the school. Run behind my chair and growl like a dog. Scare (name) and run back to your chair and sit down. Exit the school. Q: Is it warm outside? Q: Is is warm inside the school? Total Unit Assessment

96 (blank)

97 UNIT 11 Day and Night 101

98 UNIT 11 Day and Night UNIT PROGRAM GOAL LANGUAGE SKILL DESCRIPTION Self-Expression Express basic needs Students will begin to learn to express their basic needs concerning sleep Students will be able to discrimate between night and day and simple vocabulary related to each Sample: Sleep, wake up, run to the window, look outside, look for the sun Discovery Comprehend and respond to main ideas being taught Students will begin to understand concepts of day and night in the target language Some vocabulary to be focused on include: sun moon day night dark light Sample: Look at the stars. Go to your bed and sleep, snore, wake up quickly and scream 102

99 Unit 11: Day and Night ACTION OBJECT OTHER don t scream I am scared I am not scared I am frightened I am tired scare him/her scream stretch turn on the light turn off the light wake up yawn clock day light/lamp moon morning night star stars sun today dark light now other Questions: Are you tired? Are you scared? Expected Responses: Yes, I am tired or No, I am not tired Yes, I am scared or No, I am not scared He is sleeping Speaking: I am tired; I am not tired; I am scared; I am not scared 103

100 UNIT 11 DAY AND NIGHT Sample Recombinations Lesson 54 dark, nighttime, stretch, yawn 7)48 9#:$;<*34= /-<>-"/?#1)$4;$3#/* 7$<*$:)?#>*- :-$ A-?>$4$)* /-<> 7$<*$:)?#>* $)#3 B3C"-+*D-$ $)*/-<>E 7$<*$:).4;<?*13 C"-+*DB3#$ /-<> 4;$3#/*E 7$<*$:).4;< -<+3 B3"#1)$$#+* 4</-.$#+*E 7$<*$:)-"/.-8" A-?>F-:> =<4+$)* /-<>-"/3#$ 4".4;<:)-#< 7$<*$:)-"/.-8"?4;/?. 7)48-9#:$;<*4= "#1)$$#+* -"//-.$#+* 7$49K.-8" -1-#" Lesson 55 ()#3#3 "#1)$$#+* 2#*/48" -"/3?**9 -"//4"L$.-8" G#H*+*$)* 9#:$;<*4= "#1)$$#+* 2#*/48"4" $)*$-F?*-"/ 14$43?**9 moon, star, stars, wake up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

101 UNIT 11 DAY AND NIGHT Sample Recombinations Lesson 56 day, morning, sun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

102 UNIT 11 DAY AND NIGHT Sample Recombinations Lesson 57 A-?>$4$)* "#1)$$#+* C9#:$;<*D-"/ 3:<*-+ A-?> $48-</3 C"-+*D-"/ 3:-<* )*<U)#+ A-?>$4$)* +4<"#"1 C9#:$;<*D-"/ G#H*$)*3$-< $4C"-+*D 7$49 don t scream, I am frightened, scare him/her, scream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

103 UNIT 11 DAY AND NIGHT Sample Recombinations Lesson 58 ()#3#3- #3$)#3E,<-8-9#:$;<*?-+9U?#1)$ 4"$)* :)-?>F4-</ A-?>$4$)* 4==$)*?#1)$3 (->*$)* :?4:>-"/3#$ /48" Lesson 59 G#H*$)* :?4:>$4 C"-+*D clock, lamp, light, other, turn off, turn on,<-8-3;" F*3#/*$)* :)-?>F4-</ (;<"4"$)*?#1)$3 G#H*$)*?#1)$U?-+9$4 $)*3$;/*"$ 8#$)$)* :?4:> 7)48-9#:$;<*4= B$#3?#1)$ N#<:?*$)*?-+9U?#1)$ X9*"$)* /44<-"/ $;<"4==$)*?#1)$3 G#H*$)*3;" $4$)* 3$;/*"$8#$) $)*:?4:> A-?>$4$)* 9#:$;<* A)-$/#/.4; :#<:?*E N?43*$)* /44<-"/ $;<"4"$)*?#1)$3 G#H*$)* 4$)*<:?4:> $4$)*4$)*< 3$;/*"$ B3#$?#1)$ 4;$3#/*E N#<:?*$)* 3;"-"/ /<-8-+44" -F4H*$)* 3;" B3#$?#1)$4< /-<> G#H*+*$)* 4$)*<:?4:> B$#3?#1)$ A)-$#3 -F4H*$)* 3;"E /-<>4<?#1)$E (->*$)* 4$)*<:?4:> -"/#$4"$)* $-F?* are you frightened?, are you tired? I am tired, now, today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

104 UNIT 11 DAY AND NIGHT Assessment Circle the corresponding progress indicator 1, 2 or 3 for each oral assessment. Underline any aread in oral assessment needing work. 1 Walk to the bed, lie down, sleep, snore, wake up, yawn and stretch, stand up and run to the bathroom Beginning Developing Mastery 2 Look out the window. Q: Do you see the sun? A: Yes or No. Is it day or night? A: day Point to the night; Point to the morning; Take a paper and a pencil. Draw a moon and a sun. Point to the light. Walk to your chair and sit down. Pretend to sleep. Wake up quickly and scream. Run behind me and say, I am not scared Q: Who is afraid of the dark? Q: Who is tired in the morning? Q: What is the day today? Is it light or dark outside now? Run to turn off the light and scream. Q: Are you scared? Hurry, turn on the light. Is it light or dark now? Yawn and stretch and stand up slowly. Lie down on the floor and sleep. Snore loudly. Point at your hand. Point at your other hand. Raise up one hand. Raise up the other hand and smile. Push the moon over to the sun. Touch the sun. Q: Is the sun hot? A: Yes Total Unit Assessment

105 UNIT 12 Bathroom 111

106 UNIT 12 BATHROOM UNIT PROGRAM GOAL LANGUAGE SKILL DESCRIPTION Self-Expression Express basic needs Students will learn to ask to use the bathroom and the vocabulary surrounding bathroom routines Vocabulary to be explored include toothbrushing routines, washing hands, and going to the toilet Sample: Put soap on your hands, wash your hands, get the towel, dry your hands Discovery Respond appropriately to directions, instructions, and commands Students will respond to commands using vocabulary for bathroom routines Students will answer simple questions, such as show me your hands? or Are your hands clean? 112

107 Unit 12: Bathroom ACTION OBJECT OTHER brush your teeth (to) comb knock open your mouth (to) pee show me sneeze spit wash your hands wipe your hands wipe your nose bathroom comb cough hot water sink soap teeth tissue (kleenex) toilet tooth toothbrush towel clean dirty dry maybe not yet wet Questions: Expected Responses: Is/are your (body part) clean? Show me your? Yes, No, or Maybe (student shows hands) Speaking: Respond to question, what are you doing A: I am

108 UNIT 12 BATHROOM Sample Recombinations Lesson 60 close your mouth, open your mouth, teeth, tooth 114

109 UNIT 12 BATHROOM Sample Recombinations Lesson 61 brush your teeth, sink, spit, toothbrush Lesson 62 bathroom, knock, pee, toilet

110 UNIT 12 BATHROOM Sample Recombinations Lesson 63 hot water, soap, towel, wash your hands, wipe your hands 116

111 UNIT 12 BATHROOM Sample Recombinations Lesson 64 are your hands...?, clean, dirty, dry, show me your...? wet Lesson 65 comb, (to) comb, cough, sneeze, tissue, wipe your nose 117

112 UNIT 12 BATHROOM Assessment Circle the corresponding progress indicator 1, 2 or 3 for each oral assessment. Underline any aread in oral assessment needing work. 1 Take the comb from the table. Comb your hair. Pretend to brush your teeth. Spit in the sink. Wipe your mouth with a towel. Beginning Developing Mastery 2 Show me your hands. Are they clean or dirty? Show me your teeth? Did you brush your teeth this morning? Take a tissue and sneeze loudly. Cough and run and spit in the sink. Wipe your nose with the tissue. Wipe your hands on the towel. Run to the bathroom door, open the door, close the door and pretend to pee. Open the door and walk back to your chair. Touch the wet towel. Put the wet towel in the sink. Take the dry towel and wipe your hands. Take the soap and put it under your chair. Stand up, turn around and sit on the floor. Grab the soap and throw the soap to me. Sit back down on your chair. Teacher pretends to brush teeth, Q: What am I doing? A: brush teeth Open your mouth and sing loudly. Sneeze quietly and go to sleep slowly. Wake up and scream. Yawn like a bird and jump to the window. Knock on the window and look at your teeth in the window. Touch the hot water in the cup. Now, touch the cold water. Wipe your wet hands on the dry towel. Total Unit Assessment

113 UNIT 13 Nature 121

114 UNIT 13 NATURE UNIT PROGRAM GOAL LANGUAGE SKILL DESCRIPTION Social Interaction Ask and answer simple questions Students will be able to make and respond to simple questions surrounding weather Examples: Is it rainy? Is it windy? Is it snowing? Sample: Look outside. What do you see? Is it snowing? Discovery Utilize aural, visual, and context clues to derive meaning Students will discover the outdoor environment and basic vocabulary to describe what they see General terms describing the natural world will be introduced, including: basic weather words, animals, -and land forms Sample: Look at the high mountain, I climb the mountain, I see deer 122

115 Unit 13: Nature ACTION OBJECT OTHER descend I climb I hear it is raining it is snowing it is sunny it is windy listen bee birds deer flower ground insects leaf mountain nest rain rock snow spider low rainy rough smooth snowy sunny windy Questions: Do you hear (the wind, the rain...)? It is raining; snowing; windy What do you hear? wind Expected Responses: Yes or No wind, rain, song Speaking: It is rainy ; It is windy 123

116 UNIT 13 NATURE Sample Recombinations Lesson 66 bee, birds, flower, leaf, nest Lesson 67 ground, insects, low, rock, spider 124

117 UNIT 13 NATURE Sample Recombinations Lesson 68 deer, descend, he/she climbs, mountain Lesson 69 I climb, listen, snow, snowy, wind, windy 125

118 UNIT 13 NATURE Sample Recombinations Lesson 70 do you hear...?, I hear, rain, rainy, what do you hear? Lesson 71 it is raining, it is sunny, it is snowy, it is windy, rough, smooth