And Others Interdisciplinary Oral Language Guide-Prima

DOCUMENT RESUME

ED 040 627 FL 001 794

AUTHOR Robinett, Ralpb F.; And Others TITLE Interdisciplinary Oral Language Guide-Primary One. Part Three: Lessons 81-120. Michigan Oral Language Series. INSTITUTION American Council on the Teaching of Foreign Languages, New York, N.Y.; Michigan State Dept. of Education, Lansing.

SPONS AGENCY Office of Education (DHEW) , Washington, D.C. PUB DATE 70 NOTE 239p. AVAILABLE FROM MLA /ACTFL Materials Center, 62 Fifth Ave., New York, New York 10011(D506, $7.7)

EPRS PRICE EDRS Price MF-$1.00 HC-$12.05 DESCRIPTORS Bilingual Education, *Bilingual Students, Concept Formation, Cross Cultural Training, Early Childhood Education, *English (Second Language), *Instructional Materials, Interdisciplinary Approach, Language Development, Language Guides, Language Instruction, Lesson Plans, Modern Languages, Oral English, *Primary Education, Primary Grades, *Second Language Learning, Spanish, Standard Spoken Usage

ABSTRACT This language program guide is designed for teachers of primary age children whose native language is Spanish or of children who are limited in their command of standard English, the oral language necessary for success in the usual school environment. The referential content for the 40 lessons is drawn principally from three areas: (1) social sciences, (2) science, and (3)mathematics. Concepts are integrated into a set of oral language lessons which progress sequentially, both conceptually and linguistically. Contrastive analysis of Spanish and English is developed in the study of linguistic features. There is a Spanish support activity for each lesson which introduces the conceptual content the student encounters in the corresponding English lessons. There are four units in this guide, each containing ten lessons. Five review lessons, five evaluation lessons, an art supplement, and a vocabulary index are included. For Parts One and Two of the guide see FL 001 772 and FL 001 793. (RL) nit PERSON OR ORGANIZATION ORIGINATING IT. U.S. DEPARTMENT Of HEALTH,EDUCATION 8 WELFARE POINTS Of VIEW OR OPINION OFFICE Of EDUCATION STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICEOf EDUCATION POSITION OR POLICY [11-1L-fittAlil

Starndard Englisl? a a Second Lan page orSecond Dialect

L4 .1', L.°NI'S al L4 Nif

A agency toreproduce Permission is freelygranted to any educational and the page listing this document providedthat a) The foreword reproduction, and b) One copy program personnel areincluded in the the number of copiesmade, of the reproductionand a letter stating of the personresponsible the purpose they wereused for, and the name Curriculum Division, are filedwith the ForeignLanguage Consultant, Michigan Department ofEducation, Lansing,Michigan 48902. Preface to the ACTFL Edition N. CV Since its organization the American Council on the Teaching of Foreign Languages oO (ACTFL) has been interested in and concerned with the education of Americans for C:) whom English is not the mother tongue. This interest and concern have led ACTFL to study several instructional programs in this area.

CO One set of materials which came to our attention is the Michigan Oral Language Cima Series produced under the direction of Ralph Robinett and Richard Benjamin with [ us' E.S.E.A. Title I-Migrant funds provided by the Michigan Department of Education to the Washtenaw County Intermediate School District and the Foreign Language Innovative Curricula studies (E.S.E.A. Title III). The series consists of struc- tured oral language lessons for use with four, five and six year old children who need to learn English as a second language or standard English as a second dialect; the lessons are accompanied by evaluation and teacher training materials.

The series gives the teacher a detailed sequence of oral language activities which are not only linguistically controlled but also emphasize and reinforce the conceptual development of the child.

ACTFL has made these materials available for several reasons:

1. So that you can see what one project has been able to produce with competent staff.

2. So that you will appreciate--if you do not already--what materials development means.

3. So that you can use these materials for training personnel in your institution.

4. So that you may consider adapting or adopting them--in whole or in part--for your program.

The series consists of six components:

1. Bilingual Conceptual Development Guide--Preschool 2. English Guide--Kindergarten 3. Spanish Guide--Kindergarten 4. Interdisciplinary Oral Language Guide--Primary One 5. Michigan Oral Language Productive Tests 6. Developing Language Curricula: Programed Exercises for Teachers

If you wish to order multiple or single copies of these texts please consult the catalogue published by ACTFL.

This ACTFL Project has been made possible by CONPASS (Consortium of Professional Associations for Study of Special Teacher Improvement Programs), under a grant from the U. S. Office of Education, and it is intended to extend the work of CONPASS initiated at its conference in Grove Park, North Carolina on 10-15 June 1969.ACTFL extends its appreciation to CONPASS for the grant which makes the distribution of these materials possible and to the staff of FLICS and the Migrant Worker Program for their willingness to share the fruits of their work.

F. Andre Paquette Executive Secretary MMPIP

INTERDISCIPLINARY ORAL LANGUAGE GUIDE PRIMARY ONE

PART THREE LESSONS 81-120

STANDARD ENGLISH AS A SECOND LANGUAGE OR SECOND DIALECT FOR SPANISH-BACKGROUND CHILDREN INTERDISCIPLINARY ORAL LANGUAGE GUIDE: PRIMARY ONE

PART THREE: LESSONS 81-120

Ralph F. Robinett Richard C. Benjamin Director Associate Director

Wilting Team

Wilfred M. Curtis Linda M. Peterson Regina G. Richards Roberta J. Threlkeld Cecilia P. Wilson

Media Specialist

Mary Rush

These materials were developed by the Washtenaw Intermediate School District under a grant from the Migrant Program of the Michigan Department of Education and are the property of the State of Michigan

1970

MICHIGAN MIGRANT PRIMARY INTERDISCIPLINARY PROJECT 3800 Packard Road, Ann Arbor, Michigan, 48104 Ph. (313) 971-5313 FOREWORD

THE-PURPOSrAND TARGrfiPOPULATION be assumed, however, that theuse

The Michigan Migrant PrimaryInterdis- of these lessons will guarantee

ciplinary Project is chargedwith cre- mastery of either the conceptual or

ating an oral languageprogram for use the linguistic content. Much ad- with primaryage Spanish-background ditional practice of both will us-

children who have limitedcontrol of ually be necessary.

standard English. The resulting Inter-

LdiscilinarOtluaeGuide9: Pri- TYPES OF LESSONS AWRATERTNEMITONT mary One is designed to help provide Part Three of the Guide consists of these children withthe oral language forty oral language lessons. Five of they need for the schoolsetting. The these are review lessons, and five materials here includedcomprise Part are evaluation lessons which also

Three of the Primary OneGuide. serve as review. The other thirty

lessons are designed to present a THE CONTENT limited, carefully selected body of The referential content for the les- linguistic and conceptual content. sons is drawn from social science, A Spanish support activity is provided science, and mathematics. Basic con- for each lesson. The art supplement cepts and processes from these areas section contains illustrations which are integrated with linguistic fea- may be used with the lessons, and re- tures identified througha contras- peats the sewing pattern for making the tive ,analysis of Spanish and English. two puppets suggested foruse with the Within the sequence of lessons, the program. In addition, a vocabulary linguistic and conceptualtargets list is included so that you may quick- it are carefully presented and system- ly identify where particular wordsand atically revisited. It should not meanings are introduced. THE-UNIT OVERVIEW' PAGE the pupil that his home language is a

The UNIT OVERVIEW page at the begin- valuable asset which is respected as ning of each unit provides a synthe- a legitimate means of dealing with sis of the linguistic and conceptual intellectual tasks. These activities content contained in the unit. Read- are commonly carried out by the Span- ing the OVERVIEW PAGE will familiar- ish-speaking aide under the teacher's ize you with the general language and supervision. conceptual content to be covered in that unit. This will help you keep The English translations of the SPAN- the central goals of the unit in mind ISH SUPPORT ACTIVITIES are not to be as you adapt the activities to the taught as English lessons. The trans- needs of your particular group. lations are given only to provide un-

derstanding of the activities for

V teachers who do not speak Spanish.

The concepts in the SPANISH SUPPORT The activities themselves are de-

ACTIVITIES are key concepts in science, signed to be taught in Spauish. social science, and mathematics which the pupils will encounter in the cor- SPANISH SUPPORT ACTIVITIES precede each responding English ORAL LANGUAGE LES- bloc of five lessons. Each of these

SONS.. Presenting each of the Spanish activities takes approximately 10 min- activities before implementing each utes to implement. The specific con- of the corresponding English ORAL LAN- cepts to be used and the materials nec-

GUAGE LESSONS will ensure that the essary for implementing the SUPPORT AC- concepts are familiar to the learner TIVITIES are listed in the BASIC CON- before they are practiced in the new CEPTUAL FOCUS and MATERIALS boxes on language. The SPANISH SUPPORT ACTI- the top of the left hand page of each

VITIES are also intended to reassure set of SPANISH SUPPORT ACTIVITIES. TREWTAREVEITONT to-understand situations. The MATER-

The left hand page of each ORAL LAN- IALS box U sts the items you need to

GUAGE LESSON provides you with impor- prepare and use for each activity in tant pre-lesson information. In the the lesson. Pictures referred to in

LINGUISTIC FOCUS box, you will find the MATC1IALS box are found in the the language structures and vocabu- ART SUPPLEMENT in the back of the guide. lary that are being reviewedas well as the structures and vocabulary that Familiarizing yourself with the actual are to be introduced for the first lesson format on the right hand page time in the program. In the LIN- before teaching each ORAL LANGUAGE

GUISTIC COMMENTARY box,you will LESSON will enable you to implement find a list of language problems that the lesson with a clear understanding

Spanish-speakers typically have with of its content and teaching strate- the English used in the lesson. The gies. The right hand page of each activities in the lesson have been ORAL LANGUAGE LESSON contains three designed to help the pupils overcome activities and a box entitled TAKE-OFF those typical language problems. In IDEAS. The first two activities con- the CONCEPTUAL FOCUS box,you will tain new vocabulary items within old find the relevant concepts that have language structures and old vocabulary already been used in theprogram as items within new language structures. well as the concepts thatare to be The third activity is primarily a re- used for the first time in the ORAL view of the structures and vocabulary

LANGUAGE LESSON. The CONCEPTUAL COM- contained in the first two activities

MENTARY box lists conceptual problems of the same lesson. Each of the acti- that any first grader might haveThe vities has conceptual input drawn from activities in the lesson have been one or more of the three content areas: designed to use the concepts ineasy- social science, science, or math. -4

The narrative of each activity contains THEREPEW LESSON suggestions concerning the actual teach- Notice that ORAL LANGUAGELESSONS 85, ing of the activity. Each dialog is an 95, 105, and 115 are REVIEWLESSONS. example of the narrative and reflects The left hand page of theselessons the natural language that teachers and points out the language and concepts pupils typically use. from the previous four lessonswhich

are revisited inthe REVIEW LESSON.

Each of the activities is designed to The left hand page alsolists the ma- take approximately 10 minutes. Allow- terials you need to prepareand use ing about 10 minutes for a SPANISH SUP- in implementing the lesson. You can

PORT ACTIVITY and 30 minutes for an teach the REVIEW LESSON just as you

entire ORAL LANGUAGE LESSON, you should did each of the precedingfour ORAL be able to cover one of each in a LANGUAGE LESSONS, recognizingthat

school day. Since each ORAL LANGUAGE the only difference betweenthe REVIEW

LESSON is divided into three activities, LESSON and the ORAL LANGUAGELESSONS

you may wish to teach theactivities is that there are no newstructures,

during different periods of the day new vocabulary, or newconcepts in

rather than all at once. the REVIEW LESSON.

The situations listed in TAKE-OFF IDEAS Taking your class on thefield trips

are suggestions for lesson reinforce- suggested in the SUGGESTEDFIELD TRIPS

ment at other times during the day. box at the end ofeach REVIEW LESSON

You may wish to use them regularly provides you with an opportunityto

with those pupils who need additional help your pupils use theORAL LANGUAGE

practice on the linguistic and concep- LESSON structures, vocabulary,and

tual content of the ORAL LANGUAGE LES- concepts in situations lesscontrolled

lesson. SONS. than those included in the TIAREVIGI-EVAL ATION LESSON these are only sample responses.

Notice that the last lesson in each Immediately following each REVIEW-

unit, 90, 100, 110, and 120, isa RE- EVALUATION LESSON is a RECORD SHEET

VIEW-EVALUATION LESSON. The REVIEW- which is designed to assist you in

EVALUATION LESSON is designed to help determining which language structures

you determine, in modified language from the previous unit are success-

situations, how well your pupilscan fully or unsuccessfully controlled

use the structures and vocabulary of by your class.

the unit just covered. The left hand

page of the lesson lists the maim lan- Ac edbWLED TS

guage structures to be evaluated, the We are grateful for the contributions

concepts used, and also lists the ma- to Part Three of the Primary One Guide

terials you need to prepare anduse. made by Harender Vasudeva and Flory G.

You can find suggestions for implement- Montero. Mr. Vasudeva, with other mem-

ing the lesson on the right handpage bers of the Project's evaluation staff, of the REVIEW-EVALUATION LESSON. This critically reviewed the lessons to pro-

lesson, like the ORAL LANGUAGE LESSONS, vide formative .evaluation of the mater-

is divided into three activities and ials as they were being produced. Mrs. canbetaught in the same way. How- Montero, who recently joined the writ- ever, the responses suggested in the ing team, made valuable contributions dialogs do not represent the only in revisions and final preparation of structures the pupils night use; Part Three. The diagram below illustrates thesequence of the lessons for two weeks, or one unit. There are four units in Part Three of the PrimaryOne Guide, each containing ten lessons, laid outas illustrated.

immmUnit The Unit Overview synthesizes the linguis- Overview tic and conceptual input of the unit.

.1. Spanish Spanish Support Activities introduce major Support concepts in Spanish before they are dealt Activities with in English.

I Oral Language Lessons with interdisciplinary content introduce English structures Lessons 81-84 and concepts from social science, science, and math.

.1. Lesson 85 Review Lesson reviews language and con- Review cepts rom the preceding four lessons.

,1. Spanish Spanish Support Activities introduce major Support concepts in Spanish before they are dealt Activities with in English.

asowsar.11

Oral Language Lessons with interdisciplinary content introduce English structures Lessons 86-89 and concepts from social science, science, and math.

Lesson 90 The Review-Evaluation enables teacher to measurepups progress while reviewing Review- language and concepts from preceding Evallation lessons in the unit. MICHIGAN INTERDISCIPLINARY ORAL LANGUAGE MIGRANT UNIT 9 OVERVIEW PROGRAM -

The first grade child ia often curious about different types of food, clothing and shelter and where they are used. He is typically very interested in learning about farms where many of his foods are raised. In order to generalize about these basic needs the Spanish-speaking child needs to understand an use questions and statements in English which can offer him details about these needs.

LINGUISTIC FOCUS

Unit Nine contains questions and answers providing the pupils practice in:

USING HERE AND THERE USING PHRASES AS POST- USING CAN AS AN AUXIL- AS POST-NOUN RIMERS NOUN MODIFIERS, AS IARYMNALLING PEOPLE ON FARMS ABILITY

USING WHO CLAUSES AS USING WHICH CLAUSES AS USING WHERE CLAUSES AS POST=NUON MODIFIERS POSTMUiTMODIFIERS POST=ROURHMODIFIERS

USING THAT CLAUSES AS POST -NUN MODIFIERS

CONCEPTUAL FOCUS

Unit Nine contains activities which are basically designed to help the first grade child with the following:

COMPUTING SUMS AND DIF- COMPARING AND CONTRAST- PREDICTING BASIC NEEDS FERENCES TO 5, USING ING DIFFERENCES AND AND TESTING THE RULE FAMILIAR AND'UNFAMILIAR SIMILARITIES BETWEEN THAT EVERYBODY NEEDS COMBINATIONS, THE EQUAL GROUPS OF SHELTERS, FOOD, CLOTHING AND SIGN, AND THE PLACE- FOODS, AND CLOTHES SHELTER HOLDER EQUATION

USING 5-1 AS THE NUMERAL IDENTIFYING DIFFERENT IDENTIFYING, NAMING, FOR THE NUMBER THAT IS KINDS OF FARMING AND AND GROUPING OB- ONE LESS THAN 5, ETC. FISHING AS WAYS OF JECTS BY TEXTURE GETTING FOOD USING PRODUCT MAPS NAMING NUMBERS ON THE IDENTIFYING SAME AND DIF- NUMBER LINE BY THEIR FERENT CROPS RAISED IN INFERRING REASONS FOR NUMERAL, THEIR ONE- DIFFERENT REGIONS FOOD TO BE GROUPED LESS NUMERAL, AND THEIR IN PARTICULAR WAYS ONE-MORE NUMERAL, AS 7, CONSTRUCTING AND USING 8-1, AND 6+1 BAR GRAPHS AND PICTURE EQUATIONS 2. LOS ALIMENTOS . (toaccompany lesson 82) FOODS

Muestre las lfiminas de frutas, hortali- Show the pictures of fruit, vegetables, zas, carnes y mariscos. Diga que todos meat and seafood. Identify all as son alimentOs. Preguente de d6nde vie- food. Ask where each item comes from. ne cada uno. Haga que unos niftos los Have some pupils group the foods by clasifiquen por su procedeiicia.Pre- origin. Ask how seafood is caught. gunte c6mo se obtienen los mariscos. Show pictures of a fisherman with a Muestre 16minas de un pescador dean- pole and a fisherman with a net. Re- zuelo y uno de red. Repita con otras peat with meats, fruits, and vegeta- carnes, frutas y hortalizas. Pida a un bles. Have a pupil count the fisher- niflo que cuente los pescadores de red. men using a net. Have the class write Hags que escriban el numeral 2. Cuente the numeral 2. Count the fisherman el pescador de anzueloy haga que es- using a pole. Have the pupils write criban + 1 y que terminen lasuma. + 1 and each complete his equation.

PRODUCTOS (to accompany lesson 83) PRODUCT'

Seale Michigan y Texasen el mapa de Point to Michigan and Texas on the U.S. E.U. Muestre los mapas de Texasy Mi- map. Show the product maps of Texas chigan con trozos de papel cubriendo and Michigan and cover the products Ina woductos. Pregunte que se produ- with pieces of paper.Ask what Texas ce en Texas. Un nifio descubrirfi un produces. Have a pupil uncover one of producto y la clase respondera nombrin- the products and the class name it. dolo. Repita con cede productoen am- Repeat with each product in both bos estados. Pregunte qu6 se cosecha states. Ask what is raised in both and en los dos y que en solo uno de ellos. whet is raised in only one, Show the Muestre dibujos decerezas. Dibuje pictures of cherries. Draw three tres cuadros separadoscon los signos squares separated by + and mg signs. + e Coloque cinco cerezasen el Tape five cherries in the last square Ultimo cuadroy tres en el primero. and three in the first. Ask how many Pregunte cufintasvan en el otro cuadro. go in the other square. Have a pupil Un nifio las colocart. Repita usando tape them in place. Repeat using cerezas en nfimero de unoa cinco. cherries totaling from one to five.

4. FORMANDO GRAFICAS (to accompany lesson 84) MAKING GRAPHS

Coloque en la pizarra losmapas de pro- Tape the product maps and a picture of ductos y una lgmina deun pavo. Pre- a turkey on the board. Ask if both gunte si ambos estados producenpavos. states raise turkeys. Distribute small Reparta laminitas de productosentre pictures of products among the pupils. los nifios. Permita a losque tienen Have those with turkeys tape them pavos colocarlos en la pizarra, forman- above each other on the board. Ex- do dos torres. Diga que unaes ma al- plain that one bar is higher because ta porque ahf producen mispavos. Re- more turkeys are produced in that pita formando grfificascon otros produc- state. Repeat making graphs with other tos. Ponga en la pizarra las liminas products. Tape the food pictures on de alimentos. Pida a un nifio queesco- the board. Ask a pupil to select a ja una y cuente los miembrosdel con- picture, count how many are in the junto escribiendo el numeralcorrespon- group, and write the corresponding nu- diente. Escriba Ud. los signos meral. Write ± and 11.19 and en empty dejando un lugar desocupado. Permita box. Have the same pupil finish the al nifio que encuentre la lfiminay el equation with an appropriate picture numeral correspondiente. aid numeral. MICHIGAN

MIGRANT INTERDISCIPLINARY ORAL LANGUAGE SPANISH SUPPORT ACTIVITIES PROGRAM

BASIC CONCEPTUAL FOCUS: designed to be introduced in Spanish: Grouping types of foods by origin and objects by texture Regrouping and summarizing groups of categories .of fOod Identifying farming and fishing as means for getting food Identifying different kinds of farming and ways of catching fish Identifying same and different crops raised in different regions Constructing a picture equation Using product maps to compare quantities of food production Constructing and using bar graphs to compare food production Computing sums to 5. using the placeholder equation

MATERIALS Activity 1: Use the pictures accompanying Lesson 81, an orange, apple, potato, and cherry, and tape. Activity 2: Use the pictures of fishermen, fish and lobster from Lesson 82, the pictures from Activity 1 and pencil and paper for each pupil. Activity 3: Prepare 14 small pieces of paper; use a U.S. map, the product maps of Texas and Michigan from Lesson 83, the accompanying pictures of cherries, tape and chalk. Activity 4: Use the turkey, pig, and cow pictures from Lesson 83, the animals and foods each with a state from Lesson 84, and the food pictures from Activity 3, Lesson 84, the potato picture from Lesson 81, the product maps from Activity 3, chalk, and tape.

(to accompany 1. CARNESFRUTAS Y HORTALIZAS MEATFRUIT AND VEGETABLES lesson 81) Haga que los ninos toquen una manzana Have the pupils feel an apple and note haciendoles notar que es lisa. Repita it is smooth. Have them feel an orange con una naranja observando que es fispe- and note it is rough. Repeat with a ra. Repita con una cereza y una papa. cherry and a potato. Help the pupils Ayildelos a agrupa los cuatro objetos group the four foods by texture.Tape seen su textura. Coloque en la piza- on the board the pictures of the gar- rra lfiminas de una huerta, una arbole- den, trees, and animals. Show the pic- da, y de animmles. Muestre la lfimina ture of the potatoes and guide the pu- de las papas. Pregunte dOnde se debe pils to tell with which picture it colocar. Repita con lfiminas de carne, should be placed. Repeat with pictures frutas y hortalizas. Sefiale la huerta of meat, fruit, and vegetables. Point y pregunte que hay en ella. Ayude a to the garden and ask what is in it. los nifios a identificar el conjunto co- Help the pupils to identify the group mo hortalizas. Haga que un nifio cuente as vegetables. Have a pupil count the las hortalizas de cada lfimina. Escriba vegetables in each picture. Write the el numeral correspondiente en la piza- corresponding numeral on the board, rra sumando con ellos: 1+2+1=4. adding with the class: 1+2+1=4. 1. WHAT GROUP'S are. Have Blink help the girls respond. Hold up the tree picture, identify it, and give it to a pupil. Repeat with T&Bs: What are the things in that the pictures of the garden and thean- group? imals, having the three pupils stand Ms: The things in that group are in separate areas. Give the picture fruit. of potatoes to Wink and ask whatgroup they belong in. Have Blink model as Repeat, counting and making equations Wink goes to the garden and leavesthe for the vegetables and meats. Then, potatoes with the garden pupil. pass out pictures of food, one to a pupil. Have all the pupils with fruit T: /giving potatoes to Wink/ pictures form a group in one corner. What group do the potatoesbe- Help them tell the class, "All of the long in? things in this group are fruit." Re- B&C: The potatoes belong in thegroup peat, having the pupils with the veg- with the garden. etables and meat stand in two other corners. Have Blink ask the class,. Continue, having Wink takea fruit and "Are all of the things in thosegroups a meat picture to the tree and animal foods?" Help the reply, "Yes. All of pupils. Then give individuals the the things in those groups are foods." rest of the pictures to taketo the appropriate area and hold untilthree 3. SMOOTH AND ROUGH groups are formed: apples, cherries, Give each pupil a piece of sandpaper and an orange; lettuce, potatoes, and and describe it as rough. Then have a tomato; ham and beefsteak. Have the them rub their desks as you describe pupils give their picturesto friends the desks as smooth. Have some pupils and sit down. One by one, ask for the touch an apple as you ask if it is tree, garden and animal pictures, smooth. Have Blink aid the answer. taping them aparton the chalkboard. Divide the class in two groups. Then T: Is this smooth? ask for any one of the other pictures, B&C: Yes. That's smooth. having the pupil stand. Help one group ask, "What group (do)the (apples) be- Continue with a piece of paper and a long in?" Have Blink helpwith the balloon, using smooth and a brick and response. and have the pupilwith the a chalkboard eraser, using rough. picture tape iton the board appropri- Then, have a volunteer group some of ately. Continue until allpictures are the items into rough and smooth groups. on the board in the three groups. Question the class about the groups, using the language structures from 2 ALL THESE ARE FOODS Activities 1 and 2 and adding other ape e rut p c ureson the board. familiar items sometimes. Ask the class howmany are apples, cherries, and oranges. Write thenu- T:. /points to rough group/ meral under each picture. Have Blink Are all of the things in that help the class respond. Complete and group rough? say with the class the wholeequation. C: Yes. All of the ttings in that group are rough. T: /pointing to apples/ T: /holding up tomato/ How many are (apples)? What group does the tomato belong B&C: (Two) are (apples). in? TEX: /after all fruits are counted C: The tomato belongs in thegroup and 2 + 2 + 1* 5 is complete/ with the smooth things. Two FfiriiiREHoneequals five. 'TAKE -OFF IDEAS *Nring play time, have pupils tell if Then help the boys ask what the foods materials or items are smooth or rough.

LESSON 81 MICHIGAN

MIGRANT I NTERD I SC I PLI NARY

PROGRAM ORAL LANGUAGE LESSON 82

Review LINGUISTICFOCUS Introduce The (orange) belongs inthe group How do some people get food? with the (trees). Some people (on farms) (raise) (vege- The things with the ) are (..). tables) for food. orange, apple, ham, beefsteak, potato sea, seafood, fish, lobster lettuce, meat, vegetable, fruit, tree farm, farmer animal, garden, boat, thing; with raise, catch; without

LINGUISTIC COMMENTARY Typical language problems are: addition of the, as raise the ve etables for raise veg- iWes;a t on of s to movie; and substitution of "race" ar raise, "cash" for catch, "fitch"MIT7fish,117"fainor food.

Review CONCEPTUAL FOCUS Introduce Grouping types of food by origin Identifying farming and fishing as and category means for getting food Using the equal sign (m)as mean- Identifying different kinds of farming ing equals and ways of catching fish Computing sums to 51., using old and new combinations and the equal sign

CONCEPTUAL COMMENTARY A typical conceptual problem is: difficulty understanding that there are different ways of solving the problem of how to get food. [ ANNVIlwesSOMII

MATERIALS Activity 1: Use the pictures of trees, animals, the garden, an orange, apples, ham, beefsteak, potatoes, and lettuce from Lesson 81, the accompanying pictures of sea, fish, and lobster, tape, and Blink. Activity 2: Prepare a paper bag containing rough and smoothfoods suchas apples, potatoes, etc.; use the garden and animal picturom from Activity 1, and the accompanying pictures of fishermen with and without boats, Wink and Blink. Activity 3: Use the animals, trees, and garden pictures from Activity 1, tape, chalk, and Wink. 1. WHERE THEY BELONG 3. CO DATING FARMERS 'rape on the chola:BM picturesof Draw on the board three large, widely trees, animals, a garden, and thesea. spaced boxes. Have two pupils tape the Guide the class to identify each. picture of animals in Box 1 andpre- Then hold up a picture ofan orange and tend to feed them. Have another pupil ask where it belongs. Have Blink help tape the picture of the garden in Box 2 the class respond. Tape the orange by and pretend to plant lettuce in front. the trees. Have two other pupils tape the picture of the fruit trees in Box 3 and pretend T: /holding up the orange/ to trim them. Guide the class to tell What group does theorange be- how many "farmers" are raising animals. long in? Have a pupil write 2 under the animal B&C: The orange belongs in thegroup box. with the trees. T: /referring to pupil "farmers"/ Continue with pictures of apples,ham, Is one farmer raising animals or beefsteak, potatoes, lettuce, fish, are two farmers raising animals? and lobster, identifying the lasttwo. C: Two farmers are raising animals. When all the picturesare grouped, ask Pupil writes 2 under box. what the things in eachgroup are. Have Blink help the classanswer. Continue, asking about those raising vegetables and fruit. Have a pupil T: What are the things with the sea? write 1 under the garden box and anoth- B&C: The things with thesea are er pupil write 2 under the tree box. seafood. Help a volunteer complete the equation to read, 2+1+2=5. Guide the class to Continue, identifying the othergroups: read the Wiiiriquation. fruit, vegetables, and meat. T&C: /reading final equation/ 2. GETTING FWD Two plus one plus two equals Have nearby a paper bag with rough and five. smooth foods inside. Display pictures of a garden and animals, and fishermen Have five new pupils become the "farm- with and without boats. Point to tha ers", sometimes assigningno pupils to vegetable and boat pictures andques- one of the sets of pictures so as to tion the class as Wink helps them give practice with 3+0+2 and 4+0+1. with the answer. Ask several individan'to read `die completed equations. Finally, point T: /points to vegetable picture/ to each picture and ask, "How dosome How do some people get food? people get food?" Have Wink help the W&C: Some people on farms raiseveg- class respond. etables for food. /as T points to boat pic./ T: /points to each picture/ Some people with boats catch How do some people get food? . fish for food. W&C: Some people (on farms) raise (animals) for food. Continue with the other two pictures using animals and without. Then have Have groups question each other. Wink andialfhk help groups ask each other the question as a pupil points 'FAKE -OFF IDEAS to each picture to cue theresponse. *Have the pupils recall what seafood, Then tell the class they can get food vegetables, fruit, or meat they had in a pretend way by closing theireyes, for lunch and help them group them by reaceding in a paper bag, taking outone those categories. Ask which oges are item, and telling if it is roughor produced by farmers or fishermen and smooth. Have several pupils do this. regroup them accordingly.

LESSON 82e MICHIGAN

MIGRANT INTERDISCIPLINARY

PROGRAM ORAL LANGUAGE LESSON 83

Review LINGUISTICFOCUS Introduce Do some farmers ( Some farmers (there) raise (turkeys). Do farmers in (both places) raise a same, different; some, a lot of; both lot of (celery)? farmer, place, Michigan; here, there potato, apple, lettuce, cherry, orange cow, turkey, pig, celery fruit, vegetables raise Texas; only

LINGUISTIC COMMENTARY Typical language problems are: loss of do, as in Some farmers here raise i s? and rimers in Texas not raise a of of ce ery; oss of of, as in some the same fruit, substitu- ticn of "tourker for tuikey, imeg" for pi S. TNIMMINIII011~'

Review CONCEPTUAL FOCUS Introduce Identifying and distinguishing Using product maps fruits, vegetables and meats Identifying same and different crops Constructing charts raised in different regions Constructing a picture equation

CONCEPTUAL COMMENTARY I Typical conceptual problems arm difficulty understanding that farmers in different regions raise different crops and that they may also raise some of the same crops; and that the absence of celery on the Texas product map means that little celery is grown there rather than none at all.

MATERIALS Activity 1: Use the pictures of potatoes, and apples from Lesson 81, the accompanying pictures of a pig, cow, and a turkey, the product maps of Texas and Michigan, a U.S. map, tape, chalk, and Wink. Activity 2: Use the pictures of cherries, lettuce and orange from Lesson 81, all the pictures from Activity 1, the accompanying celery picture, tape, and Wink. Activity 3: Prepare a duplicate set of the pictures of cherries, potatoes, pig and apples; use 4 paper clips, the pictures from Activities 1 and 2, the accompanying 2 farmer pictures and picture equation model, tape, chalk, and Wink. 1. DI FrEkE T TAROS SAME ram aid the boys' reply. dent y Texas anmicgan on a U.S map and tape the two product maps on T&Gs: Do farmers in both places raise the board, positioned to approximate a lot of celery? the states' locations in the U.S. Was: No. Cnly farmers in Michigan Identify the pig,cow, and turkey in raise a lot of celery. the accompanying pictures. Give a pupil the pig picture. Identify Texas Continue with other pupils, using cher- and ask the class if farmers there ries as another Michigan product and raise pigs. Have a pupil hold the pig lettuce and oranges as Texas products. next to the same pictureon the product Next, ask if farmers in both places map and tell the class it is there. raise fruit or vegetables and if they Have Wink help the classsay the farm- are the same. Have Wink aid the class's ers raise pigs. Repeat with Michigan. reply as you point.

T: This is Texas. T: Do farmers in both places raise Do some farmers here raise pigs? (fruit) ? P1: /after matching pig pictures/ W&C: Yes. Farmers in both places Yes. raise (fruit). W&C: Some farmers there raise pigs. T: Do they raise all of the sime T: This is Michigan. (fruit)? Do some farmers here raise pigs? W&C: No. They raise some of the same Pl: Yes. (fruit), but they raise some dif- W&C: Some farmers there raise pigs ferent (fruit) too. too. 3. WHAT GOES I11 TOE BOX? Then help the boys ask, "Dofarmers in triVWERTIIIiiirifarActivities 1 both places raise pigs?" Have Wink aid and 2 on the board, give four pupils one the gills' reply. Tape the pig picture of the duplicated pictures. Have Wink on the middle section of the board and point to the cherries on the board, dr. a line above and below itso that telling where farmers raise them. Clip there are three levels, Michiganon a farmer picture to those cherries and one, the pigs on the next and then Tex- say he raises them. Tape up a farmer as on the bottom. Continue with cows, picture and the picture of the farmer turke s, potatoes, and apples unfrr" clipped.to cherries as in the accompany- theive pictures are in the middle. ing model. Draw the rest making the empti.box bigger than the pupils' pic- 2. DIFFERENT FARMERS,DIFFERENT FOOD tures. Ask who has a picture for the Leaving the Activity 1 -pi icteeson the box. board, identify the celery picture. Then give it to a pupil. Help the boys W: /touching cherries on board/ ask the girls if Texas farmers raisea Some farmers here raise cherries. lot of celery. Have the pupil cue the T: /holding up farmer with cherrias/ reply after looking at theTexas pro- This farmer raises cherries. duct map. Have Wink aid the girls. /after writing picture equation/ Who has a picture for the box? T&Bs: Do farmers in Texas raisea lot P1: I do. I have cherries. of celery? P. No. Then have the pupil tape the cherries W&Gs: Farmers in Texas don't raisea in the box. Repeat with apples, pigs, lot of celery. and potatoes.

Then repeat with Michigan and have the TAKE-OFF IDEAS pupil tape the celery next to Michigan. ligcirWilliFonstruct picture equa- Help the girls ask if farmers in both tions using their own drawings as in places raise a lot of it. Have Wink Activity 3.

LESSON 83 MICHIGAN

MIGRANT INTERDISCIPLINARY ORAL LANGUAGE PROGRAM LESSON 84 41=eimag

Review LINGUISTIC FOCUS Introduce Are there ( )? Are there any (pigs) on the map There are (). of (Michigan)? (Three) plus ) equals (five). Do farmers in (Michigan) raise as Some farmers (fiire) raise (apples). many (pigs) as farmers in (Texas)?

Michigan, Texas, farmer, number grapefruits sugar beet, map, secret pig, cow, turkey, potato; raise of

LINGUISTIC COMMENTARY Typical language problems are: confusion of is and are with there; use of double negiTive, as in The aren't no; substitution of "me for mu, "race" for.raise, and Hoffur of

Review CONCEPTUAL FOCUS Introduce Comparing crops and animals Using product maps to compare raised in different regions quantities of food production Constructing and using bar graphs to compare food production Identifying and using the placeholder equation with sums to 5

CONCEPTUAL COMMENTARY A typical conceptual problem is:difficulty understanding that the box in a placeholder equation represents a particular number.

MATERIALS Activity 1: Use the potatoes picture from Lesson 81, the Michigan and Texas product maps, the pictures of a pig, cow, turkey from Lesson 83, the accompanying pictures of grapefruit, and a sugar beet, the animals and foods each with a state, the model of thebar graph and chalkboard arrangement, tape and Wink. Activity 2: Prepare Blink to be disguised as a visiting farmer; use the bar graphs from Activity 1, and chalk. Activity 3: Use the product maps from Activity 1, the accompanyingfood and animal pictures, chalk, tape and Wink. 1. FOOD AND BAR GRAPHS many pigs as farmers in Texas? Have the Michigan and Texas product T&G2: /after P points maps on the board, placing Texas to bars/ below No. Michigan. Farmers in Michigan don't Identify the grapefruitand raise as many pigs sugar beet pictures. as farmers Then give the in Texas. pictures to two pupilsand guide them, one at a time, to match the food to Continue comparing Michiganto Texas each of themaps. As each pupil does production. Alternate groups anduse so, have Wink help the classask if the cows, turkey andpotatoes pictures.. there is any of thatfood on the map. Then have four pupils helpyou remove Help the pupilrespond. the pictures for each foodand have four others shade in each W&C: /as P matches bar. Repeat grapefruit to the dialog, comparing Texas the Michigan map/ to Michigan. Are there any grapefruit on 3. THE SECRET the map of Michigan? DWIEFFOURImaps. Display the ac- T&Pl: No. There aren't any on the map companying food pictures. Have a pu- of Michigan. pil chooseone, tape it up, and write the numeral under it whichrepresents Explain thatsome farmers in Texas do the number of items. Ask him where raise grapefruit and since it is not farmers raise that food. on the map, you will place it Have Wink next to help him respond using themaps. Texas. Explain that the Then, same is true complete a placeholder equation for sugar beets and equal Michigan. Then, to five, ddding to the pupil's identify the pig number picture and tape it +0=5. Tell the class that the box is up elsewhere as in the accompanying a secret number. Ask Wink to select model. Give a pupil the a small pig picture that goes with the box. pictures. Repeat the dialogusing Rigs. with Iii chi having him find T: /after P puts 3 under apples/ thecorrespondiWOictures on the Where do farmers raise apples? map. After the response, have him W&P: /pointing to product maps/ place the Michiganpig above the big pig picture. Continue using Texas. Help the pupilconstruct the Fir---tgraph. Continue with otherpupils using the pictures of rTahii:eiasppless.ecretnumber. Wink, cows, turkeys, and potatoes. which picture goes with the box? 2. THE VISITING FAROtR Have Wink choose and tapeup an appro- Leave t ear grap s from Activity 1 priate picture. Say with the class, on the board. Outline each bar with "Three plus the secret numberequals chalk. Dress Blink as a visiting farm- five." Write the numeral in the box er and have him ask, "What are those?" and say the complete equation Say, "Those are bar with the graphs," andex- class. Repeat making other placehold- plain how they show if different farmer equations around pictures pupils ers raise the same amount of food in choose. Have volunteers choose the different places. Divide the class in pictures that go with the two groups. box, tape Have Blink tellGroup 1 them up, and fill in the boxes. to ask the others iffarmers in two places raise the same amount of pigs. TAKE-OFF IDEAS Help a Group 2 pupil compare the bar *Have pupils paintor crayon pictures heights and then help Group 2 reply. of their favorite foods,several to a page. Tape the picturesup in pairs, B: Ask them if farmers in Michigan writing equations' underneath. raise as many pigsas farmers in Texas. *Have pupils construct bar graphswith Gl: Do farmers in Michiganraise as bars representing numbers ofitems.

LESSON 84 MICHIGAN

MIGRANT INTERDISCIPLINARY

PROGRAM ORAL LANGUAGE LESSON 85

REVIEW

LINGUISTIC FOCUS- REVIEW

Using phrases with in, on, with and without as post-noun modifiers Using here and there as post-noun modifiers

CONCEPTUAL FOCUS-REVIEW Grouping foods by origin Constructing and using a bar graph Using product maps Identifying that two different regions raise fruits, vegetables and meats Identifying and using the placeholder equation with sums to 5 Identifying fishing and farming as means for getting food Identifying different kinds of farming and ways of catching fish

MATERIALS Activity 1:Use the trees, garden, and animals pictures from Lesson 81, the sea picture from Lesson 82, the food pictures from Lesson 81, fish and lobster pictures from Lesson 82, celery from Lesson 83, and grapefruit from Lesson 84, chalk, tape and Wink. Activity 2: Prepare 4 red labels with the word vegetables, 4 blue labels with the word fruit, and 5 green labels with the word meat; use the lettuce, ZEiTiles, apples, orange, celery and pofigis pictures from Activity 1, the pig, cow, turkey pictures and the product maps from Lesson 83, chalk, and tape. Activity 3: Use the pictures of animals, trees and a garden from Activity 1, the fishermen with and without boats from Lesson 82, tape, chalk and Wink. 1. GROUPING AND BAR GRAPHS red labels and write3+0=4. Have a Tape on the bottom of the board the pupil tape a label abovethe box and trees, garden, animals, and sea pic- complete the equation. Repeat the tures. Have the twelve food pic- activity using the fruitand meat tures on a desk and ask Wink what pictures and theircorresponding la- group a food belongs in. Help her bels. Vary the equation. select a picture and tapeit up. 3. FARMER CHARADtS T: What group do the (apples) belong Tape up the aniiiTgarden, tree in? and fishermen pictures. Number them W: The (apples) belong inthe group from one to five. Tell the class with the (trees). that Wink wants to knowhow people W tapes apples above the tree picture. get food and they willguess the answer. Have Wink ask the question. Then have Wink chalk a box around the Then, have a volunteerwhisper to you picture. With pupils taking Wink's the number of the picturethat he place, continue with the other food chooses to pantomime. As he acts, pictures, taping them one above the guide individualsto guess what he is other. Vary the activity by having doing. Help the class repeat the several pupils help you ask the ques- guess. Have the volunteeranswer. tion. When all the picturesare up and have boxes around them,remove them one W: How do people get food? at a time. Have pupils shade in the P1: /guessing, after V whispers boxes. Discuss whichgroups have more number to T and pantomimes/ kinds of foods than others. They raise animals. T&C: Some people on farms raise ani- 2. FOOD HERE FOOD THERE mals for food. Give the pro uc maps two pupils. V: /if P1 guesses wrong/ Give another pupil thecelery picture No. and the red labels. Identify the P2: They catch fish. word vegetable. Ask where celery is MC: Some people witha boat catch raised. Help the pupil find celery fish for food. on the Michigan map and aid hisan- V: Yes. swer. Have the class repeat it. Have the pupil give a label to the Continue, having the pupil whoguess- Michigan pupil and try to find celery ed correctly become thevolunteer. on the Texas map. Help him say there aren't anyon the Texas map. SUGGESTED FIELD 1RIP Arrange to take the class toa local T: Where do farmers raise celery? grocery store and separate into small T&P: /pupil finding Michigancelery/ groups, each with an aide orroommo- Some farmers here raisecelery. ther, Have each group visit thepro- T&C: Some farmers there raise celery. duce: meat, and fish sections. Dis- UP: /not finding Texascelery/ cuss the food in each section using There isn't any on the map of the language of Lessons81-84. Ask Texas. questions such as Do the applesbe- long in thegroup Mg-Betrees or Have the class repeat his answer. the animals? and Is celerya vegetable Ask him to give you the rest of his or a fruit? If possible, 'buysome labels and sit down. Continue with foods so ige pupils willhave a chance other pupils using the other vegeta- to touch for texture and smellthe food. bles and red labels. Then, help the After returning, discussthe foods you boys ask, "Do farmers in both places saw, drawing representationson the raise vegetables?" Have the map pu- board. As you draw,group the foods pils hold up the labels and help the into groups of fruits,vegetables, girls reply. Tape up three of the meat and fish.

LESSON 85 MICHIGAN INTERDISCIPLINARY ORAL LANGUAGE MIGRANT SPANISH SUPPORT ACTIVITIES PROGRAM

IBASIC CONCEPTUAL FOCUS: designed to be introduced in Spanish: Introducing the minus sign. - Using ,5-1, as the numeral for the number that is one less than 5, etc. Describing types of shelter on the basis of their use Classifying groups of like shelters Grouping and regrouping food items and discriminating among attributes of each item Discriminating basic needs from other items in a group Identifying basic needs and applying the rule that everybody needs food, clothing and shelter Subtracting combinations of 1

ERIALS: Activity 1: Use chalk and classroom objects. Activity 2: Use the shelter pictures from Lesson 87, chalk, and tape. Activity 3: Use the food pictures from Lesson 81, celery from Lesson 83, grapes and strawberries from Lesson 88, chalk, and tape. Activity 4: Use the accompanying pictures of children, chalk and tape.

1. /ENOS (to accompany lesson 86) MINUS

Llame cinco nifios al frente. Cuentelos Call five pupils to the front. Count con la clase. Pregunte de cufintos them with the class. Ask how many are miembros consta ese conjunto. Escriba in that set. Write a lon the board. ellen la pizarra. Proceda igual con Do the same with a second group of five un nuevo grupo de cinco niflos. Compare pupils. Compare the groups and the nu- los conjuntos y los numerates. Pida a merals which represent them. Ask a pu- un nifl que se siente. Escriba 1 al pil to sit down. Write -1 beside the lado del lque representaba ese conjun- which stood for the set. Explain that to. Explique que el gui6n significa the dash means minus and that one pupil menos y que se quit6 un nifto. Hega que was taken away. Have the class count cuenten el nuevo conjunto terminando de the new group, finishing the equations formar la recta 5-1=4. Repita usan4o 5-1=4. Repeat the activity using class- objetos de la clase en combinaciones room objects in combinations o f t to desde 26:1. hasta 1-0. 1-0.

2. 8-1 SOL1 (to accompany lesson 87)

Dibuje una recta numerics. Coloque Draw a number line and tape pictures of minas de diferentes viviendas encima de different kinds of shelter above each cada numeral. Nombre un numeral. Los numeral. Name a numeral and have the niftos dirtn a qug vivienda corresponde. pupils name its correspondingshelter. Diga que ahora dartun nuevo nombre pap- Then tell them thatyou will call the ra los numerates. Sedale la Amin's" numerals by another name. Point to y dfgales, "Ocho menos uno."Escriba picture" and say "Eight minus one." 8-1. Continde preguntanduen qug luga- Write 8-1. Continue, asking where res se usa cada vivienda, nombrando el each shelter is used and calling the nGmero en is nueva forma. Ayude en las number by its new name. Help with the respuestas. Seale la casa remolque. answers. Point to the trailer and ask Pregunte qug gente viveen ella. Pida what kind of people live in it. Ask que le digan cugles otras viviendasusa them to name other kinds of shelter la gente que viaja. Forme un conjunto, used by people who travel. Form a set y escriba el 3. Repita formando con- and write a 2. Repeat, forming sets juntos con viviendas usadasen sitios with shelters used in dry and hot cli- .secos y cglidos, en el Polo Nortey en mates, at the North Pole and in places sitios como Michigan. like Michigan.

11-A2102121 (toaccompanylesson 88) GROUPING

Coloque en forma desordenada lgminas Randomly tape up pictures of fruit, de frutas, hortalizasy carnes. Ayude vegetables and meat. Use questions in mediante preguntaspare que guiding the pupils to identify each quen cada una. Pida a un ninoque es- item. Ask a pupil to choose a fruit. coja una fruta. Repita pare que formen Repeat so the class can make sets of conjuntos de frutas,carves y hortali- fruit, meat and vegetables. Point to zas. Belisle el conjunto decarves, pre- the set of meat and ask what they are. gunte clue son. Cugntelasy escriba el Count them and write a 2. Ask what 2. Pregunte de qug otra formapuede else the numeral can be called. Say llamarse el numeral. Indique y escrf- and write the answer as 2:2. Repeat bolo como 1:1. Repita con hortalizas with vegetables and fruit. Guide the y frutel.i. Invite a los niLosa agrupar pupils to group the foods according to los alimentos de otramanera. Anfmelos shape or any other attribute. Each pare que lo hagan segGn su formao time the pupils form a group ask why cuelquier otro etributo. Pregunte cada they are doing it. vez por que forman los grupos.

4. EN DISTINTOS PAISES (toaccompanylesson 89) IN DIFFERENT COUNTRIES

Muestre las lgminas de niflos usando Show the pictures of children wearing trajes tfpicos de sus parses. Observe traditional costumes of their countries. que is gente en diferentes raisesusan Guide the class in observing that peo- diferente tiro de rope, seg6nsus nece- ple in different countries use various sidades y costumbres. Indique que de kinds of clothing to suit their needs igual modo varfan las viviendasy all- and customs. Explain that shelter and mentos. Logre, mediante preguntas,que food vary for the same reason. Use le digan que todos necesitamosropa, questions in guiding the pupils to say vivienda y alimento, Coloque cinco de that all of us need food, shelter and las lgminas en la pizarra. Haga que clothing. Tape five of the pictures on las cuenten. Pida a un niLo que escriba the board. Have the pupils count them. el numeral,debajo. Invite a otro ni- Ask a pupil to write the numeral 1, be- 10 pare que retire dos liminas de la low them. Invite another pupil to re- pizarra. Gufelo paraque escriba 2 move two pictures from the board. al lado del Ayude a la clase pars Guide him in writing -2 beside the I que cuenten las que quedaron repitien- Help the class in counting the remain- do con Ud., 5-2=3. der, repeating with you, 5-2-3. MICHIGAN INTERDISCIPLINARY MIGRANT ORAL LANGUAGE LESSON 86 PROGRAM

Review LINGUISTIC FOCUS Introduce winter clothes: coat, hat, mittens People who are going (to swim) wear hoots, snowpants (swimsuits). rainclothes: raincoat, rainhat (They're) (things) which people wear swimsuit (to keep warm). swim, wear, keep heavy, dry, warm out (in the rain/in the coid) who, which go swimming

LINGUISTIC COMMENTARY Typical language problems are: confusion of who and which; substitution of go to swim for go swimming; substitution of "colt" forcold.

Review CONCEPTUAL FOCUS Introduce Observing the differentiation of Introducing the minus sign (-) clothing on the basis of usage Using (5-1) as the numeral for the Observing the identification of number that is one less than (5) common properties among groups of clothes Grouping items of clothing Arriving at a label describing a group of data Identifying groups of data as larger or smaller than other groups

CONCEPTUAL COMMENTARY A typical conceptual problem is: understanding that 5-1 represents the same quan- tity as 4.

MATERIALS Activity 1: Use the accompanying cutouts of heavy coat, hat, mittens, boots, snowpants, 2 raincoats, 2 rainhats, 3 swimsuits, tape, Wink and Blink. Activity 2: Use the groups of pictures formed in Activity 1, the accompanying picture of a boy going swimming, Wink, and Blink. Activity 3: Use the group of winter clothes and rainclothes from Activity 1, chalk, tape and Wink. 1. RECALLING THE CLOTHES 3. MINUS D sp ay t e accompany ng clothingcut- ape a five-member group of winter outs near an empty wall. Show the clothes and a four-membergroup of rain - swimsuit and ask Wink, HWhowears a cl othes from Activity Iin separate swimsuit?" Have Blink cue Wink'sre- areas of the chalkboard. Have the class sponse. Guide the class to repeat. count the larger set.Write 5 under the set. Have Wink ask the Crass who T: /to Wink, showing swimsuit/ wears these clothes, why they were Who wears a swimsuit? grouped, and what label they should B: /whispering loudly to Wink/ have. Help the class with the label. Going to swim. W: People who are goingto swim wear C: /as T points to numerals/ swimsuits. One, two,...five. C: People who are goingto swim wear W: /after T writes / swimsuits. Who wears a (heavy coat)? C: People who are going out in the Tape the picture to the wall. Repeat cold. with the other clothingcutouts and the /after questions about each pic./ cue going out in the (rain/cold). Next W: Tell us why we put these clothes ask if any of the clothesgo together together? and have Wink and then volunteers make C: They're clothes which people wear the groups. Repeat the question often. to keep warm. W: What's a name for this group? T: Do any of thesego together? T&C: Winter clothes. W: /grouping articles ofrainclothes/ These go together. Repeat with the group of rainclothes, T: Do all, of the othersgo together? writing 4. After questioning the class V: /referring to swimsuits/ as above, ask if this set is as large These go together. as the other set. Then write 5-1=4. Say, "Five minus one equals fOliinw- 271ROUTT pointing to the minus sign as you say Point to thegroups of pictures made in minus. Activity 1 aid explain thatyou would like to know why thegroups were put T: /after questioning C as above/ together. As you point to and aska- Is the set of four as large as bout each group, have Blinkcue Wink the set of five? to tell why theygo together. Have C: No, it's not. the class repeat Wink'sstatements. T: /writing 5-1=4 on chalkboard and pointing to -while saying minus/ T: /referring togroup of rainclothes/ Five minus one equals four. Why did we put thosetogether? C: Five minus one equals four. B: /whispering loudly to Wink/ People wear to keepdry. Repeat the last dialog with other W: They're things whichpeople wear combinations, using 9-1 to 1-0. to keep dry. C: They're things whichpeople wear TAKE-OFF IDEAS to keep dry. nave th-FEHTTaren tellyou what they are wearing today and why. Then have Continue, pointing to othergroups and them remember what they wore the last using the cues Peoplewear to keep warm, time it rained or snowed, or last sum- People wear when theygo swimming. Use mer, and have them tell you why. tine accompanyingpicture to explainIR swimming. Repeat, havinggroups ask *Have remnants of wool, cotton, etc., and answer the questions. Have Blink and needles and thread on hand. Let cue the responses if necessary in the pupils cut out and sew doll clothes then same manner as above. group them by.useor season.

LESSON 86 .MICHIGAN INTERDISCIPLINARY MIGRANT ORAL LANGUAGE LESSON 87 PROGRAM

Review LINGUISTIC FOCUS Introduce (They're) (shelters) which ( ). People use that shelter in places People who ( ). where it's (always cold).

shelter, people, place, kind cold, warm and dry, like Michigan often, always; use 4...1where, who, which, when travel

LINGUISTIC COMMENTARY Typical language problems are: loss of it, as in where is always cold; substitution of "dat" for that, and "wish" for which.

Review CONCEPTUAL FOCUS Introduce Describing types of shelter on Comparing and contrasting differences the basis of their use and similarities between groups of Observing classification of groups shelters of like shelters Naming numbers on the number line by their numeral and their minus one numeral, as 6 and 7-1

CONCEPTUAL COMMENTARY Typical conceptual problems are: difficulty understanding that items may be grouped in different ways for different reasons; and a number may be named in more than one way.

11111111111M11111% MATERIALS Activity 1: Use the accompanying pictures of a concrete apartment house, wooden house, brick house, igloo, and adobe hut, and tape, Wink, and Blink. Activity 2: Use the pictures from Activity 1 and the accompanying pictures of an Arabian tent, trailer, and houseboat, and Wink and Blink. Activity 3: Prepare a number line on the chalkboard with 7 marks; use 7 pictures from Activities 1 and 2, chalk, tape and Blink. T. BLINK REEDS A HOUSE Repeat with originalgroups, having EFTrints:171117117atBlink is Wink group the non-Michiganshelters moving and needs help deciding what and having Blinkcue with People who type of shelter he will need. Display live where it's not like Michigan. the pictures of the apartment, wooden, Next, re-form the originalgroups and and brick houses, the igloo, andthe ask, "Are the pictures in thisgroup adobe but near an empty wall. Point different from the pictures in that to each in turn, asking for information group?" Have Wink point to Group 1, about each picture. Tape each to the then Group 2, and say, "Yes. These are wall as it is discussed. Have Wink shelters which people use when they cue each response and Blink model the travel. Those are shelters which people first response for the class. use when they don't travel." Explain travel aso different laces. Have T: /showing picture of igloo/ the repeatof of n 's state- Tell us something aboutthe igloo. ments. Repeat the activity havingpu- W: /cuing for the class/ pils group and give reasons for their Places where it's always cold. groupings. B: People use that shelter in places where it's always cold. 3. TWO NAMES F011'A NUMBER C: People use that shelter in places Explain to the classthat they are go- where it's always cold. ing to learn new names for the numbers on a number line. Tape seven shelters Continue with the other pictures cuing from Activities 1 and 2 abovea number with Places where it's like Michigan line. Write in the numerals 1 to 7on for apartment, wooden, and brick houses the line. Ask if anyone can tell you and Where it's warm and dry forthe something about each shelter asyou adobe hut. Have Blink thank the class. point to it. Ask what number each is as you point. Begin with 6. Ask if 2. ALIKE AND DIFFERENT anyone can tell you a diffiient name eonegrrnpopupGvs thepictures for 6. Have Blink give the new name of trailer, houseboat, and tent. Give and write it on the board. Have the another group the brick, wooden andcon- class repeat it. crete apartment houses, adobe hut, and igloo pictures. Have each group stand T: /pointing to shelter number J in front apart from one another. Point Can anyone tell us something about to each group asking which picturesare this tent? alike. Have Wink group pupils with Mi- V: It's a shelter which peopleuse chigan-type shelters andsay, "All these when they travel. are alike." Ask Wink why. Have Blink T: What number is this? cue and Wink model the response. C: Six. T: Can anyone tell usa different name T: /pointing to Group 1 then Group 2/ for this number? Are any of the pictures in this B: Seven minus one. group like the pictures in that C: /after T writes 7-1 under J group? Seven minus one. W: /grouping Michigan-type she These pictures are alike. Continue with.the other shelters, hav- T: Why are they alike? ing volunteers come up front and write B: People who live where it's like the new numerals under each. Michigan. W: People who live where it's like TIKE -OFF Michigan often use those kinds of TIT-WirrTurtca studies, point to dif- shelters. ferent parts of the globe, telling C: People who live where it's like what kind of weather they have there. Michigan often use those kinds of Have the class tell what type of shelters. shelter could be used there. MICHIGAN

MIGRANT INTERDISCIPLINARY

PROGRAM ORAL LANGUAGE LESSON 88

Review LINGUISTIC FOCUS Introduce (Celery) (is) (a vegetable). (Celery) (is) (a food) that we can Why (does) (celery) 0 in that group? add to that group. (They)('re) (red). The things that we put in that group are (vegetables). food; vegetable, fruit, meat We can say, "(Ten) minus one." apple, cherry, orange; ham, beefsteak lettuce, potato, tomato, celery grape, strawberry write, put; plus add, say; minus; can

LINGUISTIC COMMENTARY Typical language problems are: substitution of what for that, as in foods what we can addlaliditioniT a vowel soup eorreW- as in estrawberry; substitution of"aer-' for add and "foot" for food.

IMI.M.11 Review CONCEPTUAL FOCUS Introduce Discriminating items of food on Identifying reasons for food having the basis of being fruit, vege- been grouped in a particular way tables, or meat Grouping food items and discrim- Naming numbers on the number line inating among several attributes by their numeral, lus one num- of each item eral, and minus one numera

CONCEPTUAL COMMENTARY A typical conceptual problem is: difficulty regrouping pictures after they have already been grouped one way.

MATERIALS Activity 1: Before the lesson put a color mark on .each ofthe listed foods to shad its real color; use the pictures ofapples,cherries a tomato, lettuce, potatoes, an orange, ham,andbeefsteak from Lesson 81; celery from Lesson 83; and theaccompanying pictures of grapes and strawberries, and chalk, tapeand Wink. Activity 2: Use the pictures from Activity 1, tape andWink. Activity 3: Use the accompanying chart as a model, chalk,and Blink. 1. CHALKBOARI5 GROUPS in different ways? Tape to the chalkboard in one group W: The (apples) and (strawberries)can pictures of apples and cherries, in go together. another group lettuce andpotatoes, and C: /with teacher's he in a third ham. Display in random car- Why can they go together? der pictures of grapes,an orange, W: They're (red). strawberries, a tomato, celery, and T: Are there other things thatcan go beefsteak, Help the class identify in this group? each picture. Then guide the boys to V: (Cherries) can go in thatgroup. ask questions about what theycan add to the vegetable group. Call on a vol- After several items are grouped,en- unteer to point to, name, and tapeup courage new groups by asking if there one of the vegetables displayed. Have are any other groups that the class may Wink guide the girls to expand the vol- make. Use Wink to whisper suggestions. unteer's answer. Guide the boys to ask why that food goes in thatgroup. Have 3. SAY AND WRITE NUMERALS Wink guide the girls' reply. Draw the accompanying chart on the chalkboard. Tell the class that they T. /pointing to vegetablegroup, are going to write the numerals on a after all foodsare identified/ number line in a new way. Begin by What is a food thatwe can add asking Blink questions, having him to that group? model the responses for the class. Bs: What is a food thatwe can add to that group? T: /pointing to V: /taping picturenear group/ Can we say thft/ number in a (Celery). different way? Gs: /with Wink's help/ B: We can say, "Ten minus one." (Celery) isa food that we can C: We can say, "Ten minus one." add to thatgroup. T: Can we write that? T: Why does (celery)go in that B: /after filling in the box/ group? We can write 10-1. Bs: Why does (celery)go in that C: We can write HEL group? Gs: /with Wink's help/ Repeat with other "minus" equations The things thatwe put in that such as 9-1, 8-1, 7-1 etc., without group are vegetables. (Celery) Blink cuing friTosinle. Have a vol- is a vegetable. unteer write the numerals in the appropriate boxes. Continue with the other vegetables, then write vegetables under thegroup Then guide the class to do the "plus" and read it with the class. Repeat equations, having Blink model the re- with the other foods, havingboys and sponses, We can say eight plus one and girls alternate in asking questions. We can write 8 + 1. Continue as above with different groups and vol- 2. C 'GROUPS unteers. rofit to one of theitems in one of the groups made in Activity 1. Ask the TAKE-OFF IDEAS class to tell you about the item. *Display objects that differ in various Guide them to observe the type offood ways: size, shape, and color, but also it is, its color as markedon each pic- have some attributes in common. Have ture and its shape. Then, ask the class the class suggest ways to group andre- if they can group the food itemsin group the objects, always stating the different ways. Use Wink to help the reason for a particular grouping. class get started ifnecessary. Then have one pupil group a few objects and have the other children try to T: Can we put these foods together guess his reason.

LESSON 88 MICHIGAN

MIGRANT INTERDISCIPLINARY

PROGRAM ORAL LANGUAGE LESSON 89

Review LINGUISTIC FOCUS Introduce (She) needs (food) to (eat).

(Shelter) (is) (...) that ( ) needs.

milk, shoes, thing; else camera, telephone, swing, T.V. boat, clothes, food, shelter clothing, something, everybody

LINGUISTIC COMMENTARY Typical language problems are: confusion of that and what; substitution of no for pot; imai° of s on needs; substitutiorof Thr or "lie-for1E7g; and "chelteru for shelter.

Review CONCEPTUAL FOCUS Introduce Generalizing that food, clothing,and Discriminating basic needs from other shelter are things that everybody items in a group needs Predicting basic needs and applying Describing items as different but the rule that everybody needs food, still satisfying basic needs clothing and shelter Subtracting combinations of I

CONCEPTUAL COMMENTARY A typical conceptual problem is: difficulty recognizing that basic needsmay be satis- fied by items similar in function but different in appearance.

MATERIALS Activity 1: Use the accompanying pictures ofa camera, boat, dress with shoes, swing, milk, T.V., telephone, and house, tape, and Blink. Activity 2: Use the shelter, and clothing pictures from Activity 1, the accompanying pictures of Wink's girl friend from India, Indian food, clothing, and shelter,an American kitchen, a globe, and Wink. Activity 3: Use the accompanying number chartas a model, an eraser, chalk, and Wink. 1. FINDINd IkE NEEDS she needs and why. Have Wink show what Tape the pictures of thecamera, boat, her friend uses. Match these pictures shoes, swing, milk, T.V., telephone, with the other pictures listed in the and house to the chalkboard, telling materials box. what each is used for. Have the class repeat the names. Point to each pic- T: Ito V, Pointing to Wink's friend/ ture, asking if everyone needs things Can you tell what kinds of things like each. Have Blink aid the replies. she needs? Vl: /pointing to food picture/ T:/pointing to the camera/ She needs food to eat. Are things likecameras things. V2: /pointing to clothing picture/ that everybody needs? She needs clothing towear. B&C: No. Things likecameras are not V3: /pointing to shelter picture/ things that everybody needs. She needs shelter to live in. T: /pointing to shoes/ Are things like shoes thingsthat Ask the class if the things that Wink's everybody needs? friend uses are different from their B&C: Yes. Things like shoes are own. Have Wink model the firstanswer. things that everybodyneeds. T: /after matching clothes pictures/ Ask Blink and the class what things Are these clothes the sameor everybody needs. Then have Blinkques- different? tion volunteers. Have each volunteer W: They're different. But clothes stand-at the front with the picture he are things that everybody needs. picks. C: They're different. But clothes are things that everybody needs. T: What are things thateverybody needs? Repeat with the food and shelter pic- 13 Food, clothing and shelter are tures. Next, guide different groups things that everybody needs. to ask other groups the questions. C: Food, clothing and shelter are Guide the questions and response. things that everybodyneeds. B: What is somethingthat everybody needs? 171WWWMART dit the chalkboard,copy the accompany- Vl: Food is something that everybody ing number chart.Tell the class that needs. Wink wants to know what numbersgo in B: /to a second volunteer while the the boxes. Begin by asking if anyone first stands at the front/ can tell what four minus three equals. What else is something thatevery- Have the class repeat tne body needs? vo unteer's correct answer. V2: Clothing is somethingthat everybody needs. T: /pointing to 4-320/ /to a third volunteer/ Can anyone tell us what four What else is something that every- minus three equals? body needs? Vl: Four minus three equals one. V3: Shelter is something that every- T&C: /as V fills in the box/ body needs. Four minus three equalsone. Have Blink pointto the three pupils Continue with the other equations. Re- with pictures andask the class again, peat, erasing all theanswers. "What are thingsthat everybody needs?" TAKE-OFF IDEAS N BU *give the pupilstell you some things MrriErrfira---M"*-elntroucewiriasaysitor that they touched that day. from India. Ask each Point out Indiaon the time if the item mentioned is globe. Have pupils food, guess what things clothing or shelter.

LESSON 89 MICHIGAI1

MIGRANT INTERDISCIPLINARY LESSON 90 PROGRAM ORAL LANGUAGE

REVIEW-EVALUATION

This lesson aims at determining how well pupils incorporate the structures of Unit 9 into modified language situations. You should attempt to elicit individual responses from all pupils and keep accurate records on the following RECORD SHEET. This should help you focus on specific problems.

The concepts listed in INCLUDED CONCEPTS are not necessarily the most important ones in Unit 9. They were selected because of their suitability in reviewing the language structures.

The DIALOGS in Lesson 90 do not represent the only structures that pupils might use; they are only sample responses. A stimulus is given and the pupil will select his answer from among those structures he knows.

LINGUISTIC PROGRESS CHECK Using where, who, and that clauses as post-noun modifiers Using with phrases and here as post-noun modifiers

INCLUDED CONCEPTS Describing types of shelter on the basis of their use Differentiating items of clothing on the basis of their use Grouping and differentiating items of food on the basis of their being fruit, vegetable, meat and fish Identifying where food is raised using product maps Discriminating types of food, clothing and shelter Generalizing that all people need food, clothing and shelter

MATERIALS Activity 1: UtA the 8 pictures of shelter from Lesson 87, and the clothing cutouts from Lesson 86, a box lid, tape and Wink. Activity 2: Use the food pictures from Lesson 81, the lobster and fish pictures from Lesson 82, the product maps and celery picture from Lesson 83, the grapefruit picture from Lesson 84, tape, and Wink. Activity 3: Use the food, shelter and clothing pictures from Activities 1 and 2, tape, and colored chalk. 1711HERE IT'S USEDWHO WEARS1T T: Where do farmers raise (lettuce)? ape up these ter pictures. ave P3: /matching picture with map/ the class inrows. Ask the first Some farmers here raise (lettuce). pupil in onerow where people use one of the shelters. Then have the pupil ask a friend, "What group does the (lettuce) belong in?" T: Where do peopleuse (igloos)? Have the friend respond and tape it up P1: In places where it's (cold). appropriately. After all the foods are up, ask several pupils which are the Continue down therow using the other fruits, vegetables, meat or fish. Have shelters. Then give a pupila box lid Wink help the first pupil if necessary. with the clothingcutouts. Tell the class what the lidcontains and that T: Which are the (vegetables)? Wink wants to knowwho wears them. P4: The things that are in the (first) Have the next pupilin the rowse- group. lect a cutout and helphim ask his neighbor who wears it. Have that pu- 3. ANSWER TIME: PEOPLES' NEEDS pil answer and thenselect a cutout bisplay the clothing, food and shelter and ask his neighbor the question. pictures randomly on the chalkledge. Ask the class for something that people 111,2: Who wears (a raincoat)? eat, wear or live in. Have a volun- P3: People whoare going (out in teer respond and tape the correspond- the rain). ing picture on the board. As the oth- /after selectingcutout/ er pictures are taped up, guide the pu- Who wears (a swimsuit)? pils to separate them into three groups. P4: People whoare going to (swim). T: What is something that people Continue until all thecutouts are se- (eat)? lected. Then have pupilswith cutouts P1: People (eat) (apples). pantomime appropriate activities. T: /after P1 tapes up (apples)/ What else is something that 2. THE GROUPS people (eat)? On one end of the board tape up the P2: People (eat) (beefsteak). product maps, with Michiganabove Tex- as. Elsewhere, tapeup horizontally After all the pictures are taped up in the pictures of thepotatoes, cherries, three groups of food, clothing and ham, and lobster. Have on the chalk- shelter, point to the food group and ledge the pictures of thetomato, ask if someone can tell which of those grapefruit, apples, beefsteakand items go together to form a sub-group. fish. Have two pupilscome to the Then ask why. Use colored chalk to front and have one select any picture separate the sub-groups. and ask the other whatgroup the food belongs in. T: Can anyone tell us which pictures are alike? T: Ask (Al) what group the (apples) P3: The (apples) and the (orange). belong in. T: Why are they alike? P1: What group do they belongin? P3: Because they're both (fruit). P2: The (apples) belong inthe group with the (cherries). Continue regrouping. within the food, and then clothing and sheltergroups. Have Pupil 2 tapeup the food above the one it belongs with. After all are IAKE=OFF PRDGRESS CHECK taped up, display the lettuce,orange, * ave pupTsgroup together the rough and celery. Give a pupilone of the and smooth items in the room. Make pictures, have him match iton a map a graph with bars representing the num- and say where farmers raise it. ber of rough and smooth items.

LESSON 90 RECORD SHEET - LESSON 90

Following is a list of the main structures checked in Lesson 90. As each pupil responds to an item, place a mark indicating whether he uses a Standard or Non-Standard form. Compute the percentage of times the Standard form was used by dividing the number of Standard form uses by the total number of times the structure was used, and multiplying by 100.This is the percent of successfully manipulated structures. For example:

Structure Standard Non-Standard Total Percentage

In places where it's (cold). 7Y-41 7%f/4, 15 10/15x100=67%

For this structurethere were fifteen responses, 67% cf these werein Standard form.

PERCENTAGE STRUCTURE STANDARD NON-STANDARD TOTAL STANDARD

.. . Where do (-):

In places where it's (cold).

Who wears (a swimsuit)?

People who are going to ali111).

2. What group do the (apples) . belong in?

The (apples) belong in the group with the .

,. cherries .

Some farmers here raise (lettuce).

The things that are in the (first) group.

3. Some people (eat) (apples). THANK YOU FOR YOUR COOPERATION

We are not only interested in the success of our lessons, as indicated on the other side of this sheet, but we would like to take your comments into consideration when we revise the lessons. Therefore, please rate each lesson (1 = low, 5 = high) and return the sheet to:

Michigan Migrant Primary Interdisciplinary Project Washtenaw County Intermediate School District 3800 Packard Road, Ann Arbor, Michigan48104

Clarity of Teachability Aviation to Relation to Lesson Instructional of Pupils' Other Areas Intent Activities Language of Needs Curriculum

81 1 2345 1 2345 1 2345 1 2345

82 1 2345 1 2345 1 2345 1 2345

83 1 2345 1 2345 123452 3 4 5 1 2345

-84 1 2345 1 2345 12345 1 2345

85 1 2345 1 2345 1 2345 12345

8 6 12345 1 2345 1 2345 1 2345

87 1 2345 1 2345 1 2345 12345

88 1 2345 1 2345 1 2345 1 2345

8 9 12345 1 2345 1 2345 1 2345

90 12345 1 2345 1 2345 1 2345

Suggestions for improving objectives:

Suggestions for improving activities:

Other comments:

NAME SCHOOL

POSITION CITY MICHIGAN

MIGRANT INTERDISCIPLINARY ORALLANGUAG7 - PROGRAM UNIT 10 OVERVIEW

The first grade child often becomes ware of the many work patterns in his fonily as well as other families. In order to understand these patterns and the need for variations the Spanish-speaking child needs to understand anduse questions and statements in English which will help him findout about the many different situations he observes.

LINGUISTIC FOCUS

Unit Ten contains questionsand answers providing the pupilswith practice in:

USING -SELF/-SELVES FORMS MODIFYING FREQUENCY WORDS, MODIFYING ADJECTIVES WITH BYAS BY ASELF AS MORE MOSTOFTEN AND WITH TOO, AS TOO OLD AL MAKING COMPARISONS WITH USING WITH TO SIGNAL AS MUCH ASMORE THAN USING IMPERSONAL YOU AND ACCORPANIMENT POSSESSIVES OUR:ITHEIR

CONCEPTUAL FOCUS

Unit Ten contains activities whichare basically designed to help the first grade child with the following:

COMPUTING SUMS AND DIFrER- IDENTIFYING HOUSEHOLD IDENTIFYING WORK AS THE ENCES TO 9 USING THE TASKS AND SOME NECES- PRIMARY MEANS FOR EARN- ASSOCIATIlt PROPERTY SARY TOOLS ING MONEY, AND OLDER FAMILY MEMBERS AS THE IDENTIFYING THE VALUE OF DEMONSTRATING THE DIVI- PRIMARY EARNERS AND NAMING A PENNY AND SION OF LABOR AT HOME A NICKEL IDENTIFYING THE WORKING IDENTIFYING WHICH TASKS FAMILY UNIT, AND WHICH ORDERING THE FREQUENCY OF TAKE LONGER, AND SHAR- MEMBERS DO WHICH JOBS EVENTS BY DESCRIBING THEM ING AS A MEANS TO FIN- BOTH IN AND OUTSIDE AS OCCURRING OFTEN, VERY ISHING FASTER THE HOME OFTEN, MORE OFTEN, MOST OFTEN, ALMOST ALWAYS, AL- IDENTIFYING WHICH TYPES IDENTIFYING PEOPLE TOO WAYS, ALMOST NEVER, NEVER OF WORK EARN AND DO YOUNG, TOO OLD, OR TOO NOT EARN MONEY SICK TO WORK DESCRIBING FREE TIME SPENT ALONE AND WITH PARENTS IDENTIFYING THE WORKING DESCRIBING THE AMOUNT AND FRIENDS FAMILY UNIT AND FAMILY OF A SOLID AS REMAIN- MEMBERS WORKING OUTSIDE ING CONSTANT EVEN WHEN USING THE PLACEHOLDER THE HOME ITS APPEARANCE IS EQUATION CHANGED MICHIGAN INTERDISCIPLINARY ORAL LANGUAGE MIGRANT SPANISH SUPPORT ACTIVITIES PROGRAM

BASIC CONCEPTUAL FOCUS: designed to be introduced in Spanish: Identifying and demonstrating household tasks using the appropriate tools Identifying which task takes longer to do Computing sums and differences to /using the placeholder equation Observing and demonstrating that sharing the work gets tasks finished faster Identifying and distinguishing household tasks done alone, and shared Identifying which family member does which household tasks Describing what we do in our free time alone and with parents and friends Observing that time seems to pass more quickly when we are playing

MATERIALS: Activity 1: Prepare duplicate dish towel cutout; use the cutouts of a broom, dish towel, 1 snowshovel and 2 stacks of dishes from Lesson 91, a box, chalk, and tape. Activity 2: Use blocks and chalk. Activity 3: Use the stick figure pictures from Lessons 92-93, chalk, and tape. Activity b: As preparation for this activity, have each child draw a picture of his family on an outing; use a ball.

1. OFICIOS (to accompany lesson 91) JOBS

Identifique recortes de escoba, pals, Identify cutouts of a broom, snowshovel, limpi6n y platos para laver. P6ngalos dish towel and dishes to wash. Put the en una caja. Llame varios niflos al cutouts in a box err call several pupils frente. Uno sacarL un recorte de la to the front. Have one pupil take a caja y mostrindolo preguntar& a is clo- cutout from the box and show it to the se qu6 oficio hacen con 61. La close class asking what job they do with it. nombrarfi el oficio de acuerdo con lo The class will name the job indicated que el recorte represente. El grupo by the cutout. Have the group in front que ester al frente representari con mi- pantomime the job. Repeat with other mica el oficio. Repita con otros gru- groups and the remaining cutouts. Hold pos y los recortes restantes.Muestre up both stacks of dishes and ask which las dos pilas de platos, pregunte ca- stack can be washed faster and why. On les se lavan mks y por qu6. Pe- the board tape the cutouts used so far gue en la pizarra los recortes que ha and a cutout of a towel. Have the pu- usado hasta ahora y otro de un limpi6n. pils count the cutouts. Ask a pupil to Haga que los cuenten. Invite a un niflo write the numeral 6 below. Ask how many para que escriba el numeral 6 debajo. cutouts should be removed to have 4 Pregunte cantos deben quitar para que left. Write 6.014. Help them in com- les queden 4. Escriba 6-C114. Aydde- pleting the subtraction, first removing los a efectuar la rests, retire primero two cutouts and then writing the numeral dos recortes y escriba luego el numeral 2. Repeat, forming new equations. 2. Repita formando nuevas operaciones. 2. CON BLOQUES (to accompany lesson 92) WITH BLOCKS

Forme dos grupos con los niflos. Cola Divide the class into twogroups. Place quelos en los extremos de la clase. them at either end of the classroom. En el suelo coloque bloques. Pangs Put an equal number of blockson the igual n1mero cerca de cadsgrupo. In- floor near each group. Invite a pupil vite a un niflo delgrupo 1 a recoger from Group 1 to pick up the blocks while los bloques mientras los demfis obser- the rest of his group watches. Ask all van. Pida a todos los nifios delgrupo the pupils from Group 2 to pickup their 2 que recojan sus bloques. Pregunte blocks. Ask which group took less time cufil grupo tare)menos en recogerlos y in collecting the blocks and why.Show por que. Muestre siete bloques. Haga seven blocks and have the class count que los cuenten y escriba el numeral 7 them. Write the numeral ion the board. en la pizarra. Complete 7.0=5. Pida Complete 7-C1=5. Ask a pupil to remove a un niflo que quite el nfimero adecuado the appropriate number of blocks and to de bloques escribiendo el numeralco- fill in the corresponding numeral. Re- rrespondiente. Repita haciendo sums peat, adding and subtracting from']. to y restas de 1 a j.

TRABAJO EN EL HOGAR (toaccompany lesson 93) HOUSEWORK

Muestre las lfiminas depersonae efec- Show the pictures of people working. tuando trabajos. Mediante preguntas Ask the pupils questions about the pic- haga que los identifiquen.Divide is tures, guiding them to identify the pizarra en dos con una lfnea. Pida a jobs. Draw a line on the board, divid- distintos niAosque escojan un ing it in two parts. Ask different pu- y coloquen de un lado los que ejecuta pils to choose a picture ofa job and una persona sola y de otro los que comp- tape it up. Have them put jobs done by parten varios. Antes de colocar la lfi- one person on one side of the line, and mina pregunte que representsy quign lo jobs done by several peopleon the other hace. Cuendo todas las lfiminas est& side. Before taping each picture, abk en la pizarra, pregunte cufilesse lle- what the job is and who does it. When van a cabo mfis ripido y por que. all the pictures are on the board, ask which can be completed quicker and why.

1 ELTIEMPO LIBRE (toaccompany lesson 94) FREE TIME

Comente con los niftos loque hacen Talk with the children aboutwhat they ellos cuando no vienen a is escuela. do when they aren't in school. Ask Pida a cada uno que muestre el dibujo each to show the drawing of hisouting del paseo que hizo y cuente a sus com- and have him tell his classmateswhere paAeros a d6nde fue. Pregunte si a he went. Ask if they thinka day on ellos les parece mfis corto el dfa que on outing seems shorter thana day in van de paseo que el que vienena la es- school. Have them form a circle and cuela. Haga que formen un cfrculo. put yourself in the centerof it with Col6quese Ud. en el centro con una bo- a ball. Toss the ball toa child, la. Lance la bola hacia un niflo pre- asking him what he does inthe after- guntfindole que hace 61por las tardes noon when he is alone or with friends cuando estfi solo y con amigos. El ni- The child willanswer, tossing the ball Ao responder& devolvi6ndosela. Repita back. Continue thegame for one minute el juego por un minuto. Pfdales que and ask the children to remainsilent se queden en silencio por otro minuto for a minute. Then ask which minute y luego pregunte cufil lee pareci6 mfis seemed longer. largo. MICHIGAN

MIGRANT INTERDISCIPLINARY

PROGRAM ORAL LANGUAGE LESSON 91

Review LINGUISTIC FOCUS Introduce What's (he) going to (sweep)? What do you do with a (snowshovel)? (He)'s going to (sweep) (the floor). You (clean) (the sidewalk) with it.

snowshovel, sidewalk, broom, dish dishtowel sweep wash, dry, clean floor you (impersonal)

(1..114.0mNO, LINGUISTIC COMMENTARY Typical language problems are: substitution of I foryouin response to questions such as ghat do you do with (--)?; addition of e before sn- as "esnow"; substitution of "jog" for youTrditchlr-fwg dish, "watch" for wilT, and -"Wove " for shovel`

Review CONCEPTUAL FOCUS Introduce Using the placeholder equation with Identifying and demonstrating the use sums of tools in household tasks Identifying and .demonstrating household tasks Identifying which task takes longer to do Computing sums and differences to six using the placeholder equation

CONCEPTUAL COMMENTARY A typical conceptual problem is: difficulty determining which numeralgoes in the placeholder box when the placeholder boxappears in different positions.

MATERIALS Activity 1: Use the accompanying snowshovel and broom cutouts,a dish towel, Wink and Blink. Activity 2: Use the accompanying cutouts of 2 stacks of dishes, the dish towel from Activity 1, another dish towel, and Wink. Activity 3: Use the broom and snowshovel cutouts from Activity 1, the dish cutouts from Activity 2, the accompanying dish towel, floor, and sidewalk cutouts, a paper bag, tape, chalk, Wink and Blink. 1. SWEEP, SHOVEL, AID DRY T: /holding up cutouts/ Give the snowshovel cutout to Blink Which takes longer to wash? and tell the class what he has. Have WIC: /pointing to larger stack/ Wink help the girls ask what it is used That one. for while Blink and the boys pantomime the appropriate action. Then have Point out that more dishes take longer Blink help the boys respond. because there are more to wash.

T: Blink has a snowshovel. 3. EQUATIONS W: /modeling for girls/ On the board write the following se- What do you do with a snowshovel? quence: 140=6, 0+1=6, 2+E)=6, 0+2=6, Gs: What do you do with a snowshovel? ...5+C)=67I5475=67-1 hen giEithesnow- B: /after he and boys pantomime/ shovel, broom, and dishtowel cutouts You clean the sidewalk with it. in a paper bag. Tell the class Blink Bs: You clean the sidewalk with it. has some tools but does not know what to do with them. Help a volunteer be Continue with the broom cutout and a Blink, pick one cutout from the bag, dishtowel using broom, dishtowel, tape it up, and ask what it is used for. sweep the floor,7iiirdry the dishes. Help the volunteer complete the first Repeat having the boys be the ques- two equations, 1+0=6 and C) +1=6. tioners. Then have the class form a circle. Have a volunteer turn his B: /'hooses broom, with T's help/ back and clap his hands while the pu- What do you do with a broom? pils in the circle pass the cutouts C: You sweep the floor with it. and towel around. When the volunteer Blink tapes up cutout, then completes stops clapping help the pupils with equations. the articles ask other pupils the appropriate questions. Repeat with Continue with the snowshovel and then a new volunteer clapping. dishtowel, and the next four equations. Then put the floor, sidewalk, and dish 2. DISHES, DISHES, DISHES cutouts in the bag. Have volunteers be Have two pairs of pupils come up front. Wink and Blink. As Blink chooses an Give a cutout of a stack of dishes to item help Wink ask what Blink is going one member of each pair, and adish- to do. Have Blink tape up the cutout towel to the other. Tell the class and complete the next two equations. that the pupil with the dishes is going to wash them, and the other is W: /with teacher's help as Blink going to dry. Divide the class in chooses a sidewalk/ two groups. Point to the "wash" pu- What's he going to clean? pil in the first pair, and guide Group C: He's going to clean the sidewalk. 1 to ask Group 2 what he is going to Blink tapes up cutout, then completes wash. Have Wink model Group 2's reply equations. while pointing to the dishes. Continue until all cutouts are taped T: What's he going to wash? up and all equations are completed. Gl: What's he going to wash? Then add the following to the board W: He's going to wash the dishes. 6-2=0,...6-5=A0. Repeat the G2: He's going to wash the dishes. fill in each box. Repeat pointing to the other pupil and using dry. Continue with the second TAKE-OFF IDEAS pair of pupils. Repeat several times *Rave the ails make their own draw- with other volunteer pairs. Then hold ings of other household tasks and the up the two stacks of dishesand ask necessary tools. Encourage them to ask the class which takes longer to wash. each other about what is done with or Have Wink guide the response if needed. to the pictured items.

LESSON 91 MICHIGAN

MIGRANT INTERDISCIPLINARY

PROGRAM ORAL LANGUAGE LESSON 92

Review LINGUISTIC FOCUS Introduce Who's ( )ing ( )? (Joe) (is setting) (their table) Is (she) TWash)finthe dishes)? by (himself). Did you ( ) or did (Ray) (...)? wash, dry, help all our, their table, dish, block himself, herself, yourself, myself me, him, her, you set, pick up, put away

LINGUISTIC COMMENTARY Typical language problems are: substitution of "hisself" for himself, "youself" for youifilT-Tonfusfaricriet and loss of past tense ending in pakid up and helped; addition of regular past tense ending to irregular past, as putted away.

Review CONCEPTUAL FOCUS Introduce Identifying and demonstrating house- Demonstrating the division of labor hold tasks Computing sums and differences to 7 Identifying and demonstrating which Demonstrating efficiency as a result task takes longer of helping one another Using the placeholder equation with sums and differences

CONCEPTUAL COMMENTARY A typical conceptual problem is: difficulty determining which numeral goes in the placeholder box when the placeholder box appears in different positions.

MATERIALS Activity 1: Use 2 tables and Blink. Activity 2: Use blocks, a box, and Blink. Activity 3: Use the accompanying cutouts of Jan's family, stick figures washing dishes, setting the table, sweeping the floor, pick- ing up and putting away toys, a paper bag, chalk, and tape. I. HELPING AT 40ME Repeat having only one pupil pick up Divide the class into two groups and the blocks. Have the class ask him have each group stand around their the question again. Model the response own table. Have Group 1 pretend to I picked up the blocks by myself. Next, set their table and have one pupil place two piles of blocks on the floor, from Group 2 pretend to set their ta- one larger than the other. Have two ble. Question each group about who pupils help pick up each piln. Help is setting each table. Have Blink the class repeat the questioning. help the groups respond. Then ask which group took longer and point out that one group had more to T: /to Group 1 while standing close/ pick up. Then have two pupils help Who's setting your table? each other, and one pupil without help Gl: /with Blink's help/ put the box of blocks away. Repeat We're all setting our table. the dialog using oyt away. Point out T: /to Group 1, pointing to Group 2/ that some people picked up blocks Who's setting their table? while others put them away and that Gl: /with Blink's help/ all the work got done. (Joe) is setting their table by (himself). 3. PICK A TASK Display the accompanying cutouts of Stand with Group 2 and ask the appro- Jan's family. Place the pictures of priate questions. household tasks in a paper bag. Write on the chalkboard the equations6+0=7, T: /to Group 2 while standing close/ 5+0=7,...0+0=7. Have a volunteer come Who's setting your table? up, complete any equation,and then G9: /with Blink's help/ reach into the bag and choose a task. (Joe) is setting our table by Have him then choose the family mem- (himself). bers he wants to help with the task, I. /to Group 2, pointing to Group 1/ and tape all the cutouts and pictures Who's setting their table? on the chalkboard. Help him ask the G2: /with Blink's help/ class about them if necessary. They're all setting their table. Vl: /after completing equation, and Repeat the activity, having one pupil choosing washing dishes, the from Group 1 set their table while all mother and Jdn/ the pupils in Group 2 set their table. Is the mother washing dishes by Have different pupils take your place herself? and ask the question. Repeat the ac- C: No, she isn't. Jan is helping tivity with the children pretending her. to wash and dry the dishes. Vary the activity by having volunteers 2. THE BLOCK PICK-UP pretend to do the task themselves, and Plate a pile of blocks and a box on with partners. Help the class question the floor. Have two volunteers come them using Did ou ick blocks up and put the blocks in the box. Use yourself or Pau ep,you Blink to help the class ask each vol- peat the whole activity adding the ey- unteer if he picked up the blocks by uation 0+6=7, 0+5=7,...0+0=7 to himself. Guide the replies. those arariai on the board.

B: /to V1/ TAKE -OFF HAAS Did you pickup the blocks by *"lakewmake arrangements for several members yourself, ordid (Ray) help you? of the class to go to the kindergarten B&C: Did you pickup the blocks by classroom each day for several days. yourself, ordid (Ray) help you? Have them help the ki ndergarteners in T: (Ray) helped(him). playing with and cleaning up their Vl: (Ray) helped(me). play house. ONINNIMMomminimorrigmelislwoMMIIII

LESSON 92 MICHIGAN

MIGRANT INTERDISCIPLINARY

PROGRAM ORAL LANGUAGE LESSON 93

Review LINGUISTIC FOCUS Introduce (They) (sweep the floor) by What work do you do (with other people)? they, their; you, your; we, our We (set) (the table) (with other wash, set, sweep, share, cut, fix, people). clean, pick up, put away dish, table, floor, toy, people, job, work, grown-ups grass, cars room themselves, yourselves, ourselves same, different, faster finish; with

LINGUISTIC COMMENTARY Typical language problems are: loss of do, as in iatolob...WI; substitution of "join-1W-41,7TRWTor finish; loss of Mil /z/ in 1.912rarr-selveira d substitution of litheirselves10Themselves.

Review CONCEPTUAL FOCUS Introduce Computing sums and differences to 7 Identifying which family member does Identifying and demonstrating housi- which household tasks hold tasks done alone, and shared Observing and demonstrating that sharing the work gets tasks finished faster

CONCEPTUAL COMMENTARY Typical conceptual problemsare: difficulty understanding that a job may be dope bymore than one family member; and difficulty making up an equation that equals the given answer.

MATERIALS Activity 1: Use the stick figure pictures of washing dishes, setting the table, sweeping the floor, pickingup toys, and putting away toys from Lesson 92, the accompanying stick figure pictures of cleaninga room, cutting the grass, and fixing a car, tape, and Blink. Activity 2: Use the cutouts of Jan's family from Lesson 92, the pictures from Activity 1, 8 pieces of coloredpaper, and Wink. Activity 3: Use any 7 pictures from Activity 1, tape, chalk,aftcrayont 3 erasers, and Blink. 1. WHO DOES WHAT W: /after P chooses a color/ Display the accompanying pictures and We set the table with other those from Lesson 92. Divide the class people. in two groups. Have pairs of pupils W &Gl: We set the table with other choose a picture of a job they do by people. themselves, tape it up, and pantomime the action. Help Group 1 ask Group 2 Continue with the other pictures, some- what jobs they do by themselves. Have times substituting grown-ups for mt. Blink guide Group 2's response on the Os!, Then pass out the pictures and basis of what is pantomimed. have a pupil pantomime each at the same time. Guide Group 1 to ask Group T: /as P1 and P2 pantomime clean- 2 if all are doing the same job.- Have ing a room/ Wink guide the response. What jobs do they do by themselves? T: Are all of these people doing T/441: What jobs do they do by them- the same job? selves? T&Gl: Are all of these people doing B: They clean their rooms by the same job? themselves. W: No. They're doing different B&G2: They clean their rooms by jobs. They're sharing the work. themselves. W&G2: No. They're doing different jobs. They're sharing the work. Continue having other pairs choose pictures and tape them up. Vary the act- 3. NUMBERED PTCTUR ivity having the class question the On the back of any seven pictures from pairs using you with yourselves; Have Activity 1, write a numeral from 1 to 7. Blink guide the reply using Mint Tape them, well spaced, numeral up, on ourselves. Next, have pupils choose the board. Have a pupil choose a num- family members do by them- ber, and write an equation that totals selves, and continue as groups ques- to that number under the appropriate tion each other until all the jobs picture. Help him then ask the class are taped up. Review the jobs and a question and cue the responseby summarize saying, "These are things showing the picture he chose. people do by themselves." P1: /choosing 3, writing 2+1, and 277RATUTTCTOW showing sweeping picture/ Show the cutouts of Jan and her broth- What jobs do mothers do by them- er, then her parents. Explain that selves? parents are grown-ups. Display on the C: They sweep the floor by them- chalkledge the pictures from Activity selves. 1, and tell the class that the people are doing work. Explain that the work After several equations are written for may be done alone but often it is done each number, draw a ring around two with others. Divide the class in two sets of four equations. Have one pu- groups and hide each picture under a pil erase one set, and two pupils erase sheet of colored paper. Help Group 2 the other. Ask who finished first and ask Wink and Group 1 about the work why. Have Blink model We finish faster done with others. Have a pupil from when we share the work. Group 1 choose a color, expostig the picture. Have Wink guide Group l's TAKE-OFF IDEAS response on the basis of that picture. 75791g c can -up times, discuss with the class what jobs they share, what T: What work do you do with other jobs they do by themselves and what people? jobs you do. Help them decide why T&G2: What work do you do with other jobs are allocated the way they are people? and which are done fastest.

LESSON 93 MICHIGAN

MIGRANT INTERDISCIPLINARY

PROGRAM ORAL LANGUAGE LESSON 94

Review LINGUISTIC FOCUS Introduce What do you do ( )? I (play) (ball).

work, play by (yourself/myself), with go out to eat, go for a ride together go to the park, watch television Ichildren, parents sit

LINGUISTIC COMMENTARY Typical language problemsare: loss of do, as in What you do for What do /212112:, su57 stitution of "rite" for ride, "Waih"for watch, "shildignor OTTdFin, and "jourse17176.7iourself,

Review CONCEPTUAL FOCUS Introduce Computing sums and differences of Describing free time spent 6 and 7 alone and with parents and friends Observing that time seems to pass more quickly when we are playing

CONCEPTUAL COMMENTARY A typical conceptual problem is: difficulty understanding that thesame period of time can seem to pass at different rates.

MATERIALS Activity 1: Use the accompanying disguise forBlink, the picture ofa family eating out, and Blink. Activity 2: Use the accompanying picture of 2children playing, a pencil, eraser, and Blink. Activity 3: Prepare 2 sets of numerals from to 7, an equal, minus and plus sign; use chalk, a table, and B1ink. 1. FREE TIME ACTIVITIES P2: I (play) (ball). Place the accompanying disguiseon Blink and tell the class Blink is from Repeat several times, having the pu- a foreign country. Explain that he pil with the eraser take the center sees them at school, and now would pupil's place. Have the class time like to know what they do other times. one minute during the game, and one Divide the class in two groups, and minute after the game is over. Point have Group 1 help Blink ask his ques- out that the length of both is the tions. Guide Group 2's response. same, and one only seems longer than the other. Next, send the class to B: What do you do when you're not their seats a few at a time, having in school? Blink help groups ask those in their G1 &B: What do you do when you're not seats if all on the floor are sitting in school? together. Guide the responses. T: Sometimes we work and sometimes we play. B: Are all of the children sitting T&G2: Sometimes we work and some- together? times we play. B&Gl: Are all of the children sitting together? Show the class the picture of the fam- T: Some of them are sitting to- ily eating out. Have Blink and Group gether. 2 ask Group 1 what they do with their T&G2: Some of them are sitting to- parents. Guide the appropriatere- gether. sponse. 3. PEOPLE qUATIONS B&G2: What do you do with your par- On a table place two sets of numerals ents? from 0 to 7, an equal, minus and plus T&Gl: We go out to eat together. sign. Have five pupils line up in front of the class. Give one of the Continue, having the groups ask in- five a 6 or a and another a plus dividuals the questions. Suggest as or minus sign. Have a volunteer responses, go for a ride, go to the complete an equation using what the park, and watch television, accepting two pupils are holding, and whatever other things pupils mention, End the he wishes to give the others to hold. activity by having Wink guide Group 1, When the equation is complete, help then Group 2 to ask individuals what the five ask the volunteer what he each does by himself or herself, does when he is not in school. Have Blink guide the volunteer's response 2. PASS IT ON if needed. Have a pupil be the re- Have the class sit in a circle. Show corder, and write each equation on the picture of two children playing the. board as it is formed. and explain they are friends playing together. Tell the class to think of T&Ps: What do you do when you're not something they do with their friends. in school? Then have a pupil stand in the center a&V: I (watch) (television). of the circle and close hiseyes. Give another pupil an eraser. Have Vary the activity by asking what they the pupil in the center open his eyes do with parents, friends, and alone. and try to find out who has the eras- Sometimes ask if all work together. er, while members of the circle keep Have Blink guide the responses. passing it when hE is not looking. When he thinks he knows, help him TAKE -OFF IDEAS guess, asking the chosen pupil what *Discuss how free time at home is dif- he does with his friends. ferent from free time in school. Talk about what things are done by yourself P1: What do you do with your friends? and what things are done with others.

LESSON 94 MICHIGAN INTERDISCIPLINARY MIGRANT ORAL LANGUAGE LESSON 95 PROGRAM

REVIEW

LINGUISTIC FOCUS - REVIEW Using by followed by forms ending in -self and -selves Using with in phrases such as sweep with the broom (instrument) and play with my friends (accompaniment)

CONCEPTUAL FOCUS - REVIEW Identifying and demonstrating the use of tools in household tasks Identifying and demonstrating household tasks Identifying and demonstrating household tasks done alone and shared Demonstrating the division of labor Identifying which family member does which task Stating that sharing the work gets tasks finished faster Computing sums and differences to seven using the placeholder equation Describing free time spent alone and with parents and friends

MATERIALS

Activity1: Prepare a paper bag with the broom, snowshovel, and dishtowel cutouts from Lesson 91 and the 8 stick figure pictures from Lessons 92-93; use Blink. Activity2: Use the 8 stick figure pictures from Activity 1, tape, and Blink. Activity3: Use the 0 to 7 numerals from Lesson 94, tape, chalk,and Wink. FAMILIES HEREFAMILIES THERE themselves? Divide the c assin o four groups. G2: /as V chooses fixing a car/ Have three groups pretend to be fam- They fix cars by themselves. ilies which the fourthgroup will visit. Have the "visitors" bringa pa- Continue, having Group 2 question. Al- per bag with the broom, snowshovel, ternate, asking what children do by and dish towel cutouts from Lesson 91, themselves until all pictures have and the stick figure pictures from been taped up. Repeat asking what Lessons 92-93. Have members of each jobs grown-ups, then children do with family visited choosea picture or others, using the same pictures. Sum- cutout from the bag. When a cutout marize saying, "Sometimes we share is chosen have the "visitors"ask the jobs and sometimes we don't. We finish other groups what is done withit. faster when we share the work." When a picture is chosenhave them ask what the person is going to do. 3. WHAT'S MY AUNT Use Blink to guideresponses if needed. Display the numerals from Lesson 94. Have a volunteer choose one, tape it Vs: /as broom cutout is chosen/ to the board, and then write a place- What do we do witha broom? holder equation using the chosen num- B&Gs: We sweep the floor with it. eral. Have another volunteer fill in Vs: /as fixing car pic. is chosen/ the box with the appropriate numeral. What's (Paul) goingto fix? Then have the class ask the second B&Gs: (He)'s goingto fix the car. volunteer what he does when he is not in school. Have Wink guide the reply. Continue, having othergroups be visitors. Vary the activitm sometimes C: /after V fills in box/ having pairs of pupils selecta pic- What do you do when you're ture and pretend to help eachother. not in school? Have the visitors ask ifpupils are W&V2: I (play) (with) (my friends). doing the tasks by themselves. Have Blink guide appropriateresponses. Vary the activity by having the class sometimes ask what the volunteer does Vs: /as pair chooses setting table/ with parents, friends, or by himself. Is (Mary) setting thetable by Then have children, some in pairs and (herself)? some alone, come and write equations. Gs: No (Paul) is helping (her). Have a pupil question the class using Vs: /as pupil chooses cutting grass/ Areallofthesect,..tildrenworkinsto- Is (George) cutting thegrass by (himself)? thitSome of them are working together. Gs: Yes, (he) is. Some of them are workin b themselves.

Continue, asking the pupils theques- SUGGESTED FIELD TRIP tion using yourself. 'take the classon a tour through a department store. Stop at several de- 2. JOBS FOR ALL partments such as housewares, garden Divide the claiiin two groups. Put tools, and hardware. At each depart- the pictures from Activity1 on the ment discuss with the class what mem- chalkledge. Guide Group 1 to ask bers of the family might use various Group 2 what jobsgrown-ups do by appliances or tools and for what task. themselves. Have a volunteer from Help them decide who might help with Group 2 choose a picture hethinks the tasks, and what they might do to appropriate. Have Blink guide Group help. Include in the discussion which 2's response using thepictured ac- tools it would be safe for them to tion, and then tapingup the picture. use by themselves, which would not be safe for them to use, and which they Gl: What jobs do grown-ups do by woulo need help using.

lirmammoorms.

LESSOR 95 MICHIGAN INTERDISCIPLINARY ORAL LANGUAGE MIGRANT, SPANISH SUPPORT ACTIVITIES PROGRAM

BASIC CONQEPTUAL FOCUS: designed to be introduced in Spanish: Identifying. money; a penny as one cent, a nickel as five cents Demonstrating that older family members provide us with money for basic needs Describing the frequency of events as occurring never, very often, more often,etc. Identifying work as the primary means for earning money Demonstrating the amount of a solid as constant when its appearance is changed Computing sums and differences of nine Demonstrating that some family members may earn more than others

IMATERIALS: Activity 1: Use 5 pennies, 1 nickel, play money, and the stores, car lot and house pictures from Activity 2, Lesson 96, and tape. Activity 2: Use the pictures of a farm, restaurant, gas station, store and factory from Lesson 97, and tape. Activity 3: Use 2 balls of clay, enough clay for each pupil, a table, and chalk. Activity 14: Use it pictures from Activity 2, tape and play money.

1. CON DINERO (to accompany lesson 96) WITH MONEY

Muestre una moneda de un centavo y una Show a penny and a nickel and ask what de cinco. Pregunte qu6 son y cufintos they are and how many cents each is centavos vale cada una. Entr6gueselas worth. Give each coin to a pupil. Ask a dos niflos. Pregunte cal de epos which pupil has more money. Give four tiene mgs. D6 cuatro centavos mita al more pennies to the pupil who had one nifto que tenfa uno y repita la pregun- and repeat the question. Explain that ta. Insista en que ambos tienen dinerc both have the same amount of money. en igual cantidad. Pregunte para qu6 Ask what we spend money for and who se usa el diner° y qui4n es quien gene- usually spends it. Give each of the ralmente lo usa. D6 cada una de las pictures of the grocery store, car lot, liminas del mercedo, agencia de carros, house and clothing store to a different casa y tienda de ropa a un nifio. Divi- pupil. Divide the rest of the class in da los demgs en grupos formando fami- groups, forming families. Give play lias. D6 dinero a los padres de cada money the parents of each family and familia y permitales que vayan de com- have them go shopping or have them send pras ellos o manden a los hijos. Logre their children shopping. Have the que observen a cugl tienda van a menu- class observe which store the "family" do, muy a menudo, etc. members go to often, very often, etc.

2. EL TRABAJO (to accompany lesson 97) WORK

En las peredes coloque lgminas de fin- Tape the pictures of a farm, restau- ca, restaurante, estaciOn de gasoline, rant, gas station, store and factoryon tienda y fabrica.Ponga al frente va- the wall. Arrange several chairs in ries sillitas que representenuna case. front to .represent a house. Put a Site en "la case" un grupo de niflos: group of pupils in the "house": "moth- "mama", "papa" y varios'hijos. Pida al er", "father", andsome children.Ask "papa" queveva a trabajar a la "esta- the "father" to go to work in the "gas ci6n de gasoline", la "mama"a la "fa- station" and the "mother" towork in brica" mientras los demas.vana la "es- the "factory" while the childrengo to cuela" representadapor el resto de la the "school", represented by the rest clase. Ayude a la clasea que les.pre- of the class. Help the class ask the gunte d6nde eatensu "mama" y "papa", children where their "mother" and "fa- y cuando y por clue trabajan. Gulelos ther" are, and how oftenand why they a decir que quien trabaja obtienedine- work. Guide the children in saying ro para las necesidades de lafamilia. that those who workearn money for fam- Cambie los grupos y los sitios de tra- ily needs. Alternate the groups and bajo, con personas que trabajen casi places of work with peoplewho work al- siempre, siempre, casi nunca, etc. most always, always, almost never,'etc.

3. CON PLASTICINA (toaccompany lesson 98) WITH CLAY Muestre dos bolas grandee de plasticina Show two large balls of clay ofthe del mismo tamaflo. Permits que los ni- same size. Allow the pupils to study flos las observen. Amase una en forma them. Mold one into the shape ofa de culebra. Compare las dos hacienda- snake. Compare the two again, guiding les observer que continua siendo la the class to observe that eachhas the misma cantidad. Reparta pedazos de same amount of clay. Distribute pieces plasticina y gufe a los niflos pare que of clay and guide the pupils inrepeat- repitan la experiencia individualmente. ing the experimentindividually. Write Dibuje en la pizarra el siguientepa- the following placeholder equationon tresn 5+0a9. Coloque cinco bolitas de the board: 5+0=9. Place five balls plasticina en una mesa. Pregunte cuan- of clay ona table. Ask haw many more tas mis necesita para tener nueve. are needed to make nine. Put four more Pongalas en la mesa._ La clase dlr.& el balls on the table. Have the class say numeral corresponEente al cuadro y el which numeral shouldgo in the box and niflo lo escribira. Repita con elpa- have a pupil write it in. tr6n 9.cam9 Repeat with the equation 9-E1=9.

TRABAJAN7T6 (toaccompany lesson 99) WORKING Coloque en la pared laminas de una fin- Tape the pictures ofa farm, factory, ca, una fabrics, un restaurante y una restaurant and storeon the wall. tienda. Escoja cuatro niflos que "tra- Choose four pupils to "work" inthose bajen" en esos sitios. Permits que places. Have some work longer than unos trabajen mss tiempo que otros. others. Use play money topay them Use dinero de juguete pars pagarlea al when they finish. Those who have terminar. Los que hayan trabajado mfrs worked more time will receivemore mon- tiempo ganargn nibsdinero que losque ey, and those who have worked less time trabalaron menos. Repita simulandouna will receive lessmoney. Repeat with case y hacienda que una nifla trabaje en a "pretend" house and havea girl work ella. Mediante preguntas logre que le in it. Guide the pupils throughques- digen que usuelmente is gente no gana tions to say that people usuallydo not dinero por los trabajos que efectfian en earn money for work done in the home el hoger pero que ellos trabajan tanto but they workas hard. camo los que lo listen fuera. MICHIGAN INTERDISCIPLINARY MIGRANT LESSON 96 PROGRAM ORAL LANGUAGE

Review LINGUISTIC FOCUS Introduce They ( ) often. Which do they buy more often, Theydiiiirf( ) often. (a car) or (a house)? How do (yourr-- )? Which do they buy most often? They buy (food) (more/most/very) often., (I) ( )

family, penny, food, clothes, money, cent, nickel house, car buy, get (acquire) often; more, most very

LINGUISTIC COMMENTARY Typical language problems are: confusion of the -er/-est and more/most comparisons, as in buy more oftener; substitution of "bere forgm

Review CONCEPTUAL FOCUS Introduce Reviewing sums and differences of Identifying a penny as one cent, a 5, 6, 7, using the placeholder nickel as five cents and both as equation money Demonstrating that older family members'provide us with basic needs using money to purchase these things Describing and ordering the frequency of events as occurring often, very often, more often, most often

[CONCEPTUAL COMMENTARY A typical conceptual problem is: difficulty understanding the cent value of nickels and pennies.

MATERIALS Activity 1: Prepare a set of 1 nickel, 5 pennies, 1 plus sign, 1 minus sign and 1 equal sign for each pupil; use chalk, and Wink. Activity 2: Use the accompanying pictures of a grocery store, a house for sale, a car lot, and a clothing store, tape and Wink. Activity 3: Prepare magazine cutouts of a man and woman, and play money of bills and coins; use the pictures from Activity 2, tape and ,1 chalk. 1. MONEY TALK Choose a "mother" and "father" to shop. Wiieach pupila nickel, five pennies, Guide them to go to the house once and a plus sign, a minus sign, and an equal to the grocery seven or eight times. sign. Guide all of the pupils to each Ask Wink and the class if that family hold up and identify the appropriate buys food often. money as Wink questions them. T: /refers to "mother" and "father"/ T: /to class, holding up a coin/ Do they buy food often? Hold up this one. W: Yes. They buy food often. W: What's that? C: Yes. They buy food often. 16: It's a (penny). It's one cent). C: It's a (penny). It's one cent). Continue, asking if they buy a house W: /after penny and nickel identified/ often and having Wink guide the reply, What are pennies and nickels? "No. They don't buy a house often." T: Pennies and nickelsare money. Then, tape up the accompanying pictures C: Pennies and nickelsare money. of a car lot and a clothing store. Have a new "mother" and "father" go Have the pupils manipulate their coins to the house once, the car lot twice, and signs as you write and readequa- the clothing store five times and the tions reviewing sums and differences grocery eight times. Pick out two i- of five, six and sevenon the chalk- tems at a time and ask, "Which do they board. Ask them to give you thean- buy more often, (food) or (clothes)?" swers. Pick out three items and ask, "Which do they buy most often?"Have Wink T: /writing and reading equation/ guide the responses. Repeat with a 5 +2. What goes in the box? new set of parents, having groups C: 7i70 arranging coins and signs ask each other the questions. to match atif Seven. TAM NW it orit 'tape up the four pictures from Activity Continue with other equations. 2. Identify and give magazine cutouts of a "mother" and "father" and play 2. MONEY BUYS money to a volunteer who will take Have Wink and the class ask you howyou them on "shopping trips". Put a mark get food, clothes, a house, and a car. by each place each time that the "par- After responding to each question, ask ents" stop there to help in determining the class how their families get each the frequency of buying. Have the vol- of the above items. unteer pretend to pay, etc. After several stops have been made, stop the W: /to teacher/ "shopping". Ask groups and individuals How do you get (food)? questions from Activities 1 and 2. C: How do you get (food)? T: I buy (it). T: /pointing to money/ /after responding to each ques./ What's that? How do your families get (food)? Gl: That's money. C: They buy (it). T: /pointing to cutouts/ Do they buy (food) very often? After asking the class about each of G2: Yes. They buy (food) very often. the four items, ask individuals who in their family buys each of the items. Repeat with another volunteer, helping Have Wink help each pupil respond with groups and individuals ask each other answers such as gyajeilfatt'does. questions.

Then tape up in different parts of the Ima-Or room, the accompanying pictures of a *tollect and discuss milkmoney, Weekly grocery store and a house for sale. Reader money, etc. with the class.

LESSON 96 MICHIGAN

MIGRANT INTERDISCIPLINARY

PROGRAM ORAL LANGUAGE LESSON 97

Review LINGUISTIC FOCUS Introduce How does ( ) ? (The mother) works (in)a (restaurant) and jetsmoney for (her) work. (They) (almost always) work together farm, store (on) (the farm). always, never he, she, you, we, they restaurant, gas station, factory his, her, your, our, their almost (always/never)

LINGUISTIC COMMENTARY Typical language problemsare: loss of does and non-standard word order,as in h getsmoney that family?; confusion of substitute forms you/your etc.; loss of final t in restaurant and almost; and addition OT e be ore in iiiitTon, estore.

Review CONCEPTUAL FOCUS Introduce Reviewing sums and differences of Identifying work as the primary means 6, 7, 8, using the placeholder for earning money equation Identifying the working family unit Identifying a pennyas one and a Describing the frequency of events as nickel as five cents occurring almost always, always, almost never, never

11011111107 CONCEPTUAL COMMENTARY A typical conceptual problem is: difficulty understanding the different degree of frequency as described by the terms almost always, always, almost never, and never.

MATERIALS Activity 1: Use the sets of 1 nickel, 5 pennies, 1 plus sign, 1 minus sign and 1 equal sign for each pupil from Lesson 96, the 5accom- panying pictures of families with a farm,a restaurant, a gas station, a store and a factory, chalk, and Wink. Activity 2: Use the farm, store, restaurant and gas station pictures from Activity 1, tape and Wink. Activity 3: Have each pupil prepare a picture of his family and the place or places where his family members work; use Wink. 1. WORKINCFOR MONEY the farm? Give each pupil a nickel, five pennies, W: Yes. They always work together a plus sign, a minus sign, and an equal on the farm. sign. Have the pupils manipulate their T: /to "family"/ coins and signs as you write equations Do all of you work together on reviewing sums and differences of 6, 7, the farm? and 8. Read the equations with the Gl: Yes. We always work together on class and ask them to give you thean- the farm. swers. Continue, choosing a new "family" for T: /writes equation and reads with each picture and having only the work- class/ ing parent go to work. Use No. (They) 9 - 1 -0. What goes in the box? never work together (in) (the store) and C: 7571FPranging coins and signs restaurant and gas station. 'Choose an- to match 9 - 1ati other arm family" to pantomime sev- Eight. eral times, having two members stay at home the last time. Repeat the ques- Continue with other equations. Collect tion and have Wink model Yes. (They) the coins, etc., and display.the accom- almost alwa s It'kher on the panying pictures of a farm, restaurant, MarnaThotFerrvearami- gas station, store, and factory. Point 171"antomime several times, having the to the picture of.a family working on sons go to work with their father once. a farm and ask how they get money. Have Wink model No. (They) almost nev- Have Wink model the reply. er work topether at the as station. Then ask the class, "When do families T: /points to farm working family/ often work together to earn money?" and How does that family get money? have Wink model They often work togeth- W: They work on a farm and getmoney er when they.work on a farm. for their work. C: They work on a farm and get money 3. VOA FAMILY AND WOK for their work. As preparation for this activity have each pupil draw his family on one half Point to each of the other pictures and of a piece of paper and the place or ask the same question, having Wink mod- places where members of his family work el the answers, substituting appropri- on the other half. Help the class ask ate words in the structure, (The mother) individuals appropriate questions from works in a restaurant and ets mone Activities 1 and 2, using you, your. or erwor mepeathe second a- Have Wink help the individuals respond log, nav ng groups ask each other the with we and our and using their pic- question. tures to help responses.

2. FAMIL1Et THAT WORK lOGETEIN T: How does your family get money? Tape up in different places the farm, C: How does your family get money? store, restaurant, and gas station pic- W&Pl: We work on a farm and get money tures from Activity 1. Choose pupils for our work. to pretend they are the "farm family" sleeping and then gettingup to go to Continue with other questions and other workitogether. Have them all go to the individuals. farm picture and pretend to work. Have them repeat the pantomime several times TAKE-OFF IDEAS to show that they do this every day. wIRTIFFTicifity that works on a farm Then question the class and the "fami- together to visit the class and tell ly", having Wink help the responses. about their roles. Encourage the class to ask the family questions. Afterward T: /to dais/ write a chart story with the class des- Do all of them work together on cribing the visit and what they learned.

LESSON 97 MICHIGAN

MIGRANT INTERDISCIPLINARY

PROGRAM ORAL LANGUAGE LESSON 98 fl Nimimsoliemememoweir

Review LINGbISTIC FOCUS Introduce (baby) is (). (He)'s tJo(young) to work (with Does (the babyrikkk with(his) them). family in the fields? (He)'s too(young).

baby, family dirt, field, man todayThe too work young, old, sick

91111111, LINGUISTIC COMMENTARY Typical language problems are: loss of 's as in He too old; substitution of ufieler- for field, °la?' for young, and noirTor old.

Review CONCEPTUAL FOCUS Introduce Comparing solids of different sizes Observing and demonstrating the amount Identifying the working family unit of a solid as remaining constant even when its appearance is changed Identifying people who are unable to work due to age or illness Computing sums and differences of 9

.07NINENNONIIMINN/ CONCEPTUAL COMMENTARY A typical conceptual problem is: difficulty understanding that the amount ofa solid transformed into different shapes remains the same regardless of how different itmay look. ipMmip....am,

11111111MIr MATERIALS Activity 1: Prepare 4 clumps of dirt of varying sizeson newspaper; use a ball of clay, a pair of work gloves, the accompanying picture of Manuel's family working ina field, and Wink. Activity 2: Prepare 10 strips ofpaper; use the accompanying picture of a baby and an old man, chalk, tape, and Wink. Activity 3: Use a rake, a baby rattle, the accompanying beard cutout, Wink, and Blink. 1. WORKING FOR MONEY- the farm? UT/FaaFill a nickel, five pennies, W: Yes. They always work together a plus sign, aminus sign, and an equal on the farm. sign. Have the pupils manipulate their T: /to "family"/ coins and signs as you writeequations Do all of you work together on reviewing sums and differences of 6, 7, the farm? and 8. Read the equations with the Gl: Yes. We always work together on class and ask them to give you the an- the farm. swers. Continue, choosing a new "family"for work- T: /writes equation and reads with each picture and having only the class/ ing parent go to work. Use No. The 9 - 1 <1. What goes in the box? never work in (the s oreand Choose an- C: l'ilieraFranging coins and signs restaurant and as station. to match 9 - 1 =/ other 'farm fan yto pantomime sev- Eight. eral times, having two members stayat home the last time. Repeat the ques- Continue with other equations. Collect tion and have Wink model Yes. The the coins, etc., and display.the accow almost aNuswiLAXIMINTIgiL panying pictures of a farm, restaurant, TErn-rFaanyl- the gas station, store, andfactory. Point TYI pantomime several times, having to the picture of.a family working on sons go to work withtheir father once. a farm and ask how they get money. Have Wink model No. (They) almost nev- Have Wink model the reply. er worktogethgrALLANLAALIMAJE. Then ask the Zraii,7wWWFAtifaidlies money?" and T: /points to farm working family/ often work together to earn How does that family get money? have Wink model Theoften work togeth- on a arm. W: They work on a farm and get money er when they wor for their work. C: They work on a farm and get money 3770710;tMr4 activity have for their work. As preparation foFihis each pupil draw his family on onehalf Point to each of the other picturesand of a piece of paper andthe place or family work ask the same question, having Wink mod- places where members of his el the answers, substituting appropri- on the other half. Help the class ask from ate words in the structure,(The mother) individuals appropriate questions your. works in a restaurant and 'ets move Activities 1 and 2, using you for tai wor 'epea t e secon a Have Wink help the individuals respon their pic- og, av ng groups ask eachother the with we and our and using question. tures to helirThe responses. money? 2. FAMILIES THAT WORK TOGETHER T: How does your family get money? Tape up in different places the farm, C: How does your family get store, restaurant, and gas station pic- W&Pl: We work on a farm and get money tures,from Activity 1. Choose pupils for our work. to pretend they are the "farmfamily" sleeping and then getting up to go to Continue with other questionsand other work together. Have them all go to the individuals. farm picture and pretend to work. Have them repeat the pantomime severaltimes TAKE-OFF IDEAS to show that they do this everyday. nwite a family that works on a farm and tell Then question the class and the"fami- together to visit the class Encourage the class ly", having Wink help the responses. about their roles. to ask the familyquestions. Afterward with the class des- /to class/ write a chart story T: they learned. Do all of them work together on cribing the visit and what

LESSON 97 1. LEARNING WITH FIELD DIRT and have Wink help the class respond, isp ay a bai of ciay, tour clumps of "Yes, he is." or "No. He's too sick dirt of varying sizes, a pair of work to work today." gloves and the accompanying picture. Demonstrate that the clay can be T: Is (Pepe) working inthe fields rolled into a snake form and remade today? into a ball. Explain that it was the W: No. (He)'s too sickto work today. same amount in both shapes. Compare C: No. (He)'s too sickto work today. the sizes of the dirt clumps. Then, have a pupil wear' the gloves and crumi- After the pantomime, count the strips ble one clump. Explain that the amount to see how many days Pepe worked. Then of dirt remains the same just. as with arrange the strips into sets to help the clay. Ask Wink and the class to compute sums and differences of nine. identify the dirt and the accompanying Write the equations and have the class field picture. Ask them about each help you read and answer each. person in the picture. T &C: /after sets arranged and corre- T: /points to dirt and then field/ sponding equation written/ What's that and that? Ten minus one equals nine. W: That's dirt. That's a field. C: That's dirt, That's a field. 3. TO WORK OR NOT TO WORK T: /points to Manuel in picture/ raveonhWae,arattle, and the Does Manuel work in the fields accompanying beard. Have volunteers with his family? pantomime being old or young or field W&C: Yes. He works in the fields with workers, using the above props. Have his family. Wink and Blink guide groups to ask each other appropriate questions from Acti- Continue, having pupils pretend to be vities 1 and 2. families working in fields. Ask the same question. Sometimes have groups W&Gl: /referring to child with beard/ ask each other the question. Does (he) work with (his) family in the fields? 2. TOO YOUNG, TOO OLD B&G2: No. (He)'s too old. DisplAy the accompanying pictures of a Laby and an old man. Question Wink and Continue with other volunteers. the class about the old man picture. 'FAKE -OFF IDEAS T: /points to baby, then old man/ *%en pupils finish assignments, let The baby's young. The man's old. them each have a ball of clay to trans- /pointing to picture of old man/ form into various shapes. Point out Does the man work in the field that although the shapes are different, with his family? the amount of clay remains the same. W: No, he's too old to work with them. C: No, he's too old to work ,with them. *Chalk off large squares on the chalkboard and leave chalk and an eraser or Continue with the baby picture, substi- kleenex near each square. When pupils tuting baby and young for man and old. finish their assignments, let indivi- Then repeat,having indTVTd- duals make equations and corresponding uals the question. Then have one pupil pictures of the sets they have added pretend to go to work in the fields each or subtracted. day for five days, miss three days because he is sick, and then go again for *Durinc music, make up verses to "The five days. Each day that he goes, tape Farmer In the Dell", telling about each up a strip of paper to keep a record of member of the farmer's family who works the days he worked. Each "day" ask, in the field. Use, "The wife works in "Is (Pepe) working in the fields today?" the field", "The son works...," etc.

LESSON 98 11.111111.11111111.1111111111...11.1.11.11111.1111.111110.11111.1.11111.1.1.111110:PPIPIIIMMP'

MICHIGAN MIGRANT INTERDISCIPLINARY PROGRAM ORAL LANGUAGE LESSON 9.9 j

Review LINGUISTIC FOCUS Introduce Did (Jose) earnedmore money than (James). Why (-----)? Why didn't (names)earn as much money Because ( ). as (Jose)? (James) dwarf work in thefields as long as (Jose). Much money? field, home; in, at clay as - - -as, - - -than; more; long earn

LINGUISTIC COMMENTARY

Typical language problemsare: loss of past tense endingon earned; substitution of "mush" for much, "W71-11-fordidn't, fiFir

Review CONCEPTUAL FOCUS Introduce Observing the amount ofa solid as Demonstrating that some familymem- remaining the sameeven when its bers may earn more than other fam- appearance is changed ily members because of longer work- Using the associativeproperty of ing hours addition to computesums and Demonstrating that some familymem- dtfferences of land It bers do not receive money for work such as housework

CONCEPTUAL COMMENTARY A typical conceptual problemis: difficulty understanding that the type of workand length of working daycan sometimes determine the amount ofmoney one earns.

.111111.

MATERIALS Activity 1: Prepare 2 clumps of dirt and2 equal lumpy of clay;use a pair of work gloves,a newspaper, play money includingmany nickels and pennies, and Wink. Activity 2: Use the dirt and playmoney from Activity 1, and Wink. Activity 3: Use the pictures ofa clothing and a grocery store from Lesson 96, the play money from Activities 1and 2, chalk and Wink.

L 1. MORE WORKMORE MONEY er" more than the "sister". Question Use two equal 1405EIVETay. Have a Wink and the class about the amounts. pupil roll one out long. Ask about it and have Wink guide the response. T: Did (Anna) earn as much money as (James)? T: Does (Anna) have as much clay as W: No. (James) earned moremoney (MarY)? than Anna). C: /with Wink's help/ C: No. James) earned more money (Anna) has as much clayas (Mary). than Anna). T: Why didn't (Anna) earn as much Repeat having the second pupil roll money as (James)? out his lump. Show that the same i!; W: Because (Anna) didn't work in true with clumps of dirt. Let a pupil the fields as long as (James). put the dirt on a newspaper on the C: Because (Anna) didn't work in floor to make a "field". Have two the fields as long as (James). "brothers" go to work in the "field" at the same time but have one go home Repeat the second dialog with now pan- much earlier than the other.As each tomimers. leaves, pay the one who worked longer more "money" than the other. Ask Wink 3, FULL TIME, PART TIME and the class about the "workers" IiTaiitore pictures from Lesson 96 and the "money" from Activity I. Have T: Did (James) earn as much money as pairs of pupils pantomime part and (Jose)? full time work in stores. After the W: No. (Jose) earned more money pantomime have Wink help a volunteer thanJames). ask the class if one earned as much as C: No. Jose) earnedmore money another and why. Guide the response. than James). Tape up the play nickels and pennies T: Why didn't (James) earn as much in combinations of eight and nine. money as (Jose )'s Write the corresponding placeholder W: Because (James) didn't work in equation. Help the class give the the fields as long as (Jose). answer, then read the equation. C: Because (James) didn't work in the fields as long as (Jose), WIN: Did (Al) earn as much money as

Repeat with new "brothers ". Have Wink MC: No. Paul) earned more money help the class ask you the question!. than Al). W&V: Why didn't (Al) earn as much 2. SOME WORK EARLS NOWT as (Paul)? tri7FT"terrffercrarr-oTmiey' from Ac- T&C: Because (Al) didn't work in the tivity 1, have two pupils pantomime a store as long as (Paul;. "brother" working in the field and a T: /points to coips, then eq./ "sister" ironing and sweeping at home. One nickel is five cents, four Pay the "brother" only. Then question pennies is four cents, so what Wink and the class. goes in the box? T&C: Nine. Five plus four equals T: Why doesn't (Maria) earn money? nine. W: Because (she) doesn't work in the fields. (She) works at home. Continue with other pupils and equa- C: Because (she) doesn't work in the ti ons. fields. (She) works at home. Int-Or Have a new "brother" work in the ItiiiiTigifoirtime help pupils make fields all day and a new "sister" up a story about The Three Bears Who work in the fields part time, and at Went To Work. TairialifIWWW7giai" home the rest of the day. Pay "broth- works, who earns the most, etc.

LESSON 99 MICHIGAN

MIGRANT INTERDISCIPLINARY ORAL LANGUAGE PROGRAM LESSON 100 4011

REVIEW-EVALUATION

This lesson aims at determining how well pupils incorporate the structures of Unit 10 into modified language situations. You should attempt to elicit individual responses from all pupils and keep accurate records on the following RECORD SHEET. This should help you focus on specific problems.

The concepts listed in INCLUDED CONCEPTS are not necessarily the most important ones in Unit 10. They were selected because of their suitability in reviewing the language structures.

The DIALOGS in Lesson 100 do not represent the only structures that pupils might use; the are only sample responses. A stimulus is given and the pupil will select his answer from among those structures he knows.

LINGUISTIC PROGRESS CHECK Using with himself, herself, andthemselves Using more andfriortTvi trartiii

INCLUDED CONCEPTS Identifying and demonstrating household tasks Demonstrating sharing household tasks Identifying which family member does which household task Describing the frequency of events as occurring often, more often, most often

MATERIALS Activity 1: Use the cutouts of Jan's family from Lesson 92, and the stick figure pictures from Lessons 92-93. Activity Use the food pictures from Lessons 81-84, 9 clothing cutouts from Lesson 86, the house picture from Lesson 96, 4 toy cars, and a table. Activity 3: Use the pictures of a farm, restaurant, gas station, store, and factory from Lesson 97, Manuel's family working in a field from Lesson 98, the stick figure pictures from Activity 1, and tape. DOING THE J011 often. Display the stick pictures from Les- 01: Do families buy food often? sons 92-93. Have volunteers by them- P2: Yes. They buy food often. selves, then with other pupils, pantomime doing one of the jobs in the pic- Continue cuing pupils to ask about tures. Select two more pupils telling whel is bought more often. one to ask the other about the pantomimed action and who is doing it. T: /pointing to two sets of items/ Ask which famiWs buy more often. 7: /to P1/ Pl: Which do families buy more often, Ask (Paul) if (Jack) is washing (food) or (clothes)? dishes by (himself). P2: They buy (food) more often. Pl: /as V1 pantomimes washtig dishes/ (Paul), is (Jack) washing dishes Then indicate three items and cue ques- by (himself)? tions about which is bought most often P2: Yes, (he 's washing dishes by until the relative frequency of kinds (himself). of purchases has been istablished: T: /to P1 as V2 helps V1/ Ask him now. 3. ANSWER TIME: WORK Pl: (Paul), is (Jack) washing dishes illsplAy on the chalk Tedge the stick by (himself)? figure pictures from Activity 1, the P2: No, (he) isn't. (Joel) is help- picture of a farm, restaurant, gas ing (him). station, store, and factory from Les- son 97, and the picture of Manuel's Continue with other pupils pantomiming family working in the field from Les- and questioning. Then, hold up the son 98. Ask, "What kinds of work do cutouts of Jan's family from Lesson people do?" As a pupil responds have 92 and identify family members as him choose and tape up the appropriate father, mother, and children. Have picture. Ask him who does the work. a pupil choose one of the cutouts and ask another pupil what jobs the cutout T: What kinds of work do people do? family member does by himself. P: They sweep floors. T: /after P tapes up sweeping plc./ T: /to P1 as P1 chooses mother/ Who sweeps floors? Ask (Sam) what jobs mothers P: Mothers do. do by themselves. P1: What jobs do mothers do by When all the pictures are taped up themselves? have pupils suggest groups.After re- P2: They (sweep) (the floor) by taping the named pictures, ask why themselves. they put them together in the groups.

Continue with other pupils and family T: Can some of these pictures go member cutouts. together because they're alike in some way? 2. HOW OFTEN? P: That job and that job. On a table display the picture of a T: Why did you put these together? house from Lesson 96, four toy cars, P: Because mothers do them. nine cutouts of clothes from Lesson 86, and the food pictures from Lesson 81- Ask for names for each group. Summarize 84, Explain that these are things asking Do all eople work? and Do all families buy. Have pairs of pupils lemp....ssysitme kind of rtorki come up and question each other about hew often items are bought. TAKE-OFF PROGRESS NECK ;Help the class makeup a story about T: /to P1/ a pretend family. Have each pupil Ask (Joe) if families buy food describe a family member and his job.

LESSON 100 RECORD SHEET- LESSON 100

Following is a list of the mainstructures checked in Lesson 100. As each pupil responds to an item, placea mark indicating whether he uses a Standardor Non-Standard form. Compute the percentage of timesthe Standard form was used by dividing the numberof Standard formuses by the total number of times the structure was used, and multiplying by 100. This is the percent of successfully manipulated structures. For example:

Structure Standard Non-Standard To_ tal Perce__:tage Do (they) buy (food) often? 7; 7y 15 10/15x100=67%

For this structure,there were fifteenresponses; 67% of these were in Standard form.

PERCENTAGE STRUCTURE STANDARD NON-STANDARD TOTAL STANDARD

1. Is (Jack) (washing) (dishes) by (himself)?

(He)'s (washing) (dishes) by (himself).

What jobs do (mothers) do by themselves?

They (sweep) (the floor) by themselves.

2. Do families buy (food) often?

Theybu food often.

Which do families buymore often, (--) or (--)?

r Which do families buymost -j often, (--), (- or (--)?

They buy (food) (more/most) often. THANK YOU FOR YOUR COOPERATION

Michigan Migrant Primary Interdisciplinary Project Washtenaw County Intermediate School District 3800 Packard Road, Ann Arbor, Michigan 40104

Clarity of Teachability Relation to Reatorto Lesson Instructional of Pupils' Other Areas Intent Activities Language of Needs Curriculum

91 12345 1 2345 12345 1 2345

92 12345 12345 12345 1 2345

93 1 2345 1 2345 1 2345 12345

94 1 2345 1 2345 1 2345 1 2345

95 12345 1 2345 12345 12345

96 12345 1 2345 12345 12345

97 12345 1 2345 12345 12345

98 12346 12345 1 2345 12345

99. 12345 1 2345 1 2345 12345

100 12345 1 2345 12345 1 2345

Suggestions for improving objectives:

Suggestions for improving activities:

Other comments:

NAME SCHOOL

POSITION CITY MICHIGAN

MIGRANT INTERDISCIPLINARYORAL LANGUAGE

PROGRAM UNIT II -OVERVIEW

As Met grade childis often made ware that divisionsof labor exist in school, classroomand home. To help him understandhie role in these divisions,=I the necessity for them, he needs to understand anduse questions and statements that allow him to gather information and interpret what he hasobserved about

LINGUISTIC FOCUS

Unit Eleven contains questionsand answers providing thepupils with practice in: USING EMBEDDED QUESTIONS USING EMBEDDED QUESTIONS USING HAVE WITH WHO + VERB AtO TO WITH WHAT, HOW, WHEN, SIGNAL-OBLIGATION WHO + SUBJECT+ VERB,. WHOSE, WHERETVNYTAND HOW MANY FOLLOWEDBY SUBJECT + VERB

CONCEPTUAL FOCUS Unit Eleven contains activities whichare basically designed to help the firstgrade child with thefollowing:

MIGRANT INTERDISCIPLINARY ORAL LANGUAGE

PROGRAM UNIT II -OVERVIEW

The first grade child is often made aware that divisions of labor exist in school, classroom and home. 0 To help him understand his role in these divisions, and the necessity for them,he needs to understand anduse questions and statements that allow him to gather informationand interpret what he hasobservedabout each situation.

LINGUISTIC FOCUS

Unit Eleven containsquestionsand answers providing thepupils with practice in:

USING EMBEDDED QUESTIONS USING EMBEDDED QUESTIONS USING HAVE TO TO WITH WHO + VERB AND WITH WHAT, HOW, WHEN, SIGNAL OBLIGATION WHO + SUBJECT + VERB WHOSE, WHERE, WHY, AND HOW MANY FOLLOWED BY SUBJEC + VERB

CONCEPTUAL FOCUS

Unit Eleven containsactivities which are basically designedto help the first grade child with the following:

GROUPING OBJECTS INTO SETS IDENTIFYING FAMILY MEMBERS IDENTIFYING SITUATIONS OF TEN AND DESCRIBING WHO MAY WORK IN THE HOME WHEN WORK IS DONE BY THEM AS 1 TEN, 2 TENS, ETC.. OURSELVES OR IN GROUPS IDENTIFYING AND DESCRIBING AT HOME AND AT SCHOOL NAMING 2 TENS AS TWENTY, DIVISION OF LABOR AT 3 TENS AS THIRTY, ETC., HOME, AT SCHOOL, AND ASKING QUESTIONS TO 10 TENS AS ONE HUNDRED IN THE CLASSROOM GATHER DATA INCLUDING FINDING OUT WHO PER- COMPUTING SUMS AND DIFFER- IDENTIFYING INTERDEPEN- FORMED AN ACTION, ENCES OF TENS THROUGH 10 DENCE AND COOPERAAON WHAT IT WAS, AND .HOW TENS USING THE PLACEHOLDER IN THE HOME AND IN IT WAS DONE AND THE ASSOCIATIVE SCHOOL PROPERTY DISTINGUISHING WHEN ,IDENTIFYING AND DESCRIB- ENOUGH DATA HAS BEEN COUNTING AND WRITING ING FAMILY MEMBERS AS GATHERED TENS AND SOME MORE WORKING OUTSIDE THE HOME TO EARN MONEY TO PREDICTING WHAT HAPPENS IDENTIFYING THE VALUE BUY FOOD, CLOTHES AND WREN NO, ALL, AND OF AND NAMING A DIME PAY RENT SOME FAMILY MEMBERS WORK OUTSIDE THE HOME EXPLAINING WHY ON THE BASIS OF OBSERVATIONS otro color de tiza. Diga, "Dos dece- pupil and another color of chalk. Say, nls se llaman tambien veinte71177;iii- "Two tens are also called twenty."Do Wigual hastaformer cincuenta. Di- the same up to fifty. Invite the class ga que van a jugar a la "escuelita". to play "school".Appoint a "princi- Un nifio sera, el "director", "secreta- pal", a "secretary",a "custodian", and ria", un "portero"y dos "maestras" two "teachers" with groups of "pupils". con grupos de "alumnos". Estos simu- Have them pantomime their jobs all at larfin su trabajoa un mismo tiempo. the same time. Have one group ask the Un grupo preguntarfi al otro, "LQue ha- other, "What is each of them doing?" ce cada uno de ellos?" Si no saben, If the pupils asked do not know, have le preguntarfin a Ud. them ask you.

3. OFICIOS Y RESTAS (toaccompany lesson 103) JOBS AND SUBTRACTION

MUestre laminas de personas ejecutando Show pictures of people doing jobs. oficios. Identifique cadet uno. Pida Identify' each job. Ask a pupil to draw a un nifio que dibuje en la pizarra su his mother on the board and tape the mamfi y pegue debajo las lfiminasde ofi- pictures of the jobs she does below his cios que ells ejecuta. Pfdale dibujar drawing. Have the same pupil draw other otros miembros de la familiay agrupar- members of the family, grouping them los de acuerdo al oficio que hacen. with their jobs. Repeat with different Repita con otros niftos. Diga que en pupils concluding that in different fam- diferentes familias distintaspersonas ilies different people help in order to ayudan para dividir el trabajo. De a share the work. Give a pupil two tens un nifto dos decenas de objetos.Pre- of objects. Ask the class what other gunte a la clase de que otramanera se name they can use. Continue giving the llaman. Continfie dfindole conjuntos. pupils sets. Help the classsay sixty Ayude a decir sesentay setenta. Pf- and seventy. Ask the pupil to give a dale que de una decena a un compaftero. set of ten to a classmate. Ask how Pregunte cufintas le quedany comp se many are left and what six tens are llaman seis decenas. Continue restan- called. Continue subtracting to zero. do hasta cero.

1. EL TRABAJO REPARTIDO (to accompany lesson 10b) SHARED WORK

Un grupo de niflos repartirfin papel y Have a group of pupils distributepaper crayolas entre la clase. Rec6jalos y and crayons among the pupils. Collect pida a un solo nifto que reparta denue - the items and have onlyone pupil re- vo. Pregunte cada vez quien reparti6. distribute them. Each time ask who Dfgales que van a jugar de que estfin en distributed them.Tell the class they la casa. Ud. pondrfi la mesa. Retire are going to play "house". Set the ta- luego todo y de a distintos nifios los ble. Then remove everything and give platos, vasos, servilletas y cubiertos. different pupils the plates,glasses, Gufelos pare que pongan la mesa. Repi- napkins and silverware. Guide them in ta la actividad con uno y con varios setting the table. Repeat with one and nifios. Pregunte cada vez quienpuso with several pupils. Each time ask who la mesa. Reparta una decena de cada set the table. Distribute ten of each artfculo incluyendo crayolas,papel y item, includingcrayons, paper and chalk tiza entre nueve nifios. Pregunte cufin- among nine pupils. Ask how many items tos tiene uno de ellos para obtener la one of the pupils has to get theanswer respuesta Una decena o diez. Agregue A set of ten. Add another pupil and otro nifio y obtenga veinte, continue obtain twenty. Continue this way to asf haste noventa. Modele las pale- ninety, modeling the wordseighty and bras ochenta y noventa. ninety. MICHIGAN

MIGRANT INTERDISCIPLINARY

PROGRAM ORAL LANGUAGE LESSON 101

Review LINGUISTIC FOCUS Introduce Who (erased) the ( )? (They) (found out) who (grouped) the It was ( ). (pencils). (I) (don't) (know) who (did) (it).

(find/found) out, group, pass out, put away, erase collect, know pencil, book chalkboard; twenty, thirty

LINGUISTIC COMMENTARY Typical language problems are: loss of out in pass out and find out; addition of regular past tense ending to irregular past, as finded out; substitution of "tirty" or 9171:97-7& thirty; and loss of it in It was (Barbara).

Review CONCEPTUAL FOCUS Introduce Identifying sets of ten Describing groups of ten objects by None stating how many sets of ten there are Identifying twenty and thirty as other names for twoens and`three tens Identifying numeral 20 Demonstrating the diiision of labor in the classroom

CONCEPTUAL COMMENTARY A typical conceptual problem is: difficulty understanding that one ten is made up of ten ones.

MATERIALS Activity 1: Use 30 counters such as pencils or crayons, a box to hold the counters, Wink, and Blink. Activity 2: Prepare items on the chalkboard to be erased; use several books, an eraser, Wink, and Blink. Activity 3: Use several blindfolds, books, Wink, and Blink. 1. FINDING OUT WHO GROUPED erase the board. Then have the two Have Blink group twenty pencilsinto sit down and hide sets of ten on a book or eraser be- a desk. Have the class hind their backs, count each set, then ask appropriate to their how many tens task. Guide Wink to find there are. out from Then ask for anotherway Blink and the class of saying two tens. who did what.Give Have Blink model hints having the boys the response. show theft hands to determine itwas not a boy. Then have some of the girls,including the C: /counting as B setsout pencils/ eraser girl but not the bookgirl, show One,...ten. One....ten. their hands, displayingthe eraser. T: /pointing to eachset of ten/ How many tens are there? T: /to Wink after task C: There are two performed/ tens. Find out who erased the T: What's another board. way of saying W: Who erased the two tens? chalkboard? B&C: /after boys show hands/ B: Twenty. I don't know who C: Twenty. erased the chalkboard. W: Who erased the chalkboard? Continue, having theboys close their B&C: /after some girls showhands, eyes as Blink sets out anotherset of ten pencils. including eraser holder/ As the boys look,name It was (Mary). the three tensas thIrtv and ask them to find out whogrouped those pencils. Continue to find out whichgirl col- Use Wink tocue the question. After the lected the books. Before Wink asks the girls reply, askthem what the boys question have therest of the girls found out. Have Wink model the reply. show their handsto determine who has the book. Use, collected the boot. T: /to boys, pointingto third set of pencils/ 3. THE CIRCLE GUEONFINE Find out whogrouped those pencils. Blindfold Wink and severalpupils and W: /whispering to boys/ pass out books to several others. Ask the girls who Take grouped those the blindfolds off and pencils. ask Wink to find out who passed out the Bs: Who grouped those books. Have pencils? Wink question the Gs: Blink did. blindfolded pupils then the class. Ask what Wink found T: /to Wink, then girls/ out. Have Blink help the reply. What did the boysfind out? W: They found out who grouped the T: /to W after books passedout/ pencils. It was Blink. Find out who passed T: What did the boys out the books. find out? W: /to blindfolded pupils/ Gs: They found out who grouped the Who passed out the books? pencils. It was Blink. Ps: I don't know who passedout the books. Have Blink close his eyes as Wink puts W: /to rest of class/ the pencils ina box. Help the class Who passed out the books? give the command to Blink, using C: The teacher did. Any in place of grouped. T: What did Wink find out? B &C: She found out who passedout the 2. DIVIDING THE WORK books. It was the teacher. tiiiiibookto severs 1pupils. Have something on the board to be erased. Continue, blindfolding other Explain there is much pupils. work to be done Have different pupilsperform tasks. and you need help. Have the class close their eyes and put their hands TAKE -0E- IDEAS behind their back. Choose two girls, *Have pupils collect nut', one to put away the books stones, etc. and one to and group them by tenson paper plates.

LESSON 101 MICHIGAN

MIGRANT INTERDISCIPLINARY

PROGRAM ORAL LANGUAGE LESSON 102

Review LINGUISTIC FOCUS Introduce Who is that? (We) (want to know) who that is. What is (he) doing? (We) (want to know) what (he) What does (he) do? is doing. What else ( )? We found out what the (secretary) does. help, clean, teach talk; visitor, forty, fifty room, parent, teacher, custodian principal, secretary, hall

LINGUISTIC COMMENTARY Typical language problems are: non-standard word order in embedded questions, as We found out what does the secretary, We want to know what is he doing, We want to know who is that; confusion of do and does; and con liTon of forty-fourteen and fifty - fi fteen.

Review CONCEPTUAL FOCUS Introduce Identifying workers and their Observing the division of labor in roles the school stcw:onotlyand thirty as other Identifying forty and fifty as other names for two tens and three tens names for four tens and five tens Obtaining sufficient information to Identifying numera s 30, Rs §LI find out who performed an action and what the action was

CONCEPTUAL COMMENTARY A typical conceptual problem is: difficulty understanding that five tens are fifty ones.

MATERIALS Activity 1: Use the accompanying pictures of teacher teaching, principal talking to parents, principal talking to visitors, secretary helping the principal, custodian cleaning a room, custodian cleaning a hall, 5 n?ts of 10 counters, each set bound with a rubber band, chalk, Blink and Wink. Activ=t Use the pictures from Activity 1, Wink, and Blink. Act: Use the pictures from Activity 1, a blank piece of paper for each picture, tape and Wink. 17-17E15=115ACTS71AnYvTITON Bs: /with teacher's help, to Wink and Explain thatyou are going to question girls/ Wink about school workers. Arrange the What does the secretary do? class in semi-circles of two groups. W: I don't know what she does. Have on hand the accompanying pictures Gs: I don't know what she does. and five sets of ten counters. Show Bs: /with teacher's help, to Blink/ the principal and guide one group to What does the secretary do? state what they want to know. Have B: The secretary helps the principal. Blink guide the second group to ask T: /to Wink and class/ questions. Have Wink answer. What did you find out? W: We found out what the secretary 1141: We want to know who that is. does. She helps the principal. B&G2: /to Wink/ C: We found out what the secretary Who is that? does. She helps the principal. W: That's the principal. T&Gl: We want to know what he is Continue with the other school workers doing. using cleans the (rooms/hallswith B&G2: What is he doing? custo' an; tos to visitorsl, W: He's talking to visitors. WATMEiteac ers wit Drnci I, and teaches with teacher. As w at e se Continue, using hel s in the rinci al someone does when tney do more than with secretra, cleanln one job. Repeat, having the girls roomsTWITE custoaan, a n2211!Er question the boys. ents with priacipa, and teach-lig:With teacher. Repeat, aving iinffvirduals 3. CONCEALED PICTURES TAT& place of Group 1, Group 2, l'aperbipaper over each and Wink, using I for We. of the pictures from Activity 1. Play

4 a question-and-answer game about school Show the principal talking to visi- workers. Pointing to one concealed tors again. Have the class pretend picture, ask the class who it is and that the sets of counters represent have Wink guide them to respond that visitors which the principal sees and they do not know. The expose por- they are going to count how many tens tions of the picture, one section at of visitors there are. Start with two a time, until they do know. tens, ask how many tens there are, then for another way of saying two tens. T: /pointing to concealed picture/ Write 20 on the chalkboard. Add tens Who's that? up to fffty, having Blink model forty C: /with Wink's help/ and fifty. Continue writing 30, 40, I don't know who that is. and 311-iiI they are identified. T: /revealing portions of picture until the class knows answer/ er: tIRCLle nit SCHOOL WORKERS Who's that? Arrange the class in a circle:I-Give C: /with Wink's help/ pupils the pictures from Activity 1. That's the (principal). Have Wink turn her back to. the pictures and the girls close their eyes. Continue, having groups ask each other Have Blink point to the picture of "What does the (principal) do?" and the secretary. Cue the boys to ask "What did you find out?" Repeat with Wink and the girls and then Blink the other pictures. what the secretary does. After the responses, ask Wink and the class TAKE-OFF IDEAS what they found out. *During recess, have each pupil ask at least one classmate any question to T: /to boys as B points to plc./ find out something he wants to know. Ask Wink and the girls what the After returning to the room ask volun- secretary does. teers to share what they found out. wumnomiximgmernImus..=1.11

LESSON 102 MICHIGAN

MIGRANT INTERDISCIPLINARY

PROGRAM ORAL LANGUAGE LESSON 103

Review LINGUISTIC FOCUS Introduce Are you ( )? Are you showing us how she helps at How goes 1:::::)? (school)? What did (-----)? (I) (don't know) how (Wink) helps at (home). dust, help, wash, find out secretary, principal, family, sixty, seventy everybody, home, school show

LINGUISTIC COMMENTARY Typical language problems are: non-standard word order in embedded questions, as I don't know how helps she at school, I don't know how airs she hefulschool; sTIERTERTOWOf 'nave for show, andERNBon of sixty- &Mien and seventy-seventeen. 11

Review CONCEPTUAL FOCUS Introduce Identifying the division of labor Identifying I1212 :and sevehty as other at home and at school names for six tens and seventens Obtaining sufficient information Computing suiTiRrafferiiailinins to find out how pupils help at Describing how family members help home at home

CONCEPTUAL COMMENTARY A typical conceptual problem is: difficulty understanding that school workers may have household work as well as school work.

MATERIALS Activity 1: Prepare 7 sets of tens counters, each set bound; use the secretary picture from Lesson 102, the accompanyingpictures of the secretary dusting and washing dishes at home anddusting at school, chalk and Wink. 2: Use the stick figure pictures of washing dishes,setting the table, sweeping the floor, putting away toys, and cuttingthe lawn from Lessons 92-93, the 2 pictures of the secretaryhelp- ing at home from Activity 1, the accompanying pictureof Wink drying the dishes, and Wink. Activity 3: Use Blink and Wink.

=1111111v 1. SECRETARIES WORK AT HOME TOO I don't know how Wink helps at Have on handseven sets of ten counters home. and the four secretary pictures. Sit Gl: /as T shows picture of Wink/ with the class in a semi-circle. Re- How does Wink help at home? mind them that the secretary helps the G2: She dries dishes. principal but she also has jobs to do at home. Call on volunteers to choose Repeat, guiding Group 2 to ask pupils at random one of the pictures: without in Group 1 how they help at home. Aid letting the class see it, and pantomime Group 1 by showing pictures to cue each the action. Guide the class to ask a- response. Alternate, having Group 1 bout what he is demonstrating and have ask the questions. Finally, have Wink the pupil, with Wink's help,answer. help the class ask you how everybody in your family helps at home, then ask T&C: /as P1 pantomimes sec. dusting the class what they found out. at school/ Are you showing us how thesec- W: Agk (Mrs. Smith) how everybody in retary helps at home? her family helps at home. W&P: No. I'm showing you how she W&C: How does everybody in your family helps at school. I'm dusting. help at home? T: Everybody in my family helps with Continue with other volunteers and the the housework. pictures of dusting at home, washing W: /to class, guiding response/ at home, and helping the principal. What did we find out? Display the counters and have the class W&C: We found out how everybody in (Mrs. pretend that they are dishes. Ask, Smith's) family helps at home. "How many sets of ten are there?" Then ask for another way of sayingsix Repeat, having groups ask the question. tens and seven tens,. Have Wink model sixty and seventy. Write each num- 3. FINDING OUT HOW EVERYBODY HELPS eral on the chalkboard. Then place the Tell the class that Wink wants to know seven bundles of ten counters in a row how family members in other families on the chalkledge. Write after them, help each other. Arrange the class - 1 ten =O. Ask what seven tens in a circle. Start the questioning minus one ten is and fill in the answer with Blink. six teTIITTRin ask for another way of saying six tens. Continue to sub- T: How do you help at home? tract until you get down to one ten. B: I (put away my toys). T: How does your (father) help at TIV home? Hold a stack of pictures including the B: I don't know how (he) helps at accompanying picture of Wink drying home. dishes, the housework pictures from Activity 1, and Lessons 92-93.' Divide Continue asking pupils, then guide pu- the class in two groups. Explain that pils to ask other pupils. Then help Group 1 will ask Group 2 how Wink helps the class ask Wink what she found out at home and that Group 2 can find out about how several individuals help at the answer by watching you show one home. picture at a time until Wink's picture turns up. Until then, they should TAKE-OFF IDEAS respond that they don't know. *If you go home for lunch you may wish to take a small group of pupils with T: /pointing to G2 then Wink/ you each day for awhile until all have Ask them how Wink helps at home. had a turn. They could help you pre- Gl: How does Wink help at home? pare the food and set the table. Dis- G2: /as T shows pics., one at a time, cuss the fact that although you are a none of Wink, and helps replies/ teacher, you still have household work.

LESSON 103 MICHIGAN

MIGRANT INTERDISCIPLINARY

PROGRAM ORAL LANGUAGE LESSON 104

Review LINGUISTIC FOCUS Introduce

Why ( )? (Find out) when ( ) (helps at home Because ( ). When (her mother) asks (her) to. When does )? (Joe) (helped) when (the teacher) How do ( asked (him) to (help). Ask Blink how (. ). I don't know ( 71". eighty, ninety turn mother, teacher, home, .chool; help ask (her) to; ask (her) to (help)

LINGUISTIC COMMENTARY Typical language problems are: non-standard word order in embedded questions, as Find out when does Blink help, Find out when 'Rills Blink; loss of to iniiTher to; substitution of "ass" or "aks" for ask; and confusion of eighty-efiffeen, nineteen. mailmololim=1111I Review CONCEPTUAL FOCUS Introduce Computing sums and differences of Introducing eighty and ninety. as other ten through five tens names for eight tensand' tens Observing someone obtain sufficient Demonstrating cooperation in the home information to find out when some- and in school one else performs an action Demonstrating that we sometimes work by ourselves and sometimes in groups at home and at school

CONCEPTUAL COMMENTARY A typical conceptual problem is difficulty recognizing that although different tasks may be performed at school and at home, labor is divided in both instances in much the same way. Nol....11111111.1011M11.

MATERIALS Activity 1: Prepare 9 sets of tens counters, each set bound, and 9 cards each card showing a different numeral, 10, 20, 30,...90; use the 2 accompanying pictures of Wink, 2 sheets of blank paper, tape, Blink and Wink. Activity 2: Use several books, several pieces of paper, several paper plates, and Blink. Activity 3: Use the stick figure pictures from Lessons 92-93, and the home and school pictures from Lessons 102-103, Wink and Blink. 1. HELPING WITH THE TENS T: Ask Blink when (Joe) helped. Tape up the accompanying pictures with C: /with T's help/ a blank paper concealing each. Arrange When did (Joe) help? the class in a semicircle facing you. B: (Joe) helped when the teacher Spill the nine bound sets of tencoun- asked him to help. ters on the floor. Ask pupils to help T: Ask Blink when (Lu) helped. you gather them. Place the first ten C: When did (Lu) help? in front of you asking howmany. tens B: (Lu) helped when it was her turn. those are. Have pupils add on to the group, one at a time. Ask how many Repeat the tasks, having two more pu- tens there are each time, and foran- pils help Pupil 2. Have the class ask other way of saying it. Show the ap- Blink how we do the work at school. propriate number cards. Have Blink As each task is being done, have Blink model eighty and ninety. Then, sub- point and say that sometimes we work tract tens starting with five tens by ourselves and sometimes in groups. minus one ten as in Lesson T: Ask Blink how we do the work at Continue by having Blink ask the class school. who helped pick up the counters. Point C: How do we do the work at school? to one of the helpers as Blink asks B: Sometimes we work by ourselves Wink why that person helped. Have the and sometimes we work in groups. class repeat Wink's response. Repeat the activity, having the class B: Who helped pick up the counters? pretend they are at home. Have differ- C: (Bob) did. ent pupils pass out and collect paper B: Why did (Bob) help pick up the plates. Substitute mother for teacher counters? in the first dialog and home for W: Because the teacher asked him to. school, in the second diaTET C: Because the teacher asked him to. 171LL THE THfNGS WE DO Next have the class ask Blink when Arrange the class in a circle. Display Wink helps at school, then at home. the working pictures from Lessons 92- Let Blink look at the concealed mother, 93 and 102403. Explain that Blink then teacher pictures to get informa- wants to know all about the jobs we do tion for his answers. at home and school. Form three groups. Have Wink and Group 1 tell Group 2 to T: Find out when Wink helps at school ask the others questions using who, C: /with teacher's help/ what, how, and when. Help the reply. When does Wink help at school? B: /looks at mother, then T pic./ W&Gl: Ask them who mops the floor. When the teacher asks her to. G2: Who mops the floor? T: Find out when Wink helps at home. T&G3: (Mother) mops the floor at home. C: When does Wink help at home? B: When her mother asks her to. Continue the questioning until all of the pictured tasks have been discussed. Repeat, having the class tell Blink to Then group the school and home pictures find out when Wink helps. Help indi- separately. Point out the similarities viduals respond. between the two groups such as working alone or by groups. 2. WORKING AT HOME AND SCHOOL Give books to several pupils. Ask an- TAKkaI6EAs other pupil to collect the hooks and let individuals take another to pass out paper after the word cards for who, what, how, and when books are collected. Have the class one at a time, out 6f-Timper bag, make ask Blink when Pupil 1 helped, then up a question using the word, and tell when Pupil 2 helped. a classmate to ask someone the question. ...polrOfte.11.

LESSON 104 MICHIGAN

MIGRANT INTERDISCIPLINARY PROGRAM ORAL LANGUAGE LESSON 105

REVIEW

LINGUISTIC FOCUS- REVIEW

Using embedded questionsintroduced by who, what, how, and when

CONCEPTUAL FOCUS- REVIEW Demonstrating how to find out who isperforming an action and what the action is Identifying and demonstratingthat one ten is ten, two tensare twenty, etc. up to ninety Demonstrating and describing howpeople help each other, share tasks andcoop- erate at home and at school Demonstrating the division of laborat home and at school

MATERIALS Activity 2: Use a piece of largepaper and a dark crayon for each pupil. Activity 3: Have smallgroups of pupils prepare and collect any props they may need to put on a "play" about the division of laborin school and at home. 1. WE LE. FIND OUT. are doing. After the "play" is finished, D vi a the class in twogroups. Have have individuals in the "audience"tell Group 1 huddle aroundone member, con- what they found out. cealing him from Group 2. Have him perform a simple action suchas making T&C: /to "actors", during "play"/ a silly face or closing his Ayet. Help Are you showingus how you help Group 2 chant several tires, "We want at school? to know who that is. We want to know Pl: Yes. I'm showing you how I dust what he's doing." Then have Group 1 at school. reveal who he is and what he isdoing. P2: I'm showingylu how I put Help Group 2 say, "We found out who it blocks away at school. is. We found out what he's doing." T: /to "audience" after play is finished/ T&G2: /chanting as pupil is concealed/ What did you find out? We want to know who that is. P3: I found out how they help at We want to know what he's do-. school. ing. P4: I found out when (Mary) helps /as pupil and actionrevealed/ at school. We found out who it is. T: /to Pupii 4/ We found out what he's doing. When does (Mary) help at school? P4: When her teacher asks her to. Continue, alternatinggroups and actions. Continue until the "audience" stops telling what they found out, and let 2. CRAYON MARK TENS the other groups give their "plays ". Give nal pupila large sheet of paper and a dark crayon. Count up to ten, SUGGESTED FIELD TRIPS having each pupil put one mark on his Arrange to take the class to visita paper for each number. Have them put Junior High or High School Home Eco- the marks close together. After you nomics class while the studentsare say, "Ten," have each pupil drawa cooking and serving a meal. Explain circle around his set often marks. that the students are learning to help Say with the class, "One ten is ten." and share jobs in a kitchen at school, but that what they learn will help T&C: /after making ten marks and them at home, too. After returning circling them/ to the classroom, question the class One ten it. ten. about whet jobs they saw being done. Drawing stick 'figures, putup represen- Repeat the counting to ten until there tations of the students doing the jobs. are nine sets of ten. Circle each set Separate the drawings of the shared of ten marks as it is finished,and versus independent jobs. Point out say with the class each time, "(Two) that all the work got done when differ- tens are (twenty)." ent people or groups did different jobs. Talk about what would happen if they THE Ilk IN fHE SCHOOL didn't cooperate and work together in preparat on or t is activity, have home and school situations. the class divide into severalgroups. Have each group preparea "play", some Arrange to have small groups visit showing the division of labor andco- other classrooms at times when the operation at home and others at school. pupils in the other rooms will be Let one group at a time puton their sharing jobs. As each group returns "play", using theprops they have made have them make murals of what they and collected. As each "play" is in saw happening. After all are finished progress, have the observers ask the discuss each mural and writean ex- "players" what theyare showing. Have perience story about what theysaw. individual "players"say what they Compare the content of the stories.

LESSON 105 MICHIGAN

MIGRANT INTERDISCIPLINARY ORAL LANGUAGE

PROGRAM SPANISH SUPPORT ACTIVITIES

BASIC CONCEPTUAL FOCUS: designed to be introduced in Spanish: Identifying a dime as ten cents Gathering data and distinguishing when sufficient information has been gathered Demonstrating that workers earn money Demonstrating that family members can work in the home or outside the home Explaining why on the basis of observed data Computing sums and differences of tens through ten tensor one hundred Demonstrating that people need money to buy food, clothes, etc.

MATERIALS: Activity 1: Use 10 pennies, 4 nickels, 3 dimes, tape, and chalk. Activity 2: Use the pictures of grocery and clothing stores, and car lot from Lesson 96, the gas station from Lesson 97, the farm from Lesson 98, play money from Lesson 96, and tape. Activity 3: Prepare 10 bundles of 10 toothpicks; use the family-work pictures from Lesson 97, the secretary at home from Lesson 103, and chalk. Activity 4: Use the pictures of a farm from Lesson 98, a brick house from Lesson 87 and Jan's family from Lesson 92, the toothpicks from Activity 3, tape and chalk.

1. DIEZ CENTAVOS (to accompany lesson 106) TEN CENTS

Muestre e identifique un centavo. Pe- Show and identify a penny. Tape it in- guelo entre un cfrculo en la pizarra. side a circle on the board.Do the Proceda igual con una moneda de cinco same with a nickel. Guide the girls in centavos. Gule a las niBas para que asking the boys which circle has more pregunten a los niftos en cugl cfrculo money. Tape four more pennies in the hay mis dinero. Pegue cuatro centavos first circle.Tape up a dime in a mils en el primer cfrculo. Pegue una third circle and repeat the question. moneda de diez centavos en otro cfrcu- Add more coins to the other two circles lo. Repita la pregunta. Complete el so that each equals ten cents. Compare dinero de los demfis cfrculos a diez them again. Using the circle coins and centavos y compgrelos de nuevo. Use additional coins, secretly give various las monedas de los cfrculos y algunas coin combinations of ten cents to six mis. Di a escondidas combinaciones de pupils, having only one of the pupils diez centavos a seis nifios pero s6lo a hold the combination of ten pennies. uno diez monedas de un centavo. Ayude Help the class find out who has the ten a la clase a encontrar qui6n tiene las penny combination by asking questions diez monedas. Guielos a preguntar %Es with the class such as, "Is it a boy or un nifio o una y "Os (Juan) o a girl?" and "Is (Juan) or (Pedro) the (Pedro)?" hasta que ellos encuentren one?" until they find out.After each qui6n es. Despugs de cada respuesta question IL answered, a3k "Do you know pregunte "LSaben ya qui6n es?" who it is now?" 2. CONSIGUIENDO DINERO (to accompany lesson 107) EARNING MONEY

Site en las paredes las lgminas dees- Tape on the walls the pictures of the taciOn de gasolina, tiendas deropa, gas station, clothing and grocery store, comestibles, finca y agencia decarros farm, and car lot. Put an "owner" be- Al lado de cada lamina un "duefio". De side each picture. Give the money to dinero a los "dueftos". Pregunte a un the "owners". Ask a pupil what he would nine) que le gustaria comprar. Mediante like to buy. Use questions to guide the preguntas guielos a decir que necesita class in saying he needs money to buy dinero para comprar cosasy lo consigue things and he earns it by working. trabajando. Guielo para que simule Guide him to pantomime working in the trabajar donde prefiera hacerlo.El place, of his choice. The "owner" will "duefio" le pagarapor su trabajo. Pre- pay him for his work. Ask why he could gunte por que antesno podia comprar y not buy before and now he can. ahora si.

3. FUERA 0 DENTRO DEL HOGAR (toaccompany lesson 108) OUTSIDE OR INSIDE THE HOME

Forme con nueve niflos dos families. Have nine pupils form two families. Muestre lfiminas de sitios de trabajo. Show the pictures of places of work. Haga que cada uno escoja el sitioen Have each family member choose the place que prefiere trabajar, deles la lgmina in which he prefers to work and give him correspondiente. Guielos aque cuen- the corresponding picture. Guide the ten los que trabajan dentroy fuera de class in counting those who work inside la casa. Muestre nueve conjuntos de and those who work outside the home. diez palillos de dientes. Cuentelos Show nine bundles of ten toothpicks. nombrfindolos comouna, dos, etc. dece- Count them as one, two, etc. tens, and nas y como diez, veinte, etc. Muestre as ten, twenty etc. Show one more bun- una decena mgs diciendo "Diez decenas dle saying "Ten tens are also calledone se llaman tambien una centena o cien." hundred."Give a number of bundles to De un nfimero de decenasa cada uno de each of two pupils and have them write dos niflos para que escriban esosnume- on the board those numerals in the form rales formando una sumaen la pizarra. of an equation. Repeat making equations Repita con sumas y restas de decenas by tens up to 100. hasta 100.

4. LQUIENES TRABAJAN? (to accompany lesson 109) WHO WORKS?

Coloque en la pizarra un dibujo de fin- Tape the farm and house pictureson the ca y otro de casa. Muestre e identifi- board. Show and identify members of que los miembros de la familia de Jan's. Jan's family, Have a pupil tape the Pida a un nifto que los coloiue donde el members where he thinks they belong. cree deben estar. Pregunte quienes Ask the class which members are working trabajan fuera de casa y quienesen outside and which are working inside the ella y por que unos trabajan fuera. home, and why some work outside the Haga que le digan que pasa cuando algu- home. Have them tell you what happens nos, todos o ninguno trabajan fuera de when some, all, or none work outside the la casa. Aliste grupos de diez pali- home. Prepare bundles of ten toothpicks llos, y palillos sueltos. Dele a un and loose toothpicks. Give one bundle nifto una decena y pidaleque escriba el to a pupil and ask him to write thenumer- numeral. De una unidada otro y haga al. Give a single toothpick to another que escriba un 1. Repita usando decenas and have him write a 1. Repeat with com- y unidades hasta 100 en distintas combinations of tens andones up to 100, binaciones. Use el patrOn (10)+(1) voriting them as (10)+(1). MICHIGAN

MIGRANT INTERDISCIPLINARY ORAL LANGUAGE LESSON 106 PROGRAM

Review LINGUISTIC FOCUS Introduce Whose family is that? Find out whose (family) that is. Where does your (father) work? Find out where (his) (father) works. (Do you know) where (the chalk) is? family, father, mother, grandparents, sister, brother; restaurant, farm, yas station, factory, store; penny; circle, square, rectangle, triangle red, green, blue, black dime

LINGUISTIC COMMENTARY Typical language problems are: non-standard word order in embedded questions, as Find out whose family is that?, Find out where does (--) work?, Find out where works (--)?

Review CONCEPTUAL FOCUS Introduce Identifying family members who Asking questions to find out infor- work outside the home mation Using the placehelder box Identifying a dime as ten cents Using the associative property of Gathering data about where the chalk addition to compute sums is hidden Computing differences Distinguishing when sufficient infor- Identifying and distinguishing basic mation has been gathered to locate shapes and colors the chalk

CONCEPTUAL COMMENTARY A typical conceptual problem is: difficulty understanding that people can use given information to help them find an object rather than just guessing.

MATERIALS Activity 1: Prepare a sheet with a dime taped to it, and 2 sheets each with 5 pennies; use a box of clothes for pupils to dress up as a family of six, the beard from Lesson 90, chalk, tape, Wink, and Blink. Activity 2: Prepare 1 dime, 2 nickels, 10 pennies, all of paper, using the model; use the 5 family-work pictures from Lesson 97, chalk, tape, Wink and Blink. Activity 3: Prepare 8 shapes using colored construction paper: one each of red and green squares, red and blue circles, green and black triangles, blue and black rectangles; use 2 pieces of chalk, and Wink. 1. FAMILIES AND MONEY Continue with new families using the Have six pupils dress up as a family appropriate working parents and child- with grandparents, parents and children. Have everyone sit down and then ren. Have them stand in a semi-circle write 8+2=0 on the board using thepre- with a "child" at the open end. Divide pared Faiiis. Count each set of pen- the rest of the class in thirds and have nies, writing the numeral underneath. the "child" tell Group 3 it is his fam- Read it with the class, asking a pupil ily. Help Group 1tell Group 2 to find to fill in the box on the hoard and out from the others whose family it is. tape up the appropriate coin or coins. Have Wink and Blink aid the replies. T&C: /after I writes 8+2=1:3/ T&Gl: /to G2/ What does eight plus two equal? Find out whose family that is. What goes in the box? W&G2: Whose family is that? P1: /filling in box, taping up dime/ B243: It's (Jose's) family. Ten.

Repeat the dialog with father for fami- Continue, using 2+2+2=2+0, 5+3+2=5+0, ly., having the "father" step outnear 10-2=0, 10 -5 =CL and other equations. his "child". Continue, alternating groups, using grandparents, mother, 3. WHERE IS THE CHALK? sister and brother. Next, have the Have on the chalkiedge the colored 5ily" join thegroups. Display the squares, circles, rectangles and tri- sheets with the money. Identify the angles. Divide the class in two groups. dime and select three pupils to each Have Group 1 close their eyes while a hold one of the sheets so that only pupil from Group 2 hides chalk behind Group 3 can see who has which sheet. a shape. Have Group 2 tell Group 1to Repeat the dialog for each sheet using find out where it is and have Wink Find out whose paper has the (pennies). guide them to question Group 2. After Then tape the sheets on the board and they find out the shape or color, have explain to the class thata dime is a Group 2 pupil chalk X's above the two equal to ten cents. Say it with the choices. Help Group 2 ask if they know class, then say and write 5+5=10, re- enough. Continue questioning. arranging the pictures to T&G2: Find out where the chalk is. T&C: A dime is ten cents. 5+5=10. W&Gl: Is it in back of a square? G2: No, it's not. 2. WHERE DOES HE WORK? W&Gl: Is it in back of a circle? Tape up the family-work pictures and G2: Yes, it is. number them from one to five. Whisper P from G2 draws X above both circles. the number of a family to a group of T&G2: Do you know where the chalk is pupils in front, having them pretend now? to be the parents and children in that W&Gl: No, we don't know where it is. family. Have a pupil be Blink. Point Is it in back of a red circle? to a "child" and help the class tell G2: No, it's not. Blink to find out where the fatheror T &G2: Do you know where the chalk is mother works. Have Wink help the pu- now? pil acting as Blink make a statement W &G1: Yes, we do. The chalk is in based on the "child's" reply. back of the blue circle.

T&C: /pointing to a "child"/ Continue the activity alternating groups. Blink, find out where (his) Then repeat with individuals. (father) works. W&B: Where does your (father) work? TAKE-OFF IDEAS P1: In a (gas station). *Have pupils play "hot and cold" hiding WO: (His) (father) works in a (gas pupils' objects. Use Find out where station). the (pen) is. and Find out whose...

LESSON 106 MICHIGAN

MIGRANT INTERDISCIPLINARY

PROGRAM ORAL LANGUAGE LESSON 107

Review LINGUISTIC FOCUS Introduce Why does (the father) (work) Find out why (the father) (works) (in a store)? (in a store). (He) (works) (in a store) to(earn) (money). factory, gas station, restaurant, store, money, food, clothes rent buy, work, need pay

1 LINGUISTIC COMMENTARY Typical language problems are: non-standard word order in embedded questions, as Find out why does the father need money ?, 'REM ti on of the before food andrclothes, as in buy the ?Ed; addition e :tore st, as in liestation° and hestorec 4=0...1

Review CONCEPTUAL FOCUS Introduce

Asking questions to find out data 1 Explaining why on the basis of ob- Using the placeholder box served data Using the associative property of Demonstrating that workers earn money addition and subtraction Demonstrating that people need money Identifying a dime as ten cents and to buy food, clothes and pay for a nickel as five cents rent

CONCEPTUAL COMMENTARY A typical conceptual problem is: difficulty understanding that people need money to pay for what they use, such as money to pay the rent.

MATERIALS Activity 1: Use the factory, gas station, restaurant and store pictures from Lesson 97, some play money, Wink, Blink, and tape. Activity 2: Prepare a sign to read RENT for the rent office; use the food pictures from Lessons 81-84, the clothes pictures from Lesson 86, the pictures and money from Activity 1, 3 desks, tape, Wink, and Blink. Activity 3: Use the paper dime, 2 nickels, and 10 pennies from Lesson 106, tape, chalk, Wink, and Blink. 1. WHY DO YOU WORK? people can get with money. Tell the Tape the four family-work pictures a- workers that they may get things from cross the board. Have a volunteer any of the places. Divide the rest point to any picture and pantomime be- of the class in three. Have one working the working family member. Then er stand and have Blink help Group 1 choose a "boss" and give him some mon- ask the other to find out why the ey. Divide the class in three groups. worker needs money. Have Wink help Have the worker identify himself. Group 2 question him and guide him to Help Group 1 tell Group 2 to find out buy something. Help Group 3 reply. why the father or mother works. Have Wink help Group 2 question Group 3as T: This is a grocery store. Peo- the "boss" gives money to the worker. ple buy food here with money. Have Blink help Group 3 answer. B&Gl: /after all are identified/ Find out why (he) needs money. P1: I am the father. I work (in a W&G2: Why does (he) need money? store). T&G3: /after P buys food/ T&Gl: Find out why the (father) works (He) needs money to buy food. (in a store). W&G2: Why does the (father) work (in Then have that worker join a group and a store)? continue. After all the workers have B&G3: /after "boss" gives P money/ bought something, repeat with four new (He) works (ina store) to family workers, having them pay for earn money. food, clothing or shelter. Then have Blink ask, "Why do people need money?" Then have the worker sit down with his Help the class reply using buy food, money under the picture. Repeat the buy clothes, and lathe rent. activity with a new "boss" and worker. Continue, alternating thegroups. 3. MONEY EQUATIONS Line up the paper coins on the chalk- 2. WHY DO YOU EARN MONEY? ledge. Tape up a dime and nickel to tricietiTr-apups-IFEea "family" form 10-50o. Divide the class in and one to be the "landlord". Give two and have a pupil come to the the "father" some money. Explain that front. Ask him what coin he needs to the house the "family" lives in is fill in the box. Have Wink help him really the "landlord's" house. Have if necessary. Then have Blink help the "landlord" collect the "rent". Group 1 tell Group 2 to find out why. Have Wink tell Blink to find out why Have Wink help Group 2 question the the "father" gives the landlord money. pupil. Help the pupil reply. Help the class give the answer. T: What do you need? W: Find out why he's giving him money. P1: I need a nickel. B: Why is he giving him money? B&Gl: Find out why (he) needs it. T: Because he lives in his house. W&G2: Why do you need a nickel? He pays the rent with .themoney. T &P1: Because it goes in the box. C: Because he lives in his house. He pays the rent with the money. Then have the pupil tape the coin in the box and read the equation with the Have the family and landlord return to class. Next, take down the coins and their seats after he is paid. Have tape up nickels and pennies to form the family workers sit with their mon- 5-2-2=04, encircling each set of two. ey under their pictures, as they were Repeat and then continue using 3+2+2= in Activity 1. Arrange three desks D+2, 5+4+1=5+D and other equations. as a grocery, clothing store and rent =1.01 office, each with appropriate pictures TAkE-OFF IDEAS and keeper. Identify each desk and aSet up priTiwtore areas to be used explain that these are things that during free time. 41.1.1111.1.

LESSON 107 MICHIGAN

MIGRANT INTERDISCIPLINARY

PROGRAM ORAL LANGUAGE LESSON 108

Review LINGUISTIC FOCUS Introduce Now many ( ) ? Find out how many members of that Find out ZIT ). family work (at home). Find out why (the mother) (doesn't) work (in a factory). (I) have to (takecare of the family). member, family, mother, father gas station, restaurant, factory, take care of; have to;name home, school hundred

LINGUISTIC COMMENTARY Typical language problemsare: loss of aux- iliary do, as in Find out why themother not work in a factory; confusion ofdoesn't and don't; pronouncing haveto with a /v/ sound nstead ofan /f/ siTIFTihd of with an /f/ sound instead of a /v/ sound.

Review CONCEPTUAL FOCUS Introduce s ng questions to ti nn outn Demonstrating that family members can mation work in the home or outside the home Explaining why on the basis ofob- Introducing one hundred as another served data name for ten tens Computing sums and differencesof Computing sums and of tens tens through five tens through ten tens

CONCEPTUAL COMMENTARY Typical conceptual problemsare: difficulty understanding that ten tensmeans one hundred ones; and difficulty understairdiginy the number of working family membersvaries from family to family.

MATERIALS Activity 1: Use any house picture from Lesson 87,the gas station, restaurant, and factory pictures fromLesson 97, a table, a piece of paper and pencil for each pupil, andWink. Activity 2: Use the gas station, restaurant, andfactory pictures from Acti- vity 1, Blink, and Wink. Activity 3: Use 10 sets of ten counters tiundled chalk,and Wink. Imorbanftormorromen.wirm.milimftwar Molinswmir11Lawr 1. WE ALL WORK SOMEWHERE Why don't you work ina factory? On a toe place the pictures of a gas W&M: I have to takecare of the station, restaurant, and factory from family. Lesson 97, anda home from Lesson 87. Have each pupilprint his name on a Continue asking about the childrenhav- piece ofpaper. Divide the class into ing Wink guide theresponse using In three large "families". Have Group 1 to school. Then help Group 2 ask why stand around the table, decide where the fatTier doesn't stay at home and each wants to work, and put hisname guide him to respond I have to tag face down earn on that picture. Help money. Next have another group panto- Group 2 tell Wink and Group 3 to find mime a family while the remaining two out how many work in each place. Have groups question each other, one group Group 3 ask Group 1 the question. answering on the basis of what they Have a member of Group 1 holdup the see pantomimed. name tags so Group 3can count and respond with Wink. G2: /to G3 as G1 pantomimes/ Find out why (the children) don't T: /to G3 while pointingto Gl/ work (in a factory). Find out how many members of G3: /after watching Gl/ that family work (at home). (They) have to (go to school). G2: Find out howmany members of that family work (at home). 3. UP fo ONE HUNDRED W&G3: /to Gl/ nun tens bundlesup to ninety, t4rit- How many members of your fam- ing each tens numeral on the board. ily work (at home)? Ask, "What canwe name nine tens plus /to G2 as G1 holds up tags/ one ten?" Have Wink hellrthe class (Two) members of that family reply. Write the numeral un the board. work (at home). T: /after counting to 90 by 10's/ Continue with the other places. Then What can we name nine tens plus repeat, changing group roles, and ask- one ten ? ing which family members work at each W&C: We can name it ten tens or one place. Have the questionedgroup show hundred. the name tags faceup, and help the answering group read the names. Write tens equations such as 6 tens + 1 ten =tens on the board. Have a 2. TO ERH HIS751WW volunteer come up and completean equa- Display the gas station, tion. Then have two more pupilscome restaurant, and factory fromActivity up and have Pupil 1 ask Pupil 2 any of 1. Divide the class in three groups. the find out questions, referringto Have Group 3 pretendto be a family Pupil 3. getting up, eating breakfast,and going off to school and work. Have P1: Find out how many members of his Groups 1 and 2 watch, noticingwhich family work at home. picture "father" selectsas his job. P2: How many members of your family Guide Group 1 to tellGroup 2 to ask work at home? why "mother" doesn't go to work in the P3: Two members of my family work same place as "father". Use Blink to at home. help ask the "mother" andWink to help the "mother" reply. Continue with other pupils equations and questions. T&G1: /to G2 as "father"chooses factory picture/ iffirff Find out why the mother doesn't viTiiiTiFiraiis keep anddiscuss a work in a factory. picture list of jobs their fathers 8842: /to "mother"/ and mothers have outside the home.

LESSON 108 MICHIGM

MIGRANT INTERDISCIPLINARY

PROGRAM ORAL LANGUAGE LESSON 109

Review LINGUISTIC FOCUS Introduce

What ( ) when ( )? What happens when nobody in the family What eTirt )? earns any money? There isn't any money to (buy food). have to take care of, share, earn, buy, pay everybody, clothes, rent, food, home happen outside, in any nobody, somebody

LINGUISTIC COMMENTARY Typical language problems are: confusion of simple and s form of verbs; confusion of they and there; and use of double negative, as Nobody in the family earns no money, There isn't no money.

Review CONCEPTUAL FOCUS Introduce Demonstrating that family members Predicting what happens when no famr can work in the home or outside ily members, all family members, or the home some family members work outside the Asking questions to find out data home Describing money as needed to pay Counting and writing tens and some rent, buy food, and things fami- more lies want

CONCEPTUAL COMMENTARY A typical conceptual problem is: understanding that there are many reasons why the work force of families may be different.

MATERIALS Activity 1: Use the picture of a brick house from Lesson 87, a word label saying work, a table, tape, and Wink. Activity 2: Use the home and work areas from Activity 1, and Wink. Activity 3: Use 9 bundles of 10 counters, 10 single counters, a table, and chalk...... 10000.1.11.1.001.014101001.111111...... 11P. 1. NOBODY HOME both places. Have Wink guide the Tape the house picture from Lesson 87 responses. on the edge of a table. Use a word label to mark another area of the room T&Gl: /pointing to pupils at home work. Have volunteers stand around the and at work/ table pretending to be a family. Ex- What happens when somebody plain that all the family members work works outside the home and and have them allgo to the work area. somebody works in the home? Point to the whole workinggroup, and W&G2: There's somebody to earn money. guide the boys to ask the. girls what happens when everybody works. Have Repeat with to take care of the house. Wink guide the girls'response. 3. TENS AND low T&Bs: What happens when everybody On a table have several bundles of works outside the home? ten counters, and several single coun- W&Gs: There's nobody to takecare of ters. Give a pupil one bundle and the house. ask how many he has. Then give him a T&Bs: What else happens whenevery- single counter and ask again. Help body works outside the home? him say, "One ten plus one." Write the W&Gs: We have to share the work'at numeral on the board. home. T: How many do you have? Repeat with a new "working" family, P: One ten. having the girls question the boys. T: /giving pupil one more counter/ Now how many do you have? 2. WHO EARNS ME MONEY? P: One ten plus one. Use the same home and workareas as in Teacher writes 10+1. Activity 1. This time have all of a volunteer family stay at home. Ask the Continue with other tens saying,"(Two) family "Who works outside the home?" tens plus (three)" or"(Twen)ty plus Have Wink help them reply that nobody (three)." Then have a group of pupils does. Then divide the class in two pretend to go to work or stay at home. groups. Have Group 1 ask Group 2 what Have all the pupils who go to work happens when nobody goes to work, then pick up some counters on the way. when no one earns any money. Have Wink Have a volunteer ask the class a ques- guide the responses. tion about what the pupils pantomime. Guide the class to respond. Then have T: /to "family"/ the questioner count the counters and Who works outside the home? write and say the appropriate numeral. W&F: Nobody works outside the home. T&Gl: What happens when nobody works Vl: /as pupils pantomime going to outside the home? work/ W&G2: Nobody in the family earns any What happens when everyLody money. works outside the home? T&Gl: What happens when nobody in the T&C: There's nobody to take care of family earns any money? the house. W&G2: There isn't any money to (buy Vl: /counting "workers'" counters, food). then writing (50+3) / (Five tens) plus Continue asking the last question several times using else, and helping with Continue with "workers" all staying other answers such as payj_i_ent and laa home, and at home and work. things we want. Next, have a pupil go to the area marked work, while some TAKEar-ENff stay at home. Help Group 2 ask Group ;Rave pupTTi-Wake numeral charts to 1 what happens when people work in 100 using 10+1, 10+2,...20+1, 20+2,...

LESSON 109 MICHIGAN

MIGRANT INTERDISCIPLINARY

PROGRAM ORAL LANGUAGE LESSON 110

REVIEW-EVALUATION

This lesson aims at determining how well pupilsincorporate the structures of Unit 11 into modified language situations. You should attempt to elicit individual responses from all pupils and keepaccurate records on the following RECORD SHEET. This should help you focus on specific problems.

The concepts listed in INCLUDED CONCEPTSare not necessarily the most important ones in Unit 11. They were selected because of their suitability in reviewing the language structures.

The DIALOGS in Lesson 110 do not represent the onlystructures that pupils might use; they are only sampleresponses. A stimulus is given and the pupil will select his answer fromamong those structures he knows.

LINGUISTIC PROGRESS CHECK Using embedded questions with what, how, where, when andl& Using find out

INCLUDED CONCEPTS Identifying family members working to earn money and working at home Describing family members working in and °A of the home Identifying needed and wanted items thatmoney can buy

MATERIALS Activity 1: Use the accompanying pictures of a boy helping at home and the store employee's wife working in the house, and the picture of a family working on a farm from Lesson 97. Activity 2: Use the factory, gas station, restaurant and store pictures from Lesson 97, the pictures of school workers from Lessons 102-103, and the pictures of the boy and the wife from Activity 1. Activity 3: Use the pictures of food from Lessons 81-84, clothes from Lesson 86, shelters from Lesson 87, the objects from Lesson 89, a desk, paper, pencil, tape and colored chalk. 1. WHEN AND WHY Continue around the circle, placing Line up on the chalkledge the pictures other pictures in the center. Use of a boy helping at home, the storeem- cues such as The father works, find ployee's family, and the farmpicture. out wLere; The _boyboy helps at home, find Have a pupil select the farm picture out when; The works in a storet and tell him to aska friend if he find why; The mother doesn't work knows why everybody works. in a store, find out why.

T: Ask (Tim) if (he) knows. whyevery- 3. ANSWER TIME: WHAT MO EY BAYS body works on the farm. Have on a desk the food, cl oth n and P1: (Tim), doyou know why everybody shelter pictures and the pictures of works on the farm? objects, Ask, "What kinds of things P2: Yes, I do. Everybody workson do you buy with money?" After a pupil the farm toearn money. responds, have him select a picture representing his reply and tape it up, Continue with other pupils,using when if a pupil suggests something for which the bo hel ps at home and Ihy the moth- there is no picture, draw a sketch of er oesn t wor in t e store. it and give him the sketch to tape up. Encourage specific replies. 2. ROUND AND ROUND1E G Have on hand pictures of schoolwork- T: What kinds of things do you buy ers and family members. Arrange the with money? class in a circle. Place face down in P1: We buy cameras. the center the picture ofa secretary Pupil tapes up picture of a camera. helping the principal. Explain to the 1: What else do you buy with money? class everybody is goingto get a turn P2: We buy clothes. to talk and each timesomeone talks T: What kinds of clothes? he will talk to theperson on his P2: Coats. right. Turn to the pupilon your right Pupil tapes up coat picture. and cue him to tell thepupil on his right to ask the pupilon his right a- As more pictures are accumulated on bout what the secretarydoes. The the board, guide the pupils to sepa- third pupil then peeksat the picture rate them roughly into groups. Then, and tells what the secretarydoes. after all pupils have had a turn or all the pictures are up, ask if someone T: That picture is ofa secretary. can tell which go together. Ask why. She does something. Tell (May) to find out what. T: Can some of these pictures go to- P1: (May), find out whatshe does. gether because they are alike in P2: What does the secretary do, (Al)? some way? P3: /after peeking at thepicture/ P3: The raincoat and the heavy coat. She helps the principal. 1: Why did you put these together? P3: Because they're both coats. Move between the thirdand fourth pupils and place in thecenter the pic- Help him tape the two pictures next ture of a secretary dusting. Repeat to each other. Continue and then con- the cuing, question-answersequence clude by pointing to each group, ask- to find out how she helps at home. ing if these are things that everybody needs. Circle with colored chalk the T: That picture is of a secreta. needed things. Then summarize that She helps at home. Tell (Suery) "Everybody needs to buy food, clothing, to find out how. and shelter." P4: (Sue), find out how she helps. P5: How does the secretary help, (Jo)? IITE-OPrIDEAs P6: /after peeking at the picture/ WFTEITiTiVerience story about child- She dusts. ren who help at home.

LESSON 110 RECORD SHEET- LESSON 110

Following is a list of the main structureschecked in Lesson 110. As each pupil responds to an item, placea mark indicating whether he usesa Standard or Non- Standard form. Compute the percentage of timesthe Standard form was used by dividing the number of Standard formuses by the total number of times the structure was used, and multiplying by 100. This is the percent of successfully manipulated structures. For example:

Structure Standard Non-Standard Total Percentage

What does (he) do? mhL 15 10/15x100=67% For this structure, therewere fifteen rerres; 67% of these were in Standard form.

PERCENTAGE STRUCTURE STANDARD NON-STANDARD TOTAL STANDARD

1. you know wh --

DL you know when

2. Find out what--

Find out how--

Find out where (--).

Find out when (--).

Find out why 1--).

What does (she) do?

How does (she) help?

Where does (he) work?

When does he hel.?

Why (does) (he) (work)? THANK YOU FOR YOUR COOPERATION

We are not only interested inthe success of our lessons,as indicated on the other side of this sheet, but we wouldliketo take your comments into considerationwhen we revisethelessons. Therefore, pleaserate each lesson (1 = low, 5 = high) and return the sheet to:

MichiganMigrant Primary InterdisciplinaryProject Washtenaw County Intermediate School District 3800 Packard Road, AnnArbor,Michigan48104

Clarity of TeachabiTity Relation to Relation to Lesson Instructional of Pupils' Other Areas Intent Activities Language of Needt Curriculum

101 1 2 3 4 5 I 2 3 4 5 1 23 4 5 123.4 5

102 1 2 3 4 5 1 2 3 4 5 123 4 5 1 234 5

103 ' I 2 3.4 5 --1 2 3 4 5 123 4 5 1234 5

104 1 2 3 4 5 1 2 3 4 5 123 4 5 1 234 5

105 1 2345 '1 2.34.-5 123 4 5 1234 5

106 1 2.3 4 5 1 2 3 4-5 123 4 5 1234 5

107 1 2 3 4 5 1.2 3 4 5 123 4 5 1 234 5

108 .1 2 3 4 5 .1 2 3 4.5 123 4 5 1234 5

109 1 2 3 4 5. 1 2 3 4 5 123 4 5 1234 5

110 1 2 3 4 5 ., 1 2 3 4 5 123 4 1234 5

Suggestions for improving objectives:

Suggestions for improving activities:

Other comments:

NAME SCHOOL

POSITION CITY MICHIGAN

MIGRANT INTERDISCIPLINARYORAL. LANGUAGE

PROGRAM UNIT 12 OVERVIEW

The first grade child isconfronted with a wide variety of rules,many dealing with health and safety. It is important that he understand these rulesas well as their rationale. To do this the Spanish-speakingchild needs to understand and use questions and statements in English thatenable him to gather information, predict whatmight happen, and sumup the informationin taterule.

LINGUISTIC FOCUS

Unit Twelve containsquestions and answers providing the pupilswith practice in:

USING SHOULD TO SIGNAL USING MIGHT AND COULD TO USING WOULD TO SIGNAL DESIRABILITY AND SIGNAL PROBABILITY PROPRIETY USING INTRODUCTORY IN- USING BY WITH ING FORMS USING INTRODUCTORY IF FINITIVE PHRASES TO SIGNAL MEANS AND WHEN CLAUSES USING SO AS A CONNECTIVE

CONCEPTUAL FOCUS

Unit Twelve contains activitieswhich are basically designed to help thefirst grade child with thefollowing:

NAMING 10+1 AS ELEVEN... DEDUCING REASONS FOR IDENTIFYING TAKING TURNS 10+9 AS NINETEEN HEALTH AND SAFETY AND SHARING AS A MEANS RULES OF BEING FAIR, GIVING IDENTIFYING AND DIVIDING EVERYONE A TURN, AND SYMMETRICAL SHAPES INTO PREDICTING THE RESULTS GETTING A TASK DONE TWO EQUAL PARTS AND NAM- OF BROKEN HEALTH AND SOONER ING THE PARTS HALVES SAFETY RULES PREDICTING WHAT HAPPENS CONSTRUCTING A WHOLE FROM STATING STREET, HALL, IN AND DESCRIBING A ITS TWO HALVES SCISSOR AND HEALTH SITUATION WHERE PEOPLE RULES DON'T TAKE 'TURNS OR IDENTIFYING AND NAMING ARE UNFAIR PLANE FIGURES IN PIC- IDENTIFYING LONG, SHORT, TURES OR CLASSROOM LOUD, SOFT, HIGH AND IDENTIFYING AND DESCRIB- OBJECTS LOW SOUNDS ING SOUNDS AS MADE NEAR OR FAR ON THE WRITINGla BASIS OF VOLUME MICHIGAN INTERDISCIPLINARY ORAL LANGUAGE MIGRANT SPANISH SUPPORT ACTIVITIES PROGRAM

BASIC CONCEPTUAL FOCUS: designed to be introduced in Spanish: Distinguishing between and demonstrating loud and soft, long and short and high and low sounds Describing sounds as being made near or far on the basis of volume Stating and deducing reasons for health and safety rules Demonstrating hall safety rules Naming 10+1 as eleven,...10+9 as nineteen Predicting the results of accidents and broken health rules

MATERIALS: Activity 1: Use chalk and a blindfold. Activity 2: Use the hall, scissors and street pictures from Lesson 112 and a whistle. Activity 4: Use the pictures of health rules from Lessor 114, of not obeying rules from Lesson 115, and chalk.

1. JUGANDO (to accompany lesson 111) PLAYING

Cdbrale los ojos a un nifio. Coltiquelo Blindfold a pupil and put him in the en el centro de un circulo formado por center of a circle formed by the rest los demfis. Haga que los niflos den pal- of the class. Have the pupils clap madas unas veces duro y otras suave. sometimes loudly, other times softly. El que estfi en el centro levantarfi y The pupil in the center will raise and bajarfi las manes de acuerdo con el vo- lower his hands according to the volume lumen de las palmadas. Varfe haciendo of the clapping. Vary the activity by que palmeen a un mismo volumen pero having the class clap at the same vol- alejfindose y acercfindose del nifio del ume and walk to and away from the cen- centro y manteniendo siempre el circu- ter pupil. Always keep the class in lo. El nifio entonces dirfi si estfin a circle. The pupil in the center will cerca o lejos.Dibuje en el suelo unas judge if they are far or near. On the calles con aceras formando esquina. floor draw several streets with side- Dos rifios representando un carro cami- walks and corners. Have two pupils be narfin por la calle mientras otro trata a car and drive through the street as de cruzar. La clase con su ayuda le another pupil tries to cross. Help the dirfi que debe detenerse, mirar y oir si class tell him that before crossing he vienen carros antes de cruzar la calle. should stop, look and listen for cars.

2. EL PITO (to accompany lesson 112) THE WHISTLE

Muestre las laminas de nifios en peligro Show the pictures of children in danger de sufrir un accidente. Mediante pre- of an accident. Using questions guide guntas guie la clase a decir que puede the class to say what can happen in pasar en casos similares y cam) se pue- similar cases and have them tell ways de evitar. Explique que el agente de to prevent such accidents. Explain trinsito algunas veces dirige el trfifi- that the traffic policeman directs co y evita accidentes usando un pito. traffic and sometimes prevents acci- Usando un pito hags sonidos largos.y dents with a whistle. Blow a whistle, cortos. Guie a los niflos a identifi7. making long and short sounds, and carlos. Demuestre muchos sonidos cor- guide the pupils to identify them. tos seguidos para que discriminen entre Make a number of short, successive esos y uno largo. Efectue diez sonidos sounds to show the difference between cortos animando a los niflos para que those and one long sound. Make ten los cuenten. Efectfie uno mfis diciendo, short sounds and have the pupils count "Diet mfis uno se llaman tambien once." them. Blow one more saying, "Ten plus Introduzca de igual modo doce y trece one is also called eleven."Introduce permitiendo a niflos que efectfien los twelve and thirteen in the same way, sonidos. having the pupils make the sounds.

3. LOS SONIDOS (to accompany lesson 113) SOUNDS

Pregunte a los niflos por clue se deben Ask the pupils why they should use cer- tener ciertos cuidados al user tijeras, tain safety rules when using scissors, al caminar por los corredores y alcru- walking through halls and crossing zar las calles y que le pasa a la gente streets. Also ask what happens to peo- cuando sufre un accidente.Diga que ple when they have an accident. Say hay instituciones para ayudar en caso that there are public services to help de accidentes. Algunos de ellos como in case of an accident. Some of them la policia, y los bomberos tienenca- like the police, and firemen have cars rros con sirenas que suenan a veces ba- with sirens which sometimes sound low, jo, (imite un sonido bajo) otras alto (make a low sound) and sometimes high (imite un sonido alto). Llame de uno (make a high sound). Call ten pupils en uno niflos hasta diez para que imiten one at a time to make high and low sonidos altos y bajos. Llame cuatro sounds. Call four more pupils saying, niflos mfis diciendo, "diez mis cuatro "Ten plus four is called fourteen." se llaman catorce." Introduzca de Introduce fifteen and sixteen in the igual manera Quince y diecisgis. same way.

4. LA SALUD (to accompany lesson 114) HEALTH

Muestre las lfiminas con cuadros deper- Show the pictures of people using good sonas con buenos hfibitos de salud. health rules. Ask what those people Pregunte qug hacen esas personas y por are doing and why. Show the picture of que. Muestre la lfimina de las personas people using poor health rules and ask con malos hfibitos. Pregunte que conse- what consequences such habits could euencias pueden traeresos hfibitos. bring. Help the pupils name different Ayfidelos para que nombren distintasco- things which they should habitually do sas que deben hacerse habitualmente pa- to maintain good health. Each time a ra conservar la salud. Cada vez que un pupil names one, have those who always niflo nombre una, pida que levanten la obey it raise their hand. Put a mark mano aquellos que siempre la cumplen. on the board for each raised hand until Por cada mano levantada ponga una marca there are seventeen marks. Count the en la pizarra hasta completer diecisie- marks with the class. Add one more for te. Cuentelas con los niflos.Agregue eighteen and one more for nineteen, re- una mfis para dieciocho y otra para die- counting with the class each time. cinueve. Repita cada vez el conteo co- menzando en uno. MICHIGAN

MIGRANT INTERDISCIPLINARY ORAL LANGUAGE LESSON III PROGRAM

Review LINGUISTIC FOCUS Introduce (he) Is the car ( ) or ( )? What should (Bill) do before It's ( ). crosses the street? (He) should (stop before hecrosses).

sidewalk, way, car street, crosswalk, patrol boy,light cross, listen, stop look, wait both, green near, far away

LINGUISTIC COMMENTARY Typical language problems are: confusion of word order and loss of -s ending onverbs, as What should doBlink-Tefore he cross the street; substitution of -"choulefor .thouTd, "luke for look; .and addition of e before str-, as "estreet"for street.

Review CONCEPTUAL FOCUS Introduce demon- Counting and writing tens and some Distinguishing between and sounds more strating loud and soft made near Demonstrating crossing the street Describing sounds as being basis of volume safely or far on the Stating rules of streetsafety

CONCEPTUALCOMMENTARY. A typical conceptual problemis: difficulty understanding that loud sounds maysound soft if heard from a distance. i_

MATERIALS Activity 1: Use chalk and Blink. accompanying traffic Activity 2: Use the chalked diagram fromActivity 1, the light and the patrol boy pictures,Blink, and Wink. from Activity 2, Activity 3: Use the traffic light andthe patrol boy pictures chalk, tape, Blink, and Uink. 1. COUNTIg STEPS, STOP, Mr( T: /to Blink and then to class/ an the floor, drawan intersection, Blink, beep like a car far away. labeling street, sidewalk, and cross- Is the car near or far away? walk withailT. mead each name with C: /with Wink's help/ the class and explain each term. Make It's far away. sure that the sidewalk is more than ten steps long. Explain that you are going Repeat, having pupils take Blink's to count steps as you walk on the side- place making the sounds and your place walk. Each ti me the class counts ten, atethe intersection. Review Look both have a pupil write _I on the chalkboard, Asand then station first a patro then the number of your final step. boy and then a traffic light at the Ask how many steps you took. Have intersection. Explain what each is. Blink model the answer. Use Wait for theartol bo a reen light,wen appropriate in the first C: /counting T's steps by tens, Pre- part of the dialog. Repeat having the cords 10's and the "more than" no./ girls and then the boys ask the ques- One, two,...ten. One, (two). tions. T: How many steps did I take? B: Ten and (two) more. 3. STOP, LOOK, LISTEN, WAIT C: Ten and (two) more. Draw on the chatkboard a street with three intersections. At the second REpeat having pupils' steps recorded. intersection tape the patrol boy pic- Next, divide the class into two groups ture, and at the third, the traffic and have one pupil stand at the inter- light. Have Blink walk along the section ready to cross. Help Group 1 sidewalk. As he approaches each in- ask Group 2 what the pupil should do tersection, ask what he should do. before crossing. Have Blink help the Have Wink cue the responses. second group to respond. T: /as B approaches 1st intersection/ T&Gl: What should (Bill) do before What should Blink do before he (he) crosses the street? crosses the street? B: (He) should stop before (he) W: Stop. crosses the street. C: He should stop before he crosses G2: (He) should stop before (he) the street. crosses the street. W continues cuing with Look and Listen.

Repeat, having Group 2 ask the question Continue, having Wink add Wait as a and Group 1 answer using, He should cue at the other intersections and look both ways. Repeat several times, using Wait for (the patrol boy /a green, giving both groups practice with both light) in the answers. Repeat, guid- answers. ing first the girls then the boys to ask the questions as Blink goes back Demonstrateg2. TRA'E LISTENING:FAR ANn WEAR and forth. Blink make loud and soft "beeps" like Tfigt-00IuEAS a car. Have the class do the same. *During recess take the class to the Then stand at the Activity 1 intersec- parking lot. Have them stand close to tion and have Blink "beep" like a car a car while a pupil blows thehorn. that Is far away and then close while Then have them stand at a considerable Wink aids the class to respond to distance while another pupil blows the your questions. horn. At the edge ofthe parking lot and any driveways that you can ap- 1: /standing at intersection/ proach have the class tell what they Should I listen for cars? should do. Before going on, have the W: Yes. You should 1 i4ten for cars. class discuss what might happen if C: Yes. You should listen fo' cars. they did not stop, look, and listen.

LESSON 111 MICHIGAN

MIGRANT INTERDISCIPLINARY PROGRAM ORAL LANGUAGE LESSON 112

Review LINGUISTIC FOCUS Introduce

What should (he) ( )? Can (we) keep safe by (not running (He) should ( in the hall)? Was that ( ( ) ? (We) can keep safe by (not running in the hall). be careful; keep ( can use, cross safe; loud, soft; long, short (sound) scissors, street, hall eleven, twelve, thirteen

LINGUISTIC COMMENTARY Typical language problems are: non-standard word order, as How we can for How can we; non-standard stress leading to oTfir-isoncot between thirteen and thirty; confusion of in and oriTaifftution ofshort" for short, lout r for loud, and "sofwWW soft.

Review CONCEPTUAL FOCUS Introduce Stating rules of street safety Stating hall safety rules Demonstrating street safety rules Inferring safety rules for scissors Counting tens and some more Demonstrating hall safety rules Distinguishing between and demon- Naming 10+1 as eleven, ...1_0+3 as strating loud and soft sounds thirteen Distinguishing between and demonstrating long and short sounds

CONCEPTUAL COMMENTARY A typical conceptual problem is: difficulty understanding that eleven represents one ten and one one, twelve represents one ten and two ones, etc.

MATERIALS Activity 1: Use the accompanying pictures of crossing the street and running in the hall, and Blink. Activity 2: Use the street and hall pictures from Activity 1, the accompanying scissors picture, chalk, Wink, and Blink. Activity 3: Use the accompanying car picture, and Blink. 1. HOW WE CAN KEEP SAFE eleven. Introduce twelve and thirteen Display the accompanying pictures and in the same manner. briefly discuss each. Explain Blink doesn't want to get hurt and he would 3. DIFFERENT TYPES OF SOUNDS like to know what to do in each in- Show the car picture. Explain that stance. Divide the class in two cars have horns which the driver may groups, having Blink help Group 1 use to warn people he is coming. Have question Group 2. Aid the responses. Blink press the picture, pretending to sound the horn softly, then loudly. B&Gl: /pointing to hall picture/ Each time ask the class if the sound Can we keep safe by not running was loud or soft and have them press in the hall? their desk tops imitating the sound. T&G2: Yes. We can keep safe by not running in the hall. T: /after Blink makes sound/ Was that loud or soft? Repeat with the other picture using C: (Soft). lookin both ways before crossin the Class presses "horns" imitating sound. street. Have Group quest on. Repeat, having Blink make short then 2. SAFETY RULES long sounds. Ask each time if the Explain that things like stopping at sound was long or short. Have Blink corners and looking both ways are aid the responses. Have the class im- things to do which keep us from get- itate as above. Next, have a pupil ting hurt. Display the hall picture stand at a make-believe intersection. from Activity 1. With the class, Have him ask the class about keeping talk about what the pictured child safe. Help the class reply appro- should do to keep safe. Have Wink priately. Have another pupil take the cue the responses and Blink aid the car picture. Guide him to make short, class. long, soft, and loud sounds, asking the class each time what kind of sound T: /after discussing hall picture/ it is. What should (he) do when (he) walks in the hall? P: /standing at "corner"/ W: /whispering loudly to class/ Can I keep safe by looking both Be careful. ways or by not looking both ways? B&C: (He) should be careful when (he) C: You can keep safe by looking both walks in the hall. ways. T: /after "car" pupil makes sound/ Divide the class in two groups. Con- Was that (long) or (short)? tinue with the street picture from C: (Long). Activity 1, and the accompanying scissors picture. Help Group 1 respond Continue without the car using the to Group 2's question using Be careful hall situation and scissors situation. with when (he) crosses the street Summarize, asking the question How (he) 'uses the scissors. Repeat, can we keep safe? having Group 1 ask the questions. Next, have a pupil demonstrate walking TAKE-OFF IDEAS in the hall or crossing the street. *During the day call the class's at- Have the class count his steps by tens tenti on to various sounds. Help them whispering one to nine and shouting decide if they are long or short, and ten. With another pupil count the loud or soft relative to the school steps by elevens introducing eleven bell, a car horn, or a piano key. as another name for ten plus one, and writing the numeral on the board. Con- *Have a pupil be the "Careful Sheriff", tinue with several more pupils having wear a badge, and remind other pupils the class whisper one to ten and shout to be careful during the day.

LESSON 112 MICHIGAN

MIGRANT INTERDISCIPLINARY

PROGRAM ORAL LANGUAGE LESSON 113

Review LINGUISTIC FOCUS Introduce Why should we (look both ways) (Because) (we might get hit bya car). (before) (we cross the street)? What would happen if (he got hit by a car)? before fourteen, fifteen, sixteen name, look, cross, make, happen (get/got) (hit/cut/hurt) street, way, car, scissors, hall (fall/fell) down; might, would both; long, short; loud, soft high, low; sound; if

LINGUISTIC COMMENTARY Typical language problems are: confusion of present and past of irregular verbsAgi and fall; addition of regular past participle endings to hit, cut, and hurt,as hitted; non-standard stress leading to conliiiTabe- tween forty and fourteen, fifty and fifteen. sixty and sixteen.

Review CONCEPTUAL FOCUS Introduce Demonstrating hall, street, and scis- Deducing the reasons for safety rules sor safety rules Predicting the results of accidents Distinguishing between and demon- Distinguishing between and demonstra- strating loud, soft, long, and ting high and low sounds short sounds Naming 10+4 as fourteen,...10+6 as Naming 10+1 as eleven,...10+3as sixteen thirteen Counting and writing tens and some more

CONCEPTUAL COMMENTARY A typical conceptual problem is: difficulty understanding that fourteen represents one ten and fcur ones, Wiliiiirepresents one ten and five ones, etc.

MATERIALS Activity 1: Use the street, hall, and scissor pictures from Lesson 112, and Wink. Activity 2: Use the pictures from Activity 1, a band-aid, a table, Blink, and Wink. Activity 3: Use the pictures from Activity 1, 45 unbundled counters, 3 rubber bands, a table, chalk, Blink, and Wink. 1. WHY SHOULD WE? activity by asking if the sound was Display the pictures from Lesson 112. long, short, loud, or soft. Tell the class Wink wants to know more about safety. Divide the class in two ---.---017Enrnrerrr3.CUtiUNRS groups. Have Wink help Group 1 ask Count ten counters with the class and Group 2 why we should look both ways bundle them. Continue counting, re- before crossing the street. Aid the viewing ten plus one, eleven, ten plus group's response. two, twelve, and ten roTalTree, thirteen, writing the numerals 10+1, 10+2, W&Gl: Why should we look both ways 10+3 for each as you count. "Iiitrcidirce before we cross the street? fourteen, writing the numeral, and ask- T&G2: Because we might get hit by a. ing the class for another name. Have car. Wink help the class respond.

Continue asking why we should walk in T: /counting, then writing 10+4/ the hall, and be careful with scissors. Ten plus four. What else can Guide responses with night fall down We name ten plus four? and might get cut. Repeat the activity W&C: We can name it fourteen. having Group 2 question Group 1 as pupils pantomime the safety rules. Introduce fifteen and sixteen in a similar manner. Then,731WErface down 2. WHAT WOULD HAPPEN? on a table, the pictures fromActivity Place the pictures from Activity1 face down on a table, and stick a band-aid on Blink's nose. Divide the class in two come up and identify which picture he groups. Have a pupil come up, choose a chooses by number, saying ten plus picture, and show it to his group. Help lo:Ifo::7()::::Ifho:!!!florrt:fnivgte)r that group ask what would happen if the on the board. Then have him look at accident in the picture took place. his picture, and with Blink ask the Have Wink help the group whichwas class what to do to be safe, and what questioned respond. happens if we do not do it.

T&Gl: /as P chooses car picture/ B&P: /identifying picture number/ What would happen if he got Ten plus (five). hit by a car? /looking at picture/ W&G2: He would get hurt. Why should we walk and not run in the hall? Continue having groups alternate ques- C: We might fall down. tioning until all the pictures have BP: What would happen if we fell been used. Next, demonstrate high and down? low pitched sounds with the class. C: We would get hurt. Then have Blink groan. Ask the class if Blink is making a high or a low Continue using all the pictures sever- sound. Have Wink aid the reply. al times until fourteen to sixteen have been expressed four teen and T: /after demonstrating pitch, ten plus (four) and written Blink groaning/ Is Blink making a high sound or Tra-WribrAT a low sound? *Take the class for a walk in the W&C: He's making a low sound. neighborhood. Take pictures of pupils practicing good safety habits such as Then ask Wink what happened to Blink. looking both ways before crossing the Have her respond that he was running street. Then, help the class make a in the hall and fell down and got hurt. safety bulletin board using the pic- Repeat, having pupils be Blink, groan- tures of themselves performing various ing low or shrieking high. Vary the actions in a safe manner.

LESSON 113 MICHIGAN

MIGRANT INTERDISCIPLINARY

PROGRAM ORAL LANGUAGE LESSON 114

Review LINGUISTIC FOCUS Introduce

We (should/might) ( ). Could we (get hurt) if we (didn't stop) (before crossing the street)? fall; get (sick/hurt/cut); cross the Why shouldn't we (run in the hall)? street; look both waysy be careful with scissors; listen; wash our hands; run in the hall; early; get - -off, go to bed stop; dirt; car seventeen, eighteen, nineteen loud, soft; high, low; long, short corner, sleep

LINGUISTIC 'COMMENTARY Typical language problems are: substitution of present tense for past, as Could we fall if we run for Could we fall if we ran; non- ifiRiFintreiiIgaing to confusion between seventy and seventeen, eighty and ei hteen, Lirlistyand figiEggirsubstitution of nesrelp" fora g7

Review CONCEPTUAL FOCUS Introduce Stating street, hall, and scissor Deducing the reasons for health rules safety rules Predicting the possible result of Counting and writing tens and some broken health rules more Stating health rules Distinguishing, demonstrating, and Naming:RE. as seventeen,...10+9 as describing long, short, high, low, nineteen loud and soft sounds

CONCEPTUAL COMMENTARY Typical conceptual problems are: difficulty understanding how lack of sleep and how failure to wash hands effects us.

MATERIALS Activity 1: Use the street, hall, and scissor pictures from Lesson 112, the accompanying pictures of children going to bed, washing their hands and crossing the street at the corner, and Wink. Activity 2: Use the pictures from Activity 1, chalk, Blink, and Wink. Activity 3: Use the car picture from Lesson 112 and the pictures from Activity 1. 1. SarritWES,717rf=i1H stop before crossing the street? Display the three "rules" pictures W&Gs: Yes, we could. from Lesson 112 and the accompanying "corner crossing" picture. Point to Continue, having Blink cue the boys the latter and ask Wink and the class with Could we [fall /get sick/get cut) to state a rule about that picture. as he points to the other pictures. Next draw a big intersection on the T: /points to corner crossing pic./ board. Repeat, with Blink cuing the What rule helps keep us safe girls to ask the boys about any of the when crossing the street? crossing safety rules. After the re- W&C: We should cross the street at ply, have Blink pretend to walk to the the corner. intersection. Have the class count his "steps" and have volunteers write the Continue, pointing to the other three total on the board using the 10+(7) pictures and asking for other safety notation. Introduce seventeen, rat rules from previous lessons. Next, tem and nineteen, having them say ten display the accompanying "washing TUT seven an (seven)teen. hands" and "going to bed" pictures. Ask "Why should we go to bed early?" 3. THE QUESTION-GO-ROUND and have Wink model the answer. Go on Display all the -"rule pfctures and to ask about consequences. have the class sit in a circle. Point to a picture and ask a pupil for the T: Why should we go to bed early? rule. Wher it is appropriate, ask the W: To get lots of sleep. next pupil why we should follow the W&C: To get lots of sleep. rule and ask the third pupil what could T: What might happen if we didn't happen if we did not follow the rule. get lots of sleep? W&C: We might get sick. T: /pointing to rule picture/ What's the rule? Continue with Wh should we wash our Pl Don't (run in the hall). hands, To get the d rt off, concluding T: Why shouldn't we (run in the with We mi t et sick again. Tell hall)? the pups t ahealthynealtthy is not bein P2: We could get hurt. sick and have volunteers give you t e T: Could we fall if we ran in gith" rules. the hall? P3: Yes, we could. T: What rules help keep us healthy? Vl: We should go to bed early. Continue with other pictures, cuing T: Is there another health rule? one pupil to ask a questionand the V2: We should wash our hands. pupil next to him to answer, until the sequence is done for each rule. After t. COULD 'WE? discussing the crossing rule, display Arrange the class in a semicircle and the car picture and beep the horn, 'wr- display all the "rule" pictures. ing the class tell if the noise is Say that you are going to help Blink loud, soft, high, low, long or short. to remember the health and safety 1.111 rules. Have the boys ask the girls TAKE-OFFIDEAS' what could happen if they did not fol- *Arrange for the class to put on a low each rule. Have Blink model the "safety program" for another class. first question and Wink aid the girls Have small groups put on skits to as Blink points to the pictures. demonstrate rules being obeyed, not being obeyed, and the consequences. B: /pointing to crossing pic./ Could we get hurt if we didn't *Make a "safety and health" bulletin stop before crossing the street? board using pictures that pupils draw Bs: Could we get hurt if we didn't to illustrate rules.

LESSON 114 MICHIGAN

MIGRANT INTERDISCIPLINARY ORAL LANGUAGE PROGRAM LESSON 15

REVIEW

LINGUISTIC FOCUS - REVIEW Using can to signal ability Using might and could to signal possibility Using should to desirability and propriety Using introductory if clauses

CONCEPTUAL FOCUS - REVIEW Identifying rules of street safety, .of school safety, and of health Identifying why we should follow rules Demonstrating and distinguishing between sounds on the basis of volume, pitch and duration Counting tens and some more Identifying 11-19 on the number line

MATERIALS Activity 1: Use the accompanying pictures of obeying rules, not obeying rules, 5 pictures of children hurt, and 2 pictures of children sick in bed, tape and Wink. Activity 2: Use the pictures of rules from Activity 1, and Wink. Activity 3: Use 20 single counters, rubber bands, a desk, chalk, an eraser, and Wink. 1. SICK OR HEALTHY?HURT OR SAFE? street or bed picture and whisper to a tapeup the "rules" pictures and dis- pupil to pantomime a car horn honking pliy the "tick" or "hurt" pictures on short, long, loud or soft, a sick per- the chalkledge. Have a volunteer point son groaning or a healthy one singing. to a board picture. Have Wink say that After each pantomime, ask the class, person does that every day and then ask Is he making a (high) or (low) sound? if he can keep safe or healthy. Help the class reply and then have Wink ask 3. HONKING COUNTERS what might happen if the rule is brO- Chalk up a horn, and a number line with ken. Guide the reply having a pupil out numerals and at least 20 marks, point out the appropriate picture. Have the counters on a desk. Have two pupils come to the front. Have Pupil 1 W: /as V1 points to scissors pic./ pretend tosoftly or loudly honk the This is what (he) does every day. horn. After each honk have Pupil 2 Can (he) keep safe? select a counter. After ten honks, MC: Yes. (He) can keep safe if he have both pupils count the countersand is careful with scissors. put a rubber band around them. Have W: What might happen if (he) isn't one write 10 on the numberline. Then careful? have two ogler pupils honk, count to T&C: (He) might get cut. five, and write 5. Have Pupils 1 and P points to "not careful scissors pic." 2 hold up the counters while Pupils 3 and 4 point to the number line. Ask Then have a volunteer point to a chalk- the class how many counters they have ledge picture and continueas above. and another way of saying it. Have Wink guide the replies if necessary. W: /as V2 points to not washing pic./ This is what (they) do every day. T: /after P's have honked, counted, Can (they) keep (healthy)? and written Rand 5/ T &C: Wo. (They) can't keep (healthy). How many counters do they have? W: What might happen if (they don t C: They have ten and five more. wash before eating)? T: What's another way of saying ten T&C: (They) might get sick. and five more? Pupil points to "sick" picture. C: Fifteen.

Continue with other pictures. Have a pupil put 10+5 on the number line, erasing the other numerals. /77-lurrs-ANFTWEr Then unbundle the counters and con- Leave up the Activity 1 pictures. Have tinue with another pair of pupils. a pupil point to one of obeying rules Repeat using numbers to nineteen. and help the class ask what the rule is. After he replies, help the class SUGGESTED FIELD TRIP ask why and then what would happen. Arrange to take the class for a walk to Have Wink aid the reply if necessary. a store or library. At each intersection stop and ask for the rule. On T&C: /after P points to picture/ the way talk about the safety rules, What's the rule? about how to cross the street and about P: (We) should look bothways what could happen if the rules are not before crossing. followed. Use the language from Les- T&C: Why should he look both ways be- sons 111-114. Also, help the class fore he crosses the street? listen to the sounds of traffic. Dis- P: Because he might get hit by a car. cuss their volumne, pitch,and dura- T&C: What would happen then? tion. Upon returning, write an exper- P: He would get hurt. ience story about the trip, including items about what rules were followed, Continue with the other pictures of which, if any, were not followed, and obeying rules. Then point to the sounds that were heard.

LESSON 115 MICHIGAN

MIGRANT INTERDISCIPLINARY ORALLANGUAGE

PROGRAM SPANISH SUPPORT ACTIVITIES I

BASIC CONCEPTUAL FOCUS: designed to be introduced in Spanish: Identifying sharing as a means of giving everybody a turn and being fair Describing what would happen if people did not shareor were not fair Dividing symmetrical shapes into two equal parts Describing and naming halves of a shape Constructing and describing a whole from its two halves and writing Distinguishing between symmetrical and asymmetrical shapes by folding Identifying a situation where everybody doesn't helpas one when some people have to work a long time Identifying and naming plane figures in classroom objects

[1ATERIALS: Activity 1: Prepare one paper shape for each child using squares, rectangles, triangles, and circles, with a line dividing each shape in half; use 4 pair of scissors, and pencils for each pupil. Activity 2: Prepare a symmetrical and an asymmetrical shape; use the shapes from Activity 1, chalk, and 2 rolls of tape. Activity 3: Prepare one square, rectangle, circle, and triangle from constructio paper; use a chair for each pupil, a flannelboard and scissors. Activity 4: Use different colored strips of paper, enough for each pupil, scissors and tape.

1. MITADES (to accompanylesson 116) HALVES

Muestre e identifique una, de cada una Show and identify one of each of the de las figuras. D6 una a cads shapes. Give one shape to each pupil. Explique que deben cortar las figuras Explain that they should cut the shapes en dos mitades pero que hay s6lo cua- in two halves but there are only four tro tijeras. Guie cuatro niflos pars pair of scissors.Guide four pupils to que las corten y den sue tijeras a un cut and then have them give their scis- amigo. Continfie preguntando cads, vez sors to a friend. Continue, each time qui habria pasado si ellos no hubieran asking what would have happened if they comptrtido las tijeras. Pidales que had not shared the scissors. Have them muestren las dos mitades de las figu- hold up the two halves of their shape. ral. Pregunte si son iguales. Pida a Ask if they are the same. Have the los niflos que les escriban el nombre class write their names on the shapes de ellos y recNalas. and collect them.

2. COMPLETANDO FIGURAS (to accompany lesson 117) COMPLETING SHAPES

Reparta las figuras que cortaron en is Distribute the shapes cut by the pupils actividad anterior. Describa cads. una in the preceding activity. Describe como "medio". Escriba 1/2 en la piza- each as a "half". Write 1/2 on the rra. Pfdales que coloquen sus dos mi- board. Have the pupils arrange their tades sobre la mesita para formarla de halves on their tables to make the Explain that they will nuevo. Explique que para que queden original shape. juntas necesitan tira pegante,solo need tape to hold the halvestogether, tiene dos rollos y todos los ninos that you only have two rolls,and that them. Ask quieren usarlos. Pregunte cOmo puede all the pupils want to use hacerse de una manera justa y qufi pa- how it can be done in afair way and unfair in sarfa si no son justos al repartirla. what would happen if they are Dfgales que ninguno quiere que unos distributing the tape. Say that none to be niflos se queden sin pegar sus figures of them want their classmates por lo que van a hacerlo tomando tur- left with untaped shapes, and sothey nos. Muestre una figure simfitrica y are going to tapethem by taking turns. una asimfitrica, permita a un niflo que Show a symmetrical and anasymmetrical las doble y hfigales notar la diferen- shape. Have a pupil fold them, and cia. guide the class to note thedifference.

3. RECONOCIENDO FIGURAS (to accompany lesson 118) RECOGNIZING FIGURES

Siente los nifios en sus sillas forman- Have the pupils sit in theirchairs in do un semicfrculo con Ud. Muestre un a semi-circle. Show a square and sth cuadrado y pregunte que es.Pida que what it is. Ask them to look for some- busquen su forma en los objetos de la thing of the same shape amongthe clase. Haga lo mismo con las aims classroom objects. Do the same with figural. Pida a un nifio que las corte the other shapes. Ask a pupil to cut poor la mitad y las coloque en el frane- the shapes in half and gimethan on the lbgrafo. Mande a otro a unit las mita- flannelboard. Tell another to put to- des iguales. Haga ver como dos mitades gether two halves which arethe same. forman un todo. Gufe los rafts a iden- Guide the class ip.seeingthat two tificar otros objetos simfitricos de la halves make a whole. Help the pupils clase. Pida a los niftos retirar sue identify other symmetricalobjects in sillas y ponerlas de nuevo en su lugar. the room. Ask them to put awaytheir Haga notar que cuando todos ayudan el chairs. Have them note that whenall trabajo se hace mfis rfipido y menos pe- help, the work gets donefaster and is sado para todos. easier for everyone.

JOINING HALVES 4. UNIENDO MITADES (to accompany lesson 119)

Muestre tires de papel de diferentes Show strips of paper ofdifferent col- colores. De una a cada nino. Invite- ors. Give one to each pupil. Invite los a doblarlas en dos para marcar el the pupils to fold thestrips to mark in two. centro. Pfdales que las corten. Re- the center. Have them cut them pupil, leav- coja una mitad de cada nifto dejfindole Collect one half from each la otra. Haga que se cubran los ojos. ing him the other. Have the pupils Esconda las mitades. Permftales que cover their eyes. Hide the halves. match to theft busquen una igual a su tire. Cada nil Have pupils look for a his turn fio tendrg su turn pare hacerlo y se strips. Each pupil will have when he sentarfi cuando encuentre una. Si la to look and will sit down finds is not mitad que encuentra no hace juego con finds one. If the half he pupil la suya se la darfi al compafiero que la a match, hevill give it to the Distribute tape andhelp necesite. Proporci6neles tira pegante. who needs it. Hfigales notar que si la comparten todos the pupils note thatby sharing the their strips together. pueden former su tira completa. Pre- tape all may tape their strip. gunte sbmo la formaron. Ask how they formed MICHIGAN INTERDISCIPLINARY MIGRANT ORAL LANGUAGE LESSON 116 PROGRAM

Review LINGUISTICFOCUS Introduce We have toeovI ). What do we have to do so all of us (They) re) (the same shape). can (play)? What would happen if we (didn't) share (the scissors)? have to, can, would; if If we (didn't share) (the scissors), everybody, crayon, scissors, all of us (couldn't) (cut). shape cut, play, share, happen could; so; color; half, halves, to,),

LINGUISTIC COMMENTARY Typical language problems are: confusion of don't and doesn't; substitution of "chare" for share,Tae for shape; "cot" Warcut, "dinTiwTor &WI; confusion OrEilf, have, has and halves.

Review CONCEPTUAL FOCUS Introduce Demonstrating sharing classroom re- Identifying sharing as a means of sources giving everybody a turn Constructing circles and squares Describing what would happen if people didn't share Dividing symmetrical shapes into two equal parts Naming two equal parts as halves Describing halves of a circle or square as having the sameshape

CONCEPTUAL COMMENTARY A typical conceptual problem is: difficulty understanding that there are many reasons to share other than just because one is told to.

MATERIALS Activity 1: Use a small piece of paper for each child, a crayonfor all but 3 pupils, a piece of chalk, Wink, andBlink. Activity 2: Use the pupils' drawings from Activity 1,scissors for all but 3 pupils, paper clips, and Wink. Activity 3: Use several classroom toys, and Wink. 1. THE PUPPET WHO WOULDN'T SHARE didn't share and could for couldn't. Have Wink and Blink demonstrate sharing a piece of chalk to draw pictures Have everyone, through sharing, cut on the chalkboard. Then have Blink out their shapes. Then, take one pu- refuse to share. Explain what is hap- pil's shape and cut it in half. Have pening each time and have Blink decide him hold up his two halves and ask the to share again. Then pass out a small class about them. Have Wink model the piece of paper for each child and a first response. crayon to all but three pupils. Ask if everyone has a crayon and what has T: What are these? to be done in order for all to color. W: /nods to each half/ Have Wink model the responses. That's a half and that's a half. They're halves. T: Does everybody have a crayon? C: That's a half and that's a half. W: No, everybody doesn't have a They're halves. crayon. T: Are they the same shape? C: No, everybody doesn't have a C: Yes. They're the same shape. crayon. T: What do we have to do so all of Repeat with several pupils' shapes. us can color? Then, have the rest cut theirs in half. W: We have to share the crayons. Paper clip each child's halves together C: We have to share the crayons, and collect and save them.

Repeat the dialog several times, having 3. LETTS GO TO TOYLAND groups question each other. Then have Place some toys in one corner of the each pupil with a crayon draw one room and explain that that areais a. square or circle that covers almost place where children can play. Let the whole page, Then have three vol- more pupils than there are toys goto unteers give their crayons to the play and help with the dialog. Ask three pupils without crayons so they questions from Activities 1 and 2, us- can each draw a shape. Have each pu- ingsoyand Elm., as Wink aids replies. pil print his name on his drawing. Collect and save the drawings. T: Does everybody have a toy? W&C: No, everybody doesn't have a toy. 2. THE TEACHER CUT MY PICM7-1 T: What do we have to do so all of Give each pupil-his shape from Activity us can play? 1 and all but three pupils a pair of W&C: We have to share the toys. scissors. Repeat the dialog from Ac- T: What would happen if we didn't ti vi ty 1, substituting scissors for share the toys? crayon and cut for colo77Tgi ask, W&C: If we didn't share the toys all 'What would happen 1774- didn't share of us couldn't play. the scissors?" and have Wink model the response. Have the pupils at "Toyland" each pick another pupil to take their place. Re- T: /after reviewing dialog from Act. peat until all have had a turn, having 1 with appro. substitutions/ groups ask and answer thequestions. What would happen if we didn't share the scissors? IRE:UPI= W: If we didn't share the scissors *During "Story time" make up a story all of us couldn't cut. about the "Share Bear" who wanted to C: If we didn't share the scissors share his honey but couldn't find any- all of us couldn't cut. body to share with because everybody was afraid of him. Have individuals Repeat the new dialog a few times, hav- take the parts of the "Share Bear" ing groups question each other. Vary and the fearful people. Have one the dialog, substituting shared for brave pupil share at the end.

LESSON 116 MICHIGAN

MIGRANT INTERDISCIPLINARY

PROGRAM ORAL LANGUAGE LESSON 117

Review LINGUISTIC FOCUS Introduce Why should they ( )? What should (they) do to (be fair)? What might FlappedMr )? To (be fair) (they) should (share). might, should get done, be fair share, happen give, take everybody, halves, turn whole

LINGUISTIC COMMENTARY Typical language problems are: substitution of "chare" for share, "chould" for should, "daviirfar done71171 91117F-for hiTWIFF7-

Review .CONCEPTUAL FOCUS Introduce Identifying sharing as a means of Identifying and demonstrating taking giving everybody a turn turns as a means of being fair and getting a task done Describing what might happen if people aren't fair Distinguishing between symmetrical and asymmetrical shapes by folding Demonstrating several ways of folding a symmetrical shape in half Constructing a whole from its two halves Writing 1/2 41,./P, CONCEPTUAL COMMENTARY A typical conceptual problem is: difficulty understanding that an asymmetrical shape can not have two equal halves.

MATERIALS Activity 1: Use a picture book, and Wink. Activity 2: Prepare one symmetrical and one asymmetrical shape out of tag- board and crease them to show that the asymmetrical one cannot have 2 equal parts like the other; use 2 balls, and Wink. Activity 3: Use the pupils' shape halves from Lesson 116, a dark magic marker, tape, and Wink. 1. THE BOOK PEEKER the balls for a symmetrical shape in Have three voTunteers take turns look- one group and anasymmetrical shape in ing at a picture book, passing it to the other. Have the circle pupils sit each other for each page. Then, have down. Have the two pupils with the the one in the middle keep the book shapes hold them up and fold them to and close it together so that only he show the difference in the two types. can see the pictures. Then question Repeat the dialog having the shape Wink and the class about the problem. holders hand the shape to others in their groups, giving everyone a turn T: Why should they share the book? to refold it. Note that there may be W: To give everybody a turn. several ways to fold a shape in half. C: To give everybody a turn. Have groups exchange shapes. T: What should they do to be fair? W: To be fair they should share. 3. TWO HALVES MAKE A 111101I C: To be fair they should share. Have on hand the "shapehalves" that the pupils made for Lesson 116. Have Have the three volunteers share again. one pupil tape his twohalves next to Then choose new volunteers and repeat each other on a bulletin board. Print the dialog several times, having Wink Ja with a dark magicmarker on each help the class ask you the questions WI% Ask Wink and the class what two sometimes. Then, explain that there halves make. After the replies, exr isn't much time left for the next three plain that everyone can print la,and volunteers to look at the book. Ask tape his shape on the board. Ask Wink the same first question and have Wink and the class about being fairand what help the class, groups and individuals might happen if people aren'tfair. reply, "To get done." Then ask, "What should they do to get done?" Have Wink T: /after printing ig. and 1/1/ help the class, groups and individuals What do two halves make? reply, "To get done they should share." W: A whole. C: A whole. t. WILL IT OR WON TT IT-BE FAIR? T: Everyone can tape up hiscircle Have tfie761075WITTUFENTiRind or square. you. Explain that you are going to What should we do to be fair? bounce a ball to one pupil at a time W&C: To be fair we should take turns. and that he will bounce it back to you. T: What might happen if wearen't Demonstrate, Then ask, "What might fair? happen if we aren't fair?" Have Wink W&C: Everybody might not get a turn. model, "Everybody might not get a turn." Put Wink aside and bounce the ball to Continue, having others print.1/2.and all but three pupils. Hesitate. Then tape up their shapes. Repeat We dia- bounce the ball to the pupils who did log as every third or fourthpupil not get their turn. tapes up his shape, using21112tatin- stead of get a turn. Sometimes have T: What might happen if we aren't groups ask the last twoquestions. fair? W: Everybody might not get a turn. TAKE-OFF IDEAS, C: Everybody might not get a turn. *During art have each pupil tape a pa- Bounce the ball to all but three. Hes- per bag on theside of his desk. Call itate. Then give the three their turn. one pupil at atime to a supply area and give him several toothpicks,pieces Divide the class into two groups and of string, etc. to make acollage with. continue the activity, having an in- Then have him drop some of theitems dividual in each group bounce the ball in his own bag and sharethe rest with to the others and having the two groups other pupils, dropping theitems in his ask each other the question before be- classmates' bags. As the collages are ginning the bouncing. Then exchange formed, discuss the sharing.

LESSON 117 MICHIGAN

MIGRANT INTERDISCIPLINARY

PROGRAM ORAL LANGUAGE LESSON 118

Review LINGUISTIC FOCUS Introduce Why should everybody help? If everybody helps, we can (go out side) sooner. What happens when everybody (doesn't help)? When everybody (doesn't help), (some help, get done, go (home/outside) of us have to work longer). longer, fair circle, square, triangle, rectangle sooner

LINGUISTIC COMMENTARY Typical language problemsare: loss of -s ending on verb, as If everybody help;confusion of doesn't and don't; substitution of "chouldwTErihould7rawn" for done, "ouiiTiewfor ariamarioughseF7or doesn t.

Review CONCEPTUAL FOCUS Introduce Constructing a whole from its two Identifying helping each other as a halves means of going outside, etc. sooner Identifying a situation where everybody doesn't help as one when some people have to work a long time Identifying and naming plane figures in pictures or classroom objects Identifying classroom objects that are symmetrical

[CONCEPTUAL COMMENTARY A typical conceptual problem is: difficulty understanding that "fair" situationscan be created in many ways.

MATERIALS Activity 1: Use chalk, items from pupils' desks, and Wink. Activity 2: Use a box for each row of pupils, 2 pieces of wastepaper for each pupil, and Wink. Activity 3: Use the accompanying picture of hidden shapes, several symmetrical room objects, a paper circle cut in half, a chair for each pupil, tape, and Wink. 1. WHAT A MESS! T: Is that fair? Have the class put papers, books, etc., W&C: No. That's not fair. from their desk drawers on top of their desks, making a "messy room". Draw pic- Repeat the dialog several times having tures for rhome" and "outside" on the groups ask each other the questions. chalkboard. Explain that there will be two pantomimes on helping and that 3. THE PUT-AWAY PUPILS when the first one is done, the class Have the pupils each 'bring a chair to will have to mess up their desks again. sit in a circle with you. Have on hand Have them see which situation takes the accompanying picture with "hidden" longer, having only a few cleanup ev- shapes, several symmetrical classroom eryone'smess or having everyone help. objects and a paper circle cut in half. In both situations, when everything is Have individuals point to and identify clean let the pupilsgo to the "home" the circles, squares, rectangles, and and "outside" areas, whichever they triangles in the picture. Have the choose. After the two pantomimes, have class identify the symmetrical objects, the ciass return to their seats. Ques- and have one pupil tape the circle tion Wink and the class about helping. halves together to make a whole. Then explain that all of the chairs and T: /after 2 pantomimes; with all materials have to be put away. Have helping and justsome helping/ everybody help. Afterwards question Why should everybody help? individuals, using the questions from W: If everybody helps,we can go Activities 1 and 2. outside sooner. C: If everybody helps,we can go T: Why should everybody help? outside sooner. P1: If everybody helps, we can W: If everybody helps,we can go get done sooner. home sooner. P2: It's fair. C: If everybody helps,we can go home sooner. Continue the questioning. Then have Wink help the class, groups and India. Repeat the dialog several times, having viduals ask you the questions. Wink and the boys askyou and the girls 11110 the question and viceversa. TAKE-OFF IDEAS *Let your pupils plan and carry out E--ANOTIER NESS! a Help Project for the school, such tat on a wastepaper box by eachrow of as cleaning up the yard or halls. desks. Make sure that each pupil has two pieces of wastepaper to throwaway. *Have individualshelp in the kinder., As in Activity 1, have two pantomimes, garten with "MilkTime", etc. Have one when everyone throws away one them tell you andthe class about the piece of wastepaper and another when experience. only one or two pupils pickup everyone's wastepaper. Afterwards, ques- *During Story Time, have the class make tion Wink and the class about the up stories about people oranimals who helping situations. need help such as "Sad Sam, the Lost Little Lamb," or Big Pig, Who Got T: Why should everybody help? Stuck In A Crib ". Help the pupils W&C: If everybody helps,we can think of ways to help the characters. get done sooner. T: What happens when everybody *Use "help" in your discipline tech- doesn't help? niques such as asking the class to W: When everybody doesn't help, "Help me listen for the quiet." some of us have to work longer. C: When everybody doesn't help, *Have everyone make a "HELP" sign to some of us have to work longer. hold up when they need help.

LESSON 118 MICHIGAN

MIGRANT INTERDISCIPLINARY

PROGRAM ORAL LANGUAGE LESSON 119

Review LINGUISTIC FOCUS Introduce What (could happen) if everybody (would help)? whole, halves If everybody would (help), (we)

help, find, share, get done, could (find them faster . take turns If everybody didn't (help , (we)

fast, faster, fair couldn't (get done fast1.

LINGUISTIC COMMENTARY Typical language problems are: confusion of could and would; substitution of °halfs" for "chrirerfor didn't, fichanirIFF

Review CONCEPTUAL FOCUS Introduce Constructing a whole from its two Describing a whole as two halves halves Predicting what might happen in a Distinguishing between symmetrical situation where people won't take and asymmetrical shapes by folding turns Identifying taking turns, helping, and sharing as ways of doing things faster

CONCEPTUAL COMMENTARY A typical conceptual problem is: difficulty understanding that only matching halves make a whole.

MATERIALS Activity 1: Prepare a paper circle or square or triangle for each pupil and cut each shape in half; use Wink. Activity 2: Prepare 1 symmetrical or asymmetrical shape for each pupil; use Wink. Activity 3: Have pupils collect whatever materials they need to put on plays about sharing, helping, and not taking turns; use Wink. I- 1. THE HIDDEN HALVES Repeat the dialog several times, having In preparatfRi7figrthelisted shape Wink and the class ask you theques- halves throughout theroom. Explain tions and then having groups ask each that you have hidden halves ofpaper other the questions. Then help the circles, squares, and triangles around class group the symmetrical andasynnie- the room and thatyou need help in trical shapes into separate piles, de- finding all of them. Explain that each termining the type of shape by folding. pupil can find two halves and that they do not need to match. Ask, "What could . TRI-PLAY happen if everybody would help?" and Divide the class into three groups. have Wink help the class respond. Have each group prepare to put on a "play", one abclt sharing, anothera- T: What could happen if everybody bout helping, and the third about not would help? taking turns. Before each group per- W: If everybody would help,we forms, ask Wink and groups questions could find them faster. from Activities 1 and 2 substituting C: If everybody would help,we _ext. for we. could find them faster. T: /before "play" on sharing/ Repeat the dialogseveral times, having What could happen if everybody Wink and the class askyou the question would share? and then having groups ask each other W&Gl: If everybody would share they the question. Then have the pupils could get done faster. each find two halves and sit down. Help everyone find their matching half. Continue, with other questions, having Encourage sharing ifsome pupils tem- groups exchange questions. Then watch porarily have no halves because others the "sharing play" to see if what the need them for a match. After all the pupils thought would happen really halves are put togetherto make wholes happened. Repeat with the other plays. have Wink and the class identify a 0.11111.111111111 whole as being made up of two halves. TAKE-OFF IdtAS *During gym, have the class play a game T: What is a whole? of "Sharsies". When a pupil wants a 11: A whole is two halves. turn on the ropes, etc. he says to C: A whole is two halves. the pupil on the ropes, "Please share with me." Repeat the last dialog several times, having groups and individuals respond. *Invent a story character who never can share. Each day tell the class a new 27lifk A SAME episode in tA life of the non-sharer. TWIEraiiiElose theireyes as you and two volunteers hide symmetrical and *Have a "I Saw A Helper" box on your asymetricil shapes around the room. desk. Whenever someone sees someone Then explain that each pupil can find else help, the observer can draw a pic- one shape apiece. Question Wink and ture of what he saw happen, put the the class about helping and being fair. helper's name on the picture and place it in the box. At the end of each day, T: What couldn't happen if everybody look at the pictures, one by one, and didn't help? discuss what the helping situation was, W: If everybody didn't help we and who the helper was. couldn't get done fast. C: If everybody didn't help we *Have the class sing "This is the way couldn't get done fast. we help each other, help each other, T: Would that be fair? help each other. This is the way we W: No. That wouldn't be fair. help each other, every single day." to C: No. That wouldn't be fair. "The Mulberry Bush" as they pantomime.

LESSON 119 MICHIGAN

MIGRANT INTERDISCIPLINARY

PROGRAM ORAL LANGUAGE LESSON 120

REVIEW-EVALUATION

This lesson aims at determining how well pupils incorporate the structures of Unit 12 into modified language situations. You should attempt to elicit individual responses from all pupils and keep accurate records on the following RECORD SHEET. This should help you focus on specific problems.

The concepts listed in INCLUDED CONCEPTS are not necessarily the most important ones in Unit 12. They were selected because of their suitability in reviewing the language structures.

The DIALOGS in Lesson 120 do not represent the only structures that pupils might use; they are only sample responses.A stimulus is given and the pupil will select his answer from among those structures he knows.

LINGUISTIC PROGRESS CHECK

Using would and could to signal possibility Using sid to signsdesirability and propriety Using have to to signal obligation Using can to signal ability Using might to signal possibility Using introductory if clauses Using so as a connective

INCLUDED CONCEPTS Identifying sharing as a means of being fair Describing what would happen if people didn't share Constructing circles, squares and other shapes Dividing symmetrical shapes into two equal parts Naming two equal parts as halves and two halves as a whole Identifying helping each other as a means of getting done sooner Identifying, describing, and grouping rules of safety and health

MATERIALS Activity 1: Use a piece of paper for each child and enough scissors and crayons for 1/2 of the class. Activity 2: Use the scissors, crayons and halves from Activity 1, and enough classroom objects, such as blocks, for each child. Activity 3: Use the rule pictures from Lesson 115 and tape. 1. SHARING AND MAKING HALVES ask another why. After he responds, Arrange the class in a circle. Pass have everybody help clean up. out a piece of paper to each child and crayons to every other pupil. Tell a T: Ask (Jo) if everybody should help. pupil to ask his neighbor what must be P1: (Jo), should everybody help? done so everybody can have a turn. Af- P2: Yes, everybody should help. ter he responds, have the next pupil T: Ask (Al) why. ask his neighbor what would happen if P3: (Al), why should everybody help? they did not share. Then, ask the next P4: If everybody helps, we can get pupil in the circle if that would be done sooner. fair. Finally, have the next pupil ask his neighbor what should be done. Next, repeat using the halves from Acti- vity 1, and then other classroom ob- T: Ask (Al) what we have to doso jects such as blocks. Continue until all of us can color. all have had a turn to respond. P1: What do we have to do so all of us can color? 3. ANSWER TIME: RULES P2: We have to share the crayons. Have on a desk the "rule" pictures from T: Ask (Jo) what would happen ifwe Lesson 115. Ask the class, "What are didn't share the crayons. some rules we have?" Call on volun P3: What would happen ifwe didn't teers to respond and then select a pic- share the crayons? ture which represents that rule. Have P4: All of us couldn't color. each pupil explain what is happening in T: Would that be fair? the picture as he tapes it up. P5: No, that wouldn't be fair. T: Ask (Mary) what we should do T: What are some rules we have? to be fair. Vl: We should go to bed early. P6: (Mary), what shouldwe do to /selecting and taping up picture/ be fair? This boy is going to bed early. P7: We should share. T: What is another rule? V2: We should be careful with Then have the pupils share the crayons scissors. and each color a shape on the whole /selecting and taping up picture/ sheet. Then pass out scissors to This boy is being careful. every other pupil. Repeat the dialog using cut for color and scissors for After all the rules are suggested, have crayons. Change the last question pupils group the pictures, telling why to "What might happen if we aren't they go together. fair?" Next, have each child fold his paper in half and cut along that T: Can some of these go together? line, sharing the scissorsso every- P1: /moving pictures together/ body can have a turn. Have volunteers This picture and this one. hold up their halves and tell if they T: Why did you put those together? are the same or not. If they are the Pl: They are both about the street. same, help the class say, "Those are two halves. Two halves are a whole." After the pictures are grouped, con- If some pupils have not had a turn, clude the activity by identifying with repeat the activity. the class the health and then the safety rules. 2. EVERYONE SHOULD HELP Have the pupi s p ace their crayons TAKE-OFF PROGRESS CHECK and scissors from Activity 1in the *Form several groups, giving each a center of the circle. Tell the class project to do together without having that the mess should be cleaned up. enough tools for everyone. Help each Have_a pupil ask another if everybody group decide what to do, using the should help. Then have a third pupil language from Unit 12.

LOSSON 120 RECORD SHEET- LESSON 120

Following is a list of the mainstructures checked in Lesson 120. As each pupil responds to an item, place a mark indicatingwhether he uses a Standard or Non-Standard form. Compute the percentage of times the Standard formwas used by dividing the number of Standard formuses by the total number of times the structure was used, and multiplying by 100. This is the percent of successfully manipulated structures. For example:

Structure Standard Non-Standard Total Percentage

We should share. ttH tffi --H-H- 15 10/15x100=67%

For this structure therewere fifteen responses, 67% of these were in Standard form.

PERCENTAGE T' R 1 D'RD i ;t':, i ; lo;:i

1. What do we have to doso all of us can (color)?

We have to share the --

What would happen ifwe didn't share the (--)?

All of us couldn't (color)..

No that wouldn't be fair.

What should we do to be fair? ..:.

. : We should share.

What might happen if we aren't fair?

Everybody might not get, a turn.

2. Should everybody help? _

Wh should ever 'odhell?

Ever bod should help.

If everybody helps, we can get done sooner.

3. We should (--).

We should be careful (--). THANK YOU FOR YOUR COOPERATION

Michigan Migrant PriMary Interdisciplinary Project Washtenaw County Intermediate School District 3800 Packard Road, Ann Arbor, Michigan48104

Clarity of Teachability Relation to Relationto Lesson Instructional of Pupils' OtherAreas Intent Activities Language of Needs Curriculum

1 1 1 1 2 3 4 5 1 2 3 4 5 12.345 1 2 3 4 5

112 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2345

1.13. 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2345

114 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2345

115 12.345 . .12.3 4 5 1 2 3 4 5 1 2345

116 1 2 3 4.5 1 2_3 4 5 1 2 3 4 5 1 2345

117 1 2 3.4 5 1 2 3 4.5 1 2 3 4 5 1 2345

118 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2345

119 1 2 3 4 5 1 2 34 i 1 2 3 4 5 1 2345

120 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2345

Suggestions fir improving objectives:

Suggestions for improving activities:

Other comments:

NAME SCHOOL

POSITION CITY

I II WORD LISTLESSONS 1-120

a 6 I don't have a car. No tengo un carro. 17 He wrote a two. El .iscribi6 un dos. across 58 He went across the bridge. Fue por el puente. add 88 Corn is a food that we can add El maiz es un alimento que to that group. podemos agregar a ese grupo. adobe but 77 Those people live in adobe Esa gente vive en cases de huts. adobe. after 68 after summer despues del verano ahead 51 Go straight ahead. Siga recto. airplane 59 He went in an airplane. Fue en avi6n. all 42 all of them tr.os 46 All families need Todas las families necesi- tanONII all of the time 78 Some families live on house- Algunos families viven en boats all of the time. casas-bote siempre. almost 97 They almost always work to- Ellos casi siempre trabajan gether on the farm. juntos en la finca. always 69 It's always hot here. Siempre hace calor aqui. am 2 I'm in Baker School. Estoy en la escuela Baker. 3 Yes, I am. Si. an 17 He used an eraser. Us6 un borrador. and 42 Some of us live in this house Algunos de nosotros vivimos and some of us live in that en esta casa y algunos en house. aquella. animal 81 Beef belongs in the group with La carne pertenece al grupo the animals. de los animales. aC 41 I don't have amsisters. Yo no tengo hermanas. 84 There aren't axon the map of No hay ninguno en el maps Michigan. de Michigan. apartment 49 It's an apartment house. Es una case de apartamentos. apple 47 These are apples. Estes son manzanas. 47 That's apple, pie. Eso es pastel de manzana. are 2 What grade are you in? LEn que grado estgs? 4 How old are you? LCugntos adios tienes? 12 Where are you? LD6nde estgs? 26 Those are shirts. Esas son camisas. 26 Those aren't shirts. Esas no son camisas. 28 Those clothes are not red. Esa ropa no es roja. 37 Are they working together? LEstgn ellos trabajando juntos? 38 Yes, we are. Si. 38 No, we aren't. No. aramd 59 She walked around the hill. Camin6 airededor de la co- lina. as 44 galarge as tan largo como 44 as many people as tanta gente como 99 James didn't work in the fieldsJames no trabaj6 en el cam- eg. much as Jose. eo tanto como Jose. 99 Why didn't James earn as much LPor que James no gan6 tan- money as Jose? to dinero como Jose? ask to 104 When her mother asks her to. Cuando su madre se lo pida. 104 Because the teacher asked him Porque la maestra le pidi6 to help. que ayudara. at 69 at the North Pole en el Polo Norte aunt 42 She's my aunt. Es mi tfa. away, far 111 It's far away. Es muy lejos. away from 13 Go away' from the window. Retfrate de la ventana. away, put 92 Did you put away the blocks ZGuardaste solo los bloques? by yourself? baby 41 baby (brother/sister) (hermanito/hermanita) back of, in 12 I am in back of Mary. Estoy detrgs de Mary. baked 48 Do you like baked chicken? &Te gusta el pollo horneado? ball 6 I have a bail. Tengo una bola. balloon 23 That balloon is big. Ese globo es grande. band-aid 9 He doesn't have a band-aid. El no tiene una curita. be 18 Be careful! !Ten cuidado! be fair 117 To be fair they should share. Para ser justos deberfan compartir. bead 22 This is a bead. Esa es una bolita. (cuenta) because 71 Because it's cold. Porque hace frro. bed 114 We should go to bed early. Deberfamos acostarnos tem- prano. beef steak 81 What group does beef steak &A qug grupo pertenece el belong in? bistec? beet, sugar 84 Are there any sugar beets on &Hay algunas remolachas en the map of Michigan? el mapa de Michigan? before 68 before, summer antes del vereno 71 He wasn't wearing a hat before. El no tenfa el sombrero puesto antes. 113 Why should we look both ways &Por quS deberfamos mirar before we cross the street? ambos lados antes de cruzar la calle? belong 43 All of them belong to the same Todos ellos son de la misma family familia. beside 12 It's beside, the cupboard. Estg al lado del armario. better 47 I like cherry pie better than Me gusta mfis el pastel de apple pie. cereza que el de manzana. 47 Which do you like better? &Cal te gusts, rags? hiSLOA 59 Which is faster, a car or a Wugi es mss ripido, un bicycle? carro o una bicicleta? IAA 23 That bail is 14E, Esa bola es grande. black 29 Are those clothes black? &Es esta ropa negra? Blink 2 His name is Blink. Se llama Blink. block 21 That's a block. Ese es un bloque. blow 62 The wind is blowing. Hace viento. blue 28 These clothes are blue. Este ropa es azul. boat, 74 They're going to row a boat. Ellos van a remar. book 7 I don't need a book. No necesito un libro. boot 71 He's wearing boots. Lleva las botas puestas. - 3 -

both 44 Both of them are large. Los dos son grandes. 83 Farmers in both places raise Los agricultores en ambos fruit.. lugares siembran frutas. box 11 It's in the box. Estg en la caja. 73 What's the bsy:going to put on? Plqug se va aponer el mucha- cho? brick 49 It's made of brick. Es de ladrillos 49 a brick house una casa de ladrillos bridge 58 He went across the bridge. Flue por el puente. bring 14 Bring the paper here. Traiga el papel aquf. broom 91 What do you do with a broom? tolue haces con una escoba? brother 41 That's Manuel's brother. Es el hermano de Manuel. brought 19 He brought me home. El me trajo a casa. brush 16 He didn't cut the brush. El no cort6 la brocha. bus 18 He walked to the bus. El camin6 hacia al autobfig. bus driver 19 What did the bus driver do? tollug hizo el chofer? but 66 It snows some days in winter, Nieva algunos dias en el but it doesn't snow every invierno, pero no todos day. los dies. tax 96 They buy it. Ellos lo compran. 59 by. airplane en avi6n 112 We can keep safe by:looking Podemos mantenernos a salvo both ways. mirando a ambos lados. 113 Because we might get hit bz:a Porque nos podrfa golpear car. un carro.

_came 18 He came home. El vino a casa. camera 89 A camera is not something that Una Amara fotogrgfica es everybody needs. algo que no todos necesitan. can 88 Why can they go together? LPor qu6 pueden it juntos? car 6 I have a car. Tengo un carro. are 108 I have to take care of the Tengo que cuidar a la family. familia. careful 18 Be careful! !Ten cuidado! catch 82 Some people with boats catch Algona gente pesca peces fish for food. pars alimento. 83 Farmers in Texas don't raisea Los agricultores en Texas lot of celery. no cultivan mucho apio. cent 96 It's one cent. Es un centavo. chair 12 I am beside the chair. Estoy al lado de la villa. chalk 17 She used a piece of chalk. Ella us6 una tiza. chalkboard, 101 I don't know who erased the No s6 quign borr6 la pi- chalkboard. zarra. cherry 47 These are cherries. Estas son cerezas. 47 This is cherry pie. Este es un pastel de cereza. chicken 48 Do you like fried chicken? gusta el polio frito? children 43 They're the children. Son los hijos. chocolate 48 Do you like chocolate milk? LTe gusta el chocolate? -4-

circle 38 Are you making a circle? LEstis haciendo un cfrculo? class 34 Do you teach the class? anseflas td a la clase? 99 Ana has as much claylas Mary. Ana tiene tanta plasticina como Mary. clean 91 You clean the sidewalk with it. Tfi limpias la ac era con ella. climb 56 He climbed that mountain first. El escal6 esa montafla primero. close to 52 Pete is close to the door. Pete esti cerca de la puerta. 53 Whose house is closer to &La case de quign esti mis school? cerca de la escuela? clothes 26 Those are clothes. Esa es ropa. clothing 89 Clothing is something that La ropa es algo que todos everybody needs. necesitan. cloud 62 There are a lot of clouds in Hay muchas nubes en el the sky. cielo. cloudy 62 It's a cloudy day. Es un dla nublado. coat 71 He's wearing a coat. Tiene un abrigo puesto. cold 61 It's a cold day. Es un dfa frfo. 86 People who are going out in theLa gente cuando hace frfo cold wear heavy clothes. usa ropa abrigada. collect 101 I don't know who collected the No fig quign recogi6 los books. libros. color 28 What color are they? We qug color son? 116 What do we have to do so all &Qug podemos hater pars. que of us can color? todos podamos colorear? come 13 Come to the table. Ven a la mesa. 68 Fall comes first. El otoflo viene primero. come out 67 Do leaves come out in fall? Oacen las hojss en el otoflo? concrete 49 It's made of concrete. Es hecha de concreto. cook 32 Is the working? Esttrabajando is cool 67 Is it ever cool? &Es e1lguna vez fresco? corner 114 at the corner en la esquina COUld 114 Could we fail if we ran in Oodrfamos caernos si the hall? corremos en el corredor? 114 Yes, we could. Sf, sf podrfamos. count 36 He's counting points. Esti contando puntas. cousin 42 Is that Maria's cousin or &Es Esa la prima o is her- sister? mans de Marfa? cow 83 Some farmers there raise cows. Algunos agricultoree crfan vacas ahf. crwron 7 I need a crayon. Necesito una crayola. creek 57 The creek is narrower. El arroyo es mils angosto. cross 57 It takes longer to cross the Se tarda miss cruzando el river. rfo. crosswalk 111 Crosswalk. Zona de paso. cupboard 11 It's in the cupboard. Esti en el armario. custodian 31 What's the custodian doing? Nue esti haciendo el /pr. tero? -5-

cut 8 He wants to cut. El quiere cortar. 16 He didn't cut the brush. El no cort6 la brocha. 16 He cut the paper. El cort6 el papel. 33 I'm cutting thegrass. Estoy cortando el cesped. 113 Because we might get cut. Porque podrfamos cortarnos.

day 61 What kind ofdy is it? 06mo es el dfa? desk 33 That's a desk. Eso es un escritorio. different 27 They're different. Son diferentes. 44 a different number of people diferente n1mero de personas dime 106 a dime una moneda de diez centavos dirt 98 That's dirt. Eso es tierra. dish 91 You dry the dishes withit. Tfi secas los trastoscon 61. dish towel 91 What do you do witha dish tQu6 haces conun limpi6n? towel? do 3 Where do you live? M6nde vives? 6 I don't havea car. No tengo un carro. 8 What does he need? Que necesita 61? 9 He doesn't havea kleenex. El no tiene un 13 Don't run to thetable. No corras pasta la mesa. 16 He didn't cut. El no cort6. 16 Did he paste? LEngom6 61? 17 What did he do? Qu6 hizo 61? 17 What did he draw? LoQu6 dibuj6 61? 21 What do you do with it? 4006 haces con eso? 31 What's the teacher doing? L006 estg haciendo la maestra? 34 What does he do? L106 hace 61? 34 Does she teach the class? ansefla ella a la clase? 34 Do you teach the class? anseilas tfi a la clase? 34 Yes, I do. (teach the class) Sf, yo lo hago. 34 Yes, she does. (teach the Sf, ella lo hace. class) 34 What does he do? Qug hace 61? 54 It takes Ivy longerthan it Se demora Ivy mgs que Jo. does Jo. 66 Does it snowevery day? &neva todos los dfas? 116 What do we have to doso all Utu6 podemos hacerpara que of us can color? todos podamos colorear? doll 6 I have a doll. Tengo una mufleca. don(' 117 To get done they shouldshare. Para terminar ellos deberfan compartir. door 12 I am beside the door. Estoy al lado de la puerta. down 51 Put your left hand down. Baja la mano izquierda. 113 We might fall down. Podr/amos caernos. draw 7 I want to draw. Quiero dibujar. dress 26 Those are dresses. Esos son vestidos. -6 drew 17 He drew a ball. El dibuj6 una bola. drink 48 Do you like to drinkorange LTe gusts beber jugo de juice? naranja? drive 32 He's driving. (a bus) Est msnejando. (un autobfis) driver 19 What did the bus driverdo? LQu6 hizo el chofer? kit 61 It's a da. day. Es un dia seco. 91 You drxthe dishes withit. Tfi secas los trastoscpn 61. dust 31 He's dusting the desk. Est sacudiendo el escritorio.

114 We should go to bedearly. Deberfamos acostarnostem- prano. earn 99 Jose earned more money than Jos6 gan6 ads dineroque James. James. eat 48 Do you like to eat fried LTe gusts comer polio chicken? frito? -ed 16 He needed paste. El necesit6 goma (de pegar). 17 He used paste. El us6 goma. 17 He erased a two. El borr6 un dos. 3 eight six, seven, eight seis, siete, ocho eighteen 114 eighteen dieciocho eighth 62 The eighth one. El octavo. eighty 104 eighty ochenta either TT Those people don't live in Esa gente tampoco viveen adobe huts either. cases de adobe. eleven 112 eleven once else 76 What else do they needshelter Vara qu6 lads necesitan for? ellos vivienda? empty 46 It's the empty set. Es el conjunto vaclo. 79 One plus one equalstwo. Uno axis uno igual dos. -er 17 He used aneraser. El us6 un borrador. 19 What did the bus driver do? LQu6 hizo el chofer? 31 What's the teacher doing? Riug estg heciendo la matstra? 53 Whose string is lonely LDe quign es la cuerda Ids large 53 longer than as largoque erase 17 What did he erase? PlIu6 borr6 61? 17 He erased a two. El borr6 un dos. eraser 17 He used an eraser. El us6 un borrador. -est 56 Which hill is highestof all? &Cull lomaes is as alts de todos? 59 Which is fastest? Seugles el sags rgpido? ever 67 Is it ever cool? &Es alguna vez fresco? 69 Does it ever snow? LNieva alguna vez? every 66 It doesn'tsnow eve day. No nieva todos los dies. everybody 89 A camera is not somethingthat Una Amara fotogrificaes everybo4y needs. also que no todos necesitan. - 7 factory 97 The father workb in a factory El padre trabaja en una and gets money for his work. abrica y recibe dinero por su trabajo. fair be 117 To be fair they should share. Para ser justos deberfan compartir. fall 67 Is it ever cold in fall? &Es alguna vex frfo en otoflo? fall down 113 Because we might fall down. Porque podrlamos caernos. fall off 67 Do leaves fall off in spring? &Se caen las hojas en primavera? family 43 They're a family. Es una familia. 49 a one-family house una casa para una sole familia far away 111 It's far away. Es mazy lejos. far from 52 Pete's far from the door, Pete estg lejos de la puerta. farm 82 Some people on farms raise Alguna gente en las fincas vegetables for food. cultivan vegetales pars aliment°. farmer 82 Two farmers are raising meat.' Dos agricultores estgn produciendo carne. farther 53 Whose house is farther from LLa case, de qui6n esti mss school?. lejos de la escuela? fast 18 Run fast. Corre ligero. father 41 That's Manuers father. Ese es el papg de Manuel. fell down 113 What would happen if he fell tQu6 pasarfa si el se down? cayera? few 62 There are a few clouds. Hay pocas nubes. 77 A fey live in trailers. Duos pocos viven en cases- remolques. field 98 That's a field. Eso es un cempo de cultivo. fifteen 113 fifteen quince fifth 57 Is the fifth river the widest Ms el quinto rfo el mgm of all? ancho de todos? fifty 102 fifty cincuenta find out 101 Find out who put away the Descubre qui6n guard6 los pencils. first 2 I'm in first grade. Estoy en primer grado.

54 First he Then he Primero . Despugs . 56 The first mountain is the La primers montage, es la lowest. mss baja. 56 Which mountain did he climb &Cugl montane escal6 pri- first? mero? 68 Fall comes first. El otoflo viene primero. Finish 93 We finish faster when we share Terminamos mgs rgpido the work. cuando compartimos el trabajo. 82 The fish belong in the group Los peces pertenecen al with the sea. grupo del mar. five 2 four,five cuatrop cinco -8-

!ix 32 She's fixing lunch. Est& preparando el almuerzo. floor 11 It's on the floor. Est& en el suelo. food 48 Do all families need food? Becesiten alimento todas las families? 81 All of the things in those Todas las cosas en esos groups are foods. grupos son alimentos. foot 51 Put your left foot up. Le7anta to pie izquierdo. for 76 What else do they need shelter &Para qug nns necesitan for? ellos vivienda? 82 Some people on farms raise Alguna gente en las fincas vegetables for food. cultivan vegetates pare alimento. We go for a ride. Vamos a pasear. 97 They work on a farm and get Ellos trabajan en una finca money for their work. y recibea dinero por su trabajo. 111 You should listen for cars. TG deberfas ofr los carros. 102 forty cuarent a found out 101 They found out who grouped the Ellos descubrieron quien pencils. agrup6 los Apices. four 2 three, four, five cuatro, cinc© fourteen 113 fourteen catorce fourth 57 It's the fourth river. Es el cuatro rfo. fried 48 Do you like fried chicken? gusta el pollo frito? from 13 Come away from the door. Vente de la puerta. 52 as far from the door as Jo tan lejos de la puerta como Jo 52 from the desk to the door del eacritorio a la puerta 53 farther from mAs lejos de front, of, in 12 I'm in front of Mary. Estoy delante de Mary. fruit 81 The things in that 3roup aro Las cosas en ese grupo son fruit. frutas.

garden 81 The potatoes belong in the Las papas pertenecen al group with the garden. grupo del huerto. gas station 9T The father works at aas El padre trabaja en la station and gets money for estaci6v de gasoline y his work. recibe dinero por su trabajo. 58 Eow did Juan alto the other £C6mo lleg6 Juan al otro side of the river? lado del rfn? 82 How do some people get food? 06mo consigue alguna gente el alimento? get out 113 Because we might get cut. Porque podrfamos cortarnos. get_ done 117 To get done, they should share. Para terminar deberfan compartir. get bit 113 Because we might get hit by a Porque nos podrfa golpear car. un cam°. get hurt 113 He would get huxt. El podrfa herirse. get off. 114 To get the dirt off. Para eliminar la suciedad. - 9 -

girl 73 What's the girkgoing to put 2. u6 se va a poner la nifia? on? give 117 To give everybody a turn. Para darles a todos un turno. glove 72 They're wearing gloves. Tienen guantes puestos. igl 13 Go to the table. Ve a la mesa. 86 These go together. Estos van juntos. 86 They're things which people Hay cases que la gente usa wear when they Es swimming. cuando va a nadar. 94 We a for a ride. Vamos a pasear. 94 We go to the park. Vamos al parque. 94 We go out to eat. Vamos a comer afuera. 86 People who are going out in La gente que sale cuando the rain wear a raincoat. llueve usa impermeable. 73 What's he going to put on? &Qu6 se va a poner 61? 74 We're ming to need light Vamos a necesitar ropa clothes. fresca. good, 47 Cherry pie is good. El pastel de cereza es bueno. Apt cut 113 What would happen if he et &,06 pasarfa si se cortara cut with the scissors? con las tijeras? got hit 113 What would happen if he sot &Qu6 pasarfa si lo golpeara hit by a car? un carro? got hurt 113 What would happen if he gati. MI6 pasarfa si se hiriera? hurt? grade, 2 I'm in first grade. Estoy en primer grado. Grandchildren 43 They're the grandchildren. Son los nietos. EURIEVAL 42 That's Maria's grandfather. Ese es el abuelito de Maria. V1221SUAE 42 That's Maria's grandmother. Esa es la abuelita de Maria. grandparents 43 They're the grandparents. Son los abuelitos. grape 88 Why do grapes go in that group? &Por qu4 las uvas van en ese grupo? grapefruit 89 Are there any grapefruiton &Hay alguna toronja en el the map of Michigan? mapa de Michigan? grass 33 I'm cutting thegrass. Estoy cortando el c6sped. green 29 Are these clothes green? &Es ester ropa verde? green light 111 You should wait fora green, Deberfas esperar por la luz light. verde. group 39 Which group is making circles? LCufil grupo estg haciendo cfrculos? 101 Who grouped those pencils? &Wien agrup6 esos igpices? grown-ups 93 We set the table withgrown- Ponemos la mesa con los PO: adultos.

half 116 That's a half and that'sa Esa es una mitad y esa es half. una mitad. hall 102 The custodian cleans vihehalls. El portero limpia los corredores. halves 116 They're halves. Eses son mitades. -10-

81 What group does ham belong in? &A qug grupo pertenece el

51 Put your left hand up. Levanta to mano izquierda. 109 What happens when everybody Lgu6 pasa cuando todos tra- works outside the home? bajan fuera de la case 71 He's wearin3 a hat. El lleva puesto el sombrero. 6 I have a book. Tengo un libro. 8 He has scissors. El tiene tijeras. 108 I have to title, care of the Yo tengo que cuidar a la family. familia. 2 He's in first grade. El estL en primer grado. 46 Do you need light clothes or Oecesitas ropa fresca o heavy clothes in winter? abrigada en el invierno? 74 They're going to wear helnets. Van a user cascos. 36 We're helping. &tams ayudando. 36 We're helpers. Somos ayudantes. 1 Her name is Mary. Ella se llama Mary. 19 He took her home. El la llev6 a su casa. 14 Bring the paper here. Trae el papel wt. 83 Do some farmers here raise Xrfan algunos agricultores pigs? cerdos acid? 52 Pete's line isn't as long as La lfnea de Pete no es tan hers. large, como la de ella. 92 Mary is setting their table by Mary estfi poniendo sole la herself. mesa de ellos. 56 That hill is hiher- Esa loma es mis alta. 113 He's making a high sound. El estfi haciendo un sonido agudo. 56 That hill, is lower. Esa loma es niga baja. 19 Take him to the store. s la tienda, 92 Joe is setting their table by Joe estfi poniendo solo la himself. mesa de ellos. 1 His,nane is John. El se llama John. 52 Is his line as long as hers? Os la lfnea de 61 tan lar- ga como la de elle 52 Is her line as long as his? &Es la lfnea de ella tan large como la de 61? 113 Because we might get hit by Porque nos podrf a golpeer a car. un carro. 18 He came home. El vino a casa. 61 It's a hot day. Es un dfa caliente. 42 in the same house en la misma casa 78 When do families live on house-&Cando las familias viven boats? en casas-bote? How old is he? &Cantos egos tiene 61? 29 How many socks are green? 4eufintos calcetines son verdes? 54 How does John come to school? 4C6mo viene John a la escuela? 108 How many members of thatfamily Leugntos miembros de esa work at home? familia trabajan en la casa? hundred 108 one hundred cien hurt. get, 113 He would get hurt. El podrfa herirse. hut_, adobe 77 Those people live in adobe Esa gente vive en casas de huts. adobe.

I 2 I'm in first grade. Estoy en primer grado. 3 I live on Elm Street. Vivo an la calle ice 63 That's ice. Eso es hielo. ice skates 64 Did you wear roller skatesor &Usaste patines de ruedas o ice skates? de nieve? is 63 It wasn't Asy.yesterday. No hubo helada ayer. if 113 What would happen if he got hit Nufi pasaria si lo dolpea- by ra un carro? Woo 77 Thlapce:V.people live in igloos. Esa gente vive chozas de esquimales. in 2 I'm in first grade. Estoy en primer grado. 11 Its in the box. Estes en la caja. 42 Some of them live in that Algunos viven en esa casa. house. 46 We need heavy clothes in Necesitamos ropa abrigada winter. ea invierno. 49 All families need houses to Todas las familial necesi- live in. tan casa pars vivir. 59 in a car en un carro 86 People who are going out in La gente que sale al frfo. the cold. 86 People who are going out in La gente que sale cuando the rain. llueve. in back of 12 I'm in back of Juan. Estoy detrIs de Juan. in front of 12 I'm in front of Mary. Estoy delante de Mary. :11115. 31 She teachim. Estfi enseflando. 61 It's snowing,. Estfi nevando. inside 64 Did you skate inside? 4Patin6 adentro? is 1 my name is John. Me llamo John. 4 He is six years old. El tiene seis afros. 11 The ball is on the table. La bola estfi en la mesa. 21 This is a ball. Esta es una bola. 22 Is this a set of five? &Es Este un conjunto de cinlo? 23 Is that ball little? ZEs esa bola pequeffa? 32 Is the cook working? Matti trabajando la cocine- ra? 32 Yes, she is. SI. 32 No, she's not. No. 38 He is. El. 38 He isn't. El no. 71 One and one more is two. Oho y uno mfis son dos. it 11 It's on the box. Esta sobre la caja. 17 Erase it. B6rralo. -12-

21 I play with it. Yo juego con ella. 22 Yes, it is. Sf. 54 Does it take John as long to Maeda John lo mismo que walk to'school as it does Bill en caminar hasta la Bill? escuela? 61 It's snowing. Est nevando. 101 It was Blink. Fue Blink.

.1 acket 27 Those are jackets. Esas son chaquctas. job 93 What lolls do they do by them- &QuA trabajos hacen ellos selves? solos? juice 48 Do you like to drink orange &Te gusta beber jugo de juice? naranja?

76 We need a place to keep_ us Necesitamos un lugar pera warm. abrigarnos. 112 How can we keep safe? &C6mo podemos estar seguros? kind 49 What kind of house is it? &Qu6 clase de casa es? kleenex 9 He doesn't have a kleenex. El no tiene un klinex. know 101 I don't know who erased the No 84 quien borr6 la pi- chalkboard. zarra.

l ake 57 That lake is smaller. Ese lago es mis pequefio. large 44 Is Mark's family as large as &Es la familia de Mark tan Manuel's? grande como la de Manuel? leaf 67 This is a leaf. Esta es una hoja. learn 36 We're learning to count Estamos aprendiendo a con- points. tar puntaa. leaves 67 The leaves fall off in fall. Las hojas se caen en °tato. left 51 Put your left hand up. Leu'anta to mano izquierda. 51 Re turned to the left. Se volvi6 hacia la izquierda. lettuce 47 That's lettuze. Esa es una lechuga. 47 I like lettuce and tomato Me gusts la ensalada de salad. lechuga y tomate. lifejacket 74 They're going to weal life- Ellos van a usar salvavi- jacket!. das. light, 46 We need light clothes in Nosotros necesitamos ropa summer. fresca en verano. light green 111 You should wait for a green Deberfas esperar por la luz light. verde. like 47 Do you like cherry pie? ZTe gusta el paatel de cereza? 69 Where is it like Michigan? 06nde es como en Michigan? line 52 Draw a line from to Dibuja una ifnea de a .1111MNIMOININNO listen 36 We're listening, Estamoa escuchando. 111 You should listen for cars. Td deberfas ofr los carros. - 13 - little 23 That ball is little. Esa bola es pequefla. live 3 I live on Elm Stre et. Vivo en la calle Elm. lobster, 82 The lobster belongs inthe La langosta perteneceel group with the sea. grupo del mar. long 52 Is Pete's line as long as LEs la lfnea de Petetan Alice's? large como la de Alice? 54 Does it take Billas long to nerd& Bill lo mismoque walk to schoolas it does John en caminar haste. la Bob? escuela? 112 Was that (sound) longor LFue ese (sonido) largo0 short? corto? look 111 She should look bothways. Ella deberfa mirara ambos lados. lot, a 62 There are a lot ofclouds in Hay muchas nubes enel. the sky. cielo. 68 It usually snows a lot in win- Generalmente nieva muchoen ter. el inferno. 83 Farmers in Texas don't raise Los agricultores en Texasno a lot of celery. cultivan mucho apio. loud 112 Was that (sound) loud ur LFue ese (sonido) fuerteo soft? bajo? low 56 That hill is lower. Esa loma es mis baja. 113 He's makinga low sound. El ester haciendo un sonido bajo. lunch 32 She's fixing lunch. Estfi preparando ems. elmuerzo.

2 I'm in Baker School. Estoy en la escuela Baker. 33 No, Pm not. No. made 49 It's made of wood. Es de madera. make 38 Are you making a circle? &Estfis haciendo un cfrculo? man 98 No, the man is too old to work No, el hombre es muy viejo with them. para trabajar con ellos. many 29 Haw am: socks are green? &Cantos calcetinesson verdes? 84 Are there any grapefruiton &Hay alguna toronja en el the mekof Michigan? =spa de Michigan? marble 21 This is a marble. Beta es una canica. (bo3.ite) me 19 Put me on the bus. Ponme en el autobfis. meat 81 The things in thatgroup are Las cosas en ese grupo son meat. carne. 68 in Wchigan en Michigan might 113 He might get hurt. El podrfa herirse. milk 48 Do you like to drink milk? &Te gusto beber leche? 48 chocolate milk, chocolate mine 53 Mine is closer. El do esti, mis cerca. minus 88 Me can say "Two minus one." POdemos decir "Dos menos =O." mittens 71 He's wearing mittens. Tiene guantes puestos. 211.01224Y. 96 That's Reg. Eso es dinero. -14- more 71 One and one more is two. Uno y uno m&s son dos. 96 Which do they buy more often, Qui compran silos m&s a a car or a house? menudo, un cerro o una case? 99 Jose earned more money than Jose gan6 mis dinero que James. James. most 77 Most of them live in houses. La mayoria viven en cases. 96 Which do they buy most often? &Qui compran ellos mts a menudo? mother 41 That's Manuel's mother. Esa es la mami de Manuel. motorcycle 74 They're going to ride am, for Van a ander en motociclIta. cycle. mountain 56 That mountain is higher, Bea montane es as alts much 99 James didn't work in the fieldsJames no trabaj6 en el cam- as much as Jose. po tante como Jose. 1 & name is Me llano myself, 92 I picked up the blocks by To solo recogl los bloques. myself. name l itir name is John. Me llsmo John. 108 We can name it ten tens or one Podemos decir diez decease hundred. O una centena. narrow 57 The creek is narrower. El arroyo et mg. angosto. near 111 The car is near. El carro esti cerca. need 7 I need a book. Necesito un libro. 8 He needs scissors. El necesita tijeras. 46 need heavy clothes in Necesitamos rope &brigade winter. en invierno. neither 79 That family doesn't and neitherEns familia no, ni aquella does that one. tampoco. never 69 It never snows here. Aqui nunca nieva. neveralmost 97 They almost never work together113.oa cud nunca trabajan at the gas station. juntos en la esteci6n de gasoline. nickel 96 nickel una coned& de cinco centavos night, 61 It's a snowy night. Es una noche nevada. nine 4 eight, nine, ten ocho, nueve, diez nineteen 114 nineteen diecinueve ninety, 104 ninety noventa ninth 63 It's the ninth, one. Es el noveno. no 16 No. He didn't cut the brush. No. El no cort6 la brocha. 22 yo, it's not. (a set) No, no es. (un conjunto) no (Al 109 There's nobody to take care of No hay nadie que cuide la the house. case. none 43 None. Ninguno. 43 None of them. Ninguno de ellos. north 69 at the North Pole en el Polo Norte not 17 It's not on the floor. No esti en el suelo. 33 No, I'm not. No. now 71 What's he wearing now? Qui tierce puesto ahora? number 44 It has the same number of Tiene el mismo ndmero de people. personas. -15 -

of 7 a piece of paper un papel 21 a set of one un conjunto de uno 26 a pair f pants un pantal6n 44 number of people n&ero de personas 49 made of wood hecho de madera 56 It's the widest of all. Es el mss ancho de todos. 84 There aren't any on themap No hay ninguno en el mapa of Michigan. de Michigan. off 67 Do leaves fall off in spring? &Se caen las hojas en primavera? often 66 It often rains insummer. A menudo llueve en verano. old 4 He's six years old. El tiene seis aflos. 98 He's too old to work with El es muy viejo para traba- them. jar con ellos. On 3 I live on Baker Street. Vivo en la calle Baker. 11 It's on thr box. Est sobre la caja. 59 on his bicycle en su bicicleta 82 Some people on farms raise Alguna gente en las fincas vegetables for food. cultiva vegetales para alimento. on, put. 73 He's going to put on his coat. Se va a goner el abrigo. on vacation 78 Some families live in tents Algunas familias viven en when they'reon vacation. tiendas de campa1la cuando van de vacaciones. one 1 one, two, three uno, dos, tres 17 He wrote a one. El escribi6 un uno. 24 Which one is big? &Cugl es grande? one-family. 49 a one-family house una case para una sola familia only 83 Only farmers in Michigan raise Solo los agricultores en a lot of celery. Michigan cultivan mucho apio. or 24 Is this round or square? &Es gste redondo o cuadrado? 29 Are they dressesor shirts? &Son vestidos o camisas? 32 Is she working or resting? &Estg ells trabajandoo descansando? 82 Is one farmer raising meator &Hay un agricultor produ. are two farmers raising ciendo carne o hay dos? meat? orange 48 They're cams. Son naranjas. 48 orange juice jugo de naranja other 58 How did Juan get to the other &05mo lleg6 Juan al otro side of the river? lado del rfo? our 92 We are all settingour table. Nosotros estamos poniendo nuestra mesa. ourselves 93 We clean ourrooms by our- Nosotros limpiamos solos selves. nuestros cuartos. out, come 67 Do leaves come out in spring? &Nacen las hojas en Prima- vera? out, find 101 Find out who putaway the Descrubre quign guard6 los pencils. Apices. -16-

out found 101 They found out who grouped the Ellos descubrieron quien pencils. agrup6 los Apices. out go 94 We go out to eat. Vamos a comer afuera. 86 People who are going out in La gente que sale cuando the rain wear a raincoat. ilueve usa impe-meables. put, pass 101 I don't know who passed out Yo no IA quign repia.ti6 el the paper. papel. outside 64 Did you play outsideyesterday? 4Jugaste afuera aver? over '58 He went over the mountain. Fue por la montafta.

paint 16 He needed paint. Elnecesit6pintura. 16 He wanted to paint. El querfa pintar. pair 26 That is a pair of pants. Ese es un pantaldn. pajamas 73 He's going to puton plajams. Se va a goner la pijama. pants 26 Those are pat!. Esos son pantalones. 72 They're wearing snowpants. Estrin usando pentalonesde nieve. PARIr 7 a piece of paper, un papel 9 He doesn't havea paper towel El no tiene aria toalla de papel. parents 43 They're the latalt. Son los padres. park 94 We go out to the park Nosotros vamos al parque gether. juntos. pass out 101 I don't know who mimedout Yo no a quien reparti6 el the paper. papel. state 8 He wants to paste. El quiere engomar. 8 He needs pAste. El necesita goma. patrol boy 111 You should wait for the patrol, Tfi deberfasesperer por la patrulla de aeguridad. 107 People need money topm the La gente necesita dinero rent., para pagar el alquiler. pencil 7 I want a pencil. Quiero un Apia. penny 22 This is a Denny. Este es un centavo. people. 44 It has the same numberof Tiene la misma cantidad de personas. pick up 92 Did you pickup, the blocks £Recogiste los blooms td by yourself? solo? pit 47 I like apple pit. Me gusto el pastel deman- zana. piece 7 a piece of paper un papel pia 83 Some farmers here raise pigs. Algunos agricultores crian cerdos aqua. place 76 They need a place, to eat. Necesiten un luger para comer. play, 21 He 3is s with it. El juega con ella. 21 I jlez; with it, Yo juego con ells.. 64 I Ampet house Jugu$ de "casita". 73 toelsy,in the snow jugar en la nieve plus 74 Two' plus oneis three. Dos Inge uno son tress

L -17-

point 36 He's counting points. (of a Estg contend° puntas. (de triangle) un trigngulo). 2212. 69 North Pole; South Pole Polo Norte; polo Sur potato 47 Those are Eptatoes. Esas son papas. 47 I like potato salad. Me gusta la ensalada de papa. principal 102 That's the principel. Ese es el director. Puerto Rico 69 Is it Puerto Rico? &Es Puerto Rico? 14 Put the truck there. Pon el cami6n abf. put away 92 Did you put away the blocks tGuardaste los bloques tfi by yourself? solo? put on 73 What are you going to alsny ug to vas a poner? put up. 51 Put your left hand Levanta la mano izquierda. rain 61 It's raining. Estg iloviendo. 86 People who are going out in La gente que sale cuando the rain wear raincoats. ilueve use impermeables. rainclothes 72 Are they wearing rainclothes? LEstgn usando rap:. de lluvia? raincoat 72 They're wearing raincoats. Ellos tienen puestos Imper- meables. rainhat 72 They're wearing rainhats. Ellos tienen puestos som- breros para el ague. rainy 61 It's a rainy day. Es un dia liuvioso. raise 82 Some people on farms raise Alguna gente en las fincas vegetables for food. cultivan vegetalee pars aliment°. ran 18 He ran to the bus. El corri6 al autobfis. read 7 I want to read. Quiero leer. rectangle 39 Which group is makingrec- &Cull grupo estg haciendo tangles? rectgngulos? red 28 Those clothes are red. Esa rope es roja. rent 107 He pays the rent withmoney. El page. el alquiler con dinero. rest 32 She's resting. Estg descansando. restaurant 97 They work in a restaurant and Ellos trabajan en un ree- get money for their work. taurante y reciben diner° por su trebajo. ride 74 They're going to ridea motor- Van a ender en motocicleta. cycle. 94 We go for a ride. Vamos a pasear. right 51 Put your right handup. Levanta la mano derecha. 51 He turned to the riga. Se volvi6 a la derecha. river 57 The river is wider. El rio es mgs ancho. roller skates 64 Did you wear roller skatesor 4Usaste patinee de ruedas ice skates? de nieve? room 2 He's in Miss B'sroom. El estg en la claee de la Srta. B. 81 It's !slut. Es 6spero. -18- round 24 Is this round or square? &Es 6sto redondo o cuadrado? row 74 They're going to rowa boat. Van a remar el bote. run 13 Run to the table. Corre a la mesa.

-s 8 He wants to read. El quiere leer. 8 He needs scissors. El necesita tijeras. 4 I'm six years old. Tengo seis efts. 26 They're shirtl. IS Son camisas. 1 What's your name? LC6mo to llamas? 11 Where's the ball? Wilde ester la bola? 2 Miss B's room. La clase de la Srta. B. 44 as large as Rosa's tan grande como la de Rosa 61 It snowing. Ester nevando. safe 112 We can keep safe by not run- Podemos mantenerpos seguros ning in the hall. si no corremos en el corredor. salad 47 I like potato salad. Me gusts la ensalads de papa. same 27 They're the same size. Son del mismo Ulna°. Etz 88 We can lab "Ten minus one." Podemos decir, "Dies mews uno." school 2 What school are you in? LEn qug escuela esters? scissors 8 He needs scissors. El necesita tij eras. sea 82 The lobster belongs in the La langosta pertenece al group with the ma. grupo del mar. seafood 82 The things with the seaare Las cocas con el mar son seafood. alimentos merinos season 68 What season come after fall? SCual estaci6n sigue el otogo? second 56 the second mountain la segunda montage. 56 He climbed that mountain El escal6 esa montana de second. segundo. secret 84 Three plus the secret number Tres mss el nfimero secreto equals five. es igual a cinco. secretary. 102 That's the secretary. Esa es la secretaria.

set . 21 That is a set of two. Es un conjunto de dos. 92 We are all setting our table. Nosotros estamos poniendo nuestra mesa. seven 3 five, six, seven cinco, seis, siete seventeen 114 seventeen diecisiete seventh 58 the seventh mountain la septims montage seventy 103 seventy setenta shape 24 What shape is that? iDe qu6 forma es eso? share 37 We're sharing crayons Estamos compartiendo crayo- lee. she 2 lhe's in first grade. Ella ester en primer grado. shelter 76 What do they need shelter Ware qu6 necesiten vivien- for? da ellos? _19 shine 62 The sun is shining. El sol estg. brillando. shirt 26 Those are shirts. Esas son camisas. shoes 27 Those are shoes. Esos son zapatos. short 52 Is Pete's line as short as LEs la lfnea de Pete tan Alice's? corta como la de Alice? 112 Was that (sound) long or &flue ese (sonido) largo o short? corto? should 111 He should stop before he El deberfa detenerse antes crosses the street. de cruzar la calle. shouldn't 114 Why shouldn't we run in the LPor TA no deberfamos hall? correr en el corredor? shovel snow- 91 What do you do with a snow- 4Qug haces con una pale? shovel? show 103 I'm showing you how she helps Les estoy ensefiando como at school. e? la ayuda en la escuela. sick 98 He is too sick to work today. El estg muy enfermo pare trabajar hoy. side 37 We're counting sides. Estamos contando lados. 58 How did Juan get to the other LCbmo lleg6 Juan al otro side of the river? lado del rfo? sidewalk 91 You clean the sidewalk with it. Td limpias la acera con eso. sister 41 That's Manuel's sister. Esa es la hermana de Manuel. sit 94 Some of them are sitting to- Algunos de ellos estgn gether. sentados juntos. six 3 five, six, seven cinco, seis, siete sixteen 113 sixteen diecisgis sixth 57 Is the sixth river the widest? &Es el sexto rfo el mgs ancho? sixty 103 sixty sesenta size 23 What size is that ball? &De qug tamaffo es esa bola? skate 64 Did you skate outside? £Pat inaste afuera? 64 roller/ice skates patines de ruedas/hielo 62 Are there any clouds in the LHay nubes en el cielo? als0 sleep 73 Because he's ening to sleep. Porque va a dormir. 114 To get lots of sleep. Para dormir mucho. slowly 18 He walked slowly. El camin6 despacio. small 44 Is Mark's family as small as Os la familia de Mark tan Manuel's? pequefla como la de Manuel? smooth 81. smooth. Eso es liso. snow 61 It's snowing. Estg nevando. 72 Were they wearing snowpants Vrenfan ellos puestos panta- before? lones de nieve antes? 73 Because he's going to play Porque va a jugar en la in the snow. nieve. snowshovel 91 What do you do with a snow- Ulug haces con una pale? shovel? 61 It's a snowy day. Es un dfa de nieve. SO 79 That family lives in a house Esa familia vive en una case andso,does that one. y esa otratambiln. -20-

116 What do we have to do so all Kue tenemos que hater pare of us can color? que todos podamos colo rear? sock 27 Those are socks. Esos son calcetines. soft 112 Was that laud or soft? ffue eso fuerte o bajo? some 42 some of them algunos 82 Some people on farms raise Alguna gente en las fincas vegetables for food. cultivan vegetales pare alimento. somebody 109 There's somebody to earn Hay alguien que gena dinero. money. something 89 Is a camera something that LEs una cfimara fotogrfifica everybody needs? algo que todos necesitan? sometimes 66 It sometimes rains in fall. Algunas veces llueve en otono. sooner 118 If everybody helps we can go Si todos ayudan podemos home sooner. irnos pronto a la calm. sound 113 He's making a high sound. El estg hacienda un sonido alto. south 69 South Pole Polo Sur spring 67 Is it ever cold ,in guile Us a veces frfo en Prima- vera?

s_,g tare 24 Is this round or s Imre? LEs esto redondo o cuadrado? '39 Which group is ng sguares? &Cal grupo estfi haciendo cuadrados? station, gas 97 They never work together in a Ellos nunca trabajan juntos as station. en laestaci6n de gasoline. stop 18 Stop: Mare! store 19 Take Blink to the store. Lleva a Blink a be tienda. straight 51 Gp straight ahead. Siga recto. strawberry 88 Strawberries can go in that Las fresas pueden it en group. ese grupo. El deberf a detenerse antes . street 111 He should stop before he crosses the street. de cruzar la calle. string 53 Ned's string is longer. La cuerda de Ned es mfis large. May algunas remolachas en 21.1,81E-1111. 84 Are there any sugar beets on the map of. Michigan? el mapa de Michigan? suit, swim- 73 He's going to put on his swin- Se va a poner su traje de suit. bano. supmer 46 we need light clothes in Necesitamos rope fresca en summer. verano. 46 Some of themare summer Alguna es rope de verano. clothes. 62 The sun is shining. El sol estfi brillando. sunny 52 It's a sunny day. Es un dfa con sol. sweep 33 I'm sweeping the floor. Estoy barriendo el piso. swim 73 Because he's going to swim. Porque va a riadar. 86 They're things which people Son cosas que la gente use to go swimming. para nadar. - 21 - swimsuit 73 He's going to put on his Se va a poner su traje de swimsuit. baflo. swing 89 Is a swing something that &Es una hamaca algo que to- everybody needs? dos necesitan? table 11 It's on the table. Esten la mesa. take 14 Take the paste there. Lleva la goma ahf. 54 Does it take Paul as long to &Tarda tanto Paul en cami- walk to school as it does nar hasta la escuela como Bill? Bill? take care of 108 I have to take care of the Yo tengo que cuida: de la family. familia. take turns 117 Tobe fair we should take Para ser justos deberfamos turns. tomar turnos. talk 102 The principal talks to El director habla a los parents. paclres. teach 31 She's teaching. Est ensefiando. teacher 31 What's the teacher doing? LQug estg haciendo la naestra? telephone 89 Is a telephone something that un telgfono algo que everybody needs? todos necesitan? television 94 We watch television together. Nosotros vemos juncos tele- visi6n. ten 4 eight, nine, ten ocho, nueve, diez 101 two tens, three tens dos decenas, tres decenas tent 77 Those people live in tents. Esa gente vive en carpas grebes. tenth 63 It's the tenth one. Es la dgcima. Texas 83 Farmers in Texas don't raise Los agricultores en Texas a lot of celery. no cultivan mucho apio. than 47 I like cherry pie better than Me gusta nits el pastel le apple pie. cereza que el de manzana. 53 closer to Pete's than to Jo's mgs cerca de Pete que de Jo 99 Jose earned more money than Josg gan6 nags dinero que James. James. that 21 That's a ball. Esa es una bola. 21 What's that? Utiut es eso? 21 What's in that? &Qug hay en eso? 23 That ball. Esa bola. 88 Corn is a food that we can add El malz es un alimento que to that group. podemos agregar a ese grupo. the 11 Where's the ball? 06nde gstg la bola? their 92 Joe is setting their table by Joe esta poniendo solo la himself. mesa de ellos. them 42 some of them algunos themselves 93 What jobs do they do by them-, 4Qu6 trabajos hacen ellos selves? solos? -22-

then 54 First he . Then he Primero el . Despues there 14 Take the paste there. Lleva la goma ahf. 62 There are a lot of clouds in Hay muchas nubes en el the sky. cielo. 83 Some farmers there raise pigs. Algunos agricultores =Ian ahf cerdos. these 26 What are Qu6 son estos? they 26 Son camisas. 36 They're counting points. Esta contando puntas. What are they doing? Que satin haciendo ellos? thing 81 What are the things in that 4Cuiles son las cosas en ese grupot 89 Clothesare things that every- La ropa es algo que todos body needs. necesitan. third 56 the third mountain la tercera montefia 56 He climbed third. El escal6 de tercero. thirteen 112 thirteen trece thirty 101 thirty treinta this 21 This is a block. Este es un bloque. 21 What's in this? LQue how en esto? 23 This ball. Esta bola. those 26 What are those? iQue eon esos? 46 Those are ligh t clothes. Esa es rope, !reset". 77 Those people live in igloos Esa gente vive en chozas de too. esquimales taMbign. three 1 one, two, three uno, dos, tree 17 He wrote a three. El escribi6 un tres through 58 He went through the tunnel. Fue por el tfinel. time 78 all of the time todo el tiempo to 7 I want to read. Quiero leer. 13 Go t2 the table. Ve a la mesa. 49 All families need houses to Toda femilia necesita casa live in. pare vivir. 43 All of them belong 'lathe Todos pertenecen a la misma same family. familia. 51 lathe right a la derecha 52 close to the desk cerca del escritorio 52 from the desk lathe door del escritorio a la puerto. 107 He works in a store to earn El trabaja en una tienda money. pare ganar dinero. 109 There's nobody to take care No hay nadie que cuide la of the house. case. today 61 Today is a rainy day. Hoy es un die lluvioso. together 37 They're working together. Estrin trabajando juntos. 86 These go together. Estee van juntas. tomato 47 These are tomatoes. Estos son tomates. 47 I like lettuce and tomato Me gust. la ensalada de salad. lechuga y tomate. 77 Those people live in igloos Esa gente "Ave en chozas too. de esquimales tambiSn -?3-

98 He's too old to work with them. El es muy viejo pare trabajar con ellos. took 19 He took Blink to the store. El llev6 a Blink a la tienda. towel 9 a paper towel una toalla de papel towel, dish 91 What do you do with a dish Aue haces con un limpi6n? towel? town 56 He went through the town. El atraves6 el pueblo. 12y 116 Everybody doesn't have a tom. No todos tienen un juguete. 77 Most of them live in houses, La mayorfa viven en casas, trailer but a few live in trailers. pero algunos viven en casas-remolque. travel 87 People who travel often use La gente que viaja a menudo that kind of shelter. usa esa clase de vivienda. tree 67 That's a tree. Eso es un grbol. triangle 38 Are you making a tr iangle? Ostia. haciendo un tri&gu- lo? truck 6 I have a truck. Tengo un cami6n. tunnel 58 He went through the tunnel. Fue por el tdnel. turkey 83 Some farmers there raise tur- Algunos agricultores crfan keys. pavos ahi. turn 51 Which way did he turn': &Hacia d6nde se volvi6? 104 Lu helped when it was her Lu ayud6 cuando fue su turn. turno. 117 To give everybody a turn. Para darle a cada uno su turno. T.V. 89 Is a LI. something that Es una T.V. algo que todos everybody needs? necesitan? twelve 112 twelve doce twenty 101 twenty veinte two 1 one, two, three uno, dos, tres 17 He wrote a two. El escribi6 un dos.

uncle 42 That's my uncle. Ese es mi tio. 51 Put your left hand 22. Levanta la mano izquierda. 92 Did you pick p the blocks £Recogiste los bloques by yourself? solo? us 48 all of us nosotros use 17 What did he use? &Qu6 use el? 17 He used an eraser. El us6 un borradoro usually 66 It's us ltslli hot in summer. Usualmente hace calor en verano.

vacation, on 78 Some families live on house- Algunas families viven en boats when they're oz, casas-bote cuando estfin vacation. de vacaciones. vegetables 81 The things in that group are Las cocas en ese grupo son vegetables. vegetales. -24- very 96 They buy food mmoften. Ellos compran alimento muy a menudo. visitor 102 The principal talks to the El director habla a los visitors. visitantes. wait 111 He should wait for a green El deberfa esperar por la light. luz verde. walk 13 Walk to the table. Lamina pasta la mesa. want 7 I want to read. Quiero leer. 8 He wants to read. El quiere leer. warm 67 Is it ever warm in spring? &lace calor a veces en primavera? was 63 Was it sunny yesterday? &Fue Ayer un dfa de sol? 71 He wasn't wearing a coat. El no estaba usando un abrigo. wash 91 What's he going to wash? &Qu6 va a lavar 61? watch 94 We watch television together. Vemos juntos televisi6n. wax 51 Which war did he turn? &Hacia qu6 lado se volvi6? we 36 We're listening. Estamos escuchaildo. wear 49 All families need clothes to Toda la familia necesita wear. usar ropa. weather 63 Is the weather the same today astfi hoy el tiempo como as it was yesterday? estuvo ayer? went 18 He went to school. El fue a la escuela. were 63 There were a lot of clouds Habla muchas nubes en el in the sky. cielo. 72 Were they wearing snowpants? LEstaben ellos usando pantalones de nieve? wet 61 It's a wet day. Es un df a hdmedo. what 1 What's your name? W6mo to llamas? 6 What do you have? &Qu6 tienes? 76 What else do they need shelter &Para qu6 mfis necesitan for? vivienda? 77 What kind of shelter do those &Eh qu6 tipo de vivienda people live in? vive esa gente? 102 He found out what the secre- El encontr6 lo que hace la tary does. secretaria. when 68 When is it hot in Michigan? &Cufindo hace calor en Michigan? 78 Some families live on house- Algunas familial viven en boats when they're on casas-bote cuando estin vacation. de vacacionee. where 3 Where do you live? &D6nde vives? 11 Where's the ball? VD6nde estd la bola? 87 People use that shelter in La gente usa esa vivienda places where it's always en lugares donde siempre cold. 'lace frio. 106 Find out where his father Averigua d6nde trabaja su works. papfi. - 25 - which 24 Which one is big? 4Cuil es grand e? 39 Which group.is making squares? LCu grupo est& hacienda cuadrados? white 29 Are those clothes white? LEa ess ropy Blanca? who 38 Who's making a circle? 1.14uin esti haciendo un cfrculo? 101 I don't know who erased No at qui6n borr6 la pi- the chalkboard. zarra. whole 117 TWo halves make a whole. Dos mitades hacen un todo. whose 53 Whose string is longer? LDe qui& es la cuerda mks large? 106 Find out who family that is. Averip de quill% es esa familia. Alt 71 MILis he wearing a coat? LPor qug esti usando un abrigo? 107 Find out AbEthe father works Averigua por 06 el padre in a store, trabaja en una tienda. wide 57 That river is wider. Ese rfo es mis ancho. 62 The wind is blowing. Hate viento. window 12 I em next to the window. Eztoy a la par de la yen- tana. windy 62 It's a windy day. Es un dfa ventoso. Wink 2 Her name is Wink. Se llama Wink. winter 46 We need heavy clothes in Necesitamos ropy abrigada winter. en invierno. 46 Some of them are winter Alguna es rope de invierno. clothes. with 21 He plays with it Juega con 61. 81 The apples belong in the group Las manzanas pertenecen al with the trees. grupo de los&tholes. 82 Some people with boats catch Alguna gente con botes fish. pesos. 93 What work do you do with other gQ116 trabajo hues con otra people? gente? without 82 Some people without boats catchAlguna gente sin botes fish. pesca. wood 49 It's made of wood. Es de madera. wooden 49 It's a wooden house. Es una casa de madera. wore 64 She wore roller skates. Ella us6 patines de ruedas. work 32 She's working. Esti trabajando. 93 What work do you do with /Aug trabajo hates con otra other people? gente? would 113 He would get hurt. El podrfa herirse. write 7 I want to write. Quiero escribir. wrote 17 He wrote a one. El escribi6 un uno.

years, 4 I am six years old. Tengo seis aflos. yellow ).8 Those clothes are yellow. Bea rope es amarilla. -26- xeL 16 Yes. He pasted. Si. El engom6. 22 ail,, it is. (a set) Si es. (un conjunto) yesterday 63 Was it sunny yesterday? &Hada sol ayer? En& 2 What grade are main? &Eh qua grado estds? 33 What areydoing? (singular) tQu6 estls haciendo? 36 What are zoldoing? (plural) Aug est& haciendo Uds.? 91 What do you do witha snow- Min* haces con una pals?

. shovel? 98 He's too young to.vork.vith EL es muy joven pares tra- them. bajar con ellos. r 1 What'sour name? 4C6mo te llamas? 53 Yours is closer. El two est& mls cerca. yourself, 92 Did you pick up the ,blocks aecogiste.los bloques td by yourself or did Rey help solo o te ayud6 Ray? you? yourselves 93 What jobs' do you do bylrour- 4406 trabajos hacen Uds. gel:yes? solos? zero' 43 It has zero children. Mime cero niflos. ART SUPPLEMENT -l-

Blink

Wink and Blink are camel puppets. Wink is a girl and Blink is a boy.

They may be hand-sewn or machine stitched. Some of the pieces, such as the eyes and eyelids, may be glued on. Both puppets can be made from the same pattern. To differentiate them, Blink, the boy puppet, has a collar and bow tie. Wink, the girl puppet, has a ruffle around her neck and a bow on top of her head.

If you have sewn before, you may have scraps for which the patterns can be easily used. If you have not sewn at all, purchasing felt squares and using the pattern layout accompaning the pattern would be most convenient and economical.

Any combination of fabrics or colors may be used. The original puppets were made of scraps of camel hair wool and cotton. Other puppets were made completely of felt squares. Both materials worked equally well. Following is a list of materials that were used to make a puppet from scraps and a puppet from felt squares:

Materials Scraps Head, ears, nose, jaw, eyelids heavy camel hair wool Inner mouth, eyes medium-weight of green cotton Bow, pupil of eyes light-weight turquoise blue cotton Collar- white cotton muslin Ruffle------white cotton organdy Felt Squares Head, ears, nose, jaw, eyelids two squares of gold felt Inner mouth, eyes one square of greenfelt Bow, pupil of eye one square of orangefelt Collar and ruffle one square of whitefelt

Squares of felt may be purchased at a fabric storefor about 150 each.

You will need at least three or four colors tomake the puppet colorful.

HCW TO MAKE WINK AND BLINK

1. Read each pattern piece, cut out and lay on material. Pin pattern pieces in place on material and cut out.

2. Sew head pattern according to directions on the pattern.

3. Sew seams on ears. Turn right side out. Place at downward angle in slits (see picture) and sew in place.

4. Pin and sew dart in nose, right sides together; trim excess material; press seam open.

5. Sew jaw in place on head.

6. Sew inner and upper mouth together at seam line. Then sew seamed inner mouth to nose and jaw at seam line.

7. a.) Place eyes on head and stitch or glue in place. (Hint: place low and close to nose to give the heavy-lidded look of a camel.) b.) Place fringed eyelid above eye and stitch or glue in place.

8. Gather ruffle; adjust gathers to form even distribution. Stitch to neck.

9. Place collar on neck, adjust, and stitch in place.

10. Fold bow slightly in center and secure with the center tie. Stitch center tie in place. Put bow on collar of Blink or head of Wink and stitch in place. (INNER MOUTH) MOUTHLOWER BOW TIE eyespupils of RUFFLERUFFLE O0.2> e rn RUFFLE JAW 00.etC. CO CTXi RUFFLE tD cut double COLLAR fold -4- STEPS 1-5

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3. Sew seam right sides togetheron puppet head.

4. Slit opening for ears.

1E5. Mark spot for eye

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*Use layout if felt squaresare used. -6-

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-40-

Lesson 88

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-51-

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