Idioms for English Learners

Book 2

over IDIOMS are way my head!

Chatterbox Chatter Box

Chatterbox Chatter Box Chatter Box Language Development Resources Book 2 Use VisualS >> Show the idiom using a digital projector. Then ask Cat got your tongue? students to describe what they see and what they Why aren't you talking? think it means. >> Explain the meaning of the idiom. Ask students how they think the picture explains the idiom. For example, ``cat got your tongue´´ shows a cat holding the boy’s tongue. If a cat is holding your tongue, it makes it hard for you to talk. >> Create an anchor chart for the idiom using the template on page 3.

11 Provide Context and Examples >> Create a sentence or scenario to provide context for the idiom. For example: When Emma sang at the school talent show, she knocked the judges’ socks off! She won first prize. >> Ask students to give other examples for the idiom. Reinforce Meaning >> Have students draw a picture to illustrate the idiom or a contextual example. >> Use the Roundtable Routine on page 4 to reinforce meaning. >> Challenge students to use the idiom at least once the rest of the day. Make it a game-if another student hears a student using the idiom, they both get a point. The next day, have students share what they heard and how they used their idioms. >> Have each student create a book of idioms using the template on page 3. >> Play charades: Have students act out idioms in pairs while other students guess. 2 Book 2 IDIOM

Draw a picture What it means

Write sentences using the idiom. Provide context for your idiom.

3 Book 2 RounDtable Routine Small Group

In this routine, a group of four students complete a mini-project, with each student doing a different part and then organizing the completed parts onto a piece of poster paper. The purpose is to use different language skills, art, writing, and dialogue collaboratively to practice new sentence structures and vocabulary while completing a small project or task. This routine can also be used to reinforce idioms. For example, in groups of four, students can create an idiom chart or poster. Give each student a paper and assign one idiom to the group. Number students from 1-4 and assign each student a role.

1s = Draw a picture to illustrate the idiom. 2s = Explain what the idiom means. 3s = Write a sentence with context using the idiom. 4s = Write a sentence with context using the idiom.

Once students are done, have them combine their parts to create a group poster. Students then present their poster, with each student describing what is in the part he/she completed. This activity can also be done in pairs by having each student work on two parts of the poster instead of one. 4 Book 2 She spilled the beans. She revealed a secret.

5 Book 2 You don't have to jump down my throat. You don't have to be angry with me.

6 Book 2 she bit off more than she could chew. She took on too many responsibilities.

7 Book 2 You're pulling my leg! You're joking!

8 Book 2 Let’s ,play it by ear. Let s see what happens and go from there.

9 Book 2 Lo okin ns? g for ratio other illust ways to teach language using

An English Language Development Solution for Elementary Students K–3

Author: ______Author: ______

Author: ______Vocabulary Author: ______clothes houses Vocabulary Title: ______fast leash (leashes) bear Conversation Corner Vocabulary Title: ______grass path Title: ______Title: ______dog Who are the main characters? ants leaf (leaves) Vocabulary green running holding What do they look like? bringing little backpack looking up hair smiling boy pencils outside Where are they? feathers nest chair shoes playing What are they doing? food seed desk sitting riding What happens next? helping sick eyes thinking standing sunglasses tricycle umbrella

Conversation Corner Who do you see in the picture? What are their names? Conversation Corner What are they doing? Who is in the picture? Conversation Corner What do they like to do together? Where are they? What is the boy’s name? What do you like about this picture? What is the boy wearing? Where is he? What are they doing? What does he have? What happens next? What is he doing? MAT 2 MAT 4 What is he thinking about? Author: ______MAT 1 MAT 5 Author: ______Author: ______different Vocabulary Title: ______Author: ______branch (branches) Author: ______Vocabulary Title: ______Title: ______buttons bats shelf (shelves) gloves Vocabulary bedroom sleeping Vocabulary Title: ______making forest dreaming stars apron park scarf (scarves) hills glowing toys bench pick up (picked up) snowballs moon moon Title: ______window broom striped illustrated snowman mountain Vocabulary clock sweep (swept) sticks night car fall/autumn tired throwing owls catch winter skunk driving stumps excited talking family mats to build fishing pole trees suitcases Conversation Corner swim What is the weather like? vacation Describe the characters. visit Conversation Corner Describe the characters. Conversation Corner Conversation Corner What are the characters wearing? Why? Describe the sky. How do they feel? oral and Describe the setting. What are they doing in the snow? Conversation Corner Describe what you see in the bedroom. What are they doing now? Describe the characters. How do they feel? Describe the setting. Where are the girl’s toys and plants? Where are they going? What are they thinking? Describe the man. How do they feel? What does the girl like to do at night? What will they do there? MAT 8 What did the man do first? What does the girl do in the morning? Who is in the house? What is happening now? written skills MAT 7 MAT 9 What should the man do next? MAT 6 MAT 10

MAT 4 EnglishMats are designed to use art to explore written and Conversation Corner PRACTICE Have pairs practice telling a story to each other spoken language, to develop skills used in English language orally. Then, show students the lines on the front and back of arts, and to expand an English learner’s breadth and depth the mat and tell them that this is where they will write their INTRODUCE Ask a Conversation Corner question and have of vocabulary. The mats help learners gain familiarity with the students repeat the question. Then prompt students to answer story. Provide an example with a student volunteer. Have the Build oral and written English skills Adapt for use with different ages structure of stories, including the description of characters volunteer tell his/her story orally, and write what the student • • the question. Repeat student responses in complete sentences and settings and plot development. The ideas below are and have the class repeat them. Point to the picture as you says on the board so everyone can see. Then, let students work examples of tasks that can be used with this mat. Adjust the ask and answer each question. For open-ended questions, individually on their mats, circulating to monitor progress and length and sequence of activities to the level of your students. brainstorm responses with students and write them on the to assist as needed. If the class struggles with the task, do a For example, have more advanced students expand on the board to refer to during pair practice. whole-class shared writing, and then have students copy the conversation questions during oral practice (e.g., Why are they shared writing on their mats. and proficiency levels running? Where did they come from? What colors do you see?) MODEL Invite volunteers to model pair practice with you, or modify the task (e.g., tell/write the story in the past tense). asking questions and modeling responses. CLOSE Regroup and ask volunteers to tell their stories. • Develop skills needed in English Students who have written a story can read what they wrote. PRACTICE Have pairs take turns asking and answering the Mat 4 Themes questions orally. Evaluation adventure, pets CLOSE Regroup and review the questions, eliciting responses from pairs. Have students practice writing their answers to the Evaluate students’ performance using the rubrics below. For Author & Title questions if time allows. Content, give students one point if their talk or text included language arts • Use as a classroom supplement Vocabulary the specified content element and zero points if it did not. For Language, rate students’ performance using these criteria: Explain that every story has an author and a title. Have Content Connection: Tell a Story clothes houses students write their names on their mats. After working with 0 Did not meet task and level expectations the vocabulary and conversation questions or writing about INTRODUCE Tell students they are going to tell a story about fast leash (leashes) the illustration, brainstorm potential titles and write them on the picture. If you want to evaluate student work, write the 1 Met task and level expectations minimally the board. Then, guide students to select and write a title that Content Evaluation criteria on the board and explain to grass path relates to their story or words. 2 Clearly met or exceeded task and level expectations students that they have to include this information in their • Encourage open-ended discussion • Suitable for individual and green running stories. Review the Conversation Corner questions to elicit The maximum is 12 points for oral or written performance. Vocabulary responses. Suggest that students can give names to the Consistently scoring 10 or above on each mat may indicate hair smiling characters to make it feel like a story, and remind them to readiness to evaluate whether a student can be advanced to a INTRODUCE Review and introduce the vocabulary by asking use descriptive words, like colors, to describe the characters. higher proficiency level as established by your school or district. about the picture. For example, point and ask: What do Record their answers on the board. you see? I see _____. What are they doing? They are _____. CONTENT EVALUATION LANGUAGE EVALUATION and creativity pair work Write the sentence frames you plan to use on the board. MODEL Tell students that they are going to Elicit responses and model the frames by repeating student use the answers they just gave to tell a story. What students can How well students How well students 0 1 0 1 2 0 1 2 responses in complete sentences and having the class repeat Create two examples using student answers. say and/or write can say it can write it Then, invite students to create more examples Conversation Corner them. Who is in the Vocabulary Vocabulary with you. Encourage students to use the words picture Who is in the picture? MODEL Invite volunteers to model pair practice with you, then and next to tell what happens. Use the Where they are asking and answering the questions about the picture to elicit questions as hints or reminders as needed. Grammar Grammar Where are they? the new vocabulary. What the boy and Comprehensibility Comprehensibility PRACTICE Have pairs take turns asking and answering dogs are doing (pronunciation) What is the boy wearing? questions about the picture using the frames you wrote on the Meaningfulness What they will do Fluency (pace, board. Make sure students point at the illustration when asking (relationship between next hesitations/pauses) What are they doing? their questions. text and illustration) What happens next? CLOSE Regroup and review the questions, prompting students The EnglishMats are a great to use the vocabulary in their responses. If time allows, give students more practice with the vocabulary (e.g., by writing

sentences using the new words). Copyright ©2018 Ballard & Tighe, Publishers, a division of Educational IDEAS, Inc. All rights reserved. No part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or otherwise, without permission in writing from the publisher. For alignments to content and language standards: www.EnglishMat.com 2018 PrintingIncludes ISBN 978-1-59989-547-5 Catalog #3-511-04 teacher writing resource for kids—a way

Copyright ©2018 Ballard & Tighe, Publishers, a division of Educational IDEAS, Inc. No part of the mat may be photocopied or reproduced by any means. Cat. #3-511-04 MAT 4 instructions and • 10 tablets, each with a different illustration for students to take a piece of the performance rubrics • 20 mats per tablet (11” x 17”) classroom home with them. • Teacher’s instruction booklet Teachers Hands-On ENGLISH www.EnglishMat.com 10 —Emily Varlas, Early Adopter Teacher, CA When I grow up, I want to be a/an because .

The main idea of the story is .

One detail about the character is .

C5 C5

cow

C8 C8

spring

Capstone PROJECT SUPPLIES • Printable 8: One mask per student PROJECT • Printable 9: One template per Create and label a stick animal puppet. With a partner, role-play pair Frames for Fluency a dialogue between two puppets that includes a greeting, • Crayons and markers self-introduction, description of appearance and/or size, and • Glue and craft sticks for animal identifying something it likes to do. masks K–5

These idioms and many other strategies for English learners INTRODUCE THE PROJECT SLIDES 12-14 Explain that SLIDE 14 students are going to make an animal stick puppet and Capstone Evaluation Criteria perform a play with another student. First, they will make a puppet and give it a name. Then, they will perform Did you … a play with a partner. In the play, they will greet their partner’s puppet, introduce their puppets to each other, 1. greet and introduce your puppet? Hands-Ondescribe what their puppets look like to each other, and English Carousel of IDEAS tell something their puppet likes to do. Demonstrate the 2. ask the other puppet questions? are featured in Ballard & Tighe´s puppet play using two puppets and the sentence frames on the slide. Show students the Evaluation Criteria on 3. describe your puppet? Slide 14, and explain that they need to include these parts in their project. K–14. tell what your puppet likes to do? K–5

Chapter 5 K-12 English Language Development 28 Chapter 5 programs. For over 40 years, Ballard & Tighe

Evaluation: Evaluation guidelines are provided to help monitor student progress. If teachers plan to evaluate oral or written performance, it is important that students are given the criteria for evaluation beforehand. What Is Included Performance can be evaluated in two ways: the elements of content studentsPlanning produce and Your how well Lessons they produce it. Content is rated simply: One set of EnglishMats consists of 10 studentsdifferent produced pads with the 20 specifiedmats per pad. element The (1centerpiece point) or they did not (0 points). Although it is likely that the title will be decided of each mat is an illustration aimed at stimulatingAuthor and the Title imagination. Lines: At the lowest level of Languageupon after should a story be is rated created, according it is beneficial to the languagefor students proficiency to build awareness levels used has dedicated itself to providing quality proficiency, students name or describe what they see in the illustrations, perhaps writing at yourof what school: authorship is and how stories are assigned names. They should words, while at more advanced levels, students use their imagination to interpret and write be taught the concept that, for each text, there is an author or writer of the about what might be happening in the picture,• 0 points: as well student as past did or not future meet events. task and ______story and aAuthor: title ______or name of the story. When students recognize themselves ______Author: ______

___ as authors,level expectations theyTitle: ______feel ownership, which can give students greater intrinsic Vocabulary ___ Title: ______bear Vocabulary dog looking up backpack holding boy pencils motivation to learn and produce language associated with the task. outside shoes chair playing sitting 1 point: student met task and k • des riding thinking eyes standing sunglasses tricycle Vocabularylevel expectations Practice: Ten essential words for talking about the illustrations Instruction Guideumbrella Champion are listed onrner each mat. Instructions are provided for introducing the words, Conversation Co Who do you see in the picture? What are their names? • 2 points:What are they doing? student exceeded task and level Conversation Corner though teachers may want to introduce additional or different words related What do they like to do together? What is the boy’s name? What do you like about this picture? Writer Where is he? What does he have? expectations MAT 2 What is he doing? to the picture according to the proficiency and background knowledge of What is he thinking about? MAT 1

______their students. It is important that students haveAuthor: a ______framework______of words to ______Author: ______Author: ______Vocabulary e: ______draw Vocabularyfrom whenTitl they describefor estor create text about the illustration. AlignedConversation Corner (leavesto) Standards ants leaf hills ______Vocabulary Who are the main characters? Title: ______bringing little moon 3 hes houses What do they look like? — clot K thers nest mountain es) fea h s fast leash (leas tle: ______Where are they? Ti seed ight materials and assessments for English e food n d grass path What are they doing? sick owls a running helping r green What happensConversation next? Questions: These questions provide a starting point for for Language Artsskunk G hair smiling stumps strated ma talking ly illu ts to b exploring the topicsills and themestrees associated with the illustration. Teachers Rich uild sp The mats alignt iton gnational sk and state standards for English 10 eaking ancand waskri and answer the questions as a class activity, or students can work in Conversation Corner Describe the setting. language arts by developing the abilityDescribe to the characters.write narratives, pairs. Students can also brainstormWhat areadditional they thinking? questions to ask about the How do they feel? Conversation Corner Who is in the house? Who is in the picture? Where are they? provide relevant details when describing setting and characters, MAT 6 What is the boy wearing? illustration as a class, in small groups, or in pairs. What are they doing? MAT 5 What happens next? andMAT 4 use standard English grammar and usage conventions when Content Connection: Students will use what theyAuthor: have ______learned during writing and speaking, includingAuthor: ______temporal words, adjectives, Title: ______Author: ______the VocabularyTitle: ______and Conversation Corner activities to create descriptions Vocabulary Title: ______and prepositionalbranch (branches) phrases. Additionally, students internalize the Vocabulary bats shelf (shelves) buttons bedroom sleeping ofgloves characters and settings or to develop a sequence of events for a story. dreaming stars making Vocabulary glowing toys role of authorscarf (scarves) and illustrator in storytellingcar and learn how an moon window snowballs catch Teacherssnowman can also use the mats in adriving modified language experience approach sticks excited illustrationthrowing conveys details related to a story.family winter fishing pole to write a collective story either beforesuitcases having students work on their own swim vacation Conversation Corner visit Describe the characters. or in small, guided writing groups. These activities mayHow do thtakeey feel? more than one Conversation Corner What are they doing now? What is the weather like? Where are they going? Conversation Corner Describe the characters. What will they do there? Describe the sky. class period.What are the characters wearing? Why? Describe what you see in the bedroom. What are they doing in the snow? MAT 9 learners. Click on the English Language Where are the girl’s toys and plants? For alignmentsHow do they feel? to content What does the girl like to do at night? MAT 8 What does the girl do in the morning? andM AT language7 standards: 20 copies of each mat per pad www.EnglishMat.comVocabulary Author: ______

Title: ______Vocabulary park Students name apron pick up (picked up) Author: ______bench striped broom themselves as the sweep (swept) clock tired Title: ______author and create a fall/autumn Author title for their work. and Title Vocabulary car catch driving Lines are provided excited family Conversation Corner on the front and fishing pole Describe the setting. suitcases Describe the man. back for writing. swim What did the man do first? • Differentiate for any proficiency level vacation What is happening now? visit What should the man do next? Vocabulary park MAT 10 Development programs to find apron pick up (picked up) Conversation Corner • Develop skills neededbench instriped English language arts DescribeThe the characters. illustration and broom sweep (swept) How do they feel? clock Conversation tired What arevocabulary they doing now? list are fall/autumn Where are they going? Corner • Encourage open-ended discussion and creativity What willshown they do there? on both Conversation Corner sides of the mat for Describe the setting. Describe the man. • Suitable for individual and pair work easy reference.MAT 9 What did the man do first? What is happening now? MAT 10 • Includes teacher instructionsWhat should the man do next? and performance6 rubrics

nal IDEAS, Inc.

For alignments to content and language standards: www.EnglishMat.com Name: 7 Teacher out more or request a demo Champion

Author: ______Author: ______Vocabulary apron Title: ______Title: ______park bench pick up (picked up) broom striped clock sweep (swept) with one of our consultants. fall/autumn tired

Vocabulary car catch driving excited family Blue Level Intermediate fishing pole suitcases swim Conversation Corner Conversation Corner vacation Describe the characters. Describe the setting. visit How do they feel? Describe the man. What are they doing now? What did the man do first? Where are they going? What is happening now? What will they do there? What should the man do next? MAT 9 MAT 10 Schedule EnglishMats Champion of IDEAS K–3 a demo 6–12