November 29, 2013

Teachers Pay Teachers Cyber Sale!

Hello everyone!
The big Teachers pay Teachers cyber sale is another thing to celebrate this time of year!  

Click on over to the Fun To Teach Store and save big on December 2nd and 3rd.  

All of our products are 20% off and TPT is offering another 10% off that discount!  

 

Time to shop! 



Happy Teaching,



Click here to go to our Teachers Pay Teachers' Store!


November 18, 2013

I Just Barely Made It!


Hi everyone,
During the previous year I noticed that a group of my intermediate speakers of English were struggling with the phrases ‘just barely’.  They were substituting ‘just hardly’ for it.  I put together a one day  ELD lesson and then created this chant to practice continued practice, until they became fluent with the phrase.  I want to share the call back with any of you who might be able to use it.  So here is the little call back chant I wrote to practice the phrase “just barely”.

I Just Barely Made It!


I just got out of bed,
and barely touched my breakfast.
I just grabbed my books
And headed out the door!

WHEW!
I just barely made it.
I just barely made it.
I just barely made it, to school on time!
Happy Teaching,


November 11, 2013

ESL RESOURCES FOR YOU!

Helllo everyone!
I am excited about being listed in an article by Masters in ESL.
They compiled a list of resources and included the Fun To Teach Blog!  Yahoo!
The best part is all the great resources they list for teaching ESL.  Take a minute and check it out!



http://mastersinesl.com/leading-sources/


Happy Teaching! Lori

November 7, 2013

200 ways to say went

Hi everyone,

I found a great pin that has 200 words to replace the word 'went'.
I want to make an anchor chart for my class using some of these!



Click Here to see the pin!


Happy Teaching!

Lori

November 4, 2013

Milestones of Language Acquisition


Hi everyone!

I was doing a little research on language acquisition and came across this Table.  (Note. From Language Disorders From Infants Through Adolescence: Assessment and Intervention, by R. Paul, 2001, Philadelphia)
As I read through it I started comparing it to the language levels of the ELD matrix.  It was very interesting to compare native language acquisition according to the below table against second language acquistion by language level.

If you are interested in doing the same here is a link to the ELD matrix.


Table 1 Milestones of Language Content
 Typical Age Content Milestones

8–12 mos. Understand 3–50 words.
First words are used for names of familiar people and objects; communicative games and routines; to talk about appearance,
disappearance, recurrence.

12–18 mos. Average expressive vocabulary size: 50–100 words at 18 mos.
Semantic roles are expressed in one-word speech, including agent, action, object, location, possession, rejection, disappearance, nonexistence, denial.
Words are understood outside of routine games; still need contextual support for lexical comprehension.

18–24 mos. Average expressive vocabulary size: 200–300 words at 24 mos.
Prevalent relations expressed: agent–action, agent–object, action–object, action–location, entity–location, possessor–possession, demonstrative–entity, attribute–entity.

24–30 mos. Understanding and use of questions about objects (What?), people (Who?), and basic events (What is x doing?   Where is x going?).
30–36 mos. Use and understand Why? questions.
Use and understand basic spatial terms (in, on, under, etc.).

36–42 mos. Use and understand semantic relationship between adjacent and conjoined sentences, including additive, temporal, causal, contrastive.
Understand basic color words.  Use and understand basic kinship terms.

42–48 mos. Use and understand ‘‘when’’ and ‘‘how’’ questions.
Understand words for basic shapes (circle, square, triangle).
Use and understand basic size vocabulary (big, small).
Use conjunctions and and because to conjoin sentences.

48–60 mos. Knowledge of letter names and sounds emerges.
Knowledge of numbers and counting emerges.
Use conjunctions when, so, because, and if.

5–7 years Reorganization of lexical knowledge from episodic to semantic networks occurs.
Average expressive vocabulary size: 5,000 words.

7–9 years School introduces new words not encountered in conversation.
Pronouns used anaphorically to refer to nouns previously named.
Word definitions include synonyms and categories.  Some words understood to have multiple meanings.
Capacity for production of figurative language increases.

9–12 years Vocabulary in school texts is more abstract and specific than that in conversation.
Students are expected to acquire new information from written texts.
Can explain relationships between meanings of multiple-meaning words.
Begin using adverbial conjunctions.  Understand most common idioms.

12–14 years Abstract dictionary definitions given for words.
Can explain meaning of proverbs in context.

15–18 years Average vocabulary size of high school graduate: 10,000 words.

Note. From Language Disorders From Infants Through Adolescence: Assessment and Intervention, by R. Paul, 2001, Philadelphia:

Happy Teaching!