Author

Stephen A. White, Ph.D.

Credits

Publishing Credits
Dona Herweck Rice, Editor-in-Chief; Lee Aucoin, Creative Director; Don Tran,
Print Production Manager; Timothy J. Bradley, Illustration Manager; Lori Kamola,
M.S.Ed and Conni Medina, M.S.Ed, Editorial Directors; Evelyn Garcia, Associate
Editor;Lee Aucoin, Cover Designer; Robin Erickson, Interior Layout Designer;
Corinne Burton, M.S. Ed., Publisher

Copyright 2004 McRel. www.mcrel.org/standards-benchmarks.

Shell Education

5301 Oceanus Drive

Huntington Beach, CA 92649-1030
http://www.shelleducation.com

ISBN 978-1-4258-0203-5
2010 Shell Educational Publishing, Inc.

The classroom teacher may reproduce copies of materials in this book for classroom use only.
The reproduction of any part for an entire school or school system is strictly prohibited. No part
of this publication may be transmitted, stored, or recorded in any form without written
permission from the publisher.

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Table of Contents

Introduction
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Proficiency Levels for English Language Learners . . . . . . . . . . . . . . . 8
Blooms Taxonomy and Differentiation . . . . . . . . . . . . . . . . . . . . . . . 10
How to Use This Book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Differentiating Lessons by Proficiency Level . . . . . . . . . . . . . . . . . . 19
Example Lesson by Proficiency Level . . . . . . . . . . . . . . . . . . . . . . . . . 20
Standards Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Correlation to TESOL Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Correlation to McREL Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Reading
Activities Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ABCs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A Live Book Report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Circle Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Fill in the Squares . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Bright Idea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Dissect a Newspaper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Performing Fairy Tales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sequenced Bookmarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Study an Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Three in a Row . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Tricky Word Flags . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Whats the Title? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

32
33
35
36
37
39
41
42
43
44
46
48
50

Writing
Activities Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ABCs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Acting Out Antonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Action-Play Compound Word Story. . . . . . . . . . . . . . . . . . . . . . . . . .
Name It! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Brainstorming Blanks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Category Race . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Change the Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Holiday Story Starters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Longest Sentence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Object Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
So-Close Pictures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Fewest Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Idiom Pictures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Word Changes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Worlds Longest Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Shell Education

51
52
54
55
56
58
59
60
62
63
64
65
67
69
71
73

#50203Activities for English Language Learners Across the Curriculum

Table of Contents

(cont.)

Mathematics
Activities Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ABCs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Countdown . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Three in a Row . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Daily Math Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Math Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Let Your Fingers Do the Walking on the Calendar . . . . . . . . . . . . .
Math Circle Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Math High Five . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Math Stand-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Math King/Queen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Scavenger Hunt. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Time Directions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

74
75
77
78
80
81
83
85
86
88
89
91
92

Science
Activities Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
ABCs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Auditory Memory Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Bingo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Science Maze. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Science Similes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Science Swap. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Science Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Science Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Secret Science Box . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Textures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Three in a Row . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
True/False Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

Social Studies

Activities Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ABCs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Famous People Similes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Clothing Comparison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Scavenger Hunt. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
School Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Secret Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
State Riddles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Telephone Role-Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Three in a Row . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Which Ocean, Which Continent?. . . . . . . . . . . . . . . . . . . . . . . . . . .
References Cited. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Teacher Resource CD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
#50203Activities for English Language Learners Across the Curriculum

114
115
117
118
119
120
122
123
124
126
128
130
131

Shell Education

Introduction

Preface
I have been in the field of education for 35 years as a classroom teacher, director, and state and
national consultant. I began my teaching career in the Boston Public Schools. My first day on
the job, an ESL student showed up on the doorstep of our middle school. The administration
wasnt sure what to do, except to place the student in my Spanish class and hope for the best.
After a month of school, I had 34 students who didnt speak English. All of these students spoke
Spanish. I am not sure what the school would have done if they had spoken any other language.
As time went on, other students from different languages were added to the ESL program.
I gave up my conference period to teach ESL because I had a full load of Spanish classes before
the year began. My ESL students got placed into all content-area subjects. Regular content-area
teachers would come down the hall to my classroom, asking me to translate their materials into
Spanish. They would also ask, When you have a moment, could you call Marias parents to
tell them she wasnt doing her work? or other similar requests. I am sure this sounds familiar to
many ESL teachers.
In 1973, there werent a lot of materials or activities that were appropriate for my ESL class.
Therefore I had to invent the wheel. I had to come up with activities not only for my ESL class,
but also for the other content areas. At the time, it was a lot of work, but I realized that by
providing activities at my students proficiency and functional levels in the content areas, they
learned English much faster.
For the past 15 years I have been traveling across the United States and internationally as well,
presenting at school districts and local, state, national, and international conferences. Each time
I presented, I had several teachers ask me, Dr. White, do you have these activities in a book?
Unfortunately, I would have to reply, No. Finally, I can say that I have had the time to put these
activities into one comprehensive book.
This book has been designed to provide educators with diverse classroom activities that will
help meet English language learners educational needs. It includes a variety of strategies that
support opportunities for the following: building academic vocabulary, increasing comprehension,
developing oral language, developing socialization, cooperative learning, building and activating
prior knowledge, and informal assessment with progress monitoring.
All of the activities in this book are based on students language proficiency needs and have
been successfully used in my classroom. The key to success with these activities is to know the
proficiency level of your students and the appropriate questions to ask students at that proficiency
level. I wish you all the best as you try these activities with your students.
Stephen A. White, Ph.D.

Shell Education

#50203Activities for English Language Learners Across the Curriculum

Introduction

(cont.)

Research
The number of English language learners has grown dramatically over the past 30 years, and the
numbers continue to increase. In the United States alone, English language learners comprise
10.5 percent of the nations K12 enrollment (National Institute of Child Health and Human
Development 2006). There are many English language learners around the world, too. According
to the British Council, by 2010 there could be approximately 2 billion people learning English
(Graddol 2006). By definition, an English language learner is someone who is acquiring English
and has a first language other than English (National Council of Teachers of English 2008).
Depending on where you teach, these students might be referred to as Limited English Proficient
(LEP), English as a Second Language (ESL), English Learner (EL), Culturally and Linguistically
Diverse (CLD), English as a Foreign Language (EFL), or Dual Language Learner (DLL). In this
book, these students will be referred to as English language learners (ELL).
For many teachers, our classrooms look very different today from how they looked 10 years ago.
They are filled with students from a variety of linguistic and culturally diverse backgrounds. We
have the challenge of figuring out how to teach them effectively and providing an environment
where all students can succeed.
Oral language proficiency is the first step in the language learning process. Oral language is
defined as speaking and listening skills. English language learners are able to attain word-level
skills (decoding, word recognition, and spelling) regardless of their oral-language proficiency.
However, an English language learners ability to comprehend text and to develop writing skills is
dependent on his or her oral-language proficiency. Therefore, vocabulary knowledge, listening
comprehension, syntactic skills and the ability to handle meta-linguistic aspects of language,
such as being able to provide the definitions of words, are linked to English reading and writing
proficiency (August and Shanahan 2006). First-language oral proficiency has a positive impact
on developmental patterns in second-language speech discrimination and production, intra-word
segmentation, and vocabulary. This book provides teachers with a wide variety of activities
needed to help students develop proficiency in English.
Students move through stages of language acquisition as they develop their language proficiency.
Different states call these levels of proficiency by different names, and some states may vary
with their number of levels. However, all students move through the same stages of language
acquisition as they become proficient in English. Teachers should be aware of the distinctive
characteristics that each stage has in order to effectively differentiate to meet students needs.

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Introduction

Research

(cont.)

(cont.)

These stages are clearly outlined in the book The Natural Approach by Krashen and Terrell. The
first stage is the Preproduction stage, and it is known as the silent period because ELLs will
most likely remain silent during this stage. This stage has an approximate time frame of zero to
six months. The next stage, Early Production, has an approximate time frame between six months
to one year. Students at this stage have very limited comprehension and will most likely produce
one or two word answers. Speech Emergence is the third stage, and the approximate time
frame is one to three years. Students at this stage are developing good comprehension, however
frequently make grammar and pronunciation errors. At the fourth stage, Intermediate Fluency,
the approximate time frame is three to five years. Students are now capable of stating sentences
of increasing length and complexity. The final stage is Advanced Fluency. Students at this stage
have a near-native level of speech. This stage has an approximate time frame of five to seven
years (Krashen and Terrell 1983).
Students will pass through the five stages, however the length that it takes students to pass
through each stage will vary. It is known that on average, academic language can take at least
five to seven years to develop, and it can take even longer for a student who was not literate in
their primary language when starting school (Collier and Thomas 1989). The activities in this
book have been created with these stages in mind and support students at all levels of language
proficiency.
The activities in this book were designed using SDAIE (Specially Designed Academic Instruction
in English), an approach to help English language learners access content-area curriculum. With
SDAIE strategies, students have the opportunity to learn the subject matter and meet grade-level
standards while also increasing proficiency in English (Jimenez 2009). SDAIE instruction uses
many effective techniques, which you will find throughout the activities in this book. Throughout
the reading, writing, mathematics, science, and social studies sections, you will find activities to
support the use of background building, vocabulary development, visuals, realia (real objects),
graphic organizers, and manipulatives (hands-on materials). Students have many opportunities
to build their oral and written language skills through repetition and review, and by working in
groups and with partners to practice speaking in various settings (Jimenez 2009).

Shell Education

#50203Activities for English Language Learners Across the Curriculum

Introduction

(cont.)

Proficiency Levels for English Language Learners

All teachers should know the levels of language proficiency for each of their English language
learners. Knowing these levels will help to plan instruction. (The category titles and numbers
of levels vary from district to district or state to state, but the general descriptions are common.)
Students at level 1 will need a lot of language support in all the activities, especially during
instruction. Using visuals to support oral and written language will help make the language more
comprehensible. These students often understand much more than they are able to express
(Herrell and Jordan 2004). It is the teachers job to move them from just listening to language to
expressing language. Students at levels 2 and 3 will benefit from pair work in speaking tasks, but
they will need additional individual support during writing and reading tasks. Students at levels 4
and 5 (or 6, in some cases) may appear to be fully proficient in the English language. However,
because they are English language learners, they may still struggle with comprehending the
academic language used during instruction. They may also struggle with reading and writing.
The following chart shows the proficiency levels for English language learners at a quick glance.
These proficiency levels are based on the World-Class Instructional Design and Assessment
(WIDA) Consortium (WIDA 2007).

Proficiency Levels at a Quick Glance

Proficiency Level

Questions to Ask

Level 1
Beginning
(Entering)

Where is?

minimal
comprehension

What examples do you see?

no verbal
production

Which was your favorite?

Level 2
Early
Intermediate
(Beginning)

Activities/Actions
listen

draw

mime

point

circle

respond (with
one or two
words)

move

select

act/act out

match

choose

list

What is the main idea?

What are the parts of?

What would be different

if?
Can you list three? Tell
me.
What facts or ideas show?

limited
comprehension

When will you use?

short spoken
phrases

What is your opinion of?

How isrelated to?

What way would you

design?

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Introduction

(cont.)

Proficiency Levels for English Language Learners

Proficiency Level

Questions to Ask

Level 3
Intermediate
(Developing)

How didhappen?

increased
comprehension

What do you already know

about?

simple sentences

Why do you think?

(cont.)

Activities/Actions
name

list

respond (with
phrases or
sentences)

label

categorize

paraphrase

What would happen if?

tell/say

analyze

justify

How would you show?

recall

retell

define

compare/
contrast

explain

restate

describe

role-play

create

analyze

defend

complete

evaluation

justify

support

create

describe

express

Which is the best answer?

How would you evaluate?

Level 4
Early Advanced
(Expanding)

How would you

summarize?

very good
comprehension

What would result if?

some errors in
speech

What is the relationship

between?
Would it be better if?
What is an alternative?

Level 5
Advanced
(Bridging)
comprehension
comparable to
native-English
speakers
speaks using
complex
sentences

Shell Education

What were the most

obvious?
What is true about?
How would you use?
What ideas justify?
How would you have
advised?
How would you improve?

#50203Activities for English Language Learners Across the Curriculum

Introduction

(cont.)

Blooms Taxonomy and Differentiation

Blooms Taxonomy has been used in classrooms for more than 40 years as a hierarchy
of questions that progress from less to more complex. The progression allows teachers
to identify the levels at which students are thinking. It also provides a framework for
introducing a variety of questions to all students. In schools today, most emphasis is
placed on ensuring lessons, curriculum, and materials cover all of these levels. A 1992
report found that in the language programs studied, teachers had a tendency to ask
low-level questions during instructional time (Ramirez 1992). While students at the first
level of language acquisition will benefit from these questions because of their lower
level, these students also need to be challenged to think more deeply. Knowing the
various levels of language acquisition and asking appropriate questions for students at
each level will engage them and increase oral language development.
The original Blooms Taxonomy identifies three domains of knowledge: cognitive,
affective, and psychomotor. The taxonomy begins at the lowest level and then
progresses towards evaluation. The lowest three levels are: knowledge, comprehension,
and application. The highest three levels are: analysis, synthesis, and evaluation. In
2002, a new updated Blooms Taxonomy was created to reflect 21st century skills. The
words of the taxonomy were changed from nouns (such as knowledge) to verbs (such as
remembering), and the order of the two highest levels of thinking were switched.
Here is a comparison of the original Blooms Taxonomy to the new Blooms Taxonomy:
Original Blooms Taxonomy
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

New Blooms Taxonomy

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

Additionally, with the new Blooms Taxonomy, instead of just identifying the three domains
of cognitive, affective, and psychomotor knowledge, there are two main dimensions: the
knowledge dimension (knowledge) and the cognitive process dimension (how knowledge
is demonstrated). The new Blooms Taxonomy breaks the knowledge domain into four
types: factual, conceptual, procedural, and meta-cognitive
(Anderson and Krathwohl 2001).
This book utilizes the new Blooms Taxonomy, which aligns with 21st century skills. If you
are teaching with the original Blooms Taxonomy, refer to the chart above to correlate to
your curriculum.
Questions are provided on the following pages, listed by level of language proficiency. To
differentiate instruction, first think about the student or group of students you are trying
to target, and determine their level(s) of language proficiency. Then, within that level,
choose questions at the various levels of Blooms Taxonomy to challenge students to think
more deeply. This method can be used with all of your students, varying the questions
based on your students levels of language proficiency.

10

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Introduction

(cont.)

Blooms Taxonomy and Differentiation

(cont.)

New Blooms Taxonomy Questions by Levels of Proficiency

Beginning Level (Entering)
Remembering
Why did?

Where is?

Which one?

How is?

What is?

What happened?

Who is?

Can you find? Show me.

Understanding

What is the main idea?

How isdifferent from?

Which statement supports?

In your own words, what is?

What is the pattern in?

What are the steps?

What were the reasons?

What does it remind you of?

Applying

What examples do you see?

How would you use?

What other way could you...?

What could you change about?

What dohave in common?

How could you find out more about?

What questions do you have about?

What else doesmake you think about?

Analyzing

What are the parts of?

What group doesbelong to?

What is your guess about?

How areandthe same?

What is the rule about?

Why is?

How couldbe simpler?

What is out of place with?

Evaluating

Do you agree with the actions? Why or why What do you think of the wayended?
not?
Which was your favorite?

What was good/bad about?

How could you test?

What is another way you could?

How could you put together?

Have you changed your mind about? Why

or why not?
Creating

What would be different if?

What changes would you make?

What would be a better choice?

What way would you design?

What is most important about?

Can you imagine a new? Why or why not?

What would someone else think about?

Is there a different way to solve? Tell me.

Shell Education

#50203Activities for English Language Learners Across the Curriculum

11

Introduction

(cont.)

Blooms Taxonomy and Differentiation

(cont.)

New Blooms Taxonomy Questions by Levels of Proficiency (cont.)

Early Intermediate Level (Beginning)
Remembering
Can you choose? Show me.
Can you list the three? Tell me.
How would you tell aboutwhich one?
What are the qualities of?
What did you notice about?
What do you recall about?
Can you find examples of? Show me.
What details did you notice about?
Understanding
What facts or ideas show?
What can you say about?
What is the main idea of?
How would you compare?
What is similar to/different from?
How would you summarize?
What were the causes of?
What comes next in the sequence/pattern?
Applying
What examples can you find to?
How would you organize...to solve?
How can you make use of the facts?
When will you use?
What would you need to?
What is the relationship between...and?
What connection can you make between? Could this have happened in? Why or why
not?
Analyzing
How isrelated to?
Why do you think?
What is the theme?
What are the parts?
How would you classify?
Can you identify the different parts? What are
they?
How would you break down?
What is a synonym/antonym for?
Evaluating
What is your opinion of?
Would it be better if? Why or why not?
What would you recommend?
How would you rate the?
What would be the impact of?
What are the advantages/disadvantages of?
Can you rank the? Show me.
Which outcome is better for?
Creating
Can you invent? Why or why not?
How would you adapt...to create a different?
What way would you design?
Suppose you couldwhat would you do?
How could you show it as a picture/
How could you combine?
movement/song?
What would have happened if?
What else could you use for?

12

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Introduction

(cont.)

Blooms Taxonomy and Differentiation

(cont.)

New Blooms Taxonomy Questions by Levels of Proficiency (cont.)

Intermediate Level (Developing)
Remembering
How didhappen?
Why did?
Where did?
Who were the main?
When didhappen?
Who was?
Which one was?
What did you notice about?
Understanding
How would you rephrase?
Which statement supports?
Which is the best answer?
How would you summarize?
How would you comparewith?
How do you outline?
If you were a reporter, how would you explain?
What is your definition of?
Applying
How would you use?
What examples can you find to?
How would you organizeto show?
How would you apply what you learned
to develop?
What would you ask in an interview with?
What could you do to improve the?
What do you already know about?
What principle could you apply?
Analyzing
How would you classify the type of?
Why do you think?
What motive is there?
What conclusions can you draw?
What evidence can you find?
What inference can you make?
Which characteristics show?
What else would you categorize as?
Evaluating
Do you agree with the author? With the
How would you prove? Disprove?
outcome?
How would you evaluate?
What choice would you have made?
How would you rate the?
If you could change..., would you?
Wasbetter or worse because of?
Which was the most valuable lesson?
Creating
What changes would you make to solve?
What would happen if?
What could be done to minimize/maximize?
If you could, what would you do?
What facts can you add to change?
How wouldhave impacted?
What conclusion would someone else draw
How would someone else solve?
from?
Shell Education

#50203Activities for English Language Learners Across the Curriculum

13

Introduction

(cont.)

Blooms Taxonomy and Differentiation

(cont.)

New Blooms Taxonomy Questions by Levels of Proficiency (cont.)

Early Advanced Level (Expanding)
Remembering
Who were the main?
When didhappen?
How would you explain?
How would you show?
What do you recall?
What would you list?
How would you describe?
Which is true about?
Understanding
What type is?
How would you compare? Contrast?
How will you state or interpret in your own How do you explain what is happening? What
words?
is meant?
How would you summarize?
How do you define?
What is the order of?
What are the reasons that?
Applying
How would you solveusing what youve
How would you show your understanding of?
learned?
What approach would you use to?
What would result if?
How could you usefor?
Could this have happened in? Why or why not?
Can you model how? Show me.
What is a metaphor for?
Analyzing
What distinguishesfrom?
What inference can you make?
What conclusions can you draw?
Can you identify the different parts? What are
they?
What is the relationship between?
What are the qualities of?
Describe the properties of?
How would you group?
Evaluating
What is the value or importance of?
Would it be better if?
Why did he or she (the character) choose? What would you cite to defend those actions?
Based on what you know, how would you
How would you justify?
explain?
How would you compare the ideas?
How wouldchange the outcome?
Creating
How would you elaborate on the reason? What is an alternative?
What could be combined to improve/
If you could, what would you do?
change?
What facts can you compile to disprove? What is an original way for the?
Is there an experiment to test for?
What would the consequences be if?

14

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Introduction

(cont.)

Blooms Taxonomy and Differentiation

(cont.)

New Blooms Taxonomy Questions by Levels of Proficiency (cont.)

Advanced Level (Bridging)
Remembering
Which events show?

What are the dates of?

Which characters?

What is the order of?

How would you picture the?

What were the most obvious?

Whichwas emphasized in?

What is the pertinent?

Understanding

How didget to?

Why did?

What interpretation can you find?

What facts or ideas prove?

What is happening? What is meant?

What is true about?

How would you summarize?

What were the results when?

Applying

How would you use?

How could you demonstrate?

What factors impact the outcome?

What is the lesson to be learned about?

What life lesson is revealed when?

Which situation exemplifies?

How could you analogize?

How doesaffect?
Analyzing

How isrelated to?

Which arguments support?

What clues led you to infer?

What previous experience impacted your view

of?

What are the different parts?

What ideas justify?

Are there other ways to defend?

How many perspectives?

Evaluating

How would you have advised?

Whose judgment is best about?

How would you assess the importance of?

How would you defend a different?

What was sacrificed when?

What would have been gained by?

What ifhad never?

Why was it better that?

Creating

What is an alternative plan if?

How would you improve?

Is there a different expression for?

How mightalter the outcome?

How would you change/modify the plan?

What unusual factors might influence?

What theory would you formulate for?

How would you move logically?

Shell Education

#50203Activities for English Language Learners Across the Curriculum

15

Introduction

(cont.)

How to Use This Book

Ready to Use Ideas and Activities
The activities in this book will help teachers provide differentiated ideas necessary for students
to improve their English while they learn. As you are reading through the activities, remember
that all students learn at their own rates, so it is important to build students self-esteem and
self-confidence as they learn English.
The reproducible activity sheets will challenge and entertain your students. Many of the activities
in this book integrate language arts with other subject areas. Making connections between the
disciplines can help students learn and retain more.
The activities are varied to provide students with different learning settings. Besides whole-group
instruction, opportunities for small-group instruction, partner projects, and independent learning
are provided.

Activity Length
Approximately
3045 minutes

ABCs

Activity Format
Whole group or
small groups

Standards
ing
Grades K2 (Read
Standard 5.6;
ELD Standard 2.2)
ing
Grades 35 (Read
Standard 5.7;
ELD Standard 2.2)

ve
Language Objecti
English
Students will use
to participate in a
classroom discussion
e.
about a reading them

ve
Learning Objecti
Using the general
of
skills and strategies
ss,
the reading proce
a
students will have
ing
rstand
better unde
of some vocabulary
to the
words pertaining
ntly
topic they are curre
learning.

Differentiating

Materials

34, one per student

copies of page

Procedure

learning.
theme they will be
ents the reading
know about the topic
1. Discuss with stud
ussion of what they
Have a group disc
.
ld like to know
and what they wou
e students write the
es of page 34. Hav
ple, if they are
2. Distribute copi
center box. For exam write adventure
reading topic in the
would
t adventure, they
abou
es
stori
out their charts
ing
read
Have students fill
box.
c
e the
Topi
ing
in the Read
students could plac
topic. For example,
under R.
according to the
bing
clim
rock
and
rC
word camping unde
ts.
char
wrote in their
ers that students
3. Discuss the answ

Name: ________
________

________________

Teacher Tips

Level
by Proficiency

to
at to allow students
whole-group form
Beginning: Use the
n.
the
hear the discussio
words related to
e
som
say
to
students
Intermediate: Ask
ces.
topic.
support their choi
ents to defend and
Advanced: Ask stud

________

ABCs

Directions: Think
about your reading
topic. Write the
other boxes with
reading topic in the
words that start with
center box. Fill in
the letter shown
in each box.
the
A
B
C

To differentiate by proficiency
level, see pp. 1115 for
Blooms Taxonomy Questions
and pp. 1924 for detailed
examples.

ity.
complete this activ
ss students after they
s to informally asse
a checklist of item
The following is
able to:
Students should be
ing theme
rstanding of the read
reading theme
have a better unde
n pertaining to the
classroom discussio
participate in a

Reading Topic

Assessment

Shell Education

culum

ers Across the Curri

h Language Learn

for Englis
#50203Activities

I
J
K
L

33
M

N
O

34

16

Date: ____________
____

__

a
ide students with
activity is done, prov
participate.
The first time this
ples before they
word or two as exam
the activity
rge
Enla
.
wall
be used as a word
tool for
room as a helpful
This activity can
placed in the class
sheet so it can be
on.
better comprehensi

#50203Activities

for English Langu

age Learners Acros

#50203Activities for English Language Learners Across the Curriculum

s the Curriculum

Shell Education

Shell Education

Introduction

(cont.)

How to Use This Book

(cont.)

The following provides a more detailed overview of the various components of this book and how
to use it most effectively.
Before using the activities in this book, the teacher should know the students levels of
proficiency. Schools or districts often assess English language learners to determine this
information. Knowing the students levels of proficiency, teachers can make the needed
modifications (see pages 1924).
Following this guide, there are five examples of the ABCs activity at different proficiency levels
(pages 2024) that will show you specifically how to incorporate the various levels into the
lesson. The examples follow the exact format that is used throughout the book with all of the
activities. This guide is a walk-through to show you the various components of an activity, as well
as how to properly follow the format for incorporating Blooms Taxonomy.
Introduction

Beginning level:
sion
minimal comprehen
no verbal production

(cont.)

(Entering)
Beginning Level

Activity Format
Whole group or
small groups

Standards

Grades 35 (Reading
Standard 5.7;
ELD Standard 2.2)

Language Objective
English
Students will use
to participate in a
classroom discussion
about a reading theme.

Learning Objective
Using the general
of
skills and strategies
the reading process,
a
students will have
better understanding
of some vocabulary
to the
words pertaining
topic they are currently
learning.

Differentiating

Materials

34, one per student

copies of page

Procedure

they will be learning.

the reading theme
know about the
1. Discuss with students
of what they might
Have a group discussion like to know.
would
topic and what they
reading
students write the
of page 34. Have
2. Distribute copies box. For example, if they are reading
write adventure
topic in the center
adventure, they would out their charts
fill
stories themed about
box. Have students
the
in the Reading Topic
students could place
topic. For example,
under R.
according to the
C, and rock climbing
word camping under
in their charts.
that students placed
3. Discuss the answers

Teacher Tips

a new topic.
activity to do to introduce
This is a great
students with a
activity is done, provide
The first time this
before they participate.
word or two as examples
activity
wall. Enlarge the
for
be used as a word
as a helpful tool
This activity can
placed in the classroom
sheet so it can be
better comprehension.

Level
by Proficiency

to
to allow students
whole-group format
Beginning: Use the
discussion.
the
be exposed to the
words related to
students to say some
Intermediate: Ask
their choices.
topic.
to defend and support
Advanced: Ask students

complete this activity.

students after they
to informally assess
a checklist of items
The following is
able to:
Students should be
of the reading topic
reading theme
have a better understanding
pertaining to the
classroom discussion
participate in a

their answers,
As students share
to come up to
encourage students the words.
to
the chart and point

Assessment

Shell Education

#50203Activities

for English Language

Learners Across the

Curriculum

Early Intermedi
ate Level:
limited comprehen
sion
short spoken phrases
Students are able
to:
match
choose
act/act out
move
select

Early Intermediate
Level (Beginning)

their
Help students build labeled
vocabulary by adding any empty
to
pictures or drawings
boxes on the chart.

To differentiate by proficiency
level, see pp. 1115 for
Blooms Taxonomy Questions
and pp. 1924 for detailed
examples.

(cont.)

Example Lesson
by
Proficiency Level

up format to
Use the whole-gro
be exposed to
allow students to
the discussion.
to draw their
Encourage students
students how to
responses. Show
in English.
pictures
their
label
the ABC
Create a model of
paper or a
chart, either on chart
the chart
transparency. Complete
as a group.
respond in their
Allow students to
them in
first languages. Guide to the
adding these responses
chart in English.

Activity Length
Approximately
3045 minutes

ABCs

Grades K2 (Reading
Standard 5.6;
ELD Standard 2.2)

Introduction

to:
Students are able
listen
draw
mime
point
circle

by
Example Lesson
Proficiency Level

33

ABCs

Standards
Grades K2 (Reading
Standard 5.6;
ELD Standard 2.2)
Grades 35 (Reading
Standard 5.7;
ELD Standard 2.2)

Language Objective
Students will use
English
to participate in a
classroom discussion
about a reading theme.

Learning Objective
Using the general
skills and strategies
of
the reading process,
students will have
a
better understanding

of some vocabulary
words pertaining
to the
topic they are currently
learning.

Differentiating

Activity Length
Approximately
3045 minutes
Activity Format
Whole group
or
small groups

Materials
copies of page
34, one per student

Procedure
1. Discuss with students
the reading theme
Have a group discussion
they will be learning.
of what they might
topic and what they
know about the
would like to know.
2. Distribute copies
of page 34. Have
students write the
topic in the center
reading
box. For example,
if they
stories themed about
adventure, they would are reading
in the Reading Topic
write adventure
box. Have students
according to the
fill out their charts
topic.
word camping under For example, students could place
the
C, and rock climbing
under R.
3. Discuss the answers
that students placed
in their charts.

Teacher Tips

This is a great
activity to do to introduce
a new topic.
The first time this
activity
word or two as examples is done, provide students with
a
before they participate.
This activity can
be used as a word
wall. Enlarge the
sheet so it can be
activity
placed
better comprehension. in the classroom as a helpful tool
for

Assessment

The following is
a checklist of items
to informally assess
Students should be
students after they
able to:
complete this activity.
have a better understanding
of the reading topic
participate in a
classroom discussion
pertaining to the
reading theme
#50203Activities

for English Language

Learners Across the

Curriculum

33

20

for English
#50203Activities

Language Learners

Across the Curriculum

Shell Education

#50203Activities
for English

Activity Format
Whole group or
small groups

Standards
Grades K2 (Reading
Standard 5.6;
ELD Standard 2.2)
Grades 35 (Reading
Standard 5.7;
ELD Standard 2.2)

Language Objective
English
Students will use
to participate in a
classroom discussion
about a reading theme.

Create a model of
the
chart, either on chart ABC
paper or a
transparency. Complete
the chart
as a group.

Learning Objective
Using the general
of
skills and strategies
the reading process,
a
students will have
better understanding
of some vocabulary
to the
words pertaining
topic they are currently

Write the words

on 3 x 5 lined
index cards. Have
students
match the word with
the picture
and then take both
the word and
picture to the chart
and
show where it would physically
be placed.
Have students describe
why the
word belongs in
the box.

Language Learners

Across the Curriculum

21

Activity Length
Approximately
3045 minutes

ABCs

Have several pictures

pertaining
to the topic. Also,
have
of items not pertaining pictures
topic. Have students to the
sort out the
pictures to see the
connection and
to enhance comprehe
nsion.

To guide this lesson

with questioning,
refer back to New
of Proficiency (Early
Blooms Taxonom
Intermediate Level)
y Questions by Levels
on page 12. Here
Remembering: Can
are some example
questions:
you
Applying: What
select? Show me.
examples can Evaluatin
you find to?
g: Would it be better
Understanding:
if? Why or why
What can you Analyzing
not?
say about?
: How is...related
Creating: Suppose
to?
you
could...what would
you do?
Shell Education

Level:
Early Advanced
sion
very good comprehen
speech
some errors in

(cont.)

Introduction

to:
Students are able
role-play
describe
retell
compare/contrast
explain
recall

by
Example Lesson
Proficiency Level
Level (Expanding)
Early Advanced

(cont.)

Advanced Level:
comprehension
comparable to
native-English speakers
speaks using complex
sentences

Example Lesson
by
Proficiency Level

Students are able

to:
justify
defend
support
create
analyze
complete
evaluation

Advanced Level
(Bridging)

sentences

Use the whole-gro

up format to
allow students to
be exposed to
the discussion.

Differentiating

Materials

34, one per student

copies of page

Procedure

they will be learning.

the reading theme
know about the
1. Discuss with students
of what they might
Have a group discussion like to know.
would
topic and what they
reading
students write the
of page 34. Have
2. Distribute copies box. For example, if they are reading
write adventure
topic in the center
adventure, they would out their charts
fill
stories themed about
box. Have students
the
in the Reading Topic
students could place
topic. For example,
under R.
according to the
C, and rock climbing
word camping under
in their charts.
that students placed
3. Discuss the answers

Teacher Tips

a new topic.
activity to do to introduce
This is a great
students with a
activity is done, provide
The first time this
before they participate.
word or two as examples
activity
wall. Enlarge the
for
be used as a word
as a helpful tool
This activity can
placed in the classroom
sheet so it can be
better comprehension.

Level
by Proficiency

to
to allow students
whole-group format
Beginning: Use the
discussion.
the
be exposed to the
words related to
students to say some
Intermediate: Ask
their choices.
topic.
to defend and support
Advanced: Ask students

To differentiate by proficiency
level, see pp. 1115 for
Blooms Taxonomy Questions
and pp. 1924 for detailed
examples.

complete this activity.

students after they
to informally assess
a checklist of items
The following is
able to:
Students should be
of the reading topic
reading theme
have a better understanding
pertaining to the
classroom discussion
participate in a

Assessment

Shell Education

y Questions by Levels
Blooms Taxonom
:
refer back to New
example questions
with questioning,
11. Here are some
To guide this lesson
g Level) on page
g: What is another
of Proficiency (Beginnin
examples can Evaluatin could?
Applying: What
way you
is?
Remembering: What
you find to?
would be
Creating: What
What is the
is...related
Understanding:
Analyzing: How
different if?
main idea?
to...?

Introduction

to:
Students are able
name
categorize
list
label
tell/say
or
respond with phrases

(Developing)
Intermediate Level

learning.

To differentia
te by proficienc
level, see
y
Blooms pp. 1115 for
Taxonom
and pp.
1924 for y Questions
examples
detailed
.

Intermediate Level:
sion
increased comprehen
simple sentences

(cont.)

by
Example Lesson
Proficiency Level

by Proficiency

Level
Beginning: Use the
whole-group format
be exposed to the
to allow students
discussion.
to
Intermediate: Ask
students to say some
topic.
words related to
the
Advanced: Ask students
to defend and support
their choices.

Shell Education

Introduction

#50203Activities

for English Language

Learners Across the

Curriculum

33

up format to
Use the whole-gro
be exposed to
allow students to
can also
the discussion. Studentshelp each
to
work in small groups
nsion.
other with comprehe
the topic
Ask students to name
come to
that
and some words
hear the topic.
mind when they
in small
Have students work
numerous
groups. Distribute
cards with
3 x 5 lined index
Allow students
words on them.
group to
to work as a whole
and to
categorize the words chart.
the
integrate them on
follow
Since students can
, have them
multi-step directions
to the
draw a picture pertainingand state
topic, label the picture, what they
draw
why they chose to
did.
why certain
Have students retell
answers were selected.

for English
#50203Activities

Language Objective
English
Students will use
to participate in a
classroom discussion
about a reading theme.

Learning Objective
Using the general
of
skills and strategies
the reading process,
a
students will have
better understanding
of some vocabulary
to the
words pertaining
topic they are currently
learning.

Differentiating

At the beginning of every subject area,

there is an Activities Log page. This page is
for teachers to keep a record of when they
taught the activities and what adjustments or
modifications were made. It is always a
good idea to use this log as a reflection. By
doing so, it will allow teachers to keep track
of student progress, as well as to write any
additional modifications that may need to be
made in the future.

y level, the
At this proficienc
your discretion.
activity format is
various
Compare and contrast
completed
ABC charts you have
as a class.
describe what
Students can orally
means.
they think the word
to the
State a word pertaining
to
students
Ask
topic out loud.
would belong on
explain where it
the chart.
you a
Ask students to give
of the words in
definition of each
their own words.

Materials

34, one per student

copies of page

Procedure

they will be learning.

the reading theme
know about the
1. Discuss with students
of what they might
Have a group discussion like to know.
would
topic and what they
reading
students write the
of page 34. Have
2. Distribute copies box. For example, if they are reading
write adventure
topic in the center
adventure, they would out their charts
fill
stories themed about
box. Have students
the
in the Reading Topic
students could place
topic. For example,
under R.
according to the
C, and rock climbing
word camping under
in their charts.
that students placed
3. Discuss the answers

Teacher Tips

a new topic.
activity to do to introduce
This is a great
students with a
activity is done, provide
The first time this
before they participate.
word or two as examples
activity
wall. Enlarge the
for
be used as a word
as a helpful tool
This activity can
placed in the classroom
sheet so it can be
better comprehension.

Level
by Proficiency

to
to allow students
whole-group format
Beginning: Use the
discussion.
the
be exposed to the
words related to
students to say some
Intermediate: Ask
their choices.
topic.
to defend and support
Advanced: Ask students

To differentiate by proficiency
level, see pp. 1115 for
Blooms Taxonomy Questions
and pp. 1924 for detailed
examples.

complete this activity.

students after they
to informally assess
a checklist of items
The following is
able to:
Students should be
of the reading topic
reading theme
have a better understanding
pertaining to the
classroom discussion
participate in a

Assessment

Shell Education

Language Learners

ABCs

Activity Format
Whole group or
small groups

#50203Activities

for English Language

Learners Across the

Curriculum

Learning Objective
Using the general
skills and strategies
of
the reading process,
students will have
a
better understanding
of some vocabulary
words pertaining
to the
topic they are currently
learning.

Differentiating

Shell Education

for English
#50203Activities

Across the Curriculum

copies of page
34, one per student
1. Discuss with students
the reading theme
Have a group discussion
they will be learning.
of what they might
topic and what they
know about the
would like to know.
2. Distribute copies
of page 34. Have
students write the
topic in the center
reading
box. For example,
if they
stories themed about
adventure, they would are reading
in the Reading Topic
write adventure
box. Have students
according to the
fill out their charts
topic.
word camping under For example, students could place
the
C, and rock climbing
under R.
3. Discuss the answers
that students placed
in their charts.

Teacher Tips

This is a great
activity to do to introduce
a new topic.
The first time this
activity
word or two as examples is done, provide students with
a
before they participate.
This activity can
be used as a word
wall. Enlarge the
sheet so it can be
activity
placed
better comprehension. in the classroom as a helpful tool
for

by Proficiency
Level

To differentia
te by proficienc
level, see
y
Blooms pp. 1115 for
Taxonom
and pp.
1924 for y Questions
examples
detailed
.

Assessment

The following is
a checklist of items
to informally assess
Students should be
students after they
able to:
complete this activity.
have a better understanding
of the reading topic
participate in a
classroom discussion
pertaining to the
reading theme
Shell Education

Language Learners

Activity Length
Approximately
3045 minutes
Activity Format
Whole group
or
small groups

Materials
Procedure

Beginning: Use the

whole-group format
be exposed to the
to allow students
discussion.
to
Intermediate: Ask
students to say some
topic.
words related to
the
Advanced: Ask students
to defend and support
their choices.

33

Shell Education

Across the Curriculum

Standards
Grades K2 (Reading
Standard 5.6;
ELD Standard 2.2)
Grades 35 (Reading
Standard 5.7;
ELD Standard 2.2)

Language Objective
Students will use
English
to participate in a
classroom discussion
about a reading theme.

y Questions by Levels
Blooms Taxonom
refer back to New
questions:
with questioning,
are some example
To guide this lesson
on page 14. Here
it be better
Advanced Level)
Evaluating: Would
of Proficiency (Early
approach
Applying: What
if?
would
Remembering: How
would you use to?
you propose an
ns Creating: Can
you explain?
: What conclusio
e?
Analyzing
alternativ
How would
Understanding:
can you draw?
you summarize?

y Questions by Levels
Blooms Taxonom
:
refer back to New
example questions
with questioning,
13. Here are some
To guide this lesson
would you
iate Level) on page
Evaluating: How
of Proficiency (Intermed
would you
Applying: How
prove? Disprove?
did?
Remembering: Why
use?
What would happen
Which is the
evidence can Creating:
Understanding:
Analyzing: What
if?
best answer?
you find?

22

Activity Length
Approximately
3045 minutes

ABCs

Standards
Grades K2 (Reading
Standard 5.6;
ELD Standard 2.2)
Grades 35 (Reading
Standard 5.7;
ELD Standard 2.2)

#50203Activities

for English Language

Learners Across the

Curriculum

33

At this proficienc
y level, the
activity format is
your discretion.
Present students
with a
words (some relevant list of
and some not). Ask to the topic
students
which words belong
in
Allow them to defend the chart.
and support
their choice.
Students can create
sentences
with their words
as a form of
comprehension.
Incorporate a written
assignment
for students to justify
their
answers.
Students can write
a short
summary of what
conclusio
drew from the discussion n they
. Their
writing can be placed
next to the
word wall.

To guide this lesson

with
of Proficiency (Advance questioning, refer back to New
Blooms Taxonom
d Level) on page
y Questions by Levels
16. Here are some
Remembering: Which
example questions
:
events Applying:
show?
How would you
Evaluating: How
use?
would you
have advised?
Why did?
Analyzing: What
clues led you Creating:
to infer?
What is an
23
alternative plan if?
Understanding:

24

#50203Activities
for English

Language Learners

Across the Curriculum

Shell Education

Activities Log

Reading
This page is to keep a record of when the activities were taught and what adjustments or
modifications were made. This log can be used to keep track of students progress, to make
modifications, and for future planning.
Activities

Notes

ABCs

A Live Book Report

Circle Spelling

Fill in the Squares

Bright Idea

Dissect a Newspaper

Performing Fairy Tales

Sequenced Bookmarks

Study an Author

Three in a Row

Tricky Word Flags

Whats the Title?

32

Shell Education

#50203Activities for English Language Learners Across the Curriculum

Shell Education

#50203Activities for English Language Learners Across the Curriculum

17

Introduction

(cont.)

How to Use This Book

Standards and
Objectives are listed
for each activity. The
objectives will let you
know specifically the
area of focus for a given
activity.
Procedures are
provided for each
activity to let you know
exactly how the activity
should flow.

(cont.)

School Directions

Activity Length
Approximately
30 minutes
Activity Format
Partners

Materials

Standards
Grades K2 (Geography
Standard 2.1;
ELD Standard 2.2)
Grades 35 (Geography
Standard 2.1;
ELD Standard 2.2)

copies of page 121, one per student

Procedure
1. Distribute copies of page 121. Tell students to listen carefully
while you tell them how to get from one place to another on
the map. For example, you might say, Go through the front
door and go into the third room on the left. Where are you?
(Answer: second grade room.) Give another direction, such
as, Start in the cafeteria. Go to the side of the cafeteria that is
opposite from the kitchen. Then go into the door closest to the
stage. Where are you? (Answer: art room.)

Language Objective
Students will use English
to listen to and give
directions.

Learning Objective

2. After you give several directions with the school map, have
students work with partners. Each pair should have a map.
Partners should take turns giving each other directions to
follow on the map.

Students will develop

basic map skills by giving
and receiving accurate
oral directions of a map.

Teacher Tip
Have students create a map of your school. Encourage students to explore your school and
draw the map as accurately as possible. (If you have a large school, you may wish to limit
the map to one floor or area.)

It is important
to remember to
differentiate. See
the Differentiating
by Proficiency Level
section and pages
1924.

Differentiating by Proficiency Level

Beginning: Give students directions one at a time.
Intermediate: Encourage students to ask for clarification on
any direction if needed.
Advanced: Pair up advanced students and encourage them to
use more complex language structures in their directions.

To differentia
te by proficienc
y
level, see pp.
11
Blooms Taxono 15 for
my Questions
and pp. 1924
for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
develop a basic map
reinforce vocabulary pertaining to directions (right, left, below, above, etc.)
follow oral directions
work cooperatively in partners to give each other several directions about the school map

120

Name: _______________________________________

#50203Activities for English Language Learners Across the Curriculum

Activity Length,
Activity Format, and
Materials are listed in
all the activities to help
plan out the lesson.
Teacher Tips are
classroom-tested
suggestions included in
every activity.
The Assessment section
tells what you can
informally assess to
provide you with a
better understanding of
student comprehension.

Shell Education

Date: ___________________

School Directions
Directions: Listen carefully to your partner to tell you exactly where to move your fingers on the
map.

stage
art room
kitchen
cafeteria
music roon

second grade room

Some lessons have

reproducible activity pages
that follow the lesson page.
They are also provided on the
Teacher Resource CD.

third grade room

hallway

first grade room

kindergarten room

nurses office

office

Shell Education

18

#50203Activities for English Language Learners Across the Curriculum

121

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Introduction

(cont.)

Differentiating Lessons by Proficiency Level

The following pages will show you one activity titled ABCs and how the five levels of
proficiency and question stems are integrated into the activity. Use these pages as a guide to
differentiate instruction by language proficiency levels to meet the needs of English language
learners in your class.
The first example lesson by proficiency level is for the Beginning Level (Entering). The list at the
top of the page shows some characteristics common to these students (minimal comprehension
and no verbal production). The list also shows the actions that students can do at this proficiency
level (listen, draw, mime, point, and circle). The list from this table comes from the proficiency
chart on page 8.
Under the list is the activity ABCs. This activity is found in each content area of the book to
show how to integrate multiple subjects. Notice the arrows pointing inward to the activity from
the various recommendations. These recommendations are important in understanding how
modifications can be made to meet students at the Beginning Level (Entering). For example, the
arrow next to step one, under the Procedure section directs the teacher to encourage students
to draw their responses and label their pictures in English. Looking back to the list at the top,
you will notice that students at this level have no verbal production. Offering the opportunity
for students to draw their answers will provide them with the opportunity to communicate their
ideas. Labeling their drawings with your guidance is beneficial in building their vocabulary. Take
a look at the other recommendations and how they correlate with the information in the list at the
top of the page.
At the bottom of the example activity is a list of questions that were selected from the proficiency
chart located on page 11. You may also notice that these questions are just a few examples of the
various new Blooms Taxonomy questions. The questions listed were selected for the Beginning
Level (Entering). Choose questions at the various levels of Blooms Taxonomy to challenge
students to think deeply. For example, the first level listed is Remembering. The example
provided is, What is? Looking back to the list at the top, you will notice that students at this
level are able to point. If you were to ask the student this question, the possibility of them being
able to answer is likely since an action the student may do at this level is point. Take a look at
the other questions and how they also correlate with the list at the top. It is also important to
remember that this method can be used with all your students by varying the questions based on
their proficiency level.
Use this page as a guide with the other example lessons by proficiency level. The other
proficiency level examples are as follows:
Early Intermediate Level (Beginning)
Intermediate Level (Developing)
Early Advanced Level (Expanding)
Advanced Level (Bridging)

Shell Education

#50203Activities for English Language Learners Across the Curriculum

19

Introduction

Beginning level:
minimal comprehension
no verbal production

(cont.)

Students are able to:

listen
draw
mime
point
circle

Example Lesson by
Proficiency Level
Beginning Level (Entering)

ABCs

Standards
Grades K2 (Reading
Standard 5.6;
ELD Standard 2.2)
Grades 35 (Reading
Standard 5.7;
ELD Standard 2.2)

Language Objective
Students will use English
to participate in a
classroom discussion
about a reading theme.

Learning Objective
Using the general
skills and strategies of
the reading process,
students will have a
better understanding
of some vocabulary
words pertaining to the
topic they are currently
learning.

Use the whole-group format

to allow students to hear the
discussion.

Activity Length
Approximately
3045 minutes

Encourage students to draw their

responses. Show students how to
label their pictures in English.

Activity Format
Whole group or
small groups

Materials
copies of page 34, one per student

Procedure
1. Discuss with students the reading theme they will be learning.
Have a group discussion of what they know about the topic
and what they would like to know.
2. Distribute copies of page 34. Have students write the
reading topic in the center box. For example, if they are
reading stories about adventure, they would write adventure
in the Reading Topic box. Have students fill out their charts
according to the topic. For example, students could place the
word camping under C and rock climbing under R.
3. Discuss the answers that students wrote in their charts.

Teacher Tips
The first time this activity is done, provide students with a
word or two as examples before they participate.
This activity can be used as a word wall. Enlarge the activity
sheet so it can be placed in the classroom as a helpful tool for
better comprehension.

Differentiating by Proficiency Level

Beginning: Use the whole-group format to allow students to
hear the discussion.
Intermediate: Ask students to say some words related to the
topic.
Advanced: Ask students to defend and support their choices.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 1924
for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
have a better understanding of the reading theme
participate in a classroom discussion pertaining to the reading theme

Shell Education

Create a model of the ABC

chart, either on chart paper or a
transparency. Complete the chart
as a group.

#50203Activities for English Language Learners Across the Curriculum

33

Allow students to respond in their

first languages. Guide them in
adding these responses to the
chart in English.
Help students build their
vocabulary by adding labeled
pictures or drawings to any empty
boxes on the chart.
As students share their answers,
encourage students to come up to
the chart and point to the words.

To guide this lesson with questioning, refer back to New Blooms Taxonomy Questions by Levels
of Proficiency (Beginning Level) on page 11. Here are some example questions:
Remembering: What is?
Understanding: What is the
main idea?

20

Applying: What examples do

you see?

Evaluating: What is another

way you could?

Analyzing: What are the parts

of...?

Creating: What would be

different if?

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Introduction

Early Intermediate Level:

limited comprehension
short spoken phrases

(cont.)

Students are able to:

match
choose
act/act out
move
select

Example Lesson by
Proficiency Level (cont.)
Early Intermediate Level (Beginning)

ABCs

Standards
Grades K2 (Reading
Standard 5.6;
ELD Standard 2.2)
Grades 35 (Reading
Standard 5.7;
ELD Standard 2.2)

Activity Format
Whole group or
small groups

Materials
copies of page 34, one per student

Procedure
1. Discuss with students the reading theme they will be learning.
Have a group discussion of what they know about the topic
and what they would like to know.

Language Objective

2. Distribute copies of page 34. Have students write the

reading topic in the center box. For example, if they are
reading stories about adventure, they would write adventure
in the Reading Topic box. Have students fill out their charts
according to the topic. For example, students could place the
word camping under C and rock climbing under R.

Students will use English

to participate in a
classroom discussion
about a reading theme.

Learning Objective
Using the general
skills and strategies of
the reading process,
students will have a
better understanding
of some vocabulary
words pertaining to the
topic they are currently
learning.

Use the whole-group format

to allow students to hear the
discussion.

Activity Length
Approximately
3045 minutes

3. Discuss the answers that students wrote in their charts.

Teacher Tips
The first time this activity is done, provide students with a
word or two as examples before they participate.
This activity can be used as a word wall. Enlarge the activity
sheet so it can be placed in the classroom as a helpful tool for
better comprehension.

Differentiating by Proficiency Level

Beginning: Use the whole-group format to allow students to
hear the discussion.
Intermediate: Ask students to say some words related to the
topic.
Advanced: Ask students to defend and support their choices.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 1924
for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
have a better understanding of the reading theme
participate in a classroom discussion pertaining to the reading theme

Shell Education

#50203Activities for English Language Learners Across the Curriculum

33

Have several pictures pertaining to

the topic. Also, have pictures of
items not pertaining to the topic.
Have students sort out the pictures
to see the connection and to
enhance comprehension.
Create a model of the ABC
chart, either on chart paper or a
transparency. Complete the chart
as a group.
Write the words on 3x 5 lined
index cards. Have students
match the word with the picture
and then take both the word and
picture to the chart and physically
show where it should be placed.
Have students describe why the
word belongs in the box.

To guide this lesson with questioning, refer back to New Blooms Taxonomy Questions by Levels
of Proficiency (Early Intermediate Level) on page 12. Here are some example questions:
Remembering: Can you
choose? Show me.

Applying: What examples can

you find to?

Evaluating: Would it be better

if? Why or why not?

Understanding: What can you

say about?

Analyzing: How is...related

to?

Creating: Suppose youcould...

what would you do?

Shell Education

#50203Activities for English Language Learners Across the Curriculum

21

Introduction

Intermediate Level:
increased comprehension
simple sentences

(cont.)

Students are able to:

name
categorize
list
label
tell/say
respond with phrases or
sentences

Example Lesson by
Proficiency Level (cont.)
Intermediate Level (Developing)

ABCs

Standards
Grades K2 (Reading
Standard 5.6;
ELD Standard 2.2)
Grades 35 (Reading
Standard 5.7;
ELD Standard 2.2)

Language Objective
Students will use English
to participate in a
classroom discussion
about a reading theme.

Learning Objective
Using the general
skills and strategies of
the reading process,
students will have a
better understanding
of some vocabulary
words pertaining to the
topic they are currently
learning.

Use the whole-group format to

allow students to be exposed to
the discussion. Students can also
work in small groups to help each
other with comprehension.

Activity Length
Approximately
3045 minutes
Activity Format
Whole group or
small groups

Materials
copies of page 34, one per student

Procedure
1. Discuss with students the reading theme they will be learning.
Have a group discussion of what they know about the topic
and what they would like to know.
2. Distribute copies of page 34. Have students write the
reading topic in the center box. For example, if they are
reading stories about adventure, they would write adventure
in the Reading Topic box. Have students fill out their charts
according to the topic. For example, students could place the
word camping under C and rock climbing under R.
3. Discuss the answers that students wrote in their charts.

Teacher Tips
The first time this activity is done, provide students with a
word or two as examples before they participate.
This activity can be used as a word wall. Enlarge the activity
sheet so it can be placed in the classroom as a helpful tool for
better comprehension.

Differentiating by Proficiency Level

Beginning: Use the whole-group format to allow students to
hear the discussion.
Intermediate: Ask students to say some words related to the
topic.
Advanced: Ask students to defend and support their choices.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 1924
for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
have a better understanding of the reading theme

Ask students to name the topic

and some words that come to
mind when they hear the topic.
Have students work in small
groups. Distribute numerous
3x 5 lined index cards with
words on them. Allow students
to work as a whole group to
categorize the words and to
integrate them on the chart.
Since students can follow
multi-step directions, have them
draw a picture pertaining to the
topic, label the picture, and state
why they chose to draw what they
did.

participate in a classroom discussion pertaining to the reading theme

Shell Education

#50203Activities for English Language Learners Across the Curriculum

33

Have students retell why certain

answers were selected.

To guide this lesson with questioning, refer back to New Blooms Taxonomy Questions by Levels
of Proficiency (Intermediate Level) on page 13. Here are some example questions:
Remembering: Why did?
Understanding: Which is the
best answer?

22

Applying: How would you

use?

Evaluating: How would you

prove? Disprove?

Analyzing: What evidence can

you find?

Creating: What would happen

if?

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Introduction

Early Advanced Level:

very good comprehension
some errors in speech

(cont.)

Students are able to:

role-play
describe
retell
compare/contrast
explain
recall

Example Lesson by
Proficiency Level (cont.)
Early Advanced Level (Expanding)

ABCs

Standards
Grades K2 (Reading
Standard 5.6;
ELD Standard 2.2)
Grades 35 (Reading
Standard 5.7;
ELD Standard 2.2)

Language Objective
Students will use English
to participate in a
classroom discussion
about a reading theme.

Learning Objective
Using the general
skills and strategies of
the reading process,
students will have a
better understanding
of some vocabulary
words pertaining to the
topic they are currently
learning.

Activity Length
Approximately
3045 minutes
Activity Format
Whole group or
small groups

Materials

At this proficiency level, the

activity format is your discretion.

copies of page 34, one per student

Procedure
1. Discuss with students the reading theme they will be learning.
Have a group discussion of what they know about the topic
and what they would like to know.
2. Distribute copies of page 34. Have students write the
reading topic in the center box. For example, if they are
reading stories about adventure, they would write adventure
in the Reading Topic box. Have students fill out their charts
according to the topic. For example, students could place the
word camping under C and rock climbing under R.
3. Discuss the answers that students wrote in their charts.

Students can orally describe what

they think the word means.

Teacher Tips
The first time this activity is done, provide students with a
word or two as examples before they participate.
This activity can be used as a word wall. Enlarge the activity
sheet so it can be placed in the classroom as a helpful tool for
better comprehension.

Differentiating by Proficiency Level

Beginning: Use the whole-group format to allow students to
hear the discussion.
Intermediate: Ask students to say some words related to the
topic.
Advanced: Ask students to defend and support their choices.

Compare and contrast various

ABC charts you have completed
as a class.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 1924
for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
have a better understanding of the reading theme

State a word pertaining to the

topic out loud. Ask students to
explain where it would belong on
the chart.
Ask students to give you a
definition of each of the words in
their own words.

participate in a classroom discussion pertaining to the reading theme

Shell Education

#50203Activities for English Language Learners Across the Curriculum

33

To guide this lesson with questioning, refer back to New Blooms Taxonomy Questions by Levels
of Proficiency (Early Advanced Level) on page 14. Here are some example questions:
Remembering: How would you Applying: What approach
explain?
would you use to?

Evaluating: Would it be better

if?

Understanding: How would

you summarize?

Analyzing: What conclusions

can you draw?

Creating: What is an original

way for the?

Shell Education

#50203Activities for English Language Learners Across the Curriculum

23

Introduction

Advanced Level:
comprehension comparable to
native-English speakers
speaks using complex
sentences

(cont.)

Example Lesson by
Proficiency Level (cont.)

Students are able to:

justify
defend
support
create
analyze
complete
evaluate

Advanced Level (Bridging)

ABCs

Standards
Grades K2 (Reading
Standard 5.6;
ELD Standard 2.2)
Grades 35 (Reading
Standard 5.7;
ELD Standard 2.2)

Language Objective
Students will use English
to participate in a
classroom discussion
about a reading theme.

Learning Objective
Using the general
skills and strategies of
the reading process,
students will have a
better understanding
of some vocabulary
words pertaining to the
topic they are currently
learning.

Activity Length
Approximately
3045 minutes

At this proficiency level,

the activity format is at your
discretion.

Activity Format
Whole group or
small groups

Materials
copies of page 34, one per student

Procedure
1. Discuss with students the reading theme they will be learning.
Have a group discussion of what they know about the topic
and what they would like to know.
2. Distribute copies of page 34. Have students write the
reading topic in the center box. For example, if they are
reading stories about adventure, they would write adventure
in the Reading Topic box. Have students fill out their charts
according to the topic. For example, students could place the
word camping under C and rock climbing under R.
3. Discuss the answers that students wrote in their charts.

Teacher Tips
The first time this activity is done, provide students with a
word or two as examples before they participate.
This activity can be used as a word wall. Enlarge the activity
sheet so it can be placed in the classroom as a helpful tool for
better comprehension.

Differentiating by Proficiency Level

Beginning: Use the whole-group format to allow students to
hear the discussion.
Intermediate: Ask students to say some words related to the
topic.
Advanced: Ask students to defend and support their choices.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 1924
for detailed
examples.

Present students with a list of

words (some relevant to the topic
and some not). Ask students
which words belong in the chart.
Encourage them to defend and
support their choice.
Students can create sentences
with their words as a form of
comprehension.
Incorporate a written assignment
for students to justify their
answers.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
have a better understanding of the reading theme
participate in a classroom discussion pertaining to the reading theme

Shell Education

#50203Activities for English Language Learners Across the Curriculum

33

Students can write a short

summary of a conclusion they
drew from the discussion. Their
writing can be placed next to the
word wall.

To guide this lesson with questioning, refer back to New Blooms Taxonomy Questions by Levels
of Proficiency (Advanced Level) on page 15. Here are some example questions:
Remembering: Which events
show?

Applying: How would you

use?

Evaluating: How would you

have advised?

Understanding: Why did?

Analyzing: What clues led you

to infer?

Creating: What is an alternative

plan if?

24

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Introduction

(cont.)

Standards Correlations
Shell Education is committed to producing educational materials that are research and
standards based. In this effort, we have correlated all of our products to the academic
standards of all 50 states, the District of Columbia, and the Department of Defense
Dependent Schools.

How to Find Standards Correlations

To print a customized correlation report of this product for your state, visit our website
at http://www.shelleducation.com and follow the on-screen directions. If you require
assistance in printing correlation reports, please contact Customer Service at
1-877-777-3450.

Purpose and Intent of Standards

The No Child Left Behind legislation mandates that all states adopt academic standards
that identify the skills students will learn in kindergarten through grade twelve. While
many states had already adopted academic standards prior to NCLB, the legislation set
requirements to ensure the standards were detailed and comprehensive.
Standards are designed to focus instruction and guide adoption of curricula. Standards
are statements that describe the criteria necessary for students to meet specific academic
goals. They define the knowledge, skills, and content students should acquire at each
level. Standards are also used to develop standardized tests to evaluate students
academic progress.
Teachers are required to demonstrate how their lessons meet state standards. State
standards are used in development of all of our products, so educators can be assured
they meet the academic requirements of each state.

McREL Compendium
We use the Mid-continent Research for Education and Learning (McREL) Compendium
to create standards correlations. Each year, McREL analyzes state standards and revises
the compendium. By following this procedure, McREL is able to produce a general
compilation of national standards. Each lesson in this product is based on one or more
McREL standards. The chart on the following pages lists each standard taught in this
product and the page numbers for the corresponding lessons.

Shell Education

#50203Activities for English Language Learners Across the Curriculum

25

Introduction

(cont.)

Correlation to TESOL Standards

The main focus of the activities in this book is to promote language development.
The standards listed below support the language objectives presented throughout
the activities.

26

Language Objectives

Page

2.1To use English to achieve

academically in all content areas:
Students will use English to interact in
the classroom. (K5)

46, 67, 75, 77, 80, 81, 97, 103

2.2To use English to achieve

academically in all content areas:
Students will use English to obtain,
process, construct, and provide subject
matter information in spoken and
written form. (K5)

33, 35, 37, 39, 41, 42, 43, 44, 48,

50, 52, 54, 55, 56, 58, 59, 60, 62,
63, 64, 65, 73, 78, 83, 85, 86, 88,
89, 91, 92, 95, 98, 100, 102, 104,
106, 108, 109, 110, 112, 115, 117,
118, 119, 120, 122, 123, 126, 128

2.3To use English to achieve

academically in all content areas:
Students will use appropriate learning
strategies to construct and apply
academic knowledge. (K5)

36, 71

3.1To use English in socially and

culturally appropriate ways: Students
will use the appropriate language
variety, register, and genre according to
audience, purpose, and setting. (K5)

69, 124

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Introduction

(cont.)

Correlation to McREL Standards

The main focus of the activities presented throughout the book is to promote language
development. The standards listed below support the curriculum objectives presented throughout
the activities.
Reading Objectives

Page

4.1Generates questions about topics of personal interest (K2)

44

4.2Uses a variety of sources to gather information (K2)

44

5.1Uses mental images based on pictures and print to aid in comprehension

text (K2)

50

5.2Uses meaning clues to aid comprehension and make predictions about

content (K2)

50

5.2Establishes a purpose for reading (35)

44

5.3Uses basic elements of phonetic analysis to decode unknown words (K2)

36

5.4Uses phonetic, structural analysis techniques, syntactic structure, and

semantic context to decode unknown words (K5)

36, 50

5.6Understands level-appropriate sight words and vocabulary (K2)

33, 39, 46, 48

5.7Understands level-appropriate reading vocabulary (35)

33, 39, 46, 48

6.1Uses reading skills and strategies to understand a variety of literary passages

and texts (K5)

42

6.2Knows the defining characteristics of familiar genres (K5)

42

6.3Knows setting, main characters, main events, sequence, and problems in

stories (K2)

43

7.1Uses reading skills and strategies to understand a variety of informational

texts (K2)

37

7.3Summarizes information found in texts (K2)

35, 43

7.3 Uses text organizers to determine the main ideas and to locate information in
a text (35)

37

7.5Summarizes and paraphrases information in texts (35)

35, 43

9.1Understands the main idea or message in visual media (K2)

41

10.3Understands that there are common conventions used in media (K2)

41

10.4Understands that media messages and products are composed of a series

of separate elements (35)

41

Shell Education

#50203Activities for English Language Learners Across the Curriculum

27

Introduction

(cont.)

Correlation to McREL Standards

(cont.)

Writing Objectives

Page

1.1Prewriting: Uses prewriting strategies to plan written work (K5)

52, 62, 63, 64, 65,

73

1.2Drafting and Revising: Uses strategies to draft and revise written work (K5)

52, 60, 62, 63, 64,

65, 73

1.3Editing and Publishing: Uses strategies to edit and publish written work
(K5)

62, 63, 64, 65, 71,

73

1.4Evaluates own and others writing (K5)

62, 63, 64, 65, 71,

73

1.5Uses strategies to organize written work (K2)

62, 63, 64, 65, 71,

73

1.5Uses strategies to write for different audiences (35)

62, 63, 64, 65, 71,

73

1.6Uses writing and other methods to describe familiar persons, places,

objects, or experiences (K2)

62, 63, 64, 65, 73

1.6Uses strategies to write for a variety of purposes (35)

59, 62, 63, 64, 65,

73

1.7Writes in a variety of forms or genres (K2)

63, 73

1.7Writes expository compositions (35)

63, 73

1.8Writes for different purposes (K2)

59, 63, 73

2.1Uses descriptive words to convey basic ideas (K2)

58, 67

2.1Uses descriptive language that clarifies and enhances ideas (35)

58, 60, 67

3.2Uses pronouns in written compositions (35)

58

3.3Uses nouns in written compositions (K5)

58

3.4Uses verbs in written compositions (K5)

58

3.5Uses adjectives in written compositions (K5)

56, 58

3.6Uses adverbs in written compositions (K5)

58

3.9Uses conventions of spelling in written compositions (35)

54, 55

5.4Uses basic elements of structural analysis to decode unknown words (K2)

54, 55

8.1Makes contributions in class and group discussions (K5)

52

8.2Asks and responds to questions (K5)

52

8.5Uses level-appropriate vocabulary in speech (K2)

69

8.6Uses level-appropriate vocabulary in speech (35)

69

28

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Introduction

(cont.)

Correlation to McREL Standards

(cont.)

Mathematics Objectives

Page

1.1Draws pictures to represent problems (K2)

86

1.1Uses a variety of strategies to understand problem situations (35)

86, 88, 89, 91, 92

1.2Uses discussions with teachers and other students to understand problems

(K2)

80, 86, 88, 89, 91

1.2Represents problems situations in a variety of forms (35)

81, 85, 86, 88

1.3Explains to others how she or he went about solving a numerical problem

(K2)

86, 88

1.3 Understands that some ways of representing a problem are more helpful than
others (35)

78, 80, 86, 91, 92

1.4Makes organized lists or tables of information necessary for solving a

problem (K2)

78, 81, 86

1.4Uses trial and error and the process of elimination to solve problems (35)

80, 86

1.7Uses explanations of the methods and reasoning behind the problem

solution to determine reasonableness of and to verify results with respect to the
original problem (35)

80

2.1Understands that numerals are symbols used to represent quantities or

attributes of real-world objects (K2)

91

2.2Counts whole numbers (K2)

77

2.2Understands equivalent forms of basic percents, fractions, and decimals

(35)

75

2.4Understands basic whole number relationships (K2)

81, 85

2.5Understands the concept of a unit and its subdivision into equal parts (K2)

75

4.2Understands the concept of time and how it is measured (K2)

92

4.3Knows processes for telling time, counting money, and measuring length,
weight, and temperature, using basic standard and non-standard units (K2)

92

6.1Collects and represents information about objects or events in simple graphs

(K2)

83

6.1Understands that data represent specific pieces of information about

real-world objects or activities (35)

83, 91

6.2Understands that one can find out about a group of things by studying just a
few of them (K2)

83

9.1Understands that numbers and the operations performed on them can be

used to describe things in the real world and predict what might occur (35)

77

Shell Education

#50203Activities for English Language Learners Across the Curriculum

29

Introduction

(cont.)

Correlation to McREL Standards

(cont.)

Science Objectives

Page

1.0Understands atmospheric processes and the water cycle (K5)

95

3.0Understands the composition and structure of the universe and the Earths
place in it (K5)

95, 97

4.1Knows that plants and animals closely resemble their parents (K2)

98

4.1Knows that many characteristics of plants and animals are inherited from its
parents (35)

98

4.2Knows that differences exist among individuals of the same kind of plant or
animal (K2)

98

5.0Understands the structure and function of cells and organisms (K5)

98

5.2Knows that plants and animals have features that help them live in different
environments (K2)

100

5.2Knows that living organisms have distinct structures and body systems that
serve specific functions in growth, survival, and reproduction (35)

100

7.1Knows that some kinds of organisms that once lived on Earth have
completely disappeared (K2)

102, 103, 106

7.1Knows that fossils can be compared to one another and to living organisms
to observe their similarities and differences (35)

102, 103, 106

7.2Knows that there are similarities and differences in the appearance and
behavior of plants and animals (K2)

104

7.2Knows different ways in which living things can be grouped (35)

104

11.2Knows that good scientific explanations are based on evidence and

scientific knowledge (35)

102, 103, 104, 106,

108, 109, 110, 112

12.1Knows that scientific investigations involve asking and answering a

question and comparing the answer to what scientists already know about the
world (35)

97

12.2Knows that scientists use different kinds of investigations depending on the

questions they are trying to answer (35)

95, 98

13.1Knows that in science it is helpful to work with a team and share findings
with others (K2)

30

#50203Activities for English Language Learners Across the Curriculum

95, 97, 98, 102,

103, 104, 106, 108,
109, 110, 112

Shell Education

Introduction

(cont.)

Correlation to McREL Standards

(cont.)

Social Studies Objectives

Page

1.3Knows the cultural similarities and differences in clothes, homes, food,

communication, technology, and cultural traditions between families now and in
the past (K2)

118

1.3Understands daily life of a farm family from long ago (34)

118

2.1Knows the location of school, home, neighborhood, community, state, and

country (K2)

120, 128

2.1Knows major physical and human features of places as they are represented
on maps and globes (35)

120

2.3Knows the approximate location of major continents, mountain ranges, and

bodies of water on Earth (35)

128

3.0Understands the people, events, problems, and ideas that were significant in
creating the history of their state (K4)

123

3.1Knows common ways in which rules and laws can be used (35)

126

3.6Knows that a good rule or law solves a specific problem, is fair, and does
not go too far (K2)

126

4.2Understands how individuals have worked to achieve the liberties and

equality promised in the principles of American democracy and to improve the
lives of people from many groups (K2)

117

4.3Understands how people over the last 200 years have continued to struggle
to bring to all groups in American society the liberties and equality promised in
the basic principles of American democracy (34)

117

4.5Understands how important figures reacted to their times and why they
were significant to the history of our democracy (K2)

117

4.6Understands the ways in which people in a variety of fields have advanced

the cause of human rights, equality, and the common good (K2)

117

4.7Understands the reasons that Americans celebrate certain national holidays (K2)

117

4.8Knows the history of American symbols (K2)

122

4.11Understands how songs, symbols, and slogans demonstrate freedom of

expression and the role of protest in a democracy (34)

122

5.1Knows areas that can be classified as regions according to physical criteria (K2)

115

5.1Knows the characteristics of a variety of regions (35)

115

7.1Understands the main ideas found in folktales, stories of great heroism,

fables, legends, and myths from around the world that reflect the beliefs and ways
of living of various cultures in times past (K-2)

119

7.5Knows significant historical achievements of various cultures of the world (34)

119

8.5Knows various systems of long-distance communication and their effects (K2) 124

Shell Education

#50203Activities for English Language Learners Across the Curriculum

31

Activities Log

Reading
This page is to keep a record of when the activities were taught and what adjustments or
modifications were made. This log can be used to keep track of students progress, to make
modifications, and for future planning.
Activities

Notes

ABCs

A Live Book Report

Circle Spelling

Fill in the Squares

Bright Idea

Dissect a Newspaper

Performing Fairy Tales

Sequenced Bookmarks

Study an Author

Three in a Row

Tricky Word Flags

Whats the Title?

32

#50203Activities for English Language Learners Across the Curriculum

Shell Education

ABCs

Standards
Grades K2 (Reading
Standard 5.6;
ELD Standard 2.2)
Grades 35 (Reading
Standard 5.7;
ELD Standard 2.2)

Language Objective
Students will use English
to participate in a
classroom discussion
about a reading theme.

Learning Objective
Using the general
skills and strategies of
the reading process,
students will have a
better understanding
of some vocabulary
words pertaining to the
topic they are currently
learning.

Activity Length
Approximately
3045 minutes
Activity Format
Whole group or
small groups

Materials
copies of page 34, one per student

Procedure
1. Discuss with students the reading theme they will be learning.
Have a group discussion of what they know about the topic
and what they would like to know.
2. Distribute copies of page 34. Have students write the
reading topic in the center box. For example, if they are
reading stories about adventure, they would write adventure
in the Reading Topic box. Have students fill out their charts
according to the topic. For example, students could place the
word camping under C and rock climbing under R.
3. Discuss the answers that students wrote in their charts.

Teacher Tips
The first time this activity is done, provide students with a
word or two as examples before they participate.
This activity can be used as a word wall. Enlarge the activity
sheet so it can be placed in the classroom as a helpful tool for
better comprehension.

Differentiating by Proficiency Level

Beginning: Use the whole-group format to allow students to
hear the discussion.
Intermediate: Ask students to say some words related to the
topic.
Advanced: Ask students to defend and support their choices.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
have a better understanding of the reading theme
participate in a classroom discussion pertaining to the reading theme

Shell Education

#50203Activities for English Language Learners Across the Curriculum

33

Name: ________________________________________

Date: __________________

ABCs
Directions: Think about the reading topic. Write the reading topic in the center box. Fill in the
other boxes with words that start with the letter shown in each box.
A

Reading Topic

34

#50203Activities for English Language Learners Across the Curriculum

Shell Education

A Live Book Report

Standards
Grades K2 (Reading
Standard 7.3;
ELD Standard 2.2)
Grades 35 (Reading
Standard 7.5;
ELD Standard 2.2)

Language Objective
Students will use spoken
English to create a book
report.

Learning Objective
Students will be able to
summarize information
found in text by giving a
creative oral presentation.

Activity Length
Approximately
45 minutes
Activity Format
Whole group and
small groups, or
partners

Materials
students need props for their book reports,
depending on the book

Procedure
1. Tell students they will be creating a live book report.
Students should come up with a creative way to summarize
and describe their books orally to the rest of the class. For
example, students can create a poster, recite their favorite part,
or create a song. Students should use props as part of their
presentations.
2. As each book report is presented, encourage the rest of the
class to be a good audience and afterward, share what they
enjoyed most about the presentation.

Teacher Tips
The first time you do this, have students work with partners or
in small groups to prepare and present.
Offer suggestions for students who are having a difficult time
coming up with ideas for their book report.

Differentiating by Proficiency Level

Beginning: Encourage students to draw their responses.
Intermediate: Encourage students to answer in complete
sentences.
Advanced: Ask students to paraphrase what they read.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
practice listening skills by listening to their classmates as they share book reports
practice reading comprehension skills by summarizing their selected reading book
orally summarize and/or describe their books

Shell Education

#50203Activities for English Language Learners Across the Curriculum

35

Circle Spelling

Standards
Grades K2 (Reading
Standard 5.3;
ELD Standard 2.3)
Grades 35 (Reading
Standard 5.4;
ELD Standard 2.3)

Language Objective
Students will participate
in an oral spelling game
to improve spelling skills.

Learning Objective
Students will strengthen
spelling skills by
decoding unknown words
using structural analysis
techniques.

Activity Length
Approximately
15 minutes
Activity Format
Whole group or
small group

Materials

teacher-prepared list of spelling words for review

alphabet chart or poster for students reference

Procedure
1. Ask students to stand up in a circle for a spelling review. Call
out a spelling word and select one student to begin by giving
the first letter of the word.
2. Have the student to the starters left give the next letter of the
word and continue the process, with one student giving each
letter until all the letters of the word have been given.
3. After the last letter of the word has been given, students should
chant, Circle, circle, around the circle.
4. Call out another spelling word and repeat the process.

Teacher Tip
As an extension, have students define the spelling words and
use them in a sentence.

Differentiating by Proficiency Level

Beginning: Ask students to point to the letters as they say
them.
Intermediate: Ask students to say the definition of the word.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Advanced: Ask students to respond in writing using small

writing boards.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
practice listening skills by listening to their classmates as they spell level-appropriate words
practice spelling level-appropriate words

36

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Fill in the Squares

Standards
Grades K2 (Reading
Standard 7.1;
ELD Standard 2.2)
Grades 35 (Reading
Standard 7.3;
ELD Standard 2.2)

Language Objective
Students will use English
to select, connect, and
explain information about
a reading topic.

Learning Objective
Students will be able to
build comprehension
by using reading skills
and strategies as a guide
in completing a text
organizer.

Activity Length
Approximately
2030 minutes
Activity Format
Small groups or
partners

Materials
copies of page 38, one per student

Procedure
1. Divide students into pairs or small groups. Distribute copies of
page 38.
2. Explain the activity to students. Tell students to write across
the top of the chart the three categories you give them.
3. On the left side of the paper in the shaded boxes, students
should fill in the boxes with letters you also provide.
4. Students complete the page by writing one word in each box
that matches the category word on top and begins with the
letters along the side. For example, if you are reading stories
about courage, a category word you could select is hero. The
students would be asked to write the word hero in one of the
shaded boxes on the top. If you selected the letter M as one of
the letters to be written in the left column, students could write
Martin Luther King Jr. in the box that matches the category word
on top and begins with the letter M.
5. Discuss the answers that students wrote on their papers.

Teacher Tip
Make sure you do an example with all of your students before you start the activity.

Differentiating by Proficiency Level

Beginning: Encourage students to draw their responses and
show students how to label their pictures in English.
Intermediate: Have students work in small groups to discuss
answers.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Advanced: Encourage students to use more complex content

vocabulary.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
participate in classroom discussion pertaining to the reading theme
practice comprehension skills by correctly filling out the activity page
Shell Education

#50203Activities for English Language Learners Across the Curriculum

37

Name: ________________________________________

Date: __________________

Fill in the Squares

Directions: Write the three categories your teacher tells you to write on the top row of boxes. Fill
in the boxes along the left side with the letters your teacher tells you to write. Complete the page
by writing one word in each box that matches the category word on the top and begins with the
letters along the side.

38

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Bright Idea

Activity Length
Approximately
45 minutes
Activity Format
Whole group

Standards
Grades K2 (Reading
Standard 5.6;
ELD Standard 2.2)
Grades 35 (Reading
Standard 5.7;
ELD Standard 2.2)

Language Objective
Students will use English
to make personal
connections among
vocabulary words.

Learning Objective
Students will be able to
take a list of vocabulary
words they are currently
studying and create
various personal
associations.

Materials
teacher-prepared list of vocabulary words currently being
studied, displayed for the class to see
sheets of construction paper, with word associations written on
them (see examples below)
copies of page 40, one copy for every two students (cut in
half)
scissors for each student

Procedure
1. Write word associations on each sheet of construction paper
(e.g., synonym, contraction, verb, noun, antonym, adjective)
and hang the sheets of paper around the classroom.
2. Distribute copies of page 40 to students and have them cut out
their lightbulbs, so each student has one.
3. Have students select one vocabulary word from the displayed
list and write that word on their lightbulb.
4. Explain that when you say, Make an association! every
student is to choose a category that their word belongs to.
5. Have students explain their associations. For example, if a
student chooses synonym, they need to explain how their
word can be a synonym for another word and state that word.

Teacher Tip
It is possible that a student will make more than one association with a vocabulary word.

Differentiating by Proficiency Level

Beginning: Provide choices for completing word
associations.
Intermediate: Have students work as a group to categorize
their word associations.
Advanced: Encourage students to use more complex content
vocabulary when explaining their word associations.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
make personal associations among vocabulary words
Shell Education

#50203Activities for English Language Learners Across the Curriculum

39

Bright Idea

40

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Dissect a Newspaper

Standards
Grades K2 (Reading
Standards 9.1, 10.3;
ELD Standard 2.2)
Grades 35 (Reading
Standard 10.4;
ELD Standard 2.2)

Language Objective
Students will use oral
and written English to
obtain, process, and
provide information about
newspapers.

Learning Objective
Students will be able
to understand the
different components of
a newspaper by reading
and describing the
different sections.

Activity Length
Approximately
45 minutes
Activity Format
Whole group and
small groups

Materials

a variety of newspapers (two or three per group of students)

3x 5 lined index cards (five per group)

Procedure
1. Tell students they will be learning about the newspaper. Ask
the class questions about the newspaper, like What can you
learn from a newspaper? and Whats your favorite part of the
newspaper?
2. Divide the class into groups of five. Distribute index cards to
each group.
3. Give each group several newspapers to study and dissect. In
their groups, each member should write a short description on
their index card of the section he or she read. For example,
if a student is reading the local section, he or she might write
that this section only covers stories of the state they live in.
4. Each group will select two representatives to read different
sections of the newspaper to the rest of the class. The class
will decide which section the student is reading from.

Teacher Tip
As an extended activity, have the class work together to write a class newspaper.

Differentiating by Proficiency Level

Beginning: Give students a simple sentence frame to
complete.
Intermediate: Encourage students to tell more about their
answers.
Advanced: Encourage students to use academic language in
their oral responses.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:

describe the sections of a newspaper

practice socialization skills by discussing with classmates the various sections of a newspaper
distinguish between the different sections of the newspaper
practice reading comprehension skills by summarizing sections of a newspaper

Shell Education

#50203Activities for English Language Learners Across the Curriculum

41

Performing Fairy Tales

Standards
Grades K2 (Reading
Standards 6.1, 6.2;
ELD Standard 2.2)
Grades 35 (Reading
Standards 6.1, 6.2;
ELD Standard 2.2)

Language Objective
Students will work in
groups to read and
perform different versions
of a fairy tale. Then
students will use English
to compare and contrast
the different versions.

Learning Objective
Students will have a
better understanding
of a variety of fairy
tale passages by
defining similarities and
differences.

Materials

Activity Length
Approximately
45 minutes
Activity Format
Whole group and
small groups

several different versions of the same fairy tales or stories

chart paper

Procedure
1. Collect several different versions of the same fairy tale or story
(such as Cinderella, The Three Little Pigs, Rumplestilskin, etc.).
2. Divide the class into groups. Each group will read one version
of the story. After they are done reading, have students plan
how to act out the story in front of the class.
3. When all groups are ready, have each group perform its
version of the story.
4. After all groups have performed, lead a class discussion on
how different versions of the fairy tales or stories were similar
and different.
5. Write a list of these similarities and differences on chart paper.

Teacher Tip
For students who are shy or scared to act in front of their
classmates, assign the role of the narrator to them.

Differentiating by Proficiency Level

Beginning: Allow students to act out their responses during the
discussion.
Intermediate: Have students work in small groups to discuss
answers.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Advanced: Ask students to draw conclusions about the topic.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:

42

practice oral presentation skills by performing different versions of fairy tales

distinguish between similarities and differences
work cooperatively
participate in a classroom discussion pertaining to the different versions of the same stories
#50203Activities for English Language Learners Across the Curriculum

Shell Education

Sequenced Bookmarks

Standards
Grades K2 (Reading
Standards 6.3, 7.3;
ELD Standard 2.2)
Grades 35 (Reading
Standard 7.5;
ELD Standard 2.2)

Language Objective

Activity Length
Approximately
3045 minutes
Activity Format
Whole class, each
student working
independently, then
partners

Materials
storybooks for students to read
strips of paper for creating bookmarks,
divided into three sections
crayons or markers for each student

Procedure

Students will use English

to retell the sequence of
events of a story.

1. Have students read storybooks appropriate to their proficiency

levels. For students who are not independent readers, you
may read a story aloud to them.

Learning Objective

2. After reading a story, each student must create a bookmark on

their strip of paper to show the beginning, the middle, and the
ending.

Students will be able to

develop sequencing skills
by retelling a story in
sequential order.

3. Students select partners and give a summary of the book they

read using the bookmark as a guide. Bookmarks may be
left inside books so future readers can use them as a sneak
preview.

Teacher Tips
The first time you use this activity, create a class bookmark, by soliciting students ideas
and drawing the bookmark on chart paper or on the board so that all students can see the
beginning, the middle, and the ending.
Wordless books are a great way to help students with creativity. It allows them to think
about the pictures and say what they think is happening.

Differentiating by Proficiency Level

Beginning: Add labeled pictures or drawings to the bookmarks.
Intermediate: Ask students to label their pictures/drawings.
Advanced: Ask students to summarize their learning with
complete sentences.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
correctly sequence their bookmarks based on the story they selected

Shell Education

#50203Activities for English Language Learners Across the Curriculum

43

Study an Author

Standards
Grades K2 (Reading
Standards 4.1, 4.2;
ELD Standard 2.2)
Grades 35 (Reading
Standard 5.2;
ELD Standard 2.2)

Language Objective
Students will compare
and contrast two works
by an author.

Learning Objective
Students will learn about
authors by using reading
skills and strategies to
understand a variety of
informational texts.

Activity Length
Approximately
45 minutes
Activity Format
Partners, then whole
group

Materials

multiple copies of two different books written by the same

author
copies of page 45, one per pair of students

Procedure
1. Ask students what an author is (someone who writes books,
stories, poems, etc.).
2. Tell students that they will work in pairs to compare and
contrast two books written by the same author. Have students
read both books with their partners.
3. Distribute copies of page 45. Tell students to write the name
of their author on their paper. In the left circle, tell students to
write the name of the book title and facts of how that book is
different from the other book. In the right circle, tell students
to write the name of the other book title and facts of how that
book is different from the other book. In the middle, where the
circles overlap, tell students to write how both books are similar.
Give students time to read their books with their partners.
4. Have students share their facts with the class.

Teacher Tips
Make sure students understand how to complete the graphic organizer.
Pair a lower-level proficiency student and a higher-level proficiency student.

Differentiating by Proficiency Level

Beginning: Encourage students to draw their responses.
Intermediate: Have students explain their answers.
Advanced: Ask students to paraphrase what they learned.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
tell some facts about their selected books
work cooperatively on gathering facts
develop oral presentation skills by sharing facts about their selected books

44

#50203Activities for English Language Learners Across the Curriculum

Shell Education

 Shell Education

__________________________

Book 1

_________________________

Book 2

Author ___________________________

Directions: Write the name of your author on the line. In the left circle, write the title of one book and five ways that book is
different from the second book. In the right circle, write the title of the other book and five ways that book is different from the
first book. In the middle, where the circles overlap, write three ways the two books are similar.

Study an Author

Name: _______________________________________
Date: ___________________

#50203Activities for English Language Learners Across the Curriculum

45

Three in a Row

Activity Length
Approximately
45 minutes
Activity Format
Partners

Standards
Grades K2 (Reading
Standard 5.6;
ELD Standard 2.1)
Grades 35 (Reading
Standard 5.7;
ELD Standard 2.1)

Language Objective
Students will use English
to practice vocabulary by
writing words and then
listening for clues about
them.

Learning Objective
Students will reinforce
their knowledge of newly
acquired vocabulary
terms by participating in a
traditional game.

Materials
vocabulary words from the current reading passage or story,
posted on chart paper or on the board
teacher-prepared sentencesone sentence that shows the
meaning of each vocabulary word without using the word
copies of page 47, one per student

Procedure
1. Distribute copies of page 47. Have students work in pairs to
write different vocabulary words in the squares.
2. Read a sentence to students and ask them to put an X in the
square when the word matches the sentence. For example, if a
student pair wrote the word timid in a square and the sentence
read aloud was, She was scared to speak because she was
shy, the pair would place an X in that square. When a pair
gets three Xs in a row (horizontally, vertically, or diagonally),
they call out, Three in a row! and read back the words. Have
students explain why the selected words are correct for the
sentences.

Teacher Tips
As an extended activity, have students create new sentences with the vocabulary words.
Have students draw a picture of each word to help with comprehension.

Differentiating by Proficiency Level

Beginning: Repeat key vocabulary words in a systematic way.
Intermediate: Encourage students to tell more about the
words.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Advanced: Ask students to explain how their knowledge about

the words has changed.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
write selected vocabulary words
recognize correct usage of vocabulary terms

46

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Name: _______________________________________

Date: ___________________

Three in a Row
Directions: Fill in the boxes with the words your teacher gives you. Listen to the sentence. If
the sentence tells about a word in a box, put an X in the box. When you get three Xs in a row
(horizontally, vertically, or diagonally), call out, Three in a row!

Shell Education

#50203Activities for English Language Learners Across the Curriculum

47

Tricky Word Flags

Standards
Grades K2 (Reading
Standard 5.6;
ELD Standard 2.2)
Grades 35 (Reading
Standard 5.7;
ELD Standard 2.2)

Activity Length
Approximately
3045 minutes
Activity Format
Whole group or
small groups

Materials
copies of page 49, one for every six students
craft sticks or straws, one per student
scissors for each student

Procedure

Language Objective
Students will listen to
a story read aloud in
English and identify
unfamiliar words.

Learning Objective
Students will be able
to state the definitions
of newly acquired
vocabulary words by
using a variety of context
clues.

1. Distribute one flag to each student. Have students prepare

their own tricky word flags by gluing them to straws or craft
sticks. Seat students so they can listen as you read a story
aloud.
2. Tell students that you will read a book and they must listen to
the story. If there are any words that they do not understand
during the story, they must raise their tricky word flag.
3. Stop reading the story whenever a flag is raised. The student
who raised the flag must ask the meaning of the unknown
word. Share a student friendly definition or explanation of the
word. After you finish reading the book, review the tricky
words and their meanings.

Teacher Tip
Students can find tricky words when they are reading independently. They can try to find the
meanings of the unfamiliar words on their own using a simple dictionary or they can ask you
the meanings as you circulate around the classroom during reading time.

Differentiating by Proficiency Level

Beginning: Use the whole-group format to allow students to
hear the discussion.
Intermediate: Encourage students to answer in complete
sentences.
Advanced: Ask students to paraphrase what they have learned.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
listen to a story read aloud
practice listening skills by identifying unfamiliar words in a story
state the definitions of newly acquired vocabulary words

48

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Tricky Word Flags

Tricky
Word

Tricky
Word

Tricky
Word

Tricky
Word

Tricky
Word

Tricky
Word

Shell Education

#50203Activities for English Language Learners Across the Curriculum

49

Whats the Title?

Activity Length
Approximately
30 minutes
Activity Format
Whole group

Standards
Grades K2 (Reading
Standards 5.1, 5.2;
ELD Standard 2.2)
Grades 35 (Reading
Standard 5.4;
ELD Standard 2.2)

Language Objective
Students will listen to a
short story or poem in
English and then suggest
appropriate titles.

Learning Objective
Students will be able
to identify the main
theme or topic of a story
or poem and generate
appropriate titles.

Materials
variety of short stories and poems unfamiliar to students

Procedure
1. Tell students to listen carefully while you read a short story or
poem to them. Do not tell students the title.
2. After you finish reading, ask students to think of appropriate
titles for the story or poem and then write students suggestions
on the board.
3. After generating a list of possible titles, tell students the real
title of the story or poem. Lead a discussion about why the
author might have chosen that particular title.

Teacher Tips
Reverse this activity by reading the true title of a story or poem
to the class. Students should then generate ideas of what they
think the story or poem is about.
Try this same activity with students own written stories and
poems. Ideas generated and discussions about the titles will
help students to carefully select a title for their writing piece.

Differentiating by Proficiency Level

Beginning: Allow students to first discuss in their native
languages and then respond in English.
Intermediate: Encourage students to tell more about their
answers.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Advanced: Ask students to create an alternative version of the

activity.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
practice listening skills as the story or poem is being read to them
generate appropriate titles for stories and poems
participate in a classroom discussion pertaining to selecting an appropriate title

50

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Activities Log

Writing
This page is to keep a record of when the activities were taught and what adjustments or
modifications were made. This log can be used to keep track of students progress, to make
modifications, and for future planning.
Activities

Notes

ABCs
Acting Out Antonyms
Action-Play Compound Word Story
Name It!
Brainstorming Blanks
Category Race
Change the Words
Holiday Story Starters
The Longest Sentence
Object Stories
So-Close Pictures
The Fewest Clues
Idiom Pictures
Word Changes
Worlds Longest Story
Shell Education

#50203Activities for English Language Learners Across the Curriculum

51

ABCs

Standards
Grades K2 (Writing
Standards 1.2, 8.1, 8.2;
ELD Standard 2.2)
Grades 35 (Writing
Standard 1.1;
ELD Standard 2.2)

Language Objective
Students will use English
to participate in a
classroom discussion
about a writing theme.

Learning Objective
Students will be able to
use prewriting strategies,
such as a graphic
organizer to plan written
work.

Activity Length
Approximately
3045 minutes
Activity Format
Whole group or
small groups

Materials
copies of page 53, one per student

Procedure
1. Discuss with students the writing theme they are focusing on
in class. Have a group discussion of what they know about
the theme and what they would like to know.
2. Distribute copies of page 53. Have students write the writing
topic in the center box. For example, if they are writing stories
with a family theme, they would write family in the Writing
Topic box and they could fill in the chart according to the
topic. The word Mom could be placed under M, the word
loving under L, and so on.
3. Discuss the answers students wrote in their charts. Have
students do a writing assignment that integrates the terms they
have listed.

Teacher Tips
The first time this activity is done, provide students with a
word or two as examples before they participate.
This activity can be used as a word wall. Enlarge the activity
sheet so it can be placed in the classroom as a helpful tool for
better comprehension.

Differentiating by Proficiency Level

Beginning: Use the whole-group format to allow students to
hear the discussion.
Intermediate: Ask students to say some words related to the
topic.
Advanced: Ask students to defend and support their choices.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
have a better understanding of the writing theme
participate in a classroom discussion pertaining to the writing theme

52

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Name: _______________________________________

Date: ___________________

ABCs
Directions: Think about the writing topic. Write the writing topic in the center box. Fill in the
other boxes with words that start with the letter shown in each box.
A

Writing Topic

Shell Education

#50203Activities for English Language Learners Across the Curriculum

53

Acting Out Antonyms

Standards
Grades K2 (Writing
Standard 5.4;
ELD Standard 2.2)
Grades 35 (Writing
Standard 3.9;
ELD Standard 2.2)

Language Objective
Students will work in
pairs to select, connect,
and act out antonyms.

Activity Length
Approximately
30 minutes
Activity Format
Partners, then whole
group

Materials
lined paper, one sheet for each student

Procedure
1. Discuss what opposite means by providing several examples,
such as tall/short, happy/sad, and hot/cold. Tell students these
opposites are called antonyms. Have students help create a
list of antonyms. Write their responses on the board.

Learning Objective

2. Have students work with a partner. Each pair of students must

choose antonyms to act out for the rest of the class to guess.
Students can think of their own antonyms or use the examples
provided.

Students will have a

better understanding of
what an antonym is by
role-playing words with
opposite meanings.

3. When everyone is ready, have pairs of students take turns

acting out their antonyms. As students are performing their
antonyms, students watching should write their guesses on
their sheet of paper.
4. After each performance, the class should try to guess the
antonym.

Teacher Tip
Have pictures of various antonyms as visuals.

Differentiating by Proficiency Level

Beginning: Use the whole-group format to allow students to
hear the discussion.
Intermediate: Ask students to say some words related to the
topic.
Advanced: Ask students to defend and support their choices.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
state what an antonym is
participate in a classroom discussion by helping to create some antonym word pairs
act out the meanings of antonyms

54

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Action-Play Compound
Word Story

Standards
Grades K2 (Writing
Standard 5.4;
ELD Standard 2.2)
Grades 35 (Writing
Standard 3.9;
ELD Standard 2.2)

Language Objective
Students will use
English to make a list
of compound words,
work in groups to write
a story with at least five
compound words, and
then act out the words.

Learning Objective
Students will have a
better understanding of
what a compound word is
by working cooperatively
to act out a story that
contains compound
words.

Activity Length
Approximately
45 minutes
Activity Format
Small groups, then
whole group

Materials
lined paper, one sheet for each group
timer

Procedure
1. Discuss what a compound word is (two words joined together
to form one word). Give several examples, such as snowman,
potluck, notebook, and sunlight.
2. Have students help create a list of compound words. Write
their responses on the board. Tell students they will be
working in groups to write a story that contains at least five
compound words. When their stories are written, they will
read their stories aloud and act out the compound words.
3. Divide the class into groups. Set the timer for 15 minutes and
have each group work together to write their story.
4. Have groups decide on a way to portray their compound
words as their story is read. For example, for the word
cowboy, they could say, Moo and then point to a boy.
5. Have each group perform their stories that portray their
compound words.

Teacher Tip
Have students work in small groups to make up their own action play with compound words.

Differentiating by Proficiency Level

Beginning: Ask students to point to the compound words as
they say them.
Intermediate: Give students multi-step directions to complete
the activity.
Advanced: Provide complex language structures for students
as models.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
define what a compound word is
write a short story that includes compound words
Shell Education

#50203Activities for English Language Learners Across the Curriculum

55

Name It!

Standards
Grades K2 (Writing
Standard 3.5;
ELD Standard 2.2)
Grades 35 (Writing
Standard 3.5;
ELD Standard 2.2)

Language Objective

Activity Length
Approximately
30 minutes
Activity Format
Whole group, then
small group

Materials
timer

copy of page 57 (cut up into individual strips and placed in a

box or a jar)
scratch paper, one sheet for each group

Procedure

Students will use English

to list nouns that relate to
specific adjectives.

1. Discuss the meaning of an adjective (a word that describes a

noun). Read a few prompts from page 57 to the class. As a
class, have students answer the prompts orally.

Learning Objective

2. Divide the class into groups. Set the timer for 15 minutes.
Have one person from each group get one slip of paper that
has an adjective prompt.

Students will be able to

generate a list of items
in a specific category
or group based on the
adjective.

3. One student reads the adjective prompt and the group

brainstorms answers on a sheet of paper.
4. Have each group discuss its answers.
5. Ask another member of the group to get new slips of paper
until the group has completed five adjective prompts.

Teacher Tip
As the school year progresses, make your own list of adjectives prompts that have been
taught in previous lessons.

Differentiating by Proficiency Level

Beginning: Provide students with specific examples of each
adjective.
Intermediate: Encourage students to answer in complete
sentences.
Advanced: Ask students to create their own examples of the
activity.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
state what an adjective is
work cooperatively in groups to list adjective prompts

56

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Name It!
Name eight things that are fast.

Name four things that are flexible.

Name three things that are slippery.

Name three things that are crusty.

Name six things that are hot.

Name four things that are scary.

Name six things that are slow.

Name three things that are squishy.

Name seven things that are cold.

Name two things that are woven.

Name five things that are sticky.

Name six things that are light.

Name nine things that are hard.

Name five things that are foldable.

Name eight things that are soft.

Name three things that are rotten.

Name seven things that are noisy.

Name four things that are fresh.

Name six things that are quiet.

Name three things that are sour.

Name four things that are sandy.

Name three things that are awkward.

Name two things that are expensive.

Name four things that are aromatic.

Name nine things that are tall.

Name three things that are colorful.

Shell Education

#50203Activities for English Language Learners Across the Curriculum

57

Brainstorming Blanks

Standards
Grades K2 (Writing
Standards 2.1, 3.33.6;
ELD Standard 2.2)
Grades 35 (Writing
Standards 2.1, 3.23.6;
ELD Standard 2.2)

Language Objective
Students will use English
to complete sentence
frames in several ways.

Learning Objective
Students will work
cooperatively with a
partner to brainstorm
multiple answers that will
complete a statement.

Activity Length
Approximately
15 minutes
Activity Format
Whole group and
partners

Materials
lined paper, one sheet per pair of students

Procedure
1. Write a sentence frame on the board, such as the following:
We can _________ at school every day.
2. Read the sentence frame to the class. Have students think of
a few words that would make sense in the blank (e.g., play,
read, slide, learn). Write students ideas on the board.
3. Divide the class into pairs. Write a new sentence frame on
the board. Students must work with their partners to generate
as many ideas as possible to fill in the blank. Students should
make a list of these ideas on their sheet of paper.
4. Have students share their answers with the whole class.
5. Write all of the ideas on the board, showing the class how
many ideas they generated.

Teacher Tips
If you find students are having difficulties, stop and try a few more examples as a class.
Encourage students to create their own statements for the class to use as examples.

Differentiating by Proficiency Level

Beginning: Encourage students to draw their responses.
Intermediate: Have students explain their answers.
Advanced: Encourage students to use more complex content
vocabulary or to create more complex sentence frames.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
work cooperatively in pairs to complete sentence frames
brainstorm a list of numerous answers that correctly fill in the blank

58

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Category Race

Activity Length
Approximately
20 minutes
Activity Format
Small groups

Standards
Grades K2 (Writing
Standard 1.8;
ELD Standard 2.2)
Grades 35 (Writing
Standard 1.6;
ELD Standard 2.2)

Language Objective
Students will use English
to list things that belong
to a category.

Learning Objective
Students will work
cooperatively with team
members to help develop
categorization skills.

Materials
chart paper, one sheet for each group of students
timer

Procedure
1. Divide the class into small groups. Give each group a sheet of
chart paper.
2. Select a category, such as animals. Set the timer for five
minutes. When you say, Go, each group must write the
names of as many animals as they can think of on their
chart paper. For example, a group might write dog, cat,
pig, squirrel, etc. Encourage students to confer with their
teammates for ideas.
3. When the timer goes off, have students stop. Have groups
read their answers aloud to the class. The team that has the
most items listed wins.

Teacher Tip
You might choose to use this activity to reinforce spelling skills and award an extra point for
every word spelled correctly.

Differentiating by Proficiency Level

Beginning: Allow students to first discuss in their native
languages and then respond in English.
Intermediate: Have students work in small groups to discuss
answers.
Advanced: Ask students to create their own categories.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
develop categorization skills
state why the items within a given category are grouped together
work cooperatively in small groups to generate a list of things that belong to a category

Shell Education

#50203Activities for English Language Learners Across the Curriculum

59

Change the Words

Activity Length
Approximately
30 minutes
Activity Format
Partners

Standards
Grades K2 (Writing
Standard 1.2;
ELD Standard 2.2)
Grades 35 (Writing
Standard 2.1;
ELD Standard 2.2)

Language Objective
Students will follow
written directions in
English to change word
spellings and create new
words.

Learning Objective
Students will work with
a partner in identifying
new words by following a
variety of context clues.

Materials
copies of page 61, one per student (You may choose to modify
this page from the Teacher Resource CD.)
alphabet chart or poster for students reference

Procedure
1. Distribute copies of page 61. Tell students to work with a
partner to look at the words in capital letters at the top of each
section.
2. Students will follow the directions underneath each capitalized
word to change it to a different word.
3. After students have changed their words, have them compare
their answers with a partner to see if they are correct.
Answer Key
CAT: 1. c, 2. c, o, 3. c, o, m, 4. c, o, m, b New word: comb;
SAME: 1. r, 2. r, o, 3. r, o, __, k 4. r, o, c, k New word: rock;
MITTEN: 1. __, ___, d, d, ___, ___, 2. ___, ___, d, d, ___, e3.
p, ___, d, d, ___, ___, e. 4. p, u, d, d, ___, e,
5. p, u, d, d, l, e New word: puddle

Teacher Tip
To extend the activity, when students have changed words, have them write a sentence with
both the new word and the original word in it.

Differentiating by Proficiency Level

To differentiate
by proficiency
Beginning: Ask students to point to the letters as they say them. level, see pp.
1115 for
Blooms Taxon
Intermediate: Have students discuss the answer to each step
omy Question
s
and pp. 192
with their partners.
4 for detailed
examples.
Advanced: Ask students to create an alternative version of the
activity.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
correctly complete the activity page
work cooperatively with a partner with changing word spellings
follow written directions

60

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Name: _______________________________________

Date: ___________________

Change the Words

Directions: Look at the words inside each box. Follow the steps underneath each box to create a
new word with those original words.
1.

CAT

1. Keep the first letter in the word the same. _____

2. Change the second letter to the fourth vowel in the alphabet. _____ _____
3. Change the third letter to the letter that comes before n in the alphabet. _____ _____ _____
4. Add the second letter in the alphabet to the end of the word. _____ _____ _____ _____
New Word: _____________________________________
2.

SAME

1. Change the first letter in the word to the letter that comes before it in the alphabet. ___
2. Switch the first vowel in the word to the fourth vowel in the alphabet. ___ ___
3. Change the last letter in the word to the letter that comes before L in the alphabet.
_____ _____ _____ _____
4. Change the third letter in the word to the third letter in the alphabet.
_____ _____ _____ _____
New Word: _____________________________________
3.

MITTEN

1. Change the two double letters in the middle so that they are both the fourth letter of the
alphabet. _____ _____ _____ _____ _____ _____
2. Move the fifth letter in the word to become the sixth letter in the word.
_____ _____ _____ _____ _____ _____
3. Change the first letter in the new word to the last letter in the word cap.
_____ _____ _____ _____ _____ _____
4. Change the first vowel in the word so that it is the same as the vowel in luck.
_____ _____ _____ _____ _____ _____
5. For the fifth letter in the new word, make it the letter that is in the middle of old.
_____ _____ _____ _____ _____ _____
New Word: _____________________________________

Shell Education

#50203Activities for English Language Learners Across the Curriculum

61

Holiday Story Starters

Activity Length
Approximately
3045 minutes
Activity Format
Small groups

Standards
Grades K2 (Writing
Standards 1.11.6;
ELD Standard 2.2)
Grades 35 (Writing
Standards 1.11.6;
ELD Standard 2.2)

Language Objective
Students will use English
to complete a written
story.

Learning Objective
Students will improve
their writing skills by
creating stories after
receiving the beginning of
a writing prompt.

Materials
teacher-prepared holiday story starter
lined paper, one sheet for each group

Procedure
1. Read to the class a holiday story starter that you have created.
For example, For Valentines Day, students at Brookside
Elementary planned a special celebration. They arrived at
school early, even before the teachers.
2. Divide the class into groups. Have each group work together
to complete the story.
3. When groups finish, have students read their stories to the rest
of the class. Lead a class discussion of how their stories were
similar and different.

Teacher Tips
Incorporate cultural holidays that reflect the backgrounds of
the students in your class.
Have students create their own story starters for the class to
complete. Story starters do not need to be about holidays;
they may be about a curriculum theme.

Differentiating by Proficiency Level

Beginning: Give students a simple sentence frame to
complete.
Intermediate: Encourage students to add more details to their
stories.
Advanced: Have students create their own complex sentences
without sentence frames.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
add detail to their writing
develop oral presentation skills
participate in a classroom discussion pertaining to the activity

62

#50203Activities for English Language Learners Across the Curriculum

Shell Education

The Longest Sentence

Activity Length
Approximately
10 minutes
Activity Format
Small groups

Standards
Grades K2 (Writing
Standards 1.11.8;
ELD Standard 2.2)
Grades 35 (Writing
Standards 1.11.7;
ELD Standard 2.2)

Materials
timer
teacher-prepared sheets of lined paper with the first word of a
sentence (e.g., I, My, The, Once), one per group

Procedure

Language Objective

1. Divide the class into groups.

Students will use English

to write detailed complete
sentences.

2. Give every group a sheet of paper with the same word written
on it. For example, the paper might have the word My. Set
the timer for five minutes. Students should remain silent
during this activity. One person in each group takes the paper
and writes one word to continue the sentence. That student
might write dog, so the paper now reads, My dog. That
student passes the paper to the next student.

Learning Objective
Students will improve
editing skills by writing
appropriate words
in order to complete
open-ended sentences.

3. The next student takes the paper and adds another word, such
as is, so the paper now reads, My dog is. The paper continues
until students have completed a sentence. For example, the
final sentence might be, My dog is small and loud.
4. After all groups are finished, have each group share its
sentence. Repeat the process with a new word.

Teacher Tip
After the timer goes off, ask students to discuss their sentence as a group to see if they agree
that it makes sense.

Differentiating by Proficiency Level

Beginning: Give students two choices for responses.
Intermediate: Encourage students to use more descriptive
words.
Advanced: Provide complex language structures for students
as models.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
work cooperatively to write detailed complete sentences
practice critical thinking skills
Shell Education

#50203Activities for English Language Learners Across the Curriculum

63

Object Stories

Activity Length
Approximately
30 minutes
Activity Format
Small groups

Standards
Grades K2 (Writing
Standards 1.11.6;
ELD Standard 2.2)
Grades 35 (Writing
Standards 1.11.6;
ELD Standard 2.2)

Materials
small random objects brought in by students prior to the
activity
lined paper, one sheet per student

Procedure

Language Objective

1. Divide the class into groups.

Students will use English

to write a story that
incorporates several
random objects.

2. Have students in each group display their random objects so

that the entire group can see.

Learning Objective
Students will develop
creative thinking and
reasoning skills by
creating stories.

3. Students each independently write a story that includes all

their groups objects. For example, if in a group of four the
objects are a pencil, a shoe, and an eraser, the story might
start like this: Sandra had an awful problem. While putting on
her left shoe, she realized that it had various dirt marks on the
side. As she looked around the room, she noticed an eraser.
The thought of erasing the dirt marks crossed her mind...
4. When students finish their stories, they should read them
aloud to their group and then discuss how their stories are
similar and different.

Teacher Tip
To introduce a new story, use objects from the story for students to write about.

Differentiating by Proficiency Level

Beginning: Allow students to create simple sentences of their
stories. Then help them describe their stories orally.
Intermediate: Have students work in small groups to discuss
their stories.
Advanced: Encourage students to use academic language in
their written responses.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
write a story incorporating all of the groups objects
practice writing skills by writing a story

64

#50203Activities for English Language Learners Across the Curriculum

Shell Education

So-Close Pictures

Activity Length
Approximately
30-45 minutes
Activity Format
Partners

Standards
Grades K2 (Writing
Standards 1.11.6;
ELD Standard 2.2)
Grades 35 (Writing
Standards 1.11.6;
ELD Standard 2.2)

Materials
copies of page 66, one per student
lined paper, one sheet per student

Procedure

Language Objective

1. Distribute copies of page 66. Tell students to notice that the

pictures are so-close, yet are different in certain ways.

Students will use English

to write a detailed
description about a
picture. Students will
then read another
description and determine
which picture matches it.

2. Put students in pairs. Without telling their partner, each

student selects one of the six pictures to write a detailed
description about. For example, if a student selects the top
left-hand picture, he or she might start by writing that the
lighthouse is located in the middle. He or she can also write
that there is water in the background, and so forth.

Learning Objective
Students will develop
describing skills as they
solve written riddles.

3. After each student has written a short description, students will

trade papers and try to guess which picture their partner wrote
about. If students selected the same picture to write about,
have them compare how their descriptions are similar and
how they are different.

Teacher Tip
Have partners work together to draw a new set of So-Close Pictures with new objects in the
pictures. Pairs of students may then trade pictures with other students and do the activity as
described above.

Differentiating by Proficiency Level

Beginning: Begin by discussing the key vocabulary needed to
describe the pictures. Complete the activity orally.
Intermediate: Provide some complex sentence frames to
encourage complex responses.
Advanced: Ask students to create their own version of the
activity.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
write a description of the secret picture
develop understanding of basic positional concepts
Shell Education

#50203Activities for English Language Learners Across the Curriculum

65

Name:_________________________________________

Date: __________________

So-Close Pictures
Directions: Choose one picture. Write a paragraph describing the picture you selected.

66

#50203Activities for English Language Learners Across the Curriculum

Shell Education

The Fewest Clues

Activity Length
Approximately
30 minutes
Activity Format
Whole group

Standards
Grades K2 (Writing
Standard 2.1;
ELD Standard 2.1)
Grades 35 (Writing
Standard 2.1;
ELD Standard 2.1)

Language Objective
Students will listen to
clues in English about
a secret word and then
name the secret word.

Learning Objective
Students will increase
knowledge about
different parts of speech
by correctly guessing
secret words based on
clues.

Materials
copies of page 68, one per student

Procedure
1. Distribute copies of page 68. Tell the class they are going
to play a game called The Fewest Clues. The object of the
game is to give different one-word clues about a secret word
until students can guess the secret word correctly.
2. Demonstrate an example, such as the one-word clue barks for
the secret word dog. Students should write their guess of what
they think the secret word is in the box labeled Guess #1.
The next one-word clue could be pet. Students continue to
write their guesses. After each clue, they have the opportunity
to revise their guess or to leave their answer as is.
3. Continue the process with a new secret word.

Teacher Tips
To make this game more challenging, you may require that the
secret words be a specific part of speech (e.g., adjective, verb,
noun).
Use more complex vocabulary words as you repeat this game
throughout the school year.

Differentiating by Proficiency Level

Beginning: Encourage students to draw their responses.
Intermediate: Have students explain their guesses.
Advanced: Ask students to create their own example of the
activity for higher-level vocabulary words.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
guess secret words after listening to one-word clues
practice listening skills as clues are given about a secret word

Shell Education

#50203Activities for English Language Learners Across the Curriculum

67

Name: ________________________________________

Date: __________________

The Fewest Clues

Directions: Listen carefully to the clues given. Write your guesses for the secret word in the
boxes.
ROUND 1

ROUND 2

ROUND 3

Guess #1

Guess #1

Guess #1

Guess #2

Guess #2

Guess #2

Guess #3

Guess #3

Guess #3

Guess #4

Guess #4

Guess #4

Guess #5

Guess #5

Guess #5

68

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Idiom Pictures

Standards
Grades K2 (Writing
Standard 8.5;
ELD Standard 3.1)
Grades 35 (Writing
Standard 8.6;
ELD Standard 3.1)

Language Objective
Students will use English
to discuss idioms and
then draw pictures that
represent the literal and
figurative meaning of
their idioms.

Learning Objective
Students will learn the
meaning of idioms by
comparing the literal and
figurative meanings.

Activity Length
Approximately
30 minutes
Activity Format
Whole group and
independent

Materials
copies of page 70, one per student
crayons or markers for each student

Procedure
1. Discuss the meaning of idiom (a phrase that has a figurative
meaning different from the literal meaning of the individual
words in the phrase).
2. Give some examples, such as tip of the iceberg, fork in the
road, under the weather, and face the music. Discuss both the
literal and figurative meanings. Have students help create a
list of idioms. Write their responses on the board.
3. Distribute copies of page 70. Have students draw pictures on
their paper of idioms with the literal meaning in the left box
and the figurative meaning in the right box. Ask students to
write at the bottom of their paper what the idiom means. If
students cannot think of an idiom to draw, have them select
one from the examples.
4. When students have finished, ask them to trade drawings and
guess each others idioms.

Teacher Tip
Ask students to create new idiom drawings from a list you have provided. Post students
drawings on the wall, for other students to guess.

Differentiating by Proficiency Level

Beginning: Allow students to act out their responses.
Intermediate: Give students multi-step directions to complete
the activity.
Advanced: Ask students to draw conclusions about the
drawings and idioms.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
understand figurative language
practice grammar skills by using idioms correctly
participate in a classroom discussion pertaining to the definition of idiom
Shell Education

#50203Activities for English Language Learners Across the Curriculum

69

Name: ________________________________________

Date: __________________

Idiom Pictures
Directions: Draw the picture of the literal meaning of your idiom in the left box. Draw a picture
of the figurative meaning in the right box. At the bottom, explain what your idiom means.
Literal Meaning

Figurative Meaning

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

70

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Word Changes

Activity Length
Approximately
30 minutes
Activity Format
Partners

Standards
Grades K2 (Writing
Standards 1.31.5;
ELD 2.3)
Grades 35 (Writing
Standards 1.3, 1.4;
ELD Standard 2.3)

Language Objective
Students will write English
directions to change word
spellings and create new
words.

Learning Objective
Students will use writing
skills to describe how to
change one word into
another word.

Materials
teacher-prepared list of 10 words on the board
copies of page 72, one sheet per student

Procedure
1. Write a list of words on the board. Tell students that they
are going to figure out how to change these words into other
words.
2. Demonstrate several word changes first. For example, write
the word old on the board. You might say, Change the word
old to a new word by adding the letter c to the beginning of it.
This makes the word cold.
3. Have students work with partners. Distribute copies of page
72. Students should choose a word from the board and decide
how to change it. Have them write their instructions on the
paper.
4. Once students are done, have them share how they changed
each word with the class.

Teacher Tips
When students change their words, ask them to write a sentence with it.
Allow students to generate their own list of words and describe how to change them to new
words.

Differentiating by Proficiency Level

Beginning: Add labeled pictures to the directions.
Intermediate: Have students discuss each step with a small
group.
Advanced: Ask students to create an alternative version of the
activity.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
describe how to change one word into another word
create written directions

Shell Education

#50203Activities for English Language Learners Across the Curriculum

71

Name: ________________________________________

Date: __________________

Word Changes
Directions: Select a word your teacher gives you. Write it on the line next to the number. Write
at least three steps of how to change your word to a new word. Write the new word on the line.
1. My word _______________________________
Step 1: __________________________________________________________________________
Step 2: __________________________________________________________________________
Step 3: __________________________________________________________________________
Step 4: __________________________________________________________________________
New word: ______________________________________________________________________

2. My word _______________________________
Step 1: __________________________________________________________________________
Step 2: __________________________________________________________________________
Step 3: __________________________________________________________________________
Step 4: __________________________________________________________________________
New word: ______________________________________________________________________

72

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Worlds Longest Story

Activity Length
Approximately
45 minutes
Activity Format
Whole group

Standards
Grades K2 (Writing
Standards 1.11.8;
ELD Standard 2.2)
Grades 35 (Writing
Standards 1.11.7;
ELD Standard 2.2)

Language Objective
Students will use English
to write or dictate
sentences that compose
a story.

Learning Objective
Students will develop
storytelling abilities by
working cooperatively to
write a story.

Materials
pictures from magazines already cut out, one picture per
student
chart paper
tape, a small piece for each student

Procedure
1. Tell students that together they will be making the worlds
longest story. Distribute pictures to students.
2. Select someone to start the story. Place the first picture on the
board. Ask one student to write or dictate a sentence about
the picture to start the story. Write that sentence on the chart
paper. For example, if the picture is of a family, the story may
begin, One day the Jones family decided to go for a walk.
3. Ask another student to place his or her picture on the board and
then write or dictate a second sentence to combine the story.
The sentence must make sense in relation to the first sentence.
4. Continue the process and read the ending result.

Teacher Tip
This activity allows students to use creativity and reasoning skills to help write a story.

Differentiating by Proficiency Level

Beginning: Allow students to discuss in their native languages
and then respond in English.
Intermediate: Encourage students to tell more about their
pictures.
Advanced: Ask students to respond in writing.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
participate in a classroom discussion pertaining to the writing activity
write or dictate sentences
compose sentences that develop a story

Shell Education

#50203Activities for English Language Learners Across the Curriculum

73

Activities Log

Mathematics
This page is to keep a record of when the activities were taught and what adjustments or
modifications were made. This log can be used to keep track of students progress, to make
modifications, and for future planning.
Activities

Notes

ABCs

Countdown

Three in a Row
Daily Math Question

Math Words
Let Your Fingers Do the Walking on
the Calendar
Math Circle Memory

Math High Five

Math Stand-Up

Math King/Queen

Scavenger Hunt

Time Directions

74

#50203Activities for English Language Learners Across the Curriculum

Shell Education

ABCs

Standards
Grades K2 (Mathematics
Standard 2.5;
ELD Standard 2.1)
Grades 35 (Mathematics
Standard 2.2;
ELD Standard 2.1)

Language Objective
Students will use English
to participate in a
classroom discussion
about a math topic.

Learning Objective
Students will have a
better understanding
of the concept of a
unit being divided into
fractional equal parts.

Activity Length
Approximately
3045 minutes
Activity Format
Whole group or
small groups

Materials
copies of page 76, one per student

Procedure
1. Discuss with students the mathematics topic they are focusing
on in class. Have a group discussion of what they know about
the topic and what they would like to know.
2. Distribute copies of page 76. Have students write the
mathematics topic in the center box. For example, if they
are learning about fractions, they would write fraction in the
Mathematics Topic box, and fill in the chart according to the
mathematics topic. The word pizza could be placed under P,
divide could go under D, and so on.
3. Discuss the answers that students wrote in their charts.

Teacher Tips
The first time this activity is done, provide students with a
word or two as examples before they participate.
This activity can be used as a word wall. Enlarge the activity
sheet so it can be placed in the classroom to help students
have a better understanding of the new topic.

Differentiating by Proficiency Level

Beginning: Use the whole-group format to allow students to
hear the discussion.
Intermediate: Ask students to say some words related to the
topic.
Advanced: Ask students to defend and support their choices.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
have a better understanding of the mathematics theme
participate in a classroom discussion pertaining to the mathematics topic

Shell Education

#50203Activities for English Language Learners Across the Curriculum

75

Name: ________________________________________

Date: __________________

ABCs
Directions: Think about the mathematics topic. Write the mathematics topic in the center box.
Fill in the other boxes with words that start with the letter shown in each box.
A

Mathematics Topic

76

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Countdown

Standards
Grades K2 (Mathematics
Standard 2.2;
ELD Standard 2.1)
Grades 35 (Mathematics
Standard 9.1;
ELD Standard 2.1)

Language Objective
Students will use English
to listen to and follow
directions.

Learning Objective
Students will be able to
use auditory memory
skills to understand
that numbers and the
operations performed
on them can be used to
describe things in the real
world.

Materials

Activity Length
Approximately
10 minutes
Activity Format
Whole group or
small groups

none

Procedure
1. Demonstrate to students what a countdown is (e.g., 10, 9, 8,
7, 6, and so on).
2. Give students a simple direction such as, When I count down
to seven, clap your hands. Begin counting down, and when
you get to seven, students should clap their hands.
3. Continue with as many directions as you would like, varying
the starting and ending numbers each time.

Teacher Tips
Prior to the activity, create a cheat sheet on which the
directions are already written for students who may need it, or
write the directions on the board.
Modify this activity by shortening the directions so that
students who may not understand can still participate and
remember them.

Differentiating by Proficiency Level

Beginning: Model each direction first (such as clapping your
hands).
Intermediate: Give students multi-step directions to complete
the activity.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Advanced: Ask students to create their own directions.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
follow oral directions
correctly identify numbers as they hear them
practice auditory memory skills by following directions

Shell Education

#50203Activities for English Language Learners Across the Curriculum

77

Three in a Row

Activity Length
Approximately
45 minutes
Activity Format
Whole group

Standards
Grades K2 (Mathematics
Standards 1.4;
ELD Standard 2.2)
Grades 35 (Mathematics
Standards 1.3;
ELD Standard 2.2)

Language Objective
Students will use English
to practice vocabulary
by writing words and
listening for clues about
them.

Learning Objective
Students will reinforce
their knowledge of newly
acquired vocabulary
by participating in a
traditional game and use
the vocabulary terms to
improve their writing
skills.

Materials
vocabulary words from the current mathematics unit posted on
a chart or on the board
teacher-prepared sentences one sentence that shows the
meaning of each vocabulary word without using the word
copies of page 79, one per student

Procedure
1. Distribute copies of page 79. Have students write in
the squares different vocabulary words from the current
mathematics unit.
2. Read a sentence to students and ask them to put an X in the
square for the word that matches the sentence. For example,
if a student wrote the vocabulary word right angle in a square
and the sentence read aloud was, The class knew what kind
of angle it was because it was 90 degrees, the student would
draw an X in that square. When a student gets three Xs in a
row (horizontally, vertically, or diagonally), he or she calls out,
Three in a row! and the game is over.

Teacher Tips
As an extended activity, have students create sentences with
the vocabulary words.
Have students draw a picture of the word to help with
comprehension.

Differentiating by Proficiency Level

Beginning: Use shorter sentences for the activity.
Intermediate: Have students work in groups or with a partner
to find the words.
Advanced: Ask students to explain how their knowledge
about the topic has changed.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
write selected vocabulary words

78

recognize correct usage of mathematical vocabulary terms

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Name: _______________________________________

Date: ___________________

Three in a Row
Directions: Fill in the boxes with words given by your teacher. Listen to each sentence. If the
sentence tells about a word in a box, put an X in the box. When you get three Xs in a row
(horizontally, vertically, diagonally), call out, Three in a row!

Shell Education

#50203Activities for English Language Learners Across the Curriculum

79

Daily Math Question

Standards
Grades K2 (Mathematics
Standard 1.2;
ELD Standard 2.1)
Grades 35 (Mathematics
Standards 1.3, 1.4, 1.7;
ELD Standard 2.1)

Language Objective
Students will use English
to listen to and respond
to questions about a math
topic.

Learning Objective
Students will be able to
develop reasoning and
creative thinking skills by
generating math questions
for the class to solve.

Activity Length
Approximately
5 minutes
Activity Format
Independent, then
whole group

Materials
teacher-prepared daily math question

Procedure
1. Ask a daily math question at the beginning of the math lesson
(already created prior to math instructional time). Write this
question on the board. Questions should pertain to the topic
students are currently studying. For example, if students are
currently studying measurement, a question you may ask is,
How many ounces are in four pounds?
2. Students will use reasoning skills to answer the question. With
the example question above, students can use their math
textbooks or notes they may have as a reference. Once they
realize that there are 16 ounces in one pound, they can use
reasoning skills to solve the problem. Encourage students to
check their reasoning and answers with classmates.
3. At the end of the math lesson, have students share their
answers to the question and discuss how they found their
answers.

Teacher Tip
Each day after you have given the daily math question, give one student a chance to create a
daily math question for the rest of the class to solve the next day.

Differentiating by Proficiency Level

Beginning: Allow students to draw their responses.
Intermediate: Encourage students to answer in complete
sentences.
Advanced: Ask students to defend and support their choices.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
develop reasoning and creative skills by responding to questions about a math topic
participate in classroom discussion pertaining to the activity
explain to others how the problem was solved

80

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Math Words

Standards
Grades K2 (Mathematics
Standards 1.4, 2.4;
ELD Standard 2.1)
Grades 35 (Mathematics
Standard 1.2;
ELD Standard 2.1)

Language Objective
Students will use English
to listen to and follow
directions to spell math
words.

Learning Objective
Students will be able to
follow directions with
ordinal numbers and
determine an unknown
word or sentence.

Activity Length
Approximately
25 minutes
Activity Format
Whole group or
small groups

Materials
copies of page 82, one per student

teacher-prepared list of mathematics vocabulary words

alphabet chart or poster for students reference

Procedure
1. Review ordinal numbers with students at the beginning of the
lesson. Ask questions such as, What is the fourth letter of the
alphabet? (D) The sixth? (E) The ninth? (I)
2. Distribute copies of page 82.
3. Choose a mathematics vocabulary word from your list. Dont
tell students the word. Starting with the first round, give
directions about what letters to put in the boxes using ordinal
numbers. For example, for the word decimal, say, First write
the fourth letter of the alphabet. Next, write the fifth letter.
Then write the third letter. Continue until the word is spelled.

Teacher Tip
This is a great activity to use to introduce vocabulary words.

Differentiating by Proficiency Level

Beginning: Preview ordinal numbers with students before
beginning the activity. Give students an alphabet chart.
Intermediate: Encourage students to work in groups. They
should discuss the answer to each step.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Advanced: Ask students to summarize their learning with

complete sentences.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
develop an understanding of ordinal numbers
practice listening skills by following directions to spell mathematical words
follow oral directions

Shell Education

#50203Activities for English Language Learners Across the Curriculum

81

Name: ________________________________________

Date: __________________

Math Words
Directions: Listen carefully to your teachers directions. Fill in the boxes with letters to spell out
mathematics vocabulary words as the directions are given to you.
ROUND 1

ROUND 2

ROUND 3

ROUND 4

82

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Let Your Fingers Do the

Walking on the Calendar

Standards
Grades K2 (Mathematics
Standard 6.1, 6.2;
ELD Standard 2.2)
Grades 35 (Mathematics
Standard 6.1;
ELD Standard 2.2)

Materials

Activity Length
Approximately
20 minutes
Activity Format
Whole group, then
partners

copies of page 84, one per student (You may choose to modify
this page from the Teacher Resource CD.)

Procedure

Language Objective

1. Distribute copies of page 84. Tell students that they will do

an activity where they let their fingers do the walking on the
calendar. Take a moment to discuss what this means.

Students will use English

to listen to and follow
directions to build their
knowledge about a
calendar.

2. Give students directions to follow such as, Place your

finger on the second Tuesday of the month, and then move it
backward one week. Each students finger should be placed
on the correct answer. Continue with more directions.

Learning Objective

3. After you feel students are comfortable with the activity, place
them in pairs.

Students will have a

better understanding of
the concept of a calendar
by accurately giving and
receiving oral directions.

4. Partners take turns giving each other a series of calendar

directions. Have students check to see if their partner is
correct.

Teacher Tips
Use this activity to review key concepts of a calendar with the
class.
You can use the calendar to relate it to events that are taking
place at school.

Differentiating by Proficiency Level

Beginning: Ask students to circle the correct answer at each
step.
Intermediate: Encourage students to give their calendar
directions.
Advanced: Ask students to paraphrase another students
response.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
listen to and follow oral directions
demonstrate an understanding of a calendar by correctly answering questions
Shell Education

#50203Activities for English Language Learners Across the Curriculum

83

Name: ________________________________________

Date: __________________

Let Your Fingers Do the Walking on the

Calendar
Directions: Listen carefully to your partner for directions. Use your calendar as a guide to find
the correct answers.

Su

Th

Sa

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

84

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Math Circle Memory

Activity Length
Approximately
20 minutes
Activity Format
Whole group

Standards
Grades K2 (Mathematics
Standard 2.4;
ELD Standard 2.2)
Grades 35 (Mathematics
Standard 1.2;
ELD Standard 2.2)

Language Objective
Students will listen to
directions in English and
follow them.

Learning Objective
Students will be able to
develop auditory memory
skills and correctly follow
oral directions.

Materials
scratch paper, one sheet per student

Procedure
1. Seat the students in a circle with pencils and scratch paper.
2. Tell students to listen carefully to your directions and to follow
them exactly.
3. Give a direction using math such as, When I touch Lucas on
the shoulder, everyone should count backward from 12 to 4.
Walk around the circle and touch one student on the shoulder.
Students must remember your direction and demonstrate it.
4. Continue with another math direction such as, When I touch
Cindy on the shoulder, everyone will solve this problem:
8 + 6. Continue with more directions.

Teacher Tip

To extend the activity, allow students to create some

examples of their own to share with the class.

Differentiating by Proficiency Level

Beginning: Show students the math equation in writing as you
say it.
Intermediate: Have students write their answers and read
them aloud.
Advanced: Ask students to create their own examples of the
activity.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
develop auditory memory skills by correctly completing multi-step directions
follow oral directions
practice listening skills by following oral directions

Shell Education

#50203Activities for English Language Learners Across the Curriculum

85

Math High Five

Standards
Grades K2 (Mathematics
Standards 1.11.4;
ELD Standard 2.2)
Grades 35 (Mathematics
Standards 1.11.4;
ELD Standard 2.2)

Activity Length
Approximately
10 minutes
Activity Format
Whole group, small
groups, partners, or
independent

Materials
copies of page 87, one per student

teacher-prepared mathematical word problem

scissors

Procedure

Language Objective

1. Distribute copies of page 87.

Students will use English

to solve problems with a
five-step process.

2. Select a mathematical word problem you would like students

to solve. Write the word problem on the board. For example,
Jack had 13 marbles, but gave four to Lou and three to Steve,
how many marbles does he have left?

Learning Objective
Students will have a
better understanding
of how to solve
mathematical equations
with the help of a guide.

3. Have students cut out their math hand and use it as a guide to
solve the word problem. Starting with the pinky and working
from left to right, model for students how to properly use the
activity page. The first step asks you to repeat what you have
to find. For the example problem written above, students
would state that they have to find out how many marbles Jack
has in all. Step two asks students to find the facts. For this
example, the facts are that Jack had 13 marbles, but then he
gave four to Lou and three to Steve. Step three asks students
to select a strategy. Continue with the remaining steps.
4. Discuss with students the answer and the steps.

Teacher Tip
The first few times, model for students how to correctly use this strategy.

Differentiating by Proficiency Level

Beginning: Repeat key vocabulary words in a systematic way.
Intermediate: Encourage students to answer in complete
sentences.
Advanced: Ask students to defend and support their answers.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
correctly solve mathematical word problems
demonstrate problem-solving strategies by following the five-step process

86

#50203Activities for English Language Learners Across the Curriculum

Shell Education

r.
we
ns
ra
ou
Ky
EC
CH
5.

THINK of the
Problem

Shell Education

4. S
OLV
E the
prob
lem.

ATEGY.
3. Selec
t a STR

2. Find the FACTS.

d.
n
fi
o
ve t
a
h
u
at yo
h
w
AT
E
P
E
1. R

Math High Five

#50203Activities for English Language Learners Across the Curriculum

87

Math Stand-Up

Standards
Grades K2 (Mathematics
Standards 1.2, 1.3;
ELD Standard 2.2)
Grades 35 (Mathematics
Standards 1.1, 1.2;
ELD Standard 2.2)

Language Objective
Students will listen for
their names and use
English to connect and
explain information.

Learning Objective
Students will be able to
develop categorization
skills by orally describing
a reason why a group
of numbers or math
problems are similar.

Activity Length
Approximately
10 minutes
Activity Format
Whole group or
small groups

Materials

numbers or math problems (e.g., 6 + 3 =___, 8 4 =___)

written on sheets of papers, one per student

Procedure
1. Seat students in a circle with each student holding a sheet
of paper with a number or math problem written on it. Ask
students to hold up their papers so that everyone can see
them.
2. Tell students that you will say the names of selected students.
If you say their name, they must stand up.
3. Say the names of students who are holding a number or math
problem with one common attribute. For example, say the
names of students who have numbers with a two in the tens
place or who have problems with the same answer
(e.g., 10 - 5 = ___, 3 + 2 = ___).
4. Everyone must look at the papers of students standing and
determine what is similar about the numbers or problems.

Teacher Tip
Do not mix numbers and math problems for this activity; either all students should hold a
paper with a number on it, or all students should hold a paper with a math problem on it.

Differentiating by Proficiency Level

Beginning: Allow students to point to and/or draw the
similarities among the selected numbers or problems.
Intermediate: Encourage students to tell more about their
answers.
Advanced: Ask students to use complex language structures
in their comparisons.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
identify similarities between numbers and math problems
orally describe the reason why a group of numbers or math problems are similar

88

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Math King/Queen

Standards
Grades K2 (Mathematics
Standard 1.2;
ELD Standard 2.2)
Grades 35 (Mathematics
Standard 1.1;
ELD Standard 2.2)

Language Objective
Students will use English
to listen to and follow
multi-step directions.

Learning Objective
Students will be able
to follow multi-step
directions and correctly
solve math problems.

Activity Length
Approximately
1520 minutes
Activity Format
Whole group or
small groups

Materials
crown made from page 90

Procedure
1. Prior to the activity, on a piece of sturdy paper, create a crown
by tracing the crown cut out on page 90.
2. Give a series of directions related to math (e.g., write an odd
number on the board, count by fives until you get to 25, write
a number larger than 1,000 on the board). The directions do
not have to relate to each other.
3. Select one student to follow the directions. If that student
follows your series of math directions correctly, then he or she
wears the crown. That student continues wearing the crown
until another student correctly follows a new series of math
directions. The student then passes on the crown, or if you
like, give another crown for that student to wear.

Teacher Tip
Start with simple directions and progress with directions that have multiple steps. Be sure to
target math skills that you have been learning.

Differentiating by Proficiency Level

Beginning: State the direction in short, simple sentences with
familiar vocabulary.
Intermediate: Have students explain their answers.
Advanced: State directions in compound or complex
sentences with more challenging vocabulary.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
practice following multi-step directions
practice listening skills by following oral directions
practice auditory memory skills by completing multi-step directions

Shell Education

#50203Activities for English Language Learners Across the Curriculum

89

Math King/Queen

90

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Scavenger Hunt

Activity Length
Approximately
30 minutes
Activity Format
Small groups

Standards
Grades K2 (Mathematics
Standards 1.2, 2.1;
ELD Standard 2.2)
Grades 35 (Mathematics
Standards 1.1, 1.3, 6.1;
ELD Standard 2.2)

Language Objective
Students will work
together to find items.
They will use English to
discuss the topic.

Learning Objective
Students will develop
categorization and
vocabulary skills by
working cooperatively
and communicating
effectively in small groups
while completing a
scavenger hunt pertaining
to a current math topic.

Materials
copies of a teacher-prepared scavenger hunt list created prior
to activity, related to a current unit of study in mathematics,
one per group

Procedure
1. Discuss with the class what a scavenger hunt is (a game in
which people must find a variety of items on a list). Tell
students they will be working in groups to find a list of math
items.
2. Divide the class into groups. Give each group a copy of the
scavenger hunt list you have created. Students will work
together to find as many items as possible from the list. For
example, for measurement, create a list specifically telling
students what they should find (something that is 2 inches
long, 6 inches long, etc.).
3. After a set amount of time, have groups answer questions
about the scavenger hunt such as, Which item(s) was easiest/
hardest to find? Why? Discuss how the items connect to an
area of study.

Teacher Tips
Have students create their own scavenger lists pertaining to a
math topic.
As students are working, make sure you monitor and help
groups who are having difficulty finding the items on the list.

Differentiating by Proficiency Level

Beginning: Preview the list with students in a small group.
Intermediate: During the discussion at the end of the activity
ask students to say other words related to the topic.
Advanced: Ask students to defend and support their choices.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
work cooperatively to find items related to a current unit of study
participate in a classroom discussion pertaining to the unit of study
Shell Education

#50203Activities for English Language Learners Across the Curriculum

91

Time Directions

Activity Length
Approximately
30 minutes
Activity Format
Partners

Standards
Grades K2 (Mathematics
Standards 4.2, 4.3;
ELD Standard 2.2)
Grades 35 (Mathematics
Standards 1.1, 1.3;
ELD Standard 2.2)

Materials
copy of page 93
crayons or markers for each student

Procedure

Language Objective

1. Distribute copies of page 93. Tell students to listen carefully

and to follow your directions on how to complete the activity.

Students will use English

to listen to and give and
follow directions.

2. Give students one set of oral directions such as, It is 1:30. A

half hour passes. Color the clock red that shows what time it
is now.

Learning Objective

3. Have students work with partners, taking turns giving and

following oral directions with each other to complete the page.

Students will reinforce the

concept of telling time
by correctly giving and
following oral directions.

Teacher Tips
Review vocabulary terms related to time.
Model the activity with a clock as a visual.

Differentiating by Proficiency Level

Beginning: Ask students to first point to the correct answer.
Check their answers.
Intermediate: Ask students to label their clocks.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Advanced: Ask students to defend and support their answers.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
follow oral directions
practice listening skills by following oral directions
reinforce the concept of telling time by correctly giving directions

92

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Name: _______________________________________

Date: ___________________

Time Directions
Directions: Listen carefully to the directions. Color the clocks to show the correct answers.

Shell Education

#50203Activities for English Language Learners Across the Curriculum

93

Activities Log

Science
This page is to keep a record of when the activities were taught and what adjustments or
modifications were made. This log can be used to keep track of students progress, to make
modifications, and for future planning.
Activities

Notes

ABCs

Auditory Memory Game

Bingo

Science Maze

Science Similes

Science Swap

Science Synonyms

Science Vocabulary

Secret Science Box

Textures

Three in a Row

True/False Science

94

#50203Activities for English Language Learners Across the Curriculum

Shell Education

ABCs

Standards
Grades K2 (Science
Standards 1.0, 13.1;
ELD Standard 2.2)
Grades 35 (Science
Standards 1.0, 3.0, 12.2;
ELD Standard 2.2)

Language Objective
Students will use English
to participate in a
classroom discussion
about a science theme.

Learning Objective
Students will have a
better understanding of
some vocabulary words
pertaining to the water
cycle

Activity Length
Approximately
3045 minutes
Activity Format
Whole groups, small
groups, or partners

Materials
copies of page 96, one per student

Procedure
1. Discuss with students the science theme they will be learning.
Have a group discussion of what they know about the topic
and what they would like to know.
2. Distribute copies of page 96. Have students write the science
topic in the center box. For example, with the water cycle
theme, students would write water cycle in the Science Topic
box and fill in the chart according to the topic. They could
place the word rain under R, evaporation under E, and so on.
3. Discuss the answers that students placed in their charts.

Teacher Tips
The first time this activity is done, provide students with a
word or two as examples before they participate.
This activity can be used as a word wall. Enlarge the activity
sheet so it can be placed in the classroom to help students
have a better understanding of the new topic.

Differentiating by Proficiency Level

Beginning: Use the whole-group format to allow students to
hear the discussion.
Intermediate: Ask students to say some words related to the
topic.
Advanced: Ask students to defend and support their choices.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
have a better understanding of the science theme
participate in a classroom discussion pertaining to the science theme

Shell Education

#50203Activities for English Language Learners Across the Curriculum

95

Name: ________________________________________

Date: __________________

ABCs
Directions: Think about the science topic. Write the science topic in the center box. Fill in the
other boxes with words that start with the letter shown in each box.
A

Science Topic

96

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Auditory Memory Game

Activity Length
Approximately
20 minutes
Activity Format
Whole group

Standards
Grades K2 (Science
Standards 3.0, 13.1;
ELD Standard 2.1)
Grades 35 (Science
Standards 3.0, 12.1;
ELD Standard 2.1)

Language Objective
Students will use
English to interact in the
classroom by listening
and participating in group
discussions.

Learning Objective
Students will be able
to learn fun facts by
developing categorization
skills regarding an area of
study.

Materials
none

Procedure
1. Tell students they are going to play a memory game.
2. Select a starter phrase for this game that is related to your
current science topic. For example, for an ocean unit the
starter phrase might be, On a trip to the ocean, I saw....
3. Select one student to say the starter phrase and name an
appropriate science word to complete the phrase. For
example, On a trip to the ocean, I saw a dolphin. The next
student repeats what the first student said and adds a word to
the list. On a trip to the ocean, I saw a dolphin and a tidal
wave.
4. Continue the process until all students have had a turn.

Teacher Tips
Have pictures or models of the objects as visuals to help
students.
Write science vocabulary words on the board for reference.

Differentiating by Proficiency Level

Beginning: Add labeled pictures as visuals.
Intermediate: Provide more complex sentence frames to
encourage complex responses.
Advanced: Ask students to paraphrase another students
response.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
practice auditory memory skills by stating phrases stated by classmates
participate in a classroom discussion pertaining to the science theme
state a fact they learned regarding the area of study

Shell Education

#50203Activities for English Language Learners Across the Curriculum

97

Bingo

Activity Length
Approximately
30 minutes
Activity Format
Whole group

Standards
Grades K2 (Science
Standards 4.1, 4.2, 5.0,
13.1; ELD Standard 2.2)
Grades 35 (Science
Standards 4.1, 5.0, 12.2;
ELD Standard 2.2)

Language Objective
Students will use English
to practice vocabulary
by writing words and
listening for clues about
them.

Learning Objective
Students will be able to
check their knowledge
on a particular subject
by playing a traditional
game.

Materials
copies of page 99, one per student

Procedure
1. Distribute copies of page 99. Have students complete the
chart with vocabulary terms based on a particular topic in
science. For example, if you were teaching the theme of
plants, students would fill out the chart with vocabulary terms
such as, seed, leaf, roots, photosynthesis, sunlight, etc.
2. Read the definition of one vocabulary word. If the definition
matches a word in the box, have students place an X in
that box. For example, with the vocabulary word seed, the
definition might be, The source of development or growth.
3. Once a student has a Bingo (five Xs diagonally, horizontally, or
vertically), have him or her say, Bingo!

Teacher Tip
This is a great activity to do before introducing a theme
as a pre-assessment. This will allow you to have a better
understanding of what students already know about a
particular subject.

Differentiating by Proficiency Level

Beginning: Show pictures as you state each definition to
improve comprehension.
Intermediate: Ask students to say some words related to the
topic.
Advanced: Ask students to defend and support their choices.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
demonstrate prior knowledge on a particular subject by participating in the game
practice listening skills by writing words and listening for clues about them

98

#50203Activities for English Language Learners Across the Curriculum

Shell Education

 Shell Education

Directions: Fill in the boxes with words given by your teacher. Listen to the sentence. If the definition matches a word in a box,
put an X in the box. When you get bingo (five Xs diagonally, horizontally, or vertically) say, Bingo!

Bingo

Name: _______________________________________
Date: ___________________

#50203Activities for English Language Learners Across the Curriculum

99

Science Maze

Activity Length
Approximately
30 minutes
Activity Format
Partners

Standards
Grades K2 (Science
Standard 5.2;
ELD Standard 2.2)
Grades 35 (Science
Standard 5.2;
ELD Standard 2.2)

Language Objective
Students will use English
to give and follow oral
directions.

Learning Objective
Students will be able
to state why some
objects and animals are
dangerous to touch.

Materials
copies of page 101, one per student

Procedure
1. Distribute copies of page 101. Discuss with students why they
would not want to touch each animal or object shown in the
maze. Explain how the animals might protect themselves if
they were touched.
2. Tell students their job is to move their fingers through the
maze and make it safely from start to finish without touching
one of the animals or dangerous objects. However, students
will have to do so with their eyes closed. The only way they
will be able to successfully complete the maze is to listen to
their partners directions on where to move their fingers.
3. Divide the class into pairs. One student in each pair must
give directions while the other student follows the directions
with their eyes closed. Students trade roles after successfully
completing the maze.

Teacher Tip
Give students a chance to create their own science mazes with science-related objects
beside the path. Encourage students to research different objects for this activity.

Differentiating by Proficiency Level

Beginning: Allow students to first discuss in their native
languages and then respond in English.
Intermediate: Encourage students to answer in complete
sentences.
Advanced: Ask students to paraphrase what they have learned.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
follow oral directions
state how animals physically protect themselves
state why some objects are dangerous to touch

100

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Name: _______________________________________

Date: ___________________

Science Maze

FINISH

Directions: Listen carefully to your partner to know exactly where to move your finger on the
maze.
T
STAR

Shell Education

#50203Activities for English Language Learners Across the Curriculum

101

Science Similes

Activity Length
Approximately
30 minutes
Activity Format
Partners

Standards
Grades K2 (Science
Standards 7.1, 13.1;
ELD Standard 2.2)
Grades 35 (Science
Standards 7.1, 11.2;
ELD Standard 2.2)

Language Objective
Students will use English
to describe objects using
similes.

Learning Objective
Students will have a
better understanding
of dinosaurs by using
and sharing background
knowledge to create
similes.

Materials
a list of nouns related to a science theme
scratch paper, one sheet per pair of students

Procedure
1. Discuss the meaning of a simile with the class (comparing two
things using the phrase as ___ as ___). Share examples such
as, Her hair was as brown as chocolate. Have students help
create more examples of similes. Write their responses on the
board.
2. Have students work in pairs to generate some similes about
nouns from your current science theme. Tell students to keep
their similes a secret from the rest of the class until it is time
to share. A good tip to tell students is to start with, I am
thinking of...
3. When sharing, students must not name the answer as part of
their simile. For example, a student might say, Im thinking
of a dinosaur that has a plate as sharp as pointed metal. What
dinosaur am I thinking of? (Answer: Stegosaurus). Other
students try to guess which science noun was described by
each simile.

Teacher Tip
Repeat this activity throughout the year as the class studies different science themes.

Differentiating by Proficiency Level

Beginning: Provide choices for completing similes.
Intermediate: Have students explain their similes.
Advanced: Ask students to draw conclusions about the topic.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
practice describing skills by using similes to describe objects
develop grammar skills by creating similes using the form as ___ as ___.

102

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Science Swap

Activity Length
Approximately
2530 minutes
Activity Format
Whole group

Standards
Grades K2 (Science
Standards 7.1, 13.1;
ELD Standard 2.1)
Grades 35 (Science
Standards 7.1, 11.2;
ELD Standard 2.1)

Language Objective
Students will use English
to follow directions and
then describe what is
seen in pictures.

Learning Objective
Students will reinforce
science vocabulary and
knowledge, improve
ability to follow oral
directions, and improve
the ability to give
accurate oral directions.

Materials
pictures related to current science topic
(one picture per student)

Procedure
1. Place students in a circle. Distribute pictures related to the
current science topic.
2. Tell students that they will be swapping their pictures with
other students, but they must listen carefully to the directions.
3. Give swapping directions. For example, with an animal
theme, you might say, Students holding a picture of a
warm-blooded animal trade with someone who is holding a
picture of a cold-blooded animal.
4. After pictures have been swapped, have students describe the
new picture they have, including facts or information that they
have learned during the science unit.
5. Repeat the process with a new swapping direction.

Teacher Tip
Repeat this activity with different science themes throughout
the school year.

Differentiating by Proficiency Level

Beginning: Label the pictures for the activity. Review some
key attributes that will be needed to follow the directions.
Intermediate: Have students work as a group to categorize
their pictures.
Advanced: Provide complex language structures for students
as models.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
follow oral directions by correctly trading pictures with classmates
participate in a classroom discussion pertaining to the science unit

Shell Education

#50203Activities for English Language Learners Across the Curriculum

103

Science Synonyms

Standards
Grades K2 (Science
Standards 7.2, 13.1
ELD Standard 2.2)
Grades 35 (Science
Standards 7.2, 11.2
ELD Standard 2.2)

Language Objective
Students will use English
to think of and write
synonyms. Students will
also categorize words.

Learning Objective
Students will have a
better understanding of
various ways to group
living things while
reinforcing the concept of
synonyms.

Activity Length
Approximately
3045 minutes
Activity Format
Whole group, then
small groups

Materials
copies of page 105, one per group

Procedure
1. Copy the table from page 105 on the board. Tell students that
they will be thinking of science synonyms. For examples, if
you are studying forces and motion, select the word move
as the key word. What words tell how people move? (walk,
tiptoe, march, skip, etc.) What words tell how birds move?
(fly, soar, flap, glide, etc.) Write these words in each quadrant.
2. Divide the class into groups. Distribute one copy of page 105
to each group. Based on your current science unit, provide
the key word students are to use. Have groups write the key
word at the top of their paper. As a class, discuss which four
categories to use for that key word. Each group should write
categories at the top of each box. Students in each group
should work together to complete the chart, filling in as many
synonyms as possible for the key word you selected under
each of the categories.
3. After groups complete their charts, have students take turns
reading a list of words under one of their categories.

Teacher Tip
Allow time for discussion to extend the lesson from words to complete sentences.

Differentiating by Proficiency Level

Beginning: Allow students to draw or act out their responses
before they are added to their group chart.
Intermediate: Encourage students to use their synonyms in
complete sentences.
Advanced: Ask students to paraphrase what they have learned.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
understands the definition of the word synonym to generate a list of synonyms
categorize words by topic

104

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Name: _______________________________________

Date: ___________________

Science Synonyms
Directions: Write the key word. Then write the four categories. Fill in the chart with as many
synonyms as possible for the key word under each of the categories.
Key Word: ________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

Shell Education

#50203Activities for English Language Learners Across the Curriculum

105

Science Vocabulary

Standards
Grades K2 (Science
Standards 7.1, 13.1;
ELD Standard 2.2)
Grades 35 (Science
Standards 7.1, 11.2;
ELD Standard 2.2)

Language Objective
Students will use
English to find out
new information using
research and discuss their
findings.

Learning Objective
Students will learn new
vocabulary words and
work cooperatively with
fellow classmates while
doing simple research.

Materials

Activity Length
Approximately
45 minutes
Activity Format
Whole group or
small groups

display of science objects or pictures for a science theme

scissors for each student
copies of page 107, one per student

Procedure
1. For a new science unit, display a group of objects or pictures
about that theme for students to see.
2. Distribute copies of page 107. Have students write their
name on the lines in each box, and have students cut out
their question mark boxes. Tell them to place a question mark
paper in front of any objects or pictures they do not recognize.
3. Rather than simply telling students the names of unknown
objects, tell students it is their job to do simple research in
their textbooks to determine the names of the items they do
not know.
4. After the research, discuss with students their findings.

Teacher Tip
An alternative to this activity is to use sticky notes.

Differentiating by Proficiency Level

To differentiate
by proficiency
Beginning: Ask students to research the names of objects that
level, see pp.
1115 for
can be easily found via photos, graphics, etc.
Blooms Taxon
omy Question
s
a
nd pp. 1924
Intermediate: Have students draw a picture and label it to
for detailed
examples.
explain their research.
Advanced: Ask students to explain how they did their research.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
state scientific knowledge they have acquired
complete simple research skills

106

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Name: _______________________________________

Date: ___________________

Science Vocabulary
Directions: Write your name on the lines in each box. Cut out the boxes below. Place a
question mark in front of something you do not recognize.

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

Shell Education

#50203Activities for English Language Learners Across the Curriculum

107

Secret Science Box

Activity Length
Approximately
1015 minutes
Activity Format
Whole group

Standards
Grades K2 (Science
Standard 13.1;
ELD Standard 2.2)
Grades 35 (Science
Standard 11.2;
ELD Standard 2.2)

Language Objective
Students will use English
to ask questions about
a secret object and
participate in a class
discussion.

Learning Objective
Students will be able
to guess the content of
a secret science box
correctly by orally asking
science-related questions.

Materials
box to hide a science object inside
object that represents a new science unit of study

Procedure
1. Select an object that represents a new science unit you will
be studying. For example, for a unit on matter, you may want
to have a magnet. Keep the object hidden from students in a
box.
2. Students guess the object in the box by asking you questions.
Answer students yes-or-no questions until they are able to
guess the secret object.
3. Discuss the object after it is revealed.

Teacher Tip
Use this activity at the beginning of every new science unit as
a way to focus attention on the new theme. After several units,
select a student or two to see the secret object you selected.
These students should answer the other students questions.

Differentiating by Proficiency Level

Beginning: Allow students to first question in their native
languages and then ask them in English.
Intermediate: Encourage students to use complete sentences
when discussing the object.
Advanced: Ask students to explain how their knowledge about
the topic has changed.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
ask oral questions in order to guess the content of a secret science box
practice listening skills by asking appropriate questions based on answers to previous
questions
participate in a classroom discussion pertaining to the science unit

108

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Textures

Standards
Grades K2 (Science
Standard 13.1;
ELD Standard 2.2)
Grades 35 (Science
Standard 11.2;
ELD Standard 2.2)

Language Objective
Students will use English
to describe and sort
objects.

Learning Objective
Students will learn about
different textures and
sort objects into groups
according to their texture.

Activity Length
Approximately
2030 minutes
Activity Format
Whole group or
small groups

Materials

objects with a variety of textures brought from home by

students prior to the activity
bath towel

Procedure
1. Ask each student to bring an object from home that has a
special texture. (Send a note home requesting this.)
2. Ask students if they know what texture means. Discuss the
meaning and show students examples of different textures in
the classroom (the smooth top of a desk, the grainy sand, etc.).
3. Have students hide their objects under a towel one at a time.
4. Select students to take turns reaching under the towel and feel
each object.
5. Encourage students to describe the texture (rough, smooth,
sharp, prickly, soggy). Allow students to guess what the object
is. Continue the process.
6. Sort objects into groups based on their textures.

Teacher Tip
Use familiar objects with different textures from your own classroom.

Differentiating by Proficiency Level

Beginning: Use the whole-group format to allow students to
hear the discussion.
Intermediate: Encourage students to tell more about their
answers.
Advanced: Ask students to paraphrase what they have
learned.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
distinguish different textures
describe objects with different textures
sort objects into groups based on their texture
Shell Education

#50203Activities for English Language Learners Across the Curriculum

109

Three in a Row

Activity Length
Approximately
45 minutes
Activity Format
Partners

Standards
Grades K2 (Science
Standard 13.1;
ELD Standard 2.2)
Grades 35 (Science
Standard 11.2;
ELD Standard 2.2)

Language Objective
Students will use English
to practice vocabulary
by writing words and
listening for clues about
them.

Learning Objective
Students will reinforce
their knowledge of
forces and motion
by participating in a
traditional game.

Materials
vocabulary words from the current science unit posted on a
chart or on the board
teacher-prepared sentencesone sentence that shows the
meaning of each vocabulary word without using the word
copies of page 111, one per student pair

Procedure
1. Distribute one copy of page 111 to each student. Have
students work in pairs to write different vocabulary words from
their science unit in the squares. For example, for a unit on
forces and motion, you may have students write terms such as
magnet, gravity, repel, pull, force, etc.
2. Read a sentence to students and ask them to put an X in the
square when the word matches the sentence. For example,
if the sentence read aloud was, When Josh tried to place
two magnets together, they would not link together, the pair
would place an X in the square for repel. When a pair gets
three Xs in a row (horizontally, vertically, or diagonally), they
call out, Three in a row! and they read back the words.
Have students explain why the word works in the sentence.

Teacher Tips
As an extended activity, have students create new sentences with the words.
Have students draw a picture of the word to help with comprehension.

Differentiating by Proficiency Level

Beginning: Act out the meaning of each sentence as you say it.
Intermediate: Have students discuss answers with their
partners.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Advanced: Ask students to explain how their knowledge

about the topic has changed.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
participate in a classroom discussion pertaining to the activity
recognize correct usage of vocabulary terms

110

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Name: _______________________________________

Date: ___________________

Three in a Row
Directions: Fill in the boxes with the science words your teacher gives you. Listen to each
sentence. If the sentence tells about a word in a box, put an X in the box. When you get three Xs
in a row (horizontally, vertically, or diagonally), call out, Three in a row!

Shell Education

#50203Activities for English Language Learners Across the Curriculum

111

True/False Science

Activity Length
Approximately
30 minutes
Activity Format
Whole group

Standards
Grades K2 (Science
Standard 13.1;
ELD Standard 2.2)
Grades 35 (Science
Standard 11.2;
ELD Standard 2.2)

Language Objective
Students will use English
to listen to and determine
whether statements are
true or false. Students
will learn the meaning of
the terms true and false.

Learning Objective
Students will learn
information about a
current area of study.

Materials
copies of page 113, one for each student
scissors
teacher-prepared list of statements about science theme

Procedure
1. Tell students that you are going to say some statements about
the science theme you have been studying. Tell them some
will be true and some will be false. Tell students it is their job
to figure out which statements are true and which are false.
Make sure students know the terms true and false.
2. Distribute copies of page 113. Have students cut out the
cards. Tell them to place the cards in front of them.
3. Read one sentence statement. Have students work in pairs
or small groups to discuss their answers. Students will then
hold up the slip of paper they think is the correct answer. For
example, if the statement read aloud was, Scientists are done
looking for fossils, students would hold up the statement
paper they believe is the correct answer.
4. Select one student to tell the answer and reason why the
statement is true or false. Continue with more statements.

Teacher Tip
Allow students to make their own true/false statements. Give each student a chance to say a
statement for others to respond to.

Differentiating by Proficiency Level

Beginning: Allow students to first discuss in their native
languages and then respond in English.
Intermediate: Have students explain why answers were
chosen.
Advanced: Ask students to paraphrase another students
response.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
determine whether oral statements are true or false
participate in a classroom discussion pertaining to the science theme

112

#50203Activities for English Language Learners Across the Curriculum

Shell Education

True/False Science
Directions: Cut out the true and false boxes. If a statement is true, hold up the true card. If a
statement is false, hold up the false card.

False

True
Shell Education

#50203Activities for English Language Learners Across the Curriculum

113

Activities Log

Social Studies
This page is to keep a record of when the activities were taught and what adjustments or
modifications were made. This log can be used to keep track of students progress, to make
modifications, and for future planning.
Activities

Notes

ABCs

Famous People Similes

Clothing Comparison

Scavenger Hunt

School Directions

Secret Words

State Riddles

Telephone Role-Play

Three in a Row

Which Ocean, Which Continent?

114

#50203Activities for English Language Learners Across the Curriculum

Shell Education

ABCs

Standards
Grades K2 (Geography
Standard 5.1;
ELD Standard 2.2)
Grades 35 (Geography
Standard 5.1;
ELD Standard 2.2)

Language Objective
Students will use English
to participate in a
classroom discussion
about a social studies
theme.

Learning Objective
Students will have a
better understanding of
some vocabulary words
pertaining to regions.

Activity Length
Approximately
3045 minutes
Activity Format
Whole group or
partners

Materials
copies of page 116, one per student

Procedure
1. Discuss with students the social studies theme they are
focussing on in class. Have a class discussion of what they
might know about the topic and what they would like to know.
2. Distribute copies of page 116. Have students write the social
studies topic in the center box. For example, if the theme that
you are currently studying is regions, students would write
regions in the Social Studies Topic box and fill in the chart
according to the topic. The word valley could be placed under
V, desert under D, and so on.
3. Discuss the answers that students wrote in their charts.

Teacher Tips
The first time this activity is done, provide students with a
word or two as examples before they participate.
This activity can be used as a word wall. Enlarge the activity
sheet so it can be placed in the classroom to help students
have a better understanding of the new topic.

Differentiating by Proficiency Level

Beginning: Use the whole-group format to allow students to
hear the discussion.
Intermediate: Ask students to say some words related to the
topic.
Advanced: Ask students to defend and support their choices.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
have a better understanding of the social studies theme
participate in a classroom discussion pertaining to the social studies theme

Shell Education

#50203Activities for English Language Learners Across the Curriculum

115

Name: ________________________________________

Date: __________________

ABCs
Directions: Think about the social studies topic. Write the social studies topic in the center box.
Fill in the other boxes with words that start with the letter shown in each box.
A

Social Studies Topic

116

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Famous People Similes

Activity Length
Approximately
30 minutes
Activity Format
Partners

Standards
Grades K2 (K4 History
Standard 4.2. 4.54.7;
ELD Standard 2.2)
Grades 35 (K4 History
Standard 4.3;
ELD Standard 2.2)

Language Objective
Students will use English
to describe objects using
similes.

Learning Objective
Students will learn
information about famous
people by using and
sharing background
knowledge to create
similes.

Materials
informational books about famous people in history
chart paper

Procedure
1. Discuss the meaning of a simile with the class (comparing two
things using the phrase as___as___). Give students social
studies related examples such as, George Washingtons hair
was as white as powder. When George Washington went
to war, he was as brave as a lion. Have students help create
more examples of similes. Write their responses on the board.
2. Have students work in partners to create similes about a
famous person in history. Before creating their similes,
students should first research and learn information about a
famous person in history.
3. As students are sharing their similes, write them on chart paper
so students can compare them.

Teacher Tip
Repeat this activity throughout the year as your class studies different famous people. Keep
charts for comparisons.

Differentiating by Proficiency Level

Beginning: Provide choices for completing similes.
Intermediate: Have students explain their similes.
Advanced: Ask students to draw conclusions about the topic.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
practice describing skills by using similes to describe objects
develop grammar skills by creating similes using the form as ___ as ___.

Shell Education

#50203Activities for English Language Learners Across the Curriculum

117

Clothing Comparison

Activity Length
Approximately
45 minutes
Activity Format
Whole group

Standards
Grades K2 (K4 History
Standard 1.3;
ELD Standard 2.2)
Grades 35 (K4 History
Standard 1.3;
ELD Standard 2.2)

Materials
assorted clothing from a time period you are studying (such as
a waistcoat, knickers, bonnet, frock coat, hobble skirt, etc.) or
photos of the clothing

Procedure

Language Objective

1. Show the historical clothing or the photos to the class.

Discuss the time period of the clothing you are studying.

Students will use English

to describe clothing and
compare and contrast
clothing now with
clothing long ago.

2. Show each piece of clothing (or photo). Take time to discuss

it. Encourage students to describe it in as much detail as
possible.

Learning Objective
Students will know
the cultural similarities
and differences in
clothes, homes, food,
communication,
technology, and cultural
traditions between families
now and in the past.

3. Continue the process with other clothing pieces. Compare the

clothing with todays clothing.

Teacher Tip
For future activities, use clothing from a specific country or
culture the class has been studying.

Differentiating by Proficiency Level

Beginning: Ask students to point to the historical clothes as
they say their names.
Intermediate: Build students vocabulary by providing
additional vocabulary to describe the clothing.
Advanced: Ask students to explain how their knowledge about
the topic has changed.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
have a better understanding of a time period after discussing assorted clothing pieces from a
historical time
follow verbal directions by correctly modeling how to wear the historical clothing

118

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Scavenger Hunt

Activity Length
Approximately
3045 minutes
Activity Format
Small groups

Standards
Grades K2 (K4 History
Standard 7.1;
ELD Standard 2.2)
Grades 35 (K4 History
Standard 7.5;
ELD Standard 2.2)

Language Objective
Students will use
English to talk together
and search for new
information. Students
will orally share
information.

Learning Objective
Students will develop
categorization and
vocabulary skills by
working cooperatively
and communicating
effectively in small
groups.

Materials
Real objects (realia), magazines, maps, and other publications
with pictures related to your current social studies topic
copies of a teacher-prepared scavenger hunt list, one per group

Procedure
1. Discuss with the class what a scavenger hunt is (a game where
people find a variety of items on a list). Tell students they will
be working in groups to find a list of objects or pictures related
to the current social studies theme. For example, if you are
currently studying world cultures, have students look for
various objects that represent various parts of the world.
2. Divide the class into groups. Give each group a copy of the
scavenger hunt list you have created. Students will work
together to find as many pictures or objects as possible from
the list.
3. Have groups show and tell about the scavenger hunt items
they found.

Teacher Tip
Repeat this activity with different social studies themes
throughout the year. Allow students to create scavenger hunt
lists for the rest of the class.

Differentiating by Proficiency Level

Beginning: Preview the list with students in a small group.
Intermediate: During the discussion at the end of the activity
ask students to say other words related to the topic.
Advanced: Ask students to defend and support their choices.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
search for information in different sources
orally share information about their findings
work cooperatively in finding the various objects

Shell Education

#50203Activities for English Language Learners Across the Curriculum

119

School Directions

Activity Length
Approximately
30 minutes
Activity Format
Partners

Standards
Grades K2 (Geography
Standard 2.1;
ELD Standard 2.2)
Grades 35 (Geography
Standard 2.1;
ELD Standard 2.2)

Language Objective
Students will use English
to listen to and give
directions.

Learning Objective
Students will develop
basic map skills by giving
and receiving accurate
oral directions of a map.

Materials
copies of page 121, one per student

Procedure
1. Distribute copies of page 121. Tell students to listen carefully
while you tell them how to get from one place to another on
the map. For example, you might say, Go through the front
door and go into the third room on the left. Where are you?
(Answer: second grade room.) Give another direction, such
as, Start in the cafeteria. Go to the side of the cafeteria that is
opposite from the kitchen. Then go into the door closest to the
stage. Where are you? (Answer: art room.)
2. After you give several directions with the school map, have
students work with partners. Each pair should have a map.
Partners should take turns giving each other directions to
follow on the map.

Teacher Tip
Have students create a map of your school. Encourage students to explore your school and
draw the map as accurately as possible. (If you have a large school, you may wish to limit
the map to one floor or area.)

Differentiating by Proficiency Level

Beginning: Give students directions one at a time.
Intermediate: Encourage students to ask for clarification on
any direction if needed.
Advanced: Pair up advanced students and encourage them to
use more complex language structures in their directions.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
develop a basic map
reinforce vocabulary pertaining to directions (right, left, below, above, etc.)
follow oral directions
work cooperatively in partners to give each other several directions about the school map

120

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Name: _______________________________________

Date: ___________________

School Directions
Directions: Listen carefully as your partner tells you exactly where to move your fingers on the
map.

stage
art room
kitchen
cafeteria
music roon

second grade room

third grade room

hallway

first grade room

kindergarten room

nurses office

office

Shell Education

#50203Activities for English Language Learners Across the Curriculum

121

Secret Words

Activity Length
Approximately
30 minutes
Activity Format
Whole group

Standards
Grades K2 (K4 History
Standard 4.8;
ELD Standard 2.2)
Grades 35 (K4 History
Standard 4.11;
ELD Standard 2.2)

Language Objective
Students will use English
to ask questions and
guess words belonging to
a category.

Learning Objective
Students will improve
their knowledge of
American symbols by
asking questions relevant
to the theme.

Materials
teacher-prepared list of words related to a social studies theme

Procedure
1. Select a social studies theme the class has been studying. For
example, if the theme is Symbols, the class will have to guess
words from that social studies category by asking questions.
For example, you may select the word flag. Encourage
students to think of questions that give a lot of information,
such as, Is it something that represents our country?
2. Have the class guess as many words as they can for the
selected category. Write these words on the board.

Teacher Tips
Set a rule that states that at least three questions must be asked
before anyone can try to guess the word.
Do this activity as a writing exercise between two partners.
Each partner has a secret social studies word. Students take
turns writing questions and the answers to the questions.

Differentiating by Proficiency Level

Beginning: Show pictures of the secret words to provide a
scaffold for students to ask questions.
Intermediate: Have students work in pairs or small groups to
discuss their questions.
Advanced: Ask students to draw conclusions about the topic.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
practice questioning skills by asking appropriate questions relevant to the social studies
theme
participate in a classroom discussion pertaining to the social studies theme
practice reasoning skills by connecting the answers to the questions to determine the secret
word

122

#50203Activities for English Language Learners Across the Curriculum

Shell Education

State Riddles

Standards
Grades K2 (K4 History
Standard 3.0;
ELD Standard 2.2)
Grades 35 (K4 History
Standard 3.0;
ELD Standard 2.2)

Language Objective
Students will use English
to create riddles and
share them.

Learning Objective
Students will use
knowledge about states to
create oral riddles.

Activity Length
Approximately
45 minutes
Activity Format
Whole group or
small groups

Materials
3x 5 lined index cards
construction paper, one sheet per student
crayons or markers for each student

Procedure
1. After students have studied a variety of U.S. states (or cities
or states in the country they live in), have them create state
riddles for the rest of the class to guess the answers.
2. Each student selects one state and keeps it a secret.
3. After selecting their state, students fold a sheet of construction
paper in half and draw a picture or write the name of their
state on the inside of their folded construction paper. On the
outside of the construction paper, each student writes three or
four facts about the state. For example, a card might read:
I became a state in 1820.
My state bird is the Chickadee.
My nickname is the Pine Tree State.
What state am I? (Maine)
4. After students finish making their riddle cards, have them take
turns sharing their riddles.

Teacher Tips
Try to have a map of the different states as a visual.
The first time this activity is done, place students into small groups.

Differentiating by Proficiency Level

Beginning: Give students simple sentence frames to complete.
Intermediate: Ask students to use complete sentences when
creating their riddles.
Advanced: Encourage students to use academic language in
their written responses.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
accurately give oral descriptions about U.S. states
reinforce vocabulary about the knowledge of U.S. states
Shell Education

#50203Activities for English Language Learners Across the Curriculum

123

Telephone Role-Play

Activity Length
Approximately
3045 minutes
Activity Format
Whole group

Standards
Grades K2 (K4 History
Standard 8.5;
ELD Standard 3.1)
Grades 35 (K4 History
Standard 8.5;
ELD Standard 3.1)

Language Objective
Students will use English
to role-play a telephone
conversation.

Learning Objective
Students will learn about
communication and
compare communication
now with communication
long ago.

Materials
phone book
unconnected phone
copy of page 125, cut into individual slips

Procedure
1. Compare how people communicated a long time ago to how
they communicate today.
2. Tell the class that they will be role-playing using the telephone.
One student at a time pulls a slip of paper containing a
telephone role-play situation and reads it aloud.
3. That student looks up the correct number in the phone book,
calls that number on the unconnected phone and role-plays
the phone call described on the slip of paper. Pretend to be
the person on the other line.
4. Before beginning the calls, lead a class discussion on phone
etiquette.
5. Since you will be role-playing a part in every phone call, stand
near the student making the call.

Teacher Tip
You may not get to every student in one class. Carry this activity over to the next day or
when you have a few extra minutes at the end of a class.

Differentiating by Proficiency Level

Beginning: Allow students to act out their responses.
Intermediate: Encourage students to answer in complete
sentences.
Advanced: Ask students to create their own examples of the
activity.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
develop role-playing skills by pretending to make a telephone call
develop social communication skills by role-playing a telephone conversation

124

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Telephone Role-Play
Directions: Copy this page and cut along the lines. You may wish to write some of your own
telephone role-play situations.
Your teacher wants you to call the bus station
to see what time the bus will be arriving to
pick you up.

Call the public library to see what time

they close today.

Call the post office to see what time they

close on Saturday.

Call a pizza place to order five large

cheese pizzas for the class.

Call the police station to report that your

bike has been stolen.

Call the school to say that your father has

a flat tire so he will be late bringing you
to school today.

Call the phone company to report that

your home phone is not working.

Call the airport to see what time the last

flight of the day arrives.

Your mom asks you to call city hall to see

what date property taxes are due.

Call a pet store to see if they sell rabbits.

Call a car wash to see if they are open 24

hours a day.

Call a bank to see what their Saturday

hours are.

Call a car dealership to see if they have

any used Volkswagen cars for sale.

Call a bus station to see if they offer

service to Boston.

Call a taxi to pick you up at school and

bring you home.

Call a movie theater to see what movies

are playing.

Call an animal shelter to see if they have

had a calico cat brought in.

Your mother asks you to call a disposal

service to see what their rates are for trash
removal.

Call the nearest mall to see what time

they open on Sunday.

Call a zoo or animal park to see if they

have any Pandas.

Shell Education

#50203Activities for English Language Learners Across the Curriculum

125

Three in a Row

Activity Length
Approximately
45 minutes
Activity Format
Whole group

Standards
Grades K2 (Civics
Standard 3.6;
ELD Standard 2.2)
Grades 35 (Civics
Standard 3.1;
ELD Standard 2.2)

Language Objective
Students will use English
to practice vocabulary
by writing words and
listening for clues about
them.

Learning Objective
Students will reinforce
their knowledge
of vocabulary by
participating in a
traditional game.

Materials
vocabulary words from the current social studies theme
teacher-prepared sentencesone sentence that shows the
meaning of each vocabulary word without using the word
copies of page 127, one per student pair

Procedure
1. Distribute one copy of page 127 to each student. Have
students write different social studies vocabulary words in
the squares. For example, for a unit on civics, you may have
students write terms such as fair, equal, rule, law, security, etc.
2. Read a sentence to students and ask them to put an X in the
square when the word matches the sentence. For example, if
the sentence read aloud was, He needed to follow what the
police officer told him to do, or else he would be breaking this,
the student would place an X in the square for law. When a
student gets three Xs (horizontally, vertically, or diagonally), they
call out, Three in a row! and the game is over.

Teacher Tips
As an extended activity, have students create new sentences with the vocabulary words.
Have students draw a picture of the word to help with comprehension.

Differentiating by Proficiency Level

Beginning: Act out the meaning of each sentence as you say it.
Intermediate: Have students discuss answers with their
partners.
Advanced: Ask students to explain how their knowledge
about the topic has changed.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
write selected vocabulary words
recognize correct usage of vocabulary terms

126

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Name: _______________________________________

Date: ___________________

Three in a Row
Directions: Fill in the boxes with social studies words your teacher gives you. Listen to the
sentence. If the sentence tells about a word in a box, put an X in the box. When you get three Xs
in a row (horizontally, vertically, or diagonally), call out, Three in a row!

Shell Education

#50203Activities for English Language Learners Across the Curriculum

127

Which Ocean,
Which Continent?

Activity Length
Approximately
30 minutes
Activity Format
Whole group

Standards
Grades K2 (Geography
Standard 2.1;
ELD Standard 2.2)
Grades 35 (Geography
Standard 2.3;
ELD Standard 2.2)

Language Objective
Students will use English
to give and follow
directions.

Learning Objective
Students will have a
better understanding
about the oceans and
continents by correctly
using a map of the
world to identify specific
locations.

Materials
copies of page 129, one per student

Procedure
1. Distribute copies of page 129. Tell students they will be
playing a guessing game with the maps by giving and
following directions about oceans and continents.
2. Review with students the names and locations of the oceans
and continents.
3. Tell students to listen carefully to your directions, to follow
them exactly, and then to guess the secret ocean or
continent. Give directions such as, Put your finger in the
middle of Australia and then move it west. Which ocean do
you come to? (Answer: Indian Ocean.)
4. Continue with more directions.

Teacher Tips
As a follow up, have students do this activity with partners
taking turns giving each other ocean and continent directions.
To reinforce writing skills and accuracy, have students write
ocean and continent directions for students to read and follow.

Differentiating by Proficiency Level

Beginning: Repeat key vocabulary words in a systematic way.
Intermediate: Have students explain how they determined
their answers.
Advanced: Encourage students to use academic language
when giving directions to their partners.

To differentiate
by proficiency
level, see pp.
1115 for
Blooms Taxon
omy Question
s
and pp. 192
4 for detailed
examples.

Assessment
The following is a checklist of items to informally assess students after they complete this activity.
Students should be able to:
follow oral directions by correctly using the map to find answers to questions orally given
reinforce vocabulary pertaining to directions (right, left, below, above, etc.)

128

#50203Activities for English Language Learners Across the Curriculum

Shell Education

 Shell Education

Pacific Ocean

Atlantic Ocean

South America

North America

Europe

Antarctica

Africa

Artic Ocean

Indian Ocean

Asia

Directions: Listen carefully to the directions to tell you exactly where to move your fingers on the map.

Which Ocean, Which Continent?

Australia

Name: _______________________________________
Date: ___________________

#50203Activities for English Language Learners Across the Curriculum

129

References Cited

References Cited
Anderson, L., and D.E. Krathwohl. 2001. A taxonomy for learning teaching and assessing: A
revision of Blooms taxonomy of educational objectives. New York: AddisonWesley
Longman, Inc.
August, D., and T. Shanahan, Eds. 2006. Developing literacy in second-language learners: Lessons
from the report of the National Literacy Panel on language-minority children and youth.
Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Bloom, B. S. 1956. Taxonomy of educational objectives: The classification of educational goals.
Vol. 1. New York: McKay.
Collier, V. P., and W. P. Thomas. 1989. How quickly can immigrants become proficient in school
English? Journal of Educational Issues of Language Minority Students 5:2638.
Graddol, D. 2006. English next: Why global English may mean the end of English as a foreign
language. United Kingdom: British Council.
Herrell, A., and M. Jordan. 2004. Fifty strategies for teaching English language learners. 2nd ed.
Upper Saddle, NJ: Pearson Education, Inc.
Jimenez, E. 2009. Raising the achievement level of English language learners through SDAIE.
Upper Saddle River, NJ: Pearson Education, Inc.
Krashen, S. D., and T. Terrell. 1983. The natural approach: Language acquisition in the classroom.
San Francisco, CA: Alemany Press.
National Council of Teachers of English. 2008. English language learners: A policy research brief
produced by the National Council of Teachers of English.
http://www.ncte.org/library/NCTEFiles/Resources/Positions/Chron0308PolicyBrief.pdf
National Institute of Child Health and Human Development. 2006. Public elementary and
secondary students, staff, schools, and school districts: School year 20032004. Report of
the National Center for Educational Statistics. Washington, DC: ED Pubs.
Ramirez, J. D. 1992. Executive summary of the final report: Longitudinal study of structured
English immersion strategy, early-exit and late-exit transitional bilingual education
programs for language minority children. Bilingual Research Journal: The Journal of the
National Association for Bilingual Education, 16.
WIDAhoused within the Wisconsin Center for Education Research. 2007. English language
proficiency standards. The Board of Regents of the University of Wisconsin System,
http://www.wida.us/standards/elp.aspx.

130

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Teacher Resource CD

Student Reproducibles
Page
34
38
40
45
47
49

Title
Reading
ABCs
Fill in the Squares
Bright Idea
Study an Author
Three in a Row
Tricky Word Flags

Filename
abcreading.pdf
fillin.pdf
bright.pdf
study.pdf
threeinarowreading.pdf
wordflags.pdf

Writing
53
57
61
66
68
70
72

ABCs
Name It!
Change the Words
So-Close Pictures
The Fewest Clues
Idiom Pictures
Word Changes

abcwriting.pdf
nameit.pdf
change.pdf
soclose.pdf
fewest.pdf
idiom.pdf
wordchanges.pdf

Mathematics
76
79
82
84
87
90
93

ABCs
Three in a Row
Math Words
Let Your Fingers Do the Walking on the Calendar
Math High Five
Math King/Queen
Time Directions
Science

abcmath.pdf
threeinarowmath.pdf
mathwords.pdf
calendar.pdf
hand.pdf
kingqueen.pdf
time.pdf

96
99
101
105
107
111
113

ABCs
Bingo
Science Maze
Science Synonyms
Science Vocabulary
Three in a Row
True/False Science

abcscience.pdf
bingo.pdf
maze.pdf
synonyms.pdf
vocabulary.pdf
threeinarowscience.pdf
truefalse.pdf

Social Studies
116
121
125
127
129
Shell Education

ABCs
School Directions
Telephone Role-Play
Three in a Row
Which Ocean, Which Continent?

abcss.pdf
directions.pdf
roleplay.pdf
threeinarowss.pdf
ocean.pdf

#50203Activities for English Language Learners Across the Curriculum

131

Teacher Resource CD

(cont.)

Teacher Resource Pages

Page
89

Filename

Proficiency Levels at a Quick Glance

quickglance.pdf

Proficiency Questions

proficiencyq.pdf

20

Example Lesson by Proficiency Level (Beginning)

beginning.pdf

21

Example Lesson by Proficiency Level (Early Intermediate)

eintermediate.pdf

22

Example Lesson by Proficiency Level (Intermediate)

intermediate.pdf

23

Example Lesson by Proficiency Level (Early Advanced)

eadvanced.pdf

24

Example Lesson by Proficiency Level (Advanced)

advanced.pdf

32

Activities Log (Reading)

reading.pdf

51

Activities Log (Writing)

writing.pdf

74

Activities Log (Mathematics)

mathematics.pdf

94

Activities Log (Science)

science.pdf

114

Activities Log (Social Studies)

socialstudies.pdf

1115

132

Title

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Notes

Shell Education

#50203Activities for English Language Learners Across the Curriculum

133

Notes

134

#50203Activities for English Language Learners Across the Curriculum

Shell Education

Notes

Shell Education

#50203Activities for English Language Learners Across the Curriculum

135

Notes

136

#50203Activities for English Language Learners Across the Curriculum

Shell Education