Nature

What is there on this landscape? Students chose a geographical feature to illustrate a card.

Next, they drew and wrote a postcard to a person they liked most.

How's the Weather?

A Window Booklet for the students to practice asking and answering questions about the weather. 
The cover is a cut-out window and the inside pages are 6 different weather conditions.

My Classroom

Students practiced asking What's this? and What's that? by making a pop-up booklet to identify some school supplies.

A Bat Mini-Book

After coloring and cutting out the bat, students cut out the story, stapled them together, and glued the pages to the center.

Felt Nocturnal Animals

Here are three nocturnal animals (bats, foxes, and owls) my group is going to talk about this week.

The finger puppet bat represents "Stellaluna", a beautiful story written by Janell Cannon. I'm sure they'll love it.

Clothes - A Craftfoam Booklet

I used craftfoam for the pages and the cut-outs to make this booklet and have the students practice the vocabulary related to clothes. They pretended they washed the clothes in a washing machine, dried them in a washing line, put them in a closet, and dressed up the boy and the girl.

Family in a Matchbox

Here's a fun way for the students to practice the spelling of family-related words.

Tape the picture of a family member to the top of a matchbox, write the letters that form the respective words on slips, and put them inside the box. 

Divide the class into as many groups as there are boxes and give each group a matchbox.

At your signal, the groups open the box and form the words related to the member illustrated on the top of the box.

This is more effectively played if the nature of the task is that of cooperation rather competition.

After you check the correct spelling, groups move their boxes to their right for a new turn with a different word.

Parts of the House

Here's an easy project for the students to practice the parts of the house.

1. Fold an A4 sheet in half.

2. Crease the center of the fold.

3. Fold the left and the right parts to the center.

4. Open the fold.

5. Press the corners to form a triangle on each side.

6. Tell the students to draw the rooms in the house on the front ...

7. ... and inside it.

8. Have them label the parts of the house.

Wheel Book - Opposites

My group is going to start working with opposites. This wheel book technique is a great way for them to identify the new vocab. Here are the instructions.

1. Cut two circles out of cardstock.

2. Make a template to mark the slits and the center on one of the circles to help you make all the other circles for your students.

3. Cut the two slits and fold them to the back of the circle.

4. Use a large needle to make a hole in the center of the two circles.

5. Use a brad to secure both circles, keeping the one with slits on top.

6. Students write the opposite words, moving the top circle clockwise.

They write the title and the author's name on the top circle.

Have them stand up and walk around, asking their peers what the opposite words are.


My students carried out this task listening to Waka, Waka. As I paused the song, they asked the peer next to them: What's the opposite of ... ? It was hard to change the activity, for they had lots of fun.

Here are some of their projects.

Mini-Dictionary

Each student has a mini-dictionary to record the new words as we finish a unit.

We stamped the pages after we put them together. The students love keeping record of the new words this way.

Washing Line

Each student received an item of clothing to color. The helper of the day helped me staple each item to a piece of thread as students, in turn, came to the front, identified the peer, and said what color his / her item was.

Magazine Cut-outs for Clothes

I cut some pictures of people out of magazines and glued them on sheets of paper for the students to write the color of the depicted clothes, practicing the use of his and her, singular and plural, clothes-related vocabulary, and colors. His T-shirt is green. Her shorts are blue.

Happy Birthday! Here's Your Gift.

In our lesson, we talked about toys and birthdays. The students made this card which illustrated two toys they chose to give to a peer and helped them act out a dialogue: Happy birthday! Here are your gifts. Thanks.

After that, they wrote a thank-you letter to their respective peers. They had a lot of fun.

Step Book - What I Like and Don't Like for Different Meals

Here are the Step Book projects my students developed to write about what they like and don't like for different meals - breakfast, lunch, or dinner.

 

 

Play-Dough Food

The students loved using play-dough to make their favorite food items. It was a very fast activity, in which I handed out a small piece of colored dough for them to mold their food and write it on a piece of paper. Next class, peers will interview each student about it.

 

Food Categories - Where do fruit and vegetables grow? - Pop-Up Book

Using the pop-up book is an involving way for the students to classify different food items: Do they grow on trees, on plants, or underground? We used one page for each category.

Here are the steps for a dimensional effect on the project:

1. For each page, fold an A5 sheet of paper in half and cut slits down from the fold. Narrow slits for the tree and wide slits for the plant / underground.

2. Push the cut area through the fold and crease it to form a pop-up section.

3. Glue the 3 pages back to back.

4. Label the pictures.

5. Glue a cover to the pop-up book and write the title and the author's name.

Food - Step Book

This is the project my group is going to develop to write about the food they like and don't like for different meals. They'll choose among breakfast, lunch, or dinner.

1. For each student, 2 A4 sheets cut in half. They receive 4 A5 sheets.

2. Place the four sheets of paper on top of one another, overlapping the ends.

 

3. Hold the pages together and fold them over to create more overlapping pages. Staple it.

 

 

4. Write the book title on the top page (students choose one mealtime: breakfast, lunch, or dinner), write the sentences - I like ... / I don't like ... , and draw the respective food item on each succeeding page.

Here's the sample the students will be exposed to: