Grade 3
ENL
Ms. Sperber
March 17, 2020
Hello ENL students from Third Grade!
Hello Parents of ENL students in the Third Grade!
Uploaded pages are directly from the Getting Ready for the NYSESLAT book.
Students are familiar with the “Green Book” that was used in the morning and after school programs for our ENL students. Please pace your child with the activities and have him/her do them. My DOE email address is osperbe@schools.nyc.gov
It is a fine idea to have your child do the work and send it to my DOE email address. I will be glad to check the reading and writing work. Just take a picture of the work and send it to me on my DOE email.
The following websites are in addition to the ENL Reading and Writing pages that were given to you. Please take the liberty to download these fun ENL websites and have your child go on them in lieu of FUN FRIDAY. Just copy and paste these websites to the URL.
https://www.colorincolorado.org/ell-basics/ell-resources-grade
http://www.esl-kids.com/
Lastly, I have included a sample of a NYSESLAT exam that your child can take. Please have your child do the Speaking modality of the practice NYSESLAT exam. It is good practice for the students to speak to you and tell you as much as they can! However, I cannot score these pages and modality. Hopefully at a later date I will input Listening passages to listen and for the students to do.
At this time, I would like to thank Mr. Chin, PS 07 administration, the third grade teachers, and staff for working on having our students on track with their learning. Please work in a smart manner and stay safe. Please follow all precautions and guidelines that will help you and your family stay safe.
Best,
Ms. O. Sperber,
ENL teacher
PS 7Q
Reading Passages.pdfShort responses. Test Prep questions using RADD.docxgr34-samplertest19.pdfName:________________________ Class__________________ Date:_________________
Monday, March 23, 2020
Hi Students!
Today we will learn about prepositional phrases (Do not worry about how to pronounce prepositional phrases). It is important for you to try to understand the topic. These words make your sentences longer and on grade level. They are called complex sentences. We have started to use these words in our sentences. The following are words that help to make your sentences longer and show some form of direction; or location or time. It answers “Where?” or “When?” something/someone is or happening.
Here are some common prepositional words and sample sentences.
YOUR goal for today is to create your own sentences using each word. Remember to write these sentences using the correct punctuation at the end and start your sentences with a capital letter.
Let’s look at the first sentence: He put the sign above the doorbell.
Where did he put the sign?? above the doorbell.
** I will be taking daily attendance to see who is working and doing their ESL work.
1. above...
He put the sign above the doorbell.
2. across...
The plane flew across the Atlantic Ocean.
3. after...
We drove to our friend’s house after we finished the game,
4. along...
I can’t believe I ran along the school’s playground 10 times!
5. at...
I asked him to meet me at the gym.
6. before...
Jenn has to finish her homework before we go to the supermarket.
7. behind...
David put his book bag behind his chair.
8. beneath...
She put her suitcase beneath her seat.
9. beside...
I am not allowed to park my car beside the fire hydrant.
10. between...
John is standing between Mary and Phillip.
11. during...
No one spoke during Martin Luther King’s great speech.
12. in...
Was the lion was in the cage?
13. In front...
He asked the shorter person to stand in front of me.
14. near...
The dog slept peacefully near the boy’s bed.
15. on...
He placed his books on the shelf.
16. over...
He tossed the garbage over the fence.
17. since...
The school has been empty since Friday morning.
18. to...
Who is going to his house?
19. with...
He announced the winners with pleasure.
20. within...
My card was tucked within the papers I sent home.
Reminders:
DO NOT start every sentence with the word I. Be creative and show you are a third grader.
Try to write long sentences. These words should be in the middle or towards the end of the sentence.
Remember to write your sentences clearly. Use capital letters to start your sentences and the appropriate punctuation at the end. Feel free to write sentences using these words with periods, exclamation points, and question marks as I have done.
Check the spelling of the words. Sound it out as you are writing the words or use spell check on the computer!
Try to send your work as soon as possible. I need to take attendance to see who is responding and doing their work. Your hard work will not go unnoticed!
You can write your sentences here OR on your own looseleaf paper.
Self-check your own work today and every day. Submit to me your best work!
Take a picture of your work and send it to me to check. My email address is: osperbe@schools.nyc.gov
Happy Learning!!
Name:_________________________ Class:__________________ Date: Tuesday 03/24/2020
Comparative Adjectives and Character Traits
GOOD MORNING BOYS AND GIRLS!
We are on our way to writing beautiful and longer sentences. One way to do that is to add an adjective to your sentences. An adjective is a word that describes a person, a place, a thing, an animal, or an idea (these are all nouns). So in short, an adjective describes a noun.
You can describe a noun by using a color, shape, size, kind, how many, smell, texture, or which one. Adjectives can also be one word or a phrase.
You are probably familiar using character traits to describe a character in a book. We have been working on that a few weeks ago when we did a thesis statement.
Ex: Lazy, smart, determined, helpful, kind, mean, etc. But did you know you can compare these character traits depending on the degree. For example:
· Jean was a mean person in the book The Recess Queen. Do you think Katie Sue meaner?
· Peter and Lily were jealous characters. But Lilly was more jealous about her baby brother Julius. She even did the meanest things to him.
Let’s look at some of these character traits and see if we can understand them when we compare them to each other. Ex: One person may be lazy. But another person may be more lazy. So you would call that person lazier. If a person is even more lazy than that, then that person is the laziest. How about jealous? One person is jealous and a second person may be even more jealous. But the third person is the most jealous. That person is the most jealous of them all. Look at the character traits we went over in class. Can we compare them? See below.
Character trait One degree more The highest degree
1.lazy lazier laziest
2. mean meaner meanest
3. stubborn more stubborn most stubborn
4. determined more determined most determined
5. Kind kinder kindest
6. helpful more helpful most helpful
7. smart smarter smartest
8. friendly friendlier friendliest
9. bossy bossier bossiest
10. caring more caring most caring
11. jealous more jealous most jealous
You will notice that the “one degree more” some of them end with an “er” (kinder) and some of the words have an extra word; “more” (more determined). Same holds true with the highest degree words. The word will end with est (friendliest) or it will have the word more in front of it (most helpful). There isn’t a set of rules of when we use er or more, and when we use est or most.
BUT you can use your common sense and ask yourself what sounds right.
Study the list above and fill in the blanks. You will get the hang of it once you say the sentences to yourself. Use the appropriate degree of adjective and fill in the blanks. You may rewrite these sentences or you may fill in the blanks. The first one was done for you.
1. Smart. He is a smart boy. But, she is smarter than him.
The teacher is the smartest of them all.
2. Mean. That was a ____________ thing to say to him. However, what Lilly said was even ___________. Would you believe, Jean is the __________ of them all?
3. Caring. Ms. Higgins was a very __________ teacher. But Derrick believes that his teacher was _______________ than Ms. Higgins. Juan though thinks his teacher was the ________________ teacher he ever had. Do you agree?
4. Determined. The mouse was _______________ to live and asked the lion for his life.
The hunters were ____________________ to trap the lion. They did not care about a little mouse. However, the lion was the _________________ creature in the story The Lion and the Mouse. He really did not want to leave the jungle.
5. Lazy. Camden, Tina and Janet’s mom was complaining. She said. Camden is just _____________. He does not do his homework at night.
Tina does not do her homework and doesn’t clean up her room. She said Tina was ___________. Janet though is the _________________. She does not do her homework, clean up her room, and does not take her dog out for a walk. OMG!
NOW IT’S YOUR TURN TO WRITE YOUR OWN SENTENCES. Please write a sentence for EACH ONE:
6. Stubborn:
More stubborn:
Most stubborn:
7. Kind:
Kinder:
Kindest:
8. Helpful:
More helpful
Most helpful
9. Friendly:
Friendlier:
Friendliest:
10. Bossy:
Bossier:
Bossiest:
11. Jealous:
More jealous:
Most jealous:
ASK YOURSELF: DOES IT LOOK RIGHT?
SOUND RIGHT?
MAKE SENSE?
Second Option:
If you do not want to do sentences using character traits then look at the list below.
They are comparative adjectives as well but not necessarily for character traits. Choose 5 adjectives and write a sentence for each adjective that is in each row.
Here are some more adjectives that can be comparative:
Adjective One degree more The highest degree
Tiny Tinier Tiniest
Tall Taller Tallest
Small Smaller Smallest
Dark Darker Darkest
Pretty Prettier Prettiest
Short Shorter Shortest
Thick Thicker Thickest
Smell Smellier Smelliest
Loud Louder Loudest
Clean Cleaner Cleanest
Dirty Dirtier Dirtiest
Happy Happier Happiest
Sad Sadder Saddest
Quick Quicker Quickest
Ex: He is very quick at responding.
I can run run quicker than her.
Juan is the quickest at doing his homework.
Happy Learning!!
Have a great day.
Ms. O. Sperber
Name:_________________________ Class:_________________ Date: Wednesday March 25, 2020
A second Look of Comparative Adjectives
Yesterday we learned that adjectives say more about the noun. It describes it. For example, Yesterday was a nice day. Today is nicer and tomorrow will be the nicest day.
Nice, Nicer, and nicest described the kind of day it was outside.
We called that comparative adjectives.
Let's take a second look at some comparative adjectives. YOUR goal is to choose any 6 adjectives and write a sentence for each noun in that line.
Adjective One degree more The highest degree
Tiny Tinier Tiniest
Tall Taller Tallest
Small Smaller Smallest
Dark Darker Darkest
Pretty Prettier Prettiest
Short Shorter Shortest
Thick Thicker Thickest
Smell Smellier Smelliest
Loud Louder Loudest
Clean Cleaner Cleanest
Dirty Dirtier Dirtiest
Happy Happier Happiest
Sad Sadder Saddest
Quick Quicker Quickest
Ex: He is very quick at responding.
I can run quicker than her.
Juan is the quickest at doing his homework.
Happy Learning!
Ms. O. Sperber
ENL teacher
Name:____________________ Class:____________________ Date: Thursday March 26, 2020
Hi Everyone!
Remember an adjective is a word or phrase that describes a person place or thing. It tells what kind, how many and which one. Yesterday we went over the comparative adjectives. WE learned there are degrees.
The examples were; pretty, prettier, and prettiest Quick, quicker, quickest
**Today I want to teach you that an adjective can also be a word or phrase that tells
how many, what kind, or which one.
Today's lesson will focus on “how many”.
The most common words for how many are numbers
We can write the numbers: one, two, three, five, ten, a hundred etc.
· I have two brothers.
· PS 7 has three floors.
· The school has over a thousand students.
· Didn’t I tell you three times to clean the room?
· My grandfather is ninety-three years old.
Here is a bigger sample of words that are numbers (also see pictures below)
one, two, three, four, five, six, seven, eight, nine, ten, eleventh, fifteen, twenty-one, twenty-two, twenty-three, thirty, thirty-five, thirty-six, Forty-seven, fifty-eight, sixty, seventy-nine, eighty, ninety, a hundred, a hundred and one, etc.
PLEASE NOTE: when we count and write about to tell us what ORDER it is in then we use a different format of telling how many. This is called ordinal numbers.
We write: First, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, eleventh, twelfth, thirteenth, eighteenth, nineteenth, twenty-second, ninetieth, one hundredth, etc.
So I can write I have one marble. (This number just shows how many)
George Washington was our first president. (This number shows he was the first of an order of presidents).
Another example:
I know four teachers that have dogs. (This number just shows how many)
She was the fourth person who asked me that question. (This number shows she was the fourth of an order of questions asked).
One more example:
He owns a hundred pokémon cards.
In February we celebrated the hundredth day of school.
Your goal for today is to write 5 sentences using numbers as an adjective
Example: We have sixteen cousins.
Then write 5 sentences using ordinal numbers.
Example: Abraham Lincoln was the sixteenth President of the United States.
Please take a picture and send your work to my email: osperbe@schools.nyc.gov
Have a Great Day.
Happy Learning!!
Ms Sperber
ENL Teacher, third Grade.
Name:_______________________ Class:___________________ Date: Friday, March 27, 2020
Good Morning Boys and Girls,
Remember, an adjective describes a noun (a person, place or thing).
Yesterday we focused on adjectives of HOW MANY. We looked at how to spell the numbers as well as ordinal numbers.
Today we are going to focus on “what kind” and “which one” adjectives.
"What kind "and "Which one" has an infinite, or countless, amount of words. These words give details about the noun. They usually have to do with our senses. The way we touch (feel), hear, smell, see, and taste.
Here is a group of "what kind and which one" words:
A color: Red, orange, tallow, green, blue, purple, light blue, light green, magenta, etc.
Ex: The red rose smelled like heaven.
So colors can be all the colors of the rainbow or the colors that you were taught in art. Thank you Ms Durante!
A texture: how something feels.
Ex: The hard chair was uncomfortable for the papa bear.
More words: Hard, soft, rough, mushy, smooth, etc. You learned about these words in science. Thank you Ms Galanga!
A character trait (we went over that this week):
Ex: The helpful girl guided the lady across the street.
More words: Determined, focused, helpful, cheerful, mean, bossy, kind, careful, cautious, etc. You learned these words in your Reading and Writing classes. Thank you Third Grade teachers!
Appearance: How things look like.
Ex: The used book was thrown into the garbage.
More words: old, new, used, shiny, dull, sharp, pretty, flat, thick, thin, dark, light, faded, etc.
Hear: the way your ears hear things.
Ex: The loud music was too much for me.
More words: Loud, low, muffled, noisy, etc
Taste: how something tastes when you eat it.
Ex: The sweet cherries remind me of summertime.
More words: sweet, sour, salty, bland, tasteless, cold, hot, crunchy, spicy, etc.
Can you give detailed sentences using a word from each category?
You can have the adjective in front of the noun OR you can write the adjective after the noun.
See these two sample sentences:
The red flower blossomed overnight.
Or
The flower that blossomed overnight was the red one.
Did you pay attention to the location of where the adjective "red" is?
Here are some more of my samples to guide you:
Color: I washed my pink shirt.
Texture: My dog does not like soft foods.
Character trait: The smart boy helped other students in class.
Appearance: The dark blue shirt was my favorite.
Hear: I was able to hear the loud music a block away.
Taste: The pretzel was salty.
YOUR GOAL FOR TODAY:
Choose an adjective from the categories above and write your own sentences.
Underline the adjective you used.
You should have six sentences; one adjective from each sense plus one from the character trait.
Remember: Take a picture and send your work to:
Osperbe@schools.nyc.gov
Happy Learning.
O Sperber, ENL teacher.
Have a Great Day!
Name:______________________ Class:___________________ Date: Monday, March 30, 2020
Adding a Conjunction to our Sentences
Good Morning Boys and Girls!
We now know a lot about Adjectives. But, did you know that conjunctions are also words that help make our sentences longer? That’s right. Adjectives make our sentences long as well as Conjunctions. Conjunctions are words that join words or phrases and help make our sentences longer.
Let’s look at these two simple sentences:
· I like strawberries in my cereal.
· I like bananas in my cereal.
Is there a way to combine these two sentences and have ONE LONG SENTENCE?
How about writing: I like strawberries and bananas in my cereal.
What did I do?
The word “and” combined the two sentences and made one longer sentence. This makes my sentences longer and more interesting. Did you notice I dropped the same words in the second sentence when I formed my new sentence? Yep, I dropped the second “I like” and formed my sentence.
Can you help me and change these two simple sentences to make one long sentence?
· The cat knocked down the flowers.
· The cat knocked down the pillows.
Ans: The cat knocked down the flowers and the pillows.
Note: I dropped the words “The cat knocked down” from the second sentence and added the words “and” to help me make one long sentence.
Cool??
**YOUR GOAL FOR TODAY: Read these sentences and make them into one longer sentence. Remember to drop off, or eliminate, and words that are duplicate (the same). Also, add the word “and” to help you form one long sentence. The first one was done for you.
1. My aunt likes to watch TV.
My aunt likes to knit a pink sweater.
______My aunt likes to watch TV and knit a pink sweater.___________________.
2. The boy likes to play baseball.
The boy likes to play soccer.
_______________________________________________________________________.
3. Michael can read English.
Michael can write in English.
_______________________________________________________________________.
4. His father works close by.
His father can walk home from work.
_______________________________________________________________________.
5. Melissa wants to travel to Peru in the summer.
Melissa wants to travel to Argentina in the summer.
_______________________________________________________________________.
6. My friend is nice.
My friend is caring.
_______________________________________________________________________.
7. PS 7 is a very big school.
PS 7 has a thousand students.
_______________________________________________________________________.
8. For dessert, I baked a yellow cake.
For dessert, I served some sweet fruit.
_______________________________________________________________________.
9. I like to sit next to Anthony.
I like to sit next to Joseph.
_______________________________________________________________________.
10. Samantha likes to play jump rope with her little sister.
Samantha likes to play hop scotch with her little sister.
_______________________________________________________________________.
Remember, take a picture of your work and send it to: osperbe@schools.nyc.gov
Happy Learning!
Name:_________________________ Class:_________________ Date: Tuesday, March 31, 2020
Hi Boys and Girls!
Yesterday we were looking into conjunctions. We looked at the word "And".
Today, I want to teach you that there are more words that act as a conjunction. The following words are part of the coordinating conjunctions. Don’t worry about pronouncing that word correctly. Just know that the words are conjunctions; AND, OR, BUT and SO. We worked on “and” yesterday. “And” means also.
Ex: My grandmother likes to watch TV and knit a sweater.
PS 7 is a big school and has over a thousand students.
**Today we will work on” Or”, “But” and “So”.
"Or" means you have, or you are talking about, two or more things. It’s like giving an option to choose.
Ex: You can wear a sweater today or a light jacket.
You can call me or email me on my cell phone.
The art teacher wants you to paint or use crayons for your projects.
"But" means there is an exception; not the same. Something stands out or is different. There is a possible issue or problem.
Ex: You can color but, do not use pencils for your project.
I can talk to you, but, I cannot see you today.
My dog likes to eat meat but, he does not like to eat fruits.
"So" means that something happened and there is an effect as a result.
Ex: The cat was so hungry, so he ate a whole bowl of food.
I was watching TV all day, so I did not do my homework.
I saw it was raining, so I decided I should wear my boots.
Let’s do a few together:
· I know the answer ______, I cannot tell it to you right now.
(The correct answer is..... “but” because there was an issue with me telling you the answer right now.
· He has a brother _________ a sister living at home.
(The correct answer is....”and” because he has a sister in addition to a brother.
· Do you want to do your homework today _________ tonight?
(The correct answer is “or” because I gave a choice; today or tonight).
· I did not study for the test _______ I did not do well.
(The correct answer is “so”. I did not do well on the test was the effect, or the result of I did not study).
**Your goal for today is to look at the handout below and write the correct conjunction.
Use the words And, Or, But, or So.
I would love for you to rewrite the sentences in your notebook. If not, just number your papers 1 to 10 and write the correct conjunction.
Happy Learning!
Ms. O. Sperber
PS: You can get extra credit if you will submit your own sentences using the words
And, Or, But, or So. One sentence for each word. Hope to hear from you soon:-)
Name:_________________________ Class:_______________ Date: Wednesday, April 1, 2020
Thursday, April 2, 2020
Using Punctuation In Your Sentences
Hi Boys and Girls,
I am so happy to hear from you. You are doing amazing work!
Yesterday, I was reviewing your sentences using conjunctions and I noticed that many of you are forgetting to use the correct punctuation at the end. Is it that you are in a rush or is it that you really don’t know the correct punctuation? Regardless, I am including here a lesson for today on punctuation.
· Period(.) : Use when you are making a statement. It’s a little dot at the end of the sentence(.). It’s used at the end of a regular sentence.
Ex: The monkey was jumping up and down when he saw the food.
I can do my homework every night.
In addition, you add a period after Ms. Mr. Mrs. Sr. Jr. and Dr.,
Also, put a period when you shorten a word like (Mon. for Monday, Tues. for Tuesday, Wed. for Wednesday, Thurs. for Thursday, Fri. for Friday, Sat., for Saturday, and Sun. for Sunday.
Ex: The last time I saw Mrs. Sperber was on a Mon. in Feb. 2020.
**IMPORTANT: You will see that a period can sometimes be in the middle of a sentence!
This also applies when you abbreviate, or shorten, the months of the year:
Jan. Feb. Mar. Apr. Aug. Sept. Oct. Nov. Dec.
Note: May, June, July do not get abbreviated since they are only 3 or four letters. . Also the months may appear in the middle of a sentence and need a period after that.
Ex: I am hoping we will see you before Sept. 2020.
· Question mark (?): Used when you want to ask a question. Usually you will see these words start the sentence Who, What, Where, When, Why, How, Did, Can, Will, Are, Is, etc. At the end of the sentence add the question mark (?). See below.
Ex: Who let the dog out?
Where did he go?
Why did this happen?
Did you see that lion?
Can he call me at the end of the day?
Will you please be quiet?
· Exclamation Mark (!): Used at the end of a sentence to show excitement. Command, or a loud voice. Use the exclamation mark at the end of the sentence (!)
Ex: Wow!
Be quiet!
Let’s do a few sentences together:
1. What time is it
Ans: What time is it? (a question mark at the end of the sentence).
2. Did you see Dr Landau today
Ans: Did you see Dr. Landau today? (a period after Dr. and a question mark at the end of the sentence since it is asking you a question).
3. Be careful
Ans: Be careful! (an exclamation mark is at the end of the sentence since it shows excitement or a command).
Now it is your turn....
You Goal for today is to rewrite these sentences and give it the correct punctuation marks at the end. Please remember to capitalize every sentence.
1. Shut that door
2. Ms Sperber gave us a lot of fun work to do
3. Did you see Mr Chin before we left
4. Your homework is due on Apr 2, 2020
5. My dog loves to sit outside in the sun
6. Is he going with you
7. Where is the best place to shop for men’s clothes
8. Ouch
9. Can you please take out the garbage
10. Don’t do that
11. Melissa and Kevin were doing their work until midnight
12. I need a computer to do my homework
13. What are the ingredients to bake the cake
14. That’s amazing work
15. Will you do this for me
16. In Jan was Dr Martin Luther King's Jr birthday
Happy Learning!
Mrs. Sperber
Name:_________________- Class:____________________. Date: Fri. April 4, 2020
Common and Proper Nouns
Good Morning Boys and Girls!
I was just thinking? Do you know the difference between a noun and a proper noun?
A noun tells a person, place, or thing.
Ex: person (boy), place (supermarket), thing (sneakers).
Today I want to teach you that if you have a specific name of a noun then it is called a proper noun. And proper nouns get capitalized. Yep, not just the first word in a sentence.
Ex: Boy (John) Supermarket (Key Food) sneakers (Nike)
So basically if it is a name or a brand name, or a specific place's name then it is capitalized.
Let's look at these words and compare the nouns and proper nouns:
Nouns: girl Proper nouns: Jennifer
teacher Ms. Sperber
school PS 07
playground Flushing Meadow Park
dog Fido
book The Rainbow Fish
Please pay attention that the words on the right are proper nouns and all get capital letters. They are capitalized because they are names specific nouns.
Now it's your turn.
Look at these group of words and decide which words are proper nouns and need to be capitalized. You can circle them or rewrite them.
banana, chiquita bananas
pig, peppa pig
dog, blues clues
eiffel tower, monument
united states, country
corona, virus
mary, girl
building, twin towers
chocolate, mars bars
borough, queens
captain crunch, cereal
principal, mr. chin
marriott, hotel
friend, sam
sea, atlantic
After you have circled all of the proper nouns, choose 5 proper nouns and write your own sentences using them OR you can use 5 of your own proper nouns and write a sentence for each. Be creative.
Happy Learning!
Ms. Sperber
Name:________________________. Class:______________. Date: Monday April 6, 2020
Listening for Key Details
We have been writing a lot lately. We learned to write longer sentences as well as know how to punctuate them. Today I want to teach you to listen. Listen for details. I am posting a website. Please listen to this real actress read the book, Harry, The Dirty Dog. Harry is a little dog that decided one day to take an adventure. Listen to the story and enjoy this tale of a dog who changed his mind about taking baths.
Before you listen to the story, I want you to do the following:
Make sure there are no distractions. No one is talking to you and no one is making noise.
Listen to what is happening in the story. Click on it and listen to the details.
You may repeat and listen to the story two times.
Repeat the details in your head.
Ask yourself when listening to the story who the story is about?
Where it is taken place?
When did this happen?
What happened when he ran away from home? State some events.
Why did Harry decide to leave his home?
What was the problem in the story?
How was the problem solved?
Are you ready to listen?
Copy and paste the following web address to your URL. Listen to the story twice.
Enjoy the story as you are thinking to answer these questions.
https://www.youtube.com/watch?v=7j0OY3236jw
On a separate piece of paper answer questions 5-11. Once you have answered the questions you will see the details you have remembered. PLEASE answer all questions in full sentences. Ex: What is your name? My name is John Smith (Not just John Smith).
Looking forward to hearing from you.
Send your answers to Osperbe@schools.nyc.gov
Happy Learning!
Ms. O. Sperber, ENL teacher
See below the video of : Harry the Dirty Dog
Name:____________________ Class:__________________ Date: Tuesday April 7, 2020
Directions: Listen to the following video again. Then answer these two short response questions.
Harry The Dirty Dog
Short Response Questions
Highlight the following onto your URL and listen:
https://www.youtube.com/watch?v=7j0OY3236jw
Does Harry like to take baths? How do you know? Use two details from the text to explain your answer.
How did Harry get dirty? Use two details to explain your answer.
Name:________________________- Class:________________ Date: April 09- 17, 2020
Virtual Trips
Hi Everyone. We will be taking some class trips.
Look at the trips we will be taking this week.
Just highlight and click each day the virtual trips we will be taking and enjoy!
Please answer the following question for each day:
Thursday, April 9th: National Parks
https://sites.google.com/ps7queens.org/vftnationalparks/home
Look at Today’s virtual trip. Would you recommend this trip, a specific park, to someone in your family? Say why yes or why not. Use two details and explain to support your answer as to why you would recommend or not recommend this national park.
Friday, April 10th: Outer Space
https://sites.google.com/ps7queens.org/vftouterspace/home
Look at today’s virtual trip. Would you want to one day go to outer space too?
Say why yes or why not. Use two details and explain why you would recommend or not recommend to go to outerspace to support your answer.
Monday, April 13th: The Rainforest
https://sites.google.com/ps7queens.org/vftrainforest/home
The rainforest is a home to many animals. Look at today’s virtual trip and explain why the rainforest is an ideal place to live for some animals. Use two details and explain.
Tuesday, April 14th: The Arctic
https://sites.google.com/ps7queens.org/vftarctic/home
The arctic is a very cold place to live. Look at today’s virtual trip and explain
why you would or would not want to live there. Use two details to explain.
Wednesday, April 15th: New York City
https://sites.google.com/ps7queens.org/vftnyc/home
New York City is the home to many and the home to many places to visit. Look at today’s virtual trip and write about one place you would like to visit and state why. Use two details and explain each detail why you would like to visit that place.
Thursday, April 16th: Under the Sea
https://sites.google.com/ps7queens.org/vftsea/home
There are so many fish and animals that live under the sea. The sea is a great place to explore. Look at today’s virtual trip and write about what would you like to know more about the creatures under the sea.
Friday, April 17th: Walt Disney World
https://sites.google.com/ps7queens.org/vftwdw/home
This trip is an amazing trip. All of the Disney characters come out to greet you.Would you like to recommend this trip to someone else? Why yes or why not. Use details from the trip to support your answer.
Have Fun!!
Highlight and Click on this site below, Then click on the triangle twice to hear the book Elephants. Follow along as I read to you the book. Enjoy!!
https://drive.google.com/file/d/1CDi22xh0BIUJs8_xhj6F5Rnmi5g0PWBB/view
Name:______________________ Class:_______________ Date: ___________________
Main Idea Elephants
Before we go into learning what is a main idea, lets take a book walk of the book Elephants.
Elephant Vocabulary Activity
Read the book Elephant . See below. I have copied and pasted the book. Please read at your own pace and do the vocabulary words given below.
Look at the following definitions and try to match the word from the list below.
Use the book to help you and fill in the blanks.
The part of an elephant that is is the nose and upper lip that is like a special shape.
__________________________.
A special device used to breathe underwater. ____________________.
Baby elephants _________________.
A large animal that is from Asia or Africa that has a trunk _________________.
The teeth of an Elephant:__________________.
The female elephants ____________________.
The wise old female elephant that keeps the elephants together and leads them:
______________________________.
Adult male elephants:_____________________.
A plant eater:____________________________.
A group of three or more families of elephants:__________________.
Path or Roads:___________________________________________.
In danger of dying out:_____________________________________.
From the continent of Asia:__________________________________.
Non living substance that an animal body cannot make but needs in small amounts:
________________________________.
From the continent of Africa:_________________________________.
Word Bank:
Elephant Herbivore Endangered Bulls Cows
African Tusks Matriarch Snorkel Mineral
Calves Route Asian Herd Trunk
Elephants: Hear it hear as well. Just Highlight and click. Then click on triangle twice. Happy Learning!
https://drive.google.com/file/d/1CDi22xh0BIUJs8_xhj6F5Rnmi5g0PWBB/view
Elephants
Chapter 1: The Large land Animals. Page 4
Chapter 2: Elephants Bodies. Pages 5-7
Chapter 3: Elephant Families. Pages 8-10
Chapter 4: Food and Water. Pages 11-13
Chapter 5: Keeping Elephants Alive. Pages 14-15
Chapter 6: Glossary Page 16
Name_________________________ Class: _____________ Date: __________________
Teaching Point: Readers use clues such as headings, key words, pictures, or other non-fiction features in order to figure out the Main Idea.
Read the following book to yourself: Elephants. (See attached above just highlight and click)
https://www.readinga-z.com/projectable/book.php?id=1342&lang=1&type=book
Read chapters two and three: Elephants Bodies (Chapter 2) and Elephants Families (Chapter 3).
Steps to figure out the main idea in a chapter or section of a chapter book:
1. Read one section to yourself or aloud (I sometimes read it to myself two or three times).
2. Use:
· title of the book: The title of the book was Elephants.
· the heading or title of the chapter: Chapter 2 was Elephants Bodies.
· key words: Snorkel
· pictures: Look at the Asian Elephant picture and the African Elephant picture.
· or other non-fiction features: chart
3. Reread what We wrote in red and THINK what did the author mostly want me to know in this section. The author wants us to know something important. He wants to teach us something in each chapter. Put it together.
What did you come up with? Put it together.
You can start off your sentence with.......
The main idea in this section is................. or
The section is mostly about...................... as a suggestion.
Did your main idea look like this?
The main idea of this section is that there are two types of elephants and their body parts are different from each other.
Now you try with chapter three: write the answers and send to me.
· title of the book: _____________________________________________________________.
· the heading or title of the chapter: ___________________________________________.
· key words: __________________________________________________________________.
· pictures: ____________________________________________________________________.
· or other non-fiction features: _______________________________________________.
Let’s try to put this together. The main idea of this chapter is____________________________
__________________________________________________________________________________________.
Try to do this with the book you are reading on online or you have at home:
· title of the book: _________________________________________________________.
· the heading or title of the chapter: ___________________________________________.
· key words: ______________________________________________________________.
· pictures: ________________________________________________________________.
· or other non-fiction features: _______________________________________________.
Let’s try to put this together. The main idea of this chapter is____________________________
__________________________________________________________________________________________.
Name:_______________ Class:_________________ Date: __________________________
Good Morning Class!
Please review the book again and repeat the same lesson as yesterday (if necessary).
Remember we were looking at the title of the book, the title of the section, key words, pictures and other non fiction features to figure out the main idea.
Here is the book. Just click on it and press log in.
https://www.readinga-z.com/projectable/book.php?id=1342&lang=1&type=book
Today I want to teach you that another way to get the main idea.
We can look at KEY DETAILS first and then put it together to get the main idea.
So today the teaching point is: Readers get to the main idea by looking at key details.
That’s our goal for today.
Did you reread the book Elephants? Let’s look at chapters 4 and 5.
Chapter 4: Food and Water
Chapter 5: Keeping elephants alive.
Chapter 4: Food and Water
Ask yourself,
Read the chapter and write what is the title of the chapter? Keep that in mind because it’s about that.
Are there any words that repeat themselves or the author uses in a special way? If so write them down.
What are three details that are very important that the author wants you to know?
Ok. Did you reread the chapter 4 and 5? Let’s look at chapter 4 (Food and Water).
Ask yourself,
Read the chapter and write the title of the chapter? Keep that in mind because it’s about that.
Ans: Food and Water
Are there any words that repeat themselves or the author uses in a special way? If so write them down.
Ans: Herbivores (plant eaters)....Elephants move..., Elephants (they) eat..., Elephants food is..., and Elephants (they) drink…..
What are three details that are very important that the author wants you to know?
Ans:
Elephants need to eat lots of plants (herbivores).
Elephants move around alot together because they eat a lot.
Elephants need water to survive. They drink water as well as spray themselves.
What is the main idea? Now put the three supporting details to get the main idea? Ans: Elephants must constantly move around together to find plants to eat and water to drink and bathe in.
___________________________________________________________________
Now it is your turn.
Read the next chapter and write the title: Keeping Elephants Alive.
Are there any words that repeat themselves or the author uses that are special? Write them down.
What are three details that are very important that the author wants you to know?
1.
2.
3.
What is the main idea? Now put the three supporting details to get the main idea? Ans:
________________________________________________________________________
Can you do this with the book you are reading at home?
Read a chapter and write the title:
Are there any words that repeat themselves or the author uses that are special? Write them down.
What are three details that are very important that the author wants you to know?
1.
2.
3.
What is the main idea? Now put the three supporting details together with the special words to get the main idea. Ans:
Recording voice of Elephant Book..mp4Name:___________________ Class:_______________ Date:_______________
Understanding the details.
Good Morning Boys and Girls!
Today I want to see how much you understand when you listen.
Listening is an important skill when developing the English language. We constantly listen to our parents, teachers and friends. We store that information in our brains and use the information when we are asked questions or use it when we talk and write.
When we listen, we pay attention to details and respond with details when asked a question.
Let’s see how well we understood the book Elephants.
Your goal for today: Listen to chapters 1 and 2 again. Try to listen and retain some important details.
Stop just before I start to read to you page 8!
Now that you have listened to the chapters, try to answer some of the questions.
If you did not get all the answers, that is ok! Replay the book I have recorded and listen for the details again. Write down the answers to complete today’s assignment.
I have asked you 7 questions.
Chapter 1 and two : Large Land Animals and Elephants Body
Who are the largest land animals?
Approximately how heavy does an adult elephant weigh? Think in terms of cars!
Describe how an elephant looks. Describe some important features that make the elephant unique (State 4 features).
What are some functions of the tusks?
Other than listening, what can the elephant's ears do?
What can an elephant's trunk do? (State 3 details).
Write down three differences between an African elephant and an Asian elephant. You make make a T-chart as you have seen in the book or just write sentences to describe the three differences.
Here are some photos to help you to respond to some questions I asked above.
Name:___________-Class:________________ Date:___April 28, 2020
Understanding Details Part 2
Directions. Listen and Reread the chapter about Elephant’s Families. See below.
Then answer these questions:
How many females can elephants live in?
What is a female elephant called?
What relative or family member can be found in an elephant family? List at least three or four.
Who is the leader in an elephant family?
How long does a male elephant stay with his mother? Why do you think that?
How do elephants protect their young? Use two details from to text to support your answer.
How does a mother elephant show her love to her calf? Use examples from the text to explain your answer.
NOW THINK: What is the main idea of this chapter? What did the author want you to know that is very important in this chapter?
Word Work:
We also learned today that one baby elephant is called a calf, with the letter “f” at the end.
Many baby elephants are called calves. We drop the letter “f” and add ves.
Here are some more words you can change to plural form. Follow the same rule of dropping the “f” or “fe” and adding “ves”:
Knife:______________________
Wife:______________________
Half:______________________
Calf:______________________
https://drive.google.com/file/d/1x9cfqu100jFONW7JY-YNw3oLZhbafaUo/view
Copy and paste to hear the voice recordings of the book Elephants.
Name:_______________ Class:______________ Date:________April 29, 2020_
Understanding Details to get to the Main Idea- Part 3
Yesterday we read and listened to the chapter Elephants Families. We listened to details and came up with the Main Idea.
The main Idea was: An elephant’s family life with its female members is very important for its survival.
Listen to the next chapter in the Elephants book, titled Food and Water.
You can listen to it twice if needed.
Read the same chapter assigned for reading.
Answer the questions that are details of the chapter. See below.
YOUR GOAL: Come up with the main idea for this chapter.
Think: What did the author want to teach me in this chapter that is important?
What type of food do elephants like to eat?
Why do elephants constantly need to be moving?
How do herds look for food? Give details from the text?
Why is water important for elephants? Give two reasons.
Why do elephants like water showers, mud showers, and dust showers?
Use details from this chapter to help you answer this question.
Now come up with the main idea of this chapter?
THINK: What did the author want to teach you about this chapter heading titled
Food and Water? What was important about Food and Water?
Name:_______________ Class:______________ Date:______April 30, 2020____
Understanding Details to get to the Main Idea- Part 4
Yesterday we read and listened to the chapterFood and Water. We listened to details and came up with the Main Idea.
The main Idea was: Elephants have different ways to find food and water.
Today:
Listen to the next chapter in the Elephants book titled,
You can listen to it twice if needed.
Read the same chapter assigned for reading.
Answer the questions that are details of the chapter. See below.
YOUR GOAL: Come up with the main idea for this chapter.
Think: What did the author want to teach me in this chapter that is important?
Chapter 5: Keeping Elephants Alive
Why are elephants considered endangered animals?
Why do people kill elephants? Use details from the text to support your answer.
How are people trying to save elephants? Use details from the text to support your answer.
Based on your reading of this chapter, come up with the main idea for this chapter.
Think: What did the author want to teach me in this chapter that is important?
You are now ready to take a quiz to see if you understood this book. See below.
Write the correct letter answer
Ans: 1_______. 2. ________. 3. ________. 4.__________. 5.__________
Write the correct answer:
6.________. 7._________. 8.__________ 9._________ 10.__________
11.___________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
www.youtube.com/watch?v=IFx4LD0zeto&t=15s
Listen to the first book Titled HIPPOS. Listen to it twice. Take notes as you listen to this book.
Look at the words that are new. I have given their definitions as well as a sentence for each word. Your goal for today is to write a sentence for each word.
Name:________________ Class:_________________ Date:______May 4, 2020___
NonFiction book #2 Hippos
Here are some vocabulary words and a sample sentence for you to know for each chapter:
Chapter 1: A LOUD ROAR
Shallow- Not deep
Sentence sample: I can swim in deep and in shallow waters.
Swings- Moving back and forth
Monkeys can swing on trees.
Scoops up- Able to picked up
Hippos scoop up lots of grass in their mouths when they are hungry.
Chapter 2: FIGHTING AND BITING
Territory: An area of land that belongs to and is defended by an animal.
A hippo fights for his territory and that can last for hours.
Roars: Making a loud sound like a lion with your voice.
A hippo roars to show this is his territory.
Snorts: making a sound with your nose.
A hippo snorts to show this is his territory.
Grunts: Makes a sound with its throat.
A hippo grunts to show this is his territory.
Chapter 3: HERDS OF HIPPOS
Herds- a large group of the same animal.
Herds of hippos can live in the river for a very long time.
Bellowing- making a loud deep sound.
Hippos like to be heard so they make a bellowing sound.
Chapter 4: STAYING COOL
Protects: able to cover it and take care of it.
An elephant and a Hippo both can protect its skin by going into the water.
Chapter 5: RIVER HORSES
River: a flowing stream of water that is close to land.
Hippos love to stay in cool rivers to protect their skin.
Chapter 6: EATING ALL NIGHT
Nocturnal: Awake and busy at night.
A hippo is awake during the day but he is nocturnal as well.
Chapter 7: DEALING WITH DANGER
Calf- baby hippos
A hippo calf stays with its mother so she can protect it.
Chapter 8: SOUND ALL AROUND
Mammal: A warm blooded animal that has a backbone hair on its skin and drinks his mother’s milk as a baby.
An elephant and a hippo are both mammals.
Chapter 9: MORE SURPRISES
Nostrils: openings of the nose.
The nostrils of a hippo helps it to breathe.
Throat: The area in which your food tube and voice come from.
I wonder if a hippo will ever have a sore throat from roaring so much?
CHAPTER 10: SOUND CHECK:
Roar: the loud noise that comes from your throat.
A lion can give a loud roar but a hippo can do it too!
***NOW IT’S YOUR TURN. Here are 10 words. Write a sentence for each
Shallow:
Swings:
Scoops up:
Herd:
Territory:
Bellowing:
Protects:
River:
Nocturnal:
Calf:
Mammal:
Nostrils:
Name:___________________ Class:________________- Date:____May 5, 2020___
Copy and past this to URL: www.youtube.com/watch?v=IFx4LD0zeto&t=15s
Listen to the book again about Hippos. Noe try to do this oage in placing the information where it belongs we will cross synthesize the information and see all the information we can come up with for Hippos.
Please do this work on your own and email it to me to: osperbe@schools.nyc.gov
Name:__________________ Class:_______________. Date: _____May 6, 2020_______
https://www.youtube.com/watch?v=0iYx5q5CudI&t=119s
Now listen to the second book posted above. Take notes. You may listen to this video two or three times.