English
Language Learners
Newcomer
Teacher’s
Guide
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Contents
About These Materials ....................................................................................... 1
Newcomer Teacher’s Guide
OVERVIEW
Overview: Language Functions, Structures, and Vocabulary............................. 2
Lesson
Lesson 11
Hello!................................................................................................................. 6
Lesson
Lesson 22
In My Backpack ................................................................................................ 8
Lesson
Lesson 33
Be Careful! ..................................................................................................... 10
Lesson
Lesson 44
E n g li sh e L e a rn e rs
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Langua
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Newcomr’s
Teache
Guide
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LV K-6
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The Newcomer Teacher’s Guide
The Newcomer Teacher’s Guide provides a series of
lessons for beginner English language learners. Each
lesson teaches basic language functions, sentence
structure, and survival vocabulary to provide newcomers
with the tools for success.
My Classroom ................................................................................................ 12
Lesson
Lesson 55
My School....................................................................................................... 14
Lesson 5
included in this
Sampler!
Lesson
Lesson 66
Let’s Learn...................................................................................................... 16
Lesson
Lesson 77
How Do You Feel? .......................................................................................... 18
Newcomer Audio CD
This CD contains Lesson Language Chants for each lesson.
The Chants and their accompanying copy masters are an
ideal way to provide extended oral practice.
FPO-Need-ISBN
Lesson
Lesson 88
How Do I Get There? ...................................................................................... 20
Lesson
Lesson 99
I Can Do It!...................................................................................................... 22
Lesson
Lesson 10
10
My School Day ............................................................................................... 24
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Newcom’s
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FPO-Need-ISBN
Guide
Vocabulary and Concept Posters
Full color Vocabulary and Concept posters are paired with
each lesson for visual support and concept building.
1508905
1508905-LV
Time for Lunch ............................................................................................... 26
Lesson
Lesson 12
12
Let’s Play! ....................................................................................................... 28
4:20 PM
TPR Every-Student Response Cards .............................................................. 30
1
Lesson Language Chants................................................................................ 42
Progress
Lesson 5
Checklist
ol
My Scho
KEY
✔ ready
for
Progress Monitoring
Each lesson is supported by a progress monitoring tool
designed to inform appropriate instructional decisions.
Names
MARKING
next lesson
needs more
practice
Student
ctions
Make Introdu
Introduce
Others
Ask for and
Lesson 5
ns
Give Directio
Structures
Lesson 5
Vocabulary
Certificate of Completion ................................................................................. 66
Mifflin Harcourt
Publishing
Company
COMMENTS:
Progress Checklists ......................................................................................... 54
© Houghton
_dw.indd
3334_CVR
3/15/12
K-6
Lesson
Lesson 11
11
Newcomer
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Teacher’s
Guide
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Newcomer
Newcomer Teacher’s
Teacher’s Guide
Guide
©
© Houghton
Houghton Mifflin
Mifflin Harcourt
Harcourt Publishing
Publishing Company
Company
Contents
Contents
LESSON 5
At a Glance
Language Functions
• Make Introductions
• Introduce Others
• Ask for and Give Directions
Language Structures
Who is
Where is
This is
?
?
.
Using the verb be
Vocabulary
crossing guard, librarian,
nurse, principal, student,
teacher, main office, nurse’s
office, classroom, library
Review
Lesson 4: My Classroom
• Prepositions of Place
REVISIT CONCEPTS
Play a Game Remind
students that we use he for boys
and men, and that we use she
for girls and women. Point to
a boy in a picture and say he;
point to a girl in a picture and
say she. Explain to students
that you are going to play a
game with them. Say he and
gesture for the boys to stand up
and then to sit down. Say she.
Gesture for the girls to stand up
and then to sit down. Then tell
students that the boys should
stand up when they hear he
and the girls should stand up
when they hear she. Repeat the
pronouns in random order while
the boys or girls stand up.
14
Newcomer Teacher’s Guide
My School
Build on Prior Knowledge
INTRODUCE VOCABULARY Download and display Language
Support Poster 1 from www-k6.thinkcentral.com. Point to the teacher
on the poster and say: This is the teacher. Point to the student and
say: This is the student. Explain to students that there are other
important people in a school who help make it a good place to learn
and grow. Display the images on Vocabulary and Concepts Poster
5. Point to each photograph and read aloud the labels. Provide
students with a brief description of what each person in the photograph does.
STUDENT PARTICIPATION Ask students to draw pictures of their
school. Encourage them to include in their drawing the important
people from the photographs on Vocabulary and Concepts Poster 5.
Then write on the board the following sentence frame, and model
. Invite students to talk with a
using the structure: This is
partner about their drawings. Display their drawing on a bulletin
board labeled People in Our School.
Teach/Model
USE VOCABULARY AND STRUCTURES Display again the images on
Vocabulary and Concepts Poster 5. Point to the picture of the nurse
and say: This is the nurse. Repeat with the picture of the teacher and
say: This is the teacher. Point to the picture of the principal. Say:
This is . . . Ask a volunteer to complete the sentence. Have the class
repeat: This is the principal. Continue pointing to pictures in random
order. Have students respond chorally with sentences beginning
with This is.
This is the principal.
Continue displaying the images on the poster. Point to the principal
in the first picture and ask: Who is she? Have students repeat the
question. Then answer the question by saying: She is the principal.
Have students repeat the response.
Who is she? She is the principal.
Remind students that Where- questions ask about places. Read
aloud the labels on Vocabulary and Concepts Poster 5. Point to the
principal’s office in the first picture and ask: Where is she?
Answer by saying: She is in the main office. Have students repeat
the question and the response. Follow the same procedure with the
other images. Emphasize the use of he with the teacher and she with
the principal, crossing guard, nurse, and librarian.
Where is she? She is in the mail office.
eGLOSSARY
Access the eGlossary at
www-k6.thinkcentral.com.
Practice/Apply
VOCABULARY AND STRUCTURES Divide students into two groups.
Point to the image of the principal on Vocabulary and Concepts
Poster 5 and ask: Who is she? Gesture for one of the groups to repeat
after you. Then answer the question by saying: She is the principal.
Gesture for the other group to repeat after you. Then point to images
in random order and help students ask and answer Who- questions.
As students become more proficient, have the groups ask and answer the Who- questions without your prompts.
Continue pointing to image on Vocabulary and Concepts Poster 5.
Ask: Where is the nurse? In the library? Shake your head to indicate
that this is an incorrect response. Ask: In the nurse’s office? Clap
your hands to indicate that this is the correct response. Ask other
Where- questions. Have students shake their heads when you give
an incorrect answer and clap their hands when you give a correct
answer. Then have students work in pairs. Assign one set of images
to each pair. Have students ask and answer Who- and Where- questions about their set of images. Write the following sentences on
the board: Who is she? She is the nurse. Where is the teacher? He is
in the classroom. Have students practice writing the sentences on a
sheet of paper. Encourage them to illustrate the sentences.
Review
TELL ME WHERE Review classroom objects from Lesson 4. Point
to the clock, bulletin board, window, door, and desk. For each time,
ask: What is it? Encourage students to answer with the name of the
object.
Remind students that they can ask or tell where things are by using words such as on, at, in, near, behind, under, above, and below. Place a pencil on top of a desk. Say: The pencil is on the desk.
Continue to review prepositions of place, using the pencil. Then call
out locations such as under the desk, near the clock, and behind the
chair. Have volunteers place the pencil in the appropriate place.
TPR
Total Physical Response
Use the following prompts with
the Every-Student Response
Cards on page 34.
1. Use this word for a person
who helps you cross the
street safely. (crossing
guard)
2. Use this word for a person
who is the head of a school.
(principal)
3. Use this word for a person
who teaches at a school.
(teacher)
4. Use this word for a person
who learns at school.
(student)
5. Use this word for a person
who helps people who are
sick or hurt. (nurse)
6. Use this word for a person
who helps people find
information in books or
computers. (librarian)
7. Use this word for a place to
find information in books or
computers. (library)
8. Use this word for a place in
which people gather to learn.
(classroom)
9. Use this word for a place in
which a person works. (office)
Lesson 5
15
Unit
Lesson
4, Week
5 X
E v E R yP-RsA
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CARds
Name
Unit
Lesson
4, Week
5 X
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PR
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Name
People at Our School
What is the name of our principal?
The name of our principal
is
.
librarian
library
crossing
guard
My School
principal
Where in the school is the principal?
The principal is in the office.
What is the name of our librarian?
The name of our librarian
is
.
teacher
Where in the school is the librarian?
The librarian is in the library.
nurse
principal
office
What is the name of our teacher?
The name of our teacher
is
.
nurse
Where in the school is our teacher?
Our teacher is in our classroom.
students
What is the name of our nurse?
The name of our nurse
is
.
teacher
classroom
student
Where in the school is the nurse?
The nurse is in the nurse’s office.
What is the name of a student at our
school?
My name is
student at our school!
To the Teacher:
To the Teacher:
Use with the prompts on page 15. This sheet may be cut into cards or provided whole to each student. Students
can respond to prompts by holding up a card or by pointing to a word on the page.
Every-Student Response Cards (TPR)
© Houghton Mifflin Harcourt Publishing Company
. I am a
34
Identify and practice saying the names of the people in the song. Play the Newcomer Audio CD, Track 5. Have students listen to one
round silently before chanting along with a second round, filling in the blanks. For the third round, have students repeat each stanza after it
is chanted, filling in the blanks.
Lesson Language Chant
Newcomer Teacher’s Guide
© Houghton Mifflin Harcourt Publishing Company
46
Newcomer Teacher’s Guide
Experience
Journeys Common Core
hmheducation.com/journeys
© Houghton Mifflin Harcourt Publishing Company. All rights reserved. Printed in the U.S.A. 06/12 MS47725 F-1528426
800.225.5425 • hmheducation.com