home in various parts of the world. Proficiencies III: Identify and describe community places, Activities, and occupations Activities Use contractions (where's, what's, they're). Name and describe places in Use prepositions of place. the community. Name community workers. Name/write jobs. Tell jobs of each worker. Draw pictures of workers. Read from/make maps. Match pictures of workers with work places. Write a shared story about the community. View a filmstrip/video about places in the community. Role-play jobs. Make a map of the school neighborhood. PERFORMANCE OUTCOME #5: Use basic language to describe daily activities Proficiencies I: Describe before and after school activities Activities Use simple past/past progressive tense. Engage in storytelling about Use "what, where, when?" questions. student's activities before or Sentence writing/reading. after school. Chart making. Chart activities before/after school. TPR comprehension game. Sequence before/after school activities. Illustrate activities. Proficiencies II: Describe school routines and calendar Activities Use contractions (it's, how's, what's). Make a classroom map. Use newspapers. Identify classroom furnishings. Read and write vocabulary related to school/community. Use TPR strategies to direct Discuss holidays. commands. Review shapes. Role-play cafeteria activities. Make a graph. Illustrate appropriate behaviors Make a calendar. in the auditorium and library. Name/label parts of the calendar. Make a monthly calendar.
home in various parts of the world. Proficiencies III: Identify and describe community places, Activities, and occupations Activities Use contractions (where's, what's, they're). Use prepositions of place. Name community workers. Tell jobs of each worker. Read from/make maps. Name and describe places in the community. Name/write jobs. Draw pictures of workers. Match pictures of workers with work places. Write a shared story about the community. View a filmstrip/video about places in the community. Role-play jobs. Make a map of the school neighborhood. PERFORMANCE OUTCOME #5: Use basic language to describe daily activities Proficiencies I: Describe before and after school activities Activities Use simple past/past progressive tense. Use "what, where, when?" questions. Sentence writing/reading. Chart making. Engage in storytelling about student's activities before or after school. Chart activities before/after school. TPR comprehension game. Sequence before/after school activities. Illustrate activities. Proficiencies II: Describe school routines and calendar Activities Use contractions (it's, how's, what's). Use newspapers. Read and write vocabulary related to school/community. Discuss holidays. Review shapes. Make a graph. Make a calendar. Make a classroom map. Identify classroom furnishings. Use TPR strategies to direct commands. Role-play cafeteria activities. Illustrate appropriate behaviors in the auditorium and library. Name/label parts of the calendar. Make a monthly calendar.
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