Book 2

IDI OMS are way

over
my head!

Chatter Box

Chatter Box
Chatter Box
Language Development Resources
Book 2
 Use VisualS
>> Show the idiom using a digital projector. Then ask Cat got your tongue?
students to describe what they see and what they Why aren't you talking?
think it means.
>> Explain the meaning of the idiom. Ask students
how they think the picture explains the idiom.
For example, ``cat got your tongue´´ shows a cat
holding the boy’s tongue. If a cat is holding your
tongue, it makes it hard for you to talk.
>> Create an anchor chart for the idiom using the
template on page 3.
11

Provide Context and Examples

>> Create a sentence or scenario to provide context for the idiom. For example: When Emma sang
at the school talent show, she knocked the judges’ socks off! She won first prize.
>> Ask students to give other examples for the idiom.

Reinforce Meaning
>> Have students draw a picture to illustrate the idiom or a contextual example.
>> Use the Roundtable Routine on page 4 to reinforce meaning.
>> Challenge students to use the idiom at least once the rest of the day. Make it a game-if another
student hears a student using the idiom, they both get a point. The next day, have students share
what they heard and how they used their idioms.
>> Have each student create a book of idioms using the template on page 3.
>> Play charades: Have students act out idioms in pairs while other students guess.
2 Book 2
 IDIOM

Draw a picture What it means

Write sentences using the idiom. Provide context for your idiom.

3 Book 2
 RounDtable Routine Small Group
In this routine, a group of four students
complete a mini-project, with each
student doing a different part and then
organizing the completed parts onto
a piece of poster paper. The purpose
is to use different language skills, art,
writing, and dialogue collaboratively
to practice new sentence structures
and vocabulary while completing a
small project or task. This routine can
also be used to reinforce idioms.
For example, in groups of four,
students can create an idiom chart
or poster. Give each student a paper
and assign one idiom to the group.
Number students from 1-4 and
assign each student a role.

1s = Draw a picture to illustrate the idiom.

2s = Explain what the idiom means.
3s = Write a sentence with context using the idiom.
4s = Write a sentence with context using the idiom.

Once students are done, have them combine their parts to create a group poster. Students
then present their poster, with each student describing what is in the part he/she completed.
This activity can also be done in pairs by having each student work on two parts of the poster
instead of one.
4 Book 2
 She spilled the
beans.
She revealed
a secret.

5 Book 2
 You don't have to jump
down my throat.
You don't have to
be angry with me.

6 Book 2
 she bit off more
than she could
chew.
She took on
too many
responsibilities.

7 Book 2
 You're pulling my leg!
You're joking!

8 Book 2
 Let’s , play it by ear.
Let s see what happens
and go from there.

9 Book 2
 Lo o k ?
ing f io n s
o r ot h lu s t r at
e r ways to i l
t e a c h l a n g uag e u s i n g

An English Language Development Solution for Elementary Students K–3

Author: ____________________________________________ Author: ____________________________________________

Author: ____________________________________________ Vocabulary Author: ____________________________________________

Title: _________________________________ clothes houses

Vocabulary
fast leash (leashes)
bear Conversation Corner Vocabulary Title: _________________________________
grass path Title: _________________________________
Vocabulary dog
Title: _________________________________ Who are the main characters? ants leaf (leaves)
green running
backpack looking up holding What do they look like? bringing little
hair smiling
boy pencils outside Where are they? feathers nest

chair shoes playing What are they doing? food seed

desk sitting riding What happens next? helping sick

eyes thinking standing

sunglasses
tricycle
umbrella

Conversation Corner
Who do you see in the picture?
What are their names? Conversation Corner
What are they doing? Who is in the picture?
Conversation Corner What do they like to do together? Where are they?
What is the boy’s name? What do you like about this picture? What is the boy wearing?

different
Where is he? What are they doing?
What does he have? What happens next?
What is he doing? MAT 2 MAT 4

What is he thinking about? Author: ____________________________________________

MAT 1 MAT 5
Author: ____________________________________________ Author: ____________________________________________
Title: _________________________________
Vocabulary

illustrated
Author: ____________________________________________ branch (branches) Author: ____________________________________________
Vocabulary Title: _________________________________ Title: _________________________________
buttons
bats shelf (shelves)
gloves
Vocabulary bedroom sleeping Vocabulary Title: _________________________________
making
forest dreaming stars apron park
scarf (scarves)
hills glowing toys bench pick up (picked up)
snowballs
moon window broom striped

mats to build
moon Title: _________________________________
snowman
mountain Vocabulary clock sweep (swept)
sticks
night car fall/autumn tired
throwing
owls catch
winter
skunk driving
stumps excited
talking family

oral and
trees fishing pole
suitcases
Conversation Corner swim
What is the weather like? vacation
Describe the characters. visit
Conversation Corner
Conversation Corner Conversation Corner What are the characters wearing? Why?
Describe the characters.
Describe the setting. Describe the sky. How do they feel?

written skills
What are they doing in the snow? Conversation Corner
Describe the characters. Describe what you see in the bedroom. What are they doing now?
How do they feel? Describe the setting.
What are they thinking? Where are the girl’s toys and plants? Where are they going?
Describe the man.
How do they feel? What does the girl like to do at night? What will they do there?
MAT 8 What did the man do first?
Who is in the house? What does the girl do in the morning?
What is happening now?
MAT 7 MAT 9 What should the man do next?

MAT 6 MAT 10

• Build oral and written English skills • Adapt for use with different ages
MAT 4 EnglishMats are designed to use art to explore written and PRACTICE Have pairs practice telling a story to each other
Conversation Corner
spoken language, to develop skills used in English language orally. Then, show students the lines on the front and back of
arts, and to expand an English learner’s breadth and depth INTRODUCE Ask a Conversation Corner question and have the mat and tell them that this is where they will write their

and proficiency levels

of vocabulary. The mats help learners gain familiarity with the students repeat the question. Then prompt students to answer story. Provide an example with a student volunteer. Have the

• Develop skills needed in English

structure of stories, including the description of characters the question. Repeat student responses in complete sentences volunteer tell his/her story orally, and write what the student
and settings and plot development. The ideas below are and have the class repeat them. Point to the picture as you says on the board so everyone can see. Then, let students work
examples of tasks that can be used with this mat. Adjust the ask and answer each question. For open-ended questions, individually on their mats, circulating to monitor progress and
length and sequence of activities to the level of your students. brainstorm responses with students and write them on the to assist as needed. If the class struggles with the task, do a
For example, have more advanced students expand on the board to refer to during pair practice. whole-class shared writing, and then have students copy the
conversation questions during oral practice (e.g., Why are they shared writing on their mats.
running? Where did they come from? What colors do you see?) MODEL Invite volunteers to model pair practice with you,

language arts • Use as a classroom supplement

or modify the task (e.g., tell/write the story in the past tense). asking questions and modeling responses. CLOSE Regroup and ask volunteers to tell their stories.
Students who have written a story can read what they wrote.
PRACTICE Have pairs take turns asking and answering the
Mat 4 Themes questions orally. Evaluation
adventure, pets
CLOSE Regroup and review the questions, eliciting responses
from pairs. Have students practice writing their answers to the Evaluate students’ performance using the rubrics below. For
Author & Title questions if time allows. Content, give students one point if their talk or text included
Vocabulary

• Encourage open-ended discussion • Suitable for individual and

the specified content element and zero points if it did not. For
Explain that every story has an author and a title. Have Language, rate students’ performance using these criteria:
clothes houses Content Connection: Tell a Story
students write their names on their mats. After working with
0 Did not meet task and level expectations
the vocabulary and conversation questions or writing about
fast leash (leashes) INTRODUCE Tell students they are going to tell a story about
the illustration, brainstorm potential titles and write them on 1 Met task and level expectations minimally
the picture. If you want to evaluate student work, write the
the board. Then, guide students to select and write a title that
Content Evaluation criteria on the board and explain to
grass path 2 Clearly met or exceeded task and level expectations

and creativity pair work

relates to their story or words.
students that they have to include this information in their
stories. Review the Conversation Corner questions to elicit The maximum is 12 points for oral or written performance.
green running Vocabulary responses. Suggest that students can give names to the Consistently scoring 10 or above on each mat may indicate
characters to make it feel like a story, and remind them to readiness to evaluate whether a student can be advanced to a
hair smiling INTRODUCE Review and introduce the vocabulary by asking use descriptive words, like colors, to describe the characters. higher proficiency level as established by your school or district.
about the picture. For example, point and ask: What do Record their answers on the board.
you see? I see _____. What are they doing? They are _____.
MODEL Tell students that they are going to CONTENT EVALUATION LANGUAGE EVALUATION
Write the sentence frames you plan to use on the board.
Elicit responses and model the frames by repeating student use the answers they just gave to tell a story. What students can How well students How well students
Create two examples using student answers. 0 1 0 1 2 0 1 2
responses in complete sentences and having the class repeat say and/or write can say it can write it
Conversation Corner them. Then, invite students to create more examples
with you. Encourage students to use the words
Who is in the
Vocabulary Vocabulary
picture
MODEL Invite volunteers to model pair practice with you, then and next to tell what happens. Use the
Who is in the picture? asking and answering the questions about the picture to elicit Where they are
questions as hints or reminders as needed. Grammar Grammar
the new vocabulary.
Where are they? What the boy and Comprehensibility
PRACTICE Have pairs take turns asking and answering Comprehensibility
dogs are doing (pronunciation)
What is the boy wearing? questions about the picture using the frames you wrote on the Meaningfulness

The EnglishMats are a great

board. Make sure students point at the illustration when asking What they will do Fluency (pace,
next (relationship between
What are they doing? their questions. hesitations/pauses)
text and illustration)

What happens next? CLOSE Regroup and review the questions, prompting students
to use the vocabulary in their responses. If time allows, give
students more practice with the vocabulary (e.g., by writing

writing resource for kids—a way

sentences using the new words).

Includes teacher
Copyright ©2018 Ballard & Tighe, Publishers, a division of Educational IDEAS, Inc.
All rights reserved. No part of this publication may be reproduced in whole or in part, or stored
in a retrieval system, or transmitted in any form or by any means, electronic or mechanical,
including photocopy, recording, or otherwise, without permission in writing from the publisher.
For alignments to content and language standards: www.EnglishMat.com 2018 Printing ISBN 978-1-59989-547-5 Catalog #3-511-04

Copyright ©2018 Ballard & Tighe, Publishers, a division of Educational IDEAS, Inc.
instructions and • 10 tablets, each with a different illustration for students to take a piece of the
performance rubrics
No part of the mat may be photocopied or reproduced by any means.
Cat. #3-511-04
MAT 4

• 20 mats per tablet (11” x 17”) classroom home with them.
• Teacher’s instruction booklet Teachers Hands-On ENGLISH

10 www.EnglishMat.com
—Emily Varlas, Early Adopter Teacher, CA
 When I grow up, I want to be a/an because .

The main idea of the story is .

One detail about the character is .

C5 C5

cow

C8
C8

spring

spring

Frames for Fluency

Capstone PROJECT SUPPLIES

PROJECT • Printable 8: One mask per

student
• Printable 9: One template
per

K–5
pair
Create and label a stick animal puppet. With a partner, role-play
• Crayons and markers
a dialogue between two puppets that includes a greeting,
self-introduction, description of appearance and/or size, and • Glue and craft sticks for
animal
masks
identifying something it likes to do.

These idioms and many

other strategies for English learners
Hands-On English are featured in Ballard & Tighe´s Carousel of IDEAS
INTRODUCE THE PROJECT SLIDES 12-14 Explain that SLIDE 14

students are going to make an animal stick puppet and Capstone Evaluation Criteria
perform a play with another student. First, they will make
a puppet and give it a name. Then, they will perform Did you …
a play with a partner. In the play, they will greet their
partner’s puppet, introduce their puppets to each other,

K–1 K–5
1. greet and introduce your puppet?

K-12 English Language Development

describe what their puppets look like to each other, and
tell something their puppet likes to do. Demonstrate the 2. ask the other puppet questions?
puppet play using two puppets and the sentence frames
on the slide. Show students the Evaluation Criteria on
3. describe your puppet?
Slide 14, and explain that they need to include these parts
in their project.
4. tell what your puppet likes to do?

programs. For over 40 years, Ballard & Tighe

Chapter 5

28 Chapter 5

What Is Included
Evaluatio
progress.
n: Evalu
If
important teachers plan
Performan that students
Plann ce can
ation guid

are given
elines
to evalu
are prov
ate oral
theThe
pad.
ided to
or writte
centerpiece
help mon
itor stude
has dedicated itself to providing quality
materials and assessments for English
stude pads ingwithbe20 mats per
evalu n perfo nt
One set of EnglishMats consists
of 10 different nts prod Your ated Lesso criteria
forof rmance,
at stude
stimulating
nts prod
Author theuce and how At
imagination. in
thetwolowestnslevel
ways evaluation it is
of each mat is an illustration aimed Lang and uced
Title Lines: well theyperhaps: the
the illustrations, elements beforehand.
writing
uage
what
upon they asee in the Although
spec prod
it is of conte
proficiency, students name or describe after
at of what shou story
ld beisimagination
created, ified elem
it is to interpret
uce
likely that
it. the
and write
Cont title
entwill nt
while at more advanced levels, your
students
scho use their
authorshi
ol:
rated according ent (1for
beneficial
poin
students
be decided
is rated
words, p
asispast
andorhow future
storiesevents. t) or they simply:
to build awarenes
in thebe picture, as well to
about what might be happening • taught
story0and
the
points:
concept that,
for each text,
aretheassigned
language did not
names. They
proficiencshould(0 poin
s
a titlestude
or name there is an author ts).

Instruction Guide
level nt of
did not
the story. When y level
or writer
Author: ____________________________________________

as authors,expe meet task students recognize s used

of the
Author: ____________________________________________

theyctatio
feel ownership
ns
Title: _________________________________

themselves
• 1 poin to learn and produce, which canand
motivation
Vocabulary
Title: _________________________________

give students
bear
Vocabulary dog

greater intrinsic
backpack looking up
holding

t: stude
pencils

language
boy outside
chair shoes

nt met associated with

playing

Vocabula
level expe
Ch am pi
desk sitting
riding

ry Practice: task and

thinking

the task.
eyes standing

are listed on ctationsTen essential

sunglasses
tricycle

each mat. Instruction words for talking about

on Wr ite
umbrella

•though
2 poin s are provided the illustration
Conversation Corner

ts: stude
teachers s
Who do you see in the picture?

may for introducin

r
What are their names?

want to introduce
nt exce
What are they doing?
Conversation Corner

expe
to the eded task additional or different g the words,
What do they like to do together?
What is the boy’s name?

learners. Click on the English Language

ctatioaccording
picture
What do you like about this picture?
Where is he?

ns
What does he have?

to the proficienc andylevel words related

What is he doing? MAT 2

their students.
s K —3
What is he thinking about? MAT 1

It is and backgrou

Grade
important that nd knowledg
Align
Author: ____________________________________________

draw from when students e

ed to they describe or create texthave a framework of words toof
Author: ____________________________________________

Author: ____________________________________________ Vocabulary

Title: _________________________________
Vocabulary forest
Conversation Corner

forConversa Stand
ants leaf (leaves) hills
Vocabulary Who are the main characters? Title: _________________________________

about the illustration

bringing little moon

ly illustrated mats to build sp

What do they look like?

Lang
clothes houses

tion Question
nest

ills s: These
feathers mountain

ards
fast leash (leashes) Title: _________________________________ Where are they?

.
seed night

10 Rich
food

skge
grass path What are they doing?

ua
sick

g
helping owls

ritinthe
running What happens next?

questions provide
green

exploring
eakinThe
skunk

dw
smiling

ncan
g amats
hair
stumps

topics Ar
and a starting point
talking

ts associated
themes
trees

ask
align for answer the questions and
with the illustration
language to natio . Teachers
Conversation Corner

pairs. nal and as a

Students
arts state stand class activity, or students can
Describe the setting.

by devecan also
Describe the characters.

provideillustration loping brainstorm

What are they thinking?
How do they feel?

additiona work in
Conversation Corner

relevant as a class, ards forl questions

Who is in the house?
Who is in the picture?

the abilit
in small Engl
Where are they?

and use details to ask about

MAT 6

when descgroups,
What is the boy wearing?

y to or in pairs. ish the

What are they doing? MAT 5

stand write
writing Contentard
What happens next?
MAT 4

Connecti narratives
and spea Englishon: Students ribing ,
Author: ____________________________________________

the gram settin

will use
and prep Vocabular g and
what
Author: ____________________________________________

king,y and mar and theychara

Title: _________________________________

incluConversa have learned

Author: ____________________________________________

usage
Title: _________________________________

ofositio
characters ding temp tion Corner cters during
Vocabulary

conventio
activities create ,descriptio
Title: _________________________________

nal phra
Vocabulary branch (branches)

role of and settings tons

shelf (shelves) buttons

oral word
bats

autho ses. or to develop

bedroom sleeping gloves

Teachers when
also useAddi ns
dreaming stars making Vocabulary

r andcan as,sequence
the tiona adjectives
toys scarf (scarves) car

Development programs to find

glowing

illustratio illust of events for

window snowballs catch

mats lly,
moon

rator in in astude
snowman driving

ton write a
convaeys modified language, experienc story.
sticks excited

collective story story nts inter

throwing family

tellin
fishing pole

details
winter

either before nalize e approach

suitcases

or in small, guided relate g andhaving the

swim
Conversation Corner

learnstudents
vacation

writingdgroups.
Describe the characters.

to work
visit

a story how an on their own

How do they feel?
Conversation Corner

class These
What are they doing now?

For align period. . activities may

What is the weather like?
Where are they going?
Conversation Corner Describe the characters.
What will they do there?

take more than

Why?
Describe the sky. What are the characters wearing?
bedroom.
Describe what you see in the What are they doing in the snow?

and langments to cont one

MAT 9
Where are the girl’s toys and plants? How do they feel?
night?
What does the girl like to do at

copies of each mat per pad

MAT 8

What does the girl do in the morning?

20
MAT 7

uage
www.EngVocabulary ent
stan
lishMat.c dards:
___________
Author: _________________________________

om
Vocabulary
Title: _________________________________
Students name
themselves as the
park
apron
up)
pick up (picked Author: ________________________
bench

author and create a

striped ____________________
broom
sweep (swept)
Author
clock

work.
Title: ________________________

title for their

tired
fall/autumn
_________
and Title
Vocabulary
car

Lines are provided

catch

out more or request a demo

driving
excited
family Corner
on the front and
back for writing.
Conversation

• Differentiate for any proficiency level

fishing pole
Describe the setting.
suitcases Describe the man.
swim do first?
What did the man
vacation What is happening now?

• Develop skills needed in English language arts

man do next?
visit What should the

and
Vocabulary park

The illustration
up) MAT 10
(picked
apron pick up Conversation
Corner

list are
bench

Conversation
striped Describe the

vocabulary
• Encourage open-ended discussion and creativity
broom (swept) characters.
sweep How do they
clock feel?

they going? on both

tired

shown Corner
What are they
fall/autumn doing now?
Where are

sides of the mat for

What will they

• Suitable for individual and pair work

n Corner do there?
Conversatio

easy reference.
the setting.
Describe
the man.
Describe do first? MAT 9
the man

rubrics
What did

• Includes teacher instructions and performance

now?
happening
What is do next?
the man MAT 10
What should
6
IDEAS, Inc.
of Educational

3
a division
Publishers, by any means.
& Tighe, or reproduced
©2018 Ballardbe photocopied
Copyright may
of the mat
No part
Cat. #3-511-10

For alignments to content and language standards: www.EnglishMat.com

r
Name
he :

n Te ac
7

with one of our consultants.

Ch am pio

____
__________ ____________________ Author: __________
Author: __________ ____________________
______________
Vocabu lary
___
____________________ apron Title: __________
Title: __________ park ____________________
bench ___
pick up (picked
up)
broom
striped
clock
sweep (swept)
fall/autumn
tired

Vocabu lary
car
catch
driving
excited
Lev el
Blu e medi
family ate
Inter
fishing pole
suitcases
Corner
swim Conver sation
s. Conver sation
vacation Describe the character Corner
Describe the setting.
visit How do they feel?
doing now? Describe the man.
What are they
going? What did the man
Where are they do first?
there? What is happenin
What will they do

Schedule
g now?
What should the
man do next?
MAT 9

MAT 10

EnglishMats Champion of IDEAS

K–3 a demo 6–12

Ballard & Tighe, Publishers | P.O. Box 219 | Brea, California 92822-0219 | www.ballard-tighe.com | 1-800-321-4332 | 1-714-990-4332
11