# data[].attributes.headline
Grade k-2 Receptive and Expressive Language 

# data[].attributes.subject
Grade k-2 Receptive and Expressive Language 

# data[].attributes.body
These are some quick activities you can do during the day. You don't have to sit and drill. You can make it part of what is happening in the day .
1. Receptive language activities:  Look around the room what do you see, have you child identify what you are talking about.  For example:  Show me the bowl that is is upside down.
You can also set up the environment where you have 2-3 of the same thing, a fork on a plate, a fork above a plate and a fork on the right side of the plate. Have them identify the one you are talking about
2. You can ask yes no questions about anything. Do you live in Pico Rivera? Does ice melt?
Is licorace black? Do carrots grow on trees?  You can use those questions as teaching opportunities.
3. Talk about synonyms words that mean the same thing. Use the word synonym as you talking about the words. You  can state words that mean the same thing are synonyms like big and large or warm and heated. Is below a synonym for under? or What is a synonym for glad?
4. Talk about antonyms words that are opposite each other.
Big and little are opposites they are antonyms. Give me an antonym for hot, hotter? try again, need something very different ( can pretend to be shivering) cold, yes cold is an antonym for hot.
5. I spy with my little eye can also be used as a receptive language activity
6. Simon Says
8. Asking questions about items in regard to their category or function.
Which one is a fruit? as you are looking in the fridge and see an apple and carrot
Which one is used for serving soup?  There is a ladle and a pot holder.  Also a good time to learn the name of different items.
9.  Inferencing
When you are doing read aloud stories you can read a sentence: John was looking for his boots? Why was John looking for his boot --can give a choice of 2 or the child can provide a response
10. Auditory memory and attention.  After you have done the bed time story you can do this activity. Say a short sentence and have you child repeat it back to you exactly as written. ( e.g from Caps for Sale, The peddler said, 50 cents a cap.
We make it into a game to get ut exactly right.

# data[].attributes.headline
Pragmatic and social skill activities for all: If you are working on smooth speech these are good activities to do as well. 

# data[].attributes.subject
Pragmatic and social skill activities for all: If you are working on smooth speech these are good activities to do as well. 

# data[].attributes.body
First we are aware of the Rules for communication:
These are similar to the rules I have posted in the class.
1. Address your conversation partner correctly. ( Using name or position/John, mom, vs Hey)
2. Take turns and don't interrupt someone while they are talking.
(with words or noises)
3. Listen more than you talk.
4. Ask one question at a time.
5. Let the other person answer the question you have asked.
6. Acknowledge the response by making a statement that about the response.
7. Think before you speak. Organize your ideas in your brain before you start to talk.
8. Think about your communication partner
a.  Are these people interested in this topic: If yes, Share a bit about the topic. If no, find a topic that interests both people.
9. Provide truthful information about the topic. (Don't make up stuff or add pretend stuff). Keep your responses short. Think about 10 words.
9. If you are having a conversation about an item and you know a lot about it, Share 1 fact. If people are interested they will ask for more facts. Do not share all you know about it.

Here are some ways to work on conversation.
1.  Watch others- at home, from a distance, on TV( with the volume down)-Be a social detective observe the following:
A. The nonverbal communication: facial expression, body language, gestures, volume. Guess what they are talking about and how you know that is what they are talking about.
2. Room to room conversation or back to back conversation.
This takes away the eye contact component; however keeping on topic is important.
3. Neighborhood walks:
As you get out of the house, talk about what you see. 2-4 sentences about the environment. Keep the length short. Also, if/when see others greet with a hello. Again engagement is not needed or really wanted right now.  Just a
brief hello.
4. Part of being a social detective is knowing what topics people are interested in and like to talk about.
Think and write down topics your parents, brother, sister, aunt, uncle, neighbor, etc. like to talk about. That way you know when you are with them you can engage in small talk ( which is a short conversational interaction).
5.  Conversation Cards.  You are all familiar with this.  This is where we have a card with an open ended questions and you and others have to answer it. To show that you were listening, then share what the other people said you could even relate it to your own experience ( but keep it short).
Make up your own conversation cards and have fun with this activity.  ( What is your favorite game and why?, What is your least favorite book and why?,
Where would you like to visit and why? or you could ask would you rather questions   Would you rather have to wear 2 left shoes or socks over your hands?-make up fun questions.
6. Interview a family member
Ask them questions about themselves. This is a good opportunity to listen. A 5 minute interview would allow you to get information. Add to this on a daily basis.

o

# data[].attributes.body
1.  Walk into each room of the house. Make a list of the items you see.  If they are food items whose name you don't know look at the labels, learn new words. Write down the name, and describe what it looks like.
The purpose of this activity is to develop vocabulary and to be aware of categories. By describing what you see you are building vocabulary. Do this with a brother or sister.  Here is an example: Living room: Bowl made of glass. Green and blue,  it will break if I drop it. It is fragile. It is on top of the table. Mom uses it for decoration.
2.  Write or act out a TV commercial. You can copy one that you have seen or develop your own new one. Record yourself doing it so you can see how you sound. Make several commercials, see how you sound.
3.  Pretend you are Travel Writer use your Chromebook to explore countries that you are interested in or don't know about. Record your commercial. It can be up to a minute. ( That way you have to think about what and how you say it)
For example: Iceland. What kind of place is Iceland.  Well it is just like the name indicates it is full of Ice. It is a Nordic country which is sparsely  populated which means it has few people.  It is a beautiful country with huge glaciers ( glaciers are slow moving masses of ice), volcanoes, geysers hot spring etc.  Have fun with this. Enlist your siblings to help you. Draw pictures of the country and describe it.
send me examples at my email.
4. Think of a book that you enjoyed reading. Did you ever wonder if there was a sequel to that book. You can create a sequel.  Those of you who enjoyed Crenshaw this year, wrote a fun sequel.  All you need is your favorite book and think of the story grammar marker. Use our framework to help develop your sequel. Illustrate it. Make sure your pictures match the words you use.
Remember the format:
Character
Setting
Problem/Kick off
How the character feels about the problem
Plan: What does the character plan to do
Actions: What actions does the main character take in solving the problem
Resolution/End/Tie up
How does the story end.
How does the character feel at the end.
5. Be a broadcaster
As you and your brothers and sisters are playing you can pretend you are the person who narrates the event. Think of the people who call out the baseball, basket ball, hockey games.  You too can do that. For example. They might be playing a game of UNO. You could be on the side stating.
A yellow 2 has  just been put down by John, Bill does not have a 2 or a yellow he has to pull from the deck, oh no, the card he pulls does not help him. Now it's Jane's turn she puts the skip a turn card. Bob is disappointed, you can tell by his frown, but he is a good sport, now its Pete's turn, he puts down one of his 2 cards it's a yellow 8 and he yells UNO.  Everyone moans....
6.  You can also be a pet broadcaster. If you are playing with one of your pets you can describe the activity.
Here is an example: Mia and Marmalade are playing with their feather stick, It goes above their heads, but Marmalade reaches up high over her head and grabs it. She pulls it down, she meows at it. It flies up over her head again. She runs after it.

SO EVERYONE, JUST HAVE FUN WITH YOUR WORDS. LEARN ABOUT NEW PLACES, NEW THINGS, RECORD YOURSELF AND SHARE WITH ME.

# data[].attributes.body
When watching a movie, cartoon, reading a  a story or a book use the elements of the story grammar marker to answer questions using complete sentences.
Answer the following questions:
Based on the illustrations:
1. Who do you think is the main character.
2. Based on what  has been read to you *Who is/are the main characters.
3. Describe what the characters look like.
4. Would you like to be this characters friend? why or why not.
5. Based on the pictures describe the setting.
6. Where do the words say our story takes place.
7. Where and when does the story take place. As the story continues what are the different settings you encounter.
8. What is your favorite setting and why?
9. Based on the title, and the first page of the story, what do you think the kick off is going to be?
10 .What is the kick off/problem.
11. How would you feel if you were to encounter that problem?
12. How does the character feel?
13. What would you do if you were faced with that problem. Explain your plan, why would you do that? What could/should the character do?
14. What does the character plan to do to solve the problem.
15. Given the characters plan, what are the steps/actions  they should take .
16.  What actions does the character engage in to solve the problem. Provide  them in the correct order.
17. How do you think the story is going to end?
18.  How does the story tie up.
19 . If you were the main character; how would you feel about the ending.
20.  How does the character feel in the end.
21.  Provide an alternate/ new different  ending to  the story. That means that the last action, the ending and the character feeling would be different.

Make a cartoons or a video of you answering these questions.
Send it to me.

# data[].attributes.body
Use your imagination. Create a new superhero. Make a book or cartoon cells that capture your story.  Draw a picture of your super hero. Describe it. You or your parent/sibling can write a physical description of the character. Describe the character's super powers and provide his origin story ( for example Peter Parker got bit by a spider and hence his super powers). Draw you characters outfit. Describe what it looks like.  Don't worry if it doesn't look perfect. Now using our Story Grammar Marker format write about your super hero by doing the following in written format. I would like to see what you develop.
2nd character: The antihero . Tell us why this person is the antihero and what they look like. Why are they  the anti hero?
Setting: Talk about the house or place where the superhero lives.   Tell us where the anti hero hangs out.
Kick off:  Why it is the  important mission that your superhero  goes on .
Plan: What does your character  plan on doing? Why does the character plan on doing this?
Feeling: How does the character feel about this plan.   .
Actions:Talk about 5 ( you can have more that 5 actions) that the character engages in to solve the problem.
Ending: How does the superhero solve the problem, what happens to the anithero?
How do they feel at the end. Tell me about your creative process.
Enjoy this assignment share on seesaw, or email a video to me showing me what you did.
Have fun with this assignment.