EDLI 635 Reflection

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EDLI 635 Reflection

Thematic Unit- Keystone

Please find my Thematic Unit, Student Worksheet, & Short Story Rubric

Candidate’s Name: Kylie Hubbard

Grade Level: 6th Grade

Unit Title: All About Me

Lesson Title: Vocabulary, Prefixes, & Suffixes

Length of Lesson: 2 Class Period: 42 minutes

Central focus Vocabulary, Prefixes, & Suffixes Students, through class discussion and brainstorming will create two word webs. The first web will focus on descriptive words that positively describe their physical features. The second web will focus on student’s interests and hobbies. Students will use the words from the web to answer prompting questions in complete sentences about themselves. Questions will cover identify personal physical features, personal interests, and opinions. Key questions: ·      What does positive mean? ·      What are physical features? ·      What is included in a complete sentence? ·      What does the word prompting mean? ·      What type of prefixes and suffixes do descriptive words usually have?

Prior Knowledge: ·      Some understanding of descriptive words related to their physical features. ·      How to write a complete sentence. ·      An understanding of their person interests. ·      How to use Quizlets

Learning Standards: NY.CC.6.L. Language Standards Vocabulary Acquisition and Use 6.L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. 6.L.4.c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. NY.CC.6.SL. Speaking and Listening Standards Comprehension and Collaboration 6.SL.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. 6.SL.1.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. NY.CC.6.W. Writing Standards Production and Distribution of Writing 6.W.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Support literacy development through language: ·      Students will complete a self-assessment upon completion of the project. Vocabulary ·      Complete Sentences, Word Web, Physical Features, (Words related to physical features). Sentence Level Sentence structure will include: a subject, verb, and object. Discourse: Students will work independently to describe themselves in complete sentences.

Learning objectives: Students will be able to create their own word webs for future assignments. Students will be able to increase their vocabulary related to physical features. Students will be able to write complete sentences describing themselves physically and their interests, using words from the word web. Students will be able to identify and properly use prefixes and suffixes.

Formal and informal assessment: ·      Participating in the word web ·      Using appropriate vocabulary ·      Using complete sentences ·      Understanding of prefixes and suffixes

Instructional Procedure: 1.     Students will be introduced to the unit; creating word weds, answering prompting questions: writing the prompting questions in complete sentences, Think-Pair-Share our sentences to make corrections and add any details, and lastly to write a short story about ourselves using the sentences we just created. Additional sentences will needed to complete the assignment. 2.     Address Key Questions. Answer any additional questions students might have. 3.     Have students take out their writing journals to copy down the word webs as we create them as a class. 4.     As a class, students will review prefixes and suffixes, providing definitions and examples. Students will be encouraged to write their responses on the Smart board. Students will record the examples in their writing journal. 5.     As a class, students will create two word webs. 1- vocabulary reflecting physical features, 2- vocabulary reflecting their personal interests and hobbies. Webs will be record on the Smart board for the class to copy into their journals. Students will need to provide definitions for the words they contribute. 6.      Students will then be given the All About Me question sheet. They will answer 18 of the 24 questions provided. At least one word from the web must be used in each sentence. (Words can be used more than onces.) Students are to write their responses to the questions in complete sentences. Culminating Activity: ·      Students will create a new Study Set using the words and definitions from their word webs into their Quizlet Accounts. The Study Set will be titled: Descriptive Words Differentiation: ·      The teacher will assist any student who are having difficulty on a more individualized manner. ·      Students will be able to access Babelfish.com or Google Translate to assist them in translating words from their native language to English.

Instructional resources and materials: ·      Computers ·      Internet ·      Projector ·      Smart board ·      Writing journals ·      Pen/pencil ·      All About Me Sheet ·      Babelfish.com ·      Google translator

Reflection Was I able to accomplish all set goals in the allotted time? Were students able to finish in the allotted time? Were students as excited as expected? Were students able to think of enough descriptive words? Were students able to create complete sentences? Were students able to identify prefixes and suffixes.

Candidate’s Name: Kylie Hubbard

Grade Level: 6th Grade

Unit Title: All About Me

Lesson Title: Think-Pair-Share

Length of Lesson: 1 Class Period: 42 minutes

Central focus Think-Pair-Share Students, through pre-planned pairing, will share their completed sentences with their partner. Each will provide feedback on spelling, grammar, and additional ideas. Students will make all corrections in their writing journal, using a different colored pen or pencil than their original sentences so they can easily see the differences. A discussion of common errors will be shared with the class, for future lessons. Key questions: ·      What happens during Think-Pair-Share? ·      When we Think-Pair-Share do we negative or positive feedback? ·      What is an example of positive, but corrective feedback? ·      What are we helping our partner achieve?

Prior Knowledge: ·      Some understanding of descriptive words related to their physical features that were created in the word web. ·      How to write a complete sentence. ·      How to spot grammatical and spelling errors. ·      How to use Quizlets

Learning Standards: NY.CC.6.L. Language Standards Vocabulary Acquisition and Use 6.L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. 6.L.4.c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. NY.CC.6.SL. Speaking and Listening Standards Comprehension and Collaboration 6.SL.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. 6.SL.1.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. NY.CC.6.W. Writing Standards Production and Distribution of Writing 6.W.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Support literacy development through language: ·      Students will complete a self-assessment upon completion of the project. Vocabulary ·      Complete Sentences, Word Web, Physical Features, (Words related to physical features). Think-Pair-Share, Positive Corrective Feedback. Sentence Level Sentence structure will include: a subject, verb, and object. Discourse: Students will work in pairs to aid each other.

Learning objectives: 1.     Students will be able to identify grammatical and spelling errors in their partner’s text. 2.     Students will be able to assist in providing greater detail to their partner’s description.

Formal and informal assessment: ·      Participating in Think-Pair-Share ·      Identify errors ·      Using complete sentences

Instructional Procedure: 1.     Students will be reminded of the unit; we have already creating word weds, and answered prompting questions: writing the responses in complete sentences. Today, I will partner you so you are able to Think-Pair-Share your sentences to make corrections and add any details, and lastly, tomorrow we will write a short story about ourselves using the sentences we just created and edited. Additional sentences will needed to complete the assignment. 2.     Address Key Questions. Answer any additional questions students might have. 3.     Students will be paired according to the teacher, a student who has strong English skills and a student who is struggling. 4.     Students will work together to identify any grammatical and spelling errors that might have occurred. Each student will read their partners sentences circling words and/or phrases that need to be corrected. Once all corrections have been identified the pair can discuss why the felt a correction needs to be made. 5.     Students will then make corrections on their sentences. 6.     A poll will be taken to see who struggled where the most. I.e. “raise your hand if you noticed spelling errors with plurals,” etc. Culminating Activity: ·      Students will use the Flashcard feature to review their words in their Descriptive Words Study Set. Differentiation: ·      The teacher will assist any student who are having difficulty on a more individualized manner. ·      Students will be able to access Babelfish.com or Google Translate to assist them in translating words from their native language to English.

Instructional resources and materials: ·      Writing journals ·      Pen/pencil of various colors ·      Question Prompts Sheet ·      Babelfish.com ·      Google translator

Reflection Was I able to accomplish all set goals in the allotted time? Were students able to finish in the allotted time? Were students providing each other helpful feedback? Did students complete their corrections? Were students able to think of enough descriptive words? Were students able to create complete sentences? Were students able to identify prefixes and suffixes.

Candidate’s Name: Kylie Hubbard

Grade Level: 6th Grade

Unit Title: All About Me

Lesson Title: Short Story Writing

Length of Lesson: 3 Class Period: 42 minutes

Central focus Short Story Writing Students, will use the sentences they already completed to create a short story with beginning, middle, and end. Students, on the second day when completed, will hand in their short shorts to the teacher. The teacher, as well as the students will read the short stories to the class and the class will have to guess who they are describing. Key questions: ·      What is the beginning of a story? And why? ·      What is the middle of the story? And why? ·      What is the end of the story? And why? ·      What would happen if we put the end of the story in the beginning?

Prior Knowledge: ·      Some understanding of order in a short story. ·      Their classmates physical features and interests. ·      How to use Quizlets

Learning Standards: NY.CC.6.L. Language Standards Vocabulary Acquisition and Use 6.L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. 6.L.4.c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. NY.CC.6.SL. Speaking and Listening Standards Comprehension and Collaboration 6.SL.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. 6.SL.1.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. NY.CC.6.W. Writing Standards Production and Distribution of Writing 6.W.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Support literacy development through language: ·      Students will complete a self-assessment upon completion of the project. Vocabulary ·      Short Story, Beginning, Middle, & End of a story. Sentence Level Sentence structure will include: a subject, verb, and object. Discourse: Students will independently to create a short story about themselves.

Learning objectives: 1.     Students will be able to manipulate their completed sentences into a short story. 2.     Students will be able to design their short story into a beginning, middle, and end. 3.     Students will be able to identify their classmates from their short stories.

Formal and informal assessment: ·      Using appropriate vocabulary ·      Using complete sentences ·      The short story includes beginning, middle, and end. ·      Identifying their classmates.

Instructional Procedure: 1.     Students will be refreshed on the unit; we already created two word weds, that helped us to answer prompting questions: which we wrote in complete sentences. Yesterday we Think-Pair-Share our sentences to make corrections and add any additional details to help describe who we are. Lastly, for the next two days we will write a short story about ourselves using the sentences we just created and edited. On the third day will share/read their short stories, along with the teacher to try and identify who each story is about. Additional sentences will needed to complete the assignment. 2.     Address Key Questions. Answer any additional questions students might have. 3.     Students will be instructed to write their short story, using their completed sentences on loose-leaf paper. They will be instructed to write neatly, using proper grammar, and spelling. 4.     Teacher and students will take turns reading the short stories to identify who it belongs to. Culminating Activity: ·      Students will use complete a test generated from the Descriptive Words Study Set. Students may then use the Gravity feature in Quizlets.   Differentiation: ·      The teacher will assist any student who are having difficulty on a more individualized manner. ·      Students will be able to access Babelfish.com or Google Translate to assist them in translating words from their native language to English.

Instructional resources and materials: ·      Writing journals ·      Pen/pencil ·      Loose-leaf paper ·      Babelfish.com ·      Google translator

Reflection Was I able to accomplish all set goals in the allotted time? Were students able to finish in the allotted time? Were students on task while working on their short stories? Did students indicate a beginning, middle, and end? Were students overall successful with the rubric? Were students able to identify each other?

Candidate’s Name: Kylie Hubbard

Grade Level: 6th Grade

Unit Title: All About Me

Lesson Title: Vocabulary, Prefixes, & Suffixes

Length of Lesson: 2 Class Period: 42 minutes

Central focus Vocabulary, Prefixes, & Suffixes Students, through class discussion and brainstorming will create two word webs. The first web will focus on descriptive words that positively describe their physical features. The second web will focus on student’s interests and hobbies. Students will use the words from the web to answer prompting questions in complete sentences about themselves. Questions will cover identify personal physical features, personal interests, and opinions. Key questions: ·      What does positive mean? ·      What are physical features? ·      What is included in a complete sentence? ·      What does the word prompting mean? ·      What type of prefixes and suffixes do descriptive words usually have?

Prior Knowledge: ·      Some understanding of descriptive words related to their physical features. ·      How to write a complete sentence. ·      An understanding of their person interests. ·      How to use Quizlets

Learning Standards: NY.CC.6.L. Language Standards Vocabulary Acquisition and Use 6.L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. 6.L.4.c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. NY.CC.6.SL. Speaking and Listening Standards Comprehension and Collaboration 6.SL.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. 6.SL.1.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. NY.CC.6.W. Writing Standards Production and Distribution of Writing 6.W.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Support literacy development through language: ·      Students will complete a self-assessment upon completion of the project. Vocabulary ·      Complete Sentences, Word Web, Physical Features, (Words related to physical features). Sentence Level Sentence structure will include: a subject, verb, and object. Discourse: Students will work independently to describe themselves in complete sentences.

Learning objectives: Students will be able to create their own word webs for future assignments. Students will be able to increase their vocabulary related to physical features. Students will be able to write complete sentences describing themselves physically and their interests, using words from the word web. Students will be able to identify and properly use prefixes and suffixes.

Formal and informal assessment: ·      Participating in the word web ·      Using appropriate vocabulary ·      Using complete sentences ·      Understanding of prefixes and suffixes

Instructional Procedure: 1.     Students will be introduced to the unit; creating word weds, answering prompting questions: writing the prompting questions in complete sentences, Think-Pair-Share our sentences to make corrections and add any details, and lastly to write a short story about ourselves using the sentences we just created. Additional sentences will needed to complete the assignment. 2.     Address Key Questions. Answer any additional questions students might have. 3.     Have students take out their writing journals to copy down the word webs as we create them as a class. 4.     As a class, students will review prefixes and suffixes, providing definitions and examples. Students will be encouraged to write their responses on the Smart board. Students will record the examples in their writing journal. 5.     As a class, students will create two word webs. 1- vocabulary reflecting physical features, 2- vocabulary reflecting their personal interests and hobbies. Webs will be record on the Smart board for the class to copy into their journals. Students will need to provide definitions for the words they contribute. 6.      Students will then be given the All About Me question sheet. They will answer 18 of the 24 questions provided. At least one word from the web must be used in each sentence. (Words can be used more than onces.) Students are to write their responses to the questions in complete sentences. Culminating Activity: ·      Students will create a new Study Set using the words and definitions from their word webs into their Quizlet Accounts. The Study Set will be titled: Descriptive Words Differentiation: ·      The teacher will assist any student who are having difficulty on a more individualized manner. ·      Students will be able to access Babelfish.com or Google Translate to assist them in translating words from their native language to English.

Instructional resources and materials: ·      Computers ·      Internet ·      Projector ·      Smart board ·      Writing journals ·      Pen/pencil ·      All About Me Sheet ·      Babelfish.com ·      Google translator

Reflection Was I able to accomplish all set goals in the allotted time? Were students able to finish in the allotted time? Were students as excited as expected? Were students able to think of enough descriptive words? Were students able to create complete sentences? Were students able to identify prefixes and suffixes.

Candidate’s Name: Kylie Hubbard

Grade Level: 6th Grade

Unit Title: All About Me

Lesson Title: Think-Pair-Share

Length of Lesson: 1 Class Period: 42 minutes

Central focus Think-Pair-Share Students, through pre-planned pairing, will share their completed sentences with their partner. Each will provide feedback on spelling, grammar, and additional ideas. Students will make all corrections in their writing journal, using a different colored pen or pencil than their original sentences so they can easily see the differences. A discussion of common errors will be shared with the class, for future lessons. Key questions: ·      What happens during Think-Pair-Share? ·      When we Think-Pair-Share do we negative or positive feedback? ·      What is an example of positive, but corrective feedback? ·      What are we helping our partner achieve?

Prior Knowledge: ·      Some understanding of descriptive words related to their physical features that were created in the word web. ·      How to write a complete sentence. ·      How to spot grammatical and spelling errors. ·      How to use Quizlets

Learning Standards: NY.CC.6.L. Language Standards Vocabulary Acquisition and Use 6.L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. 6.L.4.c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. NY.CC.6.SL. Speaking and Listening Standards Comprehension and Collaboration 6.SL.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. 6.SL.1.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. NY.CC.6.W. Writing Standards Production and Distribution of Writing 6.W.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Support literacy development through language: ·      Students will complete a self-assessment upon completion of the project. Vocabulary ·      Complete Sentences, Word Web, Physical Features, (Words related to physical features). Think-Pair-Share, Positive Corrective Feedback. Sentence Level Sentence structure will include: a subject, verb, and object. Discourse: Students will work in pairs to aid each other.

Learning objectives: 1.     Students will be able to identify grammatical and spelling errors in their partner’s text. 2.     Students will be able to assist in providing greater detail to their partner’s description.

Formal and informal assessment: ·      Participating in Think-Pair-Share ·      Identify errors ·      Using complete sentences

Instructional Procedure: 1.     Students will be reminded of the unit; we have already creating word weds, and answered prompting questions: writing the responses in complete sentences. Today, I will partner you so you are able to Think-Pair-Share your sentences to make corrections and add any details, and lastly, tomorrow we will write a short story about ourselves using the sentences we just created and edited. Additional sentences will needed to complete the assignment. 2.     Address Key Questions. Answer any additional questions students might have. 3.     Students will be paired according to the teacher, a student who has strong English skills and a student who is struggling. 4.     Students will work together to identify any grammatical and spelling errors that might have occurred. Each student will read their partners sentences circling words and/or phrases that need to be corrected. Once all corrections have been identified the pair can discuss why the felt a correction needs to be made. 5.     Students will then make corrections on their sentences. 6.     A poll will be taken to see who struggled where the most. I.e. “raise your hand if you noticed spelling errors with plurals,” etc. Culminating Activity: ·      Students will use the Flashcard feature to review their words in their Descriptive Words Study Set. Differentiation: ·      The teacher will assist any student who are having difficulty on a more individualized manner. ·      Students will be able to access Babelfish.com or Google Translate to assist them in translating words from their native language to English.

Instructional resources and materials: ·      Writing journals ·      Pen/pencil of various colors ·      Question Prompts Sheet ·      Babelfish.com ·      Google translator

Reflection Was I able to accomplish all set goals in the allotted time? Were students able to finish in the allotted time? Were students providing each other helpful feedback? Did students complete their corrections? Were students able to think of enough descriptive words? Were students able to create complete sentences? Were students able to identify prefixes and suffixes.

Candidate’s Name: Kylie Hubbard

Grade Level: 6th Grade

Unit Title: All About Me

Lesson Title: Short Story Writing

Length of Lesson: 3 Class Period: 42 minutes

Central focus Short Story Writing Students, will use the sentences they already completed to create a short story with beginning, middle, and end. Students, on the second day when completed, will hand in their short shorts to the teacher. The teacher, as well as the students will read the short stories to the class and the class will have to guess who they are describing. Key questions: ·      What is the beginning of a story? And why? ·      What is the middle of the story? And why? ·      What is the end of the story? And why? ·      What would happen if we put the end of the story in the beginning?

Prior Knowledge: ·      Some understanding of order in a short story. ·      Their classmates physical features and interests. ·      How to use Quizlets

Learning Standards: NY.CC.6.L. Language Standards Vocabulary Acquisition and Use 6.L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. 6.L.4.c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. NY.CC.6.SL. Speaking and Listening Standards Comprehension and Collaboration 6.SL.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. 6.SL.1.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. NY.CC.6.W. Writing Standards Production and Distribution of Writing 6.W.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Support literacy development through language: ·      Students will complete a self-assessment upon completion of the project. Vocabulary ·      Short Story, Beginning, Middle, & End of a story. Sentence Level Sentence structure will include: a subject, verb, and object. Discourse: Students will independently to create a short story about themselves.

Learning objectives: 1.     Students will be able to manipulate their completed sentences into a short story. 2.     Students will be able to design their short story into a beginning, middle, and end. 3.     Students will be able to identify their classmates from their short stories.

Formal and informal assessment: ·      Using appropriate vocabulary ·      Using complete sentences ·      The short story includes beginning, middle, and end. ·      Identifying their classmates.

Instructional Procedure: 1.     Students will be refreshed on the unit; we already created two word weds, that helped us to answer prompting questions: which we wrote in complete sentences. Yesterday we Think-Pair-Share our sentences to make corrections and add any additional details to help describe who we are. Lastly, for the next two days we will write a short story about ourselves using the sentences we just created and edited. On the third day will share/read their short stories, along with the teacher to try and identify who each story is about. Additional sentences will needed to complete the assignment. 2.     Address Key Questions. Answer any additional questions students might have. 3.     Students will be instructed to write their short story, using their completed sentences on loose-leaf paper. They will be instructed to write neatly, using proper grammar, and spelling. 4.     Teacher and students will take turns reading the short stories to identify who it belongs to. Culminating Activity: ·      Students will use complete a test generated from the Descriptive Words Study Set. Students may then use the Gravity feature in Quizlets.   Differentiation: ·      The teacher will assist any student who are having difficulty on a more individualized manner. ·      Students will be able to access Babelfish.com or Google Translate to assist them in translating words from their native language to English.

Instructional resources and materials: ·      Writing journals ·      Pen/pencil ·      Loose-leaf paper ·      Babelfish.com ·      Google translator

Reflection Was I able to accomplish all set goals in the allotted time? Were students able to finish in the allotted time? Were students on task while working on their short stories? Did students indicate a beginning, middle, and end? Were students overall successful with the rubric? Were students able to identify each other?

All About Me Cards

• Use the suggestions below to help you write your complete sentences describing yourself, use words from the word webs. You can also have students ask each other the questions.

Describe a person that you admire.	Tell me about the last movie you saw.	Tell me about your hair.	Talk about your smile.
How did you feel when you woke up this morning?	Talk about a place you liked to visit in your country.	Describe a food that you really like.	Describe a food that you really dislike.
What is your favorite color?	Describe your eyes.	How are you doing in school this year?	What type of clothing do you like to wear?
How did you feel when you first came to this school?	Tell me about one of your teachers.	Is this the only school you have been a part of?	How many best friends do you have?
Do you enjoying playing sports? Which one?	Do you enjoying watching sports? Which one?	How many languages do you speak? And what?	How many siblings do you have?
How did you feel when you moved to a new country or neighborhood?	Describe your height.	What is your favorite educational game?	Describe yourself using five words in the word web.