AttheRiverandOtherStoriesforAdultEmergentReaders

Teacher’sGuide

byShelleyHaleLee

(c)2016allrightsreserved

Thisteacher’sguideisprovidedfreeofchargeforteacherswithstudentsorclassesusingAttheRiverandOtherStoriesforAdultEmergentReaders,aworkbookthatteachesbasicliteracyinEnglish.

PurchasinginformationforAttheRiverisavailablehere:http://wayzgoosepress.com/shl.html

ReadthisTeacher’sGuidebeforebeginningyourcoursetounderstandhowtousethebookeffectively.Thencheckbackfromtimetotimetoremindyourselfoftechniquesandactivities.

Skillsinclude:

• Letterformation,upperandlowercase• Phonemicawareness:theabilitytodistinguishindividualsoundswithinspokenwords• Thealphabeticprinciple:sound/symbolcorrespondence• Phonics:Lettersoundsforallofthesingleconsonants,shortvowels,anddigraphssh,

ch,th,ck• Blendingwordswiththosesounds• Decodingandencoding• Fluency• Commonsightwords• PrintconceptsinEnglish:readfromlefttoright;themeaningof“letter,”“word”and

“sentence”;mechanicsofasentencesuchascapitalletter,periodandquestionmark

AudienceforAttheRiver

AttheRiveriswrittenforELL(Englishlanguagelearner)adultsandchildrenages7andolder.AttheRiverisforELLbeginnerswho:

• arenonliterateorsemiliterateintheirL1andwhoareunfamiliarwiththeRomanalphabet

• lackformaleducationintheirL1• haveformaleducationintheirL1butareunfamiliarwiththeRomanalphabet• speakaRomanalphabetlanguagebuthavegapsintheirliteracyskills• needtolearnthesoundsofEnglish• needtobuildafoundationforliteracyinEnglish

ScopeandSequence

Howthebookisorganized

AttheRiverhas10units.EachunitcontainsphonicsexercisesanddecodablestoriesaboutPam,Bobandtheirfamily.Phoneticelementsarecarefullysequencedtograduallyteachallofthesingleconsonantsandgraduallyintroduceeachshortvowelsound.Units1-5featurebriefstorieswithamajorityofdecodablewords;inunits6-10thestoriesgrowmorecomplexwiththeuseofdecodablewordsandsightwords.Phonicsexercisesandstoriesdealwithrelevant,survivalEnglishtopicsthatwillsparkbeginners’interest.

Foracompletescopeandsequence,seetheveryendofthisdocument.

Materialsteacherswillneed

Asetofflashcardsforallsingleconsonants,shortvowels,anddigraphssh,ch,th,andck.Eachflashcardshouldhaveapictureofakeywordandtheupperandlowercaseformoftheletter.Draworhavestudentsfromprevioustermshelpyoudrawpicturesforthecards;cutandpastepicturesfrommagazines;oruseclipartorimagesfoundonline.

Recommendedkeywords:a–apple;b–bus;c–cat;d–dog;e–egg;f–flower;g–goat;h–hat;i–India;j–Jeep;k–key;l–lamp;m–money;n–nose;o–octopusorOctober;p–pants;r–rain;s–sun;t–table;u–umbrella;v–vacuum;w–water;x–box;y–yarn;z–zipper;sh–shoe;ch–chicken;th(voiced)–featherandth(unvoiced)-thumb;ck–sock.

Optional:Realiaand/orenlargedpicturesforthedecodablewordsineachunit;indexcardstomakewordcardsforthedecodablewords;sentencestripsforsequencingthestories;individualwhiteboardsandmarkers;plasticchipsorbingochips;lowercaselettertiles.

Suggestedlessonformat

Herearethepartsofalessoninunits1-8ofAttheRiver:

• Lettersandsounds• Createacontext• Wordbuilding• Readingwords:decodingandfluency• Writing• Readingastory:decodingandcomprehension

Units9and10havelongerstories.

GeneralprinciplesforusingAttheRiver

Includephonicsandexplicitreadinginstructiondaily.30-60minutesperclassisbetterthan2hoursonceaweek.

Don’trushthroughthematerial.Thegoalismastery.Reteachorrecycleactivitiesasneededsostudentscandemonstratemastery.

Ineachlesson,studentsshouldmovefrompassivelytakingininformationatthebeginningofthelessontoactivelypracticinganddemonstratingwhattheyarelearningduringthemiddleandend.

Eachlessonmovesfromthesmallestunitofmeaning(letter/sound)tothelargest(word,sentence,orparagraph).

SampleLesson:Unit1,AMPST

Goals:Studentswillbeableto

• ProducesoundsforAMPST• Writeupperandlowercaseformsoftheletters• Blendthesoundsintowords(mat,pat,Pam,tap,sat,map)• Writethewordsfromdictation• Readabriefstoryfeaturingthewords

Part1:Lettersandsounds

1. Introducethelettersandsounds:UseflashcardswithkeywordpicturesforAaMmPpSsTt.Holdupaflashcardwithapictureofakeywordandtheuppercaseandlowercaseformoftheletter(apple/Aa).Pointtotheletterandaskforthelettername.Pointtothepictureofthekey

word,andsay“apple”.Ssrepeat.Pointtotheletters,andaskforthesound.Ex:thename“a”,apple,thesound/a/.ContinuewithMmPpSsandTt.

Ifstudentsknowtheletternames,thenstopaskingfortheletternameandjustaskforthelettersound.Thesoundisthemostimportantinlearningtoblendlettersintowords.

2. Comprehensioncheck:Displayflashcardsacrossboardledgeinthesameorderinwhichyoutaughtthem.Numbercards1-5.-Produceasoundandasksswhichnumberitis.Continuewithall.-Saythenameofakeywordpictureandasksstosaythenumber.-Goovereachcardinorder,askingsstoidentifythepictureandsoundwithoutyourhelp.

3. Matchingupperandlowercase:Putuppercaseformsoflettersononesideoftheboardandlowercaseontheother.Askforvolunteerstomatch.

S m

A p

P t

M s

T a

4.Letterscramble:Practiceupper/lowercaseandsounds.Putthetargetlettersontheboardinrandomorder.Pointtoeachletterandaskstudentstoproducethesound.

A P S T T m P A

M S T P M s a p

P A M S t P S a

T M P A s T m p

a p s t

m s t p

p a m s

t m p a

5.Writing:Unit1,p.2.Asksstowriteupperandlowercaseformsofeachletter5times.Astheyarewriting,doaskillscheckbyaskingeachindividualtopointtothelettersandproducethesoundsforyou.Forstudentswhostrugglewithwriting,askthemtowriteeachletter1-2times,orwritethelettersyourselfwithahighlighterandallowthestudenttotracetheletterswithpencil.

6.Initialsoundsandwholewords:UseWholeLanguageConnectionactivitywithlettersonp.2.Thisisaspeaking,listening,andphonemicawarenessactivity.Holdupvariouspicturesandrealia(3or4itemsforeachsound)thatstartwithAaMmPpSsorTt(examples:Monday,table,student,apple,pencil).Saytheword,emphasizingthefirstsound.Studentspointtotheletterthatmakesthatsound,orplaceachipontheletter.Continueinrandomorder.Toclose,holdupthesamegroupofpicturesandrealiaagain,morequicklythistime,elicitingthewordonly(studentsdon’tpointtotheletters).

Part2:Createacontext

1. Presentwordsandpicturesonp.5.Sspointandrepeat.2. Talkabouteachword/pictureandencouragesstotalkaboutthemaswell.Forexample:

Iturnonthewateratthetapandwashmyhands/Icanseeyourcountryonthemap/Ihaveamatinmykitchenandnearmyfrontdoor/Ifmyfriendissick,Icanpathershoulderandhelpherfeelbetter/ThisisPam.Sheisawomanandamother/I’mtired.IthinkI’llsitdown.There,Isat.

3. Option:Presentpicturesorrealiaforeachofthedecodablewords:map,Pam,tap,sat,mat,pat.Studentscanlookatpicturesonp.5.Studentspracticesayingthewords.

4. Comprehensioncheck:a. Option:Putpictures/itemsontheboardortable.Sayawordandasksstopoint

totheitem.Or,numbertheitems;sayaword,andsssaywhatnumberitis.b. Yes/Nogame:Theteacherpointstothepictureofthematandsay,“Tellmeyes

orno.Thisisamat.”Ss:“yes.”T.pointstothemapandsays,“Thisisatap.”Ss:“no,map.”Continuewithall.

c. p.5:T.saysaword,sspointtothepictureorplaceachiponthepicture.

Part3:Wordbuilding

Showstudentshowtodecodewordssoundbysound.Useaconsistenthandsignal:tapunderaletterwhenyouwantjustthatonesound,andrunyourfingerunder2ormoreletterswhenyouwantsstoblendthesounds.

1. Firstsound:Ontheboard,write“mspmtp”withplentyofroominbetweenletters.Tapunderneatheachletterandask,“What’sthesound?”Ssproducethesoundforeach.

2. Pairs:Addtheletter“a”toeachsound.Thenpointtothefirstpairofletters,“ma”.Tap“m”andsay/m/.Tap“a”andsay/a/(theshortvowelsound).Tapunder“m”,ssproducethesound.Tapunder“a,”ssproducethesound.Thenrunyourfingerunder

bothlettersandsay“ma”.T.andssrepeatseveraltimes:ma,ma,ma.Continuethesamesequencewithsa,pa,ma,ta,pa.

3. Checkforunderstanding:Giveeachstudentadryerasemarker.Askforavolunteertocircle“pa.”Astudentshouldcomeandcircle“pa”eachtimeitappears.Continuewithall.

4. Buildthewholeword:erasethecircles.Pointto“ma”andask,“What’sthesound?”Ss:ma.T:“Whatdoyouseeonthetable/boardwiththesound“ma”?Ss:map.T.writes“p”nextto“ma”.Runyourfingerunder“ma”,saying/ma/.Pointto“p”andsay/p/.Ma…p,ma…p.Ssrepeat.Runyourfingerunderall3lettersandsay“map”.Ssrepeat.Continuethewordbuildingprocesswithsat,pat,mat,tap,Pam.WithPam,showstudentsthatweneedtochangethefirstlettertouppercasebecauseit’saname.

5. Checkforunderstanding:Numberthelistofwordsontheboard.Sayaword,sstellyouthenumber.Or,sayawordandaskastudenttocircleit.

6. Blendingandsegmenting:a. Blending.Say,“Listen.I’llgiveyousomesounds.Tellmetheword.”Holdupone

fingerforeachsound,pronouncingslowlyeachsoundin“map”:/m/…/a/…/p/.Sslistenandsay“map.”Continuewithall.

b. Segmenting.Say,“I’llsayaword.Tellmethesounds.”Say,“tap.”Ssholduptheirfingersastheymakethesounds/t/…/a/…/p/.Option:sscantapoutthesoundsonthetable.

7. Option:Checkforunderstandingwithpictures/realia:Handoutwordcardsformap,sat,pat,mat,tap,andPam.Studentsmatchcardstorealia.Gooveranswers,offeringcorrectionsifneeded.Mixupthecardsandasksstomatchasecondtime.

8. Unit1,p.3:Studentscopythepairandtheword.Astheyareworking,askeachstudenttoreadthepairsandwordsforyou.

9. Unit1,p.6:Studentswritethewordsunderthepictures.Option:handoutasmalllabelforeachwordtoss.Ssmatchthelabelstothepictures.Afteryouhavechecked,thestudentwritesthewordsunderthepictures.

Part4:Readingfluencyanddecoding

1. P.4,#2:Sscopyandreadthepairs.2. Option:Putpairsontheboard;ssfillinthelastsoundandreadthewordschorally.3. P.4,#3:Sscopyandreadthewords.4. Option:Putwordsontheboard.Calloutawordandaskforavolunteertocircleiteach

timeitappears.Continuewithall.Or,sscancirclethewordintheirbooks.5. Asksstoreadthepairsandwordswithapartnerwhileyoumonitor.

Part5:Writing

1. SimpleDictation:Studentscanusepencilandpaperorsmallwhiteboardswithmarkers.Pointtothepictureofthetap,andsay,“Whatisthis?”Sssay“Tap.”T:“pleasewritethe

word‘tap.’T…a…p.”Stretchoutthesoundsforthemandencouragethemtodothesameastheywrite.Continuewithall.

2. Runningdictation(orscribesandrunners):Putstudentsintopairs.Theteacherwritesawordorgroupofwordsonasmallwhiteboardandputsitatoneendoftheroomoroutsidethedoor.Onestudentrunstotheteacher’sboard,readsthewordorwords,thenrunsbacktotheirpartnertodictate.Thepartnerneedstowritewhattheyhear.Awardpointstoeverypairthatcangetitrightin60seconds.

Part6:Story

1. Guidedreading.Yourstudentsmayneedallofthesesteps,ortheymayonlyneedsome.a. P.7:Teacherreadsthestory2-3X:Pamhasamap.Pamhasamat.Pamsaton

themat.Sslistenwithbooksclosed.Pointtopictures/realiatohelpstudentsunderstand.

b. Teacherreads2-3moretimes,andssfollowalonginthebookwiththeirfingerorapencil.

c. Echoreading:Teacherreads#1,ssrepeat.Continuewithall.d. Tstarts,ssfinish:Teachersays,“Pamhasa…”Ss:“mat.”T:“Pamhas…”Ss:“a

map.”T:“Pamsat…”Ss:“onthemat.”e. Listeningcheck:Whatnumber?T.reads,“Pamhasamat.”Sssay,“2”.Continue

withall.f. Whatsound?Say,“Tellmeawordwiththefirstsound/m/.”Sssay,“mat,map.”

T:/s/.Ss:“Sat.”T:/p/.Ss:“Pam.”g. Circletheword:Tsaysawordfromthestory,sscircleiteachtimeitappears.

Individualscandothisinthebook,ortheteachercanwritethestoryontheboardandallowthewholegrouptostandattheboardandworktogether.

h. Labelthepictureonp.7withthedecodablewords.i. Choralreading:Tandssreadtogether.

2. Independentreading

a. Sequencethestory:Writethesentencesonsentencestrips,thencutthemupintowords.Handoutwordstossrandomly.Teacherdictatesasentence;studentsplacewordsinorderinapocketchartorwithtapeontheboard.

b. Pairspracticereadingtogetherfromthebook.c. Individualsreadfortheteacher.d. Option:havehalfofthegroupdothesequencingindependentlywhileyouread

withtheotherhalf.Thenswitch.

3. Comprehensiona. Checkforunderstanding:CCQ(ComprehensionCheckQuestions).Sslookatthe

story,andtheteachersays,“Tellmeyesorno.Pamhasamap.”Ss:“yes.”T:

“Pamhasabag.”Ss:“no.”T:“Pamhasamap.”Ss:“Yes.”T:“Pamsatonthechair.”Ss:“no.”T:“Pamsatonthemat.”Ss:“yes.”T:“Pamsatonthemap.”Ss:“no.”

b. CCQsleadnicelytoaskingwho,whatandwherequestionsaboutthestory:Whosatonthemat?WhereisPam?Whatisshelookingat?

4. Homework:Asksstocopythestoryintotheirnotebooks.

MoreactivitiestousewithAttheRiver

Lettersandsounds

Studentnamecards:Makeanamecardforeachstudentwithhis/herfirstandlastnameonbothsides.ThiswillhelpthestudentsbecomeusedtoseeingtheirnamewrittenintheRomanalphabet,andwillhelpwithletter-soundrecognition.Usethecardstopointouttheuseofuppercaseandlowercaseletters,practicelettersounds,andteachtheconceptsoffirstandlast.

Dailyflashcarddrill:Reviewallofthesoundsyouhavepreviouslyintroducedwithflashcards.Holdupaflashcardwithapictureofakeyword(apple/Aa)andtheuppercaseandlowercaseformoftheletter.Pointtotheletterandaskforthelettername.Thenpointtothepictureofthekeyword,elicitingthewordfromstudents.Thenpointtotheletters,andaskforthesound.Ex:thename“a”,apple,thesound/a/.

Ifstudentsknowletternames,thenstopaskingfortheletternameandjustaskforthelettersound.Thesoundisthemostimportantinlearningtoblendlettersintowords.

Matchupperandlowercase:Putuppercaseformsoflettersononesideoftheboardandlowercaseontheother.Askavolunteertomatch.

S m

A p

P t

M s

T a

Letterscramble:Putthetargetlettersontheboardinrandomorder.Pointtoeachletterandaskstudentstoproducethesound.Variations:uppercaseonly,lowercaseonly,upperandlowercasemixed.Youcanalsouseagroupoflettersthatlooksimilar,forexample:k,l,t,i,forp,b,d,qorm,n,h,r,u. ThiscouldbedonewithCV(consonant-vowel)pairsorCVC(consonant-vowel-consonant)wordsalso.

A P S T T m P A

M S T P M s a p

P A M S t P S a

T M P A s T m p

a p s t mat map tap

m s t p pat Pam map

p a m s sat mat pat

t m p a

Wholelanguageconnection:Thisisaspeaking,listening,andphonemicawarenessactivity.Askstudentstowritetheupperandlowercaseformsofthetargetlettersonasmallwhiteboardoronpaper.Holdupvariouspicturesandrealiathatstartwiththetargetsounds.Saytheword,emphasizingthefirstsound.Tellstudentstopointtotheletterthatmakesthatsound,orplaceachipnexttotheletter.Scantheroomtomakesurestudentsareidentifyingthecorrectbeginningsound.Toclose,holdupthesamegroupofpicturesandrealiaagain,morequicklythistime,elicitingthewordonly(studentsdon’tpointtotheletters).

Alternatives:a)Holduptheflashcardofthetargetsoundandaskstudentstotellyouwordsthatstartwiththatsound.b)Givestudentslettertiles,oraskthemtowritethelettersonsmallpiecesofpaper.Studentslineupthelettersinarow.Asyousayaword,thestudentsslideoutthecorrectbeginningsound.c)Handoutallpicturesandrealiatostudents,whosorttheitemsonthefrontboardaccordingtofirstsound.

Aa

Mm

Pp

Ss

Tt

Forexample,trythislistofwordsforAa,Mm,Pp,Ss,Tt:Paper,student,teacher,pencil,apple,Monday,avenue,pen,ant,Sunday,mother,alligator,tea,Saturday,milk,pear,ambulance,tableetc.

Thisalsoworkswellwithpronunciationpairssuchasb/v,f/v,p/b,d/t,sh/ch,j/ch.

Note:ForBeginningLiteracystudents,donotwritethewordsontheboard.Youcanexpectstudentstounderstandandsaythesewords,butdonotexpectthemtoreadandwritethem.Ifastudentwantstowritedownaparticularword,offerindividualhelp.Forhighbeginningstudents,writethelistontheboardaftertheoralpracticeifstudentsareinterested.

Handwriting

Handwritingworksheets:Thereareseveralwebsitesthatallowyoutocustommakeworksheetswithlettersorwordsforsstotrace.Startwithstudents’names.

Whiteboards:Sscancopyagroupoflettersorwordsfromtheboardontoasmallwhiteboard.Whenit’scorrect,sscancopyitintotheirnotebooks.

Otheraidsforstudentsstrugglingtoformtheletters:

a. Twritesthewordsusingahighlighter;thestudenttraceswithapencil.b. Duringdictation,theTcanwritethewordandthestudentcanwritenexttoitor

directlyunderit.c. Allowthestudenttopracticethestrokesofthelettersbeforewritingactual

letters.Itmightlooklikethis:////\\\\OOOO||||____

Checkcomprehension

•Whatnumber?:Putanumberedlistof5-10vocabularywordsontheboard.Holdupthepictureorrealia,elicittheword,andask“Whatnumberisthis?”Whenastudentorstudentscalloutthenumber,pointtothewordandsay,“Yes,number2,map.”Allstudentsrepeatmap.Putacheckmarknexttothenumber.Continuethroughthelist.

•Listenandpoint:Sayaword,andaskstudentstopointtothepicturewhichillustratesit.Or,makethesoundofaletterandaskstudentstopointtotheletter.Or,theycanplaceachipnexttotheletter.

•TPR(TotalPhysicalResponse):Thisisagoodactivityforlisteningcomprehensionandpracticewithanysetofvocabularywordsandprepositions.

PartA:Putanassortmentofpicturesandrealiaonatableinthefrontoftheroom.Forexample,useamap,aplacemat,apad,apan,andajarofjam.Putachairnexttothetableandabagorboxonthefloor.Reviewthewordschair,table,floorandbag,andthephrasesunderthechair,onthetable,onthefloor,inthebag,etc.Demonstratetheactivitybysaying,“Icanputthemapunderthechair.Icanputthematonthetable.Icanputthepanonthemat.Icanputthejaminthebag”,etc.

PartB:Askonevolunteertocometothefront.Givehim/herinstructionssuchas“Pleaseputthepadinthebag.Putthejaminthebag.Putthepadonthechair.Putthepanunderthetable.Putthemapinthebag.”Studentscanspeakiftheyfeelcomfortable,butdon’thaveto.Extension:Youcancallonanadvancedstudenttogivetheinstructionstoaclassmate.

•Yes/nogame:Thiscanbeusedwithanygroupofpicturesorrealia.Holduptheobjectorpointtothepictureandsay,“Tellmeyesorno.”Thenholdupamapandsay,“Thisisamat.”Studentssay“No,amap.”Holdupapictureofamopandsay,“Thisisadog.”Studentscorrectyoubysaying,“No,amop.”Thiscanalsoprovideaquickreviewofasetofvocabularywords.Forexample,toreviewtools,holdupawrenchandsay,“Thisisawrench.”Studentssayyes.Holdupaflashlightandsay“Thisisahammer.”Studentssay“no,aflashlight.”Continuewithallpictures/objects.

•Matchwordcardtopicture/realia:Afterstudentsarefairlyfamiliarwiththevocabularyfromaparticularunit,propthepicturesandrealiaonthefrontboard.

PartA:Teacherdemonstration.Putanumbernexttoeachpictureorobject.Holdupawordcardwiththetargetdecodableword,suchas“dad,”writteninlargeletters.Ask,“Whatisthisword?”Promptthembypointingtothefirstsoundoftheword.Studentsrespond,“dad”.Ask,“Whatnumber?”Studentsrespondwiththecorrectnumber.Matchthecardtothepictureofthedad.Continuewithallofthewordcards.

PartB:Handoutthewordcardsrandomlytostudents.Asksstocomematchtheirwordtothepictureorobject.Aftereveryonehasplacedtheirwordcard,holdupeachwordcardandpicture/object,elicitingthewordfromstudents.Ifthereisanincorrectmatch,pointtothepictureandsay,“Isthisamap?”Studentswillsayno,andtellyouthecorrectnumber.Thenmixupthecardsandrepeat,givingeachstudentadifferentwordcardthistime.

•What’smissing?Usethisgamewithasetofwordcards,pictures,orobjects.Placetheitemssotheyarevisibletothewholeclass.Askavolunteertogooutoftheroom.Anotherstudenthidesoneoftheitems.Thevolunteercomesbackintheroomandguesseswhichitemismissing.Continuewithallitems.Option:Writealistoftheobjectsontheboardforstudentstoreferto.

Encoding

Dictation:Thiscanbeuseddailywithtargetvocabulary,butfordecodablewordsonly.Dothisdailyoratleasttwiceaweekbecauseitpromoteslistening,letterformationandreadingskillssimultaneously.Itisalsoaverygoodindicatorofmastery.

Studentscanusetheirownpaper,butsmallwhiteboardsandmarkersareidealbecausestudentscancorrectthemselveseasily.Holdupapictureorobject,amapforexample,andsay,“Pleasewritemap.Mmmaaaaap.Mmmaaaaap.Map.”Encouragestudentstosaytheword,stretchingoutthesoundsastheywritetheletters.Giveampleencouragement.Gentlycorrectletterformation.Thisisacollaborativeactivity;studentscanlookoneachother’sboardsiftheylike.Afteryouhavedictatedallofthewordsonyourlist,askstudentstopracticereadingfromtheirboards.Circulateandlistentoeachstudentastheyreadwords.Returntothefrontboardandgooveranywordsthatwereproblematicforstudents.

Dictationscansimplyfeaturethedecodablevocabularyforthelettergroupyouareworkingon.Or,dictationscanbefocusedonaparticularphoneticelement:

• Vowelsoundcomparison:wordswith/i/andwordswith/a/:pin/pan,tin/tan,rig/rag,orchoosethetwoorthreevowelsoundsthatyourstudentsarehavingtroublehearing

• Firstsoundcomparison:wordsthatbeginwithsimilarsounds,like/p/,/b/,and/d/:pad,bad,dad,bat,pat

• Endingsoundcomparison:wordsthatendwithsimilarsounds,like/d/and/t/:padandpat,or/g/and/ck/:bagandback

• “Changeone”dictation:calloutaword.Next,calloutawordinwhichoneofthesoundschanges.Inthethirdword,onesoundwillbedifferentfromthesecond,andsoon.Ex:pad/pat/bat/bad/dad/Dan/Nan/pan/pin/tin/tip/top/mop/mom

Alternative:Ask2-3studentstousethefrontboardforthedictation.Otherstudentscanwatchandlearnfromthestudentsatthefrontiftheywouldliketo.

Dictationwithtiles:Givestudentsagroupoflettertiles(similarinsizetoScrabbletiles,butlowercase).Dictatethewordandaskthemtospellthewordwiththetiles.Itmaybehelpfultodrawthreeboxes(forCVCwords)onpaperorawhiteboardtoguidethem.Studentscanalsoidentifyfirst,middleandlastsoundsusingthetilesandboxes.

Standwithyoursounddictation:Makelargecardswithoneletter(a,m,p,s,t)oneachcard.Dividestudentsintoteams.Eachteamgetsasetofcards.Whenyousayaword,studentschoosetherightsoundsandstandwiththelettercardsinordertospelltheword.Awardpointsforthefirstteamtogetitright.

Runningdictation:Thisworkswithoneword,agroupofwords,orasentence.Dividestudentsintopairs.Theteacherwritesawordorsentenceonasmallwhiteboardandhidesitatoneendoftheroom.Onestudentrunstotheteacher’sboard,readsthewordorsentence,thenrunsbacktotheirpartnertodictate.Thepartnerwriteswhattheyhear.Awardpointstoeverypairthatcangetitrightin60seconds.

Decodingandfluency

Circletheletter/pair/word:Thiscanbeusedwithagroupofsingleletters,CVpairs,CVCwords,oragroupofsentences.Putthetargetsounds/words/sentencesontheboard.Thensay,“CouldIhaveonestudentcomeandcirclethewordmat?”Avolunteercomestotheboardandcirclesmateachtimethatitappears.Theotherstudentswatchattentivelytoseeifthevolunteergetsitright.Usedifferentcoloredmarkersforeachwordthatyoucallout.

1. Pam has a map.

2. Pam has a mat.

3. Pam sat on the mat.

Alternativeforasmallgroup:Askallofthestudentstocomeandstandinasemicircleattheboard.Thishelpstofocusstudents’attention,anditisalsogoodforstudentswithvisionproblems.Giveeachstudentadifferentcoloredmarkerinordertoindicatethateveryonewilltakeaturn.Thensayawordandwaitforsomeonetostepupandcircleit.Continuewithalltargetwords.

Flyswattergame:Putasetofwordsorpicturesontheboard.Formtwoteamsandgiveeachteamaflyswatter.Onepersonfromeachteamstepsupandtheteachercallsoutaword.Thestudentsracetotheboardandhittheword/picturewiththeflyswatter.Thepersontohitthecorrectwordfirstgetsapointfortheirteam.

Guidedreading:decoding,fluency,andcomprehension

1. Guidedreading.Yourstudentsmayneedallofthesesteps,ortheymayonlyneedsome.a. Teacherreadsthestory2-3X.Sslistenwithbooksclosed.Pointtopictures/realia

tohelpstudentsunderstand.b. Teacherreads2-3moretimes,andssfollowalonginthebookwiththeirfinger

orapencil.c. Echoreading:Teacherreads#1,ssrepeat.Continuewithall.d. Tstarts,ssfinish:Teacherreadsthefirstfewwordsofasentenceoutloud.Ss

listen,trackwiththeprint,andreadtherestofthesentenceoutloud.Forexample,withthestory“Pam,”theTsays,“Pamhasa…”Ss:“mat.”T:“Pamhas…”Ss:“amap.”T:“Pamsat…”Ss:“onthemat.”

e. Listeningcheck:Whatnumber?T.readsarandomlychosensentencefromthestory.Ssscanthetextandsaywhatnumberitis.Continuewithall.

f. Whatsound?Texaminesthefirstsoundsofkeywordsinthestory,thenaskssstosayawordswiththosesounds.Forexample,withthestory“Pam,”theteachercansay,“Tellmeawordwiththefirstsound/m/.”Sssay,“mat,map.”T:/s/.Ss:“Sat.”T:/p/.Ss:“Pam.”

g. Circletheword:Tsaysawordfromthestory,sscircleiteachtimeitappears.Individualscandothisinthebook,ortheteachercanwritethestoryontheboardandallowthewholegrouptostandattheboardandworktogether.

h. Labeltheillustrationthatgoeswiththestoryusingdecodableandotherwordsfromthestory.

i. Choralreading:Tandssreadtogether.

2. Independentreadinga. Sequencethestory:Writethesentencesonsentencestrips,thencutthemup

intowords.Handoutwordstossrandomly.Teacherdictatesasentence;studentsplacewordsinorderinapocketchartorwithtapeontheboard.

b. Pairspracticereadingtogetherfromthebook.c. Individualsreadfortheteacher.d. Option:havehalfofthegroupdothesequencingindependentlywhileyouread

withtheotherhalf.Thenswitch.

3. Comprehensiona. Checkforunderstanding:CCQ(ComprehensionCheckQuestions).CCQsarea

seriesofstatementsrelatedtothestory,somecorrectandsomeincorrect.Sslookatthestory,andtheteachersays,“Listen.Tellmeyesorno.”Forexample,withthestory“Pam,”Tsays,“Pamhasamap.”Ss:“yes.”T:“Pamhasabag.”Ss:“no.”T:“Pamhasamap.”Ss:“Yes.”T:“Pamsatonthechair.”Ss:“no.”T:“Pamsatonthemat.”Ss:“yes.”T:“Pamsatonthemap.”Ss:“no.”

b. CCQsleadnicelytoaskingwho,whatandwherequestionsaboutthestory:Whosatonthemat?WhereisPam?Whatisshelookingat?

4. Homework:Asksstocopythestoryintotheirnotebooks.

At t

he R

iver

and

Oth

er S

tori

es fo

r Adu

lt E

mer

gent

Rea

ders

Sco

pe a

nd S

eque

nce

Uni

t num

ber

V

ocab

ular

y G

ram

mar

/ M

echa

nics

B

egin

ning

E

SL to

pic

Con

vers

atio

n

prac

tice

Stor

y tit

les

Not

es fo

r in

stru

ctor

Uni

t 1

Let

ter

Gro

up

#1:

Mm

, Pp,

Ss,

Tt,

and

shor

t vow

el

Aa

deco

dabl

e:

map

, mat

, pat

, Pa

m, s

at, t

ap

sigh

t wor

ds:

has,

a, o

n, th

e

he/s

he h

as

use

of “

on th

e __

__”

(tabl

e/

mat

/floo

r)

nam

es b

egin

w

ith a

n up

perc

ase

lette

r

Fam

ily

Fam

ily: m

om, d

ad, s

on,

daug

hter

M

aps:

city

, sta

te, c

ount

ry,

wor

ld

Mat

s: m

ats f

or th

e ta

ble,

th

e flo

or, p

lace

mat

s, bi

g m

ats,

smal

l mat

s Ta

lk a

bout

3 m

eani

ngs o

f “t

ap”:

fauc

et, k

nock

lig

htly

, tap

to sa

y “e

xcus

e m

e”

Pam

Te

ach

soun

d-sy

mbo

l cor

resp

onde

nce

Teac

h st

uden

ts to

ble

nd 2

lette

rs a

nd

3 le

tters

G

oal:

100%

mas

tery

of l

ette

r sou

nds

and

lette

r for

mat

ion

Uni

t 2

Let

ter

Gro

up

#2:

Dd,

Jj,

Ll,

and

Nn

Incl

udes

revi

ew

of L

ette

r Gro

up

#1

deco

dabl

e:

man

, mad

, pan

, pa

d, d

ad, n

ap,

lap,

sad,

jam

, Ja

n, N

an, D

an

sigh

t wor

ds:

have

, a, o

n, th

e,

and,

is, l

ost,

foun

d, th

ank

you

poss

essi

ve w

ith

‘s

sent

ence

s beg

in

with

an

uppe

rcas

e le

tter

perio

d en

ds a

se

nten

ce

Peop

le

Fam

ily

Nap

s: w

ho ta

kes t

hem

? W

hen?

Whe

re?

Talk

abo

ut b

elon

ging

s;

prac

tice

use

of ‘s

Fa

mily

: aun

t, un

cle,

nie

ce,

neph

ew

Talk

abo

ut lo

sing

and

fin

ding

thin

gs: “

I los

t my

____

_.”

“I fo

und

my

____

.”

Prac

tice

“tha

nk y

ou/y

ou’r

e w

elco

me”

1. A

unt J

an

2. L

ost a

nd

Foun

d

Rep

etiti

on o

r ret

each

ing

may

be

nece

ssar

y fo

r mas

tery

B

e pa

tient

and

pos

itive

! G

oal:

100%

mas

tery

of l

ette

r sou

nds,

lette

r for

mat

ion,

and

dec

odab

le

wor

ds

Uni

t num

ber

Voc

abul

ary

Gra

mm

ar/

Mec

hani

cs

Beg

inni

ng

ESL

topi

c C

onve

rsat

ion

pr

actic

e St

ory

title

s N

otes

for

inst

ruct

or

Uni

t 3

Let

ter

Gro

ups #

1-2

+ sh

ort v

owel

Ii

deco

dabl

e: si

t, pi

n,

tin, s

ip, l

ip, d

ip, J

im,

Tim

, lid

si

ght w

ords

: hav

e,

has,

a, o

n, th

e, a

nd, i

s, in

, fro

m, o

f, pl

ease

, do

wn,

wou

ld y

ou li

ke

som

e te

a/so

up?

use

of a

m/is

us

e of

hav

e/ha

s qu

estio

n m

ark

Peop

le

Fam

ily

Kitc

hen

Talk

abo

ut st

uden

ts’ f

amili

es

Com

mon

kitc

hen

item

s: p

an,

lid, d

ippe

r, tin

In

Eng

lish,

we

say

“ouc

h!”

Wha

t do

you

say

in y

our

lang

uage

?

Prac

tice

rece

ivin

g a

visi

tor:

“Ple

ase

sit d

own.

” “W

ould

yo

u lik

e so

me

___?

”

1. O

uch!

2.

Jim

and

Ja

n’s F

amily

3.

In th

e K

itche

n

Shift

focu

s aw

ay

from

shor

t a to

sh

ort i

Pr

aise

and

en

cour

age

your

st

uden

ts

Goa

l: 10

0%

mas

tery

of

deco

dabl

e w

ords

–

read

ing

and

writ

ing

Uni

t 4

Let

ter

Gro

up #

3:

Bb,

Gg,

Kk,

Rr

Incl

udes

revi

ew o

f Le

tter G

roup

s #1-

2 +

Ii

deco

dabl

e: b

ag, b

ad,

bat,

big,

bit,

rag,

ram

, ra

n, ri

p, k

id, p

ig, d

ig,

jab,

gla

d si

ght w

ords

: is,

are,

ha

s, ha

ve, t

he, a

, and

, to

, on,

in, h

eavy

Rev

iew

pre

viou

s sk

ills a

s nee

ded

Rev

iew

pre

viou

s to

pics

as n

eede

d Fa

rm a

nim

als:

Wha

t kin

d of

an

imal

s did

you

hav

e in

you

r co

untry

/on

your

farm

?

Cle

anin

g: w

hat c

an y

ou c

lean

w

ith a

rag?

K

inds

of b

ags:

pap

er, p

last

ic,

leat

her,

clot

h, b

ig b

ags,

smal

l ba

gs, h

and

bags

, etc

. W

hat i

s in

the

bag?

Put

item

s fr

om p

revi

ous l

esso

ns in

a

bag;

ask

stud

ents

to p

ull

item

s out

and

nam

e th

em

Hea

vy v

s. lig

ht

1. D

an a

nd

Nan

Ran

2.

Jan’

s Big

B

ag

Stud

ents

may

ne

ed lo

ts o

f pr

actic

e to

hea

r th

e di

ffer

ence

be

twee

n sh

ort a

an

d sh

ort i

G

oal:

100%

ac

cura

cy in

de

coda

ble

wor

ds

– re

adin

g an

d w

ritin

g

Uni

t num

ber

Voc

abul

ary

Gra

mm

ar/

Mec

hani

cs

Beg

inni

ng

ESL

topi

c C

onve

rsat

ion

pr

actic

e St

ory

title

s N

otes

for

inst

ruct

or

Uni

t 5

Let

ter

Gro

ups #

1-3

plus

shor

t vow

el

Oo

deco

dabl

e: to

p,

mop

, mom

, Bob

, ro

d, jo

b, p

od, p

ot,

not,

dot,

lot,

dog,

lo

g si

ght w

ords

: hav

e,

has,

a, o

n, th

e, a

nd,

is, a

re, t

o, c

an, b

us,

in, f

amily

, hap

py

use

of n

ot a

nd

‘s

use

of is

/are

us

e of

ha

ve/h

as

phra

ses w

ith

“in

the

____

_”

(in th

e ba

g,

in th

e bo

x,

in th

e cl

assr

oom

,etc

.)

Fam

ily

Kitc

hen

Tran

spor

tatio

n

Talk

abo

ut e

mot

ions

: sad

, m

ad, g

lad.

Whe

n an

d w

hy

do w

e fe

el sa

d, m

ad o

r gl

ad?

Ta

lk a

bout

the

conc

epts

of

one,

two,

thre

e, a

nd “

a lo

t”

Pets

: Pet

s Am

eric

ans l

ike,

pe

ts in

stud

ents

’ cou

ntrie

s Ta

lk a

bout

ridi

ng th

e bu

s

1. B

ob a

nd P

am’s

Fa

mily

2.

A H

appy

Fa

mily

3.

Sid

the

Dog

4.

Bad

Dog

! 5.

On

the

Bus

Take

you

r tim

e an

d en

joy

the

stor

ies w

ith y

our

stud

ents

. Giv

e th

em ti

me

to

read

and

re-r

ead.

St

uden

ts m

ay n

eed

extra

pr

actic

e w

ith sh

ort v

owel

s a,

i an

d o.

U

se p

lent

y of

vis

uals

and

re

alia

to su

ppor

t the

stor

ies.

C

eleb

rate

and

enc

oura

ge

thei

r em

ergi

ng re

adin

g sk

ills!

U

nit 6

L

ette

r G

roup

#4:

C

c, H

h, V

v, W

w,

digr

aph

sh

Incl

udes

revi

ew o

f Le

tter G

roup

s #1-

3 +

Ii an

d O

o

deco

dabl

e: c

at,

can,

cab

, cap

, cot

, ho

t, hi

t, ha

t, va

t, va

n, w

ag, w

in,

wig

, sho

p, sh

ot,

ship

, cas

h, ra

sh,

dish

si

ght w

ords

: hav

e,

has,

a, o

n, th

e, a

nd,

to, o

f, ar

e, in

, is,

go, p

ants

, shi

rt,

wea

r, lik

es, b

uy,

wat

er, s

and,

cha

ir,

play

, sw

im

plur

als:

ha

t/hat

s, ca

p/ca

ps

I sit

vs. h

e/sh

e si

ts

I lik

e vs

. he

/she

like

s pr

epos

ition

pr

actic

e w

ith

in a

nd o

n: in

th

e va

n, in

the

wat

er, o

n th

e sa

nd, i

n th

e ch

air

Coo

king

C

lean

ing

Tran

spor

tatio

n C

loth

es

Col

ors (

conn

ect

with

clo

thes

) D

aily

Rou

tines

C

omm

unity

Le

isur

e

Talk

abo

ut w

hat k

ids d

o,

wha

t par

ents

/adu

lts d

o D

aily

rout

ines

: Do

you

cook

and

cle

an e

very

day

?

Shop

ping

, kin

ds o

f sto

res.

Whe

re d

o yo

u sh

op?

C

loth

ing:

“W

hat i

s s/h

e w

earin

g?”

“S/h

e is

w

earin

g a

___

and

____

.”

Wha

t doe

s you

r fam

ily

like

to d

o to

geth

er?

D

o yo

u lik

e th

e be

ach?

Is

ther

e a

beac

h in

you

r co

untry

?

1. B

ob a

nd P

am

Coo

k an

d C

lean

a

Lot

2. T

he S

hop

3. T

he B

each

Uni

t 6 h

as m

ore

cont

ent

base

d si

ght w

ords

(coo

k,

clea

n, g

o, e

tc).

Le

tter g

roup

#4

give

s st

uden

ts m

ore

time

to

prac

tice

with

a, i

and

o.

Use

“Th

e Sh

op”

with

le

sson

s on

clot

hing

“T

he B

each

” w

ill h

elp

stud

ents

rela

x, th

ink

posi

tive

thou

ghts

, and

enj

oy re

adin

g U

se p

ictu

res o

f the

bea

ch in

cl

ass.

Stro

ng v

isua

ls w

ill

help

them

with

the

stor

y.

“The

Bea

ch”

reus

es so

me

voca

b fr

om “

The

Shop

” an

d pr

evie

ws c

h in

Uni

t 7

Uni

t num

ber

Voc

abul

ary

Gra

mm

ar/

Mec

hani

cs

Beg

inni

ng

ESL

topi

c C

onve

rsat

ion

pr

actic

e St

ory

title

s N

otes

for

inst

ruct

or

Uni

t 7

Let

ter

Gro

up #

5:

Ff, X

x, d

igra

phs

ch a

nd th

, sho

rt

vow

el U

u In

clud

es re

view

of

Lette

r Gro

ups #

1-4

+ Ii

and

Oo

deco

dabl

e: fa

n,

fin, f

ish,

fog,

fix,

fo

x, b

ox, w

ax, s

ix,

mix

, ox,

ax,

bus

, bu

d, b

ug, c

up, c

ut,

gum

, hug

, rug

, ru

n, su

n, tu

b, ju

g,

nut,

benc

h, lu

nch,

ch

in, t

hank

, thi

nk,

mon

th, b

ath

sigh

t wor

ds:

wor

ds fr

om

prev

ious

uni

ts,

plus

: fam

ily, r

iver

, ev

eryo

ne, l

ikes

, tre

es, w

arm

, coo

l, w

ater

, wal

k, ta

lk,

happ

y, p

lay,

fis

hing

, cat

ch,

hung

ry, t

hirs

ty,

frui

t, ve

geta

bles

, ch

icke

n, c

hild

ren,

ch

air,

thum

b,

Thur

sday

, thr

ee,

thirt

y, th

is,

mot

her,

fath

er,

brot

her

pre

posi

tions

: on

, in,

und

er,

next

to, a

t pr

onou

ns: t

hey,

ev

eryo

ne

verb

pai

rs:

swim

and

pla

y,

sit a

nd ta

lk

Wea

ther

Fr

uits

and

V

eget

able

s Pr

epos

ition

s Le

isur

e

Talk

abo

ut le

isur

e: W

hat

do y

ou li

ke to

do

in y

our

free

tim

e?

Do

you

like

fishi

ng,

swim

min

g, h

avin

g lu

nch

outs

ide,

wal

king

, or

talk

ing?

Ta

lk a

bout

rive

rs in

st

uden

ts’ n

ativ

e co

untri

es.

Talk

abo

ut lu

nch.

Wha

t is

a ty

pica

l Am

eric

an lu

nch?

W

hat i

s a ty

pica

l lun

ch in

yo

ur n

ativ

e co

untry

?

Do

you

like

nuts

? Sa

ndw

iche

s?

Wha

t kin

ds o

f fru

its a

nd

vege

tabl

es d

o yo

u lik

e?

Wha

t do

you

like

to

drin

k? W

ater

? Te

a?

Juic

e? S

oda?

1. In

the

Van

2.

The

Riv

er

3. F

un a

t the

R

iver

4.

A P

icni

c

Stud

ents

enj

oy th

ese

stor

ies

a lo

t bec

ause

they

are

re

min

ded

of h

appy

tim

es

with

thei

r fam

ilies

. St

uden

ts m

ay n

eed

extra

pr

actic

e w

ith th

e sh

ort

vow

el so

unds

a a

nd u

or o

an

d u.

Th

is se

t of s

torie

s use

s m

any

deco

dabl

e w

ords

but

al

so u

ses a

hig

her

prop

ortio

n of

sigh

t wor

ds

than

the

othe

r sto

ries.

Bec

ause

ora

l ski

lls a

nd

liste

ning

com

preh

ensi

on

are

impr

ovin

g, st

uden

ts a

re

read

y to

use

thei

r dec

odin

g sk

ills p

lus t

heir

oral

vo

cabu

lary

to m

ake

conn

ectio

ns w

ith w

ritte

n w

ords

.

Uni

t num

ber

Voc

abul

ary

Gra

mm

ar/

Mec

hani

cs

Beg

inni

ng

ESL

topi

c C

onve

rsat

ion

pr

actic

e St

ory

title

N

otes

for

inst

ruct

or

Uni

t 8

Let

ter

Gro

up #

6:

Ee,

Qu,

Yy,

Zz,

di

grap

h ck

In

clud

es re

view

of

all

prev

ious

Le

tter G

roup

s and

sh

ort v

owel

s

deco

dabl

e: y

am, y

es,

yum

, zip

, bed

, beg

, re

d, je

t, w

et, w

eb,

vet,

hen,

men

, pen

, pe

g, te

n, le

g, b

ack,

pa

ck, s

ack,

sick

, ki

ck, p

ick

sock

, ro

ck, c

lock

, nec

k,

duck

, tru

ck, q

uick

si

ght w

ords

: is,

she,

a,

and

, are

, the

, to,

yo

ur, m

y, n

eed,

so

me,

wha

t, do

, in,

al

l, af

ter,

out o

f, to

o,

with

, hav

e, th

en, h

e,

his,

on, w

here

are

yo

u, I,

I’m

, my,

O

.K.,

all d

ay, a

fter,

too,

tire

d, w

orrie

d,

calls

, doc

tor,

com

e,

offic

e, ta

ke

med

icin

e, st

ay, d

ay,

happ

y, b

all,

falls

, hu

rt, w

atch

TV

, rea

d a

book

, pla

y in

the

yard

prac

tice

with

my

and

your

pr

actic

e w

ith n

ot

she

and

he

his a

nd h

er

I’m

/I am

yo

u’re

/ you

are

The

Bod

y Ill

ness

and

Inju

ry

Hea

lth C

are

Em

otio

ns

Talk

abo

ut d

iffer

ent k

inds

of

offic

es: d

octo

r, de

ntis

t, et

c.

Talk

abo

ut th

e m

eani

ng o

f “n

eed”

: “W

hen

I’m

sick

, I

need

___

___.

” “W

hen

I’m

hu

ngry

, I n

eed

____

__.”

Ta

lk a

bout

rem

edie

s for

ill

ness

and

inju

ry.

Talk

abo

ut b

eing

hap

py v

s. be

ing

wor

ried

1. N

an Is

Sic

k 2.

At t

he

Doc

tor’

s O

ffic

e 3.

Nan

Get

s W

ell

4. D

an is

Hur

t 5.

Dan

Get

s W

ell

Like

the

stor

ies a

bout

th

e riv

er, t

hese

stor

ies

prov

ide

deco

dabl

e w

ords

pl

us a

hig

h pr

opor

tion

of

sigh

t wor

ds.

St

uden

ts m

ay n

eed

extra

pr

actic

e w

ith th

e sh

ort

vow

el so

unds

a a

nd e

or

i and

e.

Uni

t num

ber

Voc

abul

ary

Gra

mm

ar/

Mec

hani

cs

Beg

inni

ng

ESL

topi

c C

onve

rsat

ion

pr

actic

e St

ory

title

s N

otes

for

inst

ruct

or

Uni

t 9

Mor

e R

eadi

ng

Prac

tice:

Bob

’s

Job

Incl

udes

revi

ew o

f al

l pre

viou

s Let

ter

Gro

ups a

nd sh

ort

vow

els

deco

dabl

e: B

ob,

job,

can

, fix

, tru

cks,

shop

, big

, box

, man

, R

ick,

lam

p, y

es,

pick

up,

lunc

h, P

am

sigh

t wor

ds: s

ee

stor

ies

Poss

essi

ve w

ith ‘s

Pl

ural

with

-s

Quo

tatio

n m

arks

Q

uest

ion

mar

k an

d ex

clam

atio

n po

int

Jobs

and

O

ccup

atio

ns

Furn

iture

To

ols

Tran

spor

tatio

n Ti

mes

of D

ay

Food

V

erbs

: use

, lik

e,

help

, tal

k, fi

x,

com

e, p

ick

up,

brin

g, d

rink,

eat

, te

ll, lo

ok, e

njoy

Talk

abo

ut d

iffer

ent k

inds

of

jobs

Ta

lk a

bout

whi

ch jo

bs

stud

ents

like

Ta

lk a

bout

tool

s Ta

lk a

bout

“br

oken

” an

d “f

ix”

or “

repa

ir”

Talk

abo

ut fu

rnitu

re a

nd th

e to

ols y

ou u

se to

repa

ir it

Talk

abo

ut tr

ansp

orta

tion:

bi

kes,

cars

, and

truc

ks

Act

out

sitti

ng d

own

for a

lu

nch

brea

k. W

hat d

o yo

u ea

t? W

hat d

o yo

u dr

ink?

W

hat d

o yo

u ta

lk a

bout

?

1. B

ob’s

Job

2. B

ob’s

Sh

op

3. R

ick

Com

es to

the

Shop

4.

Lun

ch

Bre

ak

Thes

e st

orie

s pro

vide

mor

e pr

actic

e w

ith d

ecod

able

sh

ort v

owel

wor

ds, a

nd a

hi

gh p

ropo

rtion

of u

sefu

l si

ght w

ords

in E

nglis

h.

St

uden

ts e

njoy

read

ing

stor

ies w

ith re

leva

nt c

onte

nt

whi

le p

ract

icin

g th

eir b

asic

lit

erac

y sk

ills.

Uni

t 10

Mor

e R

eadi

ng

Prac

tice:

Dai

ly

Rou

tines

In

clud

es re

view

of

all p

revi

ous L

ette

r G

roup

s and

shor

t vo

wel

s

deco

dabl

e: D

an,

Nan

, mom

, dad

, B

ob, P

am, k

ids,

get,

brus

h, b

us, s

top,

m

ath,

lunc

h, p

ack,

ba

ckpa

cks,

snac

k,

ask,

dis

h, p

ick

up,

shel

f, be

d, re

st

sigh

t wor

ds: s

ee

stor

ies

In th

e m

orni

ng,

afte

rnoo

n an

d ev

enin

g/at

nig

ht

Quo

tatio

n m

arks

Sh

e, h

e, th

ey

Pres

ent t

ense

, th

ird p

erso

n si

ngul

ar: a

dd -s

or

-e

s

Dai

ly R

outin

es

Toile

tries

Ti

me

Tim

es o

f Day

Su

bjec

ts in

Sch

ool

Mea

ls

Cho

res

Talk

abo

ut d

aily

rout

ines

Ta

lk a

bout

wha

t chi

ldre

n do

in

scho

ol in

the

U.S

. vs.

scho

ol in

the

stud

ents

’ na

tive

coun

tries

C

onve

rsat

ion

prac

tice:

Goo

d m

orni

ng, H

ow w

as y

our

day?

Tim

e fo

r bed

, Goo

d ni

ght

Talk

abo

ut ty

pica

l Am

eric

an

food

s for

bre

akfa

st, l

unch

an

d di

nner

vs.

mea

ls in

st

uden

ts’ n

ativ

e co

untri

es

1. In

the

Mor

ning

2.

Dan

and

N

an a

t Sch

ool

3. D

inne

r Ti

me

4. In

the

Even

ing

5. A

t Nig

ht

Dec

odab

le w

ords

and

man

y co

mm

on si

ght w

ords

in

Engl

ish

are

used

. St

uden

ts e

njoy

lear

ning

to

talk

abo

ut th

eir d

aily

rout

ine

in E

nglis

h. T

hey

like

seei

ng

that

the

fund

amen

tals

of

fam

ily li

fe a

re si

mila

r in

the

U.S

. and

in th

eir c

ount

ries.