at the river and other stories for adult emergent readers ... · at the river and other stories for...

of 21/21
At the River and Other Stories for Adult Emergent Readers Teacher’s Guide by Shelley Hale Lee (c) 2016 all rights reserved This teacher’s guide is provided free of charge for teachers with students or classes using At the River and Other Stories for Adult Emergent Readers, a workbook that teaches basic literacy in English. Purchasing information for At the River is available here: http://wayzgoosepress.com/shl.html Read this Teacher’s Guide before beginning your course to understand how to use the book effectively. Then check back from time to time to remind yourself of techniques and activities. Skills include: Letter formation, upper and lowercase Phonemic awareness: the ability to distinguish individual sounds within spoken words The alphabetic principle: sound/symbol correspondence Phonics: Letter sounds for all of the single consonants, short vowels, and digraphs sh, ch, th, ck Blending words with those sounds Decoding and encoding Fluency Common sight words Print concepts in English: read from left to right; the meaning of “letter,” “word” and “sentence”; mechanics of a sentence such as capital letter, period and question mark

Post on 09-Sep-2018

219 views

Category:

Documents

0 download

Embed Size (px)

TRANSCRIPT

  • AttheRiverandOtherStoriesforAdultEmergentReaders

    TeachersGuide

    byShelleyHaleLee

    (c)2016allrightsreserved

    ThisteachersguideisprovidedfreeofchargeforteacherswithstudentsorclassesusingAttheRiverandOtherStoriesforAdultEmergentReaders,aworkbookthatteachesbasicliteracyinEnglish.

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

    ReadthisTeachersGuidebeforebeginningyourcoursetounderstandhowtousethebookeffectively.Thencheckbackfromtimetotimetoremindyourselfoftechniquesandactivities.

    Skillsinclude:

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

    ch,th,ck Blendingwordswiththosesounds Decodingandencoding Fluency Commonsightwords PrintconceptsinEnglish:readfromlefttoright;themeaningofletter,wordand

    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,survivalEnglishtopicsthatwillsparkbeginnersinterest.

    Foracompletescopeandsequence,seetheveryendofthisdocument.

    Materialsteacherswillneed

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

    Recommendedkeywords:aapple;bbus;ccat;ddog;eegg;fflower;ggoat;hhat;iIndia;jJeep;kkey;llamp;mmoney;nnose;ooctopusorOctober;ppants;rrain;ssun;ttable;uumbrella;vvacuum;wwater;xbox;yyarn;zzipper;shshoe;chchicken;th(voiced)featherandth(unvoiced)-thumb;cksock.

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

  • Suggestedlessonformat

    Herearethepartsofalessoninunits1-8ofAttheRiver:

    Lettersandsounds Createacontext Wordbuilding Readingwords:decodingandfluency Writing Readingastory:decodingandcomprehension

    Units9and10havelongerstories.

    GeneralprinciplesforusingAttheRiver

    Includephonicsandexplicitreadinginstructiondaily.30-60minutesperclassisbetterthan2hoursonceaweek.

    Dontrushthroughthematerial.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,andsayapple.Ssrepeat.Pointtotheletters,andaskforthesound.Ex:thenamea,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(studentsdontpointtotheletters).

    Part2:Createacontext

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

    Iturnonthewateratthetapandwashmyhands/Icanseeyourcountryonthemap/Ihaveamatinmykitchenandnearmyfrontdoor/Ifmyfriendissick,Icanpathershoulderandhelpherfeelbetter/ThisisPam.Sheisawomanandamother/Imtired.IthinkIllsitdown.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,writemspmtpwithplentyofroominbetweenletters.Tapunderneatheachletterandask,Whatsthesound?Ssproducethesoundforeach.

    2. Pairs:Addtheletteratoeachsound.Thenpointtothefirstpairofletters,ma.Tapmandsay/m/.Tapaandsay/a/(theshortvowelsound).Tapunderm,ssproducethesound.Tapundera,ssproducethesound.Thenrunyourfingerunder

  • bothlettersandsayma.T.andssrepeatseveraltimes:ma,ma,ma.Continuethesamesequencewithsa,pa,ma,ta,pa.

    3. Checkforunderstanding:Giveeachstudentadryerasemarker.Askforavolunteertocirclepa.Astudentshouldcomeandcirclepaeachtimeitappears.Continuewithall.

    4. Buildthewholeword:erasethecircles.Pointtomaandask,Whatsthesound?Ss:ma.T:Whatdoyouseeonthetable/boardwiththesoundma?Ss:map.T.writespnexttoma.Runyourfingerunderma,saying/ma/.Pointtopandsay/p/.Map,map.Ssrepeat.Runyourfingerunderall3lettersandsaymap.Ssrepeat.Continuethewordbuildingprocesswithsat,pat,mat,tap,Pam.WithPam,showstudentsthatweneedtochangethefirstlettertouppercasebecauseitsaname.

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

    6. Blendingandsegmenting:a. Blending.Say,Listen.Illgiveyousomesounds.Tellmetheword.Holdupone

    fingerforeachsound,pronouncingslowlyeachsoundinmap:/m//a//p/.Sslistenandsaymap.Continuewithall.

    b. Segmenting.Say,Illsayaword.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?SssayTap.T:pleasewritethe

  • wordtap.Tap.Stretchoutthesoundsforthemandencouragethemtodothesameastheywrite.Continuewithall.

    2. Runningdictation(orscribesandrunners):Putstudentsintopairs.Theteacherwritesawordorgroupofwordsonasmallwhiteboardandputsitatoneendoftheroomoroutsidethedoor.Onestudentrunstotheteachersboard,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,PamhasaSs:mat.T:PamhasSs:a

    map.T:PamsatSs: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:thenamea,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(studentsdontpointtotheletters).

    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.Startwithstudentsnames.

    Whiteboards:Sscancopyagroupoflettersorwordsfromtheboardontoasmallwhiteboard.Whenitscorrect,sscancopyitintotheirnotebooks.

  • Otheraidsforstudentsstrugglingtoformtheletters:

    a. Twritesthewordsusingahighlighter;thestudenttraceswithapencil.b. Duringdictation,theTcanwritethewordandthestudentcanwritenexttoitor

    directlyunderit.c. Allowthestudenttopracticethestrokesofthelettersbeforewritingactual

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

    Checkcomprehension

    Whatnumber?:Putanumberedlistof5-10vocabularywordsontheboard.Holdupthepictureorrealia,elicittheword,andaskWhatnumberisthis?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/herinstructionssuchasPleaseputthepadinthebag.Putthejaminthebag.Putthepadonthechair.Putthepanunderthetable.Putthemapinthebag.Studentscanspeakiftheyfeelcomfortable,butdonthaveto.Extension:Youcancallonanadvancedstudenttogivetheinstructionstoaclassmate.

    Yes/nogame:Thiscanbeusedwithanygroupofpicturesorrealia.Holduptheobjectorpointtothepictureandsay,Tellmeyesorno.Thenholdupamapandsay,Thisisamat.StudentssayNo,amap.Holdupapictureofamopandsay,Thisisadog.Studentscorrectyoubysaying,No,amop.Thiscanalsoprovideaquickreviewofasetofvocabularywords.Forexample,toreviewtools,holdupawrenchandsay,Thisisawrench.Studentssayyes.HoldupaflashlightandsayThisisahammer.Studentssayno,aflashlight.Continuewithallpictures/objects.

  • Matchwordcardtopicture/realia:Afterstudentsarefairlyfamiliarwiththevocabularyfromaparticularunit,propthepicturesandrealiaonthefrontboard.

    PartA:Teacherdemonstration.Putanumbernexttoeachpictureorobject.Holdupawordcardwiththetargetdecodableword,suchasdad,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.

    Whatsmissing?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;studentscanlookoneachothersboardsiftheylike.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

    Changeonedictation: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.Onestudentrunstotheteachersboard,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.Thishelpstofocusstudentsattention,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,withthestoryPam,theTsays,PamhasaSs:mat.T:PamhasSs:amap.T:PamsatSs:onthemat.

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

    f. Whatsound?Texaminesthefirstsoundsofkeywordsinthestory,thenaskssstosayawordswiththosesounds.Forexample,withthestoryPam,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,withthestoryPam,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

    our

    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

    ns 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

    ams

    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,

    Im

    , 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

    Im

    /I am

    yo

    ure

    / 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

    Im

    sick

    , I

    need

    ___

    ___.

    W

    hen

    Im

    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

    obs

    Job

    2. B

    obs

    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.