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.
