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AttheLakeandOtherStoriesforAdultEmergentReadersTeacher’sGuide
AttheLakeandOtherStoriesforAdultEmergentReadersisthesecondbookinaseries,followingAttheRiverandOtherStoriesforAdultEmergentReaders.
AttheRiverandAttheLakearewrittenforELL(Englishlanguagelearner)adultsandchildrenages7andolder.TheseriesisintendedforlearnerswhoneedtodevelopliteracyskillsastheylearnEnglish.BothbooksareappropriateforlearnerswhohaveformaleducationintheirL1butareunfamiliarwiththeRomanalphabet,orlearnerswhospeakaRomanalphabetlanguagebuthavegapsintheirliteracyskills.
Thischartmayhelpyoutoidentifythebeststartingplaceforyourstudent:
AudienceforAttheRiver,Book1:EmergentReaders
AudienceforAttheLake,Book2:Emergent/EarlyReaders
Learnerswho…
• arenonliterateorsemiliterateintheirL1,areunfamiliarwiththeRomanalphabet,andneedtolearnhowtowritethelettersoftheRomanalphabet
• lackformaleducationintheirL1,orhadinterruptededucationintheirL1
• needtolearnthesoundsofEnglish
• needtobeginbuildingafoundationforliteracyinEnglish
Learnerswho…
• havesomefamiliaritywiththeRomanalphabetandareabletowriteuppercaseandlowercaseletters
• mayhaveinterruptedorlimitedformaleducationintheirL1
• knowconsonantandshortvowelsoundsinEnglishandarereadyforthecomplexityoflongvowelsandconsonantblends
• needtocontinuetostrengthentheirfoundationforliteracyinEnglish
AttheLakeSkillsinclude:• Phonics:Spellingpatternsforlonga,e,i,oandu;R-controlledvowels;othervowel
combinationssuchasoo,all,alk,ou,andow;andareviewofshortvowels,consonantblends,anddigraphssh,ch,th,ck
• Blendingwordswiththosesounds• Decodingandencoding• Readingfluency• Commonsightwords• Introductiontodecodingmultisyllablewords• Mechanicsofasentencesuchascapitalletter,period,questionmark,exclamation
point,apostropheandquotationmarks
PrerequisiteskillsforAttheLake(explicitlytaughtinAttheRiver):• Letterformation,upperandlowercase• Phonemicawareness:theabilitytodistinguishindividualsoundswithinspokenwords• Thealphabeticprinciple:sound/symbolcorrespondence• Phonics:Lettersoundsforallofthesingleconsonants,shortvowels,anddigraphssh,
ch,th,ck• Blendingwordswiththosesounds• Somereadingfluency• Somecommonsightwords• BasicprintconceptsinEnglish:readfromlefttoright;themeaningof“letter,”“word”
and“sentence”;mechanicsofasentencesuchascapitalletter,periodandquestionmark
RationaleThesebooksemphasizeallfivecomponentsofreadingasdefinedbytheNationalReadingPanelReport(2000):
1. Phonemicawareness2. Phonics 3. Fluency 4. Vocabulary 5. Comprehension6.
ManybeginnerESLmaterialsteachvocabularyandcomprehension,assumingthatstudentshavesomephonemicawareness,phonics,andfluencyskillsintheirL1orinEnglish.AttheRiverandAttheLakeprovideexplicitinstructioninthosethreeareas,whichenablestudentstoacquirenewvocabularywordsandshowcomprehension.Studentswithweakphonicsskillsarehinderedintheirabilitytolearnnewvocabularyandcomprehendwhattheyread.Assessingyourbeginners’readinglevelFreediagnosticstohelpyoudecidewhichbooktostartwitharefoundathttps://www.emergentreaders.org/resources.html.
1. DiagnosticcreatedspecificallyforusewithAttheRiver,assessingknowledgeofsingleconsonants,shortvowels,anddigraphssh,ch,thandck.
2. TheBATT(BeginningAlphabeticsTestsandTools),whichincludestendiagnosticquizzesthatassessknowledgeofupperandlowercaseletters,singleconsonants,shortvowels,consonantblendsanddigraphs,andlongvowelspellings.TheBATTwasdevelopedbyMarnFrank,KristinPerry,KristinKlas,andPatsyEganofHamlineUniversityinStPaul,MN.
HowthebookisorganizedAttheLakehas9units.Units1-8focusonspecificvowelsoundsandspellingsinthecontextofstoriesaboutPam,Bobandtheirfamily.Phoneticelementsaresequencedtograduallyteachallofthemostcommonlongvowelsoundsandspellingpatterns.Unit1isareviewofshortvowelsounds.Units2-6focusonlonga,i,o,eandu.Unit7providespracticewithR-controlledvowels,andUnit8teachesallandalk,longandshortoo,andouandow.TheadditionalstoriesinUnit9provideextrapracticewiththepreviouslytaughtlongandshortvowelsoundsandtheirspellings.Storiesdealwithrelevant,survivalEnglishtopicsthatwillsparkbeginners’interest.Eachstoryisaccompaniedbyexercisesincludingreadingcomprehension;readingandspellinglongvowelwords;reviewofshortvowels,singleconsonants,consonantblendsandconsonantdigraphs;sightwordrecognition;andconnectionswithstudents’personallives.MaterialsteacherswillneedWerecommendusingflashcardsfortheshortvowelsoundsandallofthefeaturedlongvowelsoundsandspellings.Eachflashcardshouldhaveapictureofakeywordandthevowelspelling.Tomakeyourownflashcards,youmaywishtocopyandenlargeillustrationsofkeywordsthatyoufindatthebeginningofeachunit.Unit Phonicsfocus Recommendedkeywordpictures1 Shortvowels a–mat,e–bed,i–pin,o–mop,u-cup2 Longa ay-play,ai-rain,a_e-lake,eigh-eight3 Longi igh-light,ie–pie,i_e–bike,y-cry4 Longo oa–coat,ow–snow,o_e–phone,o(opensyllable)-broken5 Longe ee-tree,ea-beans,ie-pieces,y-baby6 Longu ui–fruitjuice,ue-glue,u_e-ruler,u(opensyllable)–uniform,
oo-noodles,ew-new,ou-soup7 R-controlled ar-scarf,or-corn,er-flower,ir-skirt,ur-nurse8 Othervowelsounds oo–book,oo–broom,all-hall,alk–walk,ou–couch,ow-
showerOtherflashcardoptions:Makeyourownsetforshortvowels,singleconsonants,andconsonantdigraphs.Suggestedkeywords: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.FromTRENDEnterprises:asetofcardsisavailableforsingleconsonants,theL-blends,S-blendsandR-blends,anddigraphssh,ch,thandck.
FromPhonicsQ:Acomprehensivesetincludingalllongvowelspellingsandvariants.ThePhonicsQset,developedbyPhyllisHerzogandRuthWinter,workswellwithAttheLake.Findmoreinformationathttps://phonicsq.com/.Otheroptionalmaterialsinclude:Realiaand/orenlargedpicturesforthedecodablewordsineachunit;indexcardstomakewordcardsforthedecodablewords;individualwhiteboardsandmarkers;coloredpencils;lettertilesforspellingpracticeGeneralprinciplesforusingAttheLakeIncludephonicsandexplicitreadinginstructiondaily.30-60minutesperclassisbetterthan2hoursonceaweek.Don’trushthroughthematerial.Thegoalismastery.Reteachorrecycleactivitiesasneededsostudentscandemonstratemastery.Asoftenaspossible,providelisteningandspeakingactivitiesbeforereadingandwriting.Ifstudentscanunderstandwhenyousayit,andsayitthemselves,ithelpsthemconnecttoprint.Ineachlesson,studentsshouldmovefrompassivelytakingininformationatthebeginningofthelessontoactivelypracticinganddemonstratingwhattheyarelearningduringthemiddleandend.SuggestedlessonformatHerearethepartsofalessonusingAttheLake:
• Lettersandsounds:presentthekeywordsandvowelsoundsandspellings• Createacontext:AskconversationquestionsfoundintheScopeandSequence.Use
picturestohelpstudentsvisualizewhatthestoryisabout.• Wordbuilding:Pre-teachdecodablewordswithafocusonstudentsapplyingthenew
longvowelsoundstheyarelearning• ReadingFluency:decodingandfluencywiththeScaffoldedReadingsequence(see
below)• Comprehension:“ShowYourUnderstanding”exercises• Phonicsandspelling:“WordWork”and“SoundsandWords”exercises• Connecttostudents’lives:“AboutYou”exercise
SampleLesson:Unit2,“AGrayDay”Goals:Studentswillbeableto
• Recognizeandproducethelongvowelsoundforthespellingsayandai• Recognizeandproducetheshortasound• Spellshortandlongawords• Readthestoryaloudfluentlyandaccurately• Demonstratecomprehensionofthestory•
Part1:Lettersandsounds1. Introducethelettersandsounds:Useflashcardswithkeywordpicturesforshorta,ay,
andai.Holdupaflashcardwithapictureofakeywordandthelowercaseformoftheletter(map/Aa).Pointtotheletter(s)andaskforthelettername.Pointtothepictureofthekeyword,andsay“map”.Ssrepeat.Pointtotheletters,andaskforthesound.Ex:thename“a”,map,thesound/a/.Continuewithay(play)andai(rain),promptingsstosaythelettername,thekeyword,andthesound.Ifstudentsknowtheletternames,thenstopaskingfortheletternamesandjustaskforthesound.Thesoundisthemostimportantinlearningtoblendlettersintowords.
2. Comprehensioncheck:Displayflashcardsacrossboardledgeinthesameorderinwhichyoutaughtthem.Numbercards1-3.
a. Saythenameofakeywordpictureandasksstosaythenumber.b. Goovereachcardinorder,askingsstoidentifythepictureandsoundwithout
yourhelp.c. Gooverthecardsinrandomorder,askingstudentstoidentifythepictureand
soundindependently.3. Displayflashcardsthroughoutthelesson.
Part2:Createacontext
1. Weathervocabularya. Displaypicturesofvarioustypesofweather.Asksstorepeat,andthen
independentlysay,asentencesuchas:“Itisa_______(cloudy,sunny,rainy)day.”
b. Askstudents,“Howistheweathertoday?Whatkindofweatherdoyoulike?”c. Displaypicturesofpeopleinsideonarainydaylookingoutthewindow,or
outsideonarainyday.Ask,“Doyoulikerainyweather?Whatdoyouliketodoonarainyday?”
2. Keyvocabforthestory:rain,wait,day,gray,play,stay,goaway,Nan,Dan,bad,sad,glad
a. Displaypicturesofthekeyvocabwords,ordemonstratetheirmeanings.Writethewordsontheboardandasksstorepeatthem.
b. Option:createwordcardsforthekeyvocabularyandasksstomatchthewordtothepicture.
c. Comprehensioncheck:Yes/Nogame.Pointtoapictureof“rain”.Say,“Tellmeyesorno.Itissunny.”Sssayno.Say,“Itisraining.”Sssayyes.Continuewithall.
d. Ifmorepracticeisneeded:Handoutpicturesandrealia.Ssmatchthepictures/realiatothewordsontheboard.
Part3:Wordbuilding
1. Usethesewordstohelpstudentshearandseethedifferencebetweenshortandlonga:Nan,Dan,bad,sad,glad,rain,wait,day,gray,play,stay.
2. Makeachartontheboardlikethis.Displaythekeywordflashcardsnearthecorrespondingcolumn.
a ai ay
a.Writetheinitialconsonantorconsonantblendforeachword.Elicitthesoundsfromstudents.
a ai ay N D b s gl
r w
d gr pl st
b.Addthevowelsound,perhapsinadifferentcolormarkerforemphasis.Elicitthe blendedsoundsfromstudents.Ifneeded,modelbreakingtheconsonantandvowel soundsdown(segmenting),thencombinethem(blending).Example:“N…a…na. R…ai…rai.”
short a ai ay Na Da ba sa gla
rai wai
day gray play stay
c.Addthefinalconsonantsoundtocolumns1and2.Elicitpronunciationofthewhole word.
short a ai ay Nan Dan bad sad glad
rain wait
day gray play stay
d.Checkforunderstanding:Numberthelistofwordsontheboard.Sayaword,sstell youthenumber.Or,sayawordandaskastudenttocircleit. e.Blendingandsegmenting:Blending.Say,“Listen.I’llgiveyousomesounds.Tellmetheword.”Holduponefingerforeachsound,pronouncingslowlyeachsoundin“glad”:/g/…/l/…/a/…/d/.Sslistenandsay“glad.”Checkoff“glad”ontheboard.Continuewithall.Note:Holduponefingerforeachsound,noteachletter.Examples:Threefor“Dan”,fourfor“glad”,threefor“wait”(/w/…/ai/…/t/),twofor“day”(/d/…/ay/),threefor“gray”(/g/…/r/…/ay/).Segmenting.Say,“I’llsayaword.Tellmethesounds.”Say,“glad.”Ssholduptheirfingersastheymakethesounds:/g/…/l/…/a/…/d/.Option:sscantapoutthesoundsonthetable,orslideabingochipforwardforeachsound.Continuewithall.Option:Checkforunderstandingwithpictures/realia:Handoutwordcards.Studentsmatchcardstopictures/realia.Gooveranswers,offeringcorrectionsifneeded.Mixupthecardsandasksstomatchasecondtime.Part4:ReadingfluencyanddecodingScaffoldedReadingsequenceYourstudentsmaynotneedallofthestepseachtime.Werecommendtryingthewholesequenceseveraltimes,thenkeepthestepsthatbenefityourstudents.Forvariety,youcanusedifferentstepstoreviewastoryonthesecondorthirdday.
1. Teacherreads“AGrayDay”onpage16aloud2x.Studentslistenwithoutlookingatthetext.Option:ssclosetheireyes
2. Treadstextaloud2x.Sslookatthetextandfollowalongwithapencil.3. Echoreading,sentencebysentence4. Choralreading:Teacherleadsandstudentsreadalongwiththeteacher5. Tstarts,ssfinish.Treadsthefirstpartofasentence,ssreadthelastpart.T:“Itis…”Ss:
“raining.”T:“Theweather…”Ss:“isbad.”6. Whatnumber?Studentsnumberthesentences#1-13.Treadsasentencerandomly,ss
saywhatnumberitis7. Whatsound?Tprovidesasound,sssayawordthatstartswiththatsound
8. Pairsread,Tcirculatesandlistenstoafewsentencesfromeachstudent9. T.addressesanypronunciationproblemsorquestionsthatcameupinpairwork.
Optional:Studentscirclewordsthattheteachercallsout,especiallytheonestheystruggledwith.
10. Roundrobinreading–wholeclassoringroupsof3-4.Note:Ifyouhaveweakreadersorbrandnewstudents,avoidthisactivitysoasnottoembarrassastudent.
11. Ssdictatesentences,Twritesontheboard.Attheboard,sscirclewords/phrasesthattheteachercallsout.
12. PairspracticereadingtogetherwhileeachindividualreadsfortheT.1. Ifmorefluencypracticeisneeded:2. Sequencethesentences:Writethesentencesonwordcardstripsandcutthemup.Ss
workinpairsorgroupstoputthewordsinorder.Asssworkingroups,theteachercanlistentoindividualsread.Formoreonthis,watchthevideo“BuildingLiteracywithAdultEmergentReaders”athttp://www.newamericanhorizons.org/.Picturesandlessonideasathttps://mailchi.mp/6778502dbd11/at-the-river-news-april-2017
Part5:ComprehensionThestepsintheScaffoldedReadingsequencestrengthendecodingandfluency.Now,buildabridgetocomprehensionwiththefollowinglisteningandspeakingactivities.TryCCQs(Comprehensioncheckquestions).Theteachermakesastatement.Studentssay“yes”or“no.”Forexample:Itisraining.(yes)Theweatherisgood.(no)Theweatherisbad.(yes)Itisasunnyday.(no)Itisacoldday.(no)Itisagrayday.(yes)Thekidsplayinthehouse.(yes).DanandNanliketostayinthehouse.(no)DanandNanareglad.(no)DanandNanaresad.(yes)Thenaskwho,what,when,where,how,andwhyquestions.Followupwiththecomprehensionexercises,“ShowYourUnderstanding”p.17,exercisesBandC.Part6:PhonicsandSpelling“WordWork”onpp.18-19,exercisesD,EandF,and“SoundsandWords”onpp.20-21,exercisesG,HandI.Seealsoideasfordictationsbelow.Part7:ConnecttoStudents’Lives“AboutYou”p.21,exerciseJ.Consideraskingthequestionsoutloudfirst,andelicitingstudents’answersverbally.Thenitwillbeeasierforstudentstowritetheiranswers.Comprehension/writingextension:Sscancompletesentenceframesasseenbelow.Ifthisisdifficult,modelyourownanswersoutloudandinwritingontheboard.Thenaskstudentstoansweroutloudfirstandtheninwriting.
Onrainydays,Iusually____________________________.Ilike/don’tlikerainydaysbecause__________________________.Myfavoritekindofweatheris_______________________.Theweatherinmynativecountryis___________________________. Ilike/don’tliketheweatherwhereIlivenowbecause__________________________.
SnapshotoftheexercisesforeachunitNote:InUnits2and3,thereareextraexercisestoteachthesilenterule(seepp26and40-41,exercisesEandF).ExerciseA:Readthestory.Sscanreadsilently,inpairs,recordthemselvesreadingorlistentotheteacherread.ExerciseB:Yesorno?Teachstudentshowtomarkouttheincorrectwordsforthe“no”sentencesandwriteinacorrection.ExerciseC:Questions.Askthequestionsorallyfirstandelicitspokenanswers.Thenasksstowritetheiranswers.Earlyfinisherscanaskandanswerthequestionswithapartner.ExerciseD:Rhymingwords.Youmayneedyoutoteachsshowtofindthematchandwritethecorrectletter/word.ExerciseE:Vowelsoundchart.Ssworkaloneorinpairstofindwordsfromthestorythatcorrespondwiththesounds.Ifthisisdifficult,modelitwiththewholeclassfirst.ExerciseF:Dictation.TeachercallsoutwordsfromthevowelsoundchartinexerciseE.Studentsspellthewords.Higherstudentsshouldcoverthechartduringthedictation.Strugglingstudentscanrefertothechartasneeded.ExerciseG:Consonantsounds.Teachercallsouttheword;sswritethemissingsound.ExerciseH:Fillintheword.SsusethewordbankfromexerciseGtocompletethesentences.Earlyfinishers:Havethemreadthesentencesoutloudtoeachother.ExerciseI:Circletheword.Round1:Teachercallsoutaword;sscircleit.Round2:Teachercallsoutadifferentwordandthestudentunderlinesit.Forextrafluencypractice:Pairsreadoutloudtoeachother.First,readtherows.Then,readthecolumns.ExerciseJ:Modelaskingthequestionandelicitafewverbalresponses.Thensscanwritetheirownanswers.Earlyfinisherscanreadthequestionsandanswerstoeachother.Mini-lesson:SilenteruleWith“AttheLake”(Unit2),and“Jim’sJob”(Unit3),extraexercisesEandFareincludedtohelpstudentslearnthesilenterule.Beforestudentsdotheexercisesinthebook,teachthemtherule:
a. Showflashcardsforshortaanda_e;ssrepeatthesounds.b. Thenwritethecolumnofshortvowelwordsontheboard:mat,cap,tap,can,hat,van.
Asksstoreadthemoutloudtoyou.
c. Thensay,“Listen.Mat.”Pointto“mat.”Write“mate”withtheeinadifferentcolorandsay,“Mate.”(Pointingtoeachword)Mat.Mate.”
d. Continuewiththeotherwords(cape,tape,cane,hate,vane)whilestudentslistentoyoupronouncethewords.
e. Then,dotheroutineagain,butthistimestudentsrepeatafteryouasyoupointtothewords.
f. Finally,dotheroutineagain,butthistime,onlypointwhilestudentssaythewordsindependently.
g. ThendoexercisesEandFinthebooktogether.Option:gatherpicturesand/orrealiaforeachwordinexerciseE.
MoreactivitiestousewithAttheLakeLettersandsoundsStudentnamecards: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.CheckcomprehensionWhatnumber?:Putanumberedlistof5-10vocabularywordsontheboard.Holdupthepictureorrealia,elicittheword,andask“Whatnumberisthis?”Whenastudentorstudentscalloutthenumber,pointtothewordandsay,“Yes,number2,rain.”Allstudentsrepeatrain.Putacheckmarknexttothenumber.Continuethroughthelist.Yes/nogame:Thiscanbeusedwithanygroupofpicturesorrealia.Holduptheobjectorpointtothepictureandsay,“Tellmeyesorno.”Thenholdupatrayandsay,“Thisisacake.”Studentssay“No,atray.”Holdupapictureofacakeandsay,“Thisisalake.”Studentscorrectyoubysaying,“No,acake.”Thiscanalsoprovideaquickreviewofasetofvocabularywords.Forexample,toreviewtools,holdupawrenchandsay,“Thisisawrench.”Studentssayyes.
Holdupaflashlightandsay,“Thisisahammer.”Studentssay“no,aflashlight.”Continuewithallpictures/objects.Matchwordcardtopicture/realia:Afterstudentsarefairlyfamiliarwiththevocabularyfromaparticularstory,propthepicturesandrealiaonthefrontboard.PartA:Teacherdemonstration.Putanumbernexttoeachpictureorobject.Holdupawordcardwiththetargetdecodableword,suchas“scale,”writteninlargeletters.Ask,“Whatisthisword?”Promptthembypointingtothefirstsoundoftheword.Studentsrespond,“scale”.Ask,“Whatnumber?”Studentsrespondwiththecorrectnumber.Matchthecardtothepictureofthescale.Continuewithallofthewordcards.PartB:Handoutthewordcardsrandomlytostudents.Asksstocomematchtheirwordtothepictureorobject.Aftereveryonehasplacedtheirwordcard,holdupeachwordcardandpicture/object,elicitingthewordfromstudents.Ifthereisanincorrectmatch,pointtothepictureandsay,“Isthisascale?”Studentswillsayno,andtellyouthecorrectnumber.Thenmixupthecardsandrepeat,givingeachstudentadifferentwordcardthistime.What’smissing?Usethisgamewithasetofwordcards,pictures,orobjects.Placetheitemssotheyarevisibletothewholeclass.Askavolunteertogooutoftheroom.Anotherstudenthidesoneoftheitems.Thevolunteercomesbackintheroomandguesseswhichitemismissing.Continuewithallitems.Option:Writealistoftheobjectsontheboardforstudentstoreferto.Comprehension/retelling:Chooseoneortwo.
a. SsmakeGoogleSlidesillustratingthestoryb. Ssdrawpicturesofthemostimportantpartsofthestory,thenusetheirpicturesto
retellthestoryc. Ssbringinitemsfromhometohelpthemretellthestorytotheclass.
WordFamilies/RhymingwordsCirclethewordfamily:AfterdoingfluencyactivitiessuchasScaffoldedReading,ssworkaloneorwithapartnertocirclethewordsinthestory,usingthesamecolorforthesamespellingpattern.Studentswillneedcoloredpencils.Useflashcardstoreviewthelongvowelspellingpatternsforastory,thendisplaytheflashcardsandassignacolortoeach.Forexample,in“AttheLake”,shortaisred,ayisgreen,aiisblue,anda_eisorange.In“AttheLake”,alloftheshortvowelwordswillbecircledinred,alloftheaywordswillbecircledingreenandsoon.Thishelpsstudentsseethepatternsandconnectwiththespellingpatternsandsounds.Findtherhyme:Thisisalisteningandspeakingactivity.Theteachersaysthreewords.Twowordsrhymeandoneworddoesn’t.Ssrepeatthethreewords,thensaywhichtworhyme.Forexample:theteachersays“stay,shade,play.”Ssrepeat,andthensay,“stay,play.”Callout7-
10groupsofwordsforaquicklisteningactivity.Youcanalsotrywithfourwords,wherethreewordsrhyme.Flyswattergame:Maketwoteamsandgiveeachteamaflyswatterorspatula.Put10-15wordsontheboardfromagivenstory.Sticktospellingpatternsthatyouhavealreadytaught.Calloutanewwordthatrhymeswithawordontheboard.Thefirststudenttorunupandhittherhymingwordwithaflyswattergetsthepointfortheirteam.Forexample,with“AttheLake”,putthesewordsontheboard:lake,Dan,plates,day,rain,mat,lap,Pam,name,glad.Wordstocallout:take,Nan,skates,way,pain,sat,tap,Sam,same,dad.EncodingBasicdictation:Usedictationfordecodablewordsonly.Dothisdailyoratleasttwiceaweekbecauseitpromoteslistening,spellingandreadingskillssimultaneously.Itisalsoaverygoodindicatorofmastery.Studentscanusetheirownpaper,butsmallwhiteboardsandmarkersareidealbecausestudentscancorrectthemselveseasily.Holdupapictureorobject,apictureofrainforexample,andsay,“Pleasewriterain.Rrrrr…ai…nnnn.Rain.”Encouragestudentstosaytheword,stretchingoutthesoundsastheywritetheletters.Giveampleencouragement.Thisisacollaborativeactivity;studentscanlookoneachother’sboardsiftheylike.Afteryouhavedictatedallofthewordsonyourlist,askstudentstopracticereadingfromtheirboards.Circulateandlistentoeachstudentastheyreadwords.Returntothefrontboardandgooveranywordsthatwereproblematicforstudents.Dictationscansimplyfeaturethedecodablevocabularyforthestoryyouareworkingon.Or,dictationscanbefocusedonaparticularphoneticelement:
• Vowelsoundcomparison:wordswithshortaandwordswithlonga.Examplelistfrom“AttheLake”:lap,lake,sat,say,can,cake,day,Dan,glad,grapes,name,Nan.
• Firstsoundcomparison:wordsthatbeginwithsimilarsounds,likesay,stay,glad,grapes,Nan,name,tray,take,pay,play
• “Changeone”dictation:calloutaword.Next,calloutawordinwhichoneofthesoundschanges.Inthethirdword,onesoundwillbedifferentfromthesecond,andsoon.Ex:Dan,day,say,stay,tray.
Option:Ask2-3studentstousethefrontboardforthedictation.Otherstudentscanwatchandlearnfromthestudentsatthefrontiftheywouldliketo.Dictationwithtiles:Givestudentsagroupoflettertiles(similarinsizetoScrabbletiles,butlowercase).Dictatethewordandaskthemtospellthewordwiththetiles.Itmaybehelpfultodrawthreeboxes(forCVCwords),fourorfiveboxesforCVCeorCCVCeonpaperorawhiteboardtoguidethem.Studentscanalsoidentifyfirst,middleandlastsoundsusingthetilesandboxes.
Standwithyoursounddictation:Makelargecardswithoneconsonant,shortvowel,orvowelcombinationoneachcard.Dividestudentsintoteams.Eachteamgetsasetofcards.Whenyousayaword,studentschoosetherightsoundsandstandwiththelettercardsinordertospelltheword.Awardpointsforthefirstteamtogetitright.Runningdictation(orScribesandRunners):Thisworkswithoneword,alistofwords,aphrase,orasentence.Dividestudentsintopairs.Theteacherwritesawordorsentenceonasmallwhiteboardandhidesitatoneendoftheroom.Onestudentrunstotheteacher’sboard,readsthewordorsentence,thenrunsbacktotheirpartnertodictate.Thepartnerwriteswhattheyhear.Awardpointstoeverypairthatcangetitrightin60seconds.Pairorsmallgroupdictation:Preparefourindexcardswithtendecodablewordsoneachcardfromaparticularstoryorunit.Eachcard’slistshouldbeslightlydifferent,andshouldfeatureshortvowelwordsaswellaswordswithvariouslongvowelspellings.Putstudentsinfourgroups.Onestudentistheleader,callingoutthewordswhilethegroupmemberswritethewordsonpaperorawhiteboard.Whengroupsaredonewiththefirstcard,theytradecardswithanothergroupandrotatetheleader.Sentencedictations:Pairstudentsupandassignastorythatwaspreviouslytaught.Studentsnumberthesentences.Onestudentdictatesthewholesentencetotheirpartnerwhilethepartnerwritesitcorrectly,includingpunctuation.Onestudentdictatesevens,theotherstudentdictatesodds.Decoding,fluency,wordrecognitionCircletheletter/pair/word:Thiscanbeusedwithagroupofwords,phrases,orsentences.Putthetargetwords/phrases/sentencesontheboard.Thensay,“CouldIhaveonestudentcomeandcirclethewordsale?”Avolunteercomestotheboardandcirclessaleeachtimethatitappears.Theotherstudentswatchattentivelytoseeifthevolunteergetsitright.Usedifferentcoloredmarkersforeachwordthatyoucallout.Inthisexample,continuewithsave,Tuesdays,Beth,Russ,grapes,apples,market,money,takes,eight. 1. Beth and Russ go to the market on Tuesdays. 2. Every Tuesday, there is a sale. 3. Beth and Russ can save money. 4. Grapes and apples are on sale. 5. Beth takes some grapes. 6. Russ takes eight apples.
Alternativeforasmallgroup:Askallofthestudentstocomeandstandinasemicircleattheboard.Thishelpstofocusstudents’attention,anditisalsogoodforstudentswithvisionproblems.Giveeachstudentadifferentcoloredmarker,indicatingthateveryonewilltakeaturn.Thensayawordandwaitforsomeonetostepupandcircleit.Continuewithall.Flyswattergame:Putasetofwordsorpicturesontheboard.Formtwoteamsandgiveeachteamaflyswatter.Onepersonfromeachteamstepsupandtheteachercallsoutaword.Thestudentsracetotheboardandhittheword/picturewiththeflyswatter.Thepersontohitthecorrectwordfirstgetsapointfortheirteam.Individualfluencypractice:Chooseoneortwo.1.Ssusetheirphonestorecordthemselvesreadingthestory.2.Ssreadtoapartnerorsmallgroup,thenrotatetoanewpartnerorsmallgroup.Continuerotationsfor8-10minutesasallstudentsread.3.Ssreadthestoryinfrontoftheclass.4.Ssmakeavideoofthemselvesreadingthestorywhichyouplayfortheclass.PhonicsnotesforeachunitUnit1 shortvowels
aeiouShortvowelsoundscanbechallengingforSpanishspeakers.UsingflashcardswithakeywordwillhelpbuildastrongassociationwiththesoundinEnglish.
Unit2 longaai,ay,a_e,eigh
ThesilenteruleisaremarkablyconsistentruleinEnglish.Teachtheruleexplicitly.Somenotableexceptionsarehave,give,live,love,come,andsome.Teachtheseassightwords.
Unit3 longiigh,i_e,ie,y
Reviewthesilenterule.InUnit3,ysoundslikelongiasinmy.Ycanalsosoundlikelongee,asinbabyandhappy(seeUnit5).InUnit3,iesoundslikelongiasinpieanddie.Thecombinationiealsohasalongesoundasinpieces(seeUnit5).
Unit4 longooa,ow,o_e,o
owalsosoundslikeowinhow(seeUnit8)Opensyllable=endsinavowel,likeno,go,hi,me,he,she,weClosedsyllable=syllableendsinaconsonant,likenot,got,hit
Unit5 longeee,ea,ie,y
ieasinpie,alsosoundslikelongeasinpiece,field,believe,achieve,niece,hygiene(seeUnit3foriethatsoundslikelongi).Thereareveryfewe_ewords.Hereareafewexamples:Pete,complete,these,eve,athlete,Chinese,Congolese
Unit6 longu oo,ouhaveothersounds,asin:book,out(seeUnit8)Unit7 r-controlledvowels arandorhavedistinctsounds;er/ir/urhavethesamesound,
whichisasurprisetoSpanishspeakersUnit8 othervowelsounds allandalksoundsimilartoaw(jaw,law)
oualsohasalongusound(Unit6);owalsohasalongosound(Unit5)
Atth
eLakeand
OtherStorie
sforAdu
ltEm
erge
ntRea
dersScope
and
Seq
uence
Unitn
umbe
r
Vocabu
lary
Grammar/
Mecha
nics
Storytitles
Conv
ersatio
npractic
eBe
ginn
ing
ESLtopic
Notesfo
rinstructor
Unit1
Sh
ortv
owels
a,e,i,o
,u
decoda
ble:
Pam,N
an,
Dan,Ja
n,dad
,ha
s,Beth,
Russ,Jim
,Tim
,kid,kids,is,
Bob,m
om
plurals:kid,
kids
useof“ha
ve”
and“is”with
family
vocabu
lary
Possessiv
ewith
ap
ostrop
he:
“Jan
’sso
n”
Que
stion
wordswho
and
ho
wm
any
Teachwords
for#
1-10
as
sightwords:
one,tw
o,
three,etc.
1.M
eetthe
Family
2.Bethan
dRu
ss
Family:m
om,d
ad,son
,da
ughter,grand
kids
How
man
ype
oplearein
yourfa
mily?
Doyou
havekids?
Grand
kids?
Areyouamom
?Areyou
ada
ughter?
Areyouada
d?Areyou
ason?
Family
Useflashcardstoreview
short
vowelso
unds.U
seflashcards
with
apictureofa
keywordan
dtheletter.Forexample:a–m
ap,
e–be
d,i–pin,o–m
op,u
–
cup.Or,a-a
pple,e-e
gg,i-
Indiaorin,o
-Octob
eror
octopu
s,u-um
brella.
Dictationexercisesw
illsh
ow
youho
waccuratelystud
entsare
hearingtheshortv
owelso
unds.
Shortv
owelso
undswillbe
review
edinfu
tureunits,so
don’tw
orryifstud
entsnee
dmorepracticeatth
econclusion
ofth
isunit.
Unitn
umbe
r
Vocabu
lary
Grammar/
Mecha
nics
Storytitles
Conv
ersatio
npractic
eBe
ginn
ing
ESLtopic
Notesfo
rinstructor
Unit2
Long
a:
ay,ai,a_e,
eigh
Includ
esre
view
ofsh
orta
decoda
ble:
ay:d
ay,d
ays,
gray,p
lay,
stay,away,
tray,say,p
ay
ai:rain,wait
Useof“no
t”
with
com
mon
verbs:“do
not
like”,“areno
t”
Contractions:
“dono
tlikeӈ
1.AGray
Day
2.Atthe
Lake
Wha
tdoyouliketodo
onra
inyda
ys?
Wha
tisy
ourfavorite
kind
ofw
eather?Why?
How
doe
syou
rfam
ily
celebrateaba
by’sfirst
Family,
Weather
Celebra-
tions
Tointrod
ucethelong
vow
el
spellingpa
tterns,u
seflashcards
with
apictureofa
keywordan
dtheletter.Forexample:play,
rain,cake,eight.
Teachtherulefo
rsilente.See
a_e:bake,
cake,n
ame,
lake,take,
plate,sh
ade,
grap
es,sale,
save,scale
eigh
:eight,
weigh
shorta
:Dan
,Nan
,and
,bad
,sad,glad,Ja
n,
van,can
,mat,
lap,at,ha
ve
don’t;“are
not”àaren’t
Useof“itis”
with
weather:
“Itisraining
”,
“Itisa
sunn
yda
y”
Third
person
verbsw
ith-s:
“Bethtakes”,
“the
family
sits”
Isand
are
Useof
quotation
marksand
exclam
ation
point
3.Grape
sAreon
Sale
birthd
ay?Do
esyou
rcultu
rehavean
yim
portan
ttraditio
nsfo
rtheon
eyearbirthd
ay?
Arethereothe
rbirthd
aystha
tarevery
impo
rtan
tinyour
cultu
re(q
uinceane
ra,
Swee
tSixteen
,etc).
Wha
tareso
methings
yourfa
milylikestodo
togetheronho
lidayso
rfreetime?
Whe
redoyoushop
for
food
?Whe
ndo
you
usua
llygo?W
hatfruits
andvegetablesdoyou
buywee
kly?
Shop
ping
forF
ood
theTeache
r’sGuide
mini-lesson
fortips.
With
“Grape
sAreonSale,”ta
lk
abou
tpou
ndsa
ndkilos.Usea
supe
rmarketcirc
ularto
talk
abou
tpric
esperpou
ndand
othe
rvocab
ularyrelatin
gtosa
le
items.
Unitn
umbe
rVo
cabu
lary
Grammar/
Mecha
nics
Storytitles
Conv
ersatio
npractic
eBe
ginn
ing
ESLtopic
Notesfo
rinstructor
Unit3
Long
i:
igh,ie,i_e
,y
Includ
esre
view
of
shorti
decoda
ble:
igh:night,
midnigh
t,light,
right
ie:p
ie,frie
di_e:driv
e,like,p
ile,
five,nine,
sometim
es,d
iner,
tired
,ice,rice,
price,ride
,bike,
daytim
ey:try,m
y,cry
shorti:Jim
,dishe
s,
dishwashe
r,kitche
n,is,h
is,in,
it,big,u
ntil,fish,
chicken,with
Third
person
verbsw
ith-s:
“Jim
works”,
“hedrives”
Possessiv
ewith
ap
ostrop
he:
“Kate’sD
iner”
Prep
osition
s:
at,in,to
,until
1.Jim’sJo
b 2.Kate’sD
iner
3.Can
IRide
MyBikeat
Night?
Work:W
heredoyou
work?How
doyougetto
work?W
hata
reyou
rwork
hours?
Doyou
eatinre
stau
rants?
Whichone
sdoyoulike?
Wha
tisy
ourfavorite
dish
there?
Doyou
ride
abike?Doe
san
yone
elseinyou
rfam
ily
rideabike?Whe
ndo
you
rid
e?W
heredoyourid
e?
TimesofD
ay,
Work
Sche
dules
Restau
rants,
Food
Safety
Review
and
practicethe
silen
tesp
elling
rule.
Consider
teaching
the
fourso
undsof
y:con
sona
nt
soun
dasin
“yellow”;long
e
asin“ba
by”;
long
iasin
“my”;sho
rtias
in“bicycle”.
Unitn
umbe
rVo
cabu
lary
Grammar/
Mecha
nics
Storytitles
Conv
ersatio
npractic
eBe
ginn
ing
ESLtopic
Notesfo
rinstructor
Unit4
Long
o:
oa,o
w,o
ld,o
_a,o
(ope
nsyllable)
Includ
esre
view
of
shorto
decoda
ble:
oa:roa
d,coa
t,soak,throa
tow
:sno
w,kno
w,
windo
w,row
,throw
old:old,h
old,cold
Useof
quotation
marksfo
rdialog
ue
Useofthe
ap
ostrop
he
with
a
1.Don
’tGoin
theSnow
2.Bethan
d
Doyou
driv
einth
esnow
?Do
you
likesn
ow?Wha
tdo
you
doon
asn
owy
day?
Doyou
liketo
gofishing
?
Weather,
Safety,
Tran
sporta-
tion
Leisu
reTim
e
Review
silente
asnee
ded.
Thisun
itinclud
eslong
o
thatisfo
undin
anope
n
o_e:hom
e,pho
ne,
stove,bon
e,
o(ope
nsyllable):
go,n
o,ope
n,okay,
broken
shorto
:job
,boss,
lot,on
,not,o
ff,
rod,stop
,doctor,
office,hot,h
ospital
possessive
(“Jim
’sjob”)vs.
theap
ostrop
he
with
a
contraction
(“I’m
going
”)
Jointw
overbs
with
“an
d”
(“sit…
and
hold”,“stop
an
dgo
hom
e”)
RussGoFishing
3.Ja
n’sJob
Doyou
prefertovisita
lake,ariver,theocean,or
themou
ntains?
Didyoueverta
keone
of
yourchildrentoth
eem
ergencyroom
atthe
ho
spita
l?W
hat
happ
ened
?
Med
ical
Appo
int-
men
ts,
Illne
ssesand
Injurie
s
syllable:go,no,
open
,okay.
Closed
syllables
willhavethe
shortv
owel
soun
d:not,job
,bo
ss.You
may
wan
ttoteach
open
and
closed
syllables,o
ryou
maynot.
Unitn
umbe
rVo
cabu
lary
Grammar/
Mecha
nics
Storytitles
Conv
ersatio
npractic
eBe
ginn
ingESL
topic
Notesfo
rinstructor
Unit5
Long
e:
ea,ee,ie,y
Includ
esre
view
ofsh
orte
decoda
ble:
ea:eat,seat,tea,
teache
r,leave,
please,b
eans,
peas,p
each,
meat
ee:m
eet,
meetin
g,coffee,
green,te
eth,se
e,
seed
s,sw
eet,
need
,tree,
three,te
eth,
feed
,che
ese,
sleep
ie:p
iece
y:bab
y,hun
gry,
happ
yshorte
:eggs,
Time:re
ading
andwriting
timein
numbe
rs
(6:15)
Title
s:M
rs.,
Ms.,M
r.
Useofthe
commaina
list(“green
be
ans,peas,
andsw
eet
potatoes”
Needvs.
wan
tYes/no
qu
estio
ns
with
can
1.M
eetthe
Teache
r 2.Pam
isa
Garde
ner
3.Tim
is
Hun
gry
Wha
tisy
ourm
orning
routine?W
hatd
oyou
eata
nddrin
k?
Practicegree
tings:
“Nicetom
eety
ou”
Ifyouha
veagarde
n,
wha
tdoyougrow
?If
youha
dagarden
in
yournativecoun
try,
wha
tdidyou
grow
there?
Who
helpsta
kecareof
theba
biesinyou
rfamily?Wha
tdoba
bies
eatinyournative
coun
try?
Morning
Ro
utine,
Teache
rCo
nferen
ce
Garde
ning
,Foo
d InfantCarean
dFeed
ing
Thereareveryfe
wone
syllablewordswith
the
e_epa
ttern,so
this
spellingpa
tternisnot
includ
edinth
estories.
Someexam
plewordsif
need
ed:P
ete,sc
ene,
them
e,com
plete,
even
ing,delete,
concrete.
get,dressed
(“Ca
nTim
drinktea?”)
Unitn
umbe
r
Vocabu
lary
Grammar/
Mecha
nics
Storytitles
Conv
ersatio
npractic
eBe
ginn
ingESL
topic
Notesfo
rinstructor
Unit6
Long
u:
u_eue
,ui,oo
,ou
,ew
Includ
esre
view
ofsh
ortu
decoda
ble:
u_e:ru
le,Jun
e,
ruler,use
ue:b
lue,glue,
Tuesda
y
ui:fruit,juice
oo:too
,schoo
l,tooth,fo
od,
nood
les,
bedroo
m,soo
n,
stoo
l,spoo
nbroo
m,too
ls,
bathroom
,sham
poo,boo
ts
ou:sou
p,you
ew
:new
,che
w,
few
u(ope
nsyllable):
unifo
rm,
Adjective
beforenou
n:
“whitesh
irt”,
“bluepa
nts”
Nou
nph
rase
with
and
:“a
whitesh
irt
andblue
pa
nts”
Useof
commaina
list:“fruit,
juice,and
sand
wiche
s”
Canan
dcan
not
Hasand
have
1.Dan
and
Nan
AreStud
ents
2.RussH
asa
Tootha
che
3.Ja
nan
dJim
’s
Apartm
ent
Scho
ol:W
hendo
es
scho
olstartinyour
nativ
ecoun
try?W
hat
doyou
rkidsn
eedfor
scho
ol?Wha
tdoyou
need
forE
nglish
classes?Dostud
entsin
yournativecoun
try
wearu
niform
s?Doyou
likescho
oluniform
s?
Dentalhealth
:Wha
tdo
youdo
whe
nyouha
ve
atootha
che?
How
man
ybe
droo
ms
andba
throom
sdoyou
have?Wha
tdoyou
haveinyou
rkitche
n?
Wha
tdoyouha
vein
yourliving
room
?
Scho
olSup
plies
andSche
dules,
Clothing
De
ntalHealth
Ro
omsina
Hou
se
Therearesom
any
spellingpa
tternsfo
rthe
long
uso
und.ByUnit6
,stud
entswillbeused
to
thewayEng
lishha
smultip
lesp
ellingpa
tterns
forthe
samelong
vow
el
soun
d.
Oeusua
llyso
undslike
long
oasintoe.In
“Jan
andJim
’sApa
rtmen
t,”
stud
entswillencou
nter
oeasinshoe
,with
the
long
uso
und.Thiss
ound
foro
eisanou
tlier,b
uta
common
word.
stud
ents
shortu
:lun
ch
Unitn
umbe
rVo
cabu
lary
Grammar/
Mecha
nics
Storytitles
Conv
ersatio
npractic
eBe
ginn
ingESL
topic
Notesfo
rinstructor
Unit7
R-controlled
vowels:ar,or,
er/ir/ur
decoda
ble:
ar:car,far,
start,garden
,farm
er,m
arket,
card,p
arty,
scarf,pa
rk,large
or:corn,fo
r,forty,sh
ort,
torn,store,d
oor
er:m
othe
r,fin
ger,water,
better,h
er,
flower,
ir:sh
irt,skirt,
thirty-first,
birthd
ay,thirty
five,
ur:b
urn,hurt,
nurse,purse,
purple,Saturda
y
Possessiv
ewith
‘s:
“Pam
’s
birthd
ay”
Wordsfo
rnu
mbe
rs:
“thirty-first”
Adjectives:
“new
purse”,
“sho
rtdriv
e”,
“purple
flowers”
Third
person
singu
larv
erbs
with
-s:“Pa
m
drives”,“She
sees”
1.Pam
atthe
Farm
er’s
Market
2.Nan
’sFinger
Hurts
3.ANew
Scarf
andPu
rse
Doyou
shop
atthe
farm
ers’m
arket,orat
thesupe
rmarket?
Wha
tdoyoubu
yatth
efarm
ers’m
arket?
Whe
nisyou
rbirthd
ay?
How
oldareyou
?Wha
tisth
ebe
stbirthd
aygift
youha
vere
ceived
?
Practicecalling
the
nurseordoctor
Whe
redoyoushop
for
clothing
?Do
you
need
anyne
wclothesrigh
tno
w?Wha
tdoyou
need
?
Food
,Farmer’s
Market
Celebrations,
Injurie
s Shop
ping
for
Clothing
The“r”chan
gesthe
soun
dofth
evowel.This
isaveryconsistentru
le
inEng
lish.
InSpa
nish,eachofth
efiver-controlledvowels
hasa
distin
ctso
und.
Span
ishspeakersm
ay
besu
rprised
tolearn
thatinEng
lish,erira
nd
urhavethesamesoun
d.
Unitn
umbe
rVo
cabu
lary
Grammar/
Mecha
nics
Storytitles
Conv
ersatio
npractic
eBe
ginn
ingESL
topic
Notesfo
rinstructor
Unit8
Othervow
el
soun
ds:
Long
and
sho
rt
oo,allan
dalk,
ouand
ow
Includ
esre
view
ofsh
orto
decoda
ble:
shorto
o:look,
foot,h
ook,goo
d,
cookbo
ok
long
oo:to
o,
room
,broom
,stoo
l,loose,
toolbo
xall:ba
ll,call,ha
ll,
fall,wall,all,tall,
small
alk:walk,ta
lk
ou:o
ut,o
utside
,mou
se,h
ouse,
couch,loud
,soun
d,fo
und,
shou
tow
:now
,how
,do
wn,brown,
show
er
shorto
:box,top
,closet
Irregular
plurals:
shelfà
shelves,
knife
àknives
Contractions:
“I’m
looking”,“I
don’tsee
it”
Theim
perativ
e:
“Useth
efootstoo
l”,
“Don
’trun.
Walk!”
Exclam
ations:
“Goo
d!”
“Great!”“Oh
no!”
Prep
osition
s:
with
,after,o
n,
to,d
own
Useof
quotation
marks
1.The
Loo
se
Leg
2.Tim
Falls
Down
3.Getth
eMou
seOut
Doyou
havetoolsa
tho
me?W
hatcan
you
fix?
Whe
nyoufalldo
wn,do
yougo
toth
edo
ctoror
stayhom
e?
Wha
tdoyoudo
with
pe
stss
uchasm
ice,bug
sorflies?Areyou
scared
ofm
iceorbug
s?
Hom
eRe
pairs
and
Mainten
ance
Injurie
s,
Med
ical
Appo
intm
ents
PestCon
trol
Alon
gwith
“all”and
“alk”,you
maywan
ttote
ach“aw”asin
law,jaw
,haw
k.
Stud
entswillnotice
that“ow
”canha
ve
thelong
oso
und(see
Unit4
).Inth
isunit,
weteach“ow”asin
“sho
wer”.
“Ou”can
havethe
long
uso
und(see
Unit6
).Inth
isunit,
weteach“ou”asin
“hou
se.”
Unitn
umbe
rVo
cabu
lary
Grammar/
Mecha
nics
Storytitles
Conv
ersatio
npractic
eBe
ginn
ing
ESLtopic
Notesfo
rinstructor
Unit9
MoreRe
ading
Practic
e
Review
of
previouslong
and
shortv
owel
spellingpa
tterns
Review
of
previous
gram
marpoints
andmecha
nics
1.ANightOff
2.Pam
Makesa
Mask
3.Bug
satB
ob’s
FixItShop
4.TurnOffthe
TV
5.AProblem
at
theMarket
6.BuyaBus
Pass
Didyouaskfortim
eoff
ofworkbe
fore?Wha
tdid
yourbosss
ay?
How
can
am
askprotect
youan
dothe
rs?
Wha
tdoyoudo
abo
ut
bugsinyou
rhou
seor
placeofwork?
How
man
yho
urso
fTVis
toomuch?Doyouspen
dmoretim
ewatchingTV
,oronyourpho
ne?
Doyou
liketo
paywith
cash,w
ithacreditcard,
orwith
you
rpho
ne?
Doyou
prefertakingthe
buso
rdriv
ingacar?Is
thebu
stoo
expen
sive,or
isth
epricejustrigh
t?
Asking
for
TimeOff
Work
Health
and
Safety
PestCon
trol
Leisu
reand
Exercise
WaystoPa
y Pu
blic
Tran
sporta-
tion,M
oney
Youmaycho
osetoassign
thesestoriestoyour
early
finishers.Can
the
early
finishersc
reate
exercisesforth
eir
classm
ates?Orm
akean
au
diorecordingtoplay
forthe
class?
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