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?