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LiteracyandNumeracywithintheLearningToolkit+:
TeacherGuide[Kenya3rdEdition]
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ISBN:978-1-5251-0260-8
Thispublicationmaybecopiedandredistributedaslongas:
1. Itisnotmodifiedinanyway;2. AppropriatecreditisgiventotheCSLP;3. Itisusedfornon-commercial,educationalpurposesonly.
PrintedcopiesorafreePDFmaybeorderedat:http://www.concordia.ca/research/learning-performance/tools/learning-toolkit.html#resources.
Anyquestionsaboutusingcopiesofthisworkshouldbeemailedtocslp@education.concordia.ca
Everyreasonableefforthasbeenmadetoacquirepermissionforanycopyrightmaterialusedinthistext,andtoacknowledgeallsuchindebtednessaccurately.AnyerrorsandomissionscalledtotheCSLP’sattentionwillbecorrectedinfutureversionsoftheguide.
Content:LizWarwick,VanithaPillay,JenniferHead,AnneWadeCreativeDirector:ManuelaBertoniCoverdesign:JonathanWilanskyPhotographs:MeganWade-Darragh
©2017.Allrightreserved.Notforsaleorresale.
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TableofContents
ACKNOWLEDGEMENTS 7
INTRODUCTION 8
KENYATHEMATICUNITS 11
UsingABRACADABRAtoDevelopEnglish 11LiteracySkillsinKenyanLowerPrimaryEducation
Standard2ThematicUnit• Environment 12• School 15• Numbers 18• Time 22• Home 25• Weather 28
Standard3ThematicUnit• SchoolandSchoolActivities 31• Home&Family 34• Position&Direction 37• Environment 40• EverydayActivities 43• Animals 46
ABRACADABRA 49
IntroductiontoABRACADABRA 49• Alphabetics 51• Fluency 52• Comprehension 53• Writing 54
ABRACADABRAActivityDescriptions 55• Alphabetics 56• Fluency 65• Comprehension 67
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• Writing 69ABRACADABRATeacherAids 71
• InstructionsforUsingACRACADABRA 71• ABRACADABRA–TeacherModule 75
• LinksbetweenABRAandObjectives 78• ABRACADABRA–StudentModule 81• TrackingStudentActivitywithABRACADABRA 86• ManagingClassesandPupilsinABRACADABRA 92• UsingStations/CentresintheClassroom 95• UsingABRAinLarge(Split)Classes 100• DifferentPupils/DifferentNeeds:UsingABRACADABRAin 103
aMixed-AbilityClassroom• EchoReading:TipsforSuccess 105• TroubleshootingonaMaciBook(laptop) 107• TroubleshootingonaLabDesktop(PC) 111
ABRACADABRA:QuickGuide 115 ABRACADABRALessonPlans 130
• AllStandards§ NavigatingandExploringABRA 130§ UsingABRA 133
• Standard2
§ Environment 135§ Home 139§ Numbers 141§ School 143§ Time 147§ Weather 150
• Standard3
§ School&SchoolActivities 153§ Home&Family 158§ Position&Direction 165§ Environment 168§ EverydayActivities 170§ Animals 173
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READS 179IntroductiontoREADS 179READSLessonPlans 180
• AllStandards§ ReadingComprehension/UsingVocabulary 180§ WritingResponse 182
ELM 185IntroductiontoELM 185ELMTeacherAids 186
• InstructionsforGettingStartedwithELM 186• ELMCheatSheets 194• InstructionsforManagingClassesinELM 197
MathematicalUnits:UsingELMinStandard1 208
§ Unit1.0:GeneralObjectives 210§ Unit2.0:Numbers 211§ Unit3.0:WholeNumbers 212§ Unit4.0:Operations 216
ELMLessonPlans:Introduction 222
• AllStandards § NumberConcept-Count-Activity1 223 § NumberConcept-Compare-Activity1 225§ NumberConcept-Add-Activity1 227§ NumberConcept-Subtract-Activity1 229§ NumberConcept-Decompose-Activity1 231§ NumberConcept-PlaceValue-Activity1 233§ Kenya-LessonPlan:ELMCompareActivity 235§ Kenya-LessonPlan:ELMCooperativeLearning 237 § Kenya-LessonPlan:ELMPreNumberActivity 240
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ePEARL 243
IntroductiontoePEARL 243ePEARLStructure 245ePEARLFeatures 247ePEARLLevel1 248UsingABRACADABRAwithePEARL 255
COOPERATIVELEARNING 256
IntroductiontoCooperativeLearning 256
5StepstoCooperativeLearning 258
CooperativeLearningTeacherAids 260• QuickGuide:CooperativeLearningActivities 260• FosteringSocialSkillsandManagingClassroomConflict 263• Jigsaw 266• StudentTeams-AchievementDivisions(STAD) 267• Teams-Games-Tournaments(TGT) 269• Sukumawiki 271
CooperativeLearningLessonPlans 273
• AllStandards§ Identity&Culture(Kenya) 273§ Identity&Culture(International) 277§ LiteraryCircles 281
• Standards2&3§ Environment 286
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AcknowledgementsThisisthethirdeditionoftheLiteracyandNumeracywithintheLearningToolkit+:TeacherGuide[KenyaEdition]anditspublicationandthetoolspresentedinit,buildsondecadesofresearchandworkcarriedoutbyadedicatedteamfromaroundtheworld.Wewouldliketoacknowledgethecontributionsandeffortsofthefollowingpeopleandorganizations:CentrefortheStudyofLearningandPerformanceDr.PhilipAbrami,Director,andAnneWade,ManagerDesignandDevelopmentTeam:ManuelaBertoni(CreativeDirector),Jeon-JeaHwang(Programmer),SébastienHotte(Programmer),StevenKanellopoulos(LeadProgrammer),NaraVanRossum(Programmer),Jean-CharlesVerdier(Programmer),JonathanWilansky(Programmer),JenniferHead(InstructionalDesigner),EinatIdan(LeadInstructionalDesigner),LizWarwick(InstructionalDesigner)Trainer:VanithaPillayResearcher:Dr.LarysaLysenkoKenyaTeamJonathonMarsh,Director,ProfessionalDevelopment,AGAKhanAcademiesUnitAfricaCoordinator:Dr.MainaWaGĩokõ,Vice-Principal,ProfessionalDevelopmentandOutreach,AGAKhanAcademy(Mombasa)ProjectCoordinators:EnosKiforo,JaneAfwandeandHowardOmukamiLTKAmbassadors:ZahraAhmed,ChristineAkello,GraceAlwala,EstherCharo,RoselyneCherotich,RoseIminza,JoyceSillah,andRosemaryWagaICTAmbassadors:EugeneAukaandCharlesSakariWorldVisionCanadaNancyDelCol,Education,TechnicalSpecialist,ProgramsandPolicyWealsowanttothankthemanyparticipatingKenyanteachersfortheprovisionofrichcontentandsoundinputinthepreparationofthispedagogicalmaterial.Thisprojectwouldneverhavecomeintoexistencewithoutthesupportandeffortsofourpartnersincluding:theAgaKhanFoundation(CanadaandEastAfrica);WorldVision(CanadaandKenya),theKenyanMinistryofEducation,ScienceandTechnology;KenyaInstituteforCurriculumDevelopment;KenyaInstituteofSpecialEducation,CEMASTEA,CAMARA,ShanzuTeachersTrainingCollege;UniversityofNairobi,alongwithmanyothers.
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Acknowledgements
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Introduction
TheKenyaCollaborativeInitiativeThisguide,LiteracyandNumeracywithintheLearningToolkit+:TeacherGuide[Kenya2ndEdition],hasbeenpublishedaspartofacollaborativeinitiativeledbytheCentrefortheStudyofLearningandPerformance(CSLP)andtheAgaKhanAcademyinMombasadesignedtoteachthefoundationalskillsofliteracyandnumeracytoKenyanchildrenusingtechnology.CentrefortheStudyofLearningandPerformance(CSLP):BasedinMontreal,CanadaandhostedbyConcordiaUniversity,theCSLP(www.concordia.ca/cslp)isaninternationallyrecognized,multi-institutionalresearchcentreofexcellencededicatedtoboththegenerationofnewknowledgeandknowledgemobilization.Thecentreincludesmorethanthirtyresearchers,abouttwentyfulltimestaff,anddozensofgraduatestudents,allwithaninterestinimprovingteachingandlearning,especiallythroughinnovativeusesoftechnology.AgaKhanAcademy(Mombasa)andProfessionalDevelopmentCenter:Aspartofitsmandate,theAgaKhanAcademy(www.agakhanacademies.org/mombasa)inMombasaprovidesprofessionaldevelopmentopportunitiesandfacilitatestheformationandgrowthofcommunitiesofpracticeinKenya.ThestrongandactivepartnershipbetweentheAKAMandtheCSLPisanexampleoftheirjointeffortstoprovideimpactfuloutreach.TheseeffortsandtheAcademy’sstrongreputationhaveestablishedavastnetworkofgovernmentandschool-basedofficialsthathavebeeninstrumentalintheimplementationofourliteracyproject.OurPartners:Organizationsthatareworkingwithusinclude:theAgaKhanFoundation(CanadaandEastAfrica);WorldVision(CanadaandKenya),theKenyanMinistryofEducation,ScienceandTechnology;KenyaInstituteforCurriculumDevelopment;KenyaInstituteofSpecialEducation,CEMASTEA,CAMARA,ShanzuTeachersTrainingCollege;UniversityofNairobi,alongwithmanyothers.
ImprovingLiteracyandNumeracyinKenyaSchoolsProjectThisprojectexpandsonaSocialSciencesandHumanitiesResearchCouncil(SSHRC)PartnershipDevelopmentGrant(GovernmentofCanada)awardedin2013,withasubsequentsuccessfulStrengtheningEducationSystemsEastAfrica(SESEA)grant(AgaKhanFoundation,EasternAfrica)awardedin2015andthecurrentgrantfromCanada’sInternationalDevelopmentResearchCentre(IDRC)receivedin2017.InalignmentwiththeKenyanGovernmentVision2030andtheKenyanMinistryofEducation’sexpresseddirectives,theCSLPandtheAgaKhanAcademieshaveworkedcollaborativelyforthepastsixyearsonaprojecttoimprovefoundationalskillsandincreasetheeffectiveintegrationoftechnologyinKenyanschools.
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Introduction
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Specifically,wewanttolearnhowtoeffectivelyscaleupandsustainuseofthevarioustoolswithintheLearningToolkit+withyounglearnersandtheirteachersinKenyanschools.OurapproachistoprovideongoingprofessionallearningsupportinordertodeveloplocalexpertiseintheuseoftheLearningToolkit+specificallyandmoregenerallyintheeffectiveintegrationoftechnologyintoteachingandlearning.
TheLearningToolkit+(LTK+)TheCSLPhasbeeninvolvedinthedesign,development,validation,anddisseminationofknowledgetoolsforteachingandlearning,bundledtogetherintheLTK+,includingseveralthatsupportthedevelopmentofliteracyandnumeracyskills.ThetoolsintheLTK+aredesignedaccordingtoevidence-basedprinciplesgleanedfromtheoryandresearch,includingsystematicreviewsofresearch,andrefinedwithinputfrompractitioners.Thetoolsarealsovalidatedinfield-based,longitudinalexperimentstothehigheststandardsofmethodologicalquality.Theyareavailableatnochargetothecommunity.Abriefdescriptionfollows.(Seewww.concordia.ca/cslpforfurtherinformation.)
• Theaward-winningABRACADABRAsoftwareprovidesanengaging,interactiveenvironmentforlearningliteracyamongyoungchildren.Inarecentinvestigationofthequalityofearlyliteracysoftware(Wood,etal2013),ABRAscoredhighestamong23softwaretools.Takingabalancedreadingapproach,ABRA’sStudentModulecontains32alphabetics,fluency,comprehension,andwritingactivities,linkedto21storiesofvariousgenres.TheTeacherModuleoffersexplanations,lessonplans,embeddedvideoteachingvignettes,andprintableresources.Anassessmentfeatureenablesteacherstoreviewstudentandclassperformance.AParentModuleallowsstudents’parentsaccesstomultimediaresourcesandtipsonhowtosupporttheuseofABRA.
• ARepositoryforE-BooksandDigitalStories,orREADS,consistsofhundredsofmulti-lingualstories,includingmanyAfricanstories.READSisembeddedintheLTK+andhassamplelessonplansdesignedtofurtherimprovestudents’fluencyandcomprehensionskills.WatchforacompletelyredesignedversionofREADSintheAugust2017releaseoftheLTK+.
• EmergingLiteracyinMathematics,orELM,isdesignedtoincreasenumeracyproficiency(e.g.,understandingofnumbers,arithmeticoperations,fractions,etc.)anddecreasemathanxietyamongyounglearners.TheTeachermodulefeaturesextensiveprofessionaldevelopmentmaterialsandatrackingcomponentfordetailedreportsofstudentprogress.
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Introduction
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• ElectronicPortfolioEncouragingActiveReflectiveLearning,orePEARL,isamulti-levellearningenvironmentthatfostersself-regulatedlearning.Level1islinkedtothestoriesandillustrationswithinABRACADABRA,andprovidestheopportunityforbeginningreadersandwriterstotracktheirlearningprocessandskilldevelopmentthroughuseofabuilt-inrecorderandtexteditor.
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Introduction
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ThematicUnits:UsingABRACADABRAtoDevelopEnglishLiteracySkillsin
KenyanLowerPrimaryEducation
• ObjectivesofThematicUnits! AddressthefollowingobjectivesofPrimaryEducationinKenya:
1. Acquireliteracy,numeracy,creativity,andcommunicationskills.
2. Enjoylearninganddevelopthedesiretocontinuelearning.3. Developcriticalthinkingandlogicaljudgment.4. Developawarenessandappreciationoftheroleof
technology.! AddresstheTechnologicalandIndustrialNeeds,whichisoneofthe
NationalGoalsofEducation
• Purpose! Provideguidancetoteachersonhowtosupportskillsrelatedtothe
acquisitionofsounds,readingfluency,readingcomprehension,andwritinginEnglishusingABRACADABRAandREADS.
! ProvideteachersapathforincorporatingABRACADABRAandREADSintotheirteaching.
! LinktothemesandlearningobjectivesinKenya’sPrimaryEducationSyllabus.
• Use! ThisAidisdesignedasaspringboardtootherABRACADABRAorREADSrelatedactivitiesthatmaybeusedintheclassroom.TeachersareencouragedtothinkaboutadditionalwaysthatABRACADABRAandREADSmaybeintegratedintotheirclassroompractice.
! Insomecases,linkstospecificLessonPlansand/orHandoutsareprovided.Whilethedatesassociatedwiththesedocumentsmaychange,theirfilenameswillnot.
• CooperativeLearning! CooperativeLearning(CL)usesstructuredgroupactivitiestoimprovestudentachievementandengagement.
! ThesuggestedCLactivitiesaredesignedforteacherswhohaveachievedproficiencyinABRACADABRAandareinterestedinusingdifferentteachingstrategies.
! Insomecases,linkstospecificLessonPlansand/orHandoutsareprovided.Whilethedatesassociatedwiththesedocumentsmaychange,theirfilenameswillnot.
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Thematic Units
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Standard2Unit2.0–EnvironmentThemainobjectiveistoenablepupilstodescribethingsofdifferentcoloursinthe
environmentusingcorrectsentencesstructures.Thepupilsalsodevelopanappreciationfortheenvironmentandtheneedtoconserveit.
SpecificObjectives:
Bytheendoftheunit,thepupilshouldbeableto:
• Usecolournamescorrectly• Namethingsintheenvironment• Usesentencestructurestodescribecoloursintheenvironment• Recitepoems/rhymesoncolours• Paint/colourdrawings• Readshort/passagesoncolours• Writeanswerstocomprehensionquestionsaboutcoloursandtheenvironment• Statetheimportanceofconservingtheenvironment
ABRAActivities
Alphabetics Fluency Comprehension WritingSameWord(ChoosestoryHowaBeanSprouts)
ActivityObjective:Pupilswillbeabletodistinguishbetweenwordsthatarethesameordifferent.
GroupFacilitationTips:Thisactivitycanbedoneindividuallyorinpairs.Thisisagreatactivitytotestpupils'listeningability.
ChooseLevel1-Firstletterisdifferent(e.g.catandrat).
Level2-Lastletterisdifferent(e.g.badandbat).
Tracking&Speed(ChoosestoryHowaBeanSprouts)
Thisstorychroniclesthegrowthofabeanstalk.Thisnon-fictionstorytellsofthedevelopmentstagesofabeanfromaseedtoayoungplant.Theillustrationsshowthechangesintheseedthatisoftenhiddenfromeyesight.Thistextcanbeintegratedinotherareasoflearning.
ChoosetheTrackingactivityandthentheSpeedactivityunderFluency
ComprehensionMonitoring(ChoosestoryHowaBeanSprouts)
ActivityObjective:Afterreadingastory,thepupilwillidentifywordsthatdonotmakesense.(Thereisoneincorrectwordoneachpage.)
GroupFacilitationTips:Pupilscanworkasagroupreadingthestoryandlookingforthenonsensewordsandtaketurnstobeincontrolofthemouseandcomputer.Ifawordisnotknown,theycanclickonittogethelp.
Spellingsentences(ChoosestoryHowaBeanSprouts)
ActivityObjective:Thepupilswillusekeyboardingskillstospellwordstomakeasentence.
GroupFacilitationTips:Beforedoingthisactivity,acquaintpupilswithbasickeyboardingskills,especiallyletters,thespacebar,backspaceandenterkeys.
Thisactivityshouldbedoneafterastoryhasbeenreadbecausethewordstestedarestory-specific.
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Thematic Units - Std 2
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ExtensionActivities
Thisactivityisbestdoneafterpupilsarefamiliarwithastorysotheycantellwhichworddoesnotmakesenseinthetext.
Itisbestdonebyindividualpupilsorinpairswheretheyalternatehavingcontrolofthekeyboard.Ifthepupilmakesamistakespellingaword,thecomputerhighlightswheretheerroroccurredbutthepupilwillhavetoretypethewholewordtocorrectit.
ChooseLevel1or2:2-3wordsentences.
LanguagePatterns:
• UseofThat/Thise.g.Thatbottleisblue.• Useofsameanddifferente.g.Thecolouristhesameasthatone.Redisdifferentfrom
blue.• Useofgoodat+actionworde.g.Onyangoisgoodatpainting.
Vocabulary(WordsinredappearinthesuggestedABRAstoriesandactivitiesinthisunit)Purple,grey,orange,pink,brown,soil,sand,flowers,branch,twigs,blackandwhite
NewProgressivePrimaryEnglishPupil’sBook:Unit3,p.12-15SuggestedLessonPlan:KE_LP_ST2_Environment_FLAP_CSLP_20151130
Alphabetics Fluency Comprehension WritingABRARhymeMatching(ChoosestoryHowaBeanSprouts)
ActivityObjective:Thepupilswillbeabletoidentifywordsthatrhyme.
GroupFacilitationTips:Pupilscanworkasagroupandtaketurnstofindtherhymingwordsthatmatch.(Theyalsotaketurnscontrollingthemouse.)
Choose8or12cards.
ABRAStudentStoriesAnimalAntics
Thisfunstorydisplaysamultitudeofcoloursandshapes,whichthepupilcanidentify.Italsoshowscutelittlesentenceswithdifferentprepositions.
Vocabulary
PrintoutAnimalAntics.Pupilsnamecoloursastheylookateachimage/picture.
WordSpelling
Diction-Namecolourwordsoutloudandaskpupilstowritethemdownneatly.
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Thematic Units - Std 2
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CooperativeLearningActivities
IntheLab IntheClassroomInpairsorsmallgroups,pupilstaketurnsreadingdifferentpagesofAnimalAntics,helpingeachotherwithdifficultwords.
Dividetheclassintosmallgroups(4-6pupils).Ineachgroup,usetheRallyRobintechniqueandhaveeachpupilnameacolourintheABRACADABRAlogo.ThenassignStudentRolesandhavepupilscreateashortstory,poem,orsongusingthedifferentcolournames.
(ForinformationonRallyRobin,StudentRolesandotherCooperativeLearningstrategies,seetheCLQuickGuideHandout--KE_TAid_CL_CLActivities_LW_20151215)
Workingingroups,andwithassignedCLroles,pupilswriteanewstorybasedonthecharactersinAnimalAntics.
(Forcompletelessonplan,see:KE_LP_CL_ST23_Environment_WR_CSLP_20151207)
ForinformationonclassroommanagementwhenusingCLstrategies,seethehandoutFosteringSocialSkillsandManagingClassroomConflict--KE_TAid_CL_FosterSocialSkills_LW_20151216.
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Thematic Units - Std 2
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Standard2Unit3.0–SchoolThemainobjectiveistoenablepupilstoacquirevocabularyandsentencestructures
relatingtoschoolandusethemappropriatelySpecificObjectives:Bytheendoftheunit,thepupilshouldbeableto:
• Listenandrespondappropriatelytoschool-relatedwordsandsentences• Usegivenschool-relatedvocabularycorrectly• Usethegivenschool-relatedsentencestructurescorrectly• Readandwritesimplesentencesaboutschool• Formpluralwordsfromsingularwords• Usethegivenactionwordsforschoolactivities• Describeschoolactivitiesappropriately• Writeshortsentencestodescribetheschool• Writelegiblyandneatly
ABRAActivities
Alphabetics Fluency Comprehension WritingAuditoryBlending(ChoosestoryDarrylDon’tDawdle)ActivityObjective:Givenaphonemicbreakdown,thepupilwillidentifyaword;i.e.,/c//a//t/="cat".GroupFacilitationTips:Pupilscandothisactivityinpairsandtaketurns(onewordperturn)totellthewordandfinditsmatchingpicture.ChooseLevel1:2-phonemewordswithclusters,short,long,andr-controlledvowelsounds.
Tracking(ChoosestoryDarrylDon’tDawdle)Darrylisaboywholovestotakehistimetodothings.Throughoutthestory,peopleconstantlytellhim,"Darryl!Don'tdawdle.”AfunnyendingoccurswhenDarrylisabletousethesesamewordsonsomeonewhohethinksisdawdling.
ComprehensionMonitoring(ChoosestoryDarrylDon’tDawdle)ActivityObjective:Afterreadingastory,thepupilwillidentifywordsthatdonotmakesense.(Thereisoneincorrectwordoneachpage.)GroupFacilitationTips:Pupilscanworkasagroupreadingthestoryandlookingforthenonsensewordsandtaketurnsbeingincontrolofthemouseandcomputer.Ifawordisnotknown,theycanclickonittogethelp.
SpellingWords(ChoosestoryDarrylDon’tDawdle)ActivityObjective:Thepupilswillspellregularandirregularwordsusingthekeyboard.GroupFacilitationTips:Beforedoingthisactivity,acquaintpupilswithbasickeyboardingskills,especiallyletters,backspace,andenterkeys.Thisactivityisbestdonebyindividualpupilsorinpairswheretheyalternatehavingcontrolofthekeyboard.
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Thematic Units - Std 2
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Thisactivityisbestdoneafterchildrenarefamiliarwithastorysotheycantellwhichworddoesnotmakesenseinthetext.
Ifthepupilmakesamistakespellingaword,thecomputerhighlightswheretheerroroccurredbutthepupilswillhavetoretypethewholewordtocorrectit.Thisactivitycanbedonebyallpupils.Teachersmustdecidewherepupilsneedhelpandassigntheappropriatespellinglevel.
LanguagePatterns:
• Showmea…Thisis/TheseareThisisarulerThisisabirdThesearedesks
• Useofanything,something,nothing,somebody,anybody,nobody.
Isthereanybodyinthehouse?Nothereisnobodyinthehouse.Isthereanythingintheroom?Nothereisnothingintheroom.Istheresomethinginthebox?Yesthereissomethinginthebox.
• Howquestions
Howoldareyou?Iameightyearsold
Vocabulary(WordsinredappearinthesuggestedABRAstoriesandactivitiesinthisunit)Sharpener,rubber,ruler,store,apieceofchalk,compound,lesson,noise,playground,story,poem,lonely,happily,neatly,quickly,field,parade,assembly,clean,sweep,open,shut,drinkNewProgressivePrimaryEnglishPupil’sBook:Unit4,p.16-21SuggestedLessonPlan:KE_LP_ST2_School_WR_CSLP_20151130
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Thematic Units - Std 2
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ExtensionActivities
CooperativeLearningActivities
Alphabetics Fluency Comprehension WritingSegmentingSelect5-10Vocabularywordsandaskpupilstosegmentthewordsorally.
ABRA(ChoosestoryFeelings)Thisstoryisaboutfeelings.Thisrhymingtextinvitesreaderstoexploretheirfeelings.Thepoettellswhenhefeelshappy,sad,proud,grumpy,mean,andsoon.Whensomethinghappens,howwouldyoufeel?Wouldyourespondthesamewaythepoetdoes?READS(ChoosestoryTheBoyWithNoTalent)
Askpupilstotalkabouttheirfeelingswhentheycometoschool.AskpupilstosummarizethestoryTheBoyWithNoTalent.Encourageuseofanything,something,nothing,somebody,anybody,nobody.
Pupilswrite2-3shortsentencesabouttheirfavouritepartofthestory.
IntheLab IntheClassroomWorkinginpairs,pupilsselectDarryl!Don’tDawdleandSpellingWordsfromABRA.Pupilstaketurnsspellingoutwordswhilebeingcoachedbytheotherpupil.
Workinginpairs,pupilsconstructasmanysentencesastheycanusingtheunit’svocabularyandlanguagepatterns.HoldaSukumawikireadingtournamentusingDarryl!Don’tDawdleorAnimalAntics.ConsultthehandoutSukumawiki--KE_TAid_CL_Suku_LW_20150721fordetailsonorganizingatournament.
ForinformationonclassroommanagementwhenusingCLstrategies,seethehandoutFosteringSocialSkillsandManagingClassroomConflict--KE_TAid_CL_FosterSocialSkills_LW_20151216.
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Thematic Units - Std 2
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Standard2Unit4.0–NumbersThemainobjectiveistoenablepupilstocountupto999anduseappropriatesentence
structurestoexpressquantitySpecificObjectives:Bytheendoftheunit,thepupilshouldbeableto:
• Countupto999usingappropriatevocabulary• Usecorrectsentencestructurestoexpressquantity• Recitepoems/rhymesandsingsongonnumbers• Readshortsentences/paragraphsonnumbers• Readandansweroralwrittenquestionsaboutnumbers• Writenumbers1to999
ABRAActivities
Alphabetics Fluency Comprehension WritingWordcounting(ChoosestoryHowaBeanSprouts)ActivityObjective:Thepupilwillbeabletocountthewordsinasentenceandfeedtheyeti(friendlyanimal)thecorrespondingnumberofsnowballs.GroupFacilitationTips:Thisactivitycanbedonewellindividually,ingroups,orasawholeclassactivity.Atthebeginningoftheschoolyearwhenateacherwantstoascertainwhetherbeginningreadershear/listenwell,knowwhatwordsare,andcantellhowmanywordsareinasentence,thisactivitycanhelpgetthisinformation.
Tracking(ChoosestoryHowaBeanSprouts)Thisstorychroniclesthegrowthofabeanstalk.Thisnon-fictionstorytellsofthedevelopmentstagesofabeanfromaseedtoayoungplant.Theillustrationsshowthechangesintheseedthatisoftenhiddenfromeyesight.Thistextcanbeintegratedinotherareasoflearning.ChoosetheTrackingactivityandthentheSpeedactivityunderFluency
StoryResponse(ChoosestoryTheDoveandtheAnt)ActivityObjective:Pupilsaregivenopen-endedquestionsaboutthestorythattheywilldiscusswithoneanother.GroupFacilitationTips:Thisactivityshouldbedoneinsmallgroups.Afterpupilshavediscussedaquestion,theytryscoringagoalintheABRAgame.Remindpupilsthatthemainobjectiveofthisactivityistoanswerthequestionsaboutthestoryandnotscoringgoals.Thisactivityusescertainstoriesfromtheliteraryandinformationalgenrecategories.
SpellingWords(ChoosestoryTheDoveandtheAnt)ActivityObjective:Thepupilswillspellregularandirregularwordsusingthekeyboard.GroupFacilitationTips:Beforedoingthisactivity,acquaintpupilswithbasickeyboardingskills,especiallyletters,backspace,andenterkeys.Thisactivityisbestdonebyindividualpupilsorinpairswheretheyalternatehavingcontrolofthekeyboard.
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Thematic Units - Std 2
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Clappingcanbeencouragedtosupportthecounting.
ChooseLevel1-2,3,and4wordsentences.
Sixquestionsarepresentedinaset—threeofwhicharegeneralwhiletheremainingthreearestory-specific.
Ifthepupilmakesamistakespellingaword,thecomputerhighlightswheretheerroroccurredbutthepupilswillhavetoretypethewholewordtocorrectit.
Thisactivitycanbedonebyallpupils.Teachersmustdecidewherepupilsneedhelpandassigntheappropriatespellinglevel.
LanguagePatterns:
• UseofHowmanye.g.Howmanymangoesarethereinthebasket?Therearetenmangoesinthebasket
• Useofmorethane.g.Therearemorecupsinthiscupboardthaninthisone• Useoflessthane.g.Thegirlhaslesscandythantheboy.• Showme…e.g,numberofsticks
ShowmesixsticksShowmetwentyrabbits
Vocabulary(WordsinredappearinthesuggestedABRAstoriesandactivitiesinthisunit)Allnumbersupto999infiguresandwords,i.e.1,one,2,two,3,three…999,ninehundredandninetynine.One,two,three,four,five,six,seven,eight,nine,ten.
NewProgressivePrimaryEnglishPupil’sBook:Unit5&6,p.22-29SuggestedLessonPlan:KE_LP_ST2_Numbers_CPWR_CSLP_20151130
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Thematic Units - Std 2
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ExtensionActivities
Alphabetics Fluency Comprehension WritingABRA–BasicDecoding
ActivityObjective:Giventhevisualrepresentationofaword,thepupilmustsaythesoundsofthelettersthenblendthemtogethertoreadtheword.Theymustthenfindthepicturetomatchthewordread.
GroupFacilitationTips:Thisactivitycombinesthesoundingoutoflettersandblendingthemtomakewords.Theteacherorotherpupilscanassistwithsupportorpicturematchingwhennecessary.
Choose:Level1:2-phonemewordswithclusters,short,long,andr-controlledvowelsounds.
Level2:3-phonemewordswithshortvowelsounds.
ABRA–Tracking(ChoosestoryCountingtoTen)
Thisstoryisaboutcountingandreadingnumberstoten.Thisdelightfulpicturebookpresentsthisthroughatinyantcountingtheingredientsheusestocreateahugetreattoeat.
CountingCuddlyKoalas
SetinAustralia,thisfunStudentStoryrhymecountscuddlykoalasastheyjoineachotherinsomesillyantics.
AskpupilsquestionsrelatingtotheStudentStory(CountingCuddlyKoalas)
ShowonekoalaShowmefourcupsShowme:five,six,seven,eight,nine,ShowmeoneteapotShowme6koalas
ChooseeitherstoryfromtheFluencyactivity.
Write4-5newrhymeswithnumbers11-999forthechosenstoryUsewordsand/orfigures
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Thematic Units - Std 2
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CooperativeLearningActivities
IntheLab IntheClassroomStudentStories:CountingCuddlyKoalas
UsingtheEchoReadingCLtechnique,havepairsorsmallgroupsofstudentsreadthestoryCountingCuddlyKoalas.
(ForinformationonEchoReading,seetheCLQuickGuideHandout--KE_TAid_CL_CLActivities_LW_20151215)
InpairsandusingBrainstorming,pupilscreatequestionsthatrequireanumberintheanswer.Forexample:Howmanydaysareintheweek?Pupilsthenintervieweachotherusingthenumberquestions.
(ForinformationonBrainstormingandInterviewing,seetheCLQuickGuideHandout--KE_TAid_CL_CLActivities_LW_20151215)
ForinformationonclassroommanagementwhenusingCLstrategies,seethehandoutFosteringSocialSkillsandManagingClassroomConflict--KE_TAid_CL_FosterSocialSkills_LW_20151216.
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Thematic Units - Std 2
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Standard2Unit5.0–TimeThemainobjectiveistoenablepupilstoacquirevocabularyandsentencestructures
relatingtotimeandusethemappropriately.SpecificObjectives:Bytheendoftheunit,thepupilshouldbeableto:
• Usetime-relatedvocabularyaccurately• Usesentencestructuresabouttimecorrectly• Usetimephrasescorrectlytotelltime• Reciterhymes,poemsandsingsongsabouttime• Readshortsentences/passagesandanswerquestionsabouttime• Writesimplesentencesabouttime• Writelegiblyandneatly
ABRAActivities
Alphabetics Fluency Comprehension WritingSameWord(ChoosestoryWhenIOpenMyEyes)ActivityObjective:Pupilswillbeabletodistinguishbetweenwordsthatarethesameordifferent.GroupFacilitationTips:Thisactivitycanbedoneindividuallyorinpairs.Thisisagreatactivitytotestpupils'listeningability.Level1-Firstletterisdifferent(e.g.catandrat).Level2-Lastletterisdifferent(e.g.badandbat).
ABRA–Tracking(ChoosestoryWhenIOpenMyEyes)Thispoem-liketextoutlinesthemorningritualsofachildfromthemomentshewakesuptothetimesheleavesthehouse.
StoryResponse(ChoosestoryWhenIOpenMyEyes)ActivityObjective:Pupilsaregivenopen-endedquestionsaboutthestorythattheywilldiscusswithoneanother.GroupFacilitationTips:Thisactivityshouldbedoneinsmallgroups.Afterpupilshavediscussedaquestion,theytryscoringagoalintheABRAgame.Remindpupilsthatthemainobjectiveofthisactivityistoanswerthequestionsaboutthestoryandnotscoringgoals.Thisactivityusescertainstoriesfromtheliteraryandinformationalgenrecategories.
SpellingSentences(ChoosestoryWhenIOpenMyEyes)ActivityObjective:Thepupilswillusekeyboardingskillstospellwordstomakeasentence.GroupFacilitationTips:Beforedoingthisactivity,acquaintpupilswithbasickeyboardingskills,especiallyletters,thespacebar,backspace,andenterkeys.Thisactivityshouldbedoneafterastoryhasbeenreadbecausethewordstestedarestory-specific.Itisbestdonebyindividualpupilsorinpairswheretheyalternatehavingcontrolofthekeyboard.
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Thematic Units - Std 2
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Sixquestionsarepresentedinaset—threeofwhicharegeneralwhiletheremainingthreearestory-specific.
Ifthepupilmakesamistakespellingaword,thecomputerhighlightswheretheerroroccurredbutthepupilwillhavetoretypethewholewordtocorrectit.Thisactivityisdirectlyrelatedtothestories,sohavethepupilsreadastorythenspellwordsrelatedtothatstory.DoLevel1:2-wordsentencesandmoveontoLevel2:3-wordsentences,whenpupilsareready
LanguagePatterns:
• Timephraseswithquarterto/paste.g.Itisquartertotwelve.• Adverbsoftimee.g.afternoon,tomorrow,lastnight,today,yesterdaye.g.Hewashedhishair
yesterday• Useofforintimephrasese.g.Theylivedinthehousefortenyears• Useofcontrastofpresentperfectandplainpaste.g.HaveyouseenApiyotoday?No,I
haven’t.IsawheryesterdayVocabulary(WordsinredappearinthesuggestedABRAstoriesandactivitiesinthisunit)Morning,afternoon,evening,night,day,sunset,sunrise,late,early,tonight,today,now,clock,bedtime,wake-up,watch,breakfast,lunch,supper,sunrise,month,sunset,dawn,early,late,allthemonthsoftheyear,calendar,time,quarterto/past,week,mealNewProgressivePrimaryEnglishPupil’sBook:Unit7,p.30-33SuggestedLessonPlan:KE_LP_ST2_Time_CP_CSLP_20151215
23
Thematic Units - Std 2
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ExtensionActivities
CooperativeLearningActivities
Alphabetics Fluency Comprehension WritingWordMatching(ChoosestoryDarryl!Don’tDawdle)ActivityObjective:Thepupilwillmatchwordsthathavethesamebeginningorendingsound.GroupFacilitationTips:Pupilscanworkinpairstomatchwords.Iftheygetapaircorrect,theycontinue.Iftheygetitincorrect,theyhandovercontrolofthemousetoanotherpupil.Choose8or12cards.
ABRA–Tracking(ChoosestoryDarryl!Don’tDawdle)Thisfunandentertainingstoryteachespupilswhatcanhappeniftheyarealwayslate.
SequencingActivityUsesequencingcardsforDarryl!Don’tDawdle
Askpupilstowriteabouttheirmorningroutine.Answeroneoftwoquestions:Whathelpsthembeontime?orWhatmakesthemlate?
IntheLab IntheClassroomStory:WhenIOpenMyEyesUsingtheEchoReadingCLtechnique,havepairsorsmallgroupsofstudentsreadthestoryWhenIOpenMyEyes.(ForinformationonEchoReading,seetheCLQuickGuideHandout--KE_TAid_CL_CLActivities_LW_20151215)
CooperativeStorySequencingAssignpupilstosmallgroupsandgivethemasetofsequencingcards(Level1)forWhenIOpenMyEyes.Groupsdecideonthesequenceofthepanels,toreflectwhathappensinthestory.Groupsreportbacktowholeclass.
ForinformationonclassroommanagementwhenusingCLstrategies,seethehandoutFosteringSocialSkillsandManagingClassroomConflict--KE_TAid_CL_FosterSocialSkills_LW_20151216.
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Thematic Units - Std 2
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Standard2Unit7.0–Home&ActivitiesintheHomeThemainobjectiveistoenablepupilstoacquirevocabularyandsentencestructures
thatdescribecommonobjectsathome,andtalkaboutactivitiesinthehomeappropriately
SpecificObjectives:Bytheendoftheunit,thepupilshouldbeableto:
• Talkabouthomeandactivitiesinthehome• Namecommonthingsinthehome• Usecorrectsentencestructurestodescribetheobjectsandactivitiesathome• Reciterhymes/poemsaboutthehome• Readsimpletextsrelatingtohomeandhomeactivities• Drawsomeobjectsinahomeandlabelthem• Readandwritesimplesentencesaboutthehomeusingappropriatesentencestructures
ABRAActivities
Alphabetics Fluency Comprehension WritingWordMatching(ChoosestoryTheLittleRedHen)ActivityObjective:Thepupilwillmatchwordsthathavethesamebeginningorendingsound.GroupFacilitationTips:Pupilscanworkinpairstomatchwords.Iftheygetapaircorrect,theycontinue.Iftheygetitincorrect,theyhandovercontrolofthemousetoanotherpupil.Pupilshavethechoiceofplayingwith8cards(4pairs),12cards(6pairs),and16cards(8pairs).
Tracking(ChoosestoryTheLittleRedHen)ThistalefocusesonabusyHenandherlazycompanions.Thisstoryallowsforvariousopportunitiestonamehouseholditemsandoutdooritems.ChooseTracking,thenHighFrequencyWords.BothactivitiescanbedonewithTheLittleRedHenstory.
Summarizing(ChoosestoryTheLittleRedHen)ActivityObjective:Thepupilwillanswerstory-relatedquestionstohelphim/hersummarizethestory.GroupFacilitationTips:Thisactivityisbestdoneinpairsorinsmallgroups.PupilsreadthestoryusingTrackingorhavethepagesreadbythecomputer(audiofeature).Ifnecessaryrewordthequestionandencouragediscussionamongthepupils.
SpellingSentences(ChoosestoryTheLittleRedHen)ActivityObjective:Thepupilswillusekeyboardingskillstospellwordstomakeasentence.GroupFacilitationTips:Beforedoingthisactivity,acquaintpupilswithbasickeyboardingskills,especiallyletters,thespacebar,backspaceandenterkeys.Thisactivityshouldbedoneafterastoryhasbeenreadbecausethewordstestedarestory-specific.
25
Thematic Units - Std 2
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Level1-Samebeginningsounds.Level2-Sameendingsounds.
Althoughthesoftwaredoesnothavethisactivityineverystorylevel,theteachercanstillusethestoriesandaskhis/herownquestionsaftercertainpages.Thisactivityhelpspupilsidentifykeyelementsinthestoryandmonitortheirthinkingsothatsoundsummarizationsorconclusionscanbeachieved.
Itisbestdonebyindividualpupilsorinpairswheretheyalternatehavingcontrolofthekeyboard.Ifthepupilmakesamistakespellingaword,thecomputerhighlightswheretheerroroccurredbutthepupilwillhavetoretypethewholewordtocorrectit.Thisactivityisdirectlyrelatedtothestories,sohavethepupilsreadastorythenspellwordsrelatedtothatstory.DoLevel1:2-wordsentencesandmoveontoLevel2:3-wordsentences,whenpupilsareready
LanguagePatterns:
• Questionswithwhatandforexpressingpurposee.g.What’sthis?Itisacomb–Whatisitfor?Itisforcombinghair.
• Whoquestionse.g.Whoiswashingtheplates?Whoislightingthefire?• Useofadjectivestodescribeobjects
Thispanisdirty.Thatdoorisbig.
Vocabulary(WordsinredappearinthesuggestedABRAstoriesandactivitiesinthisunit)Spoon,salt,door,step,pot,tin,toy,comb,bucket,fire,plate,dirty,clean,big,new,heavy,hot,cold,firewood,clothes-line,wet,dryNewProgressivePrimaryEnglishPupil’sBook:Unit12&13,p.50-57SuggestedLessonPlan:KE_LP_ST2_Home_CP_CSLP_20151130
26
Thematic Units - Std 2
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ExtensionActivities
CooperativeLearningActivities
Alphabetics Fluency Comprehension WritingLetterSoundSearch(UseWorksheet:LittleRedHen)
READS(ChoosestoryTheTreeHouse)
SequencingActivityActivityObjective:Afterreadingastory,thepupilwillplacestoryeventsintheircorrectorder.GroupFacilitationTips:Pupilscanworkasagroup(readingthestoryeventsanddiscussingtheappropriateorder)andtaketurnstobeincontrolofthecomputer.Encourageparticipationofotherpupilsaspeermonitors.ChooseLevel1:3storyevents(summaryofstorypages),displayedinrandomorder.
Askpupilstowriteashortparagraphaboutactivitiestheydointheirhomewiththeirfamilies.Havethemusetheunit’slanguagepatterns.SuggestedTopics:-Preparingameal-Cleaningtheirhome-Washingtheirclothes-Gettingreadyforschool
IntheLab IntheClassroomWorkinginpairs,pupilsselectTheLittleRedHenandthentheSummarizingactivityfromUnderstandingtheStory.Pupilslistentothequestionandwriteananswerindividually.Thenpupils“pairandshare”tocompareanswers.(ForinformationonPairandShare,seetheCLQuickGuideHandout--KE_TAid_CL_CLActivities_LW_20151215)
HoldaSukumawikireadingtournamentusingLittleRedHen.ConsultthehandoutSukumawiki--KE_TAid_CL_Suku_LW_20150721fordetailsonorganizingatournament.
ForinformationonclassroommanagementwhenusingCLstrategies,seethehandoutFosteringSocialSkillsandManagingClassroomConflict--KE_TAid_CL_FosterSocialSkills_LW_20151216.
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Thematic Units - Std 2
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Standard2Unit15.0–Weather
Themainobjectiveistoenablepupilstodevelopfurthervocabularyandsentencestructuresrelatingtoweatherandusethemappropriately.
SpecificObjectives:Bytheendoftheunit,thepupilshouldbeableto:
• Useweather-relatedvocabularyincorrectsentences• Usetheweather-relatedsentencestructurescorrectly• Readshortpassagesortextsrelatingtoweather• Makeaweatherchart• Describetheweather• Writesimplesentencesontheweather
ABRAActivities
Alphabetics Fluency Comprehension WritingWordFamilies(ChoosestoryWaterfall)ActivityObjective:Thepupilswillbeabletocreatedifferentwordsfromthesamewordfamily.GroupFacilitationTips:Theteachercanchooseaspecificwordfamilys/hewantspupilstoworkonorhavethecomputerrandomlypickthewordfamilies.ChooseLevel1-Singleletterandphonemes(e.g._at,_in,_ot).
Tracking&Expression(ChoosestoryWaterfall)ThisstoryisaretellingofaColumbianlegend.Thepeopleinavillagearenothappyanddonotcooperatewithoneanother.Awiseoldmanteachesthepeoplehowtoworkandliveinharmony.Ameanmanisupsetwiththischangeinthevillagers'demeanour,sohefloodsthevillage.Thewisemanpunisheshimforhisdestructivebehaviourandthevillagersareallowedtoliveinpeaceagain.
Prediction(ChoosestoryWaterfall)ActivityObjective:Basedoninformationfromthestory,thepupilswillpredictfutureevents.GroupFacilitationTips:Thisactivitycanbedoneasanoralorwrittenproject,individually,group,orwholeclass.PupilscanreadthestoryasagroupusingTrackingorhavethepagereadbythecomputerusingtheaudioicon.Ifdoneorally,encouragepupilstodiscusstheirideaswithpeers.Youcanaddquestionsthatmaynotbeembeddedintheprogram.
SpellingSentences(ChoosestoryWaterfall)ActivityObjective:Thepupilswillusekeyboardingskillstospellwordstomakeasentence.GroupFacilitationTips:Beforedoingthisactivity,acquaintpupilswithbasickeyboardingskills,especiallyletters,thespacebar,backspaceandenterkeys.Thisactivityshouldbedoneafterastoryhasbeenreadbecausethewordstestedarestory-specific.Itisbestdonebyindividualpupilsorinpairswheretheyalternatehavingcontrolofthekeyboard.
28
Thematic Units - Std 2
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ExtensionActivities
Askingchildrentopredictwhatcanhappenisaskillthatallchildrencando.Theyshouldalsobeaskedtojustifytheirresponses.
Ifthepupilmakesamistakespellingaword,thecomputerhighlightswheretheerroroccurredbutthepupilwillhavetoretypethewholewordtocorrectit.ChooseLevel1or2:2-3wordsentences.
LanguagePatterns:
• Whatistheweathertoday?Itiscold.Itishot.• Useofitinsentencese.g.ItisrainingItishot.• Useofwilltoexpressfutureeventse.g.Itwillrainnextweek.• Useofinfinitiveofpurposetoanswerquestionse.g.Whydidyouremovethemat?
Tocleanit.Vocabulary(WordsinredappearinthesuggestedABRAstoriesandactivitiesinthisunit)wet,rainy,blow,blowing,rain,shine,cloudy,drizzle,showers,rainbow,drizzling,heavyNewProgressivePrimaryEnglishPupil’sBook:Unit25,p.106-111SuggestedLessonPlan:KE_LP_ST2_Weather_FLWR_CSLP_20151130
Alphabetics Fluency Comprehension WritingRhymeMatching(ChoosestoryWaterfall)ActivityObjective:Thepupilswillbeabletoidentifywordsthatrhyme.GroupFacilitationTips:Pupilscanworkasagroupandtaketurnstofindtherhymingwordsthatmatch.(Theyalsotaketurnscontrollingthemouse.)Choose8or12cards.
READSVayu,TheWindTheWeatherman’sMistakeABRATheFourSeasons
VocabularyPrintoutthesuggestedREADSstoriesandunderlinewordsthatareintheVocabularylist.
WritingSentencesPrinttheFourSeasonsSentenceStarterWorksheet,andaskpupilstocomplete.
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Thematic Units - Std 2
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CooperativeLearningActivities
IntheLab IntheClassroomWorkinginpairs,pupilsselectWaterfallandthentheStoryResponseactivityfromUnderstandingtheStory.Pupilslistentothequestionandwriteananswerindividually.Thenpupils“pairandshare”tocomparetheiranswers.(ForinformationonPairandShare,seetheCLQuickGuideHandout--KE_TAid_CL_CLActivities_LW_20151215)
HoldaSukumawikireadingtournamentusingWaterfall.
AllowextratimeforpupilstoreadandcomprehendWaterfall,whichusessomewhatmoreadvancedvocabulary.ConsultthehandoutSukumawiki--KE_TAid_CL_Suku_LW_20150721fordetailsonorganizingatournament.
ForinformationonclassroommanagementwhenusingCLstrategies,seethehandoutFosteringSocialSkillsandManagingClassroomConflict--KE_TAid_CL_FosterSocialSkills_LW_20151216.
30
Thematic Units - Std 2
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Standard3Unit1.0–SchoolandSchoolActivitiesThemainobjectiveistoenablethelearnertodevelopfurthervocabularyandsentencestructuresrelatingtoschoolandschoolactivitiesandusethemappropriatelytostate
theimportanceofperformingdailyactivitiesatschool.
SpecificObjectives:
Bytheendoftheunit,thelearnershouldbeableto:
• Usesuitablevocabularytodescribeactivitiesatschool• Usesentencestructurescorrectly• Readshortpassagesandansweroralquestions• Recitepoems/rhymesonschoolandschoolactivities• Writeanswerstocomprehensionquestions• Writesimpleguidedcompositionsbasedonschoolactivities• Writelegiblyandneatly.
ABRAActivities
Alphabetics Fluency Comprehension WritingAuditoryBlending(ChoosestoryDarrylDon’tDawdle)ActivityObjective:Givenaphonemicbreakdown,thepupilwillidentifyaword;i.e.,/c//a//t/="cat".GroupFacilitationTips:Pupilscandothisactivityinpairsandtaketurns(onewordperturn)totellthewordandfinditsmatchingpicture.ChooseLevel2:3-phonemewordswithshortvowelsoundsorLevel3:3-phonemewordswithclusters,short,long,andr-controlledvowelsounds.
Tracking&Accuracy(ChoosestoryDarrylDon’tDawdle)Darrylisaboywholovestotakehistimetodothings.Throughoutthestory,peopleconstantlytellhim,"Darryl!Don'tdawdle.”AfunnyendingoccurswhenDarrylisabletousethesesamewordsonsomeonewhohethinksisdawdling.
StoryElements(ChoosestoryDarrylDon’tDawdle)ActivityObjective:Thestudentsmustanswerquestionsabouteventsthattookplaceinastory.GroupFacilitationTips:Thisactivitycanbedoneindividuallyorinsmallgroups.Afterreadingastory,studentsareaskedstoryrelatedquestionswheretheymustselectthecorrectoneoutofthreepossibleanswers.Theycantaketurnsselectingtheanswerandhittingthepiñata.
SpellingSentences(ChoosestoryDarrylDon’tDawdle)ActivityObjective:Thepupilswillusekeyboardingskillstospellwordstomakeasentence.GroupFacilitationTips:Beforedoingthisactivity,acquaintpupilswithbasickeyboardingskills,especiallyletters,thespacebar,backspaceandenterkeys.Thisactivityshouldbedoneafterastoryhasbeenreadbecausethewordstestedarestory-specific.Itisbestdonebyindividualpupilsorinpairswheretheyalternatehavingcontrolofthekeyboard.
31
Thematic Units - Std 3
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Pupilsmustselecttheanswertosixquestionsaboutthestory.Becausethereareaudiopromptstoassist,thisactivitycanbedonebyallstudentsoncetheyarefamiliarwiththestory.
Ifthepupilmakesamistakespellingaword,thecomputerhighlightswheretheerroroccurredbutthepupilwillhavetoretypethewholewordtocorrectit.ChooseLevel3:4-wordsentencesorLevel4:5-wordsentences.
LanguagePatterns:
• Pastcontinuoustensee.g.AsIwascleaningthecompound,Isawasnake.Aswewereplaying,weheardthewhistle.
• Presentcontinuoustense,e.g.Whatareyoudoing?Iamreadingabook.• Useofwill/shallforinvitationse.g.Willyouplayfootballwithus?Yes,Iwill.No,Iwon’t.
ShallIwalktothelibrarywithyou?• Presentsimpletensee.g.Whattimedoyougoforprayers?Igoforprayersatfiveo’clock.
Vocabulary:library,time-table,lesson,subject,games,assembly,neatrows,uniform,notice,noticeboard,present,ruler,spelling,tick,cross,mark,whisper,draw,flag,handwriting,shelf,drawer,breakNewProgressivePrimaryEnglishPupil’sBook:Unit1&2,p.2-11SuggestedLessonPlan:KE_LP_ST3_School_CPWR_CSLP_20151207
32
Thematic Units - Std 3
-
ExtensionActivities
CooperativeLearningActivities
Alphabetics Fluency Comprehension WritingSegmentingSelect5-10Vocabularywordsfromthestory:LucyandOndo'sClassHaveaVeryImportantVisitorandaskpupilstosegmentthewordsorally.Suggestions:uniform,cross,classroom,teacher,breakfast,listen,lesson.
READS(ChoosestoryNakittoatSchool)Thisstoryisaboutwhatpupilsdoandlearnatschool.(ChoosestoryLucyandOndo'sClassHaveaVeryImportantVisitor)Thisstoryisabouttwochildrenwholearnaveryimportantlesson:roadsafety,goingtoschoolfromapoliceman.
DiscussionPupilsdiscusshowtheyaresafeonthestreet,goingtoschoolandwhattherulesare.AskpupilstosummarizethestoryNakittoatSchool.Encourageuseofpresentsimpleandcontinuous,aswellaspastcontinuoustense
CompositionPupilswriteashortcomposition,4-5completeandwell-structuredsentences,usingthepresentsimpletensetodescribeschoolandschoolactivities.ThisactivitycanbedoneinePEARL.
Worksheets:KE_LP_ST3_School_SS_WS_CSLP_20151207
IntheLab IntheClassroomWhenworkinginABRAactivities,assignrolestoeachpupilsuchasRecorder,TimeManager,Reader,Facilitator.(ForinformationonRoles,seetheCLQuickGuideHandout--KE_TAid_CL_CLActivities_LW_20151215)
Grouppupilsintoteamsoffour.Assignrolesandthenaskthemtowriteashortcomposition,usingatleast5vocabularywordsfromthisunittodescribeatypicaldayattheirschool.Eachteammembermustsignthefinalworktoindicateeveryonecontributed.
ForinformationonclassroommanagementwhenusingCLstrategies,seethehandoutFosteringSocialSkillsandManagingClassroomConflict--KE_TAid_CL_FosterSocialSkills_LW_20151216
33
Thematic Units - Std 3
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Standard3Unit4.0–Home&FamilyThemainobjectiveistoenablepupilstodevelopfurthervocabularyandsentencestructuresrelatingtothehomeandusethemappropriatelyandtorealizethe
importanceofsharingresponsibilitiesinthefamily.
SpecificObjectives:Bytheendoftheunit,thepupilshouldbeableto:
• Usethegivenvocabularycorrectly• Usesentencestructurescorrectly• Readshortpassagesandanswersimpleoralquestions• Statewaysofsharingresponsibilitiesinthefamily• Writeanswerstoexercises• Writesimpleguidedcompositionsonfamilyresponsibilities• Writelegiblyandneatly
ABRAActivities
Alphabetics Fluency Comprehension WritingBlendingTrain(ChoosestoryWhenIOpenMyEyes)ActivityObjective:Giventhephonemicbreakdownofaword,pupilswillidentifytheworditmakes;e.g.,/r//o//d/="rod".GroupFacilitationTips:Pupilscandothisactivityinpairs.Theytaketurns(onewordperturn)listeningtothebreakdownofawordthenputtingthesoundstogethertotellthewordtheymake.Chooseoneofthefollowinglevels:Level2:2-phonemewordswithclusters,short,long,andr-controlledvowelsounds.
Tracking&Expression(ChoosestoryWhenIOpenMyEyes)Thispoem-liketextoutlinesthemorningritualsofachildfromthemomentshewakesuptothetimesheleavesthehouse.Therearesomedetailsthatcanbemissedifclosereadingisnotdonesopayattentionoryouwillmissthem.ChooseTracking,thenExpression.BothactivitiescanbedonewiththestoryWhenIOpenMyEyes.ForExpression,Pupilsmustpayattentiontothewaythestoryisread.
StoryResponse(ChoosestoryWhenIOpenMyEyes)ActivityObjective:Pupilsaregivenopen-endedquestionsaboutthestorythattheywilldiscusswithoneanother.GroupFacilitationTips:Thisactivityshouldbedoneinsmallgroups.Afterpupilshavediscussedaquestion,theytaketurnsscoringgoals.Remindpupilsthatthemainobjectiveofthisactivityistoanswerthequestionsaboutthestoryandnotscoringgoals.
SpellingSentences(ChoosestoryWhenIOpenMyEyes)ActivityObjective:Thepupilswillusekeyboardingskillstospellwordstomakeasentence.GroupFacilitationTips:Beforedoingthisactivity,acquaintpupilswithbasickeyboardingskills,especiallyletters,thespacebar,backspaceandenterkeys.Thisactivityshouldbedoneafterastoryhasbeenreadbecausethewordstestedarestory-specific.Itisbestdonebyindividualpupilsorinpairswheretheyalternatehavingcontrolofthekeyboard.
34
Thematic Units - Std 3
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Level3:3-phonemewordswithshortvowelsounds.Level4:3-phonemewordswithclusters,short,long,andr-controlledvowelsounds.
Thisactivityusescertainstoriesfromtheliteraryandinformationalgenrecategories.Sixquestionsarepresentedinaset—threeofwhicharegeneralwhiletheremainingthreearestory-specific.
Ifthepupilmakesamistakespellingaword,thecomputerhighlightswheretheerroroccurredbutthepupilwillhavetoretypethewholewordtocorrectit.Thisactivityisdirectlyrelatedtothestories,sohavethepupilsreadastorythenspellwordsrelatedtothatstory.DoLevel1:2-wordsentencesandmoveontoLevel2:3-wordsentences,whenpupilsareready
LanguagePatterns:
• Sentencescontainingmayorperhapse.g.Thecupmaybeinthecupboard.Perhapsthekeyisinyourbag.
• Show+adjectivee.g.Showmeabigtable.Showmeasmallchair.• Usetheapostrophetoindicatepossessione.g.Mutua’sfathertookhiscartothegarage.
Asha’sauntdrivesalorry.• Questionswithdoe.g.-Doyouhaveakey?
Vocabulary(WordsinredappearinthesuggestedABRAstoriesandactivitiesinthisunit)home,grownups,parents,elders,lid,wash,estate,plot,village,padlock,gate,door,handle,keyhole,knife,watertap,tank,share,responsible,remember,help,remindNewProgressivePrimaryEnglishPupil’sBook:Unit6&7,p.26-35SuggestedLessonPlan:KE_LP_ST3_Home&Family_CPWR_CSLP_20151207
35
Thematic Units - Std 3
-
ExtensionActivities
CooperativeLearningActivities
Alphabetics Fluency Comprehension WritingWordFamiliesCreateWordfamiliesforthefollowingfivevocabularywords:
1. wash2. tank3. help4. knife5. hole
*YoucanalsochooseotherwordsfromtheVocabularylist
READS(ChoosestoryHolidayswithGrandmother)Thisstorytalksabouttwochildrenwhogovisittheirgrandmotherinhervillage.Italsodiscussesfamilylifeandthedifferencesaboutvillageandcityliving.
ComprehensionQuestionsAskpupilsthefollowingquestionsaboutthestoryHolidayswithGrandmother:-WhodidOdongoandApiyogovisit?-WhatarethedifferentchoresOdongoandApiyohelpedtheirgrandmotherwith?-Whatdidthechildrenbringtheirgrandmother?-WheredidOdongoandApiyogo?
SentenceStartersUseHome&FamilySentenceStartersWorksheet-KE_PRNT_SS_Home&Family_CSLP_20151215Askpupilstowriteashortparagraphaboutactivitiestheydointheirhomewiththeirfamilies.SuggestedTopics:-Preparingameal-Goingtochurch-Visitinggrandparents-Gettingreadyforschool-Sharingresponsibilitiesinthefamily
Worksheets:KE_PRNT_SS_Home&Family_CSLP_20151215
IntheLab IntheClassroomWhiledoingtheStoryResponseactivity(seeabove,Comprehension),askpupilstousetheRallyRobintechniquetoanswereachquestion.(ForinformationonRallyRobin,seetheCLQuickGuideHandout--KE_TAid_CL_CLActivities_LW_20151215)
WhencompletingtheSentenceStarters,askpupilstoThink-Pair-Shareforeachsentencetocomparetheiranswers.Ifthereistime,askpairstocreatetogetherananswertoeachoftheSentenceStarterquestions.(ForinformationonThink-Pair-Share,seetheCLQuickGuideHandout--KE_TAid_CL_CLActivities_LW_20151215)
ForinformationonclassroommanagementwhenusingCLstrategies,seethehandoutFosteringSocialSkillsandManagingClassroomConflict--KE_TAid_CL_FosterSocialSkills_LW_20151216
36
Thematic Units - Std 3
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Standard3Unit5.0–Position&Direction
Themainobjectiveistoenablepupilstoacquirevocabularyandsentencestructuresrelatingtopositionsanddirections
SpecificObjectives:Bytheendoftheunit,thepupilshouldbeableto:
• Listenandrespondtodescriptionofpositionanddirection• Constructmeaningfulsentencestodescribepositionanddirection• Usethegivensentencestructurescorrectly• Recitepoems/singsongsrelatingtoposition/direction• Roleplaygivingdirections• Writeanswerstocomprehensionquestions• Writelegiblyandneatly
ABRAActivities
Alphabetics Fluency Comprehension WritingAuditorySegmenting(ChoosestoryTheFrogsandtheWell)ActivityObjective:Giventhepronunciationofaword,e.g."cat",thestudentwillidentifythebreakdown/c//a//t/oftheword.GroupFacilitationTips:Pupilscandothisactivityinpairsandtaketurns(onewordperturn)listeningtoawordthenfindingthespaceshipthathasthebreakdownofthegivenword.ChooseLevel2:2-phonemewordswithclusters,short,long,andr-controlledvowelsounds.
Tracking&HighFrequencyWords(ChoosestoryTheFrogsandtheWell)ThisstoryisbasedononeofAesop'sfablesWhichismoreimportant,wisdomorbravery?Thisstoryinvitesreaderstoexplorethisquestionthroughthequestoftwofrogsastheyattempttofindwater.ChooseTracking,thenHighFrequencyWords.BothactivitiescanbedonewiththestoryTheFrogsandtheWell.ForHFW,chooselevel2.
Prediction(ChoosestoryTheFrogsandtheWell)ActivityObjective:Basedoninformationfromthestory,thestudentswillpredictfutureevents.GroupFacilitationTips:Thisactivitycanbedoneasanoralorwrittenproject,individually,group,orwholeclass.Pupilscanreadthestoryasagroupusingthetrackingfunctionorhavethepagereadbythecomputerusingtheaudioicon.Ifdoneorally,encouragepupilstodiscusstheirideaswithpeers.
SpellingSentences(ChoosestoryTheFrogsandtheWell)ActivityObjective:Thepupilswillusekeyboardingskillstospellwordstomakeasentence.GroupFacilitationTips:Beforedoingthisactivity,acquaintpupilswithbasickeyboardingskills,especiallyletters,thespacebar,backspaceandenterkeys.Thisactivityshouldbedoneafterastoryhasbeenreadbecausethewordstestedarestory-specific.Itisbestdonebyindividualpupilsorinpairswheretheyalternatehavingcontrolofthekeyboard.
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Or,Level3:3-phonemewordswithshortvowelsounds.Or,Level4:3-phonemewordswithclusters,short,long,andr-controlledvowelsounds.
Youcanaddquestionsthatmaynotbeembeddedintheprogram.Askingchildrentopredictwhatcanhappenisaskillthatallchildrencando.Theyshouldalsobeaskedtojustifytheirresponses.
Ifthepupilmakesamistakespellingaword,thecomputerhighlightswheretheerroroccurredbutthepupilwillhavetoretypethewholewordtocorrectit.Thisactivityisdirectlyrelatedtothestories,sohavethepupilsreadastorythenspellwordsrelatedtothatstory.DoLevel2:3-wordsentences,whenpupilsareready
LanguagePatterns:
• Useofquestionswithwheree.g.where’stheball?Itisunderthetable.• UseofimperativeswithPut…e.g.putthemilkinthebottle.Putthebaginthe
wardrobe.
Vocabulary(WordsinredappearinthesuggestedABRAstoriesandactivitiesinthisunit)direction,position,right,left,righthandside,lefthandside,turn,turnleft,turnright,walkalong,beyond,behind,across,near,opposite,outof,insideof,outsideof,down,against,upNewProgressivePrimaryEnglishPupil’sBook:Unit8&9,p.36-43SuggestedLessonPlan:KE_LP_ST3_PositionDirection_VBWR_CSLP_20151207
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ExtensionActivities
CooperativeLearningActivities
Alphabetics Fluency Comprehension WritingSegmentingSegmentthefollowingwords:
1. position2. direction3. inside4. outside5. against
*YoucanalsochooseotherwordsfromtheVocabularylistorfromtheStoryWhereAmI?
ABRA(ChoosestoryWhereAmI?)Thisstoryisaboutpositions.Theconceptofpositionsisonethatchildrenmustknow.Thiscutestorypresentscommonpositionslike"up"and"down"inchild-friendlywaysusingrhymingwords.
ComprehensionQuestionsPupilsrole-playgivingdirections.Theycanpretendtobe:-Busdriver-Policeofficer-Touristguide
SentenceStartersUsePositionandDirectionSentenceStartersWorksheet-KE_PRNT_SS_Position_CSLP_20151207
Worksheets:KE_PRNT_SS_Position_CSLP_20151207
IntheLab IntheClassroomWhenworkinginABRAactivities,assignrolestoeachpupilsuchasRecorder,TimeManager,Reader,Facilitator.(ForinformationonRoles,seetheCLQuickGuideHandout--KE_TAid_CL_CLActivities_LW_20151215)
Workingindividually,pupilswriteashorttextusingtheunit’svocabularywordstorespondtothisprompt:Describehowyougettoschooleachday.PairpupilsandhavethemusetheInterviewtechniquetolearnabouttheirpartner’sjourney.Pupilsthensharetheirpartner’sjourneywiththeclass.(ForinformationonInterviewing,seetheCLQuickGuideHandout--KE_TAid_CL_CLActivities_LW_20151215)
ForinformationonclassroommanagementwhenusingCLstrategies,seethehandoutFosteringSocialSkillsandManagingClassroomConflict--KE_TAid_CL_FosterSocialSkills_LW_20151216
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Standard3Unit8.0–EnvironmentThemainobjectiveistoenablethelearnertoacquirevocabularyandsentencestructuresrelatingtotheirenvironmentandtorealizetheneedtoconservethe
environment.
SpecificObjectives:
Bytheendoftheunit,thepupilshouldbeableto:
• Talkabouttheirenvironment• Statewaysofconservingtheenvironment• Usecorrectsentencestructures• Readpassages/textsontheenvironment• Recordinformation• Answercomprehensionquestions• Writeguidedcompositions
ABRAActivities
Alphabetics Fluency Comprehension WritingWordFamilies(ChoosestoryWaterfall)ActivityObjective:Thepupilwillbeabletocreatedifferentwordsfromthesamewordfamily.GroupFacilitationTips:Theteachercanchooseaspecificwordfamilys/hewantspupilstoworkonorhavethecomputerrandomlypickthewordfamilies.ChooseLevel2-Singleandclusteredlettersandphonemes(e.g._est,_ick,_ight)orAdvanced-Teacherorstudentchoosesthewordfamilyonwhichtowork.
Tracking&Speed(ChoosestoryWaterfall)ThisstoryisaretellingofaColumbianlegend.Thepeopleinavillagearenothappyanddonotcooperatewithoneanother.Awiseoldmanteachesthepeoplehowtoworkandliveinharmony.Ameanmanisupsetwiththischangeinthevillagers'demeanour,sohefloodsthevillage.Thewisemanpunisheshimforhisdestructivebehaviourandthevillagersareallowedtoliveinpeaceagain.
Summarizing(ChoosestoryWaterfall)ActivityObjective:Thepupilwillanswerstory-relatedquestionstohelphim/hersummarizethestory.GroupFacilitationTips:Thisactivityisbestdoneinpairsorinsmallgroups.Pupilsreadthestory(usingthetrackingfunction)orhavethepagesreadbythecomputer(audiofeature).Ifnecessaryrewordthequestionandencouragediscussionamongthepupils.
SpellingSentences(ChoosestoryWaterfall)ActivityObjective:Thepupilswillusekeyboardingskillstospellwordstomakeasentence.GroupFacilitationTips:Beforedoingthisactivity,acquaintpupilswithbasickeyboardingskills,especiallyletters,thespacebar,backspaceandenterkeys.Thisactivityshouldbedoneafterastoryhasbeenreadbecausethewordstestedarestory-specific.
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Accesstolevelsoneandtwo'swordsareavailable.
Althoughthesoftwaredoesnothavethisactivityineverystorylevel,theteachercanstillusethestoriesandaskhis/herownquestionsaftercertainpages.Thisactivityhelpspupilsidentifykeyelementsinthestoryandmonitortheirthinkingsothatsoundsummarizationsorconclusionscanbeachieved.
Itisbestdonebyindividualpupilsorinpairswheretheyalternatehavingcontrolofthekeyboard.Ifthepupilmakesamistakespellingaword,thecomputerhighlightswheretheerroroccurredbutthepupilwillhavetoretypethewholewordtocorrectit.ChooseLevel3:4-wordsentencesorLevel4:5-wordsentences.
LanguagePatterns:
• Look/feel/sound+like+nominale.g.Thistreelookslikeanumbrella.Thatsoundslikeasnake.
• Useofnextto+opposite/acrosse.g.Theyliveacrosstheriver.• Theuseofas…ase.g.Mangaisastallashisfather.Aflyisnotasfatasabee.• Verb+Noungerunde.g.Naliakalikeswateringtheseedbed• Wouldlike+infinitivee.g.Wangawouldliketobeagameranger• Need+nominal+infinitivee.g.Ineedapangatocutthebush.
Vocabulary(WordsinredappearinthesuggestedABRAstoriesandactivitiesinthisunit)Hills,valleys,rivers,lakes,sea,bush,compound,umbrella,snake,bridge,fast,fly,bee,tree,conserve,record,information,protect,care,forNewProgressivePrimaryEnglishPupil’sBook:Unit14&15,p.60-69SuggestedLessonPlan:KE_LP_ST3_Environment_WR_CSLP_20151207
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ExtensionActivities
CooperativeLearningActivities
Fluency Comprehension SRL WritingReadsStoriesMyMotherPlanted-ReadbookinEnglish-ReadbookinKiswahili
VocabularyPrintoutMyMotherPlantedPupilscircleallwordsinthebookfromtheaboveVocabularylist.
Record…-InePEARL,createanewtask.-Enterthetitle:MyMotherPlanted.-Pupilsrecordthemselvesreading3-5pagesofthebookforatotalof3minutes.-PupilscananswerResponseandReflectionquestions
CompositionPupilswriteashortcompositiononwhattheylearnedfromthestory.-Howdoesithelpourenvironment?-Whyisitimportanttoplant,harvestandwater?
IntheLab IntheClassroomPairorgrouppupilsandhavethemusetheEchoReadingtechniquewithWaterfall,whichusesmoreadvancedvocabularyandsentencestructures.(ForinformationonEchoReading,seetheCLQuickGuideHandout--KE_TAid_CL_CLActivities_LW_20151215)
OrganizeaSukumawikireadingtournamentusingWaterfallorMyMotherPlanted.Formoreinformation,seehandoutSukumawiki--KE_TAid_CL_Suku_LW_20150721.
ForinformationonclassroommanagementwhenusingCLstrategies,seethehandoutFosteringSocialSkillsandManagingClassroomConflict--KE_TAid_CL_FosterSocialSkills_LW_20151216
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Standard3Unit11.0–EverydayActivitiesThemainobjectiveistoenablepupilstoacquirevocabularyandsentencestructuresto
describedailyactivities.
SpecificObjectives:Bytheendoftheunit,thepupilshouldbeableto:
• Useappropriatevocabularyandsentencestructurescorrectly• Readpassagesandansweroralquestions• Recitepoems/rhymesandsingsongsrelatedtoeverydayactivities.• Readshortstoriesandretelltheminclass• Writeanswerstocomprehensionquestions• Writesimpleguidedcompositions.
ABRAActivities
Alphabetics Fluency Comprehension WritingWordMatching(ChoosestoryTheLittleRedHen)ActivityObjective:Thepupilwillmatchwordsthathavethesamebeginningorendingsound.GroupFacilitationTips:Pupilscanworkinpairstomatchwords.Iftheygetapaircorrect,theycontinue.Iftheygetitincorrect,theyhandovercontrolofthemousetoanotherpupil.Pupilschoose12cards(6pairs)or16cards(8pairs).Level2-Sameendingsounds.
Tracking&Expression(ChoosestoryTheLittleRedHen)ThistalefocusesonabusyHenandherlazycompanions.Thisstoryallowsforvariousopportunitiestonamehouseholditemsandoutdooritems.ChooseTracking,thenExpression.BothactivitiescanbedonewithTheLittleRedHenstory.BeforedoingtheExpressionactivity,haveadiscussionwithpupilsabouthowexpressioninreadingconveysemotioninastory,whythatisimportant.
Summarizing(ChoosestoryTheLittleRedHen)ActivityObjective:Thepupilwillanswerstory-relatedquestionstohelphim/hersummarizethestory.GroupFacilitationTips:Thisactivityisbestdoneinpairsorinsmallgroups.Pupilsreadthestory(usingthetrackingfunction)orhavethepagesreadbythecomputer(audiofeature).Ifnecessaryrewordthequestionandencouragediscussionamongthepupils.
SpellingSentences(ChoosestoryTheLittleRedHen)ActivityObjective:Thepupilswillusekeyboardingskillstospellwordstomakeasentence.GroupFacilitationTips:Beforedoingthisactivity,acquaintpupilswithbasickeyboardingskills,especiallyletters,thespacebar,backspaceandenterkeys.Thisactivityshouldbedoneafterastoryhasbeenreadbecausethewordstestedarestory-specific.
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Althoughthesoftwaredoesnothavethisactivityineverystorylevel,theteachercanstillusethestoriesandaskhis/herownquestionsaftercertainpages.Thisactivityhelpspupilsidentifykeyelementsinthestoryandmonitortheirthinkingsothatsoundsummarizationsorconclusionscanbeachieved.
Itisbestdonebyindividualpupilsorinpairswheretheyalternatehavingcontrolofthekeyboard.Ifthepupilmakesamistakespellingaword,thecomputerhighlightswheretheerroroccurredbutthepupilwillhavetoretypethewholewordtocorrectit.Thisactivityisdirectlyrelatedtothestories,sohavethepupilsreadastorythenspellwordsrelatedtothatstory.DoLevel2:3-wordsentencesandLevel3:4-wordsentenceswhenpupilsareready.
LanguagePatterns:
• Useofthepresentcontinuouse.g.Iamcleaningmybedroom.Whatareyoudoing?• Revisionofsentenceswithlike+verb(ing)e.g.Ilikewashingthehouse.Ilikeplaying.• Questionswithrejoinderbeginningwithe.g.Matelikesswimming.SodoI.• Questionswithknowhowe.g.Doyouknowhowtocleanawindow?• Useofimperative+indirectobject+how+infinitive• Showmehowtocookchapatti.Hetaughtmehowtoswim.
Vocabulary(WordsinredappearinthesuggestedABRAstoriesandactivitiesinthisunit):Clear,set(thetable),throw,drink.eat,ordinals(numbers)fromfirsttotwentieththen21stto100th.
NewProgressivePrimaryEnglishPupil’sBook:Unit19,p.82-87SuggestedLessonPlan:KE_LP_ST3_EverydayActivities_WR_CSLP_20151207
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ExtensionActivities
CooperativeLearningActivities
Alphabetics Fluency Comprehension WritingWordChanging(ChoosestoryWhenIOpenMyEyes)ActivityObjective:Pupilswillbeabletodistinguishbetweenwordsthatarethesameordifferent.GroupFacilitationTips:Thisactivitycanbedoneindividuallyorinpairs.Thisisagreatactivitytotestpupils'listeningability.ChooseLevel3-Middleletterisdifferent(e.g.fanandfin).
ABRA(ChoosestoryWhenIOpenMyEyes)Thispoem-liketextoutlinesthemorningritualsofachildfromthemomentshewakesuptothetimesheleavesthehouse.Therearesomedetailsthatcanbemissedifclosereadingisnotdonesopupilsshouldpayattentionortheywillmissthem.
DiscussionAfterreadingthestory,askpupilstoretellthemaineventsofthestoryinorder.Pupilscanworkinpairs.
Spelling&SentenceStructureCompleteEverydayActivitiesSentenceStartersWorksheet:KE_PRNT_SS_EverydayActivities_CSLP_20151215
Worksheet:KE_PRNT_SS_EverydayActivities_WR_CSLP_20151215
IntheLab IntheClassroomWhenworkinginABRAactivities,assignrolestoeachpupilsuchasRecorder,TimeManager,Reader,Facilitator.(ForinformationonRoles,seetheCLQuickGuideHandout--KE_TAid_CL_CLActivities_LW_20151215)
Grouppupilsandassignroles.HavethemuseBrainstormingtoidentifyasmanyeverydayactivitiestheycanthinkof.Eachteamthencreatesashorttextdescribingsomeactivitiesusingtheunit’svocabulary.(ForinformationonBrainstorming,seetheCLQuickGuideHandout--KE_TAid_CL_CLActivities_LW_20151215)
ForinformationonclassroommanagementwhenusingCLstrategies,seethehandoutFosteringSocialSkillsandManagingClassroomConflict--KE_TAid_CL_FosterSocialSkills_LW_20151216
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Standard3Unit16.0–AnimalsThemainobjectiveistoenablepupilstoacquirevocabularyandsentencestructures
relatingtoanimalsandusethemcorrectly.
SpecificObjectives:Bytheendoftheunit,thepupilshouldbeableto:
• Listenandrespondtovocabularyandsentencestructurescorrectly• Usevocabularyandsentencestructuresappropriately• Readpassagesonanimalsandansweroralandwrittenquestions• Readforpleasure• Writeguidedcompositions• Drawandcolouranimals.
ABRAActivities
Alphabetics Fluency Comprehension WritingAuditoryBlending(ChoosestoryICanMovelikea…)ActivityObjective:Givenaphonemicbreakdown,thepupilwillidentifyaword;i.e.,/c//a//t/="cat".GroupFacilitationTips:Pupilscandothisactivityinpairsandtaketurns(onewordperturn)totellthewordandfinditsmatchingpicture.ChooseLevel4:4-phonemewordswithblendsmainlyatthebeginning,short,long,andr-controlledvowelsounds.Level5:4-phonemewordswithblendsmainlyattheend,short,long,andr-controlledvowelsounds.
Tracking&Accuracy(ChoosestoryICanMovelikea…)Thisstorycomparestheanticsofachildtothoseofdifferentanimals.Thisstoryusesachild'sactiveimaginationandfeelingofomnipotenceasachilddescribesthethingssheorhecan"do".Childrencanuseillustrations,contextclues,rhymingwordsandspellingpatternstoreadunfamiliarwords.ChooseTracking,thenAccuracy.BothactivitiescanbedonewithICanMovelikea…
VocabularyESL(ChoosestoryICanMovelikea…)ActivityObjective:Thestudentwillbeabletomatchagivenwordwithitscorrespondingpicturethenusethewordappropriatelyinagivensentence.GroupFacilitationTips:Thisactivityisbestdoneindividuallyorinpairs.Ifdoneinpairs,studentscantaketurnscontrollingthemouseastheyeachdoaset.Theotherstudentistheretosupportandprovideassistanceifnecessary.
SpellingSentences(ChoosestoryICanMovelikea…)ActivityObjective:Thepupilswillusekeyboardingskillstospellwordstomakeasentence.GroupFacilitationTips:Beforedoingthisactivity,acquaintpupilswithbasickeyboardingskills,especiallyletters,thespacebar,backspaceandenterkeys.Thisactivityshouldbedoneafterastoryhasbeenreadbecausethewordstestedarestory-specific.Itisbestdonebyindividualpupilsorinpairswheretheyalternatehavingcontrolofthekeyboard.
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ExtensionActivities
Thefirsthalfofthisactivitygivesstudentsasetoffivewordsforwhichstudentsmustfindtheirmatchingpictures.Thesecondpartfocusesonputtingeachofthefivewordspracticedinthefirsthalfincorrectsentences.Thereisaudiosupportforthisactivity.
Ifthepupilmakesamistakespellingaword,thecomputerhighlightswheretheerroroccurredbutthepupilwillhavetoretypethewholewordtocorrectit.Thisactivityisdirectlyrelatedtothestories,sohavethepupilsreadastorythenspellwordsrelatedtothatstory.DoLevel2:3-wordsentencesandLevel3:4-wordsentenceswhenpupilsareready.
LanguagePatterns:
• Useofcouldinsentences,e.g.Saidicouldhearalionroarintheforest.Kiagecouldhearahyenalaughneartheriver.
• Useoftoo+to….e.g.Karimiistootiredtocleanthecowshed.
Vocabulary(WordsinredappearinthesuggestedABRAstoriesandactivitiesinthisunit)chatter,laugh,hiss,roar,trumpet,thorn,forest,bush,thick,thicket,bark,moo,bray,neigh,chirp,scatter,frighten,scare,sound,bleat.NewProgressivePrimaryEnglishPupil’sBook:Unit25,p.112-115SuggestedLessonPlan:KE_LP_ST3_Animals_WR_CSLP_20151207
Alphabetics Fluency Comprehension WritingWordChanging(ChoosestoryICanMovelikea…)ActivityObjective:Thepupilmustchangeindividuallettersinawordtoformanewword.
READS(ChoosestoryTheFarmAnimals)Inthisshortstory,pupilsgettomakeandheartheanimalsounds.
SequencingActivityAfterreadingthestory,askpupilstoretellthemaineventsonthestoryinorder.
Composition(ePEARL)Askpupilstowriteashortcompositionabouttheirlastvisittoafarmorazoo.
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CooperativeLearningActivities
GroupFacilitationTips:Thisactivitycanbedoneindividuallyorinpairs.Ifachildmakesamistake,theteacherorapeercanencouragethepupiltopayattentiontotherequiredsound.Choose:Level2-CVCwords.AlllettersaremanipulatedorLevel3-CVCwordswithlongvowelsounds.Onlythefirstletterismanipulated.
AssociatetheVocabularywordstothecorrespondinganimal:roar,bark,moo,bray,neigh,chirp,scatter,bleat.GotoREADS,underThemeselectAnimals,andchoosethestoryTheBeautifulHorse.*YoucanchooseanyotherstoryandcreatethesamesequencingactivityinComprehension.
UsingtheAnimalSequencingworksheets:KE_PRNT_SQ_3_Animals_CSLP_20151207,KE_PRNT_SQ_5_Animals_CSLP_20151207Cutthesequencesintostripsanddistribute.Givepupilswhoneedabiggerchallengethe5sequences.Pupilsputsequencesinorder.Pupilscanworkinpairs.
Theyshoulddescribe:-Theanimalstheysaw?-Whattheyenjoyedmost-WhotheywentwithThesoundstheyrememberhearing.
Worksheets:KE_PRNT_SQ_3_Animals_CSLP_20151207,KE_PRNT_SQ_5_Animals_CSLP_20151207
IntheLab IntheClassroomPairorgrouppupilsandhavethemuseEchoReadingwiththesuggestedstories.(ForinformationonEchoReading,seetheCLQuickGuideHandout--KE_TAid_CL_CLActivities_LW_20151215)
Workingingroupsof4-6,pupilsusetheRallyRobintechniquetocreatealistofanimals.ThenusingRoleAssignments,eachteamcreatessentencesabout3-4animals,usingtheunit’svocabulary.(ForinformationonRallyRobinandRoleAssignments,seetheCLQuickGuideHandout-KE_TAid_CL_CLActivities_LW_20151215)
ForinformationonclassroommanagementwhenusingCLstrategies,seethehandoutFosteringSocialSkillsandManagingClassroomConflict--KE_TAid_CL_FosterSocialSkills_LW_20151216
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IntroductiontoABRACADABRA
What i s ABRACADABRA? ABRACADABRA(ABalancedReadingApproachforChildrenAlwaysDesignedtoAchieveBestResultsforAll)isanonline,highlyinteractive,evidence-basedliteracytooldesignedforstudents,teachers,educators,andparents.Thetoolcontains32literacyactivities,whichaddresstheessentialskillsofalphabetics,fluency,comprehension,andwriting,linkedto21storiesofvariousgenres.ABRACADABRAalsoincludessupportmaterialsandguidesforteachersandparents.Why ABRACADABRA?
Fordecades,researchersandpractitionersworldwidehavebeensearchingforthekeytounlockthemysteriesofhowchildrenlearntoreadandwrite.Todate,considerableevidencehasbeencollectedthatsuggeststhatchildrenmustnotonlybeexposedtoavarietyofinstructionalmethods,butthattheseexperiencesmustbepresentedinexplicitandsystematicwaysifliteracyistobefullyattained.
Researchshowsthatchildren’sengagementandmotivationaffecttheiracademicsuccess.Whileskillsanddrillsareimportantcomponentsinliteracyachievement,theseexercisesmustbedoneinmeaningfulwaysforlearners.Thisinvolvesprovidingappropriateopportunities,texts,andactivitieswhereinstudentscanapplywhattheyhavelearnedinauthenticcontexts.
ABRACADABRAbuildsonthisbodyofresearchandpracticetoprovideanengaging,balanced,andeffectiveapproachtoliteracy.Thetoolisguidedbyamultidisciplinaryteamofeducationalprofessionalsconsistingofresearchers,policymakers,schooladministrators,languageartsconsultants,andteachersfromcountriesaroundtheglobeincludingCanada,Kenya,HongKong,theUnitedStates,andothers.ThispartnershipwithknowledgeablestakeholderallowstheCSLPtodevelopthebestpossibleresourceforthefield.
Ev idence -based prac t i ce TherecommendationsfromtheNationalReadingPanelandotherfront-runnersinthefieldoflanguageandliteracyhaveremainedthefoundationofthesoftware.However,theCSLPhasestablishedstrongpartnershipswithlocalandinternationalschoolsinordertoinvestigatetheefficacyofoursoftwarewithclassroomstudents.
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Ourongoingresearchhasledtothedevelopmentofnewinstructionalactivitiesaswellastheadditionofchildren’sstoriesintothetool.ABRACADABRAcontinuestoevolvebasedonthebestavailableevidencefrombothresearchandpractice.
A ba lanced approach to l i t eracy ABRACADABRAtakesabalancedapproachtoliteracy,meaningtheactivitiesaddressskillsinthefourfoundationalareasofalphabetics,fluency,comprehension,andwriting,whicharediscussedinthefollowingpages.
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AlphabeticsWha t i s a lphabe t i c s ?
Alphabeticsistheabilitytoassociatesoundswithlettersandusethesesoundstocreatewords.Thesoundsassociatedwithlettersarereferredtoasphonemes(smallestunitsofspokenlanguage)whilethewrittenlettersassociatedwiththesesoundsarecalledgraphemes.Thereare26graphemesinEnglishbutover40phonemes.
S tages o f a lphabet i cs
Childrenbegintheirpathtoreadingbybeingabletodistinguishbetweendifferentsoundsanddevelopingtheirphonemicawareness.Theycanbegintoassociatethesesoundswithprintandrecognizethecorrespondencebetweenlettersandsoundswhentheyaregivenpracticeandmodeling.
Theabilitytomanipulatethesephonemes,eitherindividually(letterbyletter)orinchunkssuchasinrhymingfamilies,isamoresophisticatedskillintheareaofphonics.Here,thelearnerbeginstosegmentwordsbybreakingthemapartintounitsthatmakethemeasiertoread,andthenblendingtheseunitstogether.Decoding(theabilitytointerpretsymbols)thenbeginstotakeplace,asthelearnerisabletoaccessthesestrategiestoreadwords.
Why i s a lphabet i cs important?
Researchsuggeststhatchildrenwhodonothaveasolidfoundationinthesealphabeticprinciplesarelessskilledreadersastheyprogressthroughschool.Providingchildrenwithmultipleopportunitiestopracticesoundsandwordsiscrucialforgrowthintheirfluencyandcomprehensionskills.Inaddition,researchshowsthatitismoreadvantageouswhenalphabeticskillsarepresentedwithvariousphoneticorwritingactivities.
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FluencyWhat i s f luency?
Fluencydescribesthelevelofautomaticitythatchildrenhavewhenreadingatext.Readersarefluentwhentheyareabletodecodewordswithlittleornoeffort,whichhelpsthemtoconcentrateonthecontentofwhattheyarereadingasopposedtofiguringoutwordsandsounds.Aswell,studentswhoreadwithcorrectpacingandexpressionwithfewornomistakesarebetterabletofocusonthemeaningofatext.
Why i s f l uency impor tan t ?
Researchsuggeststhatstudentswhoareunabletoacquiretheskillofautomaticallyreadingwordswillstrugglewithattendingtomeaning.Inaddition,childrenwhohavetroublereadingaccuratelyatanappropriatepacetendtoexperiencemotivationalproblems.Thereadingloadincreasesasstudentsprogressthroughthegradelevels,makinglackoffluencyamajorobstacletoschoolsuccess.
How does ABRACADABRA support f luency?
ActivitiesinABRACADABRAallowforextensivepracticeinreadingfluency.Theactivitiescoverallmanyfluencyskills,includingexpressionandspeed.Throughgames,studentscantesttheirpaceagainstABRACADABRA’scartooncharacters.Goodreadingmodelsarebuiltintothestory-relatedactivitiessostudentscanhearappropriateexamplesandevaluateif,how,orwheretheycanimprove.Inaddition,theprogrammodelshowtodecodewordswithinthecontextofastorythusgivingstudentsaccesstoconsistentandreadilyavailablehelp.Themorelearnersareabletopracticeaspecificskill,thebetterthechancetheyhaveofdevelopingfluency.
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ComprehensionWhat i s comprehens ion?
Comprehensionisthecognitiveprocessinwhichthereaderinteractswithatextinanattempttoascertainitsmeaning.Readingcomprehensionistheculminationofallthestudents’readingskills;itinvolvesgoodoralcomprehension,vocabulary,anddecodingskills.(Dependingonthegradelevelofthestudents,theimportanceofeachoftheseprerequisiteskillsvaries.)Comprehensionisalsoaffectedbypriorknowledge,whichcanhelpchildrenrelatetovarioustexts.
Why i s comprehens ion important?
Readingformeaningistheultimategoaloflearninghowtoread.Thisistheelementthattakeschildrenfrombeinggooddecoderstobeinggoodreadersandliteratebeings.Itisthereforeunderstandablethattheacquisitionofreadingcomprehensionisacomplexprocess.
How does ABRACADABRA support comprehens ion?
ABRACADABRAhasfocusedondevelopingseveralspecificskillsthatcontributetooverallcomprehension.Theseactivitiesareleveledandrangefromsimplertaskssuchasplacingtheelementsofawell-knownstoryinorder(beginning,middle,andend)tosummarizinganentiretext.Otheractivitiesallowstudentstorespondtoaquestionprompt,tothinkcriticallyaboutatext,andtorespondappropriatelygiventhecontextofthestory.Additionalvocabularyactivitieshelpstudentstobuildabankofwordsthattheycanread(decode)butmaynotbeabletounderstand.
How do I t each comprehens ion?
Researchsuggeststhatthereareseveralstrategiesthathaveapositiveinfluenceonchildren’sabilitytounderstandwhattheyread.TheNationalReadingPanelsuggestspracticingskillssuchasaskingandgeneratingcriticalquestions,usingstorymaps,andmonitoringcomprehensionthroughcooperativelearningopportunities.Thereisalsoevidencethatmodelingappropriatestrategiessuchasusingcontextcluesandallowingchildrentodevelopskillsthroughprovidingmultipleopportunitiestointeractwithtextsaidsinthedevelopmentofcomprehension.Also,studentsshouldhavetimetoreadindividually,withpeersandwithadults.
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WritingWhat i s wr i t ing?
Writingisdefinedasasysteminwhichgraphemes(lettersorsymbols)thatrepresentalanguageareplacedonasurface(encoded)toberead(decoded)bysomeonefamiliarwiththecode.Itisapowerful,multifacetedtoolforbothpersonalandinterpersonalcommunication.
Why i s wr i t ing important?
Writingisameansbywhichwecommunicatewithothers.Whenchildrenseedifferentwaysofwritingmodeledandusedaroundthem,theysoonwanttoengageinitsproduction.Childrenusuallybeginwriting(albeitthroughscribbling)beforetheystarttoread.Writingprogressesthroughatleastsevendifferentstagesfromchildrengivingmeaningtotheirscribbles,picturesanddrawingstoconventionalspelling.Whenchildrenbegintheirformalschooling,theymayfallanywhereonthiscontinuumintermsofwritingability.
Researchshowsthatwritingsupportsreadingdevelopmentandviceversa.Whenstudentsencodetheirthoughtsusingconventionalorinventedspellingonpaperorusingawordprocessingprogram,theyuseskillsthatsupportreadingandwritingdevelopment.WiththedisparitythatexistsbetweenthenumberofphonemesandgraphemesintheEnglishlanguage(26andover40respectively),studentsneedexplicitandsystematicphonicsinstructiontolearnhowthiscodeworksandhowtoreproduceit.
How does ABRACADABRA support wr i t ing?
ABRACADABRA’swritingcomponentisdesignedforchildrentoapplyphoneticprinciplesandtheirliteracyexperiencestothewritingofwordsandsentences.Throughgame-likeactivities,childrenareaskedtowritewordsandsentencestheyhaveencounteredinthedifferenttextsintheprogram.Scaffoldingmechanismsarebuiltinsothatstudentscancompletethewritingactivitiesontheirown;thatis,whenwordsarespelledincorrectly,ABRACADABRAwillprovidepromptstosupportandencouragestudentsuntilthewordsarespelledconventionally.
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ABRACADABRAActivityDescriptions
ICONDESCRIPTIONS
Icons
Description
CheckAnswer“A-OK”
Next
Repeat
Yes
No
ExittoHallway
Back
ReturntoSecretRoom
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ACTIVITYDESCRIPTIONS
Alphabetics(Sounds,Letters,andWords)ActivityName Activity
ObjectiveContent/Levels Available
StoriesMatchingSounds
Thestudentwillidentifysoundsthatarethesame.
Level1:Distinguishablesounds.Level2:Similarsounds.
Story-independentActivity
AlphabetSong
Thestudentwillpracticethealphabetbysingingthealphabetsong.
Level1:Singitwithus.Level2:Keepsingingevenwhenwedon't.Level3:Singbyyourself,karaokestyle.
Story-independentActivity
WordCounting
Thestudentwillbeabletocountthewordsinasentenceandfeedtheyeti(friendlyanimal)thecorrespondingnumberofsnowballs.
Level1:2,3and4wordsentences(40%,40%and20%).Level2:2,3,4and5wordsentences(20%,30%,30%and20%)
• TheDoveandtheAnt
• TheLittleRedHen
• HowaBeanSprouts
• HennyPenny• TheThreeBilly
GoatsGruff• Darryl!Don’t
Dawdle• TheFrogsand
theWell
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SameWord
Studentswillbeabletodistinguishbetweenwordsthatarethesameordifferent.
Level1:Firstletterisdifferent(e.g.catandrat).
Level2:Lastletterisdifferent(e.g.badandbat).
Level3:Medialletterisdifferent(e.g.fanandfin).
• ICanMoveLikeA…
• TheDoveandtheAnt
• TheLittleRedHen
• HowaBeanSprouts
• WhenIOpenMyEyes
• HennyPenny• TheThreeBilly
GoatsGruff• Darryl!Don’t
Dawdle• TheFrogsand
theWell• Feelings
SyllableCounting
Thestudentwillbeabletocountthenumberofsyllablesinawordandfeedtheyeti(friendlyanimal)thecorrespondingnumberofpopsicles.
Activitypresents1to4syllablewordsonly.
• ICanMoveLikeA…
• TheDoveandtheAnt
• TheLittleRedHen
• HowaBeanSprouts
• WhenIOpenMyEyes
• HennyPenny• TheThreeBilly
GoatsGruff• Darryl!Don’t
Dawdle• TheFrogsand
theWell• Feelings
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AnimatedAlphabet
Studentswillbeabletohearthesoundsmadebycertainsingleandclusteredletters.Theseletterswillalsobeusedinfunsentences.
Thefirstpagepresentsthe26lettersofthealphabet.
Thesecondpagehas11consonantandvowelclustersformoreadvancedpractice.
Story-independentActivity
SamePhoneme
Thestudentwillberequiredtodistinguishbetweenphonemes(lettersounds)thatarethesameordifferent.
Alllettersoundsarepresentedinthisactivity.
Story-independentActivity
LetterSoundSearch
Giventhepronunciationofalettersound,thestudentmustidentifyandfinditsassociatedletter.
Theteachercanhavestudentsfocusonlower,upper,ormixedlettersdependingonthestudents'needs.
Level1:10letterscamouflagedinaneasybackground;i.e.,s,p,m,t,c,d,n,a,h,r
Level2:14letterscamouflagedinamediumbackground;i.e.,g,l,o,k,u,b,e,f,l,z,d,h,p,r
Level3:14letterscamouflagedinahardbackground;i.e.,w,j,v,y,q,x,g,i,b,l,a,t,e,h
Story-independentActivity
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LetterBingo
Giventhepronunciationofalettername,thestudentmustdetermineifshehasthatletteronherbingocard.
Level1:Uppercaseletters
Level2:Lowercaseletters
Challenge:Oftenproblematiclowercaseletters(e,d,p,q,g,l,m,n,u,v)
Story-independentActivity
WordMatching
Thestudentwillmatchwordsthathavethesamebeginningorendingsound.
PairsofCVCwordsrandomlypresented:• 8cards(4
pairs)• 12cards(6
pairs)• 16cards(8
pairs)Level1:pairsofwordswiththesamebeginningsound.
Level2:pairsofwordswiththesameendingsound.
• ICanMoveLikeA…
• TheDoveandtheAnt
• TheLittleRedHen
• HowaBeanSprouts
• WhenIOpenMyEyes
• HennyPenny• TheThreeBilly
GoatsGruff• Darryl!Don’t
Dawdle• TheFrogsand
theWell• Feelings
WordFamilies
Thestudentwillcreatedifferentwordsfromthesamewordfamily.
Level1:Wordfamiliesconsistofsinglelettersandphonemes
Level2:Wordfamiliesconsistofsinglelettersandphonemes+clusters
Allstoriesareavailableinthisactivity.
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RhymeMatching
Thestudentwillidentifywordsthatrhyme.
PairsofCVCwordsrandomlypresented:8cards(4pairs)12cards(6pairs)16cards(8pairs)
Allstoriesareavailableinthisactivity.
BlendingTrain
Giventhephonemicbreakdownofaword,studentswillidentifytheworditmakes;e.g.,/r//o//d/="rod".
Level1:2-phonemewordswithshortandlongvowelsounds.Level2:2-phonemewordswithclusters,short,long,andr-controlledvowelsounds.Level3:3-phonemewordswithshortvowelsounds.Level4:3-phonemewordswithclusters,short,long,andr-controlledvowelsounds.Level5:4-phonemewordswithblendsmainlyatthebeginning,short,long,andr-controlledvowelsounds.Level6:4-phonemewordswithblendsmainlyattheend,short,long,andr-
• ICanMoveLikeA…
• TheDoveandtheAnt
• TheLittleRedHen
• HowaBeanSprouts
• WhenIOpenMyEyes
• HennyPenny• TheThreeBilly
GoatsGruff• Darryl!Don’t
Dawdle• TheFrogsand
theWell• Feelings
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controlledvowelsounds.Level7:5-phonemewordswithblendsatthebeginningandend,short,long,andr-controlledvowelsounds.Level8:5-phonemechallengewords.
AuditoryBlending
Givenaphonemicbreakdown,thestudentwillidentifyaword;i.e.,/c//a//t/="cat".
Level1:2-phonemewordswithclusters,short,long,andr-controlledvowelsounds.
Level2:3-phonemewordswithshortvowelsounds.
Level3:3-phonemewordswithclusters,short,long,andr-controlledvowelsounds.
Level4:4-phonemewordswithblendsmainlyatthebeginning,short,long,andr-controlledvowelsounds.
Level5:4-phonemewordswithblendsmainlyattheend,short,
• ICanMoveLikeA…
• TheDoveandtheAnt
• TheLittleRedHen
• HowaBeanSprouts
• WhenIOpenMyEyes
• HennyPenny• TheThreeBilly
GoatsGruff• Darryl!Don’t
Dawdle• TheFrogsand
theWell• Feelings
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long,andr-controlledvowelsounds.
Level6:5-phonemewordswithblendsatthebeginningandend,short,long,andr-controlledvowelsounds.
Level7:5-phonemechallengewords.
AuditorySegmenting
Giventhepronunciationofaword,forexample‘cat,’thestudentwillidentifythebreakdown/c//a//t/oftheword.
Level1:2-phonemewordswithshortandlongvowelsounds.Level2:2-phonemewordswithclusters,short,long,andr-controlledvowelsounds.Level3:3-phonemewordswithshortvowelsounds.Level4:3-phonemewordswithclusters,short,long,andr-controlledvowelsounds.Level5:4-phonemewordswithblendsmainlyatthebeginning,short,long,andr-
• ICanMoveLikeA…
• TheDoveandtheAnt
• TheLittleRedHen
• HowaBeanSprouts
• WhenIOpenMyEyes
• HennyPenny• TheThreeBilly
GoatsGruff• Darryl!Don’t
Dawdle• TheFrogsand
theWell• Feelings
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controlledvowelsounds.
Level6:4-phonemewordswithblendsmainlyattheend,short,long,andr-controlledvowelsounds.Level7:5-phonemewordswithblendsatthebeginningandend,short,long,andr-controlledvowelsounds.
BasicDecoding
Giventhevisualrepresentationofaword,thestudentmustsaythesoundsofitsletters,thenblendthemtogethertoreadtheword.
Level1:2-phonemewordswithclusters,short,long,andr-controlledvowelsounds.Level2:3-phonemewordswithshortvowelsounds.Level3:3-phonemewordswithclusters,short,long,andr-controlledvowelsounds.Level4:4-phonemewordswithblendsmainlyatthebeginning,short,long,andr-controlledvowelsounds.
• ICanMoveLikeA…
• TheDoveandtheAnt
• TheLittleRedHen
• HowaBeanSprouts
• WhenIOpenMyEyes
• HennyPenny• TheThreeBilly
GoatsGruff• Darryl!Don’t
Dawdle• TheFrogsand
theWell• Feelings
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Level5:4-phonemewordswithblendsmainlyattheend,short,long,andr-controlledvowelsounds.Level6:5-phonemewordswithblendsatthebeginningandend,short,long,andr-controlledvowelsounds.Level7:5-phonemechallengewords.
WordChanging