ll sife fll: unit 1 lesson 11 alphabet letters, sounds...

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LL SIFE FLL: Unit 1 Lesson 11 Alphabet Letters, Sounds, and Keywords

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LL SIFE FLL: Unit 1: Lesson 11

© 2015 NYSED, Albany, NY. All Rights Reserved. NYS Common Core LL SIFE FLL Curriculum · October 2015 2

Lesson 11: 45 minutes

Lesson at a Glance

Unit Essential Question

Lesson Focus Question

Who are we?

What sounds do the letters make?

Overview

The purpose of Lesson 11 is to introduce the common sounds that each letter of the alphabet makes. Students will be

introduced to keywords that represent the most common sound made by each letter using age-appropriate images in a

custom-designed alphabet chart. This lesson is an introduction to sounds. Students are not expected to master all letters and

sounds in this lesson.

Long-Term Targets (CCSS)

• I can recognize and name all letters of the alphabet. (FS.1)

• I can match lowercase to capital letters. (FS.1)

• I can read all individual consonants in isolation. (FS.3)

Today’s Targets

• I can name all the letters in the alphabet.

• I can match lowercase to capital letters.

• I can say the name, sound, and keyword for each letter.

Language Development

Functions & Forms Give information:

Name the letter, say its sound, and say the keyword. (letter name) (letter sound) (keyword)

Vocabulary

N: sound, keyword

*students might also be learning the meanings of each of the keywords for letters A to Z- see alphabet cards*

V:

A: capital, lowercase



Agenda: Lesson 11 General Teaching Notes: Lesson 11

1. Opening (7 minutes)

A. Welcome Message

B. Share Homework

C. Review Letter Names

D. Introduce the Learning Targets

2. Work Time (30 minutes)

A. Match Lowercase to Capital

Letters

B. Letters, Sounds, & Keywords

3. Closing & Assessment

(7 minutes)

A. Letters and Sounds

Comprehension Check

B. Review the Learning Targets

4. Homework (1 minute)

A. Alphabet Homework Handout

• While one letter can make several sounds, in this lesson you are only teaching the sound made by the

letter of the keyword on each card, similar to an elementary school alphabet chart.

• This is lesson is only an introduction to sounds and keywords. Students will continue to learn individual

letters and sounds over the next few weeks, before moving into more complex sound-symbol patterns.

• Letters and sounds are taught alongside sight words.

• Use the assessment data from Lessons 8 and 9 to adjust this lesson as needed.

Review the following protocols in the FLL Implementation Guide to prepare for the lesson:

• welcome message

• choral reading

• modeling

• cold calling

• pair-share

• TPR



Materials and Preparation: Lesson 11

Provided in Lesson Materials

• Week 3 Glossary, Lesson 11

• Letter-Sound Sentence Frames

• Alphabet Flashcards

• Capital-Lowercase Matching Cards

• Alphabet Homework Handout

For Teacher to Prepare in Advance

• Load Week 3 Glossary, Lesson 11 for projection.

• Load the Alphabet Chart for the Wall for projection (from Lesson 10).

• Copy Alphabet Flashcards for partners.

• Copy Letter-Sound Sentence Frames for partners.

• Copy and cut a set of the Capital-Lowercase Matching Cards for each set of partners. Separate capital and lowercase letter cards into two piles,

each held together with a paperclip.

• Copy Alphabet Homework Handout for each student.

• Gather small whiteboards, dry erase markers, and tissues for each student, as well as regular markers.

• Write welcome message on board, adding a personalized line after the weather.

Classroom Set-Up

• Welcome message is posted.

• Learning targets are posted.

• Large monthly calendar is posted.

• Alphabet Chart for the Wall (from Lesson 10) is posted and highly visible for students.



Opening: Lesson 11 (7 minutes) Meeting Students’ Needs

A. Welcome Message (2 minutes)

• Play the alphabet video/song (up to minute 2:12) as students as enter the room.

• Draw student attention to the welcome message on the board.

• Read the welcome message aloud to the class. Read naturally and track print as you read aloud.

• Invite students to chorally read the message with you and direct partners to read to each other.

• Individual students can begin to

read the message on volunteer

basis as they feel comfortable.

• Support student understanding of

any new lines in the message.

B. Share Homework (2 minutes)

• Partners take turns naming the missing letters they filled on the homework sheet.

C. Review Letter Names (2 minutes)

• Hold the stack of shuffled Alphabet Flashcards for the class.

• Flash each card to the class as they chorally read the name of each letter.

• Cold call individual students with cards when you have finished the deck chorally.

• Consider partner flashcard practice as an alternative to whole-class review if you feel confident that the

letter names are familiar to most students.

• Use the flashcards with the

keyword picture, but only ask

students to name each letter as

review from yesterday. They have

not yet learned keywords and

sounds, as this is today’s lesson.

D. Introduce the Learning Targets (1 minute)

• Orient students to the place in the room where the learning targets will be posted daily.

• Read the essential question for the unit: Who are we?

• Say: “Yesterday, we learned the names of the letters. Today, we are going to learn the sound (gesture to

your ear) that each letter makes. We need to know the sounds of letters to read.”

• Read the lesson focus question: What sounds do the letters make? Gesture to show meaning of sound.

• Read the learning targets:

o I can name all the letters in the alphabet.

o I can match lowercase to capital letters.

o I can say the name, sound, and keyword for each letter.



Work Time: Lesson 11 (30 minutes) Meeting Students’ Needs

A. Match Lowercase to Capital Letters (15 minutes)

• Direct each pair of students to sit at a different table, to allow room for this activity.

• Distribute a cut up set of Capital-Lowercase Matching Cards to each pair of students, using capital

letters only in the first task.

• Instruct partners to put the letters in sequence from A to Z, across the table.

• When all groups have completed the task, review using TPR. Say: “Hold up the letter ___.”

• Repeat this for several letters.

• Project the Week 3 Glossary, Lesson 11 for capital letter and lowercase letter.

• Say: “There are two ways that we can write letters. There are capital letters (point to Word Card).

Capital letters are big. And there are lowercase letters (point to Word Card). Lowercase

letters are small. All of the letters on the table now are capital letters.”

• Invite students to chorally repeat capital and lowercase, clapping syllables for each word.

• Say: “Now I am going to give you the lowercase letters. Match the lowercase letters to the capital

letters like this.”

• Take a lowercase letter (e.g., p) from the new pile of letters, and place it under its corresponding

capital letter (e.g., P).

• Distribute a set of lowercase letters to each table, and direct partners to match them to the capital

letters in order on the table.

• Once partners have all pairs of letters matched on the table, review using TPR.

• Begin with capital letters, saying: “Hold up capital letter ___.”

• Repeat several times, with partners taking turns holding up the capital letters.

• Then continue with several lowercase letters in the same way.

• In the final round of TPR, mix up the commands between capital and lowercase.

• For example: “Hold up lowercase b. Hold up capital R. Hold up capital T. Hold up lowercase z.”

• This task focuses only on

recognizing and naming capital

and lowercase pairs, not the uses of

each. Rules about capitalization

will be taught and reinforced

across several lessons.

• As students are putting the capital

letters in order from A to Z, remind

them to sing the alphabet song if

needed to help them remember the

order. You can also prompt them to

use the alphabet chart, which is

posted on the wall.



B. Letters, Sounds, and Keywords (15 minutes)

• Project the Word Card for sound.

• Say: “We know the names of each letter, and how to match capital to lowercase letters. Now let’s

learn the different sound that each letter makes. Some letters make a few sounds, but today we will

learn one sound for each letter.”

• Play the alphabet video from Lesson 10, beginning at minute 2:12, which includes the letter sounds

instead of the letter names: http://vimeo.com/13673627.

• Project the Word Card for keyword.

• Continue explaining: “For each letter, we will use a keyword to help us remember the sound. The

keyword is a word that is easy to learn.”

• Project the Alphabet Keyword PowerPoint, showing each slide one by one.

• For each slide, direct students to chorally read the letter name.

• Point to and name the capital and lowercase form of the letter on each slide.

• Produce the sound and keyword for each letter. For example say: “h-/h/-happy.”

• Direct students to chorally repeat letter name, sound, and keyword after each slide.

• After each letter, ask partners to pair-share any other words they know that start with that letter and

sound. Try to elicit at least two words for each letter and sound.

• Jot student examples on the slide for each letter.

• If a student says a word that does not start with that letter and sound, ask the class to chorally repeat

the word and say the letter it actually starts with. Use student errors in a supportive way to teach.

• Consider typing these student-generated words after class and finding images for later sorting activities.

• If time allows, play the alphabet video with letter sounds again, and invite students to sing along.

• A letter inside slash marks (e.g.,

/h/) indicates the sound that this

letter represents. We say that a

letter “makes” a sound, but in

reality, speech is made of sounds

(phonemes) and we use letters

(graphemes) to represent them.

• The fact that a speech stream can

be broken down into individual

sounds and that an individual

sound can be represented by one

letter are foundational skills that

are very new to many SIFE. They

can often identify words that begin

with a sound, but struggle to

produce the sound of a letter in

isolation.

• In this lesson, students do not

learn the consonant digraphs,

which are two consonants that

combine to make one sound (e.g.,

sh, th, ch).

• See the list of all phonemes in

English, in the appendices of the

FLL Implementation Guide.

http://vimeo.com/13673627



Closing and Assessment: Lesson 11 (7 minutes) Meeting Students’ Needs

A. Letters and Sounds Comprehension Check (6 minutes)

• Distribute whiteboards, markers, and tissues to each student.

• Mix up a set of Alphabet Flashcards and hold them in your hand.

• Say: “I am going to say a keyword. Write the letter that begins each keyword. Try to use all

lowercase letters when you write.”

• Choose a card and read the keyword. You can also show the picture of the keyword as you say it, but

do not show the letter or the spelling of the word.

• Students write the lowercase letter that starts the word.

• Remind them to write clearly and big enough for you to see.

• When you say “Go,” each student hold up his/her board with the letter.

• Show the correct letter on your flashcard.

• Small whiteboards are a fast and

engaging way to do comprehension

checks. While you might consider

partner white boards at times,

students love to practice skills

using their own whiteboard.

• Remind students of the importance

of only using dry erase markers on

the boards, and of wiping them

completely clean after use.

• It is more important that students

write the correct letter, than to

have it in lowercase form. Accept

capital letters as well.

• This is an individual assessment,

but it is lower stakes than cold

calling because all students are

assessed simultaneously.

• This is the earliest form of

dictation, which will increase in

complexity as students expand

their spelling skills.



B. Review the Learning Targets (1 minute)

• Point to the learning targets for the day.

• Read the learning targets.

• Say: “Today you practiced saying the names of each letter, and matching lowercase and capital

letters and the sound and keyword for each letter.”

Homework: Lesson 11 (1 minute) Meeting Students’ Needs

A. Alphabet Homework Handout

• Show students that in Part 1 of the homework, they must fill in the missing lowercase and capital

letters. This is similar to yesterday’s homework.

• Show students that in Part 2 they must find and draw four objects from home or neighborhood that begin

with different sounds. Students must draw the object and write the first letter that begins the word.

• This homework is intended to

simply provide out-of-class

practice on letters and sounds.


•

LL SIFE FLL: Unit 1 Lesson 12 Alphabet Introducing Alphabet Books





Lesson at a Glance



Who are we?

What is the first letter in words we know?

Overview

The purpose of Lesson 12 is for students to review the sound and keyword for each letter in the alphabet. Students will enter

these words in their individualized alphabet books, which will grow over the first semester. The alphabet books are a place to

catalog words that start with different letters of the alphabet in order to strengthen sound-symbol connections needed for

reading and writing. Here students practice writing words that share the same first sound and practice reading these words.




Today’s Target • I can say the name, sound, and keyword for each letter.

• I can identify the beginning sound and letter of words I know.



Look at the keyword picture, say its first sound, and name the letter.

(keyword) (sound) (letter)

Vocabulary There is no new vocabulary in Lesson 12, as students begin their alphabet books with familiar key words.





A. Welcome Message

B. Share Homework

C. Review Letter Names, Sounds &

Keywords



A. Begin Alphabet Books


(4 minutes)

A. Letter Names, Sounds, &

Keywords

B. Review the Learning Target


A. Alphabet Handwriting

• There is only one activity in the Work Time, as the Alphabet Books activity takes the full 30 minutes.

• Each student is making his/her own book, with partner talk and support as needed.

• There is very little teacher at the front of the room time in this lesson. Circulate and support students as

needed. Some students will be able to work more independently in this task than others.

• Each page allows students to collect and catalogue words that follow different sound-spelling patterns.

When students construct the books themselves, rather than receive ready-made books, we believe

students are more engaged and more likely to internalize the sound-spelling patterns.

• Additional pages to be added in later lessons will include consonant digraphs (e.g., sh, th, ch) consonant

blends (e.g., st, bl, tr) as well as phonograms (e.g., -and, -at, -it), long vowels, and various prefixes and

suffixes.

• Adding words to the Alphabet Book will become a regular practice throughout semester 1, and possibly

into semester 2 as sound-spelling patterns become more complex.


• welcome message

• choral reading

• cold calling

• partner flashcard practice

• sight word review

• modeling

• think aloud





• Letter-Keyword Flashcards

• Alphabet Book

• Alphabet Keywords: Small Cards

• Alphabet Handwriting Homework Handout


• Organize Letter-Keyword Flashcards in shuffled stacks for partners.

• Print, copy, and assemble a blank Alphabet Book for each student. Use a sturdy folder with three clasps down the center. This is light and easy to

carry between home and school, and allows for adding new pages.

• Create a model Alphabet Book. Glue keywords into a few pages, and add your own words and small drawings to a page or two. You do not need to

fill the book. Just add enough information to show students what they need to do.

• Print, copy, and cut a set of Alphabet Keywords: Small Cards for each student in a paperclip or small envelope.

• Print and copy the Alphabet Handwriting Homework Handout for each student.

• Gather glue sticks for each student. Small ones work best for this activity because the pictures are small. Consider assigning a glue stick to each

student for the semester, with his/her name written on it in marker. This encourages students to take better care of and conserve materials.

• Write the welcome message on board, adding a personalized line after the weather.

Classroom Set-Up


• Learning target is posted.


• Alphabet Chart (from Lesson 10) is posted and highly visible.





• Play the alphabet video/song as students enter the room: http://vimeo.com/13673627.



• Invite students to chorally read the message with you.

• Direct partners to read the message to each other.

• Individual students can begin to

read the message on volunteer

basis as they feel comfortable.


any new lines in the message.


• Partners take turns sharing homework Parts 1 and 2.

C. Review Letter Names, Sounds, and Keywords (5 minutes)

• Hold the stack of shuffled Letter-Keyword Flashcards for the group.

• Flash each card to the class as they chorally read the name of each letter, the sound, and keyword.

• Cold call individual students with cards when you have finished the deck chorally.

• Consider partner flashcard practice as an alternative to whole class review if you feel confident that

the letter names are familiar to most students.

• Students are not expected to have

mastered yesterday’s lesson. Use

this review to gauge what students

know today. It is not important to

review every letter, only what is

possible in five minutes.

D. Introduce the Learning Target (1 minute)



• Say: “Yesterday we learned the sounds and keywords for of the letters. Today we are going to make a

book and put in words in pictures that begin with different letters.”

• Read the lesson focus question: What is the first letter of words we know?

• Read the target:

o I can say the name, sound, and keyword for each letter.

o I can identify the beginning sound and letter of words I know.





A. Begin Alphabet Books (30 minutes)

• Show your Alphabet Book model.

• Say: “I began to make my Alphabet Book. Today you are going to make your own book. You will keep

putting words in this book that begin with different letters of the alphabet. You can see that the pages of

the book go from A to Z.” Flip through the book to show students A, B, C, etc.

• Model entering a keyword and picture in a page in the book:

o Take one Alphabet Keywords: Small Card.

o Say the word for the picture, the first sound, and the letter.

o Flip through the pages to find this letter, referring to the Alphabet Chart on the wall for

reference about order of letters.

o Think aloud as you look for the correct letter.

o For example say: “I’m looking for F. This page is B. I know F comes after B.”

o Locate the correct letter page, and glue the letter into the box on top of the page.

o Write the keyword in the box.

• Distribute an Alphabet Book to each student.

• Direct students to write their name on the cover with a marker.

• Distribute a set of Alphabet Keywords: Small Cards to each student.

• Direct students to add all Alphabet Keywords: Small Cards and words to their books.

• Remind students to talk to their partners as needed, and to keep track of all small papers from the

Alphabet Keyword: Small Cards.

• If students finish early, direct them to start to enter words they know on the different letter pages. Before

writing each word and drawing a small picture, they say the word aloud to their partner and listen to

determine if the first sound of that word is the same as the first sound of the keyword. For example, shirt

starts with the letter s, but not the same sound as the keyword sad.

• If several students have entered new words into their Alphabet Books, hear a few examples at the end

of the Work Time.

• Students should be working in

home-language pairs so they can

help each other with the word in

their home language and they can

write the word in their home

language if they know it.

• Students will be using the Alphabet

Book across several lessons.

• As students write the word for each

keyword picture, guide them in

using resources to find the word

spellings. They can use the

Alphabet Chart on the wall or the

Alphabet Chart Student Copy in

their binders. Acknowledge

students who are using these

resources to support spelling.




A. Letters and Sounds Comprehension Check (3 minutes)


• Mix up a set of Letter-Keyword Flashcards and hold them in your hand.

• Say: “I am going to say a keyword. Write the letter that begins each keyword. Try to use all lowercase

letters when you write.”

• Choose a card and read the keyword. You can also show the picture of the keyword as you say it, but do

not show the letter or the spelling of the word.



• When you say “Go,” each student holds up his/her board with the letter.

• Show the correct letter on your flashcard.

• This is the same informal

assessment as yesterday’s lesson.

The goal for this lesson is for more

students to identify more

beginning sounds, and for those

who know them to build speed and

automaticity.

• Depending on student levels,

consider alternating between

capital and lowercase forms that

you ask students to write.

B. Review the Learning Target (1 minute)

• Point to the learning target for the day.

• Read the learning target.

• Say: “Today you began your Alphabet Books and practiced matching keywords to sounds and letters.”


A. Letter-Keyword Homework Handout

• Distribute the Letter-Keyword Homework Handout to each student.

• Instruct students to complete the homework, doing on example together if needed.

• Alphabet book entries will be

added to tomorrow’s homework.


LL SIFE FLL: Unit 1 Lesson 13 Alphabet Adding Familiar Words to Alphabet Books





Lesson at a Glance



Who are we?

What is the first letter in words we know?

Overview The purpose of Lesson 13 is for students to further develop their alphabet books by sorting and adding familiar words from

previously taught lessons. Students will continue to work on their individual books, with partner support.




• I can identify words that begin with same sound. (FS.2)

Today’s Targets

• I can identify vocabulary words from pictures.

• I hear the first sound in words and say the letter.

• I can sort words into groups with the same first sound and letter.



(word) (beginning sound) (word) starts with (letter).

Vocabulary There is no new vocabulary in Lesson 13, as students continue working in alphabet books by logging additional words they

know.





A. Welcome Message

B. Share Homework

C. Review Letter Names, Sounds, &

Keywords



A. Sort Familiar Words

B. Add Words to Alphabet Book


(3 minutes)

A. Letter-Sound Comprehension

Check


4. Homework (2 minutes)

A. Add Words to Alphabet Books

• For the review of letters, sounds, and keywords in the Opening, continue to use Letter-Keyword

Flashcards that have the picture of the keyword. You will replace these with letter only flashcards when

students have internalized the keywords in later lessons.

• You can add other pictures and words for students to add to their Alphabet Books, but students should

only be working with words that have been taught and are familiar.

• Each student continues to work on his/her own book, with partner talk and support as needed.

• Home-language groups should be used when students are learning new words and logging them in the

alphabet books. Students can help each other to translate between the home language and English.

• Like Lesson 12, there is very little teaching at the front of the room time in this lesson. Circulate and

support students as needed. Some students will be able to work more independently in this task than

others.

• Consider including words learned in ELA that begin with the same four focus letters for this lesson: b, l,

n, s.


• welcome message

• choral reading

• sight word review

• modeling

• think aloud





• Letter-Keyword Flashcards

• Alphabet Books

• Familiar Vocabulary Pictures

• Blank Handwriting Practice Handout


• Organize Letter-Keyword Flashcards in shuffled stacks for partners.

• Print and copy a Blank Handwriting Practice Handout for each student. Keep a folder of these blank pages somewhere in the room where

students can access.

• Print, copy, and cut a set of Familiar Vocabulary Pictures for each student in a paperclip or small envelope.

• Gather student Alphabet Books and the Model Alphabet Book you began in Lesson 12.

• Gather student glue sticks.

• Check with the ELA to be sure that sort has been introduced as a concept. If not, gather objects to help students understand the concept of sorting.

These could be markers of different colors and sizes or different color clothing items.

• Write the welcome message on board, adding a personalized line after the weather.

Classroom Set-Up




• Alphabet Chart (from Lesson 10) is posted and highly visible for students.





• Play the alphabet video/ song as students enter the room http://vimeo.com/13673627.





• Invite students to read individually.

• Beginning in Unit 2, students will

take on some responsibility in

crafting the welcome message.


• Partner will not share homework, since the task was handwriting practice.

• Circulate to check student homework. Take note of letters that students had difficulty forming.

• Ask students: “What letters are difficult to write?”

• Take a few minutes to reinforce how to form these letters by modeling on the board.

• Distribute Blank Handwriting Practice Handout to each student.

• Direct students to practice writing the difficult letters.

• Only students having difficulty

with letter formation need to

practice handwriting. Assign

students who are not struggling to

support those who are.


• Distribute Letter-Keyword Flashcards to partners.

• Direct partners to practice quizzing each other on letter, sound, and keyword.

• Partners should use the sight word review protocol.

• Partners should use the routine

model again, if needed, but this has

been practiced a few times.




• Say: “Yesterday you began your Alphabet Books. Today you will add words you know.”




• Read the lesson focus question: What is the first letter in words we know?

• Read the targets:

o I can identify vocabulary words from pictures.

o I hear the first sound in words and say the letter.

o I can sort words into groups with the same first sound and letter.




A. Sort Familiar Words (10 minutes)

• Say: “Today you are going to look at pictures of vocabulary words you learned the last few weeks. You are

going to say the word for each picture and decide what letter starts that word.”

• Model sorting the words into groups based on beginning letter and sound.

o Spread out Familiar Vocabulary Pictures on the table.

o Included in the set of picture are four letter cards: n, s, l, b. Separate these from the pictures.

o Think aloud as you look at each picture, say the word, isolate the first sound, and identify the

first letter. For example, say: “This is a picture of a sister. Sister starts with /s/ like sad, so the

letter is s. I put this in the ‘s’ group.”

o Invite students to help you with another picture, following these steps.

• Distribute a set of Familiar Vocabulary Pictures to each student.

• Direct partners to sort the words into four groups, based on the first sound and letter.

• Partners can sort their own sets, because they will each glue their words onto the correct letter pages in

the following activity.

• Circulate as students sort their words. If you see errors, prompt partners to say this word again to

identify the first sound and letter. Do not correct the error for students, because they can probably figure

it out simply by repeating the task.

• The Familiar Vocabulary Pictures

are pictures only, without words.

The goal is for students to say the

word, then identify the first sound

and letter. Reading the word does

not push students to attend to the

sound-

letter connection, as they will

simply match the visual

representation of the letters.1

• Students work in partners to say

the words and decide the first

sound and letter. But each student

has his/her own copy of the

pictures to glue into his/her book.

B. Add Words to Alphabet Books (20 minutes)

• Say: “Now you are going to add the 12 words you sorted to your Alphabet Books. You will glue your

pictures and write the words.”

• Model adding words to the books:

• Like activity A, students add to

their own books, but ask their

partner for support if needed.

• Be dramatic in your tone and

1 This way of sorting is inspired by: Bear, Donald R. Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. Upper Saddle River, N.J: Merrill, 2000.



o Look at the for letter groups on the table. Say: “I’m going to start with the letter b, because that

comes at the beginning of the alphabet.”

o Turn to the ‘B’ page in your Alphabet Book.

o Say, “Birthday. /b/ Birthday starts with b.”

o Glue the birthday picture into the table. Line up the pictures on the left of the cell, so you have

room to write the word on the right.

o Say: “Now I need to write the word birthday. Where can we find this word so I can spell it

correctly? Hmm. I can look on the word wall. (Point to the Word Card for birthday.) Or I can

also look in the Week 1 Glossary in my binder.”

o Flip through your glossary to find birthday.

o Say: “OK, here is birthday. I’m going to copy this word here.”

o Spell the word aloud as you write the letters b-i-r-t-h-d-a-y.

o Check the word you wrote against the glossary spelling.

• Direct partners to do the same with their words in the Alphabet Books.

• As partners look at the words, direct them to use the model sentence to say the word, its first sound, and

the letter than begins the word.

gesture when you are modeling for

students how to use resources to

find information. When you show

your thinking using questions like

“Hmm. Where can I find this

information” and statements like

“Oh, I can look in my glossary,” you

are making transparent for

students important thinking about

learning. Through this think aloud,

you are externalizing important

internal processes involved in

learning.




A. Letters -Sound Comprehension Check (2 minutes)


• Mix up a set of the Familiar Vocabulary Pictures and hold them.

• Call out the word for the pictures one by one.



• When you say “Go,” each student holds up his/her board with the letter.

• Students chorally say the letter name.

• Depending on student levels,

consider alternating between

capital and lowercase forms that

you ask students to write.

• As with all Closing and Assessment

tasks, you should be collecting

evidence of student learning and

using these brief activities to

quickly “take the pulse” of student

learning. Always use student

performance to inform how you

proceed with the lessons.



• Read the learning targets.

• Say: “Today you look at pictures, said the words, and identified the first sound and letter. You sorted these

words into groups and added them to your Alphabet Books. We will continue to work with Alphabet

Books over the year.”



Homework: Lesson 13 (2 minutes) Meeting Students’ Needs


• Say: “For homework, you will add two new words for each letter: b, l, n, s.”

• Model adding new words and pictures to Alphabet Books.

• Turn to the “B” page of your Model Alphabet Book.

• Say: “OK, what other words do I know that begin with b? I’m going to write book.”

• Draw a simple picture of a book and write the word book.

• Instruct students to write two words for each of the four letters they worked on today.

• Consider having students mark

each of the four pages with a small

Post-it and writing the number “2”

on each one. This is a useful

strategy for remembering

assignments.


LL SIFE FLL: Unit 1 Lesson 14 In School Important People and Places





Lesson at a Glance



Who are we?

Who are the people in school? What important places are in school?

Overview

The purpose of Lesson 14 is to introduce students to the vocabulary of school, including people you can find in a school as

well as the important places in a school. While students are not expected to master this vocabulary in one lesson, they

should begin to develop receptive understanding of language needed to support their daily navigation of school.


• I can ask and answer questions about what a speaker says. (SL.3)

• I can match words to pictures. (R.7)

Today’s Targets • I can ask questions to people who work in school.

• I can match words and pictures about school.



We are in the (school location).

Vocabulary

N:

places: classroom, hall, bathroom, gym, cafeteria, auditorium, computer lab, office, stairs, elevator

people: nurse, teacher, student, principal, guidance counselor, secretary, custodian, security guard

V:

A:





A. Welcome Message

B. Share Homework

C. Review Letters, Sounds, &

Keywords



A. Word Sort

B. School Tour


(6 minutes)

A. Review Vocabulary




• In Lesson 14, you will take students on a brief tour of the building to familiarize them with important

people and places in the school. We have provided the vocabulary, but you might adapt this list,

depending on your school set up.

• Since this is Lesson 14, and students have been in school for several weeks, they most likely will know

some of these words. Therefore, the lesson begins by eliciting student knowledge about important people

and places in school to find out what students already know. It is important that teaching time focuses on

what students do not yet know, rather than what they already know.

• Students will use this new set of vocabulary to further develop their Alphabet Books for homework.


• welcome message

• choral reading

• modeling

• sort





• Week 3 Glossary, Lesson 14

• School Pictures

• School Word Cards

• School: Small Cards

• Handwriting Homework Handout


• Organize Sound-Letter Flashcards in shuffled stacks for partners.

• Load School Pictures for projection. These consist only of images.

• Load School Word Cards for projection. These consist of images and words.

• Print, copy, and cut a set of School Pictures for each set of partners.

• Print, copy, and cut a set of School Word Cards for each set of partners.

• Print and copy Lesson 14 Student Glossary for each student.

• Print, copy, and cut a set of School: Small Cards for each student in an envelope for homework.

• Print and copy of Lesson 14 Handwriting Homework Handout for each student.

• Gather a set of clipboard for the tour.

• Write the welcome message on board. Include a line explaining that today you will take a tour of the school.

Classroom Set-Up




• Alphabet Chart is posted on walls.











• Support students understanding

of taking a tour of the building by

using the words and gestures for

walk and look.


• Direct partners to share new words they entered in their alphabet books for homework.

• Have students take turn reading all words they entered so far on the different letter pages.

• When possible, incorporate time

for students to read new words

they entered in their books and to

reread previously entered words.


• Distribute Sound-Letter Flashcards to partners.

• Direct partners to practice quizzing each other on letter, sound, and keyword.

• Consider only having students

review those that are difficult.




• Say: “We are all students, and we are all in school. For the next few days, we are going to learn about

important places and people in the school.”

• Read the lesson focus questions: Who are the people in school? What important places are in school?


o I can ask questions to people who work in school.

o I can match words and pictures about school.





A. Word Sort (10 minutes)

• Say: “First you are going to look at pictures about the people and places in school. You are your partner

are going to sort words into two groups: words you know in English (gesture to one side of the table) and

words you do not know (gesture to the other side of the table). You probably know many of these words.”

• Model sorting into words you know and do not know, using two examples.

• Distribute the School Pictures and direct students to sort.

• Tell students they have five minutes to sort their pictures into YES and NO piles.

• Set the timer and circulate as partners are working, supporting as needed.

• Call students back to attention and ask them to count words they know. Ask: “How many words do you

know?”

• One person from each pair reports out using the frame “We know _____ words.”

• Project the School Pictures one by one, and ask students to chorally say the word if they know it.

• If no one knows the word, simply name each word orally and show the word.

• The purpose of this activity is

simply to elicit the English labels

for these pictures that students

already know. Make clear that they

are not expected to know all of

these, and that they should not be

looking these up right now in a

dictionary or Google Translate.

• Students do not see the words in

this part. They only say the words

they know from pictures. Do not

teach words they do not know here.

B. School Tour (20 minutes)

• Explain that you will take a tour of the school to find the different people and places in the pictures.

• Say: “When we meet people in the school we are going to ask two questions.”

• Point to the two questions on the board and read them: What is your name? What is your job?

• Direct students to chorally read these questions.

• Distribute a copy of Student Glossary to each student. You will refer to this on the tour.

• Direct students to take the Student Glossary and a pencil with them. You will need to take the same

materials.

• Stop at the various places in the glossary pictures.

• For each place you stop, ask students: “Where are we?”

• Remind students about

expectations for walking through

the school.


the word job as this is unfamiliar.

• Consider giving each student a

clipboard to facilitate the checking

off of words as they go.



• If students know the name of the location, they respond by saying: “We are in the ______.”

• If students do not know, you provide the response.

• After responding orally, tell students to find this word in their Student Glossary and put a check mark.

• Model checking off the words on your own page.

• For the various people in the glossary, stop by the place where they work.

• Model asking one person for their name and job in the school. In addition to teacher, there are six

people in the glossary who have different jobs in the school.

• When approaching the first person, say: “Hi, _______. We are getting information about people in

school. What is your name? What is your job?”

• For each person you meet, ask for a student to ask the two questions.

• When the person has responded about his/her job, direct students to find and check the word and check

this off in their glossary.

• Using check marks is a simple

organizational strategy to model

and have students practice.

• As you are walking through the

school, ask students why the job of

each person they just met is

important. This is not an English

lesson, only a way of prompting

students to think about the value of

everyone’s work in a community. If

students respond in home

language, simply respond in

English. For example: “Custodians

are important because they help

keep the school clean.”




A. Review Vocabulary (5 minutes)

• Distribute the School Pictures to Partner A in each pair of students.

• Direct Partner A to spread out the pictures on the other side so they can see them.

• Distribute the School Word Cards to Partner B in each pair of students.

• Direct Partner B to quickly line up the words on one side so they can read them.

• Have the projected version of the Week 3 Glossary, Lesson 14 ready.

• Call out a word one by one, as they appear on the Week 3 Glossary, Lesson 14 but do not show

students the slide yet.

• Students chorally repeat each word.

• Partners look for this word on the table.

• Partner B from each pair of partners holds up the word.

• Partners then look for the matching picture for that word.

• Partner A holds up the matching picture.

• Project the Week 3 Glossary, Lesson 14 to confirm their match.

• Read the word again.

• Direct students to chorally read this word as you point.

• It is OK if you do not get through

all words in the review.

• If there were several words that

most students knew before the

tour, the focus the review only on

new words.




o I can ask questions to people who work in school.

o I can match words and pictures about school.





• Say: “For homework, you will add words about school to your Alphabet Books. You will also practice

writing these words.”

• Distribute an envelope with School: Small Cards to each student.

• Explain that they will glue these into the correct letter pages and use their glossary to write the word next

to the picture, like they did in previous lessons.

• Remind students they need their glue sticks.

• Distribute Handwriting Homework Handout to each student.

• Direct students to trace and copy the new words, as they have done in previous lessons.

• The set of pictures in each

envelope does not include words

for Lesson 14 that make a different

first sound than the ones

represented by the keywords.

These include: auditorium, office,

and gym. These will be added in

subsequent lessons.


LL SIFE FLL: Unit 1 Lessons 15 & 16 In School Labeling a School Map


LL SIFE FLL: Unit 1: Lessons 15 & 16


Lessons 15 & 16: 90 minutes

Lessons at a Glance



Who are we?

How can a map show important places in school?

Overview

The purpose of Lessons 15 & 16 is to reinforce key vocabulary from Lesson 14 and to introduce map skills, using the

immediate environment of school. Students have already begun to interpret maps in ELA, Part 1. In FLL Lessons 15 & 16,

they will work in pairs to label and interpret a school map. Interpreting and creating maps is a new skill for many SIFE.


• I can interpret visuals to make meaning. (RL/RI.7)

• I can match visuals to words. (RL/RI.7)

Today’s Targets

• I can label a school map.

• I can read a school map.


Functions & Forms Give information about location:

The ______ is next to/ across from _____.

Vocabulary

N: map key, symbol

V: turn

A: left, right

P: next to, across from



Agenda: Lessons 15 & 16 General Teaching Notes: Lessons 15 & 16


Lessons 15 & 16

A. Welcome Message

B. Share Homework

C. Review Vocabulary



Lessons 15 & 16

A. Introduce a School Map

B. Label a School Map

C. Create a Map Key

D. Read a School Map


(3 minutes)

Lesson 16

A. Dry Erase Board Huddle


4. Homework (2 minutes)

Lesson 16

A. Create a Map

• Two foundational concepts in this lesson are that a map is a flat representation of a three-dimensional

space, and that maps of places are from a bird’s-eye view, or view from above a place. You already

introduced these concepts with the Google Maps segment of Lesson 3 on address, but you will reinforce

them here.

• This is written as one lesson plan, but students will need at least two periods to complete the activities.

You might extend these map lessons into a week of instruction, depending on students’ prior experience

with maps.

• You will need to design your own outline of the school map, since all schools are different.

• You will also need to create a Model Map of a room in your home, to show students how to do the

homework.

• If the school is on one floor, then the whole class can label the same version of the map. If the school is

on different floors, then consider assigning different floors to different partners. If students need to go to

different floors, include another adult so that all students are supervised.

• Consider planning a similar set of lessons where students map the community surrounding the school.

This is a common early elementary activity that builds foundational map skills, and helps familiarize

newcomers to the surrounding neighborhood.


• welcome message

• modeling

• choral repeat

• total physical response (TPR)



Materials and Preparation: Lessons 15 & 16


• Lesson 14 Vocabulary Flashcards

• School Picture-School Map

• Sentence Frames

• Week 3 Glossary, Lessons 15 & 16


• Organize Sound-Letter Flashcards in shuffled stacks for partners.

• Load Week 3 Glossary to project.

• Organize Lesson 14 Vocabulary Flashcards into stacks for partners.

• Create an 8 x 10 outline of the floor plan of each floor of the school, or each section of a floor you will assign students.

• Create chart-paper-size versions of each 8 x 10 outline.

• Gather a set of clipboards, one for each set of partners.

• Gather dry erase boards and markers for each set of partners.

• Create a Model Map of a floor plan of your apartment or the house/apartment you grew up in. This will be the homework model.

• Write the welcome message on board. Include a line explaining that today you will work on a map of the school.

Classroom Set-Up


• Essential and lesson questions are posted.



• Alphabet Chart is posted on walls.



Opening: Lessons 15 & 16 (10 minutes) Meeting Students’ Needs




• Read the welcome message aloud to the class.




• When reading the welcome

message, support students

understanding of map by showing

the map word card or by referring

to a map you have in the room.


• Collect the Lesson 14 Handwriting Homework.

• Direct partners to share new words they entered in their alphabet books for Lesson 14 homework.

• As partners are sharing and reading words they wrote, skim the handwriting for letter formations that

need additional instruction and practice.

• You will assign this as homework at the end of Lesson 16 only to students who need it.

• Not all students require

handwriting instruction. In our

experience, SIFE who are new to

writing often make more progress

in handwriting than SIFE with

poor handwriting who have been

writing this way for many years.

C. Review Vocabulary (4 minutes)

• Distribute School People and Places Flashcards to partners.

• Direct partners to practice quizzing each other using YES and NO piles.




• Say: “Yesterday, we took a tour of the school. We named important people and places in the school.

Today and tomorrow, we will use the information about places to label a map of the school.”




• Read the lesson focus question: How can a map show important places in school?


o I can label a school map.

o I can read a school map.



Work Time: Lessons 15 & 16 (75 minutes) Meeting Students’ Needs

A. Introduce a School Map (10 minutes)

• Review yesterday’s vocabulary by projecting Week 3 Glossary, Lesson 14.

• Direct students to chorally read each word card for important places in school.

• Project the first slide of the School Picture-School Map. This shows a picture of a hallway in a

different school.

• Ask students to name the places that they see using the vocabulary words just reviewed.

• Project the second slide of the School Picture-School Map. This shows the same hallway, in map

form.

• Ask students: “What is this? What does this show?”

• Elicit from students what they can say about this slide.

• Project the third slide, which is map.

• Review with students what a map shows, and how it is similar and different from a picture.

• Project the fourth slide of the School Picture-School Map.

• Ask student volunteers to come up and draw a line to match a place in the school picture to its

representation and label on the map.

• The ability to read maps is a

critical literacy and content skill in

secondary school. Creating maps

supports students’ conceptual

understanding of how two-

dimensional maps represent three-

dimensional space.

• Mapmaking of smaller spaces

(desktop, classroom, etc.) supports

this conceptual understanding

because, unlike a map of the world

or a country, the space being

mapped is fully visible to students.

This is why early elementary Social

Studies curriculum often involves

mapping space in one’s immediate

environment.

B. Label a School Map (40 minutes)

• Direct students to take out their Student Glossary from Lesson 14. This includes all words they need

for labeling places in the school.

• Distribute an 8 x 10 outline of each floor plan to each pair of students.

• Students attach their blank floor plan to a clipboard.

• Students will go to the area they are mapping, supervised by you or another adult.

• Students use their floor plan and glossary to label places in the school. They might use a label more than

• Each floor plan should be labeled

with a floor number.

• You can model the labeling in class,

or do one example with students

once you are in the hallway.

• Consider having students label

each classroom with each number.



once (e.g., classroom).

• When partners complete the 8 x 10 map labeling, return to the classroom.

• Direct partners to replicate the map on their 8 x 10 paper on the chart paper.

C. Create a Map Key (15 minutes)

• Once partners have completed their map sections and added labels to the various places, support

students in understanding and developing a map key.

• Hold up an actual key that opens a lock.

• Ask students if they know this word in English. Provide the word and write the word key on the board.

• Direct students to chorally repeat the word.

• Elicit from students why we use a key, and make clear that a key opens or unlocks something, usually a

door.

• Project the Week 3, Lessons 15 & 16 slide for map key.

• Say: “Most maps also have a key. We call this a map key. A map key is different from this key (show).”

• Direct students to chorally repeat the words.

• Show students the word and have students to chorally repeat.

• Explain that this word means the same thing, when we are talking about maps.

• Invite a volunteer to show you on the projected slides how the map key works, by pointing to a symbol

on the map and its meaning in the key.

• Create a map key with students. Decide on the places that repeat across the maps, such as classroom,

bathroom, elevator, etc.

• Decide on the symbols together and have partners add symbols where appropriate on their map sections.

It is important that students begin to understand the symbols on a map, but the word symbol is not

critical right now. It is fine to use the word pictures for now.

• Designate a pair of partners to create the map key on 8 x 10 paper to attach to the school map.

• If your school is on one floor and

you divided the 8 x 10 maps into

sections of that floor, then the

chart paper should mirror this.

This way, each pair of partners

works on a different piece of chart

paper that will be taped together

into one big map.

• Consult the ELA teacher about the

map skills that have been

developed in ELA Unit 1 so far.

Build on these foundations in the

FLL class.

• You might help students

understand that a key can open

something like a lock, but it can

also give us access to information.

If you cannot understand the

symbols on a map, then you cannot

understand and use the map.



D. Read a School Map (10 minutes)

• Project the following words one at a time: next to

• Read and invite students to chorally read.

• Demonstrate the meaning of each phrase using gestures and examples. For example, say: “Next to.

Maria is next to Mohamed.”

• Elicit more examples from students.

• Repeat this with the phrase across from.

• Draw student attention to any of the maps that partners created.

• Begin by asking yes/no questions, such as: “Is the office next to the computer lab? Is classroom 314

across from the bathroom?”

• Continue with WH questions, such as: “What is across from the computer lab? What is next to the

principal’s office?” You can also go into the hallway for this.

• For each set of questions, ask partners to huddle and answer the questions together using the Sentence

Frames: “The ____ is across from the computer lab.”

• Ask for volunteers to come to the map, and point to their responses as they say them.

• Finally, tell students to imagine a new student comes to school and does not know where important

places are. The new student will ask questions, such as: “Where is the gym?"

• Students respond using the phrases next to and across from. For example: “The gym is next to the

cafeteria.”

If Time Allows:

• Teach the directions turn right and turn left using the Week 3 Glossary, Lessons 15 & 16 as well

as gestures.

• Ask volunteers to come to the map and “travel” on the map using TPR.

• For example, say: “Go to the main office. (Students put finger on the office). Turn right. Where are you

now?”

• Distribute maps to partners so they can give directions using TPR with each other.



Closing and Assessment: Lessons 15 & 16 (3 minutes) Meeting Students’ Needs

A. Dry Erase Board Huddle (2 minutes)

• Distribute dry erase boards and markers to each pair of students.

• Ask students questions that you asked in Work Time activity D.

• Partners huddle and write their answer on the board. One word or phrase answers are fine. Fill sentence

responses are not necessary for this quick review.

• Each pair who answers with the correct vocabulary word receives one point. Each pair who spells the

word correctly receives an additional point.

• Students are not expected to spell

the words on their own. Pairs

should be encouraged to use their

Student Glossary to support

choosing the correct vocabulary

word and spelling the word

correctly.




o I can label a school map.

o I can read a school map.



Homework: Lessons 15 & 16 (2 minutes) Meeting Students’ Needs

A. Create a Map

• Say: “For homework, you will create a map of a place you know well. Here is a place I know well.”

• Project your Model Map, and tell students what this place is. Point to the different parts of the map and

what they show.

• Distribute a blank piece of paper to each student.

• Explain that their assignment is to create a map of a place they know well. This can be the room or home

they live in now, or where they lived in their home country. The goal is to practice mapping space.

• Tell students they can label important words on their map in their home language, or they can try to find

the words in English.

• You might choose to include this

activity into its own lesson, to

support student application of

mapmaking skills.

• The focus of this assignment is

mapmaking practice, not

vocabulary. It is OK for students to

map spaces whose labels they do

not know in English.

• It is important to give students a

choice to map a place that they

know well and to which they have a

connection.

ll sife fll: unit 1 lesson 11 alphabet letters, sounds...

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