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Use
with 1.0 Employment: Benchmark – 1.0 Identify
entry-level jobs and workplaces of various occupations. |
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Objective: Systematic Phonics – 1) The student will pronounce vowel and
consonant sounds with 80% mastery. 2)
The student will pronounce and write words containing the hard and soft “c”
and “g” sounds with 80% mastery. Reading Comprehension –1)
The student will use context clues, including knowledge of prefixes,
suffixes, and root words, to identify meaning. 2) The student will use context clues to
identify the correct homonym to use in a sentence. |
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Word Bank: - Work -
Worker - Construction
- Barber - Hair stylist - Teach -
Teacher - Cosmetology - Cosmetologist - Education -
Educate - Bills
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Waiter - Restaurant - Waitress - Host - Hostess - Nurse -
Busboy - Dishwasher - Cashier - Lawyer - Assistant -
Clerk -
Hospital - Nursing
- Secretary -
Manager -
Salesperson - Hotel -
Maid - Attendant -
Cash register - Teller - Money - Bank -
Count - School - Change - Currency -
Numbers - ATM -
Machine - Deposit slip
- Withdrawal slip - Checkbook -
Savings - Check -
Account - Information
- Computer
Materials:
- Copies of classified ads
- Markers
- Chalk -
Chalkboard
- Poster board or tag board
- Newspapers
- Vocabulary journals |
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Activities- (A) : This bank of activities is designed to add Systematic Phonics,
Vocabulary Development, and Reading Comprehension Skills instruction into
ESOL Level 1 lessons. The activities
may be used as a whole-class period or incorporated in 20-minute segments
over several days, as the teacher deems appropriate. Activities may be used in large-group or
small-group settings. Homework- (H): This bank of activities is designed to add
Systematic Phonics, Vocabulary Development, and Reading Comprehension Skills
instruction into ESOL Level 1 homework assignments. Assignments may be given on a daily,
bi-weekly, or weekly basis, as deemed appropriate by the teacher. Research shows that increased reading in
the target language improves fluency, comprehension, and language
acquisition. (A1) - After a lesson introducing vocabulary and concepts related to
employment, divide students into groups and ask them to list at least 5 jobs
and places where they would work in those jobs (restaurant – waiter,
waitress; bank – teller; school – teacher, teacher assistant). Use copies of classified ads to match ads
with the jobs listed by the students.
Ask students to list location, work schedule, salary, and job
requirements for each job. Review
prefixes, suffixes, and roots (see lesson 10). Ask students to go to the board and write a
root word (work, teach). Ask students
to add prefixes and suffixes to the root words and explain the meaning
(worker – person who works; rework – work again). (H1) – Find one classified ad for a job the student could apply for at the
present time. Write a short paragraph
explaining why the student chose the job ad. (A2) - Divide students into groups and ask each student to choose one job from
the previous activity on classified ads.
Each group will design a poster with a concept map of ideas related to
the job (activities or skills required for the job). For example, concepts related to bank teller might include the ideas money,
count, bills, change, currency, numbers, ATM, machine, deposit slip,
withdrawal slip, check, checkbook, savings account, information,
computer. Students will explain why
they chose the concepts for their maps (example: A bank teller works with
money and numbers.) The teacher will
correct for pronunciation, reminding students of systematic phonics and
syllabication rules as needed. (H2) – Create a concept map of
ideas related to the job the student would like to have in the future (after
studying English.) Write one sentence
explaining why the student chose this job. (A3) – List pairs of homonyms on
the board (example: made/maid; fare/fair; male/mail; bare/bear;
pair/pear;). Discuss the meanings of
the homonyms. In groups, create
sentences using both words of a homonym pair (example: The maid made the
bed. /
Is the fare fair?) Ask students
to read their sentences aloud. Have
the class write the sentences and correct on the board. (H3) – From at-home reading,
list 3 pairs of homonyms. (A4) – Give a short dictation
quiz using sentences containing homonyms. Remind the student to listen for
the context of the word to identify which homonym is being used in the
sentence. Correct on the board. (H4) – Continue at-home reading,
adding to vocabulary journals. Evaluation: Participation in group
activity; completion of concept map homework activity; completion of
classified ad homework activity; 80% mastery dictation quiz. |