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Use
with 4.0 Applied Technology – Benchmark 4.01 Demonstrate
knowledge of operating equipment necessary for home and work. |
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Objective: Systematic Phonics: 1) Students will identify and pronounce all
vowel and consonant sounds with 80% mastery.
2) Students will divide words into syllables with 80% mastery. Reading Comprehension: Students
will form and answer questions related to literal (main idea, use of context
clues, identification of supporting details) and critical (inference,
purpose, fact and opinion) with 80% mastery. |
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Materials:
Word Bank: - Separate
- Separately -
Warm - Label - Clothing
- Clothes -
Washer - Dryer - Cool - Cold - Hot
- Heat -
Dry - Wash - Wash - Tumble
- Hang - Drip -
Line - Iron - Press - Flat - Garment
- Dry clean -
Fade - Bleach - Shrink - Softener
- Silk - Wool -
Cotton - Terry cloth - Color - Detergent
- Fluff
- Chalkboard
- Chalk
- Markers
- Paper
- Pencils
- Vocabulary Journals
- Directions for a piece of home machinery (example: microwave, washing machine) |
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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 use of applied technology, discuss types of technology found in
the home. Explain that you are going
to practice reading directions for a washing machine because this is found in
most homes and is a piece of equipment that all students are familiar
with. Use clothing labels to review
vowel and consonant sounds by asking students to read labels aloud. Ask students as a group to correct for
pronunciation of sounds. Ask detail
and inference questions about information from labels. (Example: Detail – Can you wash cotton in
hot water? Inference – What will happen if you wash cotton in hot
water?) (H1) - Ask students to write directions for use of a piece of machinery found
in their home. (A2) - Play a label matching game.
Ask students to describe a piece of clothing and match the correct
label to the item. (Example: This is a
dress made of very delicate material.
You cannot wash it in hot water.
Answer – Silk, wash in cool water). (H2) - Choose one article of clothing and write directions for washing and
drying the article, using vocabulary from exercises. (A3) - Discuss problems that may occur when washing clothes; use new
vocabulary. (Example: the item may
shrink or fade) Use language
experience approach to write a story about a bad experience washing
clothes. Use new vocabulary in the
story. Read the story aloud to review
pronunciation. Ask students to divide
words into syllables as a review of syllabication. (H3) - Continue at-home reading, adding to vocabulary journals (2 days). (A4) - Have a scavenger hunt using the story from the previous
activity. Ask students to find words
with specific vowel/consonant sounds or numbers of syllables. (H4) - Continue at-home reading, adding to vocabulary journals (2 days). Evaluation: Participation in group
activity; 80% mastery syllabication activity; 80% mastery of comprehension
skills activity. |
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