Systematic Phonics/Reading Comprehension Skills – Lesson 8 |
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Use
with 6.0 Telephone – Benchmark 6.01,
6.02, 6.03, and 6.04 and 15.0 Listen, Speak, Read, and Write Effectively –
Benchmark 15.02 Demonstrate ability to use basic residential
telephones. / Answer the telephone and respond or express
a lack of understanding. / Use basic
emergency vocabulary and 911 procedures (police, fire, medical). /
Identify a telephone book, a telephone calling card, and a telephone
bill. /Alphabetize a list of words. |
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Objectives: Systematic Phonics- 1) The student will
pronounce and write words using variant spellings of short vowel sounds with
80% mastery. 2) The student will
alphabetize a list of words with 80% mastery.
Reading Comprehension – The students will demonstrate 80% mastery of
literal (recognition of main idea, use of context clues, identification of
supporting details) comprehension skills. |
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Word Bank: -Hello - this -
can - talk - cannot - later - sure - help -good-bye - calling - address -
call - number - phone - beeper - page -understand - name -
book - lose - pager - telephone - blood - flood -emergency - said -
shove - cover -
dead - death - breath - head -healthy - health -
move - prove -
cellular - answering
machine -voice
mail - message
- Chalk/dry erase
- Board - Pencils
- Magazines
- Copies of telephone bills
- Copies of pages from a telephone directory |
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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
telephone communication, students will review consonant and vowel sounds
taught in previous lessons (blends, digraphs, short vowel sounds with CVC,
long vowel sounds with CVCE and variant spellings, vowel+R, dipthongs) by
listing vocabulary on board and pronouncing words in groups and
individually. Students will work in
groups using copies of pages from a telephone directory (yellow pages) to create
dialogues using vocabulary. Students
will also label one word found in the telephone directory pages from each
sound group: blend, digraph, short vowel, long vowel, dipthong, vowel+R. (H1) - Write a story using short vowel words with
variant spellings. (A2) -
Use the
dialogues created in the previous activity.
Say, “______ said, ‘_______.’
What vowel sound do you hear in the word ‘said’?” Students should respond that they hear the
short e sound. If they have trouble
hearing the sound, pronounce other short e words (bed, fed, led). Write the word “said” on the board. Tell the students that this is the only
short e word spelled in this way. List
the following words (bread, breath, dead, death, feather, head, lead/noun,
read/past tense, instead, thread, threat, tread, wealth, wealthy, health,
healthy, leather, heather, jealous), pronounce the words and ask the students
what vowel sound they hear. Tell them
that these words are pronounced with a short e sound even though they use the
long e spelling. These words should be
memorized. All other “ea” words use
the long e sound. Other variant
spellings of short vowel sounds are “aunt” – short a, and “love / above /
dove-noun / glove / cover / hover / shove” – short u. Since these words are common but use
variant spellings, students should add them to their vocabulary
journals. To practice using the words,
ask one student to begin to tell a story and use one of the listed
words. The next student must add a
sentence to the story, continuing the logical sequence of the story and
adding a new word from the list.
Continue until all the words have been used. (H2) - From at-home reading, list
10 short vowel words using variant spellings. (A3) - Distribute copies of
telephone directory pages. Write a list
of 10 names on the board to be inserted into the page provided to
students. Ask students to write the
name that would come before and after each name from the list to be inserted. Example: New Name – Thomas Wilson;
Directory Names – James Wilson, Theodore Wilson, William Wilson. Thomas would be inserted between Theodore
Wilson and William Wilson. (H3) - Give students lists of telephone numbers
with recorded messages (example: the school office, public library, post
office). Ask students to call the
numbers after hours and record specific information from the messages (name
of agency, office hours, etc.) (A4) - Distribute copies of
telephone bills. Ask students main
idea, detail, and context clue questions.
Example: Whose bill is this?
What is the total amount due?
What is the home telephone number of the person who must pay this
bill? How much in long distance
charges is included in this bill? What
does “directory assistance” mean: help with the telephone book or help in
finding directions? (H4) - Continue at-home reading, adding to
vocabulary journals. Evaluation:
Participation in group story-telling activity. 80% mastery word-labeling activity; 80%
mastery alphabetizing activity; 80% mastery comprehension skill activity. |