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Systematic Phonics/Reading
Comprehension Skills – Lesson 9 |
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Use
with12.0 Government and Community Resources – Benchmark 12.01 and 12.02 Identify
basic government agencies (post office, social security, health department,
Department of Children and Families). / Identify community services
(hospital, police, fire, public schools, library, parks and recreation
areas.) |
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Objective: Systematic Phonics – 1) The
student will divide two, three, and four syllable words into syllables with
80% mastery. 2) The student will
pronounce multi-syllable words with 80% mastery. |
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Materials:
Word Bank: -Government -
Library -Family -Service - Services
- Application -Department -
Health -Healthy -Post
office - Official - Document -Computer -
Social -Security -Courthouse
- Judge - Jury -Vote - Voter
-License -Registration - Package
- Stamps -Purchase - Interest
-Interested -Interesting - Comfortable
- Literature
-Chalk
-Markers
-Fry
Word list (see Resources)
-Bowl, bag, or box
-Magazines and newspapers
-Construction paper
-Hole punch
-Yarn
-Scissors
-Vocabulary journals
-Flyers from government and community
agencies |
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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 concepts and vocabulary related to
government and community services, pass out real-life forms such as an
application for a library card, flyers from libraries and the post office,
express mail forms, driver’s license application, application for social
security card, etc. Ask students to
work in groups to create a quilt with vocabulary words from their forms. To make a quilt, distribute pieces of
construction paper, markers, yarn, and scissors. Students write the new vocabulary word and
draw a picture related to the word on the construction paper. Students may also write a sentence using
the word if they prefer. Punch holes
in the corners of the paper and string together with yarn. Display the quilts in the classroom. After each group has made a quilt, ask
students to explain why they chose the words for their quilt (the words were
important, difficult to pronounce or spell, etc.) (H1) - Choose one piece of personal mail (bank statement, phone bill,
notice, school letter, etc.) and identify the main idea and “who”, “what”,
“where”, “when”, and “why” information from the passage. (A2) - Use the quilts to review vocabulary and pronunciation. Review the concept of syllables. Ask students to clap for the number of
syllables in a vocabulary word.
Practice with one, two, three, and four-syllable words. Emphasize problem areas of pronunciation;
for example, Spanish-speaking students tend to pronounce “s” as “es”, a
syllable rather than a consonant sound.
Stress syllable-reduction in pronunciation of multi-syllable words;
for example, in-ter-est-ing (4 syllables) is routinely pronounced
in-tre-sting (3 syllables); com-for-ta-ble (4 syllables) is normally pronounced
comf-tor-ble (3 syllables). (When
reduction of a vowel+r spelling results in a consonant blend, the syllable
may be reduced: in-ter-est / in-trest.
When a consonant blend is not created by the reduction, the reduction
may not occur: gen-er-a-tion: no consonant blend is created; therefore, no
reduction.) Ask students to create
stories using the new vocabulary words.
Read the stories aloud for pronunciation practice. (H2) - Using one piece of mail, list 3 words each with 1, 2, 3, and 4
syllables. Write a sentence with 3 of
the words, using context clues to identify the meaning if it is a new word. (A3) - Use the real-life materials to review literal and critical
comprehension skills. Ask students to
create questions from their materials and have another group answer their
questions. (H3) - From at-home reading, list 5 multi-syllable words and pronounce the
words in class. (A4) - Create a scavenger hunt using the real-life materials. Make a worksheet asking students to find
information from several different flyers.
Students work in pairs to find the information. The first group to correctly locate all the
information wins a prize. (H4) - Continue at-home reading, adding to vocabulary journals. Evaluation: Participation
in quilt-making activity, story-writing activity, and pronunciation
activity. 80% mastery of homework
activities (mail); 80% mastery of comprehension activity and scavenger hunt
activity. |