Running Head: WHAT HURTS? LESSON PLAN 1. What Hurts? Lesson Plan for Long Vowels. Brynn Paine. Azusa Pacific University

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Running Head: WHAT HURTS? LESSON PLAN 1. What Hurts? Lesson Plan for Long Vowels. Brynn Paine. Azusa Pacific University"

Transcription

1 Running Head: WHAT HURTS? LESSON PLAN 1 What Hurts? Lesson Plan for Long Vowels Brynn Paine Azusa Pacific University

2 WHAT HURTS? LESSON PLAN 2 Lesson Plan Title: What Hurts? Audience: Advanced Beginner Adolescents or Adults Time Frame: 60 minutes Student Learning Outcomes: Students will be able to correctly pronounce long vowel sounds. Students will be able to identify whether a one-syllable word has one vowel or two based on the vowel sound in the word. Students will be able to produce correct long vowel sounds in a conversation about health. Rationale: Using correct long vowel sounds aids intelligibility as a vowel pronounced incorrectly can change the word. Long vowel sounds are a common way to pronounce vowels in English. Long vowel sounds are used in many one-syllable words for parts of the body. Assumptions: This lesson is meant to be taught after lessons focusing on individual long vowel sounds. Sound symbols are not used with students in this lesson plan, but could be easily added if students have learned sound symbols. Students have previously learned vocabulary for parts of the body. Students know what a syllable is.

3 WHAT HURTS? LESSON PLAN 3 Materials Needed: Copy of Appendix A: Vowel Cards for each student (There are two sets of vowel cards on each page) Copy of Appendix B: What do you hear? for each student Copy of Appendix C: Reading Words Copy of Appendix D: Sentence Creation worksheet for each student Index cards Letter tiles from a word game such as Scrabble or Bananagrams Pens or pencils for each student Whiteboard and dry-erase markers Hook/Warm-up: What Sound is That? (10 minutes) Divide the class into five small groups, give each group a set of letter tiles, and assign each group a vowel. With your letter tiles, I want you to make as many words as you can that use the letter I gave your group. If I was part of the group with the letter A, we could spell the word cat because it has the letter A in it. Use the tiles to form the word. You may wish to give every group a word to start with. Give students time to make words. Students could write words on a piece of paper if you do not have tiles. When time is up or students have used their tiles, elicit responses to what sounds the vowels make in the words they have spelled. This will help students become aware that the same letter can make multiple sounds in English. Presentation and Practice: Long Vowel Sounds (10 minutes) In English, we have five letters that are vowels. Which letters are vowels? (A, E, I, O, and U). There are more sounds for vowels than there are letters. Each vowel letter can

4 WHAT HURTS? LESSON PLAN 4 make different sounds when different letters are next to it in a word. What sounds do you know that A can make? Elicit responses for each of the five vowels. There are short vowel sounds and long vowel sounds. We have been learning about long vowel sounds. The long vowel sounds are said the same way as the letter (/ey/ in ate, /iy/ in eat, /ay/ in ice, /ow/ in owe, and /yuw/ in use). Write the letter A on the board. What is this letter s long vowel sound? Elicit responses for each vowel letter. We have been learning about each long vowel sound on its own. Today, we are going to use all the long vowel sounds together. (Have students share words with long vowel sounds or ask them to identify which of the words they created in the previous activity that use long vowel sounds.) Give each student a set of cards from Appendix A. There are two sets on each sheet. You could also make card sets using index cards. I am going to say different words and you will hold up the card with the vowel sound that you hear. Practice so students understand the activity. Say words aloud and wait for them to hold up the correct card. If the majority of students hold up an incorrect vowel, stop and clarify the vowel sound. You may wish to use a combination of words below or use your own. Using words for parts of the body will get students ready for the final activity. Ate Face Table Meat Knee Leaf Ice Nine Mice Boat Toe Load Use Cue Cute Presentation and Practice: One Vowel or Two? (10 minutes) In one-syllable words, if a word has two vowel letters, you use the long vowel sound for the first vowel. The second vowel is silent. You do not say the second vowel whether the vowel is next to the first vowel or away from it. (Write meet and mate on the board to explain

5 WHAT HURTS? LESSON PLAN 5 this difference.) In English, the rule does not apply to all one-syllable words, but this is usually the case. If you use this rule, most of the time you will pronounce words correctly. You can use this rule when you are reading and see a word you don t know (Rules taken from Clear Speech by Judy Gilbert). Ask students to repeat the rule with you or to restate it to make sure they grasp the concept before moving to the activity. Hand out Appendix B: What Do You Hear? I am going to read a word. Circle which word you hear. Remember to use the rule that we just learned. (Ask a student to share the rule.) Read one word from each pair (time, cut, pain, coat, bed, rain, rob, kite, net, and use), giving students time to circle the word they heard. When you have read one word from all 10 pairs, go over the answers. You may wish to collect the worksheets. For an option using fewer materials, read both words in each set, changing which word you read first. Ask students to hold up one finger if they think the first word has a long vowel or two fingers if they think the second word has a long vowel. Production: Long Vowel Sentence Creation (10 minutes) Before class, write the words ate, eat, pain, pine, laid, load, feed, bead, gate, goat, true, train, road and read on individual index cards so there is a card for each class member. During class, divide your class into small groups. Give each group the same number of cards as group members. Put the cards face down on the desk (or table). One person will pick a card and read the word written on the card. Don t show anyone the card. The person on the left will use that word in a sentence. The other people in the group with decide if the words were the same and if the word was used correctly. Then the person who gave the sentence will draw a card. Demonstrate this activity and how students take turns in a circular fashion

6 WHAT HURTS? LESSON PLAN 6 (clockwise). Walk around while students are working to listen to the use of long vowel sounds and mediate any disagreements. Production: Talking to the Doctor (15 minutes) Many of the one-syllable words for body parts use long vowel sounds. What body parts can you think of? (Elicit some vocabulary for body parts that have a long vowel sound. You may wish to use illustrations, such as those in the Oxford Picture Dictionary on pages or other classroom posters and write these words on the board.) In pairs, you are going to pretend to visit the doctor. Take turns being the doctor and the patient. If you are the patient, tell the doctor what is wrong. If you are the doctor, ask the patient questions about what you hear. Provide an example role play with a classroom assistant or a student volunteer. Divide students in pairs and remind them take turns in each role. For additional structure, you may want to give students role play cards with information about their health problem or how to find out what is wrong. As students are role playing, walk around the classroom and listen, paying attention to students pronunciation of long vowel sounds. Wrap-up: Review and Homework (5 minutes) Today, we learned about long vowel sounds and one way we know when to use a long vowel sound. Place cards from Appendix C in a basket or create your own cards. Students do not need to have learned these words previously. There should be one card per student. Have each student draw a card and read the word using the rule that they learned. Play until everyone has had a turn or you need to wrap up class. Before our next class, write five sentences. Circle the words that have a long vowel sound. Give each student a copy of Appendix D to complete this exercise or have students complete the activity on a blank sheet of paper.

7 WHAT HURTS? LESSON PLAN 7 Assessment: Each area of this lesson has opportunities for formal or informal assessment. When students hold up the letter card to show which vowel they hear, it is a quick informal assessment as to whether the students can identify the individual long vowel sounds. If students are continually choosing one sound incorrectly, the teacher may wish to pause the lesson and spend more time on that particular vowel. The What do you hear? activity can be used as a formal assessment or simply as a written record as to which vowel sounds individual students or the entire class have mastered or are struggling with. The One or Two? optional activity is an informal assessment as to whether students can apply the rule they just learned. The minimal pairs group activity is structure for peer-assessment and is intended to help students learn to hear and produce different long vowel sounds. Walking around the room during this activity and any needed teacher mediation will give the teacher insight into whether students can hear and produce the different long vowel sounds. The role play activity allows students to use what they have learned in a loosely structured communicative activity, showing whether or not students can use correct vowel sounds in a conversation and not simply when they are emphasized individually.

8 WHAT HURTS? LESSON PLAN 8 References Adelson-Goldstein, J. and Shapiro, N. (2008). Oxford picture dictionary (2 nd ed.). New York, NY: Oxford University Press. Celce-Murcia, M., Brinton, D., & Goodwin, J. (2010). Teaching pronunciation: A course book and reference guide (2 nd ed.). New York, NY: Cambridge University Press. Gilbert, J. (2012). Clear speech: Pronunciation and listening comprehension in North American English (4 th ed.). New York, NY: Cambridge University Press.

9 WHAT HURTS? LESSON PLAN 9 Appendix A: Long Vowel Cards A A E E I I O O U U

10 WHAT HURTS? LESSON PLAN 10 Appendix B: What Do You Hear? 1. Tim Time 2. Cut Cute 3. Pan Pain 4. Cot Coat 5. Bed Bead 6. Ran Rain 7. Rob Robe 8. Kit Kite 9. Net Neat 10. Us Use

11 WHAT HURTS? LESSON PLAN 11 Appendix C: Reading Words Vase Plate Pie Tea Suit Soap Toast Rice Needle Coast Load Take Cream Bike Drive Prune Duke Sleep

12 WHAT HURTS? LESSON PLAN 12 Appendix D: Sentence Creation with Vowel Sounds Write five sentences. Circle the words that have a long vowel sound. Alphabet Vowel Sounds A in ate E in eat I in ice O in boat U in use Example: Did John see the toad?

tap tape Long Vowel Words 1st 2nd Grade

tap tape Long Vowel Words 1st 2nd Grade 1st 2nd Grade Objectives CCSS Reading: Foundational Skills RF.1.3b: Decode regularly spelled one-syllable words. RF.1.3c: Know final -e and common vowel team conventions for representing long vowel sounds.

More information

Reading and Writing CVCe Words

Reading and Writing CVCe Words Skill: Explicit Phonics Reading and Writing CVCe Words Overview of Activity In a CVCe pattern word, a single vowel is followed by a consonant, which, in turn, is followed by a final e. In approximately

More information

Intro Lesson (Ages 8-14)

Intro Lesson (Ages 8-14) Lesson: General: Age: Time: Objectives: Structures: Target Vocab: 8-14 years 40 mins - 1 hour Greetings, Asking & answering personal questions, using modal verbs for rules, Identifying different classroom

More information

2 Mathematics Curriculum

2 Mathematics Curriculum New York State Common Core 2 Mathematics Curriculum GRADE GRADE 2 MODULE 3 Topic E: Model Numbers Within 1000 with Place Value Disks 2.NBT.A Focus Standard: 2.NBT.A Understand place value. Instructional

More information

Assessment Directions for Preschool Teachers & Parents:

Assessment Directions for Preschool Teachers & Parents: Assessment Directions for Preschool Teachers & Parents: Literacy Resources, Inc. created this Phonemic Awareness Assessment, aligned to the Illinois Early Learning and Development Standards to assess a

More information

How Do You Manage Money? Lesson 3a: How Do People Make Good Spending Decisions?

How Do You Manage Money? Lesson 3a: How Do People Make Good Spending Decisions? How Do You Manage Money? Lesson 3a: How Do People Make Good Spending Decisions? Adopted from lesson plans created by Jennifer Raeder for the San Francisco Unified School District s Kindergarten to College

More information

How To Kit. Picture Bingo

How To Kit. Picture Bingo How To Kit Picture Bingo Steps to Organizing a Picture Bingo Community Event 1. Find a space in the community to hold the event. (school, band office, nursing station, library, community hall) 2. Advertise

More information

Lesson Objectives: Identify the parts of the computer, vocabulary for communicating in the lab with lab assistant

Lesson Objectives: Identify the parts of the computer, vocabulary for communicating in the lab with lab assistant Teacher s Name: Michele C. REEP Levels: 100-150 Lifeskills Unit: Getting Started Lesson Objectives: Identify the parts of the computer, vocabulary for communicating in the lab with lab assistant Language

More information

Shopping: Week 1 of 2

Shopping: Week 1 of 2 The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you to adapt it for your own classrooms. Beginning Level (CASAS reading scores of 181-200)

More information

Lesson plan for piloting: Language Experience Approach

Lesson plan for piloting: Language Experience Approach Around our college Topic: Our College Level: SfL pre-entry / SQA Access 2 ESOL Literacies / CEFR A1 Time: 70-90 minutes (more with extension writing activities) Aims To develop students ability to read

More information

Write your spelling words in alphabetical order. Then write your words in reverse alphabetical order!

Write your spelling words in alphabetical order. Then write your words in reverse alphabetical order! P Write each of your spelling words with a pencil. Then trace over each word three times, using a different color each time. Trace neatly, and you will see a funky rainbow! Use each of your spelling words

More information

Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D.

Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D. Bebop Books Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D. What Is Guided Reading? Guided reading involves a small group of children thinking, talking, and reading through a new text with

More information

Content Strategies by Domain

Content Strategies by Domain Content Strategies by Domain In order to be proficient in a language, students need to develop proficiency in four domains: listening, speaking, reading and writing. Intentional practice each day in content

More information

Special Topic Lesson: they re, there, their

Special Topic Lesson: they re, there, their Dear Educator, Current research emphasizes the importance of explicit grammar instruction in providing an effective instructional program for English learners. A fun and effective way to squeeze some extra

More information

Reading Strategies by Level. Early Emergent Readers

Reading Strategies by Level. Early Emergent Readers The charts below were created as a common language for teachers and students in the Wallingford Public Schools in kindergarten through eighth grade. The level of the chart selected for use in the classroom

More information

Grade 8 English Language Arts 59B Reading and Responding Lesson 23

Grade 8 English Language Arts 59B Reading and Responding Lesson 23 GRADE 8 English Language Arts Reading and Responding: Lesson 23 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and

More information

Independent Listening Task: Stereotypes

Independent Listening Task: Stereotypes At a glance Level: ISE III Independent Listening Task: Stereotypes Focus: Independent listening task Aims: To develop listening strategies when listening to a lecture on the use of stereotypes in education

More information

Welcome to Our School!

Welcome to Our School! Teacher p.1 Teacher p.2 For this task, students are put in the role of creating a product (booklet, pamphlet or poster) that could be shared with new students to help them understand what makes their school

More information

COMPUTER TECHNOLOGY IN TEACHING READING

COMPUTER TECHNOLOGY IN TEACHING READING Лю Пэн COMPUTER TECHNOLOGY IN TEACHING READING Effective Elementary Reading Program Effective approach must contain the following five components: 1. Phonemic awareness instruction to help children learn

More information

Call 999: teacher s notes

Call 999: teacher s notes Call 999: teachers notes Call 999 Contents Call 999: teacher s notes Call 999: answers & transcripts Call 999: flashcards Call 999: classroom materials Copyright - please read All the materials on these

More information

God is Eternal Lesson 1

God is Eternal Lesson 1 Preschool Curriculum (4K / 5K) August 15 th & 16 th, 2009 God is Eternal Lesson 1 Divine Attribute: Heart Response: God is Eternal Be Amazed Memory Verse: Jesus Christ is the same yesterday, today and

More information

Mathematics Curriculum

Mathematics Curriculum New York State Common Core 3 G R A D E Mathematics Curriculum GRADE 3 MODULE 1 Topic B Division as an Unknown Factor Problem 3.OA.2, 3.OA.6, 3.OA.3, 3.OA.4 Focus Standard: 3.OA.2 Interpret whole-number

More information

CYBERBULLYING TEACHER S GUIDE:

CYBERBULLYING TEACHER S GUIDE: TEACHER S GUIDE: CYBERBULLYING LEARNING OBJECTIVES Students will understand the meaning of cyberbully. Students will learn to recognize different forms of cyberbullying. Students will learn different strategies

More information

SUPPORTING STUDENTS WITH WORKING MEMORY DIFFICULTIES

SUPPORTING STUDENTS WITH WORKING MEMORY DIFFICULTIES SUPPORTING STUDENTS WITH WORKING MEMORY DIFFICULTIES No matter how motivated you are, it is hard to learn and retrieve key knowledge and skills if you can only hold on to a limited amount of information

More information

Role-Play Cards and Props

Role-Play Cards and Props Role-Play Cards and Props Directions for the teacher: Teachers can have students help prepare the props and name plates, or they can be prepared and handed out to the students acting in the play. Banker

More information

Cultural diversity. Teacher Lesson Plan. Similarities and differences between the UK and your country overseas. Age Group: Any. Time: 60 minutes.

Cultural diversity. Teacher Lesson Plan. Similarities and differences between the UK and your country overseas. Age Group: Any. Time: 60 minutes. Teacher Lesson Plan Cultural diversity Topic Similarities and differences between the UK and your country overseas. Age Group: Any Aim: To think about similarities and differences between the UK and other

More information

Move It, Move It! Kindergarten. Concepts. Objectives. Outline. Duration Pre-Visit: 60 minutes Visit: 30 minutes Post-Visit: 35 minutes

Move It, Move It! Kindergarten. Concepts. Objectives. Outline. Duration Pre-Visit: 60 minutes Visit: 30 minutes Post-Visit: 35 minutes Move It, Move It! Kindergarten Duration Pre-Visit: 60 minutes Visit: 30 minutes Post-Visit: 35 minutes Location Nature Gardens Supplies Movement cards Worksheets Pencils Crayons Markers Colored pencils

More information

Introduction To The Writing Process Animate And Publish Your Stories With The Zimmer Twins.

Introduction To The Writing Process Animate And Publish Your Stories With The Zimmer Twins. The Introduction To The Writing Process Animate And Publish Your Stories With The Zimmer Twins. Grades: 4-6 Subjects: English, English As A Second Language Overview of Lesson Plan: Help students develop

More information

Differentiated Instruction Strategies

Differentiated Instruction Strategies Miss Taylor Brooke Stancil s Differentiated Instruction Strategies Choral Response: Choral response is a very simple technique in which the teacher asks questions to the class as a whole and the students

More information

The stock market: How it works

The stock market: How it works GRADE 9 11 This lesson introduces students to the stock market. Students will understand the difference between primary and secondary markets and explain the relationship between bids and asks in determining

More information

Grade 4: Module 3B: Unit 3: Lesson 2 Reading Opinion Pieces, Part II: How Authors Support Their Opinions with Reasons and Evidence

Grade 4: Module 3B: Unit 3: Lesson 2 Reading Opinion Pieces, Part II: How Authors Support Their Opinions with Reasons and Evidence Grade 4: Module 3B: Unit 3: Lesson 2 How Authors Support Their Opinions with Reasons and Evidence This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

More information

Buy The Complete Version of This Book at Booklocker.com:

Buy The Complete Version of This Book at Booklocker.com: Practical, comprehensible ESL workshops centered on the adult ELL learner. The ESL Teachers Workshop Modules Buy The Complete Version of This Book at Booklocker.com: http://www.booklocker.com/p/books/4783.html?s=pdf

More information

objectives Essential Question: How can I make sure my emails are clear and respectful? Learning Overview and Objectives Materials and Preparation

objectives Essential Question: How can I make sure my emails are clear and respectful? Learning Overview and Objectives Materials and Preparation E-RATE TOOLKIT Show Respect Online LESSON PLAN Essential Question: How can I make sure my emails are clear and respectful? Learning Overview and Objectives Overview: Students explore the similarities and

More information

1. Provide a knowledge base 2. Create an atmosphere 3. Present a stimulus 4. Generate questions 5. Facilitate a discussion

1. Provide a knowledge base 2. Create an atmosphere 3. Present a stimulus 4. Generate questions 5. Facilitate a discussion 1. Provide a knowledge base 2. Create an atmosphere 3. Present a stimulus 4. Generate questions 5. Facilitate a discussion 1 1. Provide a knowledge base If you want students to discuss a scientific or

More information

School starts at nine o clock. Contents. Language Analysis

School starts at nine o clock. Contents. Language Analysis Year 3 Lesson 22 School starts at nine o clock. Grammar & Functions Aims Talking about daily routine Talking about what time routine activities start What time does school start? At nine o'clock. Contents

More information

Traveling Teacher Support. English Education in Cambodia: Sustainable Programs, Government Partnership

Traveling Teacher Support. English Education in Cambodia: Sustainable Programs, Government Partnership Traveling Teacher Support English Education in Cambodia: Sustainable Programs, Government Partnership This is an Open Educational Resource for the developing world compiled and designed through a partnership

More information

K-1 Common Core Writing Santa Fe Public Schools Presented by: Sheryl White

K-1 Common Core Writing Santa Fe Public Schools Presented by: Sheryl White K-1 Common Core Writing Santa Fe Public Schools Presented by: Sheryl White Session Objectives Review expectations in Common Core Writing Gain ideas for teaching opinion writing Collaborate and articulate

More information

Fountas-Pinnell Level K Realistic Fiction

Fountas-Pinnell Level K Realistic Fiction LESSON 16 TEACHER S GUIDE by Olive Porter Fountas-Pinnell Level K Realistic Fiction Selection Summary A class plans a bake sale to raise money for a field trip to a museum. First, they invite a baker to

More information

Longman English Interactive

Longman English Interactive Longman English Interactive Level 2 Orientation (English version) Quick Start 2 Microphone for Speaking Activities 2 Translation Setting 3 Goals and Course Organization 4 What is Longman English Interactive?

More information

TEACHER NOTES. For information about how to buy the guide, visit www.pearsonpte.com/prepare

TEACHER NOTES. For information about how to buy the guide, visit www.pearsonpte.com/prepare TEACHER NOTES The Official Guide contains: information about the format of PTE Academic authentic test questions to practise answering sample responses and explanations test taking strategies over 200

More information

Teacher s Pack h"ps://esol.bri.shcouncil.org/teaching5uk5life/emergency5services;

Teacher s Pack hps://esol.bri.shcouncil.org/teaching5uk5life/emergency5services; Is it an emergency?! Teacher s Pack h"ps://esol.bri.shcouncil.org/teaching5uk5life/emergency5services; Is it an emergency? Is it an emergency? Contents Is it an emergency: teacher s notes Is it an emergency:

More information

Behavior Impedes Learning

Behavior Impedes Learning Behavior Impedes Learning ARSD 24:05:27:01.02. (1) In the case of a student whose behavior impedes his or her learning or that of others, consider the use of positive behavioral interventions and supports

More information

WORLD BLOOD DONOR DAY

WORLD BLOOD DONOR DAY www.esl HOLIDAY LESSONS.com WORLD BLOOD DONOR DAY http://www.eslholidaylessons.com/06/world_blood_donor_day.html CONTENTS: The Reading / Tapescript 2 Phrase Match 3 Listening Gap Fill 4 Listening / Reading

More information

Use these cards as a matching game

Use these cards as a matching game Matching card game activity Worksheet for teachers Use these cards as a matching game They can be used in a variety of ways but you could: Put the pupils into small groups and give them both the word cards

More information

Herzog Keyboarding Grades 3 through 5. Overarching Essential Questions

Herzog Keyboarding Grades 3 through 5. Overarching Essential Questions Herzog Keyboarding Grades 3 through 5 Overarching Essential Questions How will learning to keyboard help me with my academics today and my career tomorrow? Introduction The lessons in the Herzog Keyboarding

More information

Domain and goal Activities Dancing game Singing/Vocalizing game Date What did your child do?

Domain and goal Activities Dancing game Singing/Vocalizing game Date What did your child do? AUDITION Sways, dances or vocalizes to music and singing CD, MP3, radio Voice Bombardment of /p/ Speech Sounds p.5 6 An important aspect of learning to listen is learning that music and singing is different

More information

How to Take Running Records

How to Take Running Records Running Records are taken to: guide teaching match readers to appropriate texts document growth overtime note strategies used group and regroup children for instruction How to Take Running Records (adapted

More information

Using OneNote and Windows tablets in a classroom for students with autism

Using OneNote and Windows tablets in a classroom for students with autism Using OneNote and Windows tablets in a classroom for students with autism by OneNote Team, on July 28, 2015 Today s post was written by Alexis Parker, special education teacher at a K 5 school in Florida.

More information

FORMATIVE ASSESSMENT STRATEGIES, DEFINITIONS, EXAMPLES

FORMATIVE ASSESSMENT STRATEGIES, DEFINITIONS, EXAMPLES FORMATIVE ASSESSMENT STRATEGIES, DEFINITIONS, EXAMPLES 1 Minute Essay Give students an open-ended question and one to three minutes to write their answers. Good questions: What is the most important thing

More information

Grade 8 Mathematics Data Analysis, Probability, and Discrete Mathematics: Lesson 3

Grade 8 Mathematics Data Analysis, Probability, and Discrete Mathematics: Lesson 3 Grade 8 Mathematics Data Analysis, Probability, and Discrete Mathematics: Lesson 3 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type

More information

Learning Styles. The VARK Categories. What is a Learning Style?

Learning Styles. The VARK Categories. What is a Learning Style? Learning Styles What is a Learning Style? Learning styles focus on how your brain receives information. No one else learns or processes information exactly the way you do! If you discover how you process

More information

Fad Diets & Healthy Weight Management

Fad Diets & Healthy Weight Management Fad Diets & Healthy Weight Management GOAL: Participants will gain an understanding of the principles of weight management, including the dangers of fad dieting, healthy weight gain, and weight loss. Each

More information

Telephone Skills Resource Kit: Lesson Plans

Telephone Skills Resource Kit: Lesson Plans Telephone Skills Resource Kit: Lesson Plans By Valerie Glass 2003 funded in part by the ESL Special Collection, a project of the National Institute for Literacy And Catholic Charities Immigration and Refugee

More information

BUILDING YOUR CHILD S LISTENING, TALKING, READING AND WRITING SKILLS KINDERGARTEN TO SECOND GRADE

BUILDING YOUR CHILD S LISTENING, TALKING, READING AND WRITING SKILLS KINDERGARTEN TO SECOND GRADE BUILDING YOUR CHILD S LISTENING, TALKING, READING AND WRITING SKILLS KINDERGARTEN TO SECOND GRADE PURPOSE This resource was developed to provide information about children s typical development of skills

More information

NCCA. Transition Unit Having fun with computer programming and games

NCCA. Transition Unit Having fun with computer programming and games Transition Unit Having fun with computer programming and games NCCA An Chomhairle Náisiúnta Curaclaim agus Measúnachta t National Council for Curriculum and Assessmen t Area of Study Top up and Tasters

More information

As tutors, we are responsible for improving the skills of our peers.

As tutors, we are responsible for improving the skills of our peers. Tutor s Creed As tutors, we are responsible for improving the skills of our peers. As tutors, we will consider the body of work presented at the session in the following manner: First, we will impart to

More information

WHAT S IN OUR SHOPPING CART?

WHAT S IN OUR SHOPPING CART? Theme: Me and My Choices WHAT S IN OUR SHOPPING CART? Overview: In this series of activities, students will set up an imaginary grocery store. They will discuss food choices and create a shopping list

More information

Helping English Language Learners Understand Content Area Texts

Helping English Language Learners Understand Content Area Texts Helping English Language Learners Understand Content Area Texts English language learners (ELLs) experience intense problems in content area learning because they have not yet acquired the language proficiency

More information

Looking for Work: Week 2 of 2

Looking for Work: Week 2 of 2 The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you to adapt it for your own classrooms. Beginning Level (CASAS reading scores of 181-200)

More information

Cambridge English: ESOL Skills for Life

Cambridge English: ESOL Skills for Life Cambridge English: ESOL Skills for Life ESOL Skills for Life Speaking and Listening Entry 3 Sample Test E This test should not exceed 22 minutes. Please note: With the exception of the Task Sheets in Phases

More information

Tools to Use in Assessment

Tools to Use in Assessment Tools to Use in Assessment II. Observations and Checklists Teachers have always watched and observed students in the classroom and they have made instructional decisions based on these observations. Too

More information

The Ten Commandments

The Ten Commandments The Ten Commandments Teacher Pep Talk: God had miraculously led His people (the Israelites) out of Egypt and safely through the Red Sea. Now at long last the Israelites had arrived at the mountain of God.

More information

Strategies to use When Working with ELL Students

Strategies to use When Working with ELL Students Vocabulary Building Strategies to use When Working with ELL Students Dr. María Torres Director of Diversity and ESOL Ilona Olancin Secondary ELL Curriculum Facilitator Academic Development We require English

More information

TOP NOTCH Teaching Tips

TOP NOTCH Teaching Tips TOP NOTCH Teaching Tips for Teaching with ActiveTeach Joan Saslow and Allen Ascher What is ActiveTeach? ActiveTeach is an exciting digital classroom presentation tool. It allows you to display the Student

More information

Tasks to Move Students On

Tasks to Move Students On Maths for Learning Inclusion Tasks to Move Students On Part 1 Maths for Learning Inclusion (M4LI) Tasks to Move Students On Numbers 1 10 Structuring Number Maths for Learning Inclusion (M4LI) Tasks to

More information

Getting to Know God: Who God Is Week 7: God Is Unchanging LEADER PREPARATION

Getting to Know God: Who God Is Week 7: God Is Unchanging LEADER PREPARATION Getting to Know God: Who God Is Week 7: God Is Unchanging This includes: Leader Preparation Lesson Guide LEADER PREPARATION BIBLE BASIS What an amazing thought! While everything else around us is changing,

More information

Lesson Plan for Senior Secondary

Lesson Plan for Senior Secondary Lesson Plan for Senior Secondary Introduction Purpose Introduce the National Day of Action against Bullying and Violence (NDA) campaign Explore the role of bystanders to bullying Investigate the theme

More information

Using Direct Instruction Programs as Intervention Programs in Grades K 3

Using Direct Instruction Programs as Intervention Programs in Grades K 3 Using Direct Instruction Programs as Intervention Programs in Grades K 3 Direct Instruction News Volume 5, Number 2 Summer 2005 Introduction This article is about the use of Direct Instruction as an intervention

More information

Explore architectural design and act as architects to create a floor plan of a redesigned classroom.

Explore architectural design and act as architects to create a floor plan of a redesigned classroom. ARCHITECTURAL DESIGN AT A GLANCE Explore architectural design and act as architects to create a floor plan of a redesigned classroom. OBJECTIVES: Students will: Use prior knowledge to discuss functions

More information

Science Grade 05 Unit 04 Exemplar Lesson 01: Types of Energy

Science Grade 05 Unit 04 Exemplar Lesson 01: Types of Energy Grade 05 Unit 04 Exemplar Lesson 01: Types of Energy This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing

More information

GRADE 3 CURRICULUM COMPANION - ACTIVITIES PANOPLY SCHOOL DAYS ~ STUDENT ART TENT

GRADE 3 CURRICULUM COMPANION - ACTIVITIES PANOPLY SCHOOL DAYS ~ STUDENT ART TENT ACTIVITY ONE (BEFORE VISITNG PANOPLY SCHOOL DAYS) ART VOCABULARY Students will learn art related vocabulary words in order to better understand and evaluate what they observe in the Student Art Tent. Within

More information

Literacy. Work Stations. Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work

Literacy. Work Stations. Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work Literacy Work Stations Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work Kyrene Reading Instruction Focus: Improve student achievement through implementation of curriculum and adopted

More information

Loans. What do you Want to Buy? Overhead 3-A. Beginner & Low-Intermediate Materials

Loans. What do you Want to Buy? Overhead 3-A. Beginner & Low-Intermediate Materials Loans Beginner & Low-Intermediate Materials Pre-reading What do you Want to Buy? Overhead 3-A Put a check ( ) next to the pictures of the things you might want to have or do. www.valrc.org/courses/moneytalks

More information

Digging Deeper into Safety and Injury Prevention Data

Digging Deeper into Safety and Injury Prevention Data Digging Deeper into Safety and Injury Prevention Data Amanda Schwartz: Have you ever wondered how you could make your center safer using information you already collect? I'm Amanda Schwartz from the Head

More information

Part 1: Complete the following steps using the first half of the Patient Verification worksheet:

Part 1: Complete the following steps using the first half of the Patient Verification worksheet: Patient Verification Manager s Training Guide You will facilitate a 45 minute training session with your team to review important key procedures for Patient Verification. This guide will help you deliver

More information

Vocabulary Strategies Toolbox

Vocabulary Strategies Toolbox Graphic organizers help students to visualize the relationships between words and their possible meanings. Teachers can use these graphic organizers and games with explicit vocabulary instruction. These

More information

Indiana Department of Education

Indiana Department of Education GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United

More information

H O W T O P REP A R E A N

H O W T O P REP A R E A N H O W T O P REP A R E A N A CCORDING TO SPEAKING CONSULTANT Lilyan Wilder (1999), two of the greatest myths about delivering oral presentations are that you re better off winging it and that good speakers

More information

This section presents three stand-alone language-learning activities

This section presents three stand-alone language-learning activities Heather Benucci This section presents three stand-alone language-learning activities related to the theme of s. Each activity is designed for students at the proficiency level indicated. Level: Beginner

More information

Teacher s Pack h"p://esol.bri.shcouncil.org/teaching5english5work/cleaners8

Teacher s Pack hp://esol.bri.shcouncil.org/teaching5english5work/cleaners8 Cleaners: preventing and reporting accidents! Teacher s Pack h"p://esol.bri.shcouncil.org/teaching5english5work/cleaners8 Cleaning: preventing and reporting accidents teachers notes Cleaning: preventing

More information

TEACHING AMERICAN HISTORY PROJECT Lesson Title - Women and the Home Front-WWII From Lani Jones

TEACHING AMERICAN HISTORY PROJECT Lesson Title - Women and the Home Front-WWII From Lani Jones TEACHING AMERICAN HISTORY PROJECT Lesson Title - Women and the Home Front-WWII From Lani Jones Grade 11 Length of class period 80 minutes Inquiry What role did women play on the home front during World

More information

Intro to the Art of Computer Science

Intro to the Art of Computer Science 1 LESSON NAME: Intro to the Art of Computer Science Lesson time: 45 60 Minutes : Prep time: 15 Minutes Main Goal: Give the class a clear understanding of what computer science is and how it could be helpful

More information

Ten Strategies to Encourage Academic Integrity in Large Lecture Classes

Ten Strategies to Encourage Academic Integrity in Large Lecture Classes Ten Strategies to Encourage Academic Integrity in Large Lecture Classes Brian Udermann and Karrie Lamers Introduction Academic integrity has been and continues to be a lively topic of discussion on most

More information

Community Board Orientation

Community Board Orientation Communities That Care Community Board Orientation Milestone: Engage Key Leaders Trainer s Guide (60 minutes) Module 4 Slides for Module 4 Module 4... 4-1 Phase Two: Organizing, Introducing, Involving...

More information

Wyoming Alternate Assessment Wy-ALT

Wyoming Alternate Assessment Wy-ALT Wyoming Alternate Assessment Wy-ALT Test Administration Training Wyoming Department of Education American Institutes for Research Purpose of Training 2 The purpose of today s training is to provide you

More information

Access English Centre Immigrant Centre Manitoba. Summer Fun Activities & word Bingo 60 Minutes Beginner Level

Access English Centre Immigrant Centre Manitoba. Summer Fun Activities & word Bingo 60 Minutes Beginner Level Access English Centre Immigrant Centre Manitoba Summer Fun Activities & word Bingo 60 Minutes Beginner Level Warm-up - & Work-Out: - Materials: Participants need: Bingo card, chips or marker Facilitator

More information

Welcome Parents! The following presentation aims to provide information and resources you can use to help support your child s s reading development o

Welcome Parents! The following presentation aims to provide information and resources you can use to help support your child s s reading development o Parental Involvement in Reading Development P-3 Vidhya Nageswaran Welcome Parents! The following presentation aims to provide information and resources you can use to help support your child s s reading

More information

Scams and Schemes LESSON PLAN UNIT 1. Essential Question What is identity theft, and how can you protect yourself from it?

Scams and Schemes LESSON PLAN UNIT 1. Essential Question What is identity theft, and how can you protect yourself from it? LESSON PLAN Scams and Schemes Essential Question What is identity theft, and how can you protect yourself from it? Lesson Overview Students learn strategies for guarding against identity theft and scams

More information

Fluffy Cloud Walk. Materials Used: Pictures of three types of clouds: cirrus, stratus, cumulus

Fluffy Cloud Walk. Materials Used: Pictures of three types of clouds: cirrus, stratus, cumulus Fluffy Cloud Walk Standard Addressed: Earth Science Students know how to use simple tools (e.g. thermometer, wind vane) to measure weather conditions and record changes from day to day and across the seasons.

More information

Interactive Whiteboards, Productive Pedagogies and Literacy Teaching in a Primary Context.

Interactive Whiteboards, Productive Pedagogies and Literacy Teaching in a Primary Context. Interactive Whiteboards, Productive Pedagogies and Literacy Teaching in a Primary Context. Authors: Peter Kent, Assistant Manager Centre for Teaching and Learning, ACT Department of Education. And Matthew

More information

Understanding Income and Expenses EPISODE # 123

Understanding Income and Expenses EPISODE # 123 Understanding Income and Expenses EPISODE # 123 LESSON LEVEL Grades 4-6 KEY TOPICS Entrepreneurship Income and expenses Cash flow LEARNING OBJECTIVES 1. Understand what your income and expenses are. 2.

More information

Places & Where We Live

Places & Where We Live Lesson: General: Time: Objectives: Structures: Target Vocab: 40 mins - 1 hour Talking about where animals and people live " Dónde vives?" " Donde vive (la vaca)?" "Vivo en...", "Vive en..." pez, vaca,

More information

Easy English. Victim of Crime fact sheets

Easy English. Victim of Crime fact sheets Easy English Victim of Crime fact sheets Report a crime to the police Report crime to police Report a crime to the police There are 3 numbers you can call Triple Zero (000) Police Assistance Line Crime

More information

Kolbe Academy Home School

Kolbe Academy Home School GRADE ONE PHONICS A TABLE OF CONTENTS I. Syllabus 2 II. Daily Course Plan A. Quarter 1 4 B. Quarter 2 13 C. Quarter 3 22 D. Quarter 4 31 III. Quarterly Exams A. Quarter 1 B. Quarter 2 C. Quarter 3 D. Quarter

More information

My week. Vocabulary (SB page 18) Unit objectives. My day. Word XP. To start. Power up

My week. Vocabulary (SB page 18) Unit objectives. My day. Word XP. To start. Power up 02 My week Unit objectives Reading: Vocabulary: Grammar: Listening: Speaking: Writing: Vocabulary (SB page 18) Ask students: How many days are there in a week? Which days are the weekend and which are

More information

Cambridge ESOL Entry 3 Certificate in ESOL Skills for Life

Cambridge ESOL Entry 3 Certificate in ESOL Skills for Life Centre Number Candidate Number Candidate Name *2290400733* UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS English for Speakers of Other Languages Cambridge ESOL Entry 3 Certificate in ESOL Skills for Life [Reading]

More information

Talking on the Phone: Week 1 of 1

Talking on the Phone: Week 1 of 1 The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you to adapt it for your own classrooms. Beginning Level (CASAS reading scores of 181-200)

More information

Program 123: Income and Expenses

Program 123: Income and Expenses BIZ KID$ Program 123: Income and Expenses Introduction Explain that Biz Kid$ is a program to help people become financially educated, learn work-readiness skills, and to even become entrepreneurs or Biz

More information

Helping your child with Reading

Helping your child with Reading Helping your child with Reading Some ways that you can support. Getting Started Sharing books - We teach phonics to help our children learn to read and write and in order to do this successfully they need

More information

Words In The News. Teacher s pack Lesson plan and student worksheets with answers

Words In The News. Teacher s pack Lesson plan and student worksheets with answers Words In The News Teacher s pack Lesson plan and student worksheets with answers Britain information blunder 21 November 2007 CONTENTS 1. Level, topic, language, aims, materials 2. Lesson stages 3. Student

More information