Literacy Council of Montgomery County, MDPresentation 7

Rev.1-19-2012

Reading – Skill Book 1, Lessons 2 – 6

[25 minutes]

Materials

  • Large letter charts for lessons 2, 3, 4, 5, and 6
  • Teacher’s Manual

Suggested Teaching Methods

  • Lecture
  • Demonstration

Essential Presentation Elements

Trainees have learned how to teach Chart 1. This session identifies the ways in which the remaining charts differ.

Note to Trainers: Do not teach the charts in their entirety as was done with Chart 1. This session should provide a quick overview of the chart items that differ from Chart 1. You should spend only 10 minutes on the charts.

Lesson 2

  • Point out that the chart format is identical to Chart 1 (picture, letter superimposed on picture, word).
  • Tell trainees how this chart differs from Chart 1:
  • people are doing things (jumping, kicking)
  • chart introduces verbs that end in “–ing”
  • for these pictures, they will ask students “what is she (he) doing?” instead of “what’s this?”
  • Explain that in some cultures, touching or pointing to body parts is not polite. Use the illustrations book, a doll or a picture dictionary.

Lesson 4

  • This chart focuses on the vowels
  • Decoding vowels is the most difficult phonics task for students throughout the process of learning to read
  • Mention that pronunciation of short vowels is very difficult for most students; this will be addressed in some detail on Day 2 of the workshop

Lesson 5

  • Differences on Chart 5:
  • “x” is the end sound instead of the beginning sound
  • “q” is taught in combination with “u”
  • digraphs are introduced

Lesson 6

This lesson establishes several key concepts for reading:

  • Point out that this chart does not contain pictures
  • Letters now appear alphabetically
  • “Sounding out” words is introduced
  • Teach only the first line on the chart to demonstrate
  • how to teach “capital” letters
  • how to blend letter sounds to read a new word (Ann)
  • Indicate whether a name is a man’s name or a woman’s name (students from other countries would not necessarily know this)
  • Tell trainees that students begin silent reading in this lesson
  • Tell trainees that instructions for teaching the story appear on page 137

Have tutors pair off and practice teaching Chart 6 to each other. Do not spend more than 10 minutes on this.

Use the final 5 minutes to discuss the group exercise, address any questions.

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