LL SIFE FLL: Unit 1 Lesson 11 Alphabet Letters, Sounds, and Keywords

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1 LL SIFE FLL: Unit 1 Lesson 11 Alphabet Letters, Sounds, and Keywords This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Exempt third party content is indicated by the footer: (name of copyright holder). Used by permission and not subject to Creative Commons license.

2 LL SIFE FLL: Unit 1: Lesson 11 Lesson 11: 45 minutes Lesson at a Glance Unit Essential Question Lesson Focus Question Overview Long-Term Targets (CCSS) Today s Targets Who are we? What sounds do the letters make? The purpose of Lesson 11 is to introduce the common sounds that each letter of the alphabet makes. Students will be introduced to keywords that represent the most common sound made by each letter using age-appropriate images in a custom-designed alphabet chart. This lesson is an introduction to sounds. Students are not expected to master all letters and sounds in this lesson. I can recognize and name all letters of the alphabet. (FS.1) I can match lowercase to capital letters. (FS.1) I can read all individual consonants in isolation. (FS.3) I can name all the letters in the alphabet. I can match lowercase to capital letters. I can say the name, sound, and keyword for each letter. Language Development Functions & Forms Give information: Name the letter, say its sound, and say the keyword. (letter name) (letter sound) (keyword) Vocabulary N: sound, keyword *students might also be learning the meanings of each of the keywords for letters A to Z- see alphabet cards* V: A: capital, lowercase 2

3 LL SIFE FLL: Unit 1: Lesson 11 Agenda: Lesson 11 General Teaching Notes: Lesson Opening (7 minutes) A. Welcome Message B. Share Homework C. Review Letter Names D. Introduce the Learning Targets 2. Work Time (30 minutes) A. Match Lowercase to Capital Letters B. Letters, Sounds, & Keywords 3. Closing & Assessment (7 minutes) A. Letters and Sounds Comprehension Check B. Review the Learning Targets While one letter can make several sounds, in this lesson you are only teaching the sound made by the letter of the keyword on each card, similar to an elementary school alphabet chart. This is lesson is only an introduction to sounds and keywords. Students will continue to learn individual letters and sounds over the next few weeks, before moving into more complex sound-symbol patterns. Letters and sounds are taught alongside sight words. Use the assessment data from Lessons 8 and 9 to adjust this lesson as needed. Review the following protocols in the FLL Implementation Guide to prepare for the lesson: welcome message choral reading modeling cold calling pair-share TPR 4. Homework (1 minute) A. Alphabet Homework Handout 3

4 LL SIFE FLL: Unit 1: Lesson 11 Materials and Preparation: Lesson 11 Provided in Lesson Materials Week 3 Glossary, Lesson 11 Letter-Sound Sentence Frames Alphabet Flashcards Capital-Lowercase Matching Cards Alphabet Homework Handout For Teacher to Prepare in Advance Load Week 3 Glossary, Lesson 11 for projection. Load the Alphabet Chart for the Wall for projection (from Lesson 10). Copy Alphabet Flashcards for partners. Copy Letter-Sound Sentence Frames for partners. Copy and cut a set of the Capital-Lowercase Matching Cards for each set of partners. Separate capital and lowercase letter cards into two piles, each held together with a paperclip. Copy Alphabet Homework Handout for each student. Gather small whiteboards, dry erase markers, and tissues for each student, as well as regular markers. Write welcome message on board, adding a personalized line after the weather. Classroom Set-Up Welcome message is posted. Learning targets are posted. Large monthly calendar is posted. Alphabet Chart for the Wall (from Lesson 10) is posted and highly visible for students. 4

5 LL SIFE FLL: Unit 1: Lesson 11 Opening: Lesson 11 (7 minutes) A. Welcome Message (2 minutes) Play the alphabet video/song (up to minute 2:12) as students as enter the room. Draw student attention to the welcome message on the board. Read the welcome message aloud to the class. Read naturally and track print as you read aloud. Invite students to chorally read the message with you and direct partners to read to each other. Meeting Students Needs Individual students can begin to read the message on volunteer basis as they feel comfortable. Support student understanding of any new lines in the message. B. Share Homework (2 minutes) Partners take turns naming the missing letters they filled on the homework sheet. C. Review Letter Names (2 minutes) Hold the stack of shuffled Alphabet Flashcards for the class. Flash each card to the class as they chorally read the name of each letter. Cold call individual students with cards when you have finished the deck chorally. Consider partner flashcard practice as an alternative to whole-class review if you feel confident that the letter names are familiar to most students. Use the flashcards with the keyword picture, but only ask students to name each letter as review from yesterday. They have not yet learned keywords and sounds, as this is today s lesson. D. Introduce the Learning Targets (1 minute) Orient students to the place in the room where the learning targets will be posted daily. Read the essential question for the unit: Who are we? Say: Yesterday, we learned the names of the letters. Today, we are going to learn the sound (gesture to your ear) that each letter makes. We need to know the sounds of letters to read. Read the lesson focus question: What sounds do the letters make? Gesture to show meaning of sound. Read the learning targets: o I can name all the letters in the alphabet. o I can match lowercase to capital letters. o I can say the name, sound, and keyword for each letter. 5

6 LL SIFE FLL: Unit 1: Lesson 11 Work Time: Lesson 11 (30 minutes) A. Match Lowercase to Capital Letters (15 minutes) Direct each pair of students to sit at a different table, to allow room for this activity. Distribute a cut up set of Capital-Lowercase Matching Cards to each pair of students, using capital letters only in the first task. Instruct partners to put the letters in sequence from A to Z, across the table. When all groups have completed the task, review using TPR. Say: Hold up the letter. Repeat this for several letters. Project the Week 3 Glossary, Lesson 11 for capital letter and lowercase letter. Say: There are two ways that we can write letters. There are capital letters (point to Word Card). Capital letters are big. And there are lowercase letters (point to Word Card). Lowercase letters are small. All of the letters on the table now are capital letters. Invite students to chorally repeat capital and lowercase, clapping syllables for each word. Say: Now I am going to give you the lowercase letters. Match the lowercase letters to the capital letters like this. Take a lowercase letter (e.g., p) from the new pile of letters, and place it under its corresponding capital letter (e.g., P). Distribute a set of lowercase letters to each table, and direct partners to match them to the capital letters in order on the table. Once partners have all pairs of letters matched on the table, review using TPR. Begin with capital letters, saying: Hold up capital letter. Repeat several times, with partners taking turns holding up the capital letters. Then continue with several lowercase letters in the same way. In the final round of TPR, mix up the commands between capital and lowercase. For example: Hold up lowercase b. Hold up capital R. Hold up capital T. Hold up lowercase z. Meeting Students Needs This task focuses only on recognizing and naming capital and lowercase pairs, not the uses of each. Rules about capitalization will be taught and reinforced across several lessons. As students are putting the capital letters in order from A to Z, remind them to sing the alphabet song if needed to help them remember the order. You can also prompt them to use the alphabet chart, which is posted on the wall. 6

7 LL SIFE FLL: Unit 1: Lesson 11 B. Letters, Sounds, and Keywords (15 minutes) Project the Word Card for sound. Say: We know the names of each letter, and how to match capital to lowercase letters. Now let s learn the different sound that each letter makes. Some letters make a few sounds, but today we will learn one sound for each letter. Play the alphabet video from Lesson 10, beginning at minute 2:12, which includes the letter sounds instead of the letter names: Project the Word Card for keyword. Continue explaining: For each letter, we will use a keyword to help us remember the sound. The keyword is a word that is easy to learn. Project the Alphabet Keyword PowerPoint, showing each slide one by one. For each slide, direct students to chorally read the letter name. Point to and name the capital and lowercase form of the letter on each slide. Produce the sound and keyword for each letter. For example say: h-/h/-happy. Direct students to chorally repeat letter name, sound, and keyword after each slide. After each letter, ask partners to pair-share any other words they know that start with that letter and sound. Try to elicit at least two words for each letter and sound. Jot student examples on the slide for each letter. If a student says a word that does not start with that letter and sound, ask the class to chorally repeat the word and say the letter it actually starts with. Use student errors in a supportive way to teach. Consider typing these student-generated words after class and finding images for later sorting activities. If time allows, play the alphabet video with letter sounds again, and invite students to sing along. A letter inside slash marks (e.g., /h/) indicates the sound that this letter represents. We say that a letter makes a sound, but in reality, speech is made of sounds (phonemes) and we use letters (graphemes) to represent them. The fact that a speech stream can be broken down into individual sounds and that an individual sound can be represented by one letter are foundational skills that are very new to many SIFE. They can often identify words that begin with a sound, but struggle to produce the sound of a letter in isolation. In this lesson, students do not learn the consonant digraphs, which are two consonants that combine to make one sound (e.g., sh, th, ch). See the list of all phonemes in English, in the appendices of the FLL Implementation Guide. 7

8 LL SIFE FLL: Unit 1: Lesson 11 Closing and Assessment: Lesson 11 (7 minutes) A. Letters and Sounds Comprehension Check (6 minutes) Distribute whiteboards, markers, and tissues to each student. Mix up a set of Alphabet Flashcards and hold them in your hand. Say: I am going to say a keyword. Write the letter that begins each keyword. Try to use all lowercase letters when you write. Choose a card and read the keyword. You can also show the picture of the keyword as you say it, but do not show the letter or the spelling of the word. Students write the lowercase letter that starts the word. Remind them to write clearly and big enough for you to see. When you say Go, each student hold up his/her board with the letter. Show the correct letter on your flashcard. Meeting Students Needs Small whiteboards are a fast and engaging way to do comprehension checks. While you might consider partner white boards at times, students love to practice skills using their own whiteboard. Remind students of the importance of only using dry erase markers on the boards, and of wiping them completely clean after use. It is more important that students write the correct letter, than to have it in lowercase form. Accept capital letters as well. This is an individual assessment, but it is lower stakes than cold calling because all students are assessed simultaneously. This is the earliest form of dictation, which will increase in complexity as students expand their spelling skills. 8

9 LL SIFE FLL: Unit 1: Lesson 11 B. Review the Learning Targets (1 minute) Point to the learning targets for the day. Read the learning targets. Say: Today you practiced saying the names of each letter, and matching lowercase and capital letters and the sound and keyword for each letter. Homework: Lesson 11 (1 minute) A. Alphabet Homework Handout Show students that in Part 1 of the homework, they must fill in the missing lowercase and capital letters. This is similar to yesterday s homework. Show students that in Part 2 they must find and draw four objects from home or neighborhood that begin with different sounds. Students must draw the object and write the first letter that begins the word. Meeting Students Needs This homework is intended to simply provide out-of-class practice on letters and sounds. 9

10 LL SIFE FLL: Unit 1 Lesson 12 Alphabet Introducing Alphabet Books This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Exempt third party content is indicated by the footer: (name of copyright holder). Used by permission and not subject to Creative Commons license.

11 LL SIFE FLL: Unit 1: Lesson 12 Lesson 12: 45 minutes Lesson at a Glance Unit Essential Question Lesson Focus Question Overview Long-Term Targets (CCSS) Today s Target Who are we? What is the first letter in words we know? The purpose of Lesson 12 is for students to review the sound and keyword for each letter in the alphabet. Students will enter these words in their individualized alphabet books, which will grow over the first semester. The alphabet books are a place to catalog words that start with different letters of the alphabet in order to strengthen sound-symbol connections needed for reading and writing. Here students practice writing words that share the same first sound and practice reading these words. I can recognize and name all letters of the alphabet. (FS.1) I can read all individual consonants in isolation. (FS.3) I can say the name, sound, and keyword for each letter. I can identify the beginning sound and letter of words I know. Language Development Functions & Forms Give information: Look at the keyword picture, say its first sound, and name the letter. (keyword) (sound) (letter) Vocabulary There is no new vocabulary in Lesson 12, as students begin their alphabet books with familiar key words. 2

12 LL SIFE FLL: Unit 1: Lesson 12 Agenda: Lesson 12 General Teaching Notes: Lesson Opening (10 minutes) A. Welcome Message B. Share Homework C. Review Letter Names, Sounds & Keywords D. Introduce the Learning Targets 2. Work Time (30 minutes) A. Begin Alphabet Books 3. Closing & Assessment (4 minutes) A. Letter Names, Sounds, & Keywords B. Review the Learning Target 4. Homework (1 minute) A. Alphabet Handwriting There is only one activity in the Work Time, as the Alphabet Books activity takes the full 30 minutes. Each student is making his/her own book, with partner talk and support as needed. There is very little teacher at the front of the room time in this lesson. Circulate and support students as needed. Some students will be able to work more independently in this task than others. Each page allows students to collect and catalogue words that follow different sound-spelling patterns. When students construct the books themselves, rather than receive ready-made books, we believe students are more engaged and more likely to internalize the sound-spelling patterns. Additional pages to be added in later lessons will include consonant digraphs (e.g., sh, th, ch) consonant blends (e.g., st, bl, tr) as well as phonograms (e.g., -and, -at, -it), long vowels, and various prefixes and suffixes. Adding words to the Alphabet Book will become a regular practice throughout semester 1, and possibly into semester 2 as sound-spelling patterns become more complex. Review the following protocols in the FLL Implementation Guide to prepare for the lesson: welcome message choral reading cold calling partner flashcard practice sight word review modeling think aloud 3

13 LL SIFE FLL: Unit 1: Lesson 12 Materials and Preparation: Lesson 12 Provided in Lesson Materials Letter-Keyword Flashcards Alphabet Book Alphabet Keywords: Small Cards Alphabet Handwriting Homework Handout For Teacher to Prepare in Advance Organize Letter-Keyword Flashcards in shuffled stacks for partners. Print, copy, and assemble a blank Alphabet Book for each student. Use a sturdy folder with three clasps down the center. This is light and easy to carry between home and school, and allows for adding new pages. Create a model Alphabet Book. Glue keywords into a few pages, and add your own words and small drawings to a page or two. You do not need to fill the book. Just add enough information to show students what they need to do. Print, copy, and cut a set of Alphabet Keywords: Small Cards for each student in a paperclip or small envelope. Print and copy the Alphabet Handwriting Homework Handout for each student. Gather glue sticks for each student. Small ones work best for this activity because the pictures are small. Consider assigning a glue stick to each student for the semester, with his/her name written on it in marker. This encourages students to take better care of and conserve materials. Write the welcome message on board, adding a personalized line after the weather. Classroom Set-Up Welcome message is posted. Learning target is posted. Large monthly calendar is posted. Alphabet Chart (from Lesson 10) is posted and highly visible. 4

14 LL SIFE FLL: Unit 1: Lesson 12 Opening: Lesson 12 (10 minutes) A. Welcome Message (2 minutes) Play the alphabet video/song as students enter the room: Draw student attention to the welcome message on the board. Read the welcome message aloud to the class. Read naturally and track print as you read aloud. Invite students to chorally read the message with you. Direct partners to read the message to each other. Meeting Students Needs Individual students can begin to read the message on volunteer basis as they feel comfortable. Support student understanding of any new lines in the message. B. Share Homework (2 minutes) Partners take turns sharing homework Parts 1 and 2. C. Review Letter Names, Sounds, and Keywords (5 minutes) Hold the stack of shuffled Letter-Keyword Flashcards for the group. Flash each card to the class as they chorally read the name of each letter, the sound, and keyword. Cold call individual students with cards when you have finished the deck chorally. Consider partner flashcard practice as an alternative to whole class review if you feel confident that the letter names are familiar to most students. Students are not expected to have mastered yesterday s lesson. Use this review to gauge what students know today. It is not important to review every letter, only what is possible in five minutes. D. Introduce the Learning Target (1 minute) Orient students to the place in the room where the learning targets will be posted daily. Read the essential question for the unit: Who are we? Say: Yesterday we learned the sounds and keywords for of the letters. Today we are going to make a book and put in words in pictures that begin with different letters. Read the lesson focus question: What is the first letter of words we know? Read the target: o I can say the name, sound, and keyword for each letter. o I can identify the beginning sound and letter of words I know. 5

15 LL SIFE FLL: Unit 1: Lesson 12 Work Time: Lesson 12 (30 minutes) A. Begin Alphabet Books (30 minutes) Show your Alphabet Book model. Say: I began to make my Alphabet Book. Today you are going to make your own book. You will keep putting words in this book that begin with different letters of the alphabet. You can see that the pages of the book go from A to Z. Flip through the book to show students A, B, C, etc. Model entering a keyword and picture in a page in the book: o Take one Alphabet Keywords: Small Card. o Say the word for the picture, the first sound, and the letter. o Flip through the pages to find this letter, referring to the Alphabet Chart on the wall for reference about order of letters. o Think aloud as you look for the correct letter. o For example say: I m looking for F. This page is B. I know F comes after B. o Locate the correct letter page, and glue the letter into the box on top of the page. o Write the keyword in the box. Distribute an Alphabet Book to each student. Direct students to write their name on the cover with a marker. Distribute a set of Alphabet Keywords: Small Cards to each student. Direct students to add all Alphabet Keywords: Small Cards and words to their books. Remind students to talk to their partners as needed, and to keep track of all small papers from the Alphabet Keyword: Small Cards. If students finish early, direct them to start to enter words they know on the different letter pages. Before writing each word and drawing a small picture, they say the word aloud to their partner and listen to determine if the first sound of that word is the same as the first sound of the keyword. For example, shirt starts with the letter s, but not the same sound as the keyword sad. If several students have entered new words into their Alphabet Books, hear a few examples at the end of the Work Time. Meeting Students Needs Students should be working in home-language pairs so they can help each other with the word in their home language and they can write the word in their home language if they know it. Students will be using the Alphabet Book across several lessons. As students write the word for each keyword picture, guide them in using resources to find the word spellings. They can use the Alphabet Chart on the wall or the Alphabet Chart Student Copy in their binders. Acknowledge students who are using these resources to support spelling. 6

16 LL SIFE FLL: Unit 1: Lesson 12 Closing and Assessment: Lesson 12 (4 minutes) A. Letters and Sounds Comprehension Check (3 minutes) Distribute whiteboards, markers, and tissues to each student. Mix up a set of Letter-Keyword Flashcards and hold them in your hand. Say: I am going to say a keyword. Write the letter that begins each keyword. Try to use all lowercase letters when you write. Choose a card and read the keyword. You can also show the picture of the keyword as you say it, but do not show the letter or the spelling of the word. Students write the lowercase letter that starts the word. Remind them to write clearly and big enough for you to see. When you say Go, each student holds up his/her board with the letter. Show the correct letter on your flashcard. Meeting Students Needs This is the same informal assessment as yesterday s lesson. The goal for this lesson is for more students to identify more beginning sounds, and for those who know them to build speed and automaticity. Depending on student levels, consider alternating between capital and lowercase forms that you ask students to write. B. Review the Learning Target (1 minute) Point to the learning target for the day. Read the learning target. Say: Today you began your Alphabet Books and practiced matching keywords to sounds and letters. Homework: Lesson 12 (1 minute) A. Letter-Keyword Homework Handout Distribute the Letter-Keyword Homework Handout to each student. Instruct students to complete the homework, doing on example together if needed. Meeting Students Needs Alphabet book entries will be added to tomorrow s homework. 7

17 LL SIFE FLL: Unit 1 Lesson 13 Alphabet Adding Familiar Words to Alphabet Books This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Exempt third party content is indicated by the footer: (name of copyright holder). Used by permission and not subject to Creative Commons license.

18 LL SIFE FLL: Unit 1: Lesson 13 Lesson 13: 45 minutes Lesson at a Glance Unit Essential Question Lesson Focus Question Who are we? What is the first letter in words we know? Overview Long-Term Targets (CCSS) Today s Targets The purpose of Lesson 13 is for students to further develop their alphabet books by sorting and adding familiar words from previously taught lessons. Students will continue to work on their individual books, with partner support. I can recognize and name all letters of the alphabet. (FS.1) I can read all individual consonants in isolation. (FS.3) I can identify words that begin with same sound. (FS.2) I can identify vocabulary words from pictures. I hear the first sound in words and say the letter. I can sort words into groups with the same first sound and letter. Language Development Functions & Forms Give information: (word) (beginning sound) (word) starts with (letter). Vocabulary There is no new vocabulary in Lesson 13, as students continue working in alphabet books by logging additional words they know. 2

19 LL SIFE FLL: Unit 1: Lesson 13 Agenda: Lesson 13 General Teaching Notes: Lesson Opening (10 minutes) A. Welcome Message B. Share Homework C. Review Letter Names, Sounds, & Keywords D. Introduce the Learning Targets 2. Work Time (30 minutes) A. Sort Familiar Words B. Add Words to Alphabet Book 3. Closing & Assessment (3 minutes) A. Letter-Sound Comprehension Check B. Review the Learning Targets 4. Homework (2 minutes) A. Add Words to Alphabet Books For the review of letters, sounds, and keywords in the Opening, continue to use Letter-Keyword Flashcards that have the picture of the keyword. You will replace these with letter only flashcards when students have internalized the keywords in later lessons. You can add other pictures and words for students to add to their Alphabet Books, but students should only be working with words that have been taught and are familiar. Each student continues to work on his/her own book, with partner talk and support as needed. Home-language groups should be used when students are learning new words and logging them in the alphabet books. Students can help each other to translate between the home language and English. Like Lesson 12, there is very little teaching at the front of the room time in this lesson. Circulate and support students as needed. Some students will be able to work more independently in this task than others. Consider including words learned in ELA that begin with the same four focus letters for this lesson: b, l, n, s. Review the following protocols in the FLL Implementation Guide to prepare for the lesson: welcome message choral reading sight word review modeling think aloud 3

20 LL SIFE FLL: Unit 1: Lesson 13 Materials and Preparation: Lesson 13 Provided in Lesson Materials Letter-Keyword Flashcards Alphabet Books Familiar Vocabulary Pictures Blank Handwriting Practice Handout For Teacher to Prepare in Advance Organize Letter-Keyword Flashcards in shuffled stacks for partners. Print and copy a Blank Handwriting Practice Handout for each student. Keep a folder of these blank pages somewhere in the room where students can access. Print, copy, and cut a set of Familiar Vocabulary Pictures for each student in a paperclip or small envelope. Gather student Alphabet Books and the Model Alphabet Book you began in Lesson 12. Gather student glue sticks. Check with the ELA to be sure that sort has been introduced as a concept. If not, gather objects to help students understand the concept of sorting. These could be markers of different colors and sizes or different color clothing items. Write the welcome message on board, adding a personalized line after the weather. Classroom Set-Up Welcome message is posted. Learning targets are posted. Large monthly calendar is posted. Alphabet Chart (from Lesson 10) is posted and highly visible for students. 4

21 LL SIFE FLL: Unit 1: Lesson 13 Opening: Lesson 13 (10 minutes) A. Welcome Message (2 minutes) Play the alphabet video/ song as students enter the room Draw student attention to the welcome message on the board. Read the welcome message aloud to the class. Read naturally and track print as you read aloud. Invite students to chorally read the message with you. Direct partners to read the message to each other. Invite students to read individually. B. Share Homework (3 minutes) Partner will not share homework, since the task was handwriting practice. Circulate to check student homework. Take note of letters that students had difficulty forming. Ask students: What letters are difficult to write? Take a few minutes to reinforce how to form these letters by modeling on the board. Distribute Blank Handwriting Practice Handout to each student. Direct students to practice writing the difficult letters. C. Review Letter Names, Sounds, and Keywords (4 minutes) Distribute Letter-Keyword Flashcards to partners. Direct partners to practice quizzing each other on letter, sound, and keyword. Partners should use the sight word review protocol. Meeting Students Needs Beginning in Unit 2, students will take on some responsibility in crafting the welcome message. Only students having difficulty with letter formation need to practice handwriting. Assign students who are not struggling to support those who are. Partners should use the routine model again, if needed, but this has been practiced a few times. D. Introduce the Learning Targets (1 minute) Orient students to the place in the room where the learning targets will be posted daily. Read the essential question for the unit: Who are we? Say: Yesterday you began your Alphabet Books. Today you will add words you know. 5

22 LL SIFE FLL: Unit 1: Lesson 13 Read the lesson focus question: What is the first letter in words we know? Read the targets: o o o I can identify vocabulary words from pictures. I hear the first sound in words and say the letter. I can sort words into groups with the same first sound and letter. 6

23 LL SIFE FLL: Unit 1: Lesson 13 Work Time: Lesson 13 (30 minutes) A. Sort Familiar Words (10 minutes) Say: Today you are going to look at pictures of vocabulary words you learned the last few weeks. You are going to say the word for each picture and decide what letter starts that word. Model sorting the words into groups based on beginning letter and sound. o Spread out Familiar Vocabulary Pictures on the table. o Included in the set of picture are four letter cards: n, s, l, b. Separate these from the pictures. o Think aloud as you look at each picture, say the word, isolate the first sound, and identify the first letter. For example, say: This is a picture of a sister. Sister starts with /s/ like sad, so the letter is s. I put this in the s group. o Invite students to help you with another picture, following these steps. Distribute a set of Familiar Vocabulary Pictures to each student. Direct partners to sort the words into four groups, based on the first sound and letter. Partners can sort their own sets, because they will each glue their words onto the correct letter pages in the following activity. Circulate as students sort their words. If you see errors, prompt partners to say this word again to identify the first sound and letter. Do not correct the error for students, because they can probably figure it out simply by repeating the task. B. Add Words to Alphabet Books (20 minutes) Say: Now you are going to add the 12 words you sorted to your Alphabet Books. You will glue your pictures and write the words. Model adding words to the books: Meeting Students Needs The Familiar Vocabulary Pictures are pictures only, without words. The goal is for students to say the word, then identify the first sound and letter. Reading the word does not push students to attend to the soundletter connection, as they will simply match the visual representation of the letters. 1 Students work in partners to say the words and decide the first sound and letter. But each student has his/her own copy of the pictures to glue into his/her book. Like activity A, students add to their own books, but ask their partner for support if needed. Be dramatic in your tone and 1 This way of sorting is inspired by: Bear, Donald R. Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. Upper Saddle River, N.J: Merrill,

24 LL SIFE FLL: Unit 1: Lesson 13 o Look at the for letter groups on the table. Say: I m going to start with the letter b, because that comes at the beginning of the alphabet. o Turn to the B page in your Alphabet Book. o Say, Birthday. /b/ Birthday starts with b. o Glue the birthday picture into the table. Line up the pictures on the left of the cell, so you have room to write the word on the right. o Say: Now I need to write the word birthday. Where can we find this word so I can spell it correctly? Hmm. I can look on the word wall. (Point to the Word Card for birthday.) Or I can also look in the Week 1 Glossary in my binder. o Flip through your glossary to find birthday. o Say: OK, here is birthday. I m going to copy this word here. o Spell the word aloud as you write the letters b-i-r-t-h-d-a-y. o Check the word you wrote against the glossary spelling. Direct partners to do the same with their words in the Alphabet Books. As partners look at the words, direct them to use the model sentence to say the word, its first sound, and the letter than begins the word. gesture when you are modeling for students how to use resources to find information. When you show your thinking using questions like Hmm. Where can I find this information and statements like Oh, I can look in my glossary, you are making transparent for students important thinking about learning. Through this think aloud, you are externalizing important internal processes involved in learning. 8

25 LL SIFE FLL: Unit 1: Lesson 13 Closing and Assessment: Lesson 13 (3 minutes) A. Letters -Sound Comprehension Check (2 minutes) Distribute whiteboards, markers, and tissues to each student. Mix up a set of the Familiar Vocabulary Pictures and hold them. Call out the word for the pictures one by one. Students write the lowercase letter that starts the word. Remind them to write clearly and big enough for you to see. When you say Go, each student holds up his/her board with the letter. Students chorally say the letter name. Meeting Students Needs Depending on student levels, consider alternating between capital and lowercase forms that you ask students to write. As with all Closing and Assessment tasks, you should be collecting evidence of student learning and using these brief activities to quickly take the pulse of student learning. Always use student performance to inform how you proceed with the lessons. B. Review the Learning Targets (1 minute) Point to the learning targets for the day. Read the learning targets. Say: Today you look at pictures, said the words, and identified the first sound and letter. You sorted these words into groups and added them to your Alphabet Books. We will continue to work with Alphabet Books over the year. 9

26 LL SIFE FLL: Unit 1: Lesson 13 Homework: Lesson 13 (2 minutes) A. Add Words to Alphabet Books Say: For homework, you will add two new words for each letter: b, l, n, s. Model adding new words and pictures to Alphabet Books. Turn to the B page of your Model Alphabet Book. Say: OK, what other words do I know that begin with b? I m going to write book. Draw a simple picture of a book and write the word book. Instruct students to write two words for each of the four letters they worked on today. Meeting Students Needs Consider having students mark each of the four pages with a small Post-it and writing the number 2 on each one. This is a useful strategy for remembering assignments. 10

27 LL SIFE FLL: Unit 1 Lesson 14 In School Important People and Places This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Exempt third party content is indicated by the footer: (name of copyright holder). Used by permission and not subject to Creative Commons license.

28 LL SIFE FLL: Unit 1: Lesson 14 Lesson 14: 45 minutes Lesson at a Glance Unit Essential Question Lesson Focus Question Who are we? Who are the people in school? What important places are in school? Overview The purpose of Lesson 14 is to introduce students to the vocabulary of school, including people you can find in a school as well as the important places in a school. While students are not expected to master this vocabulary in one lesson, they should begin to develop receptive understanding of language needed to support their daily navigation of school. Long-Term Targets (CCSS) Today s Targets I can ask and answer questions about what a speaker says. (SL.3) I can match words to pictures. (R.7) I can ask questions to people who work in school. I can match words and pictures about school. Language Development Functions & Forms Give information: We are in the (school location). Vocabulary N: places: classroom, hall, bathroom, gym, cafeteria, auditorium, computer lab, office, stairs, elevator people: nurse, teacher, student, principal, guidance counselor, secretary, custodian, security guard V: A: 2

29 LL SIFE FLL: Unit 1: Lesson 14 Agenda: Lesson 14 General Teaching Notes: Lesson Opening (8 minutes) A. Welcome Message B. Share Homework C. Review Letters, Sounds, & Keywords D. Introduce the Learning Targets 2. Work Time (30 minutes) A. Word Sort B. School Tour 3. Closing & Assessment (6 minutes) A. Review Vocabulary B. Review the Learning Targets In Lesson 14, you will take students on a brief tour of the building to familiarize them with important people and places in the school. We have provided the vocabulary, but you might adapt this list, depending on your school set up. Since this is Lesson 14, and students have been in school for several weeks, they most likely will know some of these words. Therefore, the lesson begins by eliciting student knowledge about important people and places in school to find out what students already know. It is important that teaching time focuses on what students do not yet know, rather than what they already know. Students will use this new set of vocabulary to further develop their Alphabet Books for homework. Review the following protocols in the FLL Implementation Guide to prepare for the lesson: welcome message choral reading modeling sort 4. Homework (1 minute) A. Add Words to Alphabet Books 3

30 LL SIFE FLL: Unit 1: Lesson 14 Materials and Preparation: Lesson 14 Provided in Lesson Materials Week 3 Glossary, Lesson 14 School Pictures School Word Cards School: Small Cards Handwriting Homework Handout For Teacher to Prepare in Advance Organize Sound-Letter Flashcards in shuffled stacks for partners. Load School Pictures for projection. These consist only of images. Load School Word Cards for projection. These consist of images and words. Print, copy, and cut a set of School Pictures for each set of partners. Print, copy, and cut a set of School Word Cards for each set of partners. Print and copy Lesson 14 Student Glossary for each student. Print, copy, and cut a set of School: Small Cards for each student in an envelope for homework. Print and copy of Lesson 14 Handwriting Homework Handout for each student. Gather a set of clipboard for the tour. Write the welcome message on board. Include a line explaining that today you will take a tour of the school. Classroom Set-Up Welcome message is posted. Learning targets are posted. Large monthly calendar is posted. Alphabet Chart is posted on walls. 4

31 LL SIFE FLL: Unit 1: Lesson 14 Opening: Lesson 14 (8 minutes) A. Welcome Message (2 minutes) Play the alphabet video/song as students enter the room: Draw student attention to the welcome message on the board. Read the welcome message aloud to the class. Read naturally and track print as you read aloud. Invite students to chorally read the message with you. Direct partners to read the message to each other. Invite students to read individually. B. Share Homework (3 minutes) Direct partners to share new words they entered in their alphabet books for homework. Have students take turn reading all words they entered so far on the different letter pages. C. Review Letter Names, Sounds, and Keywords (2 minutes) Distribute Sound-Letter Flashcards to partners. Direct partners to practice quizzing each other on letter, sound, and keyword. Meeting Students Needs Support students understanding of taking a tour of the building by using the words and gestures for walk and look. When possible, incorporate time for students to read new words they entered in their books and to reread previously entered words. Consider only having students review those that are difficult. D. Introduce the Learning Targets (1 minute) Orient students to the place in the room where the learning targets will be posted daily. Read the essential question for the unit: Who are we? Say: We are all students, and we are all in school. For the next few days, we are going to learn about important places and people in the school. Read the lesson focus questions: Who are the people in school? What important places are in school? Read the learning targets: o I can ask questions to people who work in school. o I can match words and pictures about school. 5

32 LL SIFE FLL: Unit 1: Lesson 14 Work Time: Lesson 14 (30 minutes) A. Word Sort (10 minutes) Say: First you are going to look at pictures about the people and places in school. You are your partner are going to sort words into two groups: words you know in English (gesture to one side of the table) and words you do not know (gesture to the other side of the table). You probably know many of these words. Model sorting into words you know and do not know, using two examples. Distribute the School Pictures and direct students to sort. Tell students they have five minutes to sort their pictures into YES and NO piles. Set the timer and circulate as partners are working, supporting as needed. Call students back to attention and ask them to count words they know. Ask: How many words do you know? One person from each pair reports out using the frame We know words. Project the School Pictures one by one, and ask students to chorally say the word if they know it. If no one knows the word, simply name each word orally and show the word. B. School Tour (20 minutes) Explain that you will take a tour of the school to find the different people and places in the pictures. Say: When we meet people in the school we are going to ask two questions. Point to the two questions on the board and read them: What is your name? What is your job? Direct students to chorally read these questions. Distribute a copy of Student Glossary to each student. You will refer to this on the tour. Direct students to take the Student Glossary and a pencil with them. You will need to take the same materials. Stop at the various places in the glossary pictures. For each place you stop, ask students: Where are we? Meeting Students Needs The purpose of this activity is simply to elicit the English labels for these pictures that students already know. Make clear that they are not expected to know all of these, and that they should not be looking these up right now in a dictionary or Google Translate. Students do not see the words in this part. They only say the words they know from pictures. Do not teach words they do not know here. Remind students about expectations for walking through the school. Support student understanding of the word job as this is unfamiliar. Consider giving each student a clipboard to facilitate the checking off of words as they go. 6

33 LL SIFE FLL: Unit 1: Lesson 14 If students know the name of the location, they respond by saying: We are in the. If students do not know, you provide the response. After responding orally, tell students to find this word in their Student Glossary and put a check mark. Model checking off the words on your own page. For the various people in the glossary, stop by the place where they work. Model asking one person for their name and job in the school. In addition to teacher, there are six people in the glossary who have different jobs in the school. When approaching the first person, say: Hi,. We are getting information about people in school. What is your name? What is your job? For each person you meet, ask for a student to ask the two questions. When the person has responded about his/her job, direct students to find and check the word and check this off in their glossary. Using check marks is a simple organizational strategy to model and have students practice. As you are walking through the school, ask students why the job of each person they just met is important. This is not an English lesson, only a way of prompting students to think about the value of everyone s work in a community. If students respond in home language, simply respond in English. For example: Custodians are important because they help keep the school clean. 7

34 LL SIFE FLL: Unit 1: Lesson 14 Closing and Assessment: Lesson 14 (6 minutes) A. Review Vocabulary (5 minutes) Distribute the School Pictures to Partner A in each pair of students. Direct Partner A to spread out the pictures on the other side so they can see them. Distribute the School Word Cards to Partner B in each pair of students. Direct Partner B to quickly line up the words on one side so they can read them. Have the projected version of the Week 3 Glossary, Lesson 14 ready. Call out a word one by one, as they appear on the Week 3 Glossary, Lesson 14 but do not show students the slide yet. Students chorally repeat each word. Partners look for this word on the table. Partner B from each pair of partners holds up the word. Partners then look for the matching picture for that word. Partner A holds up the matching picture. Project the Week 3 Glossary, Lesson 14 to confirm their match. Read the word again. Direct students to chorally read this word as you point. Meeting Students Needs It is OK if you do not get through all words in the review. If there were several words that most students knew before the tour, the focus the review only on new words. B. Review the Learning Targets (1 minute) Point to the learning targets for the day. Read the learning targets: o I can ask questions to people who work in school. o I can match words and pictures about school. 8

35 LL SIFE FLL: Unit 1: Lesson 14 Homework: Lesson 14 (1 minute) A. Add Words to Alphabet Books Say: For homework, you will add words about school to your Alphabet Books. You will also practice writing these words. Distribute an envelope with School: Small Cards to each student. Explain that they will glue these into the correct letter pages and use their glossary to write the word next to the picture, like they did in previous lessons. Remind students they need their glue sticks. Distribute Handwriting Homework Handout to each student. Direct students to trace and copy the new words, as they have done in previous lessons. Meeting Students Needs The set of pictures in each envelope does not include words for Lesson 14 that make a different first sound than the ones represented by the keywords. These include: auditorium, office, and gym. These will be added in subsequent lessons. 9

36 LL SIFE FLL: Unit 1 Lessons 15 & 16 In School Labeling a School Map This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Exempt third party content is indicated by the footer: (name of copyright holder). Used by permission and not subject to Creative Commons license.

37 LL SIFE FLL: Unit 1: Lessons 15 & 16 Lessons 15 & 16: 90 minutes Lessons at a Glance Unit Essential Question Lesson Focus Question Overview Long-Term Targets (CCSS) Today s Targets Who are we? How can a map show important places in school? The purpose of Lessons 15 & 16 is to reinforce key vocabulary from Lesson 14 and to introduce map skills, using the immediate environment of school. Students have already begun to interpret maps in ELA, Part 1. In FLL Lessons 15 & 16, they will work in pairs to label and interpret a school map. Interpreting and creating maps is a new skill for many SIFE. I can interpret visuals to make meaning. (RL/RI.7) I can match visuals to words. (RL/RI.7) I can label a school map. I can read a school map. Language Development Functions & Forms Give information about location: The is next to/ across from. Vocabulary N: map key, symbol V: turn A: left, right P: next to, across from 2

38 LL SIFE FLL: Unit 1: Lessons 15 & 16 Agenda: Lessons 15 & 16 General Teaching Notes: Lessons 15 & Opening (10 minutes) Lessons 15 & 16 A. Welcome Message B. Share Homework C. Review Vocabulary D. Introduce the Learning Targets 2. Work Time (75 minutes) Lessons 15 & 16 A. Introduce a School Map B. Label a School Map C. Create a Map Key D. Read a School Map 3. Closing & Assessment (3 minutes) Lesson 16 A. Dry Erase Board Huddle B. Review the Learning Targets 4. Homework (2 minutes) Lesson 16 A. Create a Map Two foundational concepts in this lesson are that a map is a flat representation of a three-dimensional space, and that maps of places are from a bird s-eye view, or view from above a place. You already introduced these concepts with the Google Maps segment of Lesson 3 on address, but you will reinforce them here. This is written as one lesson plan, but students will need at least two periods to complete the activities. You might extend these map lessons into a week of instruction, depending on students prior experience with maps. You will need to design your own outline of the school map, since all schools are different. You will also need to create a Model Map of a room in your home, to show students how to do the homework. If the school is on one floor, then the whole class can label the same version of the map. If the school is on different floors, then consider assigning different floors to different partners. If students need to go to different floors, include another adult so that all students are supervised. Consider planning a similar set of lessons where students map the community surrounding the school. This is a common early elementary activity that builds foundational map skills, and helps familiarize newcomers to the surrounding neighborhood. Review the following protocols in the FLL Implementation Guide to prepare for the lesson: welcome message modeling choral repeat total physical response (TPR) 3

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