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					                              Lesson Planning Guide using the new ESOL Frameworks
                                                        Fall 2006

Questions to ask:

   1. Objectives: What things do I want the students to learn?
   2. What materials, methods, and activities will I use to teach these objectives?
   3. How will I determine what the students have learned?

Learning Objectives:




Topics in the CLC ESOL Curriculum                            ESOL Frameworks Listening, Speaking, Reading, Writing
                                                             Strands




JoAnn Hartel & Linda Huntington: December 2006
                                                         ESOL Frameworks Strands of: **
                                                         Intercultural Knowledge and Skills
                                                         Navigating Systems
                                                         Developing Strategies and Resources for Learning




** Not always present in every lesson
 Objective                       Description of Lesson                                  Materials




JoAnn Hartel & Linda Huntington: December 2006
Objective                          Description of Lesson   Materials




JoAnn Hartel & Linda Huntington: December 2006
Objective:    Evidence of meeting Objective:




JoAnn Hartel & Linda Huntington: December 2006
                                     Sample of Completed Lesson Planning Guide
                                                            Fall 2006

Questions to ask:

   1. Objectives: What things do I want the students to learn?
   2. What materials, methods, and activities will I use to teach these objectives?
   3. How will I determine what the students have learned?

Learning Objectives

   1.   Days of the week (listening, speaking, reading, and writing)
   2.   Names of the letters (upper and lower case)
   3.   Spelling aloud
   4.   Places around town and simple conversations using “have to”
   5.   Initial consonant sounds, short a, short u, -all, -an, -am
   6.   Letter formation: Mm,Nn, Ll, Kk, Ss, Tt***


Topics in the CLC ESOL Curriculum                              ESOL Frameworks Listening , Speaking, Reading, Writing
                                                               Strands **
Letters of the alphabet: Name all, upper and lower case;       S2.1a Recite the letters of the alphabet
write all letters of the alphabet

Reading/Phonics: Beginning consonant sounds; short             R2.1c Identify the sounds of letters
vowels in closed syllable CVC words; sounds in isolation       R2.1d Apply sound/symbol relationship to decode one
and in CVC words                                               syllable phonetically regular words
                                                               R2.1e Blend sounds to create words
                                                               R2.1g Read words that are already known orally
                                                               R2.1i Recognize common abbreviations (Mon., Tues., etc.)
Reading /Sight Words: Days of the week                         R2.1a Recognize the conventions of print; i.e., reading left to
                                                               right
                                                               R2.1b Identify upper and lower case letters

Writing: Handwriting – copying letters and words; letters      W2.1a Print upper and lower case letters
upper and lower case                                           W2.1c Stay within lines and boxes
                                                               W3.1a Copy models of letters
                                                               W3. 1c Practice writing on lined paper
JoAnn Hartel & Linda Huntington: December 2006
Spelling: Consonant sounds; short vowel sounds; CVC              W2.1g Write the correct consonant or digraph to represent a
words; sight words                                               sound
                                                                 W2.1h Write some simple sight words
Aural/Oral Communication: Shopping vocabulary for                S2.1b Develop basic vocabulary related to personal info; i.e.,
stores and services in the community                             daily activities
                                                                 S2.1d Use syllable stress in familiar words
                                                                 R1.1a Use visuals to gain meaning; i.e., pictures

Grammar Skills: Have to                                          S1.1c Produce simple statements about familiar topics


Classroom/Learning Skills: Strategies for learning to read       Developing Strategies and Resources for Learning Strand:
and spell new words – sight words and phonetically regular       2. Develop and use memory strategies
words with short vowels; learning worksheet format for           3. Identify and use independent language learning
matching and working from the top of the page to the             opportunities inside and outside the classroom
bottom, taking dictation, working in pairs; listening to other   7. Develop and use social strategies for language learning
students; following classroom routine of placing numbered
worksheet in the proper place in a binder; using personal
sets of flash cards

** Not in this lesson: Intercultural Knowledge and Skills, Navigating Systems


Objective                          Description of Lesson                                         Materials
              Days of the week:                                                 Board, days of the week on news print
              1. Review days of the week orally and reading
Obj 1         Write on the board: Today is Tuesday.
                                     Tomorrow is Wednesday.
                                     Yesterday was Monday.
Obj1          2. Practice reading in order and then in random order.

              3. Game: Students stand. Teacher starts a sentence and
              indiv. student completes it. “Today…” If there’s a mistake,
              the student sits. Last one standing wins.
                                                                                Board
              4. Teacher writes days in order on the board. Teacher
              points in order and students read. Teacher points in random
Obj 1, 3      order, and students read and spell aloud (They say “capital”
JoAnn Hartel & Linda Huntington: December 2006
              for the first letter). Teacher erases first letter and students
              spell again. Teacher erases first few letter representing the
              abbreviation. Students spell aloud again.
                                                                                  Sets of flashcards with days of the week for
              5. Students in pairs with a set of flashcards, day of the week      pairs to use
              on one side, and day of the week with the abbreviation
              letters missing. One student is teacher, reading complete
              word and the other students spells the missing letters
              looking at the other side. Students switch roles.
                                                                                  Worksheet 18
              6. Students match days of the week and corresponding
              abbbreviations, drawing lines. Students write the correct
              abbreviation next to each day of the week
                                                                                  Pictures
              Conversation using places around town and “have to”
Obj 4           1. Teach airport, hospital, school, work, library, laundry,
                   supermarket, bank, pharmacy, mall, church
                                                                                  Dialogue on board
                  2.     –   What day is tomorrow?
                         -   Tomorrow is Wednesday.
                         -   I have to go to _______.
                         -   Me too.
                                                                                        Wilson magnetic letter cards on board;
Obj 5         Students each choose a picture. Practice the conversation in Picture/letter flash cards (from Sam and
              pairs.                                                                    Pat)
              Phonetically regular words for reading and spelling
              1. Quick drill: b,c, g, f, r, n, m, s, k, t, h, l, t, w, y, u, a, an, am, Pictures
              all,
              Students give the name, key word from picture, and sound of Wilson letter cards on board
              the letters. Teacher asks for name of the letter that makes
              each sound. “What says___?” Students provide the letter
              name.
                                                                                        Pencil and paper

              2.Teach meanings of tall, call, ball, fall, mall, wall with
              pictures



JoAnn Hartel & Linda Huntington: December 2006
              3. man, pan, can, cab, cat, cut, call, mall, tall, fall, wall, ball –   Laminated worksheets, dry erase pens,
              Teacher forms words with the letter cards, and students tap             Kleenex to erase.
              and read together and individually.

              4. Students come to the board. Teacher dictates words from
Obj 6         #3 step above and the student pulls down the letters.

              5. Dictation: call, bat, but, fan, fun


              *** Students have laminated worksheets with letters upper
              and lower case in their binders. If time before class starts or
              if they finish work early, they can use class set of finepoint
              dry erase markers to trace and copy letters for practice




JoAnn Hartel & Linda Huntington: December 2006

				
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