literacy and numeracy within the - concordia university€¦ · literacy and numeracy within the...

LiteracyandNumeracywithintheLearningToolkit+:

TeacherGuide[Kenya3rdEdition]

ISBN:978-1-5251-0260-8

Thispublicationmaybecopiedandredistributedaslongas:

1. Itisnotmodifiedinanyway;2. AppropriatecreditisgiventotheCSLP;3. Itisusedfornon-commercial,educationalpurposesonly.

PrintedcopiesorafreePDFmaybeorderedat:http://www.concordia.ca/research/learning-performance/tools/learning-toolkit.html#resources.

Anyquestionsaboutusingcopiesofthisworkshouldbeemailedtocslp@education.concordia.ca

Everyreasonableefforthasbeenmadetoacquirepermissionforanycopyrightmaterialusedinthistext,andtoacknowledgeallsuchindebtednessaccurately.AnyerrorsandomissionscalledtotheCSLP’sattentionwillbecorrectedinfutureversionsoftheguide.

Content:LizWarwick,VanithaPillay,JenniferHead,AnneWadeCreativeDirector:ManuelaBertoniCoverdesign:JonathanWilanskyPhotographs:MeganWade-Darragh

©2017.Allrightreserved.Notforsaleorresale.

TableofContents

ACKNOWLEDGEMENTS 7

INTRODUCTION 8

KENYATHEMATICUNITS 11

UsingABRACADABRAtoDevelopEnglish 11LiteracySkillsinKenyanLowerPrimaryEducation

Standard2ThematicUnit• Environment 12• School 15• Numbers 18• Time 22• Home 25• Weather 28

Standard3ThematicUnit• SchoolandSchoolActivities 31• Home&Family 34• Position&Direction 37• Environment 40• EverydayActivities 43• Animals 46

ABRACADABRA 49

IntroductiontoABRACADABRA 49• Alphabetics 51• Fluency 52• Comprehension 53• Writing 54

ABRACADABRAActivityDescriptions 55• Alphabetics 56• Fluency 65• Comprehension 67

• Writing 69ABRACADABRATeacherAids 71

• InstructionsforUsingACRACADABRA 71• ABRACADABRA–TeacherModule 75

• LinksbetweenABRAandObjectives 78• ABRACADABRA–StudentModule 81• TrackingStudentActivitywithABRACADABRA 86• ManagingClassesandPupilsinABRACADABRA 92• UsingStations/CentresintheClassroom 95• UsingABRAinLarge(Split)Classes 100• DifferentPupils/DifferentNeeds:UsingABRACADABRAin 103

aMixed-AbilityClassroom• EchoReading:TipsforSuccess 105• TroubleshootingonaMaciBook(laptop) 107• TroubleshootingonaLabDesktop(PC) 111

ABRACADABRA:QuickGuide 115 ABRACADABRALessonPlans 130

• AllStandards§ NavigatingandExploringABRA 130§ UsingABRA 133

• Standard2

§ Environment 135§ Home 139§ Numbers 141§ School 143§ Time 147§ Weather 150

• Standard3

§ School&SchoolActivities 153§ Home&Family 158§ Position&Direction 165§ Environment 168§ EverydayActivities 170§ Animals 173

READS 179IntroductiontoREADS 179READSLessonPlans 180

• AllStandards§ ReadingComprehension/UsingVocabulary 180§ WritingResponse 182

ELM 185IntroductiontoELM 185ELMTeacherAids 186

• InstructionsforGettingStartedwithELM 186• ELMCheatSheets 194• InstructionsforManagingClassesinELM 197

MathematicalUnits:UsingELMinStandard1 208

§ Unit1.0:GeneralObjectives 210§ Unit2.0:Numbers 211§ Unit3.0:WholeNumbers 212§ Unit4.0:Operations 216

ELMLessonPlans:Introduction 222

• AllStandards § NumberConcept-Count-Activity1 223 § NumberConcept-Compare-Activity1 225§ NumberConcept-Add-Activity1 227§ NumberConcept-Subtract-Activity1 229§ NumberConcept-Decompose-Activity1 231§ NumberConcept-PlaceValue-Activity1 233§ Kenya-LessonPlan:ELMCompareActivity 235§ Kenya-LessonPlan:ELMCooperativeLearning 237 § Kenya-LessonPlan:ELMPreNumberActivity 240

ePEARL 243

IntroductiontoePEARL 243ePEARLStructure 245ePEARLFeatures 247ePEARLLevel1 248UsingABRACADABRAwithePEARL 255

COOPERATIVELEARNING 256

IntroductiontoCooperativeLearning 256

5StepstoCooperativeLearning 258

CooperativeLearningTeacherAids 260• QuickGuide:CooperativeLearningActivities 260• FosteringSocialSkillsandManagingClassroomConflict 263• Jigsaw 266• StudentTeams-AchievementDivisions(STAD) 267• Teams-Games-Tournaments(TGT) 269• Sukumawiki 271

CooperativeLearningLessonPlans 273

• AllStandards§ Identity&Culture(Kenya) 273§ Identity&Culture(International) 277§ LiteraryCircles 281

• Standards2&3§ Environment 286

AcknowledgementsThisisthethirdeditionoftheLiteracyandNumeracywithintheLearningToolkit+:TeacherGuide[KenyaEdition]anditspublicationandthetoolspresentedinit,buildsondecadesofresearchandworkcarriedoutbyadedicatedteamfromaroundtheworld.Wewouldliketoacknowledgethecontributionsandeffortsofthefollowingpeopleandorganizations:CentrefortheStudyofLearningandPerformanceDr.PhilipAbrami,Director,andAnneWade,ManagerDesignandDevelopmentTeam:ManuelaBertoni(CreativeDirector),Jeon-JeaHwang(Programmer),SébastienHotte(Programmer),StevenKanellopoulos(LeadProgrammer),NaraVanRossum(Programmer),Jean-CharlesVerdier(Programmer),JonathanWilansky(Programmer),JenniferHead(InstructionalDesigner),EinatIdan(LeadInstructionalDesigner),LizWarwick(InstructionalDesigner)Trainer:VanithaPillayResearcher:Dr.LarysaLysenkoKenyaTeamJonathonMarsh,Director,ProfessionalDevelopment,AGAKhanAcademiesUnitAfricaCoordinator:Dr.MainaWaGĩokõ,Vice-Principal,ProfessionalDevelopmentandOutreach,AGAKhanAcademy(Mombasa)ProjectCoordinators:EnosKiforo,JaneAfwandeandHowardOmukamiLTKAmbassadors:ZahraAhmed,ChristineAkello,GraceAlwala,EstherCharo,RoselyneCherotich,RoseIminza,JoyceSillah,andRosemaryWagaICTAmbassadors:EugeneAukaandCharlesSakariWorldVisionCanadaNancyDelCol,Education,TechnicalSpecialist,ProgramsandPolicyWealsowanttothankthemanyparticipatingKenyanteachersfortheprovisionofrichcontentandsoundinputinthepreparationofthispedagogicalmaterial.Thisprojectwouldneverhavecomeintoexistencewithoutthesupportandeffortsofourpartnersincluding:theAgaKhanFoundation(CanadaandEastAfrica);WorldVision(CanadaandKenya),theKenyanMinistryofEducation,ScienceandTechnology;KenyaInstituteforCurriculumDevelopment;KenyaInstituteofSpecialEducation,CEMASTEA,CAMARA,ShanzuTeachersTrainingCollege;UniversityofNairobi,alongwithmanyothers.

7

Acknowledgements

Introduction

TheKenyaCollaborativeInitiativeThisguide,LiteracyandNumeracywithintheLearningToolkit+:TeacherGuide[Kenya2ndEdition],hasbeenpublishedaspartofacollaborativeinitiativeledbytheCentrefortheStudyofLearningandPerformance(CSLP)andtheAgaKhanAcademyinMombasadesignedtoteachthefoundationalskillsofliteracyandnumeracytoKenyanchildrenusingtechnology.CentrefortheStudyofLearningandPerformance(CSLP):BasedinMontreal,CanadaandhostedbyConcordiaUniversity,theCSLP(www.concordia.ca/cslp)isaninternationallyrecognized,multi-institutionalresearchcentreofexcellencededicatedtoboththegenerationofnewknowledgeandknowledgemobilization.Thecentreincludesmorethanthirtyresearchers,abouttwentyfulltimestaff,anddozensofgraduatestudents,allwithaninterestinimprovingteachingandlearning,especiallythroughinnovativeusesoftechnology.AgaKhanAcademy(Mombasa)andProfessionalDevelopmentCenter:Aspartofitsmandate,theAgaKhanAcademy(www.agakhanacademies.org/mombasa)inMombasaprovidesprofessionaldevelopmentopportunitiesandfacilitatestheformationandgrowthofcommunitiesofpracticeinKenya.ThestrongandactivepartnershipbetweentheAKAMandtheCSLPisanexampleoftheirjointeffortstoprovideimpactfuloutreach.TheseeffortsandtheAcademy’sstrongreputationhaveestablishedavastnetworkofgovernmentandschool-basedofficialsthathavebeeninstrumentalintheimplementationofourliteracyproject.OurPartners:Organizationsthatareworkingwithusinclude:theAgaKhanFoundation(CanadaandEastAfrica);WorldVision(CanadaandKenya),theKenyanMinistryofEducation,ScienceandTechnology;KenyaInstituteforCurriculumDevelopment;KenyaInstituteofSpecialEducation,CEMASTEA,CAMARA,ShanzuTeachersTrainingCollege;UniversityofNairobi,alongwithmanyothers.

ImprovingLiteracyandNumeracyinKenyaSchoolsProjectThisprojectexpandsonaSocialSciencesandHumanitiesResearchCouncil(SSHRC)PartnershipDevelopmentGrant(GovernmentofCanada)awardedin2013,withasubsequentsuccessfulStrengtheningEducationSystemsEastAfrica(SESEA)grant(AgaKhanFoundation,EasternAfrica)awardedin2015andthecurrentgrantfromCanada’sInternationalDevelopmentResearchCentre(IDRC)receivedin2017.InalignmentwiththeKenyanGovernmentVision2030andtheKenyanMinistryofEducation’sexpresseddirectives,theCSLPandtheAgaKhanAcademieshaveworkedcollaborativelyforthepastsixyearsonaprojecttoimprovefoundationalskillsandincreasetheeffectiveintegrationoftechnologyinKenyanschools.

8

Introduction

Specifically,wewanttolearnhowtoeffectivelyscaleupandsustainuseofthevarioustoolswithintheLearningToolkit+withyounglearnersandtheirteachersinKenyanschools.OurapproachistoprovideongoingprofessionallearningsupportinordertodeveloplocalexpertiseintheuseoftheLearningToolkit+specificallyandmoregenerallyintheeffectiveintegrationoftechnologyintoteachingandlearning.

TheLearningToolkit+(LTK+)TheCSLPhasbeeninvolvedinthedesign,development,validation,anddisseminationofknowledgetoolsforteachingandlearning,bundledtogetherintheLTK+,includingseveralthatsupportthedevelopmentofliteracyandnumeracyskills.ThetoolsintheLTK+aredesignedaccordingtoevidence-basedprinciplesgleanedfromtheoryandresearch,includingsystematicreviewsofresearch,andrefinedwithinputfrompractitioners.Thetoolsarealsovalidatedinfield-based,longitudinalexperimentstothehigheststandardsofmethodologicalquality.Theyareavailableatnochargetothecommunity.Abriefdescriptionfollows.(Seewww.concordia.ca/cslpforfurtherinformation.)

• Theaward-winningABRACADABRAsoftwareprovidesanengaging,interactiveenvironmentforlearningliteracyamongyoungchildren.Inarecentinvestigationofthequalityofearlyliteracysoftware(Wood,etal2013),ABRAscoredhighestamong23softwaretools.Takingabalancedreadingapproach,ABRA’sStudentModulecontains32alphabetics,fluency,comprehension,andwritingactivities,linkedto21storiesofvariousgenres.TheTeacherModuleoffersexplanations,lessonplans,embeddedvideoteachingvignettes,andprintableresources.Anassessmentfeatureenablesteacherstoreviewstudentandclassperformance.AParentModuleallowsstudents’parentsaccesstomultimediaresourcesandtipsonhowtosupporttheuseofABRA.

• ARepositoryforE-BooksandDigitalStories,orREADS,consistsofhundredsofmulti-lingualstories,includingmanyAfricanstories.READSisembeddedintheLTK+andhassamplelessonplansdesignedtofurtherimprovestudents’fluencyandcomprehensionskills.WatchforacompletelyredesignedversionofREADSintheAugust2017releaseoftheLTK+.

• EmergingLiteracyinMathematics,orELM,isdesignedtoincreasenumeracyproficiency(e.g.,understandingofnumbers,arithmeticoperations,fractions,etc.)anddecreasemathanxietyamongyounglearners.TheTeachermodulefeaturesextensiveprofessionaldevelopmentmaterialsandatrackingcomponentfordetailedreportsofstudentprogress.

9

Introduction

• ElectronicPortfolioEncouragingActiveReflectiveLearning,orePEARL,isamulti-levellearningenvironmentthatfostersself-regulatedlearning.Level1islinkedtothestoriesandillustrationswithinABRACADABRA,andprovidestheopportunityforbeginningreadersandwriterstotracktheirlearningprocessandskilldevelopmentthroughuseofabuilt-inrecorderandtexteditor.

10

Introduction

ThematicUnits:UsingABRACADABRAtoDevelopEnglishLiteracySkillsin

KenyanLowerPrimaryEducation

• ObjectivesofThematicUnits! AddressthefollowingobjectivesofPrimaryEducationinKenya:

1. Acquireliteracy,numeracy,creativity,andcommunicationskills.

2. Enjoylearninganddevelopthedesiretocontinuelearning.3. Developcriticalthinkingandlogicaljudgment.4. Developawarenessandappreciationoftheroleof

technology.! AddresstheTechnologicalandIndustrialNeeds,whichisoneofthe

NationalGoalsofEducation

• Purpose! Provideguidancetoteachersonhowtosupportskillsrelatedtothe

acquisitionofsounds,readingfluency,readingcomprehension,andwritinginEnglishusingABRACADABRAandREADS.

! ProvideteachersapathforincorporatingABRACADABRAandREADSintotheirteaching.

! LinktothemesandlearningobjectivesinKenya’sPrimaryEducationSyllabus.

• Use! ThisAidisdesignedasaspringboardtootherABRACADABRAorREADSrelatedactivitiesthatmaybeusedintheclassroom.TeachersareencouragedtothinkaboutadditionalwaysthatABRACADABRAandREADSmaybeintegratedintotheirclassroompractice.

! Insomecases,linkstospecificLessonPlansand/orHandoutsareprovided.Whilethedatesassociatedwiththesedocumentsmaychange,theirfilenameswillnot.

• CooperativeLearning! CooperativeLearning(CL)usesstructuredgroupactivitiestoimprovestudentachievementandengagement.

! ThesuggestedCLactivitiesaredesignedforteacherswhohaveachievedproficiencyinABRACADABRAandareinterestedinusingdifferentteachingstrategies.

! Insomecases,linkstospecificLessonPlansand/orHandoutsareprovided.Whilethedatesassociatedwiththesedocumentsmaychange,theirfilenameswillnot.

11

Thematic Units

Standard2Unit2.0–EnvironmentThemainobjectiveistoenablepupilstodescribethingsofdifferentcoloursinthe

environmentusingcorrectsentencesstructures.Thepupilsalsodevelopanappreciationfortheenvironmentandtheneedtoconserveit.

SpecificObjectives:

Bytheendoftheunit,thepupilshouldbeableto:

• Usecolournamescorrectly• Namethingsintheenvironment• Usesentencestructurestodescribecoloursintheenvironment• Recitepoems/rhymesoncolours• Paint/colourdrawings• Readshort/passagesoncolours• Writeanswerstocomprehensionquestionsaboutcoloursandtheenvironment• Statetheimportanceofconservingtheenvironment

ABRAActivities

Alphabetics Fluency Comprehension WritingSameWord(ChoosestoryHowaBeanSprouts)

ActivityObjective:Pupilswillbeabletodistinguishbetweenwordsthatarethesameordifferent.

GroupFacilitationTips:Thisactivitycanbedoneindividuallyorinpairs.Thisisagreatactivitytotestpupils'listeningability.

ChooseLevel1-Firstletterisdifferent(e.g.catandrat).

Level2-Lastletterisdifferent(e.g.badandbat).

Tracking&Speed(ChoosestoryHowaBeanSprouts)

Thisstorychroniclesthegrowthofabeanstalk.Thisnon-fictionstorytellsofthedevelopmentstagesofabeanfromaseedtoayoungplant.Theillustrationsshowthechangesintheseedthatisoftenhiddenfromeyesight.Thistextcanbeintegratedinotherareasoflearning.

ChoosetheTrackingactivityandthentheSpeedactivityunderFluency

ComprehensionMonitoring(ChoosestoryHowaBeanSprouts)

ActivityObjective:Afterreadingastory,thepupilwillidentifywordsthatdonotmakesense.(Thereisoneincorrectwordoneachpage.)

GroupFacilitationTips:Pupilscanworkasagroupreadingthestoryandlookingforthenonsensewordsandtaketurnstobeincontrolofthemouseandcomputer.Ifawordisnotknown,theycanclickonittogethelp.

Spellingsentences(ChoosestoryHowaBeanSprouts)

ActivityObjective:Thepupilswillusekeyboardingskillstospellwordstomakeasentence.

GroupFacilitationTips:Beforedoingthisactivity,acquaintpupilswithbasickeyboardingskills,especiallyletters,thespacebar,backspaceandenterkeys.

Thisactivityshouldbedoneafterastoryhasbeenreadbecausethewordstestedarestory-specific.

12

Thematic Units - Std 2

ExtensionActivities

Thisactivityisbestdoneafterpupilsarefamiliarwithastorysotheycantellwhichworddoesnotmakesenseinthetext.

Itisbestdonebyindividualpupilsorinpairswheretheyalternatehavingcontrolofthekeyboard.Ifthepupilmakesamistakespellingaword,thecomputerhighlightswheretheerroroccurredbutthepupilwillhavetoretypethewholewordtocorrectit.

ChooseLevel1or2:2-3wordsentences.

LanguagePatterns:

• UseofThat/Thise.g.Thatbottleisblue.• Useofsameanddifferente.g.Thecolouristhesameasthatone.Redisdifferentfrom

blue.• Useofgoodat+actionworde.g.Onyangoisgoodatpainting.

Vocabulary(WordsinredappearinthesuggestedABRAstoriesandactivitiesinthisunit)Purple,grey,orange,pink,brown,soil,sand,flowers,branch,twigs,blackandwhite

NewProgressivePrimaryEnglishPupil’sBook:Unit3,p.12-15SuggestedLessonPlan:KE_LP_ST2_Environment_FLAP_CSLP_20151130

Alphabetics Fluency Comprehension WritingABRARhymeMatching(ChoosestoryHowaBeanSprouts)

ActivityObjective:Thepupilswillbeabletoidentifywordsthatrhyme.

GroupFacilitationTips:Pupilscanworkasagroupandtaketurnstofindtherhymingwordsthatmatch.(Theyalsotaketurnscontrollingthemouse.)

Choose8or12cards.

ABRAStudentStoriesAnimalAntics

Thisfunstorydisplaysamultitudeofcoloursandshapes,whichthepupilcanidentify.Italsoshowscutelittlesentenceswithdifferentprepositions.

Vocabulary

PrintoutAnimalAntics.Pupilsnamecoloursastheylookateachimage/picture.

WordSpelling

Diction-Namecolourwordsoutloudandaskpupilstowritethemdownneatly.

13


CooperativeLearningActivities

IntheLab IntheClassroomInpairsorsmallgroups,pupilstaketurnsreadingdifferentpagesofAnimalAntics,helpingeachotherwithdifficultwords.

Dividetheclassintosmallgroups(4-6pupils).Ineachgroup,usetheRallyRobintechniqueandhaveeachpupilnameacolourintheABRACADABRAlogo.ThenassignStudentRolesandhavepupilscreateashortstory,poem,orsongusingthedifferentcolournames.

(ForinformationonRallyRobin,StudentRolesandotherCooperativeLearningstrategies,seetheCLQuickGuideHandout--KE_TAid_CL_CLActivities_LW_20151215)

Workingingroups,andwithassignedCLroles,pupilswriteanewstorybasedonthecharactersinAnimalAntics.

(Forcompletelessonplan,see:KE_LP_CL_ST23_Environment_WR_CSLP_20151207)

ForinformationonclassroommanagementwhenusingCLstrategies,seethehandoutFosteringSocialSkillsandManagingClassroomConflict--KE_TAid_CL_FosterSocialSkills_LW_20151216.

14


Standard2Unit3.0–SchoolThemainobjectiveistoenablepupilstoacquirevocabularyandsentencestructures

relatingtoschoolandusethemappropriatelySpecificObjectives:Bytheendoftheunit,thepupilshouldbeableto:

• Listenandrespondappropriatelytoschool-relatedwordsandsentences• Usegivenschool-relatedvocabularycorrectly• Usethegivenschool-relatedsentencestructurescorrectly• Readandwritesimplesentencesaboutschool• Formpluralwordsfromsingularwords• Usethegivenactionwordsforschoolactivities• Describeschoolactivitiesappropriately• Writeshortsentencestodescribetheschool• Writelegiblyandneatly

ABRAActivities

Alphabetics Fluency Comprehension WritingAuditoryBlending(ChoosestoryDarrylDon’tDawdle)ActivityObjective:Givenaphonemicbreakdown,thepupilwillidentifyaword;i.e.,/c//a//t/="cat".GroupFacilitationTips:Pupilscandothisactivityinpairsandtaketurns(onewordperturn)totellthewordandfinditsmatchingpicture.ChooseLevel1:2-phonemewordswithclusters,short,long,andr-controlledvowelsounds.

Tracking(ChoosestoryDarrylDon’tDawdle)Darrylisaboywholovestotakehistimetodothings.Throughoutthestory,peopleconstantlytellhim,"Darryl!Don'tdawdle.”AfunnyendingoccurswhenDarrylisabletousethesesamewordsonsomeonewhohethinksisdawdling.

ComprehensionMonitoring(ChoosestoryDarrylDon’tDawdle)ActivityObjective:Afterreadingastory,thepupilwillidentifywordsthatdonotmakesense.(Thereisoneincorrectwordoneachpage.)GroupFacilitationTips:Pupilscanworkasagroupreadingthestoryandlookingforthenonsensewordsandtaketurnsbeingincontrolofthemouseandcomputer.Ifawordisnotknown,theycanclickonittogethelp.

SpellingWords(ChoosestoryDarrylDon’tDawdle)ActivityObjective:Thepupilswillspellregularandirregularwordsusingthekeyboard.GroupFacilitationTips:Beforedoingthisactivity,acquaintpupilswithbasickeyboardingskills,especiallyletters,backspace,andenterkeys.Thisactivityisbestdonebyindividualpupilsorinpairswheretheyalternatehavingcontrolofthekeyboard.

15


Thisactivityisbestdoneafterchildrenarefamiliarwithastorysotheycantellwhichworddoesnotmakesenseinthetext.

Ifthepupilmakesamistakespellingaword,thecomputerhighlightswheretheerroroccurredbutthepupilswillhavetoretypethewholewordtocorrectit.Thisactivitycanbedonebyallpupils.Teachersmustdecidewherepupilsneedhelpandassigntheappropriatespellinglevel.

LanguagePatterns:

• Showmea…Thisis/TheseareThisisarulerThisisabirdThesearedesks

• Useofanything,something,nothing,somebody,anybody,nobody.

Isthereanybodyinthehouse?Nothereisnobodyinthehouse.Isthereanythingintheroom?Nothereisnothingintheroom.Istheresomethinginthebox?Yesthereissomethinginthebox.

• Howquestions

Howoldareyou?Iameightyearsold

Vocabulary(WordsinredappearinthesuggestedABRAstoriesandactivitiesinthisunit)Sharpener,rubber,ruler,store,apieceofchalk,compound,lesson,noise,playground,story,poem,lonely,happily,neatly,quickly,field,parade,assembly,clean,sweep,open,shut,drinkNewProgressivePrimaryEnglishPupil’sBook:Unit4,p.16-21SuggestedLessonPlan:KE_LP_ST2_School_WR_CSLP_20151130

16


ExtensionActivities


Alphabetics Fluency Comprehension WritingSegmentingSelect5-10Vocabularywordsandaskpupilstosegmentthewordsorally.

ABRA(ChoosestoryFeelings)Thisstoryisaboutfeelings.Thisrhymingtextinvitesreaderstoexploretheirfeelings.Thepoettellswhenhefeelshappy,sad,proud,grumpy,mean,andsoon.Whensomethinghappens,howwouldyoufeel?Wouldyourespondthesamewaythepoetdoes?READS(ChoosestoryTheBoyWithNoTalent)

Askpupilstotalkabouttheirfeelingswhentheycometoschool.AskpupilstosummarizethestoryTheBoyWithNoTalent.Encourageuseofanything,something,nothing,somebody,anybody,nobody.

Pupilswrite2-3shortsentencesabouttheirfavouritepartofthestory.

IntheLab IntheClassroomWorkinginpairs,pupilsselectDarryl!Don’tDawdleandSpellingWordsfromABRA.Pupilstaketurnsspellingoutwordswhilebeingcoachedbytheotherpupil.

Workinginpairs,pupilsconstructasmanysentencesastheycanusingtheunit’svocabularyandlanguagepatterns.HoldaSukumawikireadingtournamentusingDarryl!Don’tDawdleorAnimalAntics.ConsultthehandoutSukumawiki--KE_TAid_CL_Suku_LW_20150721fordetailsonorganizingatournament.


17


Standard2Unit4.0–NumbersThemainobjectiveistoenablepupilstocountupto999anduseappropriatesentence

structurestoexpressquantitySpecificObjectives:Bytheendoftheunit,thepupilshouldbeableto:

• Countupto999usingappropriatevocabulary• Usecorrectsentencestructurestoexpressquantity• Recitepoems/rhymesandsingsongonnumbers• Readshortsentences/paragraphsonnumbers• Readandansweroralwrittenquestionsaboutnumbers• Writenumbers1to999

ABRAActivities

Alphabetics Fluency Comprehension WritingWordcounting(ChoosestoryHowaBeanSprouts)ActivityObjective:Thepupilwillbeabletocountthewordsinasentenceandfeedtheyeti(friendlyanimal)thecorrespondingnumberofsnowballs.GroupFacilitationTips:Thisactivitycanbedonewellindividually,ingroups,orasawholeclassactivity.Atthebeginningoftheschoolyearwhenateacherwantstoascertainwhetherbeginningreadershear/listenwell,knowwhatwordsare,andcantellhowmanywordsareinasentence,thisactivitycanhelpgetthisinformation.

Tracking(ChoosestoryHowaBeanSprouts)Thisstorychroniclesthegrowthofabeanstalk.Thisnon-fictionstorytellsofthedevelopmentstagesofabeanfromaseedtoayoungplant.Theillustrationsshowthechangesintheseedthatisoftenhiddenfromeyesight.Thistextcanbeintegratedinotherareasoflearning.ChoosetheTrackingactivityandthentheSpeedactivityunderFluency

StoryResponse(ChoosestoryTheDoveandtheAnt)ActivityObjective:Pupilsaregivenopen-endedquestionsaboutthestorythattheywilldiscusswithoneanother.GroupFacilitationTips:Thisactivityshouldbedoneinsmallgroups.Afterpupilshavediscussedaquestion,theytryscoringagoalintheABRAgame.Remindpupilsthatthemainobjectiveofthisactivityistoanswerthequestionsaboutthestoryandnotscoringgoals.Thisactivityusescertainstoriesfromtheliteraryandinformationalgenrecategories.

SpellingWords(ChoosestoryTheDoveandtheAnt)ActivityObjective:Thepupilswillspellregularandirregularwordsusingthekeyboard.GroupFacilitationTips:Beforedoingthisactivity,acquaintpupilswithbasickeyboardingskills,especiallyletters,backspace,andenterkeys.Thisactivityisbestdonebyindividualpupilsorinpairswheretheyalternatehavingcontrolofthekeyboard.

18


Clappingcanbeencouragedtosupportthecounting.

ChooseLevel1-2,3,and4wordsentences.

Sixquestionsarepresentedinaset—threeofwhicharegeneralwhiletheremainingthreearestory-specific.

Ifthepupilmakesamistakespellingaword,thecomputerhighlightswheretheerroroccurredbutthepupilswillhavetoretypethewholewordtocorrectit.

Thisactivitycanbedonebyallpupils.Teachersmustdecidewherepupilsneedhelpandassigntheappropriatespellinglevel.

LanguagePatterns:

• UseofHowmanye.g.Howmanymangoesarethereinthebasket?Therearetenmangoesinthebasket

• Useofmorethane.g.Therearemorecupsinthiscupboardthaninthisone• Useoflessthane.g.Thegirlhaslesscandythantheboy.• Showme…e.g,numberofsticks

ShowmesixsticksShowmetwentyrabbits

Vocabulary(WordsinredappearinthesuggestedABRAstoriesandactivitiesinthisunit)Allnumbersupto999infiguresandwords,i.e.1,one,2,two,3,three…999,ninehundredandninetynine.One,two,three,four,five,six,seven,eight,nine,ten.

NewProgressivePrimaryEnglishPupil’sBook:Unit5&6,p.22-29SuggestedLessonPlan:KE_LP_ST2_Numbers_CPWR_CSLP_20151130

19


ExtensionActivities

Alphabetics Fluency Comprehension WritingABRA–BasicDecoding

ActivityObjective:Giventhevisualrepresentationofaword,thepupilmustsaythesoundsofthelettersthenblendthemtogethertoreadtheword.Theymustthenfindthepicturetomatchthewordread.

GroupFacilitationTips:Thisactivitycombinesthesoundingoutoflettersandblendingthemtomakewords.Theteacherorotherpupilscanassistwithsupportorpicturematchingwhennecessary.

Choose:Level1:2-phonemewordswithclusters,short,long,andr-controlledvowelsounds.

Level2:3-phonemewordswithshortvowelsounds.

ABRA–Tracking(ChoosestoryCountingtoTen)

Thisstoryisaboutcountingandreadingnumberstoten.Thisdelightfulpicturebookpresentsthisthroughatinyantcountingtheingredientsheusestocreateahugetreattoeat.

CountingCuddlyKoalas

SetinAustralia,thisfunStudentStoryrhymecountscuddlykoalasastheyjoineachotherinsomesillyantics.

AskpupilsquestionsrelatingtotheStudentStory(CountingCuddlyKoalas)

ShowonekoalaShowmefourcupsShowme:five,six,seven,eight,nine,ShowmeoneteapotShowme6koalas

ChooseeitherstoryfromtheFluencyactivity.

Write4-5newrhymeswithnumbers11-999forthechosenstoryUsewordsand/orfigures

20



IntheLab IntheClassroomStudentStories:CountingCuddlyKoalas

UsingtheEchoReadingCLtechnique,havepairsorsmallgroupsofstudentsreadthestoryCountingCuddlyKoalas.

(ForinformationonEchoReading,seetheCLQuickGuideHandout--KE_TAid_CL_CLActivities_LW_20151215)

InpairsandusingBrainstorming,pupilscreatequestionsthatrequireanumberintheanswer.Forexample:Howmanydaysareintheweek?Pupilsthenintervieweachotherusingthenumberquestions.

(ForinformationonBrainstormingandInterviewing,seetheCLQuickGuideHandout--KE_TAid_CL_CLActivities_LW_20151215)


21


Standard2Unit5.0–TimeThemainobjectiveistoenablepupilstoacquirevocabularyandsentencestructures

relatingtotimeandusethemappropriately.SpecificObjectives:Bytheendoftheunit,thepupilshouldbeableto:

• Usetime-relatedvocabularyaccurately• Usesentencestructuresabouttimecorrectly• Usetimephrasescorrectlytotelltime• Reciterhymes,poemsandsingsongsabouttime• Readshortsentences/passagesandanswerquestionsabouttime• Writesimplesentencesabouttime• Writelegiblyandneatly

ABRAActivities

Alphabetics Fluency Comprehension WritingSameWord(ChoosestoryWhenIOpenMyEyes)ActivityObjective:Pupilswillbeabletodistinguishbetweenwordsthatarethesameordifferent.GroupFacilitationTips:Thisactivitycanbedoneindividuallyorinpairs.Thisisagreatactivitytotestpupils'listeningability.Level1-Firstletterisdifferent(e.g.catandrat).Level2-Lastletterisdifferent(e.g.badandbat).

ABRA–Tracking(ChoosestoryWhenIOpenMyEyes)Thispoem-liketextoutlinesthemorningritualsofachildfromthemomentshewakesuptothetimesheleavesthehouse.

StoryResponse(ChoosestoryWhenIOpenMyEyes)ActivityObjective:Pupilsaregivenopen-endedquestionsaboutthestorythattheywilldiscusswithoneanother.GroupFacilitationTips:Thisactivityshouldbedoneinsmallgroups.Afterpupilshavediscussedaquestion,theytryscoringagoalintheABRAgame.Remindpupilsthatthemainobjectiveofthisactivityistoanswerthequestionsaboutthestoryandnotscoringgoals.Thisactivityusescertainstoriesfromtheliteraryandinformationalgenrecategories.

SpellingSentences(ChoosestoryWhenIOpenMyEyes)ActivityObjective:Thepupilswillusekeyboardingskillstospellwordstomakeasentence.GroupFacilitationTips:Beforedoingthisactivity,acquaintpupilswithbasickeyboardingskills,especiallyletters,thespacebar,backspace,andenterkeys.Thisactivityshouldbedoneafterastoryhasbeenreadbecausethewordstestedarestory-specific.Itisbestdonebyindividualpupilsorinpairswheretheyalternatehavingcontrolofthekeyboard.

22


Sixquestionsarepresentedinaset—threeofwhicharegeneralwhiletheremainingthreearestory-specific.

Ifthepupilmakesamistakespellingaword,thecomputerhighlightswheretheerroroccurredbutthepupilwillhavetoretypethewholewordtocorrectit.Thisactivityisdirectlyrelatedtothestories,sohavethepupilsreadastorythenspellwordsrelatedtothatstory.DoLevel1:2-wordsentencesandmoveontoLevel2:3-wordsentences,whenpupilsareready

LanguagePatterns:

• Timephraseswithquarterto/paste.g.Itisquartertotwelve.• Adverbsoftimee.g.afternoon,tomorrow,lastnight,today,yesterdaye.g.Hewashedhishair

yesterday• Useofforintimephrasese.g.Theylivedinthehousefortenyears• Useofcontrastofpresentperfectandplainpaste.g.HaveyouseenApiyotoday?No,I

haven’t.IsawheryesterdayVocabulary(WordsinredappearinthesuggestedABRAstoriesandactivitiesinthisunit)Morning,afternoon,evening,night,day,sunset,sunrise,late,early,tonight,today,now,clock,bedtime,wake-up,watch,breakfast,lunch,supper,sunrise,month,sunset,dawn,early,late,allthemonthsoftheyear,calendar,time,quarterto/past,week,mealNewProgressivePrimaryEnglishPupil’sBook:Unit7,p.30-33SuggestedLessonPlan:KE_LP_ST2_Time_CP_CSLP_20151215

23


ExtensionActivities


Alphabetics Fluency Comprehension WritingWordMatching(ChoosestoryDarryl!Don’tDawdle)ActivityObjective:Thepupilwillmatchwordsthathavethesamebeginningorendingsound.GroupFacilitationTips:Pupilscanworkinpairstomatchwords.Iftheygetapaircorrect,theycontinue.Iftheygetitincorrect,theyhandovercontrolofthemousetoanotherpupil.Choose8or12cards.

ABRA–Tracking(ChoosestoryDarryl!Don’tDawdle)Thisfunandentertainingstoryteachespupilswhatcanhappeniftheyarealwayslate.

SequencingActivityUsesequencingcardsforDarryl!Don’tDawdle

Askpupilstowriteabouttheirmorningroutine.Answeroneoftwoquestions:Whathelpsthembeontime?orWhatmakesthemlate?

IntheLab IntheClassroomStory:WhenIOpenMyEyesUsingtheEchoReadingCLtechnique,havepairsorsmallgroupsofstudentsreadthestoryWhenIOpenMyEyes.(ForinformationonEchoReading,seetheCLQuickGuideHandout--KE_TAid_CL_CLActivities_LW_20151215)

CooperativeStorySequencingAssignpupilstosmallgroupsandgivethemasetofsequencingcards(Level1)forWhenIOpenMyEyes.Groupsdecideonthesequenceofthepanels,toreflectwhathappensinthestory.Groupsreportbacktowholeclass.


24


Standard2Unit7.0–Home&ActivitiesintheHomeThemainobjectiveistoenablepupilstoacquirevocabularyandsentencestructures

thatdescribecommonobjectsathome,andtalkaboutactivitiesinthehomeappropriately

SpecificObjectives:Bytheendoftheunit,thepupilshouldbeableto:

• Talkabouthomeandactivitiesinthehome• Namecommonthingsinthehome• Usecorrectsentencestructurestodescribetheobjectsandactivitiesathome• Reciterhymes/poemsaboutthehome• Readsimpletextsrelatingtohomeandhomeactivities• Drawsomeobjectsinahomeandlabelthem• Readandwritesimplesentencesaboutthehomeusingappropriatesentencestructures

ABRAActivities

Alphabetics Fluency Comprehension WritingWordMatching(ChoosestoryTheLittleRedHen)ActivityObjective:Thepupilwillmatchwordsthathavethesamebeginningorendingsound.GroupFacilitationTips:Pupilscanworkinpairstomatchwords.Iftheygetapaircorrect,theycontinue.Iftheygetitincorrect,theyhandovercontrolofthemousetoanotherpupil.Pupilshavethechoiceofplayingwith8cards(4pairs),12cards(6pairs),and16cards(8pairs).

Tracking(ChoosestoryTheLittleRedHen)ThistalefocusesonabusyHenandherlazycompanions.Thisstoryallowsforvariousopportunitiestonamehouseholditemsandoutdooritems.ChooseTracking,thenHighFrequencyWords.BothactivitiescanbedonewithTheLittleRedHenstory.

Summarizing(ChoosestoryTheLittleRedHen)ActivityObjective:Thepupilwillanswerstory-relatedquestionstohelphim/hersummarizethestory.GroupFacilitationTips:Thisactivityisbestdoneinpairsorinsmallgroups.PupilsreadthestoryusingTrackingorhavethepagesreadbythecomputer(audiofeature).Ifnecessaryrewordthequestionandencouragediscussionamongthepupils.

SpellingSentences(ChoosestoryTheLittleRedHen)ActivityObjective:Thepupilswillusekeyboardingskillstospellwordstomakeasentence.GroupFacilitationTips:Beforedoingthisactivity,acquaintpupilswithbasickeyboardingskills,especiallyletters,thespacebar,backspaceandenterkeys.Thisactivityshouldbedoneafterastoryhasbeenreadbecausethewordstestedarestory-specific.

25


Level1-Samebeginningsounds.Level2-Sameendingsounds.

Althoughthesoftwaredoesnothavethisactivityineverystorylevel,theteachercanstillusethestoriesandaskhis/herownquestionsaftercertainpages.Thisactivityhelpspupilsidentifykeyelementsinthestoryandmonitortheirthinkingsothatsoundsummarizationsorconclusionscanbeachieved.

Itisbestdonebyindividualpupilsorinpairswheretheyalternatehavingcontrolofthekeyboard.Ifthepupilmakesamistakespellingaword,thecomputerhighlightswheretheerroroccurredbutthepupilwillhavetoretypethewholewordtocorrectit.Thisactivityisdirectlyrelatedtothestories,sohavethepupilsreadastorythenspellwordsrelatedtothatstory.DoLevel1:2-wordsentencesandmoveontoLevel2:3-wordsentences,whenpupilsareready

LanguagePatterns:

• Questionswithwhatandforexpressingpurposee.g.What’sthis?Itisacomb–Whatisitfor?Itisforcombinghair.

• Whoquestionse.g.Whoiswashingtheplates?Whoislightingthefire?• Useofadjectivestodescribeobjects

Thispanisdirty.Thatdoorisbig.

Vocabulary(WordsinredappearinthesuggestedABRAstoriesandactivitiesinthisunit)Spoon,salt,door,step,pot,tin,toy,comb,bucket,fire,plate,dirty,clean,big,new,heavy,hot,cold,firewood,clothes-line,wet,dryNewProgressivePrimaryEnglishPupil’sBook:Unit12&13,p.50-57SuggestedLessonPlan:KE_LP_ST2_Home_CP_CSLP_20151130

26


ExtensionActivities


Alphabetics Fluency Comprehension WritingLetterSoundSearch(UseWorksheet:LittleRedHen)

READS(ChoosestoryTheTreeHouse)

SequencingActivityActivityObjective:Afterreadingastory,thepupilwillplacestoryeventsintheircorrectorder.GroupFacilitationTips:Pupilscanworkasagroup(readingthestoryeventsanddiscussingtheappropriateorder)andtaketurnstobeincontrolofthecomputer.Encourageparticipationofotherpupilsaspeermonitors.ChooseLevel1:3storyevents(summaryofstorypages),displayedinrandomorder.

Askpupilstowriteashortparagraphaboutactivitiestheydointheirhomewiththeirfamilies.Havethemusetheunit’slanguagepatterns.SuggestedTopics:-Preparingameal-Cleaningtheirhome-Washingtheirclothes-Gettingreadyforschool

IntheLab IntheClassroomWorkinginpairs,pupilsselectTheLittleRedHenandthentheSummarizingactivityfromUnderstandingtheStory.Pupilslistentothequestionandwriteananswerindividually.Thenpupils“pairandshare”tocompareanswers.(ForinformationonPairandShare,seetheCLQuickGuideHandout--KE_TAid_CL_CLActivities_LW_20151215)

HoldaSukumawikireadingtournamentusingLittleRedHen.ConsultthehandoutSukumawiki--KE_TAid_CL_Suku_LW_20150721fordetailsonorganizingatournament.


27


Standard2Unit15.0–Weather

Themainobjectiveistoenablepupilstodevelopfurthervocabularyandsentencestructuresrelatingtoweatherandusethemappropriately.


• Useweather-relatedvocabularyincorrectsentences• Usetheweather-relatedsentencestructurescorrectly• Readshortpassagesortextsrelatingtoweather• Makeaweatherchart• Describetheweather• Writesimplesentencesontheweather

ABRAActivities

Alphabetics Fluency Comprehension WritingWordFamilies(ChoosestoryWaterfall)ActivityObjective:Thepupilswillbeabletocreatedifferentwordsfromthesamewordfamily.GroupFacilitationTips:Theteachercanchooseaspecificwordfamilys/hewantspupilstoworkonorhavethecomputerrandomlypickthewordfamilies.ChooseLevel1-Singleletterandphonemes(e.g._at,_in,_ot).

Tracking&Expression(ChoosestoryWaterfall)ThisstoryisaretellingofaColumbianlegend.Thepeopleinavillagearenothappyanddonotcooperatewithoneanother.Awiseoldmanteachesthepeoplehowtoworkandliveinharmony.Ameanmanisupsetwiththischangeinthevillagers'demeanour,sohefloodsthevillage.Thewisemanpunisheshimforhisdestructivebehaviourandthevillagersareallowedtoliveinpeaceagain.

Prediction(ChoosestoryWaterfall)ActivityObjective:Basedoninformationfromthestory,thepupilswillpredictfutureevents.GroupFacilitationTips:Thisactivitycanbedoneasanoralorwrittenproject,individually,group,orwholeclass.PupilscanreadthestoryasagroupusingTrackingorhavethepagereadbythecomputerusingtheaudioicon.Ifdoneorally,encouragepupilstodiscusstheirideaswithpeers.Youcanaddquestionsthatmaynotbeembeddedintheprogram.

SpellingSentences(ChoosestoryWaterfall)ActivityObjective:Thepupilswillusekeyboardingskillstospellwordstomakeasentence.GroupFacilitationTips:Beforedoingthisactivity,acquaintpupilswithbasickeyboardingskills,especiallyletters,thespacebar,backspaceandenterkeys.Thisactivityshouldbedoneafterastoryhasbeenreadbecausethewordstestedarestory-specific.Itisbestdonebyindividualpupilsorinpairswheretheyalternatehavingcontrolofthekeyboard.

28


ExtensionActivities

Askingchildrentopredictwhatcanhappenisaskillthatallchildrencando.Theyshouldalsobeaskedtojustifytheirresponses.

Ifthepupilmakesamistakespellingaword,thecomputerhighlightswheretheerroroccurredbutthepupilwillhavetoretypethewholewordtocorrectit.ChooseLevel1or2:2-3wordsentences.

LanguagePatterns:

• Whatistheweathertoday?Itiscold.Itishot.• Useofitinsentencese.g.ItisrainingItishot.• Useofwilltoexpressfutureeventse.g.Itwillrainnextweek.• Useofinfinitiveofpurposetoanswerquestionse.g.Whydidyouremovethemat?

Tocleanit.Vocabulary(WordsinredappearinthesuggestedABRAstoriesandactivitiesinthisunit)wet,rainy,blow,blowing,rain,shine,cloudy,drizzle,showers,rainbow,drizzling,heavyNewProgressivePrimaryEnglishPupil’sBook:Unit25,p.106-111SuggestedLessonPlan:KE_LP_ST2_Weather_FLWR_CSLP_20151130

Alphabetics Fluency Comprehension WritingRhymeMatching(ChoosestoryWaterfall)ActivityObjective:Thepupilswillbeabletoidentifywordsthatrhyme.GroupFacilitationTips:Pupilscanworkasagroupandtaketurnstofindtherhymingwordsthatmatch.(Theyalsotaketurnscontrollingthemouse.)Choose8or12cards.

READSVayu,TheWindTheWeatherman’sMistakeABRATheFourSeasons

VocabularyPrintoutthesuggestedREADSstoriesandunderlinewordsthatareintheVocabularylist.

WritingSentencesPrinttheFourSeasonsSentenceStarterWorksheet,andaskpupilstocomplete.

29



IntheLab IntheClassroomWorkinginpairs,pupilsselectWaterfallandthentheStoryResponseactivityfromUnderstandingtheStory.Pupilslistentothequestionandwriteananswerindividually.Thenpupils“pairandshare”tocomparetheiranswers.(ForinformationonPairandShare,seetheCLQuickGuideHandout--KE_TAid_CL_CLActivities_LW_20151215)

HoldaSukumawikireadingtournamentusingWaterfall.

AllowextratimeforpupilstoreadandcomprehendWaterfall,whichusessomewhatmoreadvancedvocabulary.ConsultthehandoutSukumawiki--KE_TAid_CL_Suku_LW_20150721fordetailsonorganizingatournament.


30


Standard3Unit1.0–SchoolandSchoolActivitiesThemainobjectiveistoenablethelearnertodevelopfurthervocabularyandsentencestructuresrelatingtoschoolandschoolactivitiesandusethemappropriatelytostate

theimportanceofperformingdailyactivitiesatschool.

SpecificObjectives:

Bytheendoftheunit,thelearnershouldbeableto:

• Usesuitablevocabularytodescribeactivitiesatschool• Usesentencestructurescorrectly• Readshortpassagesandansweroralquestions• Recitepoems/rhymesonschoolandschoolactivities• Writeanswerstocomprehensionquestions• Writesimpleguidedcompositionsbasedonschoolactivities• Writelegiblyandneatly.

ABRAActivities

Alphabetics Fluency Comprehension WritingAuditoryBlending(ChoosestoryDarrylDon’tDawdle)ActivityObjective:Givenaphonemicbreakdown,thepupilwillidentifyaword;i.e.,/c//a//t/="cat".GroupFacilitationTips:Pupilscandothisactivityinpairsandtaketurns(onewordperturn)totellthewordandfinditsmatchingpicture.ChooseLevel2:3-phonemewordswithshortvowelsoundsorLevel3:3-phonemewordswithclusters,short,long,andr-controlledvowelsounds.

Tracking&Accuracy(ChoosestoryDarrylDon’tDawdle)Darrylisaboywholovestotakehistimetodothings.Throughoutthestory,peopleconstantlytellhim,"Darryl!Don'tdawdle.”AfunnyendingoccurswhenDarrylisabletousethesesamewordsonsomeonewhohethinksisdawdling.

StoryElements(ChoosestoryDarrylDon’tDawdle)ActivityObjective:Thestudentsmustanswerquestionsabouteventsthattookplaceinastory.GroupFacilitationTips:Thisactivitycanbedoneindividuallyorinsmallgroups.Afterreadingastory,studentsareaskedstoryrelatedquestionswheretheymustselectthecorrectoneoutofthreepossibleanswers.Theycantaketurnsselectingtheanswerandhittingthepiñata.

SpellingSentences(ChoosestoryDarrylDon’tDawdle)ActivityObjective:Thepupilswillusekeyboardingskillstospellwordstomakeasentence.GroupFacilitationTips:Beforedoingthisactivity,acquaintpupilswithbasickeyboardingskills,especiallyletters,thespacebar,backspaceandenterkeys.Thisactivityshouldbedoneafterastoryhasbeenreadbecausethewordstestedarestory-specific.Itisbestdonebyindividualpupilsorinpairswheretheyalternatehavingcontrolofthekeyboard.

31


Pupilsmustselecttheanswertosixquestionsaboutthestory.Becausethereareaudiopromptstoassist,thisactivitycanbedonebyallstudentsoncetheyarefamiliarwiththestory.

Ifthepupilmakesamistakespellingaword,thecomputerhighlightswheretheerroroccurredbutthepupilwillhavetoretypethewholewordtocorrectit.ChooseLevel3:4-wordsentencesorLevel4:5-wordsentences.

LanguagePatterns:

• Pastcontinuoustensee.g.AsIwascleaningthecompound,Isawasnake.Aswewereplaying,weheardthewhistle.

• Presentcontinuoustense,e.g.Whatareyoudoing?Iamreadingabook.• Useofwill/shallforinvitationse.g.Willyouplayfootballwithus?Yes,Iwill.No,Iwon’t.

ShallIwalktothelibrarywithyou?• Presentsimpletensee.g.Whattimedoyougoforprayers?Igoforprayersatfiveo’clock.

Vocabulary:library,time-table,lesson,subject,games,assembly,neatrows,uniform,notice,noticeboard,present,ruler,spelling,tick,cross,mark,whisper,draw,flag,handwriting,shelf,drawer,breakNewProgressivePrimaryEnglishPupil’sBook:Unit1&2,p.2-11SuggestedLessonPlan:KE_LP_ST3_School_CPWR_CSLP_20151207

32


ExtensionActivities


Alphabetics Fluency Comprehension WritingSegmentingSelect5-10Vocabularywordsfromthestory:LucyandOndo'sClassHaveaVeryImportantVisitorandaskpupilstosegmentthewordsorally.Suggestions:uniform,cross,classroom,teacher,breakfast,listen,lesson.

READS(ChoosestoryNakittoatSchool)Thisstoryisaboutwhatpupilsdoandlearnatschool.(ChoosestoryLucyandOndo'sClassHaveaVeryImportantVisitor)Thisstoryisabouttwochildrenwholearnaveryimportantlesson:roadsafety,goingtoschoolfromapoliceman.

DiscussionPupilsdiscusshowtheyaresafeonthestreet,goingtoschoolandwhattherulesare.AskpupilstosummarizethestoryNakittoatSchool.Encourageuseofpresentsimpleandcontinuous,aswellaspastcontinuoustense

CompositionPupilswriteashortcomposition,4-5completeandwell-structuredsentences,usingthepresentsimpletensetodescribeschoolandschoolactivities.ThisactivitycanbedoneinePEARL.

Worksheets:KE_LP_ST3_School_SS_WS_CSLP_20151207

IntheLab IntheClassroomWhenworkinginABRAactivities,assignrolestoeachpupilsuchasRecorder,TimeManager,Reader,Facilitator.(ForinformationonRoles,seetheCLQuickGuideHandout--KE_TAid_CL_CLActivities_LW_20151215)

Grouppupilsintoteamsoffour.Assignrolesandthenaskthemtowriteashortcomposition,usingatleast5vocabularywordsfromthisunittodescribeatypicaldayattheirschool.Eachteammembermustsignthefinalworktoindicateeveryonecontributed.

ForinformationonclassroommanagementwhenusingCLstrategies,seethehandoutFosteringSocialSkillsandManagingClassroomConflict--KE_TAid_CL_FosterSocialSkills_LW_20151216

33


Standard3Unit4.0–Home&FamilyThemainobjectiveistoenablepupilstodevelopfurthervocabularyandsentencestructuresrelatingtothehomeandusethemappropriatelyandtorealizethe

importanceofsharingresponsibilitiesinthefamily.


• Usethegivenvocabularycorrectly• Usesentencestructurescorrectly• Readshortpassagesandanswersimpleoralquestions• Statewaysofsharingresponsibilitiesinthefamily• Writeanswerstoexercises• Writesimpleguidedcompositionsonfamilyresponsibilities• Writelegiblyandneatly

ABRAActivities

Alphabetics Fluency Comprehension WritingBlendingTrain(ChoosestoryWhenIOpenMyEyes)ActivityObjective:Giventhephonemicbreakdownofaword,pupilswillidentifytheworditmakes;e.g.,/r//o//d/="rod".GroupFacilitationTips:Pupilscandothisactivityinpairs.Theytaketurns(onewordperturn)listeningtothebreakdownofawordthenputtingthesoundstogethertotellthewordtheymake.Chooseoneofthefollowinglevels:Level2:2-phonemewordswithclusters,short,long,andr-controlledvowelsounds.

Tracking&Expression(ChoosestoryWhenIOpenMyEyes)Thispoem-liketextoutlinesthemorningritualsofachildfromthemomentshewakesuptothetimesheleavesthehouse.Therearesomedetailsthatcanbemissedifclosereadingisnotdonesopayattentionoryouwillmissthem.ChooseTracking,thenExpression.BothactivitiescanbedonewiththestoryWhenIOpenMyEyes.ForExpression,Pupilsmustpayattentiontothewaythestoryisread.

StoryResponse(ChoosestoryWhenIOpenMyEyes)ActivityObjective:Pupilsaregivenopen-endedquestionsaboutthestorythattheywilldiscusswithoneanother.GroupFacilitationTips:Thisactivityshouldbedoneinsmallgroups.Afterpupilshavediscussedaquestion,theytaketurnsscoringgoals.Remindpupilsthatthemainobjectiveofthisactivityistoanswerthequestionsaboutthestoryandnotscoringgoals.

SpellingSentences(ChoosestoryWhenIOpenMyEyes)ActivityObjective:Thepupilswillusekeyboardingskillstospellwordstomakeasentence.GroupFacilitationTips:Beforedoingthisactivity,acquaintpupilswithbasickeyboardingskills,especiallyletters,thespacebar,backspaceandenterkeys.Thisactivityshouldbedoneafterastoryhasbeenreadbecausethewordstestedarestory-specific.Itisbestdonebyindividualpupilsorinpairswheretheyalternatehavingcontrolofthekeyboard.

34


Level3:3-phonemewordswithshortvowelsounds.Level4:3-phonemewordswithclusters,short,long,andr-controlledvowelsounds.

Thisactivityusescertainstoriesfromtheliteraryandinformationalgenrecategories.Sixquestionsarepresentedinaset—threeofwhicharegeneralwhiletheremainingthreearestory-specific.

Ifthepupilmakesamistakespellingaword,thecomputerhighlightswheretheerroroccurredbutthepupilwillhavetoretypethewholewordtocorrectit.Thisactivityisdirectlyrelatedtothestories,sohavethepupilsreadastorythenspellwordsrelatedtothatstory.DoLevel1:2-wordsentencesandmoveontoLevel2:3-wordsentences,whenpupilsareready

LanguagePatterns:

• Sentencescontainingmayorperhapse.g.Thecupmaybeinthecupboard.Perhapsthekeyisinyourbag.

• Show+adjectivee.g.Showmeabigtable.Showmeasmallchair.• Usetheapostrophetoindicatepossessione.g.Mutua’sfathertookhiscartothegarage.

Asha’sauntdrivesalorry.• Questionswithdoe.g.-Doyouhaveakey?

Vocabulary(WordsinredappearinthesuggestedABRAstoriesandactivitiesinthisunit)home,grownups,parents,elders,lid,wash,estate,plot,village,padlock,gate,door,handle,keyhole,knife,watertap,tank,share,responsible,remember,help,remindNewProgressivePrimaryEnglishPupil’sBook:Unit6&7,p.26-35SuggestedLessonPlan:KE_LP_ST3_Home&Family_CPWR_CSLP_20151207

35


ExtensionActivities


Alphabetics Fluency Comprehension WritingWordFamiliesCreateWordfamiliesforthefollowingfivevocabularywords:

1. wash2. tank3. help4. knife5. hole

*YoucanalsochooseotherwordsfromtheVocabularylist

READS(ChoosestoryHolidayswithGrandmother)Thisstorytalksabouttwochildrenwhogovisittheirgrandmotherinhervillage.Italsodiscussesfamilylifeandthedifferencesaboutvillageandcityliving.

ComprehensionQuestionsAskpupilsthefollowingquestionsaboutthestoryHolidayswithGrandmother:-WhodidOdongoandApiyogovisit?-WhatarethedifferentchoresOdongoandApiyohelpedtheirgrandmotherwith?-Whatdidthechildrenbringtheirgrandmother?-WheredidOdongoandApiyogo?

SentenceStartersUseHome&FamilySentenceStartersWorksheet-KE_PRNT_SS_Home&Family_CSLP_20151215Askpupilstowriteashortparagraphaboutactivitiestheydointheirhomewiththeirfamilies.SuggestedTopics:-Preparingameal-Goingtochurch-Visitinggrandparents-Gettingreadyforschool-Sharingresponsibilitiesinthefamily

Worksheets:KE_PRNT_SS_Home&Family_CSLP_20151215

IntheLab IntheClassroomWhiledoingtheStoryResponseactivity(seeabove,Comprehension),askpupilstousetheRallyRobintechniquetoanswereachquestion.(ForinformationonRallyRobin,seetheCLQuickGuideHandout--KE_TAid_CL_CLActivities_LW_20151215)

WhencompletingtheSentenceStarters,askpupilstoThink-Pair-Shareforeachsentencetocomparetheiranswers.Ifthereistime,askpairstocreatetogetherananswertoeachoftheSentenceStarterquestions.(ForinformationonThink-Pair-Share,seetheCLQuickGuideHandout--KE_TAid_CL_CLActivities_LW_20151215)


36


Standard3Unit5.0–Position&Direction

Themainobjectiveistoenablepupilstoacquirevocabularyandsentencestructuresrelatingtopositionsanddirections


• Listenandrespondtodescriptionofpositionanddirection• Constructmeaningfulsentencestodescribepositionanddirection• Usethegivensentencestructurescorrectly• Recitepoems/singsongsrelatingtoposition/direction• Roleplaygivingdirections• Writeanswerstocomprehensionquestions• Writelegiblyandneatly

ABRAActivities

Alphabetics Fluency Comprehension WritingAuditorySegmenting(ChoosestoryTheFrogsandtheWell)ActivityObjective:Giventhepronunciationofaword,e.g."cat",thestudentwillidentifythebreakdown/c//a//t/oftheword.GroupFacilitationTips:Pupilscandothisactivityinpairsandtaketurns(onewordperturn)listeningtoawordthenfindingthespaceshipthathasthebreakdownofthegivenword.ChooseLevel2:2-phonemewordswithclusters,short,long,andr-controlledvowelsounds.

Tracking&HighFrequencyWords(ChoosestoryTheFrogsandtheWell)ThisstoryisbasedononeofAesop'sfablesWhichismoreimportant,wisdomorbravery?Thisstoryinvitesreaderstoexplorethisquestionthroughthequestoftwofrogsastheyattempttofindwater.ChooseTracking,thenHighFrequencyWords.BothactivitiescanbedonewiththestoryTheFrogsandtheWell.ForHFW,chooselevel2.

Prediction(ChoosestoryTheFrogsandtheWell)ActivityObjective:Basedoninformationfromthestory,thestudentswillpredictfutureevents.GroupFacilitationTips:Thisactivitycanbedoneasanoralorwrittenproject,individually,group,orwholeclass.Pupilscanreadthestoryasagroupusingthetrackingfunctionorhavethepagereadbythecomputerusingtheaudioicon.Ifdoneorally,encouragepupilstodiscusstheirideaswithpeers.

SpellingSentences(ChoosestoryTheFrogsandtheWell)ActivityObjective:Thepupilswillusekeyboardingskillstospellwordstomakeasentence.GroupFacilitationTips:Beforedoingthisactivity,acquaintpupilswithbasickeyboardingskills,especiallyletters,thespacebar,backspaceandenterkeys.Thisactivityshouldbedoneafterastoryhasbeenreadbecausethewordstestedarestory-specific.Itisbestdonebyindividualpupilsorinpairswheretheyalternatehavingcontrolofthekeyboard.

37


Or,Level3:3-phonemewordswithshortvowelsounds.Or,Level4:3-phonemewordswithclusters,short,long,andr-controlledvowelsounds.

Youcanaddquestionsthatmaynotbeembeddedintheprogram.Askingchildrentopredictwhatcanhappenisaskillthatallchildrencando.Theyshouldalsobeaskedtojustifytheirresponses.

Ifthepupilmakesamistakespellingaword,thecomputerhighlightswheretheerroroccurredbutthepupilwillhavetoretypethewholewordtocorrectit.Thisactivityisdirectlyrelatedtothestories,sohavethepupilsreadastorythenspellwordsrelatedtothatstory.DoLevel2:3-wordsentences,whenpupilsareready

LanguagePatterns:

• Useofquestionswithwheree.g.where’stheball?Itisunderthetable.• UseofimperativeswithPut…e.g.putthemilkinthebottle.Putthebaginthe

wardrobe.

Vocabulary(WordsinredappearinthesuggestedABRAstoriesandactivitiesinthisunit)direction,position,right,left,righthandside,lefthandside,turn,turnleft,turnright,walkalong,beyond,behind,across,near,opposite,outof,insideof,outsideof,down,against,upNewProgressivePrimaryEnglishPupil’sBook:Unit8&9,p.36-43SuggestedLessonPlan:KE_LP_ST3_PositionDirection_VBWR_CSLP_20151207

38


ExtensionActivities


Alphabetics Fluency Comprehension WritingSegmentingSegmentthefollowingwords:

1. position2. direction3. inside4. outside5. against

*YoucanalsochooseotherwordsfromtheVocabularylistorfromtheStoryWhereAmI?

ABRA(ChoosestoryWhereAmI?)Thisstoryisaboutpositions.Theconceptofpositionsisonethatchildrenmustknow.Thiscutestorypresentscommonpositionslike"up"and"down"inchild-friendlywaysusingrhymingwords.

ComprehensionQuestionsPupilsrole-playgivingdirections.Theycanpretendtobe:-Busdriver-Policeofficer-Touristguide

SentenceStartersUsePositionandDirectionSentenceStartersWorksheet-KE_PRNT_SS_Position_CSLP_20151207

Worksheets:KE_PRNT_SS_Position_CSLP_20151207


Workingindividually,pupilswriteashorttextusingtheunit’svocabularywordstorespondtothisprompt:Describehowyougettoschooleachday.PairpupilsandhavethemusetheInterviewtechniquetolearnabouttheirpartner’sjourney.Pupilsthensharetheirpartner’sjourneywiththeclass.(ForinformationonInterviewing,seetheCLQuickGuideHandout--KE_TAid_CL_CLActivities_LW_20151215)


39


Standard3Unit8.0–EnvironmentThemainobjectiveistoenablethelearnertoacquirevocabularyandsentencestructuresrelatingtotheirenvironmentandtorealizetheneedtoconservethe

environment.

SpecificObjectives:

Bytheendoftheunit,thepupilshouldbeableto:

• Talkabouttheirenvironment• Statewaysofconservingtheenvironment• Usecorrectsentencestructures• Readpassages/textsontheenvironment• Recordinformation• Answercomprehensionquestions• Writeguidedcompositions

ABRAActivities

Alphabetics Fluency Comprehension WritingWordFamilies(ChoosestoryWaterfall)ActivityObjective:Thepupilwillbeabletocreatedifferentwordsfromthesamewordfamily.GroupFacilitationTips:Theteachercanchooseaspecificwordfamilys/hewantspupilstoworkonorhavethecomputerrandomlypickthewordfamilies.ChooseLevel2-Singleandclusteredlettersandphonemes(e.g._est,_ick,_ight)orAdvanced-Teacherorstudentchoosesthewordfamilyonwhichtowork.

Tracking&Speed(ChoosestoryWaterfall)ThisstoryisaretellingofaColumbianlegend.Thepeopleinavillagearenothappyanddonotcooperatewithoneanother.Awiseoldmanteachesthepeoplehowtoworkandliveinharmony.Ameanmanisupsetwiththischangeinthevillagers'demeanour,sohefloodsthevillage.Thewisemanpunisheshimforhisdestructivebehaviourandthevillagersareallowedtoliveinpeaceagain.

Summarizing(ChoosestoryWaterfall)ActivityObjective:Thepupilwillanswerstory-relatedquestionstohelphim/hersummarizethestory.GroupFacilitationTips:Thisactivityisbestdoneinpairsorinsmallgroups.Pupilsreadthestory(usingthetrackingfunction)orhavethepagesreadbythecomputer(audiofeature).Ifnecessaryrewordthequestionandencouragediscussionamongthepupils.

SpellingSentences(ChoosestoryWaterfall)ActivityObjective:Thepupilswillusekeyboardingskillstospellwordstomakeasentence.GroupFacilitationTips:Beforedoingthisactivity,acquaintpupilswithbasickeyboardingskills,especiallyletters,thespacebar,backspaceandenterkeys.Thisactivityshouldbedoneafterastoryhasbeenreadbecausethewordstestedarestory-specific.

40


Accesstolevelsoneandtwo'swordsareavailable.


Itisbestdonebyindividualpupilsorinpairswheretheyalternatehavingcontrolofthekeyboard.Ifthepupilmakesamistakespellingaword,thecomputerhighlightswheretheerroroccurredbutthepupilwillhavetoretypethewholewordtocorrectit.ChooseLevel3:4-wordsentencesorLevel4:5-wordsentences.

LanguagePatterns:

• Look/feel/sound+like+nominale.g.Thistreelookslikeanumbrella.Thatsoundslikeasnake.

• Useofnextto+opposite/acrosse.g.Theyliveacrosstheriver.• Theuseofas…ase.g.Mangaisastallashisfather.Aflyisnotasfatasabee.• Verb+Noungerunde.g.Naliakalikeswateringtheseedbed• Wouldlike+infinitivee.g.Wangawouldliketobeagameranger• Need+nominal+infinitivee.g.Ineedapangatocutthebush.

Vocabulary(WordsinredappearinthesuggestedABRAstoriesandactivitiesinthisunit)Hills,valleys,rivers,lakes,sea,bush,compound,umbrella,snake,bridge,fast,fly,bee,tree,conserve,record,information,protect,care,forNewProgressivePrimaryEnglishPupil’sBook:Unit14&15,p.60-69SuggestedLessonPlan:KE_LP_ST3_Environment_WR_CSLP_20151207

41


ExtensionActivities


Fluency Comprehension SRL WritingReadsStoriesMyMotherPlanted-ReadbookinEnglish-ReadbookinKiswahili

VocabularyPrintoutMyMotherPlantedPupilscircleallwordsinthebookfromtheaboveVocabularylist.

Record…-InePEARL,createanewtask.-Enterthetitle:MyMotherPlanted.-Pupilsrecordthemselvesreading3-5pagesofthebookforatotalof3minutes.-PupilscananswerResponseandReflectionquestions

CompositionPupilswriteashortcompositiononwhattheylearnedfromthestory.-Howdoesithelpourenvironment?-Whyisitimportanttoplant,harvestandwater?

IntheLab IntheClassroomPairorgrouppupilsandhavethemusetheEchoReadingtechniquewithWaterfall,whichusesmoreadvancedvocabularyandsentencestructures.(ForinformationonEchoReading,seetheCLQuickGuideHandout--KE_TAid_CL_CLActivities_LW_20151215)

OrganizeaSukumawikireadingtournamentusingWaterfallorMyMotherPlanted.Formoreinformation,seehandoutSukumawiki--KE_TAid_CL_Suku_LW_20150721.


42


Standard3Unit11.0–EverydayActivitiesThemainobjectiveistoenablepupilstoacquirevocabularyandsentencestructuresto

describedailyactivities.


• Useappropriatevocabularyandsentencestructurescorrectly• Readpassagesandansweroralquestions• Recitepoems/rhymesandsingsongsrelatedtoeverydayactivities.• Readshortstoriesandretelltheminclass• Writeanswerstocomprehensionquestions• Writesimpleguidedcompositions.

ABRAActivities

Alphabetics Fluency Comprehension WritingWordMatching(ChoosestoryTheLittleRedHen)ActivityObjective:Thepupilwillmatchwordsthathavethesamebeginningorendingsound.GroupFacilitationTips:Pupilscanworkinpairstomatchwords.Iftheygetapaircorrect,theycontinue.Iftheygetitincorrect,theyhandovercontrolofthemousetoanotherpupil.Pupilschoose12cards(6pairs)or16cards(8pairs).Level2-Sameendingsounds.

Tracking&Expression(ChoosestoryTheLittleRedHen)ThistalefocusesonabusyHenandherlazycompanions.Thisstoryallowsforvariousopportunitiestonamehouseholditemsandoutdooritems.ChooseTracking,thenExpression.BothactivitiescanbedonewithTheLittleRedHenstory.BeforedoingtheExpressionactivity,haveadiscussionwithpupilsabouthowexpressioninreadingconveysemotioninastory,whythatisimportant.

Summarizing(ChoosestoryTheLittleRedHen)ActivityObjective:Thepupilwillanswerstory-relatedquestionstohelphim/hersummarizethestory.GroupFacilitationTips:Thisactivityisbestdoneinpairsorinsmallgroups.Pupilsreadthestory(usingthetrackingfunction)orhavethepagesreadbythecomputer(audiofeature).Ifnecessaryrewordthequestionandencouragediscussionamongthepupils.

SpellingSentences(ChoosestoryTheLittleRedHen)ActivityObjective:Thepupilswillusekeyboardingskillstospellwordstomakeasentence.GroupFacilitationTips:Beforedoingthisactivity,acquaintpupilswithbasickeyboardingskills,especiallyletters,thespacebar,backspaceandenterkeys.Thisactivityshouldbedoneafterastoryhasbeenreadbecausethewordstestedarestory-specific.

43



Itisbestdonebyindividualpupilsorinpairswheretheyalternatehavingcontrolofthekeyboard.Ifthepupilmakesamistakespellingaword,thecomputerhighlightswheretheerroroccurredbutthepupilwillhavetoretypethewholewordtocorrectit.Thisactivityisdirectlyrelatedtothestories,sohavethepupilsreadastorythenspellwordsrelatedtothatstory.DoLevel2:3-wordsentencesandLevel3:4-wordsentenceswhenpupilsareready.

LanguagePatterns:

• Useofthepresentcontinuouse.g.Iamcleaningmybedroom.Whatareyoudoing?• Revisionofsentenceswithlike+verb(ing)e.g.Ilikewashingthehouse.Ilikeplaying.• Questionswithrejoinderbeginningwithe.g.Matelikesswimming.SodoI.• Questionswithknowhowe.g.Doyouknowhowtocleanawindow?• Useofimperative+indirectobject+how+infinitive• Showmehowtocookchapatti.Hetaughtmehowtoswim.

Vocabulary(WordsinredappearinthesuggestedABRAstoriesandactivitiesinthisunit):Clear,set(thetable),throw,drink.eat,ordinals(numbers)fromfirsttotwentieththen21stto100th.

NewProgressivePrimaryEnglishPupil’sBook:Unit19,p.82-87SuggestedLessonPlan:KE_LP_ST3_EverydayActivities_WR_CSLP_20151207

44


ExtensionActivities


Alphabetics Fluency Comprehension WritingWordChanging(ChoosestoryWhenIOpenMyEyes)ActivityObjective:Pupilswillbeabletodistinguishbetweenwordsthatarethesameordifferent.GroupFacilitationTips:Thisactivitycanbedoneindividuallyorinpairs.Thisisagreatactivitytotestpupils'listeningability.ChooseLevel3-Middleletterisdifferent(e.g.fanandfin).

ABRA(ChoosestoryWhenIOpenMyEyes)Thispoem-liketextoutlinesthemorningritualsofachildfromthemomentshewakesuptothetimesheleavesthehouse.Therearesomedetailsthatcanbemissedifclosereadingisnotdonesopupilsshouldpayattentionortheywillmissthem.

DiscussionAfterreadingthestory,askpupilstoretellthemaineventsofthestoryinorder.Pupilscanworkinpairs.

Spelling&SentenceStructureCompleteEverydayActivitiesSentenceStartersWorksheet:KE_PRNT_SS_EverydayActivities_CSLP_20151215

Worksheet:KE_PRNT_SS_EverydayActivities_WR_CSLP_20151215


Grouppupilsandassignroles.HavethemuseBrainstormingtoidentifyasmanyeverydayactivitiestheycanthinkof.Eachteamthencreatesashorttextdescribingsomeactivitiesusingtheunit’svocabulary.(ForinformationonBrainstorming,seetheCLQuickGuideHandout--KE_TAid_CL_CLActivities_LW_20151215)


45


Standard3Unit16.0–AnimalsThemainobjectiveistoenablepupilstoacquirevocabularyandsentencestructures

relatingtoanimalsandusethemcorrectly.


• Listenandrespondtovocabularyandsentencestructurescorrectly• Usevocabularyandsentencestructuresappropriately• Readpassagesonanimalsandansweroralandwrittenquestions• Readforpleasure• Writeguidedcompositions• Drawandcolouranimals.

ABRAActivities

Alphabetics Fluency Comprehension WritingAuditoryBlending(ChoosestoryICanMovelikea…)ActivityObjective:Givenaphonemicbreakdown,thepupilwillidentifyaword;i.e.,/c//a//t/="cat".GroupFacilitationTips:Pupilscandothisactivityinpairsandtaketurns(onewordperturn)totellthewordandfinditsmatchingpicture.ChooseLevel4:4-phonemewordswithblendsmainlyatthebeginning,short,long,andr-controlledvowelsounds.Level5:4-phonemewordswithblendsmainlyattheend,short,long,andr-controlledvowelsounds.

Tracking&Accuracy(ChoosestoryICanMovelikea…)Thisstorycomparestheanticsofachildtothoseofdifferentanimals.Thisstoryusesachild'sactiveimaginationandfeelingofomnipotenceasachilddescribesthethingssheorhecan"do".Childrencanuseillustrations,contextclues,rhymingwordsandspellingpatternstoreadunfamiliarwords.ChooseTracking,thenAccuracy.BothactivitiescanbedonewithICanMovelikea…

VocabularyESL(ChoosestoryICanMovelikea…)ActivityObjective:Thestudentwillbeabletomatchagivenwordwithitscorrespondingpicturethenusethewordappropriatelyinagivensentence.GroupFacilitationTips:Thisactivityisbestdoneindividuallyorinpairs.Ifdoneinpairs,studentscantaketurnscontrollingthemouseastheyeachdoaset.Theotherstudentistheretosupportandprovideassistanceifnecessary.

SpellingSentences(ChoosestoryICanMovelikea…)ActivityObjective:Thepupilswillusekeyboardingskillstospellwordstomakeasentence.GroupFacilitationTips:Beforedoingthisactivity,acquaintpupilswithbasickeyboardingskills,especiallyletters,thespacebar,backspaceandenterkeys.Thisactivityshouldbedoneafterastoryhasbeenreadbecausethewordstestedarestory-specific.Itisbestdonebyindividualpupilsorinpairswheretheyalternatehavingcontrolofthekeyboard.

46


ExtensionActivities

Thefirsthalfofthisactivitygivesstudentsasetoffivewordsforwhichstudentsmustfindtheirmatchingpictures.Thesecondpartfocusesonputtingeachofthefivewordspracticedinthefirsthalfincorrectsentences.Thereisaudiosupportforthisactivity.

Ifthepupilmakesamistakespellingaword,thecomputerhighlightswheretheerroroccurredbutthepupilwillhavetoretypethewholewordtocorrectit.Thisactivityisdirectlyrelatedtothestories,sohavethepupilsreadastorythenspellwordsrelatedtothatstory.DoLevel2:3-wordsentencesandLevel3:4-wordsentenceswhenpupilsareready.

LanguagePatterns:

• Useofcouldinsentences,e.g.Saidicouldhearalionroarintheforest.Kiagecouldhearahyenalaughneartheriver.

• Useoftoo+to….e.g.Karimiistootiredtocleanthecowshed.

Vocabulary(WordsinredappearinthesuggestedABRAstoriesandactivitiesinthisunit)chatter,laugh,hiss,roar,trumpet,thorn,forest,bush,thick,thicket,bark,moo,bray,neigh,chirp,scatter,frighten,scare,sound,bleat.NewProgressivePrimaryEnglishPupil’sBook:Unit25,p.112-115SuggestedLessonPlan:KE_LP_ST3_Animals_WR_CSLP_20151207

Alphabetics Fluency Comprehension WritingWordChanging(ChoosestoryICanMovelikea…)ActivityObjective:Thepupilmustchangeindividuallettersinawordtoformanewword.

READS(ChoosestoryTheFarmAnimals)Inthisshortstory,pupilsgettomakeandheartheanimalsounds.

SequencingActivityAfterreadingthestory,askpupilstoretellthemaineventsonthestoryinorder.

Composition(ePEARL)Askpupilstowriteashortcompositionabouttheirlastvisittoafarmorazoo.

47



GroupFacilitationTips:Thisactivitycanbedoneindividuallyorinpairs.Ifachildmakesamistake,theteacherorapeercanencouragethepupiltopayattentiontotherequiredsound.Choose:Level2-CVCwords.AlllettersaremanipulatedorLevel3-CVCwordswithlongvowelsounds.Onlythefirstletterismanipulated.

AssociatetheVocabularywordstothecorrespondinganimal:roar,bark,moo,bray,neigh,chirp,scatter,bleat.GotoREADS,underThemeselectAnimals,andchoosethestoryTheBeautifulHorse.*YoucanchooseanyotherstoryandcreatethesamesequencingactivityinComprehension.

UsingtheAnimalSequencingworksheets:KE_PRNT_SQ_3_Animals_CSLP_20151207,KE_PRNT_SQ_5_Animals_CSLP_20151207Cutthesequencesintostripsanddistribute.Givepupilswhoneedabiggerchallengethe5sequences.Pupilsputsequencesinorder.Pupilscanworkinpairs.

Theyshoulddescribe:-Theanimalstheysaw?-Whattheyenjoyedmost-WhotheywentwithThesoundstheyrememberhearing.

Worksheets:KE_PRNT_SQ_3_Animals_CSLP_20151207,KE_PRNT_SQ_5_Animals_CSLP_20151207

IntheLab IntheClassroomPairorgrouppupilsandhavethemuseEchoReadingwiththesuggestedstories.(ForinformationonEchoReading,seetheCLQuickGuideHandout--KE_TAid_CL_CLActivities_LW_20151215)

Workingingroupsof4-6,pupilsusetheRallyRobintechniquetocreatealistofanimals.ThenusingRoleAssignments,eachteamcreatessentencesabout3-4animals,usingtheunit’svocabulary.(ForinformationonRallyRobinandRoleAssignments,seetheCLQuickGuideHandout-KE_TAid_CL_CLActivities_LW_20151215)


48


IntroductiontoABRACADABRA

What i s ABRACADABRA? ABRACADABRA(ABalancedReadingApproachforChildrenAlwaysDesignedtoAchieveBestResultsforAll)isanonline,highlyinteractive,evidence-basedliteracytooldesignedforstudents,teachers,educators,andparents.Thetoolcontains32literacyactivities,whichaddresstheessentialskillsofalphabetics,fluency,comprehension,andwriting,linkedto21storiesofvariousgenres.ABRACADABRAalsoincludessupportmaterialsandguidesforteachersandparents.Why ABRACADABRA?

Fordecades,researchersandpractitionersworldwidehavebeensearchingforthekeytounlockthemysteriesofhowchildrenlearntoreadandwrite.Todate,considerableevidencehasbeencollectedthatsuggeststhatchildrenmustnotonlybeexposedtoavarietyofinstructionalmethods,butthattheseexperiencesmustbepresentedinexplicitandsystematicwaysifliteracyistobefullyattained.

Researchshowsthatchildren’sengagementandmotivationaffecttheiracademicsuccess.Whileskillsanddrillsareimportantcomponentsinliteracyachievement,theseexercisesmustbedoneinmeaningfulwaysforlearners.Thisinvolvesprovidingappropriateopportunities,texts,andactivitieswhereinstudentscanapplywhattheyhavelearnedinauthenticcontexts.

ABRACADABRAbuildsonthisbodyofresearchandpracticetoprovideanengaging,balanced,andeffectiveapproachtoliteracy.Thetoolisguidedbyamultidisciplinaryteamofeducationalprofessionalsconsistingofresearchers,policymakers,schooladministrators,languageartsconsultants,andteachersfromcountriesaroundtheglobeincludingCanada,Kenya,HongKong,theUnitedStates,andothers.ThispartnershipwithknowledgeablestakeholderallowstheCSLPtodevelopthebestpossibleresourceforthefield.

Ev idence -based prac t i ce TherecommendationsfromtheNationalReadingPanelandotherfront-runnersinthefieldoflanguageandliteracyhaveremainedthefoundationofthesoftware.However,theCSLPhasestablishedstrongpartnershipswithlocalandinternationalschoolsinordertoinvestigatetheefficacyofoursoftwarewithclassroomstudents.

49

ABRACADABRA

Ourongoingresearchhasledtothedevelopmentofnewinstructionalactivitiesaswellastheadditionofchildren’sstoriesintothetool.ABRACADABRAcontinuestoevolvebasedonthebestavailableevidencefrombothresearchandpractice.

A ba lanced approach to l i t eracy ABRACADABRAtakesabalancedapproachtoliteracy,meaningtheactivitiesaddressskillsinthefourfoundationalareasofalphabetics,fluency,comprehension,andwriting,whicharediscussedinthefollowingpages.

50

ABRACADABRA

AlphabeticsWha t i s a lphabe t i c s ?

Alphabeticsistheabilitytoassociatesoundswithlettersandusethesesoundstocreatewords.Thesoundsassociatedwithlettersarereferredtoasphonemes(smallestunitsofspokenlanguage)whilethewrittenlettersassociatedwiththesesoundsarecalledgraphemes.Thereare26graphemesinEnglishbutover40phonemes.

S tages o f a lphabet i cs

Childrenbegintheirpathtoreadingbybeingabletodistinguishbetweendifferentsoundsanddevelopingtheirphonemicawareness.Theycanbegintoassociatethesesoundswithprintandrecognizethecorrespondencebetweenlettersandsoundswhentheyaregivenpracticeandmodeling.

Theabilitytomanipulatethesephonemes,eitherindividually(letterbyletter)orinchunkssuchasinrhymingfamilies,isamoresophisticatedskillintheareaofphonics.Here,thelearnerbeginstosegmentwordsbybreakingthemapartintounitsthatmakethemeasiertoread,andthenblendingtheseunitstogether.Decoding(theabilitytointerpretsymbols)thenbeginstotakeplace,asthelearnerisabletoaccessthesestrategiestoreadwords.

Why i s a lphabet i cs important?

Researchsuggeststhatchildrenwhodonothaveasolidfoundationinthesealphabeticprinciplesarelessskilledreadersastheyprogressthroughschool.Providingchildrenwithmultipleopportunitiestopracticesoundsandwordsiscrucialforgrowthintheirfluencyandcomprehensionskills.Inaddition,researchshowsthatitismoreadvantageouswhenalphabeticskillsarepresentedwithvariousphoneticorwritingactivities.

51

ABRACADABRA

FluencyWhat i s f luency?

Fluencydescribesthelevelofautomaticitythatchildrenhavewhenreadingatext.Readersarefluentwhentheyareabletodecodewordswithlittleornoeffort,whichhelpsthemtoconcentrateonthecontentofwhattheyarereadingasopposedtofiguringoutwordsandsounds.Aswell,studentswhoreadwithcorrectpacingandexpressionwithfewornomistakesarebetterabletofocusonthemeaningofatext.

Why i s f l uency impor tan t ?

Researchsuggeststhatstudentswhoareunabletoacquiretheskillofautomaticallyreadingwordswillstrugglewithattendingtomeaning.Inaddition,childrenwhohavetroublereadingaccuratelyatanappropriatepacetendtoexperiencemotivationalproblems.Thereadingloadincreasesasstudentsprogressthroughthegradelevels,makinglackoffluencyamajorobstacletoschoolsuccess.

How does ABRACADABRA support f luency?

ActivitiesinABRACADABRAallowforextensivepracticeinreadingfluency.Theactivitiescoverallmanyfluencyskills,includingexpressionandspeed.Throughgames,studentscantesttheirpaceagainstABRACADABRA’scartooncharacters.Goodreadingmodelsarebuiltintothestory-relatedactivitiessostudentscanhearappropriateexamplesandevaluateif,how,orwheretheycanimprove.Inaddition,theprogrammodelshowtodecodewordswithinthecontextofastorythusgivingstudentsaccesstoconsistentandreadilyavailablehelp.Themorelearnersareabletopracticeaspecificskill,thebetterthechancetheyhaveofdevelopingfluency.

52

ABRACADABRA

ComprehensionWhat i s comprehens ion?

Comprehensionisthecognitiveprocessinwhichthereaderinteractswithatextinanattempttoascertainitsmeaning.Readingcomprehensionistheculminationofallthestudents’readingskills;itinvolvesgoodoralcomprehension,vocabulary,anddecodingskills.(Dependingonthegradelevelofthestudents,theimportanceofeachoftheseprerequisiteskillsvaries.)Comprehensionisalsoaffectedbypriorknowledge,whichcanhelpchildrenrelatetovarioustexts.

Why i s comprehens ion important?

Readingformeaningistheultimategoaloflearninghowtoread.Thisistheelementthattakeschildrenfrombeinggooddecoderstobeinggoodreadersandliteratebeings.Itisthereforeunderstandablethattheacquisitionofreadingcomprehensionisacomplexprocess.

How does ABRACADABRA support comprehens ion?

ABRACADABRAhasfocusedondevelopingseveralspecificskillsthatcontributetooverallcomprehension.Theseactivitiesareleveledandrangefromsimplertaskssuchasplacingtheelementsofawell-knownstoryinorder(beginning,middle,andend)tosummarizinganentiretext.Otheractivitiesallowstudentstorespondtoaquestionprompt,tothinkcriticallyaboutatext,andtorespondappropriatelygiventhecontextofthestory.Additionalvocabularyactivitieshelpstudentstobuildabankofwordsthattheycanread(decode)butmaynotbeabletounderstand.

How do I t each comprehens ion?

Researchsuggeststhatthereareseveralstrategiesthathaveapositiveinfluenceonchildren’sabilitytounderstandwhattheyread.TheNationalReadingPanelsuggestspracticingskillssuchasaskingandgeneratingcriticalquestions,usingstorymaps,andmonitoringcomprehensionthroughcooperativelearningopportunities.Thereisalsoevidencethatmodelingappropriatestrategiessuchasusingcontextcluesandallowingchildrentodevelopskillsthroughprovidingmultipleopportunitiestointeractwithtextsaidsinthedevelopmentofcomprehension.Also,studentsshouldhavetimetoreadindividually,withpeersandwithadults.

53

ABRACADABRA

WritingWhat i s wr i t ing?

Writingisdefinedasasysteminwhichgraphemes(lettersorsymbols)thatrepresentalanguageareplacedonasurface(encoded)toberead(decoded)bysomeonefamiliarwiththecode.Itisapowerful,multifacetedtoolforbothpersonalandinterpersonalcommunication.

Why i s wr i t ing important?

Writingisameansbywhichwecommunicatewithothers.Whenchildrenseedifferentwaysofwritingmodeledandusedaroundthem,theysoonwanttoengageinitsproduction.Childrenusuallybeginwriting(albeitthroughscribbling)beforetheystarttoread.Writingprogressesthroughatleastsevendifferentstagesfromchildrengivingmeaningtotheirscribbles,picturesanddrawingstoconventionalspelling.Whenchildrenbegintheirformalschooling,theymayfallanywhereonthiscontinuumintermsofwritingability.

Researchshowsthatwritingsupportsreadingdevelopmentandviceversa.Whenstudentsencodetheirthoughtsusingconventionalorinventedspellingonpaperorusingawordprocessingprogram,theyuseskillsthatsupportreadingandwritingdevelopment.WiththedisparitythatexistsbetweenthenumberofphonemesandgraphemesintheEnglishlanguage(26andover40respectively),studentsneedexplicitandsystematicphonicsinstructiontolearnhowthiscodeworksandhowtoreproduceit.

How does ABRACADABRA support wr i t ing?

ABRACADABRA’swritingcomponentisdesignedforchildrentoapplyphoneticprinciplesandtheirliteracyexperiencestothewritingofwordsandsentences.Throughgame-likeactivities,childrenareaskedtowritewordsandsentencestheyhaveencounteredinthedifferenttextsintheprogram.Scaffoldingmechanismsarebuiltinsothatstudentscancompletethewritingactivitiesontheirown;thatis,whenwordsarespelledincorrectly,ABRACADABRAwillprovidepromptstosupportandencouragestudentsuntilthewordsarespelledconventionally.

54

ABRACADABRA

ABRACADABRAActivityDescriptions

ICONDESCRIPTIONS

Icons

Description

CheckAnswer“A-OK”

Next

Repeat

Yes

No

ExittoHallway

Back

ReturntoSecretRoom

55

ABRACADABRA

ACTIVITYDESCRIPTIONS

Alphabetics(Sounds,Letters,andWords)ActivityName Activity

ObjectiveContent/Levels Available

StoriesMatchingSounds

Thestudentwillidentifysoundsthatarethesame.

Level1:Distinguishablesounds.Level2:Similarsounds.

Story-independentActivity

AlphabetSong

Thestudentwillpracticethealphabetbysingingthealphabetsong.

Level1:Singitwithus.Level2:Keepsingingevenwhenwedon't.Level3:Singbyyourself,karaokestyle.


WordCounting

Thestudentwillbeabletocountthewordsinasentenceandfeedtheyeti(friendlyanimal)thecorrespondingnumberofsnowballs.

Level1:2,3and4wordsentences(40%,40%and20%).Level2:2,3,4and5wordsentences(20%,30%,30%and20%)

• TheDoveandtheAnt

• TheLittleRedHen

• HowaBeanSprouts

• HennyPenny• TheThreeBilly

GoatsGruff• Darryl!Don’t

Dawdle• TheFrogsand

theWell

56

ABRACADABRA

SameWord

Studentswillbeabletodistinguishbetweenwordsthatarethesameordifferent.

Level1:Firstletterisdifferent(e.g.catandrat).

Level2:Lastletterisdifferent(e.g.badandbat).

Level3:Medialletterisdifferent(e.g.fanandfin).

• ICanMoveLikeA…


• TheLittleRedHen

• HowaBeanSprouts

• WhenIOpenMyEyes




theWell• Feelings

SyllableCounting

Thestudentwillbeabletocountthenumberofsyllablesinawordandfeedtheyeti(friendlyanimal)thecorrespondingnumberofpopsicles.

Activitypresents1to4syllablewordsonly.



• TheLittleRedHen

• HowaBeanSprouts

• WhenIOpenMyEyes




theWell• Feelings

57

ABRACADABRA

AnimatedAlphabet

Studentswillbeabletohearthesoundsmadebycertainsingleandclusteredletters.Theseletterswillalsobeusedinfunsentences.

Thefirstpagepresentsthe26lettersofthealphabet.

Thesecondpagehas11consonantandvowelclustersformoreadvancedpractice.


SamePhoneme

Thestudentwillberequiredtodistinguishbetweenphonemes(lettersounds)thatarethesameordifferent.

Alllettersoundsarepresentedinthisactivity.


LetterSoundSearch

Giventhepronunciationofalettersound,thestudentmustidentifyandfinditsassociatedletter.

Theteachercanhavestudentsfocusonlower,upper,ormixedlettersdependingonthestudents'needs.

Level1:10letterscamouflagedinaneasybackground;i.e.,s,p,m,t,c,d,n,a,h,r

Level2:14letterscamouflagedinamediumbackground;i.e.,g,l,o,k,u,b,e,f,l,z,d,h,p,r

Level3:14letterscamouflagedinahardbackground;i.e.,w,j,v,y,q,x,g,i,b,l,a,t,e,h


58

ABRACADABRA

LetterBingo

Giventhepronunciationofalettername,thestudentmustdetermineifshehasthatletteronherbingocard.

Level1:Uppercaseletters

Level2:Lowercaseletters

Challenge:Oftenproblematiclowercaseletters(e,d,p,q,g,l,m,n,u,v)


WordMatching

Thestudentwillmatchwordsthathavethesamebeginningorendingsound.

PairsofCVCwordsrandomlypresented:• 8cards(4

pairs)• 12cards(6

pairs)• 16cards(8

pairs)Level1:pairsofwordswiththesamebeginningsound.

Level2:pairsofwordswiththesameendingsound.



• TheLittleRedHen

• HowaBeanSprouts

• WhenIOpenMyEyes




theWell• Feelings

WordFamilies

Thestudentwillcreatedifferentwordsfromthesamewordfamily.

Level1:Wordfamiliesconsistofsinglelettersandphonemes

Level2:Wordfamiliesconsistofsinglelettersandphonemes+clusters

Allstoriesareavailableinthisactivity.

59

ABRACADABRA

RhymeMatching

Thestudentwillidentifywordsthatrhyme.

PairsofCVCwordsrandomlypresented:8cards(4pairs)12cards(6pairs)16cards(8pairs)

Allstoriesareavailableinthisactivity.

BlendingTrain

Giventhephonemicbreakdownofaword,studentswillidentifytheworditmakes;e.g.,/r//o//d/="rod".

Level1:2-phonemewordswithshortandlongvowelsounds.Level2:2-phonemewordswithclusters,short,long,andr-controlledvowelsounds.Level3:3-phonemewordswithshortvowelsounds.Level4:3-phonemewordswithclusters,short,long,andr-controlledvowelsounds.Level5:4-phonemewordswithblendsmainlyatthebeginning,short,long,andr-controlledvowelsounds.Level6:4-phonemewordswithblendsmainlyattheend,short,long,andr-



• TheLittleRedHen

• HowaBeanSprouts

• WhenIOpenMyEyes




theWell• Feelings

60

ABRACADABRA

controlledvowelsounds.Level7:5-phonemewordswithblendsatthebeginningandend,short,long,andr-controlledvowelsounds.Level8:5-phonemechallengewords.

AuditoryBlending

Givenaphonemicbreakdown,thestudentwillidentifyaword;i.e.,/c//a//t/="cat".

Level1:2-phonemewordswithclusters,short,long,andr-controlledvowelsounds.

Level2:3-phonemewordswithshortvowelsounds.

Level3:3-phonemewordswithclusters,short,long,andr-controlledvowelsounds.

Level4:4-phonemewordswithblendsmainlyatthebeginning,short,long,andr-controlledvowelsounds.

Level5:4-phonemewordswithblendsmainlyattheend,short,



• TheLittleRedHen

• HowaBeanSprouts

• WhenIOpenMyEyes




theWell• Feelings

61

ABRACADABRA

long,andr-controlledvowelsounds.

Level6:5-phonemewordswithblendsatthebeginningandend,short,long,andr-controlledvowelsounds.

Level7:5-phonemechallengewords.

AuditorySegmenting

Giventhepronunciationofaword,forexample‘cat,’thestudentwillidentifythebreakdown/c//a//t/oftheword.

Level1:2-phonemewordswithshortandlongvowelsounds.Level2:2-phonemewordswithclusters,short,long,andr-controlledvowelsounds.Level3:3-phonemewordswithshortvowelsounds.Level4:3-phonemewordswithclusters,short,long,andr-controlledvowelsounds.Level5:4-phonemewordswithblendsmainlyatthebeginning,short,long,andr-



• TheLittleRedHen

• HowaBeanSprouts

• WhenIOpenMyEyes




theWell• Feelings

62

ABRACADABRA

controlledvowelsounds.

Level6:4-phonemewordswithblendsmainlyattheend,short,long,andr-controlledvowelsounds.Level7:5-phonemewordswithblendsatthebeginningandend,short,long,andr-controlledvowelsounds.

BasicDecoding

Giventhevisualrepresentationofaword,thestudentmustsaythesoundsofitsletters,thenblendthemtogethertoreadtheword.

Level1:2-phonemewordswithclusters,short,long,andr-controlledvowelsounds.Level2:3-phonemewordswithshortvowelsounds.Level3:3-phonemewordswithclusters,short,long,andr-controlledvowelsounds.Level4:4-phonemewordswithblendsmainlyatthebeginning,short,long,andr-controlledvowelsounds.



• TheLittleRedHen

• HowaBeanSprouts

• WhenIOpenMyEyes




theWell• Feelings

63

ABRACADABRA

Level5:4-phonemewordswithblendsmainlyattheend,short,long,andr-controlledvowelsounds.Level6:5-phonemewordswithblendsatthebeginningandend,short,long,andr-controlledvowelsounds.Level7:5-phonemechallengewords.

WordChanging

literacy and numeracy within the - concordia university€¦ · literacy and numeracy within the...

Documents