Community English Worksheets - Minnesota Literacy Council,2012 Page 9
ADVERTISEMENT
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26Teacher Directions:
Activity 1: Life skills, Transitions & Critical Thinking
Step 1: context
Write on the board: Emergency Contact
“When children start school, mothers and fathers fill out many papers.
What information do they write on the papers?”
“When children get sick at school, what does the teacher do? (call the parents) Where does the
teacher see the phone number? (on a paper/form)”
“Students at school and workers at work fill out this paper (hold up emergency contact form) They
write their name and other information. They write what person to call if they are sick or if there is an
accident. They write the phone number.”
“Who is your emergency contact?”
“Why do you need an emergency contact?”
Teacher Directions:
Activity 2: Literacy, Grammar
-
Hurt at School
Step 1: Context
Read the questions next to the picture. Talk about the picture.
Step 2: Silent Reading
Allow 5-10 minutes for learners to read silently and circle any
words they don’t understand
Step 3: Teacher reads, Learners Follow
Step 4: Teacher reads, Learners Repeat
Step 5: Choral Reading
Step 6: Learners Read with a Partner
Step 7: Learners complete comprehension exercises
Step 8: Letter/Sound Drill
Refer to the ESL Volunteer Tutor Manual, 2012, Letter/Sound Drill, p.113
target spelling/sound for this story is “er, ir, and ur” as in her, girl, and hurt.
Show the students that these three spellings all make the same sound. “er” is the most
common spelling for this sound.
Jessica Grace Jones, Minnesota Literacy Council, 2012
p. 9
Beginning Family Unit
ADVERTISEMENT
0 votes
Related Articles
Related forms
Related Categories
Parent category: Education