2-tracks
2-tracks
Fluent Readers
and Writers
FOUR ESSENTIAL PARTS OF LANGUAGE
EDUCATION
Reading They read for enjoyment and They recognize parts of words
to understand and use new (letters, syllables, tone marks,
ideas and information etc.), sentences and paragraphs,
and can sound them out.
• Put the keyword picture, the keyword and syllable boxes and
the Big Box on the chalkboard.
• Leave space between the keyword and the Big Box for the
“Break-‐the-‐Word and Make-‐
• the-‐Word” activity.
• Leave space below the Big Box for the “Break-‐the-‐Sentence
and Make-‐the-‐Sentence” activity
• REMEMBER: The teacher should never
read anything to the students that they
can read themselves. In a normal
Accuracy Track lesson, the only new
letter/sound is in the key word. All the
other words are made up of letters that
the students have already learned.
Students are encouraged when they read
words and sentences without the
teacher’s help So help them when
necessary, but always let them try to read
by themselves first.
PICTURE AND KEY WORD
1. Write the new letter on the board.
• Ask the students to say the name of the letter. Let one student
find the letter on the Alphabet Chart.
• Tell them, “Today we are going to learn the sound of the letter
(say the name of the letter) when we read it in words and
sentences.
2. Introduce the key word picture.
• Point to the key word picture. Tell the students, “This is a
picture of a ____.”
3. Introduce the key word.
• Point to the key word and read it to the students.
• Keep pointing to the key word as you read it with the
students 2-‐3 times.
4. If the key word has more than one syllable, do
the syllable activity. (If the key word has only one
syllable, skip this part.)
• Point to the key word and read it.
• Then point to the syllables in syllable boxes as you read each
syllable distinctly,
• Read each syllable again, clapping once for each syllable. DO this
again and have the students clap for each syllable with you.
5. Do the “Break-‐the-‐Word” activity
• Write the key word on the left side under the key word syllable
box.
• Read the keyword to and then with the students.
• Then say, “Now I will write the part of the keyword that has our
new letter for today.” Write that part of the word under the
keyword so the new letters are in a straight column. Read that
part of the word with the students.
• Continue writing each smaller part of the word and reading it
with the students. (This may take only one step or it might
take 3 or 4 steps, depending on the length of the key word.)
• When only the new letter is left, write it directly under the
new letter in the line above. Read the new letter with the
students.
• Read the whole “Breaking Word” column with the students.
6. Do the “Make-‐the-‐Word” activity
• Tell the students, “First we “broke” the new word down to the
new letter. Now we will
• “make” our new word again. First I will write our new letter by
itself.”
• Write the new letter to the right of the “Breaking Word”
Activity and read the new letter with the students.
• Tell the students, “Now I will write the part of
the new word that has our new letter.”
• Write the part of the word under the new letter
so the new letters are in a straight column. Then
read that part of the word with the students.
• Follow that pattern, using as many steps as you
did with the “Break-‐the-‐Word” activity.
• Finally, write the entire word so the new letters
are in a straight column and read the word with
the students.
7. Read the entire key word lesson
using Steps 2-‐5 of the Reading Plan.
BIG BOX
REVIEW KEYWORDS
1. Big Box activity
• Make a Big Box with the new letters or
syllables from previous lessons. (If the same
letter/syllable is used more than once in a key
word, write that letter or syllable just one
time. Students then point to the same
letter/syllable twice to make the word (for
example “mama” or “koko”.)
• Students read the letters or syllables in Big Box
to you as you point to them.
• Students find key words and any other words in
the Big Box. (This can be done as a game with
teams.)
2. Make words from a syllable or letter
• Write a single syllable or letter that the students
have already learned. Students take turns using
the syllable or letter to make a word. (This can
also be done as a game with teams.)
REVIEW SPELLING AND HANDWRITING
LIBRARY TIME
1. Students read small story books alone or
with a partner.
MEANING TRACK LESSON, PART 2
EXPERIENCE STORY
1. Do the “experience” (activity) together.
2. Ask one or two questions that encourage
students to talk about the experience.
3. Students make up a story about the experience.
4. Students dictate the sentences to you and you
write them on the board.
5. Read the students’ story to them. Ask them to
think of a title for their story.
6. Write the title that the students give their story.
7. Read the story again following steps 2-‐5 of the Reading Plan.
8. Later, copy the story neatly on a big piece of paper and put it
on the wall.
LISTENING STORY
LIBRARY TIME