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2-tracks

The document outlines a Two-Track Approach to teaching reading and writing in students' first language, emphasizing a balanced method that integrates both meaning and accuracy. It includes essential components of language education, detailed lesson plans, and activities designed to enhance students' engagement and understanding. The approach is structured around Meaning and Accuracy Tracks, with specific lessons and schedules to guide educators in implementing effective literacy instruction.

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Realyn Esteves
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0% found this document useful (0 votes)
21 views

2-tracks

The document outlines a Two-Track Approach to teaching reading and writing in students' first language, emphasizing a balanced method that integrates both meaning and accuracy. It includes essential components of language education, detailed lesson plans, and activities designed to enhance students' engagement and understanding. The approach is structured around Meaning and Accuracy Tracks, with specific lessons and schedules to guide educators in implementing effective literacy instruction.

Uploaded by

Realyn Esteves
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 68

TWO‐TRACK APPROACH TEACHING

READING AND WRITING


IN STUDENTS’ FIRST LANGUAGE (L1)
Adapted from the “Multi--‐Strategy Method”
developed by Mary Stringer, SIL International,
described in Stringer, Mary & Nicholas
Faraclas. 2001. Working Together for Literacy,
Second Edition (2001) Kangaroo Ground,
Australia: SIL Australia.

Susan Malone and Dennis Malone 2010


TABLE OF CONTENTS
• Four essential elements of language education 3
• Balanced approach to teaching reading and writing 3
• The Reading Plan 4
• Suggested schedule for Meaning Track and Story Track 4
• Meaning Track Lesson #1 5
• Meaning Track Lesson #2 8
• Meaning Track Lesson Review 10
• Accuracy Track Lesson: New Key Word 11
• Accuracy Track Lesson Review 15
• Example of an Accuracy Track Lesson page 16
• Wall Chart of Teaching Steps 17
M ck
ea ra
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ng cy
Tr ra
ac cu
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Fluent Readers
and Writers
FOUR ESSENTIAL PARTS OF LANGUAGE
EDUCATION

• The four parts to language education


programs are speaking, listening, reading and
writing. A good program is “balanced”—that
is, it gives equal importance to meaning, as
well as accuracy, from the very beginning:
Emphasis on meaning Emphasis on accuracy
(Focus on whole texts) (Focus on parts of the
language)
Listening Students listen in order to They recognize and distinguish
understand and respond to what sounds, syllables, words and
they hear. sentences.

Speaking They speak in order to They use correct


communicate their thoughts and vocabulary, pronunciation
ideas to others. and grammar.

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.

Writing They write in order to They form letters properly and


communicate their thoughts and neatly, spell words correctly, and
ideas. use correct grammar.
BALANCED APPROACH TO TEACHING READING AND WRITING

A balanced approach to teaching reading and writing emphasizes


“Meaning”1 (whole texts) and “Accuracy”2 (focus on the sounds
of the language).

MEANING TRACK ACCURACY TRACK

Shared reading Picture and key word

Experience Story Big Box

Listening Story and library Sentence-­‐making


time
Creative writing Spelling and handwriting
THE READING PLAN
The Reading Plan is used throughout the Meaning Track
and in some parts of the Accuracy Track. The Reading
Plan is composed of the following activities:

1. Teacher reads the entire text to the students if the


students cannot read the text themselves. If they have
already learned the letters in the text, skip this step.
2. Teacher reads the text with all the students.
3. Teacher reads one part of the text with one or two
student volunteers.
4. One or two student volunteers read part of
the text by themselves.3
5. Teacher reads the entire text again, with all
the students.

IMPORTANT: In Steps 2 & 3, the teacher


always reads with the students. Students
should not listen to the teacher read a
sentence and then repeat it.
SUGGESTED SCHEDULE FOR MEANING TRACK
AND ACCURACY TRACK

This schedule is based on a 5-­‐day school week,


40 minutes for each track, each day. You should
divide the sessions in the way that suits your
situation best.

• Day 1 Meaning Track: Shared Reading and


Creative Writing + Library Time
• Day 1 Accuracy Track: Key Word lesson
• Day 2 Meaning Track: Experience Story and
Listening Story + Library Time
• Day 2 Accuracy Track: next Key Word lesson
• Day 3 Meaning Track: Same as Day 1
• Day 3 Accuracy Track: next Key Word lesson
• Day 4 Meaning Track: Same as Day 2
• Day 4 Accuracy Track: next Key Word lesson
• Day 5: Review: Meaning Track and Accuracy
Track
MEANING TRACK LESSON #1 (40 minutes)
Shared Reading Story and Creative Writing + Library
Time
SHARED READING STORY

Preparation (Do this BEFORE class begins.)


If you are using a Big Book or Poster Story
for the Shared Reading activity4:
•Take out the Big Book (or put the Poster story on the wall
so all the students can see it.) Practice reading the story
aloud 2-­‐3 times so you can read fluently.
• Select 3 or 4 words from the story to use for the
Matching Word activity
• Write each word on a piece of paper so they are
the same size as the words in the story.
• Select 2 or 3 short sentences from the story that
you will use for the “Hide-­‐a-­‐Word activity.
• Have a stick ready to use as a pointer.
If you are using small books for the
Shared Reading Activity:
• Take out the small books. You should have
enough to give one book to every 1 or 2
students.
• Practice reading the story aloud 2-­‐3 times so
you can read fluently.
• Select 3 or 4 words from the story to use for
the Matching Word activity and select 2 or 3
short sentences from the story that you will use
for the “Hide-­‐a-­‐Word activity. (You will write
these words and sentences on the chalkboard.)
1. Introduce the Shared Reading Story
• Introduce the story topic. Ask the students about
people and events from their own lives that
encourage the students to think about and talk
about the topic of the story.
• Have your pointer (a long, straight stick) ready to
move under the words as you read.
2. Read the story using the Reading Plan
• Read the title of the story. Ask 1-­‐2 students to tell
you what they think the story will be about.
Encourage them to share their ideas.
• Open to the first picture. Ask the students to say what they
see. Then say, “Let’s read this page.” Read the text for that
page, moving the pointer smoothly under the text as you
read.
• Do the same for each page, stopping 2 or 3 times and ask,
“What do you think will happen next?”
• When you have finished reading the story, ask the students
some questions like these: “What happened in the story?”
“Why do you think that happened?” “What part of the story
did you like best? Why did you like that part best?”
• Then read the story following Steps 2-­‐5 of the Reading
Plan. Move the pointer smoothly under the words as you
and the students read.
3. Do the Matching Word activity.

• Pick up the Matching Word cards that you prepared.


(See the gray “Preparation” box at the beginning of
this lesson.) Open the Big Book to the page with the
words that match your word cards.
• Give the Matching Word cards to volunteers. (If you
are using a small book, write the words one-by-one on
the chalkboard instead of on word cards.)
• Volunteers put their cards under the word on the page
that is the same as the word on their card. When they
have matched the word correctly, read the word with
them and everyone clap. Help them if they have trouble.
Do this with each Matching Word that you selected. (If
you are using a small book, show the student the word
you wrote on the CB and tell the student to hold up their
book and point to that word on their page.)
4. Do the Hide‐a‐Word activity.
• Find the first sentence that you chose for the Hide-­‐A-­‐
Word activity. Read that sentence with the students.
• Hold a small piece of paper over one of the important
words in that sentence.
• Read the sentence again, including the word that is
covered, with the students.
• Ask the students, “Which of the words in that
sentence did I cover?”
• If they say the correct word, uncover the word and
praise them. Then read the sentence again with the
students.
• If they say the wrong word, point to the word they
said and show them that this is NOT the word that is
covered. Read the sentence again, using the pointer
to show them the words they are reading. Let them
try again to identify the word.
• Do this with the other two “Hide-­‐A-­‐Word”
sentences.
CREATIVE WRITING

1. Encourage students to think about a topic


relating to the Weekly Theme.
• Tell the students you would like each of them to
create their own story. Encourage them to
think about the theme for that week. Can they
think of a story that relates to the theme? They
can write about something that really
happened to them or something from their
imagination.
2. Students draw a picture and write a story
about their topic.
• Go around the room and encourage the students
to write freely and to make their stories
interesting. Be sure to give them plenty of
encouragement and praise! Do not correct
spelling or handwriting mistakes.5
3. Students share their story with a partner or in
small groups.
• Each student shows their story to their partner or
to other team members. Encourage them to
“read” their stories, pointing to the different parts,
just as they have seen you reading stories to them.
• Each week or each 2 weeks, put an example of
the students’ creative writing on the wall, with
their name and date on the front or back. (You
can keep these as a record of each student’s
progress.)

Remember that in the beginning, the students may not


use real letters, words or sentences and they may be
reading pictures rather than words and sentences. But
they are learning the process and they are gaining
confidence in themselves as readers and writers.
LIBRARY TIME (If time at the end of the period)

• Put a variety of books in a place where


everyone can see them. Invite the students to
choose a book that they can read alone or
with a partner. Encourage them to read the
books silently by themselves or quietly with a
partner.
• As they read, walk around the room,
encouraging them.
• You can also use this quiet time to invite
different students to read to you. Let them sit or
stand beside you. If appropriate in your context,
you can help them move their finger under the
words as they read to you. If they have trouble,
you can read with them. This can be a good
opportunity for you to see how individual
students are doing and encourage them.
MEANING TRACK LESSON #2 (40 minute lesson)
Experience Story and Listening Story + Library Time
EXPERIENCE STORY
Preparation (Do this BEFORE class begins.)

Plan an activity that the students can do together, either in the


classroom or outside. Let them visit, touch and/or take part in
an interesting activity that is related to the Weekly Theme. For
example, if the theme is “Fruit”, bring some bananas to class
and let students divide the bananas so everyone has some.

Important: Make sure the students are actively involved in the


activity (not just listening or watching you). That will help them
create an interesting story.
1. Do the “experience” (activity) together.
• Have the students do the activity together.
• When they finish, ask questions that encourage the
students to talk about what they did, saw, and
heard.
2. Students make up a story about their
experience.
• Once the students have talked about their
experience, tell them, “Now you can make your
own story about this experience. You can tell me
what you want to say and I will write your words on
the chalkboard. Then we will read your story
together.”
3. Write the story as the students
dictate it to you, sentence by
sentence.
• Give the students a few minutes to talk together
about what they want to put into their story.
• Ask them to think about what they want to say
first.
• When one of the students tells you a sentence,
repeat the sentence and ask the class
• “Is that what you want to say?” If they say yes,
write the sentence just as they said it to you. If
they want to change the sentence, let them
change it and then write what they say.
• After you write the sentence, read it to the students. Ask, “Is
that what you want to say?” If they want to change the
sentence, let them change it so they are satisfied.
• Then ask, “What would you like to say next?” Again, write
just what they tell you. (You may need to encourage the
students to keep their sentences short.)
• Do the entire story like that, about 5-­‐6 short sentences.
4. Read the whole story to the students.
• Read the entire story to the students. Ask them if they want
to make any changes to their story. Write the changes they
tell you to make. Then read it again to the students.
5. Students give their story a title.
• Ask, “What title do you want to give your story?”
Let them discuss this. Deciding on a title is a
meaningful activity because the title should
accurately describe what the story is about.
• Write the title just as they say it.
6. Read the story again, using Steps 2‐5 of the
Reading Plan.
7. Later, copy the story neatly onto a large sheet of
paper and put it on the wall.
LISTENING STORY

• Preparation (Do this BEFORE class begins)

• If you do not have a book of Listening Stories,


write a story about the theme for this week.
The story should be interesting, exciting or
funny. You should be able to read the story in
about 5-­‐7 minutes.
• Remember to keep the story in a safe place so
you can use it again next year.
Read a short one‐page story to the students
• Tell the students to listen as you read a story about the
theme for the week.
• Read the story to the students in a lively and
interesting way (no pictures necessary).
• As you read, stop 2 or 3 times to ask the students,
“What do you think will happen next?” Let students
answer. Then say, “Okay, let’s read on to see what
happens!”
• Read the whole story like that. When you finish, ask
the students to summarize the story. Then ask them
‘higher level thinking’ questions about the story.
LIBRARY TIME (If time at the end of the period)

Students read small story books alone or


with a partner.
• Put a variety of books in a place where
everyone can see them. Invite the students to
choose a book that they can read alone or
with a partner. Encourage them to read the
books silently (by themselves) or quietly (with
a partner).
• As they read, walk around the room,
encouraging them.
• You can also use this quiet time to invite
different students, one‐at‐a‐time, to read to
you. Let them sit or stand beside you. If
appropriate in your context, you can help them
move their finger under the words as they read
to you. If they have trouble, you can read with
them. This can be a good opportunity for you to
see how individual students are doing and
encourage them.
MEANING TRACK LESSON REVIEW (40 minute lesson)

SHARED READING STORY OR EXPERIENCE STORY


Preparation (do this BEFORE class begins)

Write each of the words of one sentence, either from


the Shared Reading story or the Experience Story, on
small pieces of paper. Write the words in large letters
so that everyone in the class will be able to see them.
Example: We saw a big green snake

big saw snake We green a


1. Students retell yesterday’s Shared Reading story OR
Experience Story.
• Ask the students to think about yesterday’s story. Ask
them, “What happened first?”
• When they tell you what happened first, ask them, “What
happened next?”
• Encourage them to tell the whole story like that. If they
can remember without questions, that’s even better.
• 2. Read the story, with the students
• Read the story together with the students. If students
hesitate, stop and encourage them to read along. Do not
read first, and do not let the students repeat after you.
3. Students put word cards together to make a sentence
from the story
• Write the selected sentence on the chalkboard in large letters.
(If you use the example in the gray “Preparation” box above,
you would write the sentence “We saw a big green snake”.)
• Ask for volunteers—one person for each word in the
sentence.
• Mix up the word cards and give one word card to each
volunteer. Make sure they are not in order.
• Ask the volunteers to put themselves in a line so that the
word cards are in the correct order to make the sentence.
Encourage the rest of the students to help them to stand in
the right order so they can read the sentence.
• You and the volunteers read the sentence to the rest of the
class. Then everyone read the sentence together.
CREATIVE WRITING

1. Students draw a picture and write their own story


about the Experience Story topic OR they draw a
picture and write a story about something else
relating to the Weekly Theme.
2. Students share their stories with a partner or
in small groups or with the whole class.
ACCURACY TRACK LESSON: NEW KEY WORD (40
minute lesson)

• Preparation (Do this BEFORE class begins.)

• 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

Preparation (Do this BEFORE class begins.)


• Draw the Big Box on the chalkboard, with the
letters or syllables as they are shown for this
lesson the Primer.
• Check that all the parts of today’s Key Word are
in the Big Box.
• Also check that all the parts of the word for
today’s “Make-­‐the-­‐Sentence and
• Break-­‐the-­‐Sentence” activity are in the Big Box.
1. Students read the letters or syllables in the Big Box.

• Students read the letters or syllables in the Big Box as you


point to them. First have them read from left-­‐to-­‐right and
then top-­‐to-­‐bottom (if that is how to read in your
language).
• Then use the pointer to point to different letters or syllables
randomly. Volunteers read each letter or syllable as you
point to it. Correct them if they read anything incorrectly.
NOTE: If the students have trouble reading the Big Box
without your help, you can read with them and then after
that, they read it to you. However, first encourage them to
read it by themselves.
2. Students find the new key word in
the Big Box.
• Invite a volunteer to come and find the letters
or syllables that make the new key word. Read
the word with the student that found it.
• Ask the class it that word is correct. If so, write
the key word on the chalkboard and have the
students read it. If the word is not correct, ask
another student to point to the correct parts
of the key word. Then you write it correctly on
the chalkboard.
3. Students find other words in the Big Box.

• Invite volunteers to find other words in the Big


Box.
• Read the words with the students as they
identify them. Ask the rest of the class if the
word is correct. If not, invite another student
to come and point to the correct letters.
• Write all the words on the chalkboard and
read them with the students.
BREAK‐THE‐SENTENCE AND MAKE‐THE‐
SENTENCE ACTIVITY
1. Write the sentence making word on the
chalkboard, under the Big Box.
• Tell the students, “Do you remember finding this word
in the Big Box? It is the word we will use for the
Break-­‐the-­‐Sentence and Make-­‐the-­‐Sentence
activity for today.”

2. Write the sentence for today to the left


under the Big Box (see the example on
page 15)
• Read the sentence with the students.
3. Do the “Break‐the‐Sentence” activity.
• Do the Break‐the‐Sentence Activity the same way you
did the Break‐the‐Word activity
• above, except break the sentence into meaningful
parts.

4. Do the “Make‐the‐Sentence” Activity.
• Build the sentence back up from the Break-the-
Sentence word to the whole sentence, the same way
you did the “Make-the-Word” activity above.

5. Read the Break‐the‐Sentence and Make‐the ‐
Sentence activity following Steps 2‐5 of the
Reading Plan.
HANDWRITING AND SPELLING
• HANDWRITING

1. Show the students how to write today’s new


letter in the air, on their partner’s back and
on their hand.
• With your back to the students, tell them to watch
your finger as you “write” the new letter in the air.
Describe how to write the letter as you write it in the
air. Make sure you make the letter very large so they
can see how you make it. Have them practice writing
the letter in the air with you 3-­‐4 times.
• Then tell the students to write the letter on their partner’s
back.
• Then show them how to write the letter on the palm of
one hand using the finger of the other hand. Have them
do this with you 3-­‐4 times.
2. Students practice writing the new letter on
their paper or slate.
• Write the new letter on the chalkboard. Write slowly and
make the letter large so everyone can see it. Describe how
to write the letter as you write it on the chalkboard. Write
the letter 3 times like that.
• Students practice writing the letter on their slates or in
their exercise books 10 times.
• Go around the room and help anyone that is having
trouble forming the letter.

3. Students practice writing the new key word


on their paper or slate.
• Write the new key word in large letters on the
chalkboard. Sound out the word as you write it. Write it
3-­‐4 times so everyone can see clearly how you write it.
• Students write the new key word 10 times on their slates
or in their exercise books.
• Walk around the room to see how they are doing. Help
anyone that is having trouble writing the word.
SPELLING
1. Dictate the key word from today’s lesson. Students
write the word on their paper or slate.
2. Dictate the key word from the last lesson.
Students write the word on their paper or
slate.
3. Dictate 2­‐5 key words from earlier lessons, slowly,
one by one. Students write each word.
4. Walk around the room as they write to encourage
them and help them.
5. Write the spelling words correctly on the chalkboard.
Students check their work and correct any mistakes.
ACCURACY TRACK LESSON REVIEW (40 MINUTES)

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

1. Write up to 10 key words (including all


from this week) as you say them slowly.
• Say one of the new key words. Use that word in a
sentence and then repeat the key word, by itself, slowly.
Students write the word in their exercise books.
• When they are finished writing, write the key word on
the chalkboard. Students check their spelling and make
corrections if necessary as you walk around to help and
encourage them.
• If there is enough time, you can add key words
learned earlier, up to 10 key words.
2. Write sentences from “Break‐the-
Sentence” activities this week.
• Dictate the sentences from the 2 “Break‐the‐
Sentence and Make‐the-Sentence”
• activities from this week. Students write the
sentences.
• Then write the sentences on the board so
students can check their work.
Wall chart for teachers—basic steps to follow in
teaching the meaning track and accuracy track

• You can print the basic steps found on the following


pages for the teachers, or copy them onto A-­‐3 size
paper and put them on the wall to help teachers
remember the steps for both the Meaning Track and
Accuracy Track.
• TRAINERS: Make sure that the teachers go through
all the steps for each part as they are described in
the Teachers’ Guide (the first part of this manual.)
These Basic Steps are meant to remind the teachers
of the progression that they should follow.
MEANING TRACK LESSON, PART 1
SHARED READING STORY
1. Ask questions that get students thinking about the story
topic.
2. Read the title of the story.
3. Show the picture then read each page TO the students. Stop
several times to ask the students what they think will
happen next.
4. Read the story again, WITH all the students.
5. Invite several students to read a page WITH you.
6. Let individual students read one or two pages BY
THEMSELVES.
7. Do the MATCHING WORD activity.
8. Do the HIDE A WORD activity.
CREATIVE WRITING
1. Encourage students to think about a topic
relating to today’s theme.
2. Tell students to draw a picture and write a
story about their topic.
3. Students share their story with the class or
with a partner or team.

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

1. Read a short story to the students. Stop one or two times as


you read to ask the students what they think will happen next.
2. When you finish, let the students summarize the story.

LIBRARY TIME

1. Students read small story books alone or with a partner.


ACCURACY TRACK LESSON
PICTURE AND KEY WORD

1. Write the new letter on the chalkboard. Students SAY THE


NAME of the letter. They find it in the Alphabet Chart.
2. Introduce the Key Word Picture.
3. Introduce the Key Word. Point and read it with the students
2-­‐3 times.
4. If more than one syllable, do the syllable activity with the
students.
5. Do the Break-­‐the-­‐Word activity and the Make-­‐the-­‐Word
activity.
6. Go through the entire Key Word lesson following Steps 2-­‐5 of
the Reading Plan.
BIG BOX

1. Students read the letters or syllables in the Big


Box.
2. Students find the new key word in the Big Box.
Write the word on the chalkboard and let students
say if it is correct.
3. Students find other words in the Big Box. Write
each word on the chalkboard and let students say
if it is correct.
4. 4. Read all the words from the Big Box WITH the
students.
BREAK‐THE‐SENTENCE AND MAKE‐THE‐
SENTENCE ACTIVITY
1. Write the sentence‐making word on the
chalkboard, under the Big Box.
2. Write the sentence for today, under the left
side of the Big Box.
3. Do the break‐the‐sentence activity.
4. Do the make the sentence activity next to the
break‐the‐sentence activity.
5. Read the Break‐the‐Sentence and Make‐the‐
Sentence activities following the Reading Plan.
HANDWRITING AND SPELLING
1. Show the students how to write today’s new letter.
2. Students practice writing the new letter.
3. Students practice writing the new key word.
4. Dictate today’s key word. Students write it.
5. Dictate the key word from the last lesson. Students
write it.
6. Dictate 2-­‐5 key words from earlier lessons. Students
write them.
7. Dictate the Sentence-­‐Breaking sentence. Students
write it.

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