Professional Documents
Culture Documents
LITERACY FOUNDATION
Series
Family
Family Tree
Copyright Notice
Copyright2011 Canadian Resources for ESL All rights reserved. All rights reserved. This book may not be reproduced, in whole or in part, in any form or by any means electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system now known or hereafter invented, without permission from the publisher, Canadian Resources for ESL/ ESL Resources. This book may be photocopied in part under the following conditions:
FAQ
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Canadian Resources for ESL 15 Ravina Crescent Toronto Ontario Canada M4J 3L9 tel 416-466-7875 toll free 866-833-9485 fax 416-466-4383 toll free fax 888-342-7657 www.eslresources.com email thane@eslresources.com ISBN 978-1-894799-72-0
Literacy Foundations - Book Four Canada - In The Park Employment - Jobs ISBN 978-1-894799-75-1 Literacy Foundations - Book Five Safety & Health - Calling 911 Canadian Law - Road Signs ISBN 978-1-894799-76-8 Literacy Foundations - Book Six Government Services - Recycling Leisure - Leisure Activities
ISBN 978-1-894799-77-5
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Introduction
The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. - Alvin Toffler Foundation Phase of literacy (Canadian Language Benchmarks 2000: ESL for Literacy Learners) is challenging for both students and instructors. Often these students and instructors face a multi-level group containing Literacy Phase I/II students or even more advanced levels. In this situation the students may achieve some progress through activities in isolation that focus on reading readiness concepts or basic mechanics of writing, but it would be better if they were working on the theme that their peers are working on. Materials in context keep adult learners interested, and motivates them during the sometimes intimidating learning process. There are more than 400 worksheets in this series that cover 12 themes of interest to adult ESL learners (see Theme Index). Three general principles are followed in this book: Learning for Real Effective Repetition Multi-Level Reality
Effective Repetition
Cognitive neuroscience research has discovered three crucial memory enhancement processes that influence the establishment of long-term memory: repetition of the procedure or information (Squire & Kandel, 2000), excitation at the time of learning (Phelps, 2006) and association of reward with the material to be learned (Wise, 2004). Even if the students are highly interested in the contextualized materials for the early stage literacy skills (see Appendix A: Foundation Literacy Skills Assessment) the process requires repetition for retention. This can be as simple as copying a name/telephone number on each worksheet until the information can be recalled from memory or number dictation on a sample calendar (see Appendix D). At the same time, some challenging short-term memory exercises can make the repetition more exciting. After the shared reading, short-term memory exercises are always welcomed by Foundation students. I erase the board but leave on the focused word for the day, in this case bag. I start by asking a student, whom I expect to be able to answer, How do you spell bag?. Assuming How do you spell? is one of the sentences that has been taught. A chain drill can go around the class. At first the students read the letters and spell the word. Then the first letter gets erased and replaced with a line as a reminder, and the same chain drill takes place. There is a feeling of fulfillment as students go through the process from bag to _ a g to _ _ g to _ _ _. Later on, when the literacy students are ready to take on a sentence level exercise, words in the focused structure of the dialogue can be replaced with lines as a variation of this activity:
A:Doyouneeda__? B:No,thanks.
Students need to get familiar with regular classroom activities, including matching, underlining, crossing out, circling, checking boxes, sequencing, filling in blanks and playing different board or card games with classmates. The activities in this series have a structured format and are repeated in most of the units. The activities focus on the literacy skills of Foundation Phase (see Literacy Competency Index). In this way, both classroom routine activities and literacy skills are exercised and spiralled in each unit. To help the information sink in without boring the students, a variety of activities which address different learning styles make the repetition more exciting and effective. The activities in this series cover all seven original multiple intelligences (Howard Gardner, 1983) including spatial, linguistic, logical, kinaesthetic, musical, interpersonal and intrapersonal so that the students can approach the literacy skills from different angles. For example, when introducing the concept of pattern with classroom objects (see Book 2 In the Classroom, Finishing The Patterns), the teacher may use sound associated with these objects, such as crumpling a paper, erasing with an eraser, snapping closed a binder and tapping a pencil. These sounds help students understand what a pattern means in music and is a different way to express a pattern other than pictures. There are more and more resources of sound online if internet access is not an issue at your school. Music that can be integrated into a Foundation lesson can be the change of pitch, volume or pace. For example, loud/soft sound of dental drill, fast/slow rhythm of hand saw can always be universally understood by Foundation students from different backgrounds for the theme Jobs.
create a challenge for the instructor. One way to deal with the situation is to present tasks that all the literacy students can do, such as signing in for attendance or organizing a binder etc. To encourage students to come to school regularly, a large weekly calendar with a class list hung in front of the classroom is very helpful (see Appendix E). The month, week, days and dates can be made replaceable with either magnets or Velcro. Before the class starts, the students go and check their own attendance under the date. However, no comments on punctuality or attendance should be made as the students all have commitments as adults and may not be able to make it even though they have made every effort to come to school on time and as often as they can. A way to handle a multi-level literacy group is to have a little application of operation research with some prep. With the shared reading dialogue written on lined paper (see the last 2 worksheets in each unit) with pencil, I am ready for my three groups. The Foundation Phase student can trace with a marker; Phase I students always enjoy copying on lined paper; the non-Roman alphabet ESL learner usually can finish copying in a fraction of time of the others and then she has the opportunity to practise pronunciation with me, which gets her prepared for the following pair work. To ease the rush in a multi-level literacy class, students may get different tasks during the same activity. For example, when the teacher dictates a simple story Grandpa is 60 years old. (see Book One - Family Tree), the pre-literate students may choose the correct picture from the flash cards, and the non-Roman alphabet ESL learners may make notes about the figure on lined paper. When taking up the activity, the teacher asks the Flash Card group to hold up the picture while the other group reads the numbers. Then the teacher can reconstruct the sentence drawn from both answers as a review. For example, Grandpa is 60 years old. Flash cards make a multi-level class come alive. Flash cards have become literacy classroom staples and there are over 60 flash cards included in this series. Besides the traditional flashing technique, they can be used in more activities and be part of the effective repetition spiral in a lesson. Some of them can be individual activities while the others can be a race against the clock, a timed activity, or a team competition, if the students like that kind of pressure. More importantly, the students should be able to take their time and enjoy the process. See Table 1 for a list of flash card activities suitable in a Foundation class.
Sophie Wang
Back and Forth It is useful to practise numbers. Students sequence number cards 1-6 and flash cards in response to what the teacher says. Then the teacher calls out a number and each student holds up their card or says what is in the picture. Charades Students take turns coming to the front. The teacher shows him/her a flash card. The student acts out what is in the picture. The rest of the group guess which card he/she is mimicking. Colouring flash cards not only exercises motor skills, but the teacher ends up with coloured cards ready to be posted on the bulletin board.
Colouring
Dictate PicCloze
Display flash cards on the teachers desk. Students work in pairs. One student comes to the desk, memorizes the sequence of the picture, then returns to his/her partner and tells them the sequence. His partner organizes their copies of flash cards or chooses the right picture on a worksheet (see Appendix F for a blank dictate-cloze sheet). Cut the flash cards into 2-4 pieces and ask students to put them back together (see Appendix C for a Jigsaw Puzzle Template). Display one set of flash cards on the desk, side by side, face down. In a nearby area, display another set of cards, side by side, also face down. Students take turns flipping over one card from each group. If they are the same, the student keeps both cards. If not, he/she puts them back face down. The game ends when all the cards are collected by students. The one with most cards wins. Place the flash cards of your choice on desks. Give the students a minute or two to memorize all the cards. Cover the cards and see how many they can remember. Place the flash cards on desks. Give the students a minute or two to memorize all the cards. Cover all the flash cards with a flipchart paper and then remove one. Students have to figure out which one is removed.
Jigsaw
Memory 1
Memory 2
Memory 3
Table 1 Continued - Foundation Flash Card Activities Puzzle Grouping Cut each flash card into 2-4 pieces and hand them out to your students. The students who hold the matched two pieces become partners working in a pair/group activity.
Revealing
Cover a flash card with a piece of paper and slowly reveal it until the students have guessed what picture it is.
Short-memory Flashback
Put 4 cards on the whiteboard and draw a grid around them. The teacher points to the cards in turn and the students say what is in the picture. Repeat this procedure a few times and then cover or remove the first card. Point to the blank grid and encourage the students to say the word of the removed flash card. Then finish reading every grid. Put the first one back in the grid and remove the second one. When the students are ready, the teacher can either remove more than one card at a time or hold cards in front of the empty grid asking the students to respond Yes or if the card is the correct one. Shuffle two or three sets of the same flash cards and hand them out to students. They take turns drawing a card from their hand, saying what is on the card and then placing it in the middle of the desk. If a player draws a card the same as the previous one, the first player who shouts Snap! wins all the cards in the middle pile. The winner is the player who has all the cards. Put a group of flash cards in a line on the whiteboard. Move a rod along the cards and give a clue to indicate a flash card. The clue can be as easy as showing another flash card that is same as one of those on the board. Students say Yes or Stop when the rod is above the correct flash card. Another way is for the teacher to give the students a verbal clue. For example, she tells the students to say Stop or Yes when the rod is above a triangle shape. Once the procedures are familiar, a student can come to the front to move the rod. Each student gets a card. The class listens to the teacher tell the story. Students put their picture onto to the whiteboard in the proper sequence.
Snap
Story Sequencing
Theme Index
Themes Address Family Tree Media In the Classroom Vehicles Shopping In a Park b, x, g, a, o l, t, i, p, r, goose, maple, loon, lily d, r, i v, e, s, u, b, k, y BUS Y, e, s, N, o Yes, No T, V, N, E, W, S TV, NEWS d, m, n, o, s dad, mom, son A, D, R, E, S A, D, R, E, S d, m, n, mom, son K, V, W, TV Y, N, Yes, No k, u, y, B, BUS, bike b, x, bag, box l, t, i, p, r loon d, v, driver, part time a, c, e, o, s digits 0-9 Road Signs shapes a, c, e, o, s, fire Unit Topics Reading Writing
Book
Housing
Family Life
Education
Transportation
Commercial Services
Canada
Employment
Jobs
Calling 911
Canadian Law
H, S, T, P, STOP
Leisure
Straight Stroke
Circular Stroke
Combined Stroke
E: Book 1 (ADDRESS)
F: Book 5*
I: Book 4* Book 6*
L: Book 4*
* Reading only
Small Letters
Tail Letters
y: Book 3 ( subway)
Straight
i: Book 4 (lily)
v: Book 4 (driver)
w: *Book 2
x: Book 3 (box)
z: Book 6 (zoo)
Circular
b: Book 3 (box)
a: Book 5 (accident)
Combined
r: Book 4 (beaver)
n: Book 1 (son)
m: Book 1 (mom)
Activity Sheets
Housing - Address
Dialogue Maze Connect The Dots Fill In The Numbers Circle The Same Number Circle The Same Number Cross Out The Different Number Cross Out The Different Number Draw Lines To Match The Numbers Trace and Copy h Trace and Copy A Letter Maze Trace and Copy D Trace and Copy R Trace and Copy E Trace and Copy S Trace and Copy AD R E S Circle The Letter That Is The Same. Check The Letter That Is The Same. Match The Lower Case With The Upper Case Letters Cut Up The Cards And Arrange Them To Form A Word Circle The Picture To Match Your Home Write Your Street Number and Address Cut Out The Cards and Listen Write Your Address Memory Game Worksheet Memory Game Instructions Flash Cards Writing Worksheets Cut and Match Upper Case and Lower Case Letters 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22-23 24 25 25 26 27 28 29-30 31-32 33-34
Activity Sheets
Family - Family Tree
Dialogue Maze Connect The Dots Family Tree Cut and Glue Draw Lines To Match The Pictures Circle The Picture In The Same Position Circle The Same Picture Cross Out The Different Picture Cut Out And Sort Listen and Circle Circle The Group With More Circle The Same Letter Circle The Same Letter Cross Out The Different Letter Cross Out The Different Letter Letter Maze Trace and Copy d Trace and Copy n Trace and Copy m Word Search Trace and Copy mom Trace and Copy son Match The Lower Case With The Upper Case Letters Cut Out The Cards and Listen Cut Out The Cards, Listen and Sequence Sequencing - Sample Scripts Flash Cards Writing Worksheets 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61-66 67-68
Appendices
A - 1 Foundation Literacy Skills Assessment Reading A - 2 Foundation Literacy Skills Assessment Writing A - 3 Foundation Literacy Skills Assessment Pre-numeracy B - Blank Memory Game Cards C - Jigsaw Puzzle Template D - Sample Calendar for Number Dictation E - Attendance Sheet F - Dictate-cloze Blank Sheet
69 70 71 72 73 74 75 76 77 78
References
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Literacy Foundation
Man: Woman:
How old is your son? He is 9 years old. How old is your daughter?
Man:
She is 11.
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Literacy Foundation
Find the way to go through the tree. Do not cross a line. Colour the tree.
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Literacy Foundation
Connect the dots. Cut out the pictures at the bottom and glue them to where they belong in the family tree.
6 7
5 3
8 2 9
1
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Literacy Foundation
Draw lines to match the pictures.
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Literacy Foundation
Circle the picture that is in the same position.
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Literacy Foundation
Circle the picture that is the same.
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Literacy Foundation
Cross out the picture that is different.
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Literacy Foundation
Cut out the pictures. Put in the correct category.
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Literacy Foundation
Circle the pictures when your teacher tells you how many. Copy the correct number in the box.
1 2 3 4 5 6 7 8 9 10
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Literacy Foundation
Circle the group that has more people.
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Literacy Foundation
Circle the letter that is the same.
s o n m d
46
o n u m a
n o n n p
s d m o d
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Literacy Foundation
Circle the letter that is the same.
s o n m d
o m n n p
n o u u d
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Literacy Foundation
Cross out the letter that is different.
s o n m d
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s a n m d
c o n n p
s o m m d
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Literacy Foundation
Cross out the letter that is different.
s o n m d
s a n m d
c o m n d
s o n m a
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Literacy Foundation
Connect the ms to get to the mom, connect the ns to get to the son.
m m o a d n o m n a d n n m m n n n o d m n d o m m m n n a m w a d n o
mom
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son
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Literacy Foundation
Trace and copy.
d ddd d d
ddd d d
Underline the ds.
dad
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Literacy Foundation
Trace and copy.
n
n m n n n n n n n
Underline the n.
son
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Literacy Foundation
Trace and copy.
m
m m m m m m m m
Underline the ms.
mom
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Literacy Foundation
Find the following words in the word search.
dad
mom
son
a a d a a a a o o a m o m a a a o o s o n a a a a o o
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d o a o a o
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Literacy Foundation
Trace and copy.
mom
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Literacy Foundation
Trace and copy.
son
son son
son son
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Literacy Foundation
Match the lower case with the upper case letters.
m d s
n o
O D S A M D S N E R
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Literacy Foundation
Cut out the letters at the bottom. Listen to your teacher and put the letters into words.
dad s on
58
mom
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Literacy Foundation
Cut out the pictures. Listen to your teacher tell the story. Put the pictures in the proper sequence.
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Literacy Foundation
Sequencing Sample Scripts
Age 1) 2) 3) 4) 5) 6) Grandpa is 65 years old. Grandma is 60 years old. Dad is 40 years old. Mom is 41 years old. Their son is 18 years old. Their daughter is 16 years old.
Food 1) 2) 3) 4) 5) 6) Grandma likes rice. Grandpa likes fish. Mom likes vegetables. Dad likes noodles. Their daughter likes fruit. Their son likes chicken.
Names 1) 2) 3) 4) 5) 6) Dads name is John. Moms name is Susan. Their sons name is Andy. Their daughters name is Anita. Grandpas name is William. Grandmas name is Anne.
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Literacy Foundation
Flash Card 21: Grandpa
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Literacy Foundation
Flash Card 22: Grandma
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Literacy Foundation
Flash Card 23: Dad
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Literacy Foundation
Flash Card 24: Mom
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Literacy Foundation
Flash Card 25: Son
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Literacy Foundation
Flash Card 26: Daughter
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Literacy Foundation
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Literacy Foundation
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Appendices
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Appendix A-1
InitialStage
Understandthatrealobjectscanberepresentedbypictures pictures Understandtheconceptofsameanddifferentwith shapes letters numbers Understandleftrightdirectionality Understandtopdowndirectionality Understandleftright,topdowndirectionality
Identify letters of the alphabet from memory, using lower case letters (see Alphabet Index) Identify letters of the alphabet from memory, using upper case letters (see Alphabet Index)
Yes
In Progress
Not Yet
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Appendix A-2
Understandleftright,topdowndirectionality,same/differentstrokes fromtracingtocopying
Demonstratetheabilityto print
lowercaseletters
uppercaseletters
numbersfrom1to10
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Appendix A-3
Assessment Instructor: _______________ Yes Numeracy Understandconceptofplural Recognizeandtrace/copy/drawgeometricshapes Matchgeometricshapes Number/NumeralIdentification Identify numbers 1to20 Identifythecorrectnumberofobjects,symbolsorpictures from1to20asthelearnerhearsthenumber Countorallyobjects,symbols,andpicturesfrom1to20 Matchaspecificnumberofobjects,symbols,orpictures withnumbers Sequencenumbersfrom1to10and11to20 Read numbers 1to20 Readnumbersfrom1to10and11to20 Readhis/herownphonenumber,housenumber, apartmentnumber Sayfrommemoryhis/herownphonenumber,house number,apartmentnumber Write numbers 1to20 Tracenumbersfrom1to20 Copynumbersfrom1to20 Takenumberdictation InProgress NotYet
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Appendix B
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Appendix C
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Appendix D
Sun
Mon 1
Tue 2 9
Wed 3
Thu 4 11 18 25
Fri 5
Sat
6 13 20 27
7 14 21 28
8 15 22 29
10 17 24 31
12 19 26
16 23 30
Sun
Mon 1
Tue 2 9
Wed 3
Thu 4 11 18 25
Fri 5
Sat
6 13 20 27
7 14 21 28
8 15 22 29
10 17 24 31
12 19 26
16 23 30
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Attendance Sheet
Names
Appendix E
Mon
Tue
Wed
Thu
Fri
Sat
Names
Mon
Tue
Wed
Thu
Fri
Sat
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Appendix F
1 2 3 4 5 6
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References
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