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Sophie Wangs

LITERACY FOUNDATION

Series

BOOK ONE Housing


Address

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:

1. Purchasing Teacher (One Teacher Permission)


A purchasing teacher is granted permission to photocopy this book for use by his/her ESL/literacy students only (not for education students). You can be an itinerant teacher at several sites or based at one site. Photocopies are not for resale.

2. Purchasing School/Address (One Address Permission)


Photocopy permission for one address. The photocopies are for ESL/literacy students (not for education students) attending classes at the purchasing address only. If these books will service more than one address you will need to purchase additional books, one book for each address, or one book for each itinerant teacher. Photocopies are not for resale.

FAQ
Q: Can I make a copy for a teacher so she can photocopy from the photocopy for her students? A: Photocopying from a photocopy of this book is known as a pirate copy and is illegal. Isnt it better just to purchase the book with photocopy permission for less than $50? Q: Can I borrow this book from a resource centre or library, then photocopy it? A: No, that would be copyright violation. You only get a photocopy license if you purchase the book or your school has purchased site photocopy permission. Printed in Canada

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

Books by Sophie Wang


Sophie Wangs Phonics For Adult ESL Students ISBN 978-1-894799-67-6

Sophie Wangs Literacy Foundation Series


Literacy Foundations - Book One Housing - Housing and Address Family - Family and Family Tree ISBN 978-1-894799-72-0 Literacy Foundations - Book Two Media and Communication Media Education In the Classroom ISBN 978-1-894799-73-7 Literacy Foundations - Book Three Transportation - Vehicles Commercial Services - Shopping
ISBN 978-1-894799-74-4

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

www.eslresources.com

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

Learning for Real


Real-life application of what is learned in the classroom can work as fuel for Foundation students to come to school eagerly every day especially when they are busy with life or the weather is harsh. After all, they have lived their life without school, so some strong motivation is needed to encourage them to make the effort of being an adult student. Therefore, a valid social function of the material introduced in class is crucial when developing lesson plans. The classic themes of survival English are always needed, such as names, address, health card etc. Also, the more the instructor knows about her students, more relevant topics may emerge. I had a student who was a stay-at-home mom of three young children. She was not keen to learn about ailments or traffic signs as her husband drove her everywhere and would go to the doctors office with her. However, she did grocery shopping on her own. One day, she asked me during the break, Teacher, I buy food. I dont know. I realized she could not understand what the cashier asked her at the check-out. Nowadays, plastic bags are optional at the check-out and the cashier usually asks whether one is needed. When I was explaining it to her, she asked me to write box and bag on the board and then she copied them down in her notebook. I was certain that she would practise after class so that next time she would be able to answer the cashiers question. For me, I got my next days topic for the shared reading. The first half hour of a literacy class can be devoted to a shared reading that ties in with listening and speaking. I usually write a 2-4 sentence dialogue on the board, which is generated from students life experience or current school activities. For example: A: Do you need a bag? B: No, thanks. Depending on their level, Foundation students may get a worksheet to trace/copy part of the dialogue. Once they are finished and the written work gets checked, they will practise the dialogue with a partner. When the students understand that they are studying something that can be applied right after school or the next day, they are more engaged in the whole learning process. The 12 units in this series are based on themes related to adult ESL students daily life.

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.

A:Do___needa___? B: No, thanks.

A:____needa__? 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.

Multi-Level Class Reality


Even if the literacy students are lucky enough to have a separate class for their own, instead of working with CLB 1 or 2 groups, the Foundation students skill-sets can still be distinctive enough to

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

Table 1 - Foundation Flash Card Activities Activities Instructions

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

Stop the Rod

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

Media and Communications

Education

Transportation

Commercial Services

Canada

Employment

Jobs

Health and Safety

Calling 911

Canadian Law

H, S, T, P, STOP

Government and Community Services

Recycling Leisure Activities

j, a, r, c, n jar z, q, h, k, i zoo, hiking

J, j, c, jar, can h, z, q, zoo, hiking, quiet

Leisure

Alphabet Index Upper Case Slant Stroke


A: Book 1 (ADDRESS) K: Book 2 (BOOKS) M: Book 1* N: Book 2 (No) V: Book 2 (TV) W: Book 2 (NEWS) X: Book 3* Y: Book 2 (Yes) Z: Book 6* U: Book 3 (BUS) S: Book 5 (STOP) Book 1 (ADDRESS) Book 3 (BUS) Q: Book 6* O: Book 5 (STOP) J: Book 6 (Jane, John) G: Book 3* C: Book 6* B: Book 3 (BUS) D: Book 1 (ADDRESS) P: Book 5 (STOP) R: Book 1 (ADDRESS)

Straight Stroke

Circular Stroke

Combined Stroke

E: Book 1 (ADDRESS)

F: Book 5*

H: Book 5 (Road Sign H)

I: Book 4* Book 6*

L: Book 4*

T: Book 5 (STOP) Book 2 (TV)

* Reading only

Alphabet Index Lower Case Tall Letters


l: Book 4 (maple) t: Book 4 (trillium) k: Book 3 (bike)

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)

o: Book 1 (son), Book 5 (poison), Book 2 (No)

p: Book 4 (maple) g: Book 3 (bag)

a: Book 5 (accident)

d: Book 4 (doctor), Book 1 (dad)

c: Book 6 (can), Book 5 (accident)

e: Book 5 (accident), Book 2 (Yes)

s: Book 1 (son), Book 5 (poison), Book 2 (Yes)

Combined

r: Book 4 (beaver)

h: Book 6 (hiking), Book 1 (house) f: Book 5 (fire)

j: Book 6 (jar) q: Book 6 (quiet)

n: Book 1 (son)

m: Book 1 (mom)

u: Book 3 (bus, subway)

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

Family Family Tree

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Literacy Foundation

Family Family Tree

Listen to the dialogue. How old is the womans son?

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.

Family Family Tree

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Literacy Foundation

Family Family Tree

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
38

10
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Literacy Foundation
Draw lines to match the pictures.

Family Family Tree

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Literacy Foundation
Circle the picture that is in the same position.

Family Family Tree

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Literacy Foundation
Circle the picture that is the same.

Family Family Tree

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Literacy Foundation
Cross out the picture that is different.

Family Family Tree

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Literacy Foundation
Cut out the pictures. Put in the correct category.

Family Family Tree

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Literacy Foundation

Family Family Tree

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.

Family Family Tree

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Literacy Foundation
Circle the letter that is the same.

Family Family Tree

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.

Family Family Tree

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.

Family Family Tree

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.

Family Family Tree

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

Family Family Tree

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
50

son
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Literacy Foundation
Trace and copy.

Family Family Tree

d ddd d d
ddd d d
Underline the ds.

dad
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Literacy Foundation
Trace and copy.

Family Family Tree

n
n m n n n n n n n
Underline the n.

son
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Literacy Foundation
Trace and copy.

Family Family Tree

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.

Family Family Tree

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.

Family Family Tree

mom

mom mom mom mom

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Literacy Foundation
Trace and copy.

Family Family Tree

son

son son

son son

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Literacy Foundation
Match the lower case with the upper case letters.

Family Family Tree

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.

Family Family Tree

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.

Family Family Tree

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Literacy Foundation
Sequencing Sample Scripts

Family Family Tree

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

Family Family Tree

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Literacy Foundation
Flash Card 22: Grandma

Family Family Tree

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Literacy Foundation
Flash Card 23: Dad

Family Family Tree

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Literacy Foundation
Flash Card 24: Mom

Family Family Tree

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Literacy Foundation
Flash Card 25: Son

Family Family Tree

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Literacy Foundation
Flash Card 26: Daughter

Family Family Tree

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Literacy Foundation

Family Family Tree

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Literacy Foundation

Family Family Tree

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Appendices

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Foundation Literacy Skills Assessment Reading


Students Name: _________________ Assessment Date: ______

Appendix A-1

Assessment Instructor: _______________

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

DevelopingStage name Understandthatprintconveyspersonal meaning,recognizeinprintlearnersown address Understandtherelationshipbetweenwordsusedinformsand


personalinformation Recognizebasicsightwordsusedinformsbyprovidingoralor actionalresponseinlowercaseanduppercaseletters Understandthemeaningofcommonsymbolsforeverydaysurvival Comments:

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Foundation Literacy Skills Assessment - Writing


Students Name: _________________ Assessment Date: ______

Appendix A-2

Assessment Instructor: _______________ Demonstratecorrectwritingpostureandmethodofholdingandusing writingapparatusfromlargemarkertopencils Yes InProgress NotYet

Understandleftright,topdowndirectionality,same/differentstrokes fromtracingtocopying

Demonstratetheabilityto print

lowercaseletters

uppercaseletters

numbersfrom1to10

wordsusedforpersonalinformation progressingfromcopyingthemodelto dictation

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Foundation Literacy Skills Assessment - Pre-numeracy


Students Name: _________________ Assessment Date: ______

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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Blank Memory Game Cards

Appendix B

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Jigsaw Puzzle Template

Appendix C

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Sample Calendar for Number Dictation

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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Dictate-cloze Blank Sheet

Appendix F

1 2 3 4 5 6
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References

Bell,J.,Burnaby,B.(1984).AhandbookforESLliteracy.Toronto,Canada:OISEPress. CanadianLanguageBenchmarks2000:ESLforLiteracyLearners(2000). Gardner,H.(1983/2003).Framesofmind:thetheoryofmultipleintelligences.NewYork:BasicBooks. Lightbown,P.M.,Spada,N.(1999).Howlanguagesarelearned.Oxford,NY:OxfordUniversityPress. Phelps,E.A.(2006).Emotionandcognition:Insightsfromstudiesofthehumanamygdala.AnnualReviewof Psychology,24(57):2753. Squire,L.R.,Kandel,E.R.(2000)Memory:frommindtomolecules.NewYork,NY:W.H.Freeman. TherevisedLINCliteracycomponent1997oftheLINCcurriculumguidelines(1997). Wise,R.A.(2004).Dopamine,learningandmotivation.NatureReviewsNeuroscience,5,483494.

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