Researchlearningstrategylessonplans lowerprimary

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Below, in the chart, is a division of the listening, reading and cognitive/vocabulary which I have divided based on cognitive, social, and emotional development of lower and upper primary. I realize …

Below, in the chart, is a division of the listening, reading and cognitive/vocabulary which I have divided based on cognitive, social, and emotional development of lower and upper primary. I realize there are more but this is only an 8 week study. ***Please note the children are taught twice a week (45 minute classes). The lesson plans are labelled lesson ONE A: for example, which refers to the number of the week (One, two, three) and whether it is the first class (A) or second (B) of the week. ****Another note: the lesson plans have been created in advance therefore vocabulary may change upon closer examination.

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  • 1. Research 8-week Learning Strategies for Lower Primary Designed and Delivered April-May 2010 by Nettie BoivinBelow, in the chart, is a division of the listening, reading and cognitive/vocabulary which I havedivided based on cognitive, social, and emotional development of lower and upper primary. I realizethere are more but this is only an 8 week study. ***Please note the children are taught twice a week(45 minute classes). The lesson plans are labelled lesson ONE A: for example, which refers to thenumber of the week (One, two, three) and whether it is the first class (A) or second (B) of the week.****Another note: the lesson plans have been created in advance therefore vocabulary may changeupon closer examination.STRATEGY/SKILL LOWER PRIMARY UPPER PRIMARYListening Use for both Use for bothTop-down strategies- Raise awareness More able to access textbackground knowledge ofthe topic, the situation orcontext, the type of textlistening for the main Yes Yes and labelideaPredicting Yes Yes and labeldrawing inferences No YesBottom-up strategies are Raise awareness Easy to dotext based; the listenerrelies on the language inthe message, that is, thecombination of sounds,words, and grammar thatcreates meaninglistening for specific Yes Yesdetailsrecognizing cognates Raise awareness Yesrecognizing word-order Raise awareness YespatternsReading Chose one strategy per Choose one strategy per lesson lesson a) Develop a plan Group collaboration Formal plan before reading.Look at pictures and Yes Yesmake guess about thestoryLook at the chapter No Yesheadings and analyze thestoryb) Monitor their Not really Yesunderstanding of text;make connections Raise awareness Yesmake predictions Yes Yesmake inferences No Yesuse context clues Raise awareness Yes
  • 2. c) Evaluate their thinking Teacher lead Yesafter readingReflect on strategies Ask if questions helped Ask if the strategies which will beused- understanding explicitly taught helpedCognitive/Memory Yes YesRehearsal- Repetition, Yes Yescopying, listing andunderlining.Comprehension No Yesmonitoring- Self-questioning to check forunderstanding and goalsetting.Elaboration- Forming Raise awareness Yesmental images, relatingnew information toknown word. Wordassociation not to aconceptAffective- Maintaining No Yesattention, timemanagement and reducinganxiety.Positive self-talk- student Yes Yesuses positive affirmingtalksemantic mapping No Yesstrategy; It is a visualway to group wordsthrough association to aconcept
  • 3. Strategy Lesson Plan Week One Designed and Delivered April-May 2010 by Nettie BoivinLower Primary Lesson One A-Class: There are six grade 2 students and two grade 3 students. Many are new and they are amixed level class. Some have come directly from Japan while others have been living abroadfor several years. I am using target language and structures that they are familiar with. I amonly introducing some new vocabulary and grammar. I will be recycling vocabulary as theweeks progress. This is to emphasis the strategies. The upper primary will have more newvocabulary.Strategy Outcomes: Predicting, rehearsalTopic: Describing an animal.Language structures:Vocabulary- alligator, snake, elephant, birds, monkey, seal, mouse, hippo, giraffe, lion, bear(SEE APPENDIX 1)What is this? It’s a____________. What colour is the_______. It is _______________and______________. What do you see? I see a___, and a_______.Start with a vocabulary exercise. ***(Do to the slowness at this age in their writing skillsstrategies such as semantic mapping would be done on a white/black board together with thestudents.)First Strategy – Rehearsal (oral and reading vocabulary):Show seven new animal cards. Introduce the animals by checking first which animal namesthey know already. Get them to repeat the names. Then play a version of musical chairs withthe cards. This game is to get them to repeat the new words and be exposed to the oral as wellas the written language over and over. The game acts as a spoken form of rehearsal butincludes a reading component as well. Teachers must explicitly nudge them to “repeat thewords!!”. The cards will have both a picture and a word on it. Show the card to the students.Then they repeat the word over and over saying;Ss (all) “What’s this? It’s a________, it’s a ___________.”Teacher shouts: “STOP”The Ss sit down. They pick up the cards on the chair.T asks “What’s on the card?”The students look at the cards the teacher placed on their chair.
  • 4. S: “it’s a____”.Next the game continues but the teacher takes a chair away and changes the cards. Thestudent without the chair comes to the side and sits with the teacher.They (S1) shout “what’s this ? It’s a________.” along with the other students.The student who is out gets to shout “STOP”.Then this student acts as the teacher and asks:T:“What’s on the card?”Ss: “It’s a ____.”Then game continues in the same fashion.Second Strategy – Predicting (listening):Use Eric Carles’ “Brown Bear, Brown Bear”Show the students the book cover and get them to predict by asking:T “What is this?”S “It’s a bear”T: “Good. Its a bear” “What colour is the bear?”S: “The bear is brown”T: “The bear is brown”T: “So what will happen in the story? Will there be candy?”S: “NO”T: “Cars”S: “No”T: “WHAT??”S: “There will be animals!” and (pointing to the brown and try to elicit colour)T: “Will all the animals be brown?”S: “No colour”T: “Many different colours”Have the students repeat many different colours.Then T reads the story. After the story ask a few comprehension questions. After the lesson have thestudents trace the names of the animals.
  • 5. Appendix 1 -Strategy Lesson Plans for Lower Primary Lesson One A & B – Week One Created by Nettie Boivin University of York Educational Studies May, 2010This is a Seal. This is a mouse.
  • 6. These are birds.This is a hippo.
  • 7. This is an elephant.This is an alligator.
  • 8. This is a bear.
  • 9. This is a giraffe. This is a lion.
  • 10. This is a monkey. This is a snake.
  • 11. Strategy Lesson Plan Week One-Lower Primary Lesson One B -Strategy Outcomes: Reviewing the strategies predicting, rehearsal.Topic: Review of describing an animal. alligator, snake, elephant, birds, monkey, seal,mouse, hippo, giraffe, lion, bear (SEE APPENDIX 1)Language Structures: Vocabulary- What is this? It’s a____________. What colour isthe_______. It is _______________and ______________. What do you see? I see a___, anda_______.Rehearsal Strategy Review:Activity One:The teacher starts with a review of the vocabulary using a rehearsal technique; getting the students todraw the outline of the animal and word. Using the animal outlines from the above mentionedactivity I will give a copy to each student. They will trace over the lines and will they are doing thatrepeat the animal name. Then when finished tracing the first animal they will pass it to theirneighbour saying:S1: “Here is my elephant (or whatever animal they are tracing).”S2:“Thanks, nice elephant.” (Then the student will trace the word ELEPHANT.S2: (passes their traced animal and repeats) “ Here is my _______”.S3:“Thanks, nice _______________.” (they will trace the word and finish their drawing.)Predicting Strategies (Listening) Review:Activity Two:The teacher will use picture cards of crazy animal scenes (possibly from Dr. Suess’s Horton hears awho and other stories). The students will guess what is and what will happen. I will cover most of thepicture and ask the students:T: “What animal is this?”S1: “It is an ape”.T: “Good job” “What is the ape doing?”S1: “It is ....”T: “Is it running?”S2: “No”T: “Is it pushing” (the scene is when the apes capture Horton and are pulling him towards thebeezlenut oil).
  • 12. S1: “No (Japanese word***note if the students use their L1 I will translate and get them to say inEnglish)”T; “In English pulling” (teacher signals for the class to repeat) ALL “Pulling”After a few moments if the students seem confident the teacher will hand over the cards to thestrongest student to act as the teacher asking.S/T: “What is this?” (it continues)I will not use the same story only the same vocabulary to test the students’ progress using thestrategy.Appendix 2- ANIMALSpandaelephantmonkeygiraffeostrichLionTEACHER reads hints. Students draw the animal they think. After all are finishedmatch answers from the box above.HINTS: 1) climb trees/ long tail. 2) long neck long legs/ cant fly BUT can run fast. 3) long tail/eats other animals. 4) black and white/Eats bamboo 5) long neck/eats leaves from tall trees. 6) two big ears /eats leaves.
  • 13. Strategy Lesson Plan Week Two-Lower Primary Lesson Two A:Strategy Outcome: Raise awareness for Bottom-up phonological discrete syllable recognition inlistening and recognizing cognates.Topic: Using rhyming patterns, Dr. Suess’s Hop on Pop to identify word structureLanguage Structure: OP, ALL, ED, AT (etc) also T; “Say this OP” “If I put this letter how do yousay it.”First Strategy - Bottom-up strategies (word phonological families)Review activity one:Review prediction strategy by showing the cover of the book Hop on Pop to students and askingwhat do they see? What do they think the book will be about? Read the book to the students. Write onthe board every time a word family appears. Practice listening for word families by getting them torehearse the words.Activity two:Get a balloon and hit the balloon with a fan. As they hit they must repeat the word familiesExample: teacher says OP –hop, stop, top, pop. They repeat the word families.Second Strategy – recognizing cognates:In the second half of the lesson give a worksheet with pictures of the different words from the wordfamilies. Get students to match words to pictures and categorize into OP/ED/ALL/AT word families.Appendix 1
  • 14. Lower Primary Lesson Two B:Strategy Outcome: Reviewing raise awareness for Bottom-up phonological discrete syllablerecognition in listening and recognizing cognates.Topic: Using rhyming patterns, Dr. Suess’s Hop on Pop to identify word structureLanguage Structure: OP, ALL, ED, AT (etc) also T; “Say this OP” “If I put this letter how do yousay it.”First Strategy - Bottom-up strategies (word phonological families) Review:Teacher makes cards of the word families using pictures and words. Review the sounds cover part ofthe picture to see if they can guess word. Rehearse the words in a chant.Activity one:Divide the students into three teams. At one end of the room scatter the cards on the floor in three setsof piles. Line the students up into their teams. Give the first student in each team a pair of chop sticks.Call out the word family for example OP. The students hop on one foot with chopsticks in hand whilerepeating OP, OP, OP. They then must identify and pick up an OP word card. Return it to theirclassmate and say the full word. They then exchange the chopsticks and the relay continues with adifferent word family.Second Strategy – recognizing cognates Review:Activity One:The students as a whole class (but if numbers dictate this could be done in smaller groups )play thegame called concentration. The students must match up all the word families and pictures. First onestudent turns over one card in the word family pile. Then they turn over one card. If it matches theirword family they can keep it. The next student does the same. The object is to classify all cards into aword family group.Activity Two:Using a tracing worksheet they write out the words then match to a picture.
  • 15. Strategy Lesson Plan Week Three-Lower Primary Lesson Three A:Strategy Outcome: Elaboration- raise awareness of the childs’ ability to make mental pictures andword association.Topic: Using vocabulary from the previous lesson review some of the words such as TALL, SMALL,BED, RED, CAT, HAT, HOP, POP.Language Structure: “This is RED. What is Red?” “This is TALL. What is TALL?”First Strategy - Elaboration- raise awarenessWarm-up activity:Review the words with round of what’s this ask and answer. First student to say the card gets thecard. Then all students repeat. The teacher keeps using the word “Lets practice repeating”.Activity OneHave the students draw a picture of what the card says. Model this first by showing cat and askingwhat the word is. They say CAT. I draw a kitty. Next repeat the process using the rest of the cards.Second Strategy Word Association:Activity OneThis activity is similar to the one above but with a more expanded idea of the words. The teacher getsthem to think of a bigger image of CAT such as KITTY CHAN, CAT FOOD, CAT SCRATCHING.Then they add these to the picture.*** This activity will need some scaffolding by the teacher in theform of charades.Lower Primary Lesson Three B:First Strategy - Elaboration- raise awareness Review:Activity One:Show vocabulary cards and get them to practice elaboration. In teams one team shows a card. Theother team call out words that are connected example; classroom, pencil, eraser, pen do this with atime limit. The one .with the most examples gets the card. ****This will need to be modelled first.Second Strategy Word Association Review:Play the game Pictionary. Where a student draws a picture from a card and the other students guesswhat is on the card.
  • 16. JS Pilot Strategy Lesson Three B - Picture Matching Worksheet Nettie Boivin University of York Department of Educational Studies 05/10Crying I want to open a door.Driving I can go places.Sleeping I am going.Cutting I am tired.Brushing My hair is messy.Pushing I am sad.Walking I use scissors.
  • 17. Lesson Two A Picture Matching WorksheetVERBS DEFINITIONSCrying The mouse is ...the phone cord.Driving The fish is sad. He is .....Sleeping The bad fish is ....the little fish.Walking The sheep are..... at night.Brushing The girl is ...the pets’ hair.Pushing The fish is ....the car.Cutting The lion is.....
  • 18. Strategy Lesson Plan Week Four-Lower Primary Lesson Four A:Strategy Outcome: Brainstorming orally for a story and raising awareness of organizing a story asa groupTopic: Using a fairy tale such as Cinderella to create their own version of the storyLanguage Structure: “Once upon a time” “There was a... who lived...” vocabulary- step-sisters,mother, fatherSEE Appendix 1First Strategy – Brainstorming:Activity Review-Review guessing showing the cover of the book. Use the title to review breaking up the word intobottom up phonological components. Then read the story. Ask them do you know Cinderella? Didyou see a DVD? Did you see the movie The Frog and The Princess?Activity One-Brainstorming- model making a story similar to Cinderella and after that one the board start to makea story by brainstorming ideas. Is Cinderella pretty or funny? Is she a frog? The step-mother is “whatkind of animal?” What happens? Character names? Have the picture of the traditional charactersCinderella, Step-mom, Step-sisters, Prince and fairy godmother. Place animal pictures over theirfaces. Ask the students to make new names. Get each student one by one to come up and write a nameunderneath the character.Second Strategy- OrganizingFill out a chart of plot- First part, second part, middle part, last part- the end this will be done as agroup in a brainstorm. Using the characters the class created have the students to create main foreach character scenes. They draw individually or using pictures from a magazine make a scene froma collage of pictures.*** If more time is needed this will be their homework.Lower Primary Lesson Four B:Strategy Outcome: Brainstorming orally for a story and organizing a story as a groupTopic: Using the fairy tale Cinderella to create their version of the storyLanguage Structure: “Once upon a time” “There was a... who lived...” vocabulary- step-sisters,mother, fairy godmother, castle, dance ball, village, servantFirst Strategy – Brainstorming Review:Activity One-Play a game called Duck, Duck, Goose to review the vocabulary and adjectives from the previouslesson- pretty, ugly, nice, mean, mother, father ,step- sister. The game is play where the students sit in
  • 19. a circle. One student is “it”. That student walks around and repeats a word while touching the sittingstudents head (one by one); for example they might repeat “step-mother, step-mother, step-mother”.Then when touching the head of the student they wish to race then say a different word such as “step-sister”. (The teacher will tell the student first which two words to use. After one or two go’s then theteacher changes the pair of words.)When the student says the “other word”, the students whose headthey touch must stand up and chase after the “it” student. They run around the circle of students andthe “it” student tries to sit in the empty spot BEFORE the other student touches them. If they gettouched they must repeat the process. If they don’t get touched the other student then becomes the“it”student.Activity two:Show the pictures the students have draw or made a collage with (some students are not good at ordon’t like to draw so they can use pictures from magazines to make their scenes). Have the studentsbrainstorm which picture should go first.Second Strategy- Organizing Review:Activity One:Using pictures from magazines have the students organize the story. Then as a group retell the storywith the students showing their pictures and telling what is happening..APPENDIX 1
  • 20. Strategy Lesson Plan Week Four-Lower Primary Designed and delivered by Nettie Boivin May 2010Fairy Godmother
  • 21. Castle
  • 22. glass slipper
  • 23. carriage PUMPKIN
  • 24. Dance Ball
  • 25. servant
  • 26. PrinceUGLY STEP-SISTERS
  • 27. STEP-MOTHER Strategy Lesson Plan Week Five-Lower Primary Lesson Five A:Strategy Outcome: Word order and listening for detailsTopic: Using the fairy tale they created.Language Structure: pretty, ugly, nice, mean, mother, father, sister, princess, king, prince
  • 28. Activity Review-The teacher will use two sets of identical, medium size, storycards to review organizing a story. Theteachers divides the class in two teams the teams must be the fastest to put the pictures in the writeorder. There will be brief captions to go under the pictures - pretty, ugly, nice, mean, mother, father,sister, princess, king, prince.First Strategy – Word order:Activity One:Give the students scrambled words from the week four vocabulary list: pretty, ugly, nice, mean,mother, father, sister, princess, king, prince. Review phonological word list ther/ing/ice/ean/prin/ly/tty . On the board the above word families will be listed twice in two columns. In2 groups the students will have a series of magnetic letters S/K/F/A/O/E/U/K/I/N/M/C/T/G/R. Thefirst group to make the word the teacher calls out gets 2 points if the other team makes the word theyget 1 point. If any team can make an extra word EX; ice –Nice/Lice/Rice – they will get a bonus point.Second Strategy- Listening for details:Activity One:The teacher reads the story Cinderella . While reading, the teacher stops and asks questions such as“Is Cinderella old?” “Is Cinderella happy?” “ Where is the step-sisters going?” “ Does Cinderelladance with the prince?” This is to teach the students to listen carefully. The teacher won’t ask thequestions at the end but just after the action occurs. This is to teach the students to focus on eachdetail instead of just listening for general information.Lower Primary Lesson Five B:Strategy Outcome: Word order and listening for detailsTopic: Using a class created story to find details and word orderLanguage Structure: vocabulary list: pretty, ugly, nice, mean, mother, father, sister, princess, king,prince
  • 29. First Strategy – Word Order Review:Activity One:Create an activity worksheet with a column of vocabulary word pictures and fill in the blank wordsEx: picture of a princess and the word is __________cess. The student fills in the word family first.Then they match the word the picture.Activity twoUnderline the first letter of each word. Ask them as a group to put in ABC order. Teacher models bysaying; “is there an A” and run her finger across each underlined words. “Is there a B” and thencontinues. Once they reach F the teacher writes the number 1 underneath it. Finally the teacher letsthe students finish up the ABC.Second Strategy- Listening for details:The teacher puts up pictures on the board in mixed order. Each pair has a similar set of smallercards. The teacher reads the story and stops at various details. The pairs put their pictures in order.At the end they retell the story together. Strategy Lesson Plan Week Six-Lower Primary Lesson Six A:Strategy Outcome: Reading for main idea and listening for main ideasTopic: Using Dr. Suess’s story Green Eggs and Ham.
  • 30. Language Structure: green, eggs, ham, would, could, would not, could not, house, mouse, box, fox,train, rain, boat, goatActivity Review-Taking a few picture cards such as; green eggs, mouse on a house, fox in a box, goat on a boat, trainin the rain review listening for details. Say the first card ex. Green eggs and ask the students are thestudents are the eggs black? “What colour are they?”First Strategy – reading for main ideas-preview:Activity One-With the class read the story of Dr. Suess’s Green Eggs and Ham . It is very formulaic so as youare reading stop and get the students to repeat along. Ask questions about the details on each page.Activity twoAsk the students to draw their favourite scene from the box and label it for example train in the rain.Second Strategy- Listening for main ideas-preview:Activity Two:Put the students into three groups. Place three sets of picture cards from the story on the table faceup. Next instruct the students to put their hands on their head. Call out one of the details and have thefirst student to touch the card wins. Call out nonsense details like CHOCOLATE to see if they arelistening and not just reacting. If two students get the cards they must rock, paper, sissors in Englishto see who gets it. The winner of each card must read out the details on the card ex. “A mouse on thehouse.”Lower Primary Lesson Six B:Strategy Outcome: Reading for main idea and listening for main ideasTopic: Dr. Suess’s Green Eggs and HamLanguage Structure: green, eggs, ham, would, could, would not, could not, house, mouse, box, fox,train, rain, boat, goatAsking “What is the story about?” “Who is this?” “Is he the main character?”Vocabulary specific to this lesson- eat/ won’t eat/ like/don’t like/ try/lookFirst Strategy – Reading for Main ideas:Activity One:Teacher reads the story to the students and gets them to follow along. On the board the teacherwrites. Does he like green eggs and ham? Ss answer. Next the teacher writes “Did he like green eggsat the beginning?’ and shows the picture of the first page? Ss answer. Keeps asking the students untilthey understand the correct answer. Next the teacher asksT: “WHY didn’t he like them”?
  • 31. Then asksT:“Did he try to eat them here”?(shows the front of the book). Then points to the middle and asksT:“Did he try to eat them here?” “Why didn’t he like them. He didn’t TRY them”Then says “I look at SUSHI YUCK (and make a face) then” I try”(teacher pantomimes eating)T: “I like it!!! (sound surprised!!)T: “So he did like green eggs and ham because he didn’t _______”(hope students fill in the wordtry).Activity twoSecond Strategy- Listening for main idea:The teacher puts up pictures on the board in mixed order. Each pair has a similar set of smallercards. The teacher reads the story and stops and asks the studentsT: “What did the character learn” (pointing to the part where he likes eggs).The pairs put their pictures ask them to find the important parts of the story. At the end they retell thestory together Strategy Lesson Plan Week Seven-Lower Primary Lesson Seven A:Strategy Outcome: Positive self talk and reading cluesTopic: Using “One Fish, Two Fish, Red Fish, Blue Fish” by Dr. Suess
  • 32. Language Structure: Numbers animals and rhyming familiesActivity Review-Pointing to the book and ask “What do you think the story is about?” Ask “Is it about princesses”?Ss”No”T: “No princess ? Why “Ss”Fish are on the book”T” Okay lets read and find out”First Strategy – Reading for Clues:Activity One-Read the first page to the students. Then tell them they will play a game. We will read together andthen the teacher will stop and point to a word. The students try to guess the word from the picture andstory. The teacher will give hints like where are they? What are they doing?Second Strategy- Positive Self Talk:The students will be taught to say I can read it. The teacher models using a passage from the bookand pretends to have problems reading. The teacher asks for help. Ask can I read? Can you read?Yes you can, the teacher shows how the sound out the word or guess what the word means. Next theteacher picks one student to read a page. She tells all the other students to say you can do it. You cando it. While the student reads the other kids cheer him/her one. After she finishes all the students getstickers for trying. Then the teacher asks for volunteers to read the next page.Lower Primary Lesson Seven B:Strategy Outcome: Positive self talk and reading cluesTopic: Using “One Fish, Two Fish, Red Fish, Blue Fish” by Dr. SuessLanguage Structure: fish, numbers, descriptionFirst Strategy – Reading for context clues:Activity OneThe teacher puts the students in pairs. Then the teacher gives each pair a photocopy of a page fromthe book but it will be a page they haven’t read. In pairs they guess what is happening . On the boardthe teacher writes a few of the words from the photocopy. She gives each pair a set of pictures of thedefinitions and asks them to match the pictures to the words. The first team wins stickers and all theother teams do to.Second Strategy- Positive self talk:The teacher reads the story once and the students follow along. Next each student is asked to read alittle of the story. While they are reading the teacher encourages the students to positively reinforcethem. Teacher tells them “Great job” “Good trying ” “Nice reading” to encourage them.
  • 33. Strategy Lesson Plan Week Eight-Lower Primary Lesson Eight A:Strategy Outcome: Review of the reading strategiesTopic: Various sources used in the prior seven weeksLanguage Structure: What is this? Who is this? Where is this? A _____sounds like?Reading Strategies- guessing from pictures, making a plan, reading for main idea, reading fordetailReview activity one:The teacher shows a picture book and asks the students what they should do? What will helpme? The title? The picture?(the teacher points to the pictures and title). Then the teachershows pictures of famous stories (such as Japanese fairy tales or fairy tales that weremovies). In teams guess what the story will be about.Review activity twoPut several words from the past 8 weeks of vocabulary. Place pictures on the board. In pairshave the students race to match the pictures and the words.Review activity threeThe teacher then starts to read and stops at a new word. Asks the students this is pig and thisis mud what if the pig rolls in the mud what happens? Oh right they are dirty. After that theteacher asks details as they are reading. Also the teacher gives the students paper and askthem to draw what the story was about.Lower Primary Lesson Eight B:Strategy Outcome: Review of the listening strategiesTopic: Using various sources/text from the last seven weeksLanguage Structure: guessing, context,First Strategy – listening for context clues, phonological :
  • 34. Review activity onePlay a version of phonics BINGO concentrating on long and short vowels. The bingo cardwill be divided into A E I O U. The pictures will be those that are long or short of eachvowel. The teacher reads out long e or short e. They must identify which picture contains thevowel called.Review activity twoPut the students in pairs. The teacher says a simple sentence from one of the past stories the class hasread. The teacher says it in chucks. Each pair has a few sets of jumbled cards. Each pair must put thewords in the correct order. While they are doing this the teacher repeats the sentences.