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Lesson 7 Outline

· Revise Unit 2 Sounds /e/ /eel/ /o/ /oe/ /oo/ /u/ /k/ /d/ /l/ /r/ /g/ /h/ looking at the spellings of different words in and gap filling.

· Introduce Proper Nouns/names: reading, writing and alphabetical order.

· Introduce Pronouns: matching with Proper nouns and including them in sentences.

· Introduce commonly used new words: ‘when’, ‘her’, ‘want’, ‘what’ and break them into their sounds and spellings in sentences and question sentences.

· Revisit the vowels: a, e, i, o, u, and y and using ‘an’ before a vowel sound in sentences and question sentences.

· Introduce all the short vowels sounds, /a/, /e/, /i/, /o/, /u/, /oo/ and two long vowel sounds /ee/ and /oe/ as Split Digraphs in words

· Introduce Split Digraphs, sounds and spellings: /a-e/, /e-e/, /i-e/, /o-e/, and /u-e/.

· Punctuation in sentences and question sentences.

· Introducing commas in lists: names, places, food, words.

See Tutor Notes for more details and guidance about teaching this lesson.


Lesson 7 Plan

Teaching Aims

· Encourage Leaners to build on previous lesson via further opportunities to use Unit 2 new words.

· Introduce Learners to Proper Nouns and Pronouns

· Revisit the concept of breaking down commonly used New Words.

· Introduce vowels, short vowels, long vowels, and split digraphs in words to Learners to help build their communication skills in using words, sentences, and question sentences.

· Build on Learners’ punctuation awareness with revision and introducing them to using commas in a list.

Learning Resources

· Citizen Literacy Part 1 Workbook Lessons 6-10, Lesson 7

· m – a – t – s – p – i – n grapheme cut-outs, Resource [1-2-5] and e – ee – o – oe – oo – u – c – k – ck – d – l – r – g – h grapheme cut-outs, Resource [6-1-1]

· Tutor platform

· Learner web app

· Learner Folder to contain handouts – prefer to use a clear plastic folder for durability

Preparation for Lesson

· Ensure Learners have their Learner Folder to contain handouts.

· Ensure Learners have Citizen Literacy Workbook for Lesson 7

· Ensure Learners have their m – a – t – s – p – i – n grapheme cut-outs, Resource [1-2-5] and e – ee – o – oe – oo – u – c – k – ck – d – l – r – g – h grapheme cut-outs, Resource [6-1-1] grapheme cut-outs in their folders.

· Build your knowledge of short and long vowel sounds if you have time. (See Tutor Notes and Tutor videos.)

· Continue to familiarise yourself with the Tutor platform and Learner web app

Exercise 1: Sounds, words, and different spellings

[Exercise 1: Sounds Images and Words]

Learning Outcome

· The Learner will be able to match each of the new Unit 2 sounds: /e/ /ee/ /o/ /oe/ /oo/ /u/ /k/ /d/ /l/ /r/ /g/ /h/ to their spellings in the given blended words.

· The Learner will be able to read each of the blended words to their tutor.

· The Learner will be able to use their graphemes from Units 1 and 2 to blend any of the given words in Resource [7-1-1] together that they are unsure of.

· The Learner will be able to compose spoken sentences and questions, using the new blended words to their Tutor when asked.

Skills

Listening, reading, and speaking, blending, breaking – down.

Exercise Resources – Class

· Citizen Literacy Part 1 Workbook Lessons 6-10, Lesson 7

· m – a – t – s – p – i – n grapheme cut-outs, Resource [1-2-5] and e – ee – o – oe – oo – u – c – k – ck – d – l – r – g – h grapheme cut-outs, Resource [6-1-1]

· Tutor platform

· Learner web app

· Learner Folder to contain handouts – prefer to use a clear plastic folder for durability.

Tutor Activities & Teaching Tips

1. Teaching Tip: NB Resource [7-1-1] is structured into separate sections, each devoted to different ways of spelling a sound e.g. /e/. The Tutor will be using the resource to ask the Learners to use the spellings in written words and spoken sentences and question sentences.

2. Activity: Tutor asks learners to turn to Lesson 7 in their Part 1 Workbook Lessons 6-10.

3. Teaching Tip: Tutor has Lesson 7 Resource [7-1-1] on the board/screen.

4. Activity: Tutor reminds Learners of Unit 2 sounds e.g. /e/, highlighting them on the board/screen and speaking them as they work through the sound title sections in Resource [7-1-1]. The Tutor explains that this exercise is all about different ways of spelling these Unit 2 sounds.

5. Activity: With Resource [7-1-1] on the screen / board, the Tutor uses the central column in Resource [7-1-1] entitled ‘Spellings’ that contain the new blended words that each include examples of how the Unit 2 sounds are spelled – the spellings of the sounds are highlighted / underlined in each word. The Tutor works through each sound section of the Resource and reads out each new blended word in the middle column, breaking it into its sounds for the Learners, pointing to the different spellings of the sound. After reading out a word and breaking it down, the Tutor goes around the class, asking a Learner to read out the word and to use that word in a sentence and so on until all the words have been covered.

6. Teaching Tip / Activity: For Learners who struggle to read one of the words, the Tutor asks the learners to use their Unit 1 and Unit 2 graphemes m – a – t – s – p – i – n Resource [1-2-5], and e – ee – o – oe – oo – u – c – k – ck – d – l – r – g – h, Resource [6-1-1] to help them with pronouncing and spelling any of the words they are unsure of.

7. Activity: Tutor provides feedback.

Learner Activities Summary

· The Learner matches each of the new Unit 2 sounds to their spellings in the given blended words:

o  /e/ /ee/ /o/ /oe/ /oo/ /u/ /k/ /d/ /l/ /r/ /g/ /h/.

· The Learner reads each of the blended words to their tutor.

· The Learner uses their graphemes from Units 1 and 2 to blend any of the given words in Resource [7-1-1] together that they are unsure of.

· The Learner composes spoken sentences and questions, using the new blended words to their Tutor when asked.

Learner Web App Activities to Support this Exercise

The web activities to support this exercise are listed below, please note not all exercises have a supporting web app activity. You can ask your learners to practice on some or all of the lesson exercise supporting web activities as a form of independent study / ‘home work’, before the next class.

· Activity 7.1 Spelling words by blending sounds together

Exercise 2: Sounds, words, and different spellings – gap fill

[Exercise 2: Sounds Images and Words – Gap Fill]

Learning Outcome

· The Learner will be able to match each of the new Unit 2 sounds to their spellings in the given blended words:

o  /e/ /ee/ /o/ /oe/ /oo/ /u/ /k/ /d/ /l/ /r/ /g/ /h/.

· The Learner will be able to fill the gaps in the words in the third column of Resource [7-2-1] titled ‘Gap Fill’, using the given words in the second column titled ‘Spellings’ as clues.

· The Learner will complete the fourth column in Resource [7-2-1] writing how many sounds are in the given word/ words in each row

Skills

Listening, reading, speaking, blending, writing.

Exercise Resources – Class

· Citizen Literacy Part 1 Workbook Lessons 6-10, Lesson 7

· m – a – t – s – p – i – n grapheme cut-outs, Resource [1-2-5] and e – ee – o – oe – oo – u – c – k – ck –  d – l  – r – g – h grapheme cut-outs, Resource [6-1-1]

· Tutor platform

· Learner web app

· Learner Folder to contain handouts – prefer to use a clear plastic folder for durability.

Tutor Activities & Teaching Tips

1. Teaching Tip: NB Resource [7-1-1] is structured into separate sections, each devoted to different ways of spelling a sound e.g. /e/. The Tutor will be using the resource to ask the Learners to use the spellings in written words and spoken sentences and question sentences.

2. Activity: Tutor asks learners to turn to Lesson 7 in their Part 1 Workbook Lessons 6-10.

3. Teaching Tip: Tutor has Lesson 7 Resource [7-1-2]. on the board/screen.

4. Activity: Tutor reminds Learners of Unit 2 sounds e.g., /e/, highlighting them on the board/screen and speaking them as they work through the sound title sections in Resource [7-1-2]. The Tutor explains that this exercise is all about different ways of spelling these Unit 2 sounds.

5. Activity: With Resource [7-1-2] on the screen / board, the Tutor ask the Learners to complete the third and fourth columns in Resource [7-1-2] of their Workbooks:

o In the third column titled ‘Gap Fill’ the Tutor asks the Learners to fill the gaps in the words using the words in the second column titled ‘Spellings’ as clues. The Tutor points out the different spellings of the Unit 2 sounds that are highlighted in the column titled Spellings. NB some of the gap-fill words have already been completed to help the Learners

o In the fourth column titled ‘Sounds’ the Tutor asks the Learners to break each of the words in the second column titled ‘Spellings’ into their sounds and write the number of the sounds down in the ‘Sounds’

6. Teaching Tip / Activity: For Learners who struggle to work out the number of sounds in a word, the Tutor can ask the learners to use their Unit 1 and Unit 2 graphemes m – a – t – s – p – i – n Resource [1-2-5], and e – ee – o – oe – oo – u – c – k – ck – d – l  –  r – g – h, Resource [6-1-1] to help them with breaking down the words they are unsure of.

7. Activity: Tutor provides feedback.

Learner Activities Summary

· The Learner matches each of the new Unit 2 sounds: /e/ /ee/ /o/ /oe/ /oo/ /u/ /k/ /d/ /l/ /r/ /g/ /h/ to their spellings in the given blended words.

· The Learner fills the gaps in the words in the third column of Resource [7-2-1] titled ‘Gap Fill’, using the given words in the second column titled ‘Spellings’ as clues.

· The Learner completes the fourth column in Resource [7-2-1] writing how many sounds are in the given word/ words in each row

Learner Web App Activities to Support this Exercise

The web activities to support this exercise are listed below, please note not all exercises have a supporting web app activity. You can ask your learners to practice on some or all of the lesson exercise supporting web activities as a form of independent study / ‘home work’, before the next class.

· Activity 7.1 – Spelling words by blending sounds together


Exercise 3: Proper nouns: names and places

[Exercise 3: Capital Letters and Proper Nouns]

Learning Outcome

· The Learner will be able to spell and write Proper nouns correctly

· The Learner will be able to provide examples of Proper nouns (names and places)

· The Learner will be able to place six proper nouns into alphabetical order

Skills

Listening, reading, speaking, writing, alphabet awareness

Exercise Resources – Class

· Citizen Literacy Part 1 Workbook Lessons 6-10, Lesson 7

· Tutor platform

· Learner web app

· Learner Folder to contain handouts – prefer to use a clear plastic folder for durability.

Tutor Activities & Teaching Tips

1. Activity: Tutor asks Learners to turn to Lesson 7 in their Part 1 Workbook Lessons 6-10.

2. Teaching Tip: Tutor can have Resource [2-6-1] ‘When to use capital letters’, ready to show to Learners on the screen / board.

3. Activity: Tutor explains that this exercise is about the use of proper nouns i.e., in this case people’s names and places and reminds the Learners that these have to begin with a capital letter. Teaching Tip: The Tutor can refer Learners to in Resource [2-6-1] where it shows that names and places have to begin with a capital letter.

4. Activity: Tutor writes Learners’ names in a list form on the screen / board and then the Tutor asks the Learners the name of the city or town where they live and writes that alongside their names. highlighting the capital letters in each example, saying that these words are called Proper nouns and that proper nouns have to begin with a capital letter. Learners can then offer additional examples of names, and places for the Tutor to add to the list in the board.

5. Activity: Tutor asks two Learners to read out four proper nouns each from Resource [7-3-2] and then asks all the Learners to write all eight proper nouns in the grid, in the spaces below.

6. Activity: Tutor ask Learners to complete Resource [7-3-3], adding the correct capital letter to complete a name or place at the beginning of each proper noun (Learners can use the capital alphabet in Resource [7-3-1] as a clue.

7. Activity: Tutor ask Learners to complete Resource [7-3-4] by placing the five given proper nouns into alphabetical order, the Learners can use the alphabet in Resource [7-3-1] as a guide.

8. Activity: Tutor provides feedback.

Learner Activities Summary

· The Learner spells and write Proper nouns correctly

· The Learner provide examples of Proper nouns (names and places)

· The Learner places five proper nouns into alphabetical order

Learner Web App Activities to Support this Exercise

The web activities to support this exercise are listed below, please note not all exercises have a supporting web app activity. You can ask your learners to practice on some or all of the lesson exercise supporting web activities as a form of independent study / ‘home work’, before the next class.

· Activity 7.2 – Using capital letters at the start of proper nouns.

Exercise 4: Proper nouns and pronouns

[Exercise 4: Pronouns]

Learning Outcome

· The Learner will be able to read out the given the proper nouns and pronouns

· The Learner will be able to read and write sentences with proper nouns, and replace them with a correct pronoun

· The Learner will be able to give examples of names of people they know and their correct pronouns.

Skills

Listening, reading, speaking, blending, writing.

Exercise Resources – Class

· Citizen Literacy Part 1 Workbook Lessons 6-10, Lesson 7

· Tutor platform

· Learner web app

· Learner Folder to contain handouts – prefer to use a clear plastic folder for durability.

Tutor Activities & Teaching Tips

1. Activity: Tutor asks Learners to turn to Lesson 7 in their Part 1 Workbook Lessons 6-10.

2. Teaching Tip: Tutor can have Exercise 4 Pronouns ready to show to Learners on the board.

3. Activity: Tutor reads the proper nouns and pronouns from along the top of Resource [7-4-1] e.g., Kate, Amy …

4. Activity: Tutor explains what a pronoun is – it is a word that can be substituted for a noun or proper noun in a sentence e.g., in the sentence ‘Mary is in the Pub’ the word ‘she’ can be used as a substitute for the word ‘Mary’ to make the new sentence ‘She is in the pub.

5. Activity: Tutor goes around the class asking the Learners, one after another, to read out one proper noun from the first column titled ‘Name’ in of Resource [7-4-1] and its corresponding pronoun from the second column titled ‘Pronoun’.

6. Activity: Tutor ask Learners to complete Resource [7-4-2] by reading the sentences in the first column titled ‘Proper Noun’ that includes proper nouns in the sentences and then writing that sentence in the second column titled ‘Pronoun, replacing the proper noun with a pronoun. An example is provided for Matt / They.

7. Activity: Tutor provides feedback.

Learner Activities Summary

· The Learner reads out the given the proper nouns and pronouns

· The Learner reads and writes sentences with proper nouns, and replaces them with a correct pronoun

· The Learner gives examples of names of people they know and their correct pronouns.

Learner Web App Activities to Support this Exercise

The web activities to support this exercise are listed below, please note not all exercises have a supporting web app activity. You can ask your learners to practice on some or all of the lesson exercise supporting web activities as a form of independent study / ‘home work’, before the next class.

· Activity 7.1 – Spelling words by blending sounds together

· Activity 7.2 – Using capital letters at the beginning of proper nouns.

Exercise 5: New words: ’when,’ ‘what,’ ‘her,’ ‘want.’ Sentences and question sentences.

[Exercise 5: New Words]

Learning Outcome

· The Learner will be able to spell, read, and write these four commonly – used words: ‘when’, ‘what,’ ‘her’, ‘want,’ by breaking them down into their sounds and spelling them.

· The Learner will be able to read and write sentences and question sentences that use the new words

Skills

Listening, Reading, speaking, blending, breaking down, writing.

Exercise Resources – Class

· Citizen Literacy Part 1 Workbook Lessons 6-10, Lesson 7

· Tutor platform

· Learner web app

· Learner Folder to contain handouts – prefer to use a clear plastic folder for durability.

Tutor Activities & Teaching Tip

1. Activity: Tutor asks the Learners to turn to Lesson 7 Exercise 5 in Part 1 Workbook Lessons 6-10.

2. Teaching Tip: Tutor can have Exercise 5 New Words ready to show to Learners on the screen / board.

3. Activity: Tutor reads each word from the top row of Resource [7-5-1] (when, her…) and then breaks the words down into their sounds, as shown in the middle row titled ‘Sounds like’. The Tutor then spells each word, in order, and ask the Learners to write the word into the last row of resource [7-5-1] titled ‘Spelling’, one after the other.

4. Activity: Tutor goes around the class asking the Learners to read out a sentence or question sentence from Resource [7-5-2]

5. Activity: Tutor asks the Learners to compose and write 2 sentences using the new words ‘her’ and ‘want’ and 2 question sentences using the new words ‘what’ and ‘when’ write them in their workbooks in Resources spaces [7-5-3] and [7-5-4] respectively.

6. Activity: Tutor goes around the class asking the Learners to read out a single question sentence from Resource [7-5-5]

7. Activity: The Tutor goes around the class asking the Learners to compose and speak a sentence using one of the new words.

8. Activity: Tutor observes and provides feedback

Learner Activities Summary

· The Learner spells, reads, and writes these four commonly – used words: ‘when’, ‘what,’ ‘her’, ‘want,’ by breaking them down into their sounds and spelling them.

· The Learner reads and write sentences and question sentences that use the new words

Learner Web App Activities to Support this Exercise

The web activities to support this exercise are listed below, please note not all exercises have a supporting web app activity. You can ask your learners to practice on some or all of the lesson exercise supporting web activities as a form of independent study / ‘home work’, before the next class.

· Activity 7.3 Introducing these new words: ‘when’, ‘what’, ‘her’, and ‘want’.

· Activity 7.4 Spelling the new words by blending their sounds together

· Activity 7.5 Reading and speaking the new words

· Activity 7.6 Handwriting the new words.

· Activity 7.7 Listening to sentences with the new words.

· Activity 7.8 Writing sentences that include the new words.

· Activity 7.9 Writing question sentences that include the new words.

· Activity 7.10 Writing question sentences in the correct order that include the new words.


Exercise 6: Revisiting vowels and using the word ‘an’ correctly.

[Exercise 6: Vowel Sounds /a/ /e/ /i/ /o/ /u/]

Learning Outcome

· The Learner will be able to read and write vowel sounds as the letters: ‘a’, ‘e’, ‘I’, ‘o’, ‘u,’ and ‘y’, correctly in words.

· The Learner will be able to know when to write ‘an’ before a word that begins with a vowel sound instead of ‘a’ in sentences and question sentences.

· The Learner will be able to correctly complete sentences and question sentences that contain words beginning with a vowel sound

· The Learner will be able to correctly read a sentence that contains the word ‘an’ before an adjective that begins with a vowel sound

Skills

Reading, speaking, writing.

Exercise Resources – Class

· Citizen Literacy Part 1 Workbook Lessons 6-10, Lesson 7

· Tutor platform

· Learner web app

· Learner Folder to contain handouts – prefer to use a clear plastic folder for durability.

Tutor Activities & Teaching Tip

1. Activity: Tutor asks the Learners to turn to Lesson 7 Exercise 5 in Part 1 Workbook Lessons 6-10.

2. Teaching Tip: Tutor can have Exercise 7, Vowel Sounds in Words, ready to show to Learners on the screen / board.

3. Activity: Tutor reads out the ‘Vowel letters’ at the top of Resource [7-6-1] reminding Learners (see Lesson 2 Exercise 11) that there are five vowel letters, a’, ‘e’, ‘i’, ‘o’, ‘u’ and  ‘y’ acts as a special extra vowel letter – where it is used in words like ‘gym’ to represent a sound that would normally be made by the use of the vowel letter ‘i’.

4. Teaching Tip: Tutor asks Learners to repeat the list of vowels together with them. (I usually say them and count them on my hand and then add ‘y’ on the thumb of my other hand.)

5. Activity: Tutor reads through the table in Resource [7-6-1-] from the screen / board, emphasizing the rule for introducing a word that begins with a vowel sound into a sentence. The Tutor reads through each cell in the table emphasising the different vowel sounds and adding the word, ‘an’ before the word

6. Teaching Tip: Tutor asks the Learners for any noun (See Glossary) that begins with a vowel sound (here are some examples if your Learners get stuck: apple, astronaut, elephant, igloo, umpire). Once you have a had a few suggestions, add the word, an,’ and write them up on the board and ask the Learners to read them out.

7. Activity:  Tutor goes around the class asking individual learners to read out the sentences and question sentences in Resource [7-6-2] and [7-6-3] (ideally these are on the screen / board) and emphasise the word ‘an’ and the words beginning with a vowel, to help their fellow learners. The Tutor points to the different words as the Learners speak them.

8. Activity: Tutor asks the Learners to complete the five given sentences and question sentences in Resource [7-6-4] selecting on of the combinations of a noun beginning with a vowel preceded by the word ‘an’ to complete the sentences.

9. Teaching Tip: Being English, there are of course, some exclusion to this rule; for example, words that begin with the /ue/ sound as in ‘utensil’ or ‘unicorn’ are not preceded by the word, ‘an’, but by the word ‘a’. You might not want to explore these exclusions at this early stage in the course!

10. Activity: The Tutor asks the Learners to turn to Resource [7-6-5] in their Workbook and explains there is another rule about using vowels in English. This is that if a word begins preceded by an adjective (see Glossary) that begins with a vowel sound, then the rule is that the adjective is preceded by the word ‘an,’ in the sentence.

11. Examples: An open door. He has an orange hat.

12. The Tutor reads out the example sentences in Resource [7-6-5] (ideally shown on the board / screen) emphasising this rule. After the Tutor has read out a sentence, they ask a Learner to read out the same sentence. This is repeated for all the sentences and all the learners.

13. Activity: Tutor provides feedback.

Learner Activities Summary

· The Learner reads and writes vowel sounds as the letters: ‘a’, ‘e’, ‘i’, ‘o’, ‘u,’ and ‘y’, correctly in words.

· The Learner writes ‘an’ before a word that begins with a vowel sound instead of ‘a’ in sentences and question sentences.

· The Learner will be able to correctly complete sentences and question sentences that contain words beginning with a vowel sound

· The Learner reads a sentence that contains the word ‘an’ before an adjective that begins with a vowel sound

Learner Web App Activities to Support this Exercise

The web activities to support this exercise are listed below, please note not all exercises have a supporting web app activity. You can ask your learners to practice on some or all of the lesson exercise supporting web activities as a form of independent study / ‘home work’, before the next class.

· Activity 7.11 – Working with vowels


Exercise 7: Introducing short and long vowel sounds and their spellings in words.

[Exercise 7: Short Vowels and Long Vowel Sounds]

Learning Outcome

· The Learner will be able to spell and read words to their Tutor that include the 6 short vowels.

· The Learner will be able to spell, read, and write words to their Tutor that include 2 long vowels.

Skills

Listening, reading, and writing.

Exercise Resources – Class

· Citizen Literacy Part 1 Workbook Lessons 6-10, Lesson 7

· Tutor platform

· Learner web app

· Learner Folder to contain handouts – prefer to use a clear plastic folder for durability.

Tutor Activities & Teaching Tip

1. Activity: Tutor asks the Learners to turn to Lesson 7 Exercise 7 in Part 1 Workbook Lessons 6-10.

2. Teaching Tip: Tutor can have Exercise 7 New Words ready to show to Learners on the screen / board.

3. Activity: Tutor explains what short and long vowels are (see Glossary and the Tutor Notes for this exercise) and gives examples from Resource [7-7-1] e.g. the short vowel sound of /e/ as in the word egg. The Tutor explains that there are 6 short vowels sounds in English and roughly 14 long vowel sounds. The Tutor tells the learners that they are going to demonstrate these to the Learners and works through Resource [7-7-1] speaking the rest of the examples of short vowels. After this the Tutor gives examples of two long vowel sounds using Resource [7-7-3] sounds.

4. Activity: Tutor reminds the Learners of the five vowel letters ‘a’, ‘e’, ‘i’, ‘o’, ‘u,’ and ‘y’ as in the word ‘gym’ and explains to them that there are six short vowel sounds, /a/, /e/, /i/, /o/, /u/, and /oo/. These are shown in Resource [7-7-1] in the workbook.

5. Activity: Tutor reads out the examples given in resource [7-7-1]

6. Activity: Tutor reads out the further examples of short vowel sounds in words for each short of the vowel sounds in Resource [7-7-2]

7. Activity: Tutor goes around the class asking the Learners for a sentence using one of the words in the different sections for each short vowel sound from resource [7-7-2]

8. Activity: Tutor explains to the Learners that two of the Unit 2 sounds, /ee/ and /oe/; are called long vowel sounds (see Tutor Notes and the Glossary).

9. Activity: Tutor read out to the class each of the words that offer different spellings of the long vowel sounds in each of the columns in Resource [7-7-3]

10. Teaching Tip: ‘Pete’ in the /ee/ column and ‘stone’ in the /oe/ column are examples of split digraphs – see Exercise 9 for more information about digraphs

11. Activity: Learners copy the different examples of words which include the two long vowel sounds in the spaces provided below each example word in Resource [7-7-3]

12. Activity: Tutor observes and provides feedback

Learner Activities Summary

o The Learner spells and reads words to their Tutor that include the 6 short vowels.

o The Learner spells, reads, and writes words to their Tutor that include 2 long vowels.

o The Learner composes sentences using words that include short vowels

Learner Web App Activities to Support this Exercise

The web activities to support this exercise are listed below, please note not all exercises have a supporting web app activity. You can ask your learners to practice on some or all of the lesson exercise supporting web activities as a form of independent study / ‘home work’, before the next class.

· Activity 7.12 Short vowel sounds

Exercise 8: Short and long vowel sounds and their spellings.

[Exercise 8: Short Vowels and Long Vowel Sounds]

Learning Outcome

· The Learner will be able to spell, read and write words to their Tutor that include the 6 short vowels.

· The Learner will be able to spell, read and write words to their Tutor that include 2 long vowels.

Skills

Listening, reading, and writing.

Exercise Resources – Class

· Citizen Literacy Part 1 Workbook Lessons 6-10, Lesson 7

· Tutor platform

· Learner web app

· Learner Folder to contain handouts – prefer to use a clear plastic folder for durability.

Tutor Activities & Teaching Tip

1. Activity: Tutor asks the Learners to turn to Lesson 7 Exercise 8 in Part 1 Workbook Lessons 6-10.

2. Teaching Tip: Tutor can have Exercise 8 ready to show to Learners on the screen / board.

Activity: Tutor reminds the Learners of the five vowels in English that are ‘a’, ‘e’, ‘i’, ‘o’, ‘u,’ plus the special case of ‘y’ as in the word ‘gym’ – when it makes a sound like /i/. The Tutor demonstrates the six short vowel sounds:

‘a’, /a/,

‘e’, /e/,

‘i’, /i/.

‘o’, /o/,

‘u,’ /u/

and /oo/ as in the word ‘book’.

3. Activity: Tutor reads out the example words for each short vowel sound (highlighted) in resource [7-8-1] that contain at least one short vowel sound (highlighted)

4. Activity: Tutor reads out the further examples of short vowel sounds (highlighted) showing the different ways they can be spelled in the words in Resource [7-8-2] and after reading out each example the Tutor asks Learners to suggest words of their own that include that short vowel to the Tutor and, if correct, the Tutor asks the Learners to write the word in the space provided in the column titled ‘Your words’. The Tutor breaks the Learners example words into their sounds and spells then on the screen / board for the Learners.

5. Activity: Once all the short vowel sections have been completed in Resource [7-8-2] the Tutor asks each of the Learners to compose and speak a sentence that uses one of the Learners’ own example words that they thought of that uses one of the short vowel sounds.

6. Activity: Tutor explains to the Learners that two of the Unit 2 sounds, /ee/ and /oe/; are called long vowel sounds (see Tutor Notes and the Glossary) and points out the different spellings of these sounds in the words in Resource [7-8-3] from the screen / board.

7. Activity: Tutor asks two of the Learners to each read out all the words in one of the columns from Resource [7-8-4] l. The Tutor then asks all the Learners to suggest some more words that contain long vowel sounds, that could go in these columns. Learners can write their suggestions in each column of their workbook, after Tutor has checked them.

8. Activity: Additional exercise here in Resource to cover some of the new words that we have introduced to the Learners [7-8-5]. The Tutor breaks down the words ‘short’, ‘vowels’, and ‘long’ into their sounds and then asks the Learners to spell and then write them in the final row in Resource [7-8-5]

9. Activity: Tutor observes and provides feedback

Learner Activities Summary

· The Learner spells, reads and writes words to their Tutor that include the 6 short vowels.

· The Learner spells, reads and writes words to their Tutor that include 2 long vowels.

· Learners compose and speak a sentence that uses words that contain a short vowel sound

· Learners provide their examples of words that use long vowel sounds

Learner Web App Activities to Support this Exercise

The web activities to support this exercise are listed below, please note not all exercises have a supporting web app activity. You can ask your learners to practice on some or all of the lesson exercise supporting web activities as a form of independent study / ‘home work’, before the next class.

· Activity 7.13 – Long vowel sounds

· Activity 7.14 – Comparing short and long vowel sounds and their spellings.

Exercise 9: Long vowels and split digraphs.

[Exercise 9: Split Digraphs]

Learning Outcome

· The Learner will be able to spell, read and write words to their Tutor that have three sounds in them that include short vowels and Units 1 and 2 sounds.

· The Learner will be able to spell, read and write words to their Tutor that have three sounds in them that include long vowels as Split Digraphs using Units 1 and 2 sounds.

Skills

Listening, reading, blending, and writing.

Exercise Resources – Class

· Citizen Literacy Part 1 Workbook Lessons 6-10, Lesson 7

· Tutor platform

· Learner web app

· Learner Folder to contain handouts – prefer to use a clear plastic folder for durability.

Tutor Activities & Teaching Tips

1. Activity: Tutor asks the Learners to turn to Lesson 7 Exercise 9 in Part 1 Workbook Lessons 6-10.

2. Teaching Tip: Tutor can have the Resources for Exercise 9 ready to show to Learners on the screen / board.

3. Activity: Tutor reminds the Learners of the short vowel sounds and asks them to take turns to read out one of the words from the first column in Resource [7-9-1] titled ‘Short’, which include short vowel sounds

4. Activity: Tutor explains that the long vowel sounds of the five vowels ‘a’, ‘e’, ‘i’, ‘o’, ‘u,’ correspond to the names of the same alphabet letters: A, E, I, O, U. The Tutor explains the ways these sounds are represented using these symbols: /a-e/, /e-e/, /i-e/, /o-e/, /u-e/:

A = /a-e/,

E = /e-e/,

I = /i-e/,

O = /o-e/,

U =/u-e/

5. Activity: Using the third column of Resource [7-9-1] titled ‘Long’ The Tutor explains that these five long vowel sounds can be spelled in different ways. One of the ways of spelling these sounds is by the use of ‘Split Digraphs’. In this form of spelling the long vowel sound is made by a combination of 2 vowels together but separated by a consonant letter, e.g. the long vowel sound in the word ‘mate’ is made by the letters ‘ate’, where the two vowels of ‘a’ and ‘e’ are separated by the letter ‘t’. The two vowels (graphemes) are split by the consonant – hence the name ‘Split Digraph’ (see Glossary). All split digraphs spelling produce long vowels sounds and all split digraphs end in the letter ‘e’. The letter ‘e’ at the end stretches the sound of the vowel at the start of the split digraph into a long vowel sound that is then followed by the consonant sound in each digraph. So, the sound made by each digraph is derived from the first long vowel sound and the following consonant sound.

6. Activity: The Tutor asks the Learners to take turns to read out one of the words from the third column of Resource [7-9-1] titled ‘Long’ [7-9-1], which include long vowel sounds

7. Activity: Tutor reads out the further examples of split digraphs from Resource [7-9-2] highlighting the fact to the Learners that there are two letters in each digraph that make one sound, so the word ‘cake’ has four letters but only 3 sounds

8. Activity: Tutor breaks all five words: ‘cake’, ‘Pete’, ‘time’, ‘cone’ and ‘cure’, into their sound for the Learners

9. Teaching Tip: There are very few words that use the /e-e/ digraph: e.g. for example Pete, complete, here,

10. Activity: Tutor asks the Learners to turn to Resource [7-9-3] create and write, in the space provided, their own examples of words that use a split digraph by blending the sounds from Units 1 and 2 together with a split digraph to create their own words. We have included some examples in this Resource to guide the Learners.

11. Activity: Tutor observes and provides feedback

Learner Activities Summary

· The Learner spells, reads and writes words to their Tutor that have three sounds in them that include short vowels and Units 1 and 2 sounds.

· The Learner spells, reads and writes words to their Tutor that have three sounds in them that include long vowels as Split Digraphs using Units 1 and 2 sounds.

· The Learner creates and writes their own example words that contain long vowels

Learner Web App Activities to Support this Exercise

The web activities to support this exercise are listed below, please note not all exercises have a supporting web app activity. You can ask your learners to practice on some or all of the lesson exercise supporting web activities as a form of independent study / ‘home work’, before the next class.

· Activity 7.15 – Working with more long vowel sounds

· Activity 7.16- Long vowel sounds and split digraphs


Exercise 10: Short and long vowels and split digraphs

[Exercise 10: Short vowels and Long vowels and Split Digraphs]

Learning Outcome

· The Learner will be able to read and write words that have short vowels sound and words with long vowel sounds.

· The Learner will be able to read words where the spelling of long vowels includes split digraphs

Skills

Listening, reading, blending and writing.

Exercise Resources – Class

· Citizen Literacy Part 1 Workbook Lessons 6-10, Lesson 7

· Tutor platform

· Learner web app

· Learner Folder to contain handouts – prefer to use a clear plastic folder for durability.

Tutor Activities & Teaching Tip

1. Activity: Tutor asks the Learners to turn to Lesson 7 Exercise 10 in Part 1 Workbook Lessons 6-10

2. Teaching Tip: Tutor can have Exercise 10 ready to show to Learners on the board.

3. Activity: Tutor reminds the Learners of the short vowel sounds: /a/, /e/, /i/, /o/, /u/ and asks one Learner to read out all the words in the first column of Resource [7-10-1]

4. Activity: Tutor then reminds the Learners about split digraphs, and asks the Learners to match the pairs of short and long vowel sounds in the given words in the first and third columns

5. Teaching Tip: What we’re looking for here is the Learners to match the short vowel sound /a/ with their equivalent long vowel sounds, which in this Resource [7-10-1] are spelled using split digraphs:

/a/ > /a-e/

/e/ > /e-e/

/i/ > /i-e/

/o/ > /o-e/

/u/ > /u-e/

6. Teaching Tip: Split digraphs are only one way of spelling long vowel sounds – we shall encounter others as we progress through the Citizen Literacy programme.

7. Activity: Tutor asks one Learner to read out all the words in the row of Resource [7-10-2] (‘made’, ‘fine’, etc.)

8. Activity: Tutor ask the Learners to read out the four sentences and one question sentence in Resource [7-10-2] and fill in the gaps with one of the words from the top row so that they are complete and make sense. The first sentence has been completed already to help guide the Learners.

9. Activity: Tutor goes around the class, asking the Learners to read out one of their written answers until they have completed examples of numbers 2- 5.

10. Activity: Tutor observes and provides feedback

Learner Activities Summary

· The Learner reads and writes words that have short vowels sound and words with long vowel sounds.

· The Learner reads words where the spelling of long vowels includes split digraphs

· The Learner reads out a list of words that use long vowels

· The Learner completes sentences with words that use long vowels and read them out

Learner Web App Activities to Support this Exercise

The web activities to support this exercise are listed below, please note not all exercises have a supporting web app activity. You can ask your learners to practice on some or all of the lesson exercise supporting web activities as a form of independent study / ‘home work’, before the next class.

· Activity 7.15 – Working with more long vowel sounds

· Activity 7.16- Long vowel sounds and split digraphs

Exercise 11: Punctuation revision.

[Exercise 11: Punctuation]

Learning Outcome

· The Learner will be able to complete the given sentences and question sentences with the correct capital letters at the beginning and full stops or question marks at the end.

· Learners will be able to write the given sentences and question sentences in full in the spaces provided below.

Skills

Reading and writing.

Exercise Resources – Class

· Citizen Literacy Part 1 Workbook Lessons 6-10, Lesson 7

· Tutor platform

· Learner web app

· Learner Folder to contain handouts – prefer to use a clear plastic folder for durability.

Tutor Activities & Teaching Tip

1. Activity: Tutor asks the Learners to turn to Lesson 7 Exercise 11 in Part 1 Workbook Lessons 6-10

2. Teaching Tip: Tutor can have Exercise 11 ready to show to Learners on the screen / board.

3. Activity: Tutor reminds Learners that sentences and question sentences have to begin with a capital letter and finish with a full stop or a question mark. Tutor highlights this pointing to the sentences and question sentences in Resource [7-11-1]

4. Activity: Tutor ask Learners, each in turn, to read out the example sentences and question sentences in Resource [7-11-1]

5. Activity: Tutor asks the Learners to complete the same example sentences and question sentences in Resource [7-11-2], by adding the correct capital letter, a full stop or a question mark where they think they should be and then to write the whole sentence or question sentence in spaces provided

6. Activity: Tutor observes and provides feedback

Learner Activities Summary

· The Learner completes sentences and question sentences with the correct capital letters at the beginning and full stops or question marks at the end.

· Learners will be able to hand write the given sentences and question sentences

· The Learner read out the given sentences

Learner Web App Activities to Support this Exercise

The web activities to support this exercise are listed below, please note not all exercises have a supporting web app activity. You can ask your learners to practice on some or all of the lesson exercise supporting web activities as a form of independent study / ‘home work’, before the next class.

Exercise 12: Using Commas to make a list.

[Exercise 12: Punctuation – Commas in a List]

Learning Outcome

The Learner will be able to write their own lists with the correct punctuation and remembering to add the word ’and’ or ‘or’ in between the second last and last item

Skills

Reading and writing.

Exercise Resources – Class

· Citizen Literacy Part 1 Workbook Lessons 6-10, Lesson 7

· Tutor platform

· Learner web app

· Learner Folder to contain handouts – prefer to use a clear plastic folder for durability.

Tutor Activities & Teaching Tip

1. Activity: Tutor asks the Learners to turn to Lesson 7 Exercise 12 in Part 1 Workbook Lessons 6-10

2. Teaching Tip: Tutor can have Exercise 12 ready to show to Learners on the screen / board.

3. Teaching Tip: A punctuation exercise introducing commas to separate items in list. We have done this to build the Learners’ knowledge of punctuation and to prepare them for when we introduce other ways to use commas in English.

4. Activity: Tutor explains that a comma is a punctuation mark and is used in number of ways in English and today they are going to learn how it is very useful in splitting large groups of words up to help the reader take a breath and understand what is written.

5. Activity: The Tutor explains that a list has to begin with a capital letter, all the items in the list should be separated with a comma and that the second last and last items have to be separated by ‘and’ or ‘r’ depending what the list is and that the list has to finish with a full stop or a question mark.

6. Activity: Tutor then points to the list of ‘Names’ in Resource [7-12-1] and tries to read it out without taking a breath and then asks a Learner to read out the punctuated list of ‘Names’.

7. Teaching Tip: The Tutor asks the Learners if they can hear the difference.

8. Activity: Tutor asks a Learner to read out the unpunctuated ‘Food’ list, reminding them not to take a breath! Teaching Tip: – Try to choose one of the most able Learners to do this

9. Activity: Ask the same Learner to read out the punctuated ‘Food’ list.

10. Activity: Tutor asks another Learner to read out the unpunctuated ‘Words’ list, reminding them not to take a breath! Teaching Tip – Try to choose one of the most able Learners to do this

11. Activity: Ask the same Learner to read out the punctuated ‘Words’ list.

12. Activity: Tutor asks the Learners to write their own lists of names, places, food, and words in the spaces provided in Resource [7-12-2], remembering a capital letter at the beginning, commas between every item and a full stop at the end of the list. Tutor helps if necessary and then checks each Learners’ lists.

13. Activity: Tutor observes and provides feedback

Learner Activities Summary

· The Learner writes their own lists with the correct punctuation

Independent Study – App Activities

Tell the Learners which app activities to practice on before the next class using the Learner app – give them a printed list of the Learner app lesson / activity reference numbers listed here:

· Activity 7. No app activities for this exercise.

Exercise 13: Independent Study with the Learner Web App

  • Remind the Learners that they should use the Learner web app for this lesson to practice with before the next face-to-face lesson.

Exercise 14: Word Bank

A Review exercise for each lesson

Final activity in class or for homework, so we review what the Learners have learned. This activity builds as Learners progress through the course, and we start to build up these review exercises.

There are three distinct activities for your Learners here:

Activity 1: At the end of each lesson ask your Learners to go to the Word Bank at the back of their Workbook that lists the words that are covered in each Lesson in columns from left to right ordered by the number of sounds that make up the words. There is an empty row below each of the rows of these words for Learners to copy and write the same words. When they write down their words ask them break them into their sounds and then read the whole word to you either at their desk on a 1:1 basis or in front of their fellow Learners if they confident enough. You may find that some Learners can read the words and that’s great, but you need to check that they know how to break these words into their sounds. This is a skill that will stand them in good stead when they are presented with words they do not know how to read.

Activity 2: At the end of each lesson Learners do the same as above but now they have to try to read their words from previous lessons as sight words, without breaking them down. If they don’t know them by sight, ask them to say the sounds and listen for the word. As we progress through Citizen Literacy, we are striving for your Learners to build on their sight words. This is one of many activities which will assist them in this.

Activity 3: In the Word Bank table section titled ‘My Words’ ask the Learners to try and repeat the above steps for words that they already know but have not been covered in the Lesson. Asking the learners to use the columns in the order of numbers of sounds that make up the words. If you have time you can start the process with each learner with a word of their choosing.

Exercise Resources – Class

· Lessons 6-10 Word Bank – This is at the back of the Part 1 Workbook Lessons 6-10

Tutor Activities & Teaching Tips

1. Activity: Tutor to find time to do this with each Learner on 1:1 basis or in front of class

2. Teaching Tip: Final activity in class, so we review what the Learners have learned. This activity builds as Learners progress through course and we start to build up the review exercise, it acts as a review exercise for each lesson

Learner Activities

· Learners complete by writing words and sounding out individual sounds and then blended words to Tutor.

· Skills: Speaking, reading, and writing.



Lesson 7 Tutor Notes

OVERVIEW AND FOCUS OF LESSON 7

This is the second lesson in Unit 2 and we continue to add to and build upon the topics we introduced in Unit 1, Lessons 1- 5, as well as introduce some new topics? 

We will be revising the second group of sounds: /e/ /o/ /ee/ /oe// oo/ /u/ /k/ /d/ /l/ /r/ /g/ /h/ in Resource [6-1-1] by asking the learners to complete a gap fill exercise by reading different, blended words that use both Unit 1 and Unit 2 sounds. These are words that the learners will return to as parts of sentences and questions sentences as they progress through Citizen Literacy.

 Learners are then re- introduced to more proper nouns and pronouns, focussing on alphabetical order and matching personal pronouns with names. These exercises help to stabilise the learners’ alphabetical order awareness as well as verb structures and spelling.

The four New Words in this lesson, ‘’when’, ‘her’, ‘want’, and ‘what’, have been introduced as they are commonly – used words and so that learners can build on their breaking down/decoding into sounds skills.

We revisit vowels and which indefinite article to use before nouns and other categories of words and building on this focus on vowels we look at short vowel and long vowel sounds, and this is where learners are introduced to split digraphs. I taught this lesson this afternoon, and describing split digraphs as mostly four-letter words which end in an ‘e’ are always pronounced as a long vowel/ capital sound. It took some Learners a while to grasp the splitting concept. We round this lesson up with punctuation revision and then revisiting commas in a list. This is to help your learners become familiar with using commas to break lists up before we move on to using commas to break sentences up.

Tutor Support Videos

Tutor support videos for each lesson can be found in the Tutor Resources of the Tutor Platform – these will be added in the near future.

Exercise 1: Sounds, words and different spellings.

This is another opportunity for your learners to build their awareness of the new sounds and how to blend them together with the first group of sounds to create different words than they did in Lesson 6.

Exercise 2: Sounds, words and different spellings – gap fill

This is an exercise to help your learners decode each word and check their work by calculating how many sounds there are in each word.

Exercise 3: Proper nouns: names and places.

This is just a short revision exercise to ease your learners into the next exercise.

Exercise 4: Proper nouns and pronouns

Your learners will have been aware of pronouns as parts of verbs from Lesson 4 onwards; this exercise highlights how personal pronouns can stand in for proper nouns.

Exercise 5: New words: ‘when,’ ‘what,’ ‘her,’ ‘want.’ Sentences and question sentences

These four words are the next set of commonly – used words that we introduce to the Learners. Breaking down/ decoding these words will introduce Learners to new sounds that we will focus more on as we progress through Citizen Literacy. These particular new words offer a good opportunity to see how some words do not seem to conform to any pattern at all such as ‘her’.

Remember to tell your learners that EVERY* 😉 word can be decoded.

Please highlight, ‘when ‘and ‘what’ as question words

 

Words that begin with the /wh/ phoneme e.g. ‘what’ falls into the category of words where the ‘a’ sounds like an /o/. e.g. water, wasp, warrant, warp, want, walk, wash, warm though it begins with /wh/ instead of ‘wa’.

Please highlight ‘want’ as above and that it is one of the verbs that we will be focussing on in Citizen Literacy.

Please highlight ‘her’ as a pronoun that can stand in for someone’s name, offering examples such as ‘I saw Emma. “I saw her.”

We haven’t progressed on to possessives yet so try to steer away from swapping sentences like,

“Her job is good.” “Emma’s job is good.”

Exercise 6: Revisiting vowels and using the word, ‘an’ correctly.

This exercise builds on when to use the indefinite articles (see Glossary) ‘a’ or ‘an’. It helps your learners with their listening, reading and writing skills as they need to hear the vowel sound before they decide to choose ‘a’ or ‘an’.

Exercise 7: Introducing short and long vowel sounds and their spellings in words

This is where we get into the nitty gritty of short and long vowel sounds with learners recognising that some of the sounds they already know are short vowel sounds and other sounds that they know are long vowel sounds.

Making learners aware of short and long vowel sounds helps them to understand spelling rather than just being given more and more information.

Exercise 8: Short and long vowel sounds and their spellings

Reading and writing practice with short and long vowel sounds.

Exercise 9: Short and long vowels and split digraphs

 I was thinking of calling this exercise, ‘Split digraphs are long vowels.’

The concept of split digraphs can be confusing for learners, so try this:

 

· Learners need know what a double vowel digraph is – e.g. /oe/

· Learners need to recognise it as split / divided in words e.g. tone, bone, sore

· Learners need to read the sound as a long vowel sound when decoding a word:

· tone, /t/ /oe/ /n/

· bone, /b/ /oe/ /n/

· sore, s/ /oe/ /r/

Following on from this they can use this short checklist: most split digraphs appear in words with four letters, these words end in an ‘e’ and each word has three sounds.

I hope this helps. It took my learners a while to grasp this with the inevitable question about the ‘e’ being on its own, but I explained that the ‘e’ is part of the double vowel digraph and is just as important as the vowel in the middle of the word.

Exercise 10: Long and short vowels – matching exercise.

Reading and writing practice with short and long vowel sounds.

Exercise 11: Punctuation revision

This exercise helps your learners to practice their punctuation skills, focussing on capital letters and full stops with reading and writing.

Exercise 12: Using commas to make a list.

This exercise is to help your learners become familiar with using commas to break lists up before we move on to using commas to break sentences up.

Exercise 13: Independent study

Encourage your learners to practice at home using Lesson 7 of the Learner web app

Exercise 14: Word bank

Encourage your learners to add any new words from this lesson to their Word Bank.