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Lesson 8 Outline

· Revision of reading and writing sentences and question sentences using the Unit 1 and 2 sounds and New Words from Lesson 7.

· Revision of composing and writing words, sentences and question sentences using Unit 1, and 2 sounds and new words.

· Introduce commonly used new words: ‘which’, ‘love’, ‘my’, ‘where’, and break down them into their sounds and spellings in sentences and question sentences.

· Introduce adjectives as words that describe nouns, proper nouns and pronouns (see Glossary).

· Introduce Learners to four adjectives: ‘small’, ‘tall’, ‘red’, ‘green’, as new words, breaking them down into their sounds and spellings and asking Learners to write them as words and in sentences.

· Introduce Learners to four more adjectives: ‘good’, ‘big’, ‘late’, ‘blue’, as new words, breaking them down into their sounds and spellings and asking Learners to write them as words and in question sentences.

· Introduce Learners to sets of adjectives as opposites of each other and breaking them down into their sounds and spellings and asking Learners to write them as words and in sentences and question sentences.

See Tutor Notes for more details and guidance about teaching this lesso


Lesson 8 Plan

Teaching Aims

· Encourage Learners to revise everything they have learned up to and including Lesson 7 by reading sentences and question sentences and then writing them using correct punctuation and spelling.

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

· Introduce Learners to the function of adjectives in the English language (see Glossary).

o As words that help to describe the characteristics of: nouns, pronouns, and proper nouns and as opposites of one another in pairs.

o The concept of opposite adjectives e.g. ‘hot’ and ‘cold’

Learning Resources

· Citizen Literacy Part 1 Workbook Lessons 6-10, Lesson 8

· 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 8.

· Build your knowledge of adjectives as describing words if you have time. (See Glossary, Tutor Notes, and Tutor videos.)

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

Exercise 1: Revision. Reading and writing sentences and question sentences.

[Exercise 1: Revision]

Learning Outcome

· The Learner will be able to read and complete sentences and question sentences that include the Unit 1 and 2 sounds and New Words from Lesson 7.

· The Learner will be able to compose and write their own words, sentences and question sentences that include the Unit 1 and 2 sounds and New Words from Lesson 7.

Skills

Reading, speaking, and writing.

Exercise Resources – Class

· Citizen Literacy Part 1 Workbook Lessons 6-10, Lesson 8

· 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 8 in their Part 1 Workbook Lessons 6-10.

2. Teaching Tip: Tutor has Lesson 8 Resource [8-1-1] on the screen / board.

3. Activity: The Tutor explains that this exercise is about revision (use the Lesson Summary).

4. Activity: With Resource [8-1-1] on the screen, the Tutor goes around the class, asking Learners to read out a sentence until all the six sentences have been read out. Teaching Tip: Tutors can remind students that these sentences help them revise their reading, spelling and punctuation.

5. Activity: Tutor asks one Learner to read out all the words in the top row in Resource [8-1-2] and explains that these words need to be used to fill the gaps in the six question sentences below, in order for the question sentences to make sense.

6. Activity: Tutor asks the Learners to turn to Resource [8-1-3] in their Workbook and asks the Learners to add their own words to the five columns in Resource [8-1-3] following the spelling pattern that uses the same ending for the new words which the first two given words have – the Tutor explains the spelling pattern of using the same ending for the new words:

Hop, shop,        (… op ending)

Apples, rattles   (…les ending)

Pie, tie,              (… ie ending)

Old, cold,          (…old ending)

Mute, cute,        (…ute ending)

7. Activity: Once the Learners have populated the columns in Resource [8-1-3] with one or two words per ending, the Tutor asks them to choose a word from one column and another word from a different column. Once the Learners have their two words, they tell the Tutor, and the Tutor asks them to compose and then write two sentences in Resource [8-1-4] that each use a word chosen by the Learner. Tutor checks the sentences.

8. Activity: Tutor asks the Learners to turn the two sentences they wrote in Resource [8-1-4] into question sentences and write them in the spaces provided in Resource [8-1-5]

9. Activity: Tutor provides feedback.

Learner Activities Summary

· The Learner reads and completes sentences and question sentences that include the Unit 1 and 2 sounds and New Words from Lesson 7.

· The Learner composes and writes their own words, sentences and question sentences that include the Unit 1 and 2 sounds and New Words from Lesson 7.

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 8.1 – Completing a sentence

· Activity 8.2 – Completing a question sentence

Exercise 2: New words: ‘which’, ‘love’, ‘my’, ‘where’. Sentences and question sentences.

[Exercise 2: New Words]

Learning Outcome

· The Learner will be able to spell, read, and write these four commonly – used words: ‘which’, ‘love’, ‘my’, ‘where’, 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 8

· 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 8 Exercise 2 Part 1 Workbook Lessons 6-10

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

3. Activity: Tutor reads each word from the top row of Resource [8-2-1] (which, love…) and then demonstrates breaking the words down into their sounds, as shown in the second row titled ‘Can sound like’. The Tutor then spells each word, in order, using the third row titled ‘Breaking Down / Spelling’. The Tutor then asks the Learners to write each word into the spaces provided in the last row of Resource [8-2-1].

4. Activity: Tutor goes around the class asking the Learners to read out a sentence from Resource [8-2-2]

5. Activity: Tutor asks the Learners to compose and write 2 sentences using the new words ‘love’ and ‘my’ and 2 question sentences using the new words ‘where’ and ‘which’ and write them in their workbooks in Resources spaces [8-2-3] and [8-2-4] respectively. Teaching Tip: The Tutor explains that the word ‘which’ in this lesson can be confusing for some Learners because it might sound like the word ‘witch’. So, the Tutor may give an example of a sentence using the word ‘which’ for clarity.

6. Activity: Tutor goes around the class asking the Learners to read out a single question sentence from Resource [8-2-5]

7. Activity: Tutor observes and provides feedback

Learner Activities Summary

· The Learner spells, reads, and writes these four commonly – used words: ‘which’, ‘love’, ‘my’, ‘where’, 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 8.3 – Introducing these new words: ‘which’, “love”, “my”, “where”.

· Activity 8.4 – Spelling the new words.

· Activity 8.5 – Reading and speaking the new words

· Activity 8.6 – Handwriting the new words.

· Activity 8.7 – Listening to the new words in sentences.

· Activity 8.8 – Writing the new words in sentences.

· Activity 8.9 – Making question sentences with the new words.

· Activity 8.10 – Writing the new words in question sentences.

Exercise 3: Adjectives in sentences.

[Exercise 3: Adjectives]

Learning Outcome

· The Learner will be able to read, spell and write the given adjectives, by breaking them down into their sounds and spelling them.

· The Learner will be able to provide their own examples of adjectives.

· The Learner will be able to compose and write three sentences which include an adjective.

Skills

Listening, reading, speaking, blending, writing.

Exercise Resources – Class

· Citizen Literacy Part 1 Workbook Lessons 6-10, Lesson 8

· 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 8 in their Workbook.

2. Activity: Tutor explains that this exercise is about the use of adjectives – describing words (see Glossary). Teaching Tip: The Tutor explains the definition of an adjective and then reads out the example sentences to the Learners from Resource [8-3-1] – explaining which words are the adjectives.

3. Activity: Tutor asks the Learners to give their own words that would describe a cat, a celebrity, and the Learners as a group. The Tutor writes the Learners’ adjectives up on the screen / board and telling them that all these words are adjectives as they describe a thing, person etc.

4. Activity: Tutor reads each word from the top row of Resource [8-3-2] (small, tall,…) then demonstrates breaking the words down into their sounds, as shown in the second row titled ‘Sounds like’. The Tutor then spells each word, in order, using the third row titled ‘Breaking Down / Spelling ’Teaching tip The Tutor then asks the Learners to write each word into the spaces provided in the last row of resource [8-3-1].

5. Activity: Working around the class, the Tutor asks four Learners to choose one of the given adjectives in Resource [8-3-2] and create a sentence with it. The Tutor writes these sentences up on the screen / board pointing out the adjective.

6. Activity: Tutor asks Learners to think of and then add six of their own adjectives in the spaces provided in Resource [8-3-3]. Teaching Tip: To help the learners think of adjectives, ask the Learners to describe the weather or how they felt when they first came to class and how they feel now etc. They can also add the prefix ‘un’ to some adjectives to create the opposite and another adjective. We introduce prefixes and suffixes in Lesson 17

7. Activity: Tutor asks three Learners to each read out a row of words from Resource [8-3-4].

8. Activity: Tutor asks the Learners to compose and write three sentences that each include an adjective and other words from the word grid in Resource [8-3- 4]

9. Activity: Tutor provides feedback.

Learner Activities Summary

· The Learner reads, spells and writes the given adjectives, by breaking them down into their sounds and spelling them.

· The Learner provides their own examples of adjectives.

· The Learner composes and writes three sentences which include an adjective.

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 8.11 – Introducing adjectives

· Activity 8.12 – Breaking adjectives into their sounds

· 8.13 – Completing a sentence with the correct adjective.

· 8.14 – Writing a sentence with adjectives.


Exercise 4: Adjectives in question sentences.

[Exercise 4: Adjectives]

Learning Outcomes

· The Learner will be able to read, spell and write the given adjectives.

· The Learner will be able to provide their own examples of adjectives.

· The Learner will be able to compose and write three question sentences which include an adjective.

Skills

Listening, reading, speaking, blending, writing.

Exercise Resources – Class

· Citizen Literacy Part 1 Workbook Lessons 6-10, Lesson 8

· 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 8 in their Part 1 Workbook Lessons 6-10.

2. Activity: Tutor explains that this exercise is about the use of adjectives (describing words) in question sentences. The Tutor reads out the definition of an adjective and the example sentences to the Learners from Resource [8-4-1]

3. Activity: Tutor reads each word from the top row of Resource [8-4-2] (good, big…), and then demonstrates breaking the words down into their sounds, as shown in the second row titled ‘Sounds like’. The Tutor then spells each word, in order, using the third row titled ‘Breaking Down / Spelling’. Teaching tip: Tutor then asks three Learners to write each word into the spaces provided in the last row of Resource [8-4-2].

4. Activity: Working around the class, the Tutor asks four Learners to choose one of the given adjectives in Resource [8-4-2] and create a sentence with it. The Tutor writes these sentences up on the board pointing out the adjective.

5. Activity: Tutor asks Learners to think of and then add six of their own adjectives in the spaces provided in Resource [8-4-3]. Teaching Tip: To help the learners think of adjectives, ask the Learners to describe the weather or how they felt when they first came to class and how they feel now etc.

6. Activity: Tutor asks three Learner to read out a row of words in Resource [8-4-3].

7. Activity: Tutor asks the Learners to compose and write three sentences that each include an adjective and other words from the word grid in Resource [8-4- 4]

8. Activity: Tutor provides feedback.

Learner Activities Summary

· The Learner reads, spells, and write the given adjectives.

· The Learner provides their own examples of adjectives.

· The Learner composes and write three question sentences which include an adjective.

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 8.15 – Writing a question sentence with adjectives.

· Activity 8.16 – Completing a question sentence with the correct adjective.

· Activity 8.17 – Completing a sentence with the correct adjective.

Exercise 5: Adjectives as opposites.

[Exercise 5: Adjectives as Opposites]

Learning Outcome

· The Learner will be able to read, break down, spell and write the given adjectives.

· The learner will be able to read and write the given adjectives written as opposites of one another.

· The Learner will be able to read, write and complete sentences and one question sentence which contain adjectives, ensuring that each sentence or question sentence makes sense.

Skills

Listening, reading, speaking, blending, writing.

Exercise Resources – Class

· Citizen Literacy Part 1 Workbook Lessons 6-10, Lesson 8

· 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 8 in their Part 1 Workbook Lessons 6-10.

2. Activity: Tutor explains that this exercise is about the use of adjectives (describing words) in question sentences. Teaching Tip: The Tutor reads out the definition of an adjective and the example sentences to the Learners from Resource [8-5-1]

3. Teaching Tip: Tutor explains the concept of opposite adjectives using examples like ‘hot’ and ‘cold’ to Learners, and that they will be working with opposites in this exercise

4. Activity: Tutor reads each word from the top row of Resource [8-5-2] (good, big…), and then demonstrates breaking the words down into their sounds, as shown in the second row titled ‘Sounds like’. The Tutor then spells each word, in order, using the third row titled ‘Breaking Down / Spelling’. The Tutor then asks the Learners to write each word into the spaces provided in the last row of Resource [8-5-2]. Teaching tip: Tutor tells the Learners that all these words are adjectives too.

5. Activity: Tutor reads each word from the top row of Resource [8-5-3] (white, black…), and then demonstrates breaking the words down into their sounds, as shown in the second row titled ‘Sounds like’. The Tutor then spells each word, in order, using the third row titled ‘Breaking Down / Spelling’. The Tutor then asks the Learners to write each word into the spaces provided in the last row of Resource [8-5-3]. Teaching tip: Tutor tells the Learners that all these words are adjectives too.

6. Teaching Tip: Tutor explains to Learners that when they can spell an adjective like, ’cold,’ and then think of its opposite, then they have another adjective, ’hot.’

7. Activity: Tutor asks Learners, in turn, to read out each pair of opposite adjectives in Resource [8-5-4]. All the Learners then copy the pairs of adjectives in the spaces provided below each adjective. Teaching Tip: Tutor asks the Learners if they can think of any other pairs of opposites: for example – big, small, sweet, sour etc. and writes them up on the board for the Learners to read and write in their Workbooks.

8. Activity: Tutor asks one Learner to read out all seven adjectives at the top of Resource [8-5-5]. Tutor then asks the Learners, in their Workbook, to complete the sentences and one question sentence with one or more adjectives, from the top row, ensuring that each sentence or question sentence makes sense.

9. Activity: Tutor provides feedback.

Learner Activities Summary

· The Learner reads, breaks down, spells and writes adjectives.

· The learner reads and writes adjectives written as opposites of one another.

· The Learner reads, writes, and completes sentences and one question sentence which contain adjectives, ensuring that each sentence or question sentence makes sense.

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.

· No app activities for this exercise

Exercise 6 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 7: 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 8 Tutor Notes

OVERVIEW AND FOCUS OF LESSON 8

 In this short lesson, we will be revising using the Unit 1 and Unit 2 sounds and new words in sentences and question sentences.

Learners will be introduced to four more commonly used new words: ‘which,’ ‘love,’ ‘my,’ ‘where,’ and will be required to break them into their sounds/decode and spellings in sentences and question sentences.

Learners are then introduced to adjectives as words that describe nouns, proper nouns and pronouns and throughout the next few exercises, so they get the opportunity to learn about them as describing words and read and write them in sentences and question sentences.

There’s another small exercise after these to make learners aware that once they have one adjective and they can think of its opposite, then they have another adjective. J

Please make your learners aware that using adjectives in their writing and speaking helps them to communicate their ideas more fluently.

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: Revision. Reading and writing sentences and question sentences.

This is an opportunity for your learners to practice their reading, comprehension, writing and spelling skills. It is hoped that your learners continue to add to their sight-reading words’ pile as they progress through these sorts of exercises as well as the whole of the Citizen Literacy programme, BUT please support them to decode any word they are unsure of.

Exercise 2: New words: ’which’, ‘love’ ‘my’ ‘where’ 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 ‘love’

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

Highlight, ‘which ‘and ‘where’ as question words

 and that ‘where’ is part of the confusing group of place words that spelled similarly: ‘here’, ‘there’, ‘where’ (Please see the downloadable Tutor Resource and associated classroom activities ‘Confusing words are were where there here – Tutors’ for guidance)

Highlight ‘love’ as a word that doesn’t follow the split digraph rule and is part of the group of words that are spelled with an ‘o’ but sound like /u/. (See the downloadable Tutor Resource and associated classroom activities ‘Confusing words u sound o spelling – Tutors’ for guidance)

Highlight ‘my’ as a pronoun that can stand in for someone’s name, offering examples such as:

 

“I saw my friend.”

“I saw Emma.”

 “My cat is a pest.” “Pippa is a pest.

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

“My job is good.” “Diane’s job is good.”

Exercise 3: Adjectives in sentences.

Learners are then introduced to adjectives as words that describe nouns, proper nouns and pronouns and throughout the next few exercises they get the opportunity to learn about them as describing words and read and write them in sentences and question sentences.

There’s another wee exercise after these to make learners aware that once they have one adjective and they can think of its opposite, then they have another adjective. J

Please make your learners aware that using adjectives in their writing and speaking helps them to communicate their ideas more fluently.

Exercise 4: Adjectives in question sentences.

As above

Exercise 5: Adjectives as opposites.

As above

Exercise 6: 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 7: Word bank

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