UNIT 5, Fever Speaking Exercise #2, Level 1-2-3 SPEAKING EXERCISE #2 Level 1-2-3 DIRECTIONS: Practice and repeat the following sounds with the teacher.. Pronunciation Guide Initial Con
Trang 1UNIT 5, Fever Speaking Exercise #2, Level 1-2-3
SPEAKING EXERCISE #2
Level 1-2-3
DIRECTIONS: Practice and repeat the following sounds with the teacher
Pronunciation Guide Initial Consonant 's' , Blends, and Diagraphs
Level 1 Level 2 Level 3 shots
skin spots stiff
shiver sponge stomach
seizure sunken
Pronunciation guide
Initial consonant "s" (suh)
soap seat belt Initial consonant blends pronounced as sk (skuh), sp (spuh), st (stuh)
skateboarding sponge stomach
Initial consonant diagraphs pronounced as sh (shuh)
shots
Short Vowel Pronunciation Chart
a apple
e elephant
i igloo
o octopus
u umbrella
Long Vowel Pronunciation Chart
ã snake
ē bee
ō boat
ū music
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Trang 2UNIT 5, Fever Speaking Exercise #2, Level 1-2-3
TEACHER DIRECTIONS
For Level 1 proficiency, the teacher guides and models all oral work No independent reading by the learner should be required Listening and speaking practice should be with the teacher or other fluent English speaker Teacher pronounces the "s" sounds,
"s" blends and "s" diagraphs and gives the examples from the unit that begin with the letter “s” Students repeat the sound with the words For short and long vowel practice, use letter-picture association The teacher identifies long and short vowel words in the level 1 word bank
For Level 2 proficiency, the teacher guides and models all oral work with some
independent examples provided by the learner Reading of the appropriate level can be expected (e.g., Level 2 learners should be able to read level 1 and 2 words) Listening and speaking practice can be with teacher or peers The teacher pronounces the "s" sounds, "s" blends and "s" diagraphs and gives the examples from the unit that begin with the letter “s” Students generate their own examples of "s" words Students repeat the sound with the words For short and long vowel practice, use letter-picture
association The teacher identifies long and short vowel words in the level 1 and 2 word bank and students generate their own examples of words with long and short vowel sounds in oral forms
For Level 3 proficiency, oral work can be cued by the teacher for learner response For example, the teacher could say, “Students, who can pronounce the following word ?” Thus, the students become the guides and models for each other Students in groups
or pairs accomplish listening and speaking practice independently with little direction from the teacher The teacher pronounces the "s" sounds, blends, and diagraphs and gives the examples from the unit that begin with the letter “s” Students generate their own examples of "s" words Students repeat the sound with the words For short and long vowel practice, use letter-picture association The teacher identifies long and short vowel words in the level 1, 2 and 3 word bank and students generate their own
examples of words with long and short vowel sounds in verbal and written forms
Copyright © 2001 The development of this instructional material was funded by the Louisiana
Department of Education as part of an English Literacy and Civics Education grant awarded to the
Institute for Healthcare Advancement This material, written by Rhonda Atkinson, Ph.D., Catherine
Frazier, B.S./ESL, and Tom Atkinson, Ph.D., was developed to be used in conjunction with What To Do When Your Child Gets Sick by Gloria Mayer, Ed.D., R.N., and Ann Kuklierus, R.N., published by the Institute for Healthcare Advancement For more information, contact the Institute for Healthcare
Advancement, 15111 E Whittier Blvd., Suite 460, Whittier, CA 90603, (800) 434-4633, Web site
www.iha4health.org; or the Louisiana State Literacy Resource Center, Louisiana Department of
Education, PO Box 94064, Baton Rouge, LA 70804, (225) 342-9442, Web site,
www.doe.state.la.us/slrc/index.htm
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