For Beginning Learners
Learning how to decode vocabulary in text
15 minutes
A: Sight Words
- Show overhead, Sight words.
- Discuss what sight words are and which
words are best taught as
sight words.
- Tell the trainees how the sight words lesson could
progress after the
homework was given (i.e. the use of Known and Want
to Learn envelopes.)
- Discuss some of the optional activities/review activities
as discussed
in the tutor training manual.
- Handout, 100 Key Words as a sample
of some useful sight words
that the learner may opt to learn.
Other considerations: Developing Context
5 minutes
- Show overhead, Developing a context for vocabulary
development.
- Ask trainees which sentence has the most meaningful
context.
- Tell trainees that, in the first sentence, we know
that dangerous is
probably an adjective but we have no context, or no clues,
to even
determine if dangerous has a negative or positive connotation.
- Ask trainees if they think the second and third examples provide
enough information for learners to understand what the word
dangerous means. Is there a sentence that they could create
which would better demonstrate what the word means? Discuss.
B: Phonics: Letter–Sound Relationships
5 minutes
- Define phonics.
- Do Activity 2: A Korean phonics lesson with the trainees
(see
below).
- Briefly discuss the phonics vs. sight word approach
and reiterate the
idea that the approach should reflect the needs and preferences
of the learner.
- Show overhead, Phonics and highlight
the basic steps in
introducing a new sound.
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