Session 5: Teaching Strategies (Part 1)

The objectives of this session are:

  • To gain an understanding of sight words and how they can be used in the tutorial session*
  • To discuss the importance of context
  • To introduce phonics and the basic steps in teaching phonics
  • To become familiar with word patterns and how they can be used to assist learners
  • To discuss ways for learners to increase their vocabulary
  • To discuss the significance of focusing on meaning when teaching language

* Reading is a complicated activity that involves performing many tasks at once. However, for this session, we will only be looking at one aspect of reading - decoding. Decoding refers to the act of knowing what the letters are and how they sound. When introducing new vocabulary, it is advisable for learners to be introduced to the written form of the word (as well the oral) since all four skills complement each other. Session 6 looks at reading more in depth and will clarify some of the questions session 5 may prompt.


For Beginning Learners

Learning how to decode vocabulary in text

A: Cue Cards

Cue cards, which have pictures of common everyday objects on them, are great to use with learners, especially in a one-on-one situation where bringing in large objects may be too burdensome.
Once the learner is able to say the word and understands how she can use it in a simple sentence, you can introduce the written word. There are two ways to teach the learner how to read the written word: you can teach it as a sight word (as a whole word) or you can teach it using phonics (breaking down the word into smaller sounds.)

B: Sight Words 1

Sight words are words that the learner can recognize and understand immediately. Sight words are generally taught as whole words. They are not broken up into individual sounds. There are four specific types of words, which are best taught as sight words. They are:

  • Survival words: danger, exit, emergency
  • Service words: the, a, what, why
  • Irregular words: laugh, have, of
  • Introductory words that could be used in word patterns: eat (could enable the tutor to teach the "ea" sound as in beat, meat, seat)

Before the Session: Planning your lesson 2

  • Prepare the materials (2" x 3" blank cards) and three envelopes for the cards.
  • The envelopes should be marked: Study, Known and Want to Learn.

Basic steps in using sight words

  • Have the learner choose the words she would like to learn.

1 Ruth Johnson Colvin, I Speak English (Syracuse, New York: New Readers Press, 1997), p. 106. Used by permission.
2 Saskatchewan Literacy Network, Saskatchewan Level 1 Tutor Training Kit (Saskatoon, Saskatchewan: Saskatchewan Literacy Network, 2000), p. 17.