English Language Arts - Teacher's Guide - USAID

English Language Arts Teacher’s Guide Level 2 | Semester 2 USAID/ Liberia Accelerated Quality Education for Liberian Children This curriculum is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents are the responsibility of Education Development Center, and do not necessarily reflect the views of USAID or the United States Government.

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November 2019

Teacher’s Guide English Language Arts, Level 2

Semester 2

Table of Contents Introduction to English Language Arts Semester 2 .................................................................... i

UNIT 4 ........................................................................................................................................ 1

Lesson 91: Looking Back at Unit 3 .............................................................................................. 5

Lesson 92: Liberia’s Natural Resources.................................................................................... 11

Lesson 93: Adjectives ............................................................................................................... 19

Lesson 94: Comparative and Superlative Adjectives ............................................................... 23

Lesson 95: Adjectives Review .................................................................................................. 30

Lesson 96: Liberia’s Trees and Tree Crops ............................................................................... 35

Lesson 97: Adverbs of Time ..................................................................................................... 44

Lesson 98: Adverbs of Place ..................................................................................................... 50

Lesson 99: Adverbs of Manner ................................................................................................ 56

Lesson 100: Writing about My Day .......................................................................................... 61

Lesson 101: Liberia’s Water and Mineral Resources (Part 1) .................................................. 66

Lesson 102: Adverbs of Degree ............................................................................................... 76

Lesson 103: Liberia’s Water and Mineral Resources (Part 2) .................................................. 82

Lesson 104: Using Maps ........................................................................................................... 87

Lesson 105: Mid-Unit Check-In ................................................................................................ 94

Lesson 106: Consonant Blends CR and PL ............................................................................. 100

Lesson 107: How Liberia Makes Money ................................................................................ 108

Lesson 108: Verbs: Irregular Past Tense ................................................................................ 114

Lesson 109: Past and Present Tense (Part 1) ......................................................................... 122

Lesson 110: Past and Present Tense (Part 2) ......................................................................... 127

Lesson 111: Flomo Talks about His Crops (Part 1) ................................................................. 132

Lesson 112: Flomo Talks about His Crops (Part 2) ................................................................. 138

Lesson 113: My Favorite Food ............................................................................................... 142

Lesson 114: Reading and Interpreting Graphs (Part 1) ......................................................... 148

Lesson 115: Reading and Interpreting Graphs (Part 2) ......................................................... 152

Lesson 116: End-of-Unit Review (Part 1) ............................................................................... 161


Lesson 118: Diagnostic Assessment Unit 4 ............................................................................ 175

Lesson 119: Assessment Practice .......................................................................................... 181

Lesson 120: Unit 4 Assessment .............................................................................................. 187


Semester 2

UNIT 5 .................................................................................................................................... 194

Lesson 121: Looking Back at Unit 4 ....................................................................................... 198

Lesson 122: “Martin Calls for Help” ....................................................................................... 203

Lesson 123: Synonyms (Part 1) .............................................................................................. 209

Lesson 124: Synonyms (Part 2) .............................................................................................. 214

Lesson 125: Synonyms Review .............................................................................................. 219

Lesson 126: Martin’s Application Letter ................................................................................ 225

Lesson 127: Antonyms (Part 1) .............................................................................................. 231



Lesson 130: Writing about My Responsibilities ..................................................................... 247

Lesson 131: Martin Gets a Call (Part 1) .................................................................................. 252

Lesson 132: Sequencing Stories ............................................................................................. 260

Lesson 133: Martin Gets a Call (Part 2) .................................................................................. 268

Lesson 134: Using Story Maps ............................................................................................... 273

Lesson 135: Mid-Unit Check-In .............................................................................................. 278

Lesson 136: R-Controlled Vowels .......................................................................................... 284

Lesson 137: Martin’s Interview with Mrs. Dolo ..................................................................... 292

Lesson 138: Writing a Job Application Letter (Part 1) ........................................................... 299

Lesson 139: Writing a Job Application Letter (Part 2) ........................................................... 306

Lesson 140: Job Applications ................................................................................................. 311

Lesson 141: Dressing for Success ........................................................................................... 317

Lesson 142: What Employers Really Look For ....................................................................... 323

Lesson 143: Job Interview Role-Plays (Part 1) ....................................................................... 329





Lesson 148: Diagnostic Assessment Unit 5 ............................................................................ 354

Lesson 149: Assessment Practice .......................................................................................... 361


UNIT 6 .................................................................................................................................... 373

Lesson 151: Test Yourself (Part 1) .......................................................................................... 375



Semester 2








Lesson 160: Test Yourself (Part 10)........................................................................................ 429







Appendix ................................................................................................................................ 477

Low-Cost and No-Cost Materials ........................................................................................... 478

Teacher’s Guide Literacy, Level 1 i

Introduction

Introduction to English Language Arts

Semester 2

The United States Agency for International Development (USAID)-funded Accelerated Quality Education for Liberian Children (AQE) has developed teaching and learning materials for Level 2 English Language Arts. These English Language Arts materials are an adaptation of existing Liberian Ministry of Education (MoE) Alternative Education materials, covering Accelerated Learning Program Language Arts and the Alternative Basic Education Literacy Curriculum. Sites will receive the following resources for implementing the Level 2 English Language Arts program:

• Level 2 English Language Arts Teacher’s Guide Semesters 1 and 2 • Level 2 English Language Arts Learner’s Workbook, Semesters 1 and 2 • Teacher Roll Book1 • Sight word Bingo cards

Level 2 English Language Arts Teacher’s Guide, Semester 2

The Level 2 English Language Arts Teacher’s Guide contains three teaching and learning units aligned to the MoE’s National Primary Curriculum and the Accelerated Learning Program. Each unit focuses on a specific set of skills or content, with lesson plans for explicit teaching of those skills. Each unit provides a recommended teaching sequence enriched with effective evidence-based language and literacy practices. The Teacher’s Guide includes lesson plans for teachers to use to develop learners’ reading and writing competencies. Each lesson plan identifies the specific learning outcomes that teachers should focus on each day. They provide detailed information on how to teach vocabulary, comprehension, oral reading fluency, and writing. They also suggest follow-up activities for teachers to implement with their classes, including an assessment and homework activity. Overall, the lesson plans provide clear and straightforward scripted directions that reflect best practices on how students learn and what they should know and be able to do. The lesson plans all follow the same format:

1. Lesson title or name of the topic to be taught. 2. Estimated length of the lesson. 3. Lesson learning objectives: Statements of what learners will know and be able to do

at the end of the lesson. 4. Learning points/key message: A summary of the main idea(s) or messages that will

be communicated during the lesson. 5. Preparation and materials: A description of all the materials needed in the lesson

and the preparation required.

1 See the Assessment section.

Teacher’s Guide Literacy, Level 1 ii

Introduction

6. Activities: A step-by-step description of how to teach the lesson. This section has 3 main components: an introduction, a main activity, and a closing activity.

7. Evaluation: A review and assessment activity to ensure that learning objectives are met.

8. Follow-up activities: Optional suggestions for enrichment and extension.

Learner’s Workbook

The Learner’s Workbook contains the following: • Reading texts that learners are expected to be able to read on their own, with some

support from the teacher or an adult or older sibling. • Activities that give learners additional help with their reading and writing at school

and at home. • Opportunities for learners to practice skills in the classroom and at home.

Each workbook activity is aligned to a specific lesson. The lesson plan in the Teacher’s Guide models for teachers how to use the Learner’s Workbook to develop learners’ reading skills. The workbooks provide both learners and teachers with a way to check understanding of concepts. The teacher can also use the exercises for formative assessments of the strengths and weaknesses of individual learners.

Additional Materials

Teachers are encouraged to make their own locally developed materials. Refer to the appendix on materials production for an example of materials that teachers can make and use in their classrooms. The use of such materials can only enhance learners’ learning and make learning English that much more learner-centered.

Broad Overview of the AQE Literacy and English Language Arts Curriculum

The following table provides an orientation to the expected outcomes for learners at each level of the AQE Literacy and English Language Arts curriculum.

Course Level 1: Literacy

Level 2: English Language Arts

Level 3: English Language Arts

Literacy and English Language Arts

Read, write, speak, and listen well enough to perform basic literacy tasks in standard English; equivalent to grade 2.

Read, write, speak, and listen well enough to function effectively in daily life in standard English; equivalent to grade 4.

Read, write, speak, and listen well enough to enter grade 7 in formal school.

The term literacy is understood to include reading and writing and the associated communication skills of listening and speaking. The curriculum framework for literacy (Levels 1 and 2) and English language arts (Level 3) emphasizes oral language development and explicit instruction in the component skills of reading and writing, and provides opportunities for purposeful, authentic reading and writing.

Teacher’s Guide Literacy, Level 1 iii

Introduction

• Learners who complete Literacy Level 1 should be able to read with understanding at approximately a 2nd-grade level and communicate effectively in writing and verbally in simple, correct English.

• Learners who complete Literacy Level 1 move on to English Language Arts Level 2, where they should be able to read with understanding at approximately a 4th-grade level and communicate effectively in writing and verbally in simple, correct English.

• English Language Arts Level 3 offers learners more-advanced content, which includes exposure to a wider variety of texts and practice activities.

The content of all three levels is aligned with the MoE’s competencies for primary education; thus, a learner who completes AQE Level 3 has achieved equivalency with primary grade 6.

Overview of the Units

Unit 4: Unit 4 will build on the literacy skills and knowledge gained in Units 1 through 3. Unit 4 starts out by helping learners identify Liberia’s natural resources and the role they play in learners’ daily lives and the country’s economy. Throughout this unit, learners will continue to use several strategies including skimming and scanning to read and comprehend new text, decode words, and identify new vocabulary. With more opportunities to practice reading aloud to their groups, learners will continue to build their reading skills. They also learn how to write more descriptively, how to construct complete sentences, and how to add details to give the reader an image in their mind as they read. They will identify both comparative and superlative adjectives, verbs and adverbs and identify synonyms, antonyms, and homonyms. As in the previous units, they will work together in different ways—individually, in pairs, and in small groups or teams to practice new skills together.

Unit 5: Unit 5 will build on the literacy skills and knowledge gained in Units 1–4. Unit 5 starts out by discussing employment opportunities in Liberia and having learners write an application letter, fill out an application form, interview for a job, and identify roles and responsibilities in the workplace. Learners will read stories about these processes and get hands-on experiences in the processes as well. They should be able to connect what they are learning in class to real-life context. Throughout this unit, learners will continue to use several strategies to read and comprehend new text, decode words, and identify new vocabulary. Learners will continue to build their reading skills and will have more opportunities to practice reading aloud to their group. They also learn how to write more descriptively by using synonyms, or words closely associated with one another (such as “joyful” and “happy”). As in the previous units, they will work in different ways—individually, in pairs, and in small groups or teams to practice new skills together

Unit 6: Unit 6 is a review unit. No new content will be introduced in this unit. Learners will review and practice content covered from units 1-5. These will be done through a series of test-yourself activities. They will use different reading strategies to understand simple text review and practice using word analysis and decoding skills, including consonant blends and diagraph, short and long vowels, vowels diagraph and r-controlled vowels, review simple sentence structures, capitalization, and punctuation ,identify ,practice parts of speech; adjectives, adverbs (time, manner, place, degree), verbs (verb-subject agreement, tenses), nouns (concrete and abstract, plural of nouns and identify and use synonyms, antonyms, and homonyms, and prefixes and suffixes. As in the previous units, they will work in

Teacher’s Guide Literacy, Level 1 iv

Introduction

different ways—individually, in pairs, and in small groups.”). As in the previous units, they will work in different ways—individually, in pairs, and in small groups or teams to practice new skills together

English Language Arts General Teaching and Learning Activities

Each English Language Arts lesson includes all or most of these activities, which are indicated by a specific icon.

Reading

Most activities begin with a reading activity. Most of the readings are stories about adults and youth whose lives are similar to those of the learners. However, some of the stories are imaginative (fiction) readings, often based on traditional Liberian folk tales. A few of the readings are “expository” text, where learners read to get information on a topic.

• Learners hear or read each story in class at least three times. • The teacher reads the story to the learners the first time. • The second time, the teacher and learner read together out loud,

with learners following just behind the teacher. • The third time, learners read the stories independently, in pairs. • Often, learners will also have to refer to the narrative to

complete other activities in the lesson.

Vocabulary

and

Sight Words

For each reading, new words (vocabulary) are introduced and then used many times in future lessons.

• Some learners may not be familiar with the meaning of new words.

• In many lessons, the teacher “pre-teaches” the new words before reading the story.

• The vocabulary may contain both new words and review words taught in Level 1.

Lessons also include sight words. • These are essential words that learners need to know how to

spell. • These words are used in spelling quizzes or dictation.

Sound It Out

The Sound It Out helps learners apply phonics skills (decoding). Learners do various activities, often in teams.

English

Many, but not all, lessons contain a component of English grammar, usage, and punctuation, and often include practicing the new skills in writing.

Teacher’s Guide Literacy, Level 1 v

Introduction

Spelling and

Dictation

In some lessons, the teacher gives dictation to the learners. • Dictation helps learners decode the sounds of words and

“recode” them through writing. • Dictation also helps learners become more familiar with the

structure of sentences and helps learners develop stronger reading and writing skills.

English Language Arts Level 2 Multi-Grade Teaching Methodologies

The English Language Arts Level 2 curriculum aims to build on and enhance learners’ existing knowledge and skills through participatory teaching methods. In the Teacher’s Guide, the teacher will see references to the following types of active learner-centered teaching and learning methods that are recommended for use with this curriculum.

Methodologies Description

Pair-Share and Paired Work

When introducing a new activity or when working with the large group, the teacher may find it useful to have two people work together to share their ideas on a topic, as in Think-Pair-Share (TPS).

The TPS methodology has many advantages: • It encourages participation from those that are less

comfortable speaking in front of the large group. • It gives an opportunity for learners to share their experiences

and ideas with someone. • It helps to build trust among learners as they get to know each

other better.

TPS tips: • The teacher should give clear instructions and tell learners how

much time they have. • One pair can then share their ideas and conclusions with

another pair (pair-share). • Pairs may also share their conclusions with the full group.

Small- and Large-Group Discussion

Discussions happen in every activity, whether learners work in small groups or large groups.

In large-group discussions, teachers should do the following: • Be clear on what the task or topic of discussion is. • Keep learners focused on the topic. • Make sure that everyone has the opportunity to participate. • Keep to the allotted time while gauging learners’ levels of

energy and interest in the discussion.

In small-group discussions, teachers should do the following: • Go around the room to check in on all the groups. • Make sure that learners have understood the task and are

staying on course.

Teacher’s Guide Literacy, Level 1 vi

Introduction


• Check their understanding of the topic.

General tips: • During group discussions, the teacher needs to manage the

flow of the discussion. • Teachers can help make connections among ideas and points

that are expressed by learners. • Teachers should engage those who are not participating. • Teachers can repeat or sum up the main points discussed.

Small-Group Work

To allow maximum participation, many activities get carried out in small groups. When working in small groups, it is essential to:

• Divide learners in different ways and form groups of various sizes, depending on the activity. Mix the groups each time, so learners aren’t always working with the same people.

• Give clear instructions on the task, the time allotted, the expected outputs, and how the activity will be reported back to the full group.

• Monitor groups to make sure they are on the right track. • Manage the time well, especially when small groups are sharing

their output with the larger group.

Individual Work Learners engage in some individual work, most of which will be done in their workbooks.

• It is essential for the teacher to be available to help and encourage learners, as well as to ensure that there is a quiet atmosphere in which to work.

• Individual work doesn’t mean that learners cannot consult with or help each other. Instead, it means that each person is writing, reading, or calculating on their own first.

• Teachers are expected to check learners’ workbooks regularly for progress and completion of activities.

Role-Plays Role-plays provide the opportunity for learners to practice new skills and attitudes in the safety of the class before trying them out in the real world.

• Role-plays can be planned ahead of time with a script, or developed by learners around a particular issue.

• They can be done by a few people in front of the large group to demonstrate a skill, attitude, or situation, or they can be done in small groups where people switch roles after some time.

• Role-plays should always be processed afterward, with the teacher leading a discussion using questions prepared beforehand.

Teacher’s Guide Literacy, Level 1 vii

Introduction


Games Games are a fun way of learning new information or applying newly acquired knowledge.

• They can be based on popular games or made up. • Games can introduce an element of competition and can

energize a group. • Participants should be clear on what the objectives are and how

to play the game.

Brainstorming Brainstorming is an element of many activities and is used when the teacher wants the learners to generate ideas.

• During a brainstorming session, learners share one idea at a time, all of which are written down.

• All opinions are accepted and should not be judged. • Once the list has been generated, learners can discuss the

items. Depending on the objective of the activity, they might rank the ideas to prioritize or categorize their responses.

Presentation Presentations given by the teacher are a more traditional way of providing information to learners and are useful when active-learning methods do not effectively get at the information you are trying to provide.

• Presentations are best kept as short as possible; follow the recommended time.

• When giving a presentation, it is best to plan it, keep the time to a minimum, and break up the presentation with questions and answers from the learners.

• Learners may also give presentations. For example, learners may discuss a scenario in a small group and then give a presentation about their decisions, or learners may conduct a community survey and give a presentation on their results.

Pictures and Graphics

Pictures and graphics can be used in different ways. They can be created by the learners to reflect on something they have learned, or they can be used as an aid by the teacher to generate discussion on a particular topic.

• Several pictures and illustrations are included in the Teacher’s Guides and Learner’s Workbooks.

• When using an image, make sure that it presents the issues you are addressing and that it is culturally appropriate.

• Provide the learners with guiding questions when they are trying to interpret or analyze a picture.

Teacher’s Guide Literacy, Level 1 viii

Introduction

Assessment

The AQE program includes regular assessments of learners’ learning. These formal and informal unit assessments provide information to the teacher on learners’ progress and what if anything needs to be further reviewed or emphasized in subsequent lessons. Keeping records of the assessments will help teachers identify individual problems. Records such as these should enable teachers to identify where individuals need help.

• The Mid-Unit Assessment (Progress Check) is an informal assessment used by teachers to check on understanding and skill development, for both the learners’ and teacher’s use, to improve learning and teaching. It is administered at the midpoint of the unit. The test is not recorded on the report card, but the teacher keeps a record of learners taking the mid-unit assessment in the Teacher Roll Book.

• The End-of-Unit Assessment is used to assess understanding of concepts and acquisition of skills covered and to document mastery of module learning objectives. The teacher administers it at the end of the teaching unit. The assessment is worth 100 points. Scores are documented in several places: the Teacher Roll Book, the master grade sheet, and learners’ report cards.

• A diagnostic assessment is used to gauge learners’ progress in reading. The goal is to get a snapshot of where learners currently stand, thus allowing the teachers to make sound instructional choices as to how to teach the new unit content and what teaching approach to use.

Glossary

• Automaticity: The ability to identify words and letter sounds quickly. Learners who struggle to identify words will have great difficulty reading English words and sentences. For that reason, every lesson contains games and activities, with flashcards, to review the letter sounds and words studied previously. The goal is to increase the speed with which learners can identify letter words names and sounds.

• Fluency: Being able to read a text quickly and accurately, using the appropriate expression and intonation. This comes after automaticity, which is a necessary first step to start being able to read fluently. Learners develop their fluency when they have the opportunity to reread texts. Fluency activities can take many forms:

Choral reading with the teacher: The learners read aloud with the teacher. Choral reading without the teacher: The learners read aloud, as a group, and the

teacher listens; the teacher can circulate the room during the activity. Echo reading: The teacher reads a few words or a sentence, while learners follow

along in their text with their eyes and their finger; the teacher then stops, and learners read what the teacher has read.

Pair reading: The learners take turns reading a sentence from their story to each other; one child puts a finger under each word as the two learners read the words together.

Silent reading: The learners read alone—whispering very quietly—and put their fingers and their eyes on each word as they read it.

Teacher’s Guide Literacy, Level 1 ix

Introduction

Phonemic Awareness Activities

Phonemic awareness is the ability to notice, think about, and work with the individual sounds in spoken words. As children learn to read print, they need to become aware of how the sounds in words work. They must understand that words are made up of speech sounds, or phonemes. (The word “phoneme” means “sound.”) Phonemic awareness activities can involve work with rhymes, syllables, and words with the same initial sounds (such as “money” and “mother”).

Authentic Writing Activities

English Language Arts Level 2 learners need to be exposed to writing activities that go beyond copying words or sentences. Learners need opportunities to engage in authentic writing (i.e., in which they attempt to write a text of their choosing). Regular practice will support learners as they develop their writing skills to the point where they are forming complete sentences on their own.

Teacher’s Guide Literacy, Level 1 x

Introduction

Literacy Games

BUZZ (Variation 1)

• Explain the game. Say: I will point at the letters/sight words in random order, and you will call out the

letter/sight word. The first team to call out the correct letter/sight word gets a point. • Point at letters on the alphabet chart or sight words on the board or list in random

order. The learners call out the letters/sight words. • Invite 4 learners (2 boys and 2 girls) to the board. • Make 2 teams, with a boy and girl on each side. Point to letters/sight words in random

order; the first team to say the correct letter/sight word gets a point. • Continue playing until a team reaches 5 points. • Invite a new team to the board, and play again.

BUZZ (Variation 2)

• Explain the game. Say: I will say a letter/sight word in random order, and you will point out the letter/sight

word. The first team to point out the correct letter/sight word gets a point. • Call out letters on the alphabet chart or sight words on the board or list in random

order. The learners point out the letters/sight words. • Invite 4 learners (2 boys and 2 girls) to the board. • Make 2 teams, with a boy and girl on each side. Call out a letter/sight word in random

order; the first team to point to the correct letter/sight word gets a point. • Continue playing until a team reaches 5 points. • Invite a new team to the board, and play again.

Teacher’s Guide Literacy, Level 1 xi

Introduction

SIGHT WORD REVIEW 1

• Say: Let’s review some words we already know. • Write the word am on the board. Point to the word and say the word am. Repeat the

word am. • Ask learners: What is the word? • Say: Yes! The word is am. I am in Level 2. • Say to learners: Let’s air-write this word. I’ll go first. Ready? • Spell the word am as you are writing it. Repeat the activity, this time with your eyes

closed. Explain to the learners that you know am is written with the letters a and m. • Say: Now it’s your turn. • Encourage learners to write the word am in the air while spelling the letters with their

pointer finger and large arm movements. Ask them to try it with their eyes closed and then with their eyes open.

SIGHT WORD REVIEW 2

Spelling and writing sight words in sentences

• Say: I will say some words, and you will write them in your book. Ask: How do I spell the word ______ (example: am)? Allow time for learners to respond. Write the word on the board. Repeat steps 1 and 2 with the other words.

• Invite the learners to spell the words aloud. • Ask learners to use or write each word in a sentence of their own. • Move around to see how learners are spelling the words. • Have volunteers, including girls, read their sentences to the class.

SIGHT WORD REVIEW 3

• Explain the activity. Say: Let’s review some words we already know. • Write the word ____ (am) on the board. Point to the word. Read the word, spell it, and

read the word again. Use I do, We do, You do. • Use the word in a sentence (examples of sentences are provided, or you can make your

own sentences) OR ask learners to use the word in a sentence. • Follow the same steps for the other words and sentences.

Teacher’s Guide Literacy, Level 1 xii

Introduction

FASTEST FINGER

Explain the game. • Say: I will say a word. You must find the word in the sentence or story. When you

find the word, put your finger on it, and raise your hand in the air quietly. I will walk around to see if you have found the correct word.

• Ask learners if they understand. • Say a word ____ (is). • Allow time for learners to find the word. • Circulate and see if learners who raised their hands have found the right word. • Repeat these steps with the other words.

SHOUT OUT

• Divide the class into 2 groups. • Have the groups form 2 lines, one on each side of the class. • Choose a flash card at random, and show it to the 2 groups. • Give the flashcard to the first group to say the correct letter name/sound/sight

word. • Choose another card. Show it to the 2 groups. Give the flash card to the second

group to say the correct letter name/sound/sight word. • Continue alternating the groups. • The game is over when the teacher has no more flash cards. • Ask the group to show their flash cards and say the names of the

letters/sounds/sight words. • Collect the flash cards.

THE LOOK, SAY, COVER, WRITE, AND CHECK SPELLING METHOD

• Write the word you want to learn. • Look at the word. • Say the word. • Cover it. • Write it. • Check the spelling of it. • Correct it, if needed. • Cover it again, write it, check it, and correct it.

Teacher’s Guide Literacy, Level 1 xiii

Introduction

TRAFFIC LIGHTS

Materials and Preparation: None The call “Green” means learners should walk up and down on the spot. “Red” means they should freeze and put their hand up in a “stop” signal. “Orange” means they are to turn around on the spot.

STOP THE BUS

Materials and Preparation: None • You will work in small groups. • Draw on the board a table like the one below and get each team to copy it onto a

piece of paper.

Letter Girl’s Name Boy’s Name Food Animal Place

• Read the titles in every column. • Ask the learners to read the titles. • Explain that you will say a letter of the alphabet. • Then learners must write the name of a girl, boy, food, etc., beginning with that

letter. The first team to write three words, shouts, “Stop the bus!” • Give a sample line of answers the first time you play the game with a new group.

For example, for the letter p, you might have Pauline, Paul, potato, penguin, and Paris. Explain to the learners that they don’t have to fill all of the blanks, but they need to fill at least 3.

• Say the letter r. • Learners have to think of one item to go in each category, beginning with the set

letter. • Check their answers and write them up on the board. If they are all okay, that

team wins a point. If there are any mistakes in their words, let the game continue for another few minutes.

Teacher’s Guide Literacy, Level 1 xiv

Introduction

THE TREE STRETCH

Materials and Preparation: None • Say: Today, we are going to pretend we are tiny seeds that grow into big beautiful

trees. • Demonstrate being a seed (crouched and hunched as much as possible). • Ask learners to adopt the seed position. • Say: Imagine that you are slowly going to grow into a large tree. The idea is to

grow as slowly as possible. • Encourage learners to stand right up on their tippy toes, arms completely

outstretched, face oriented to the sun. • Ask learners to hold the position as you count to 10. They should smile and

imagine the warmth of the sun, helping them grow. • Count to 10 and then say: Relax. • Tell learners to shake out their arms and their legs.

Teacher’s Guide Literacy, Level 1 xv

Introduction

Literacy Level 1 Warm-up Activities

Getting to Know You Game Lead a game of name introductions:

1. Show the ball to the class. 2. Explain the rules of the game. 3. Whoever has the ball must say their name and throw the ball to another person

in the circle. 4. The one who receives the ball calls the name of the previous speaker. 5. For example, if Lorpu introduces herself and throws the ball to David, David

catches the ball and says, “My name is David, and this is Lorpu.” 6. David then throws the ball to Comfort. Comfort says, “My name is Comfort, this

is David, and that is Lorpu.” 7. After everyone has had a turn (the last person saying everyone’s name), have the

group sing the song “Oh You Are Welcome” calling the name of someone they remember.

8. Have the group sing the song 2 or 3 times, each time calling the name of another person they know.

Just Like Me

1. Teacher models the activity by saying “Just like me, who…?” and finishes the sentence with a statement such as “likes singing” or “likes football” or “likes cassava.”

2. Everyone who fits that category stands up. 3. Encourage others to start the prompt. 4. Play the game for 3 minutes.

I See with My Little Eye 1. Ask the learners to open their Learner’s Workbooks and turn to the alphabet chart. 2. Explain to the learners that you are going to say, “I see with my little eye,” and then

the name of the letter. 3. They must find the letter as quickly as possible and raise their hand in the air. 4. When you call on a learner with their hand up, they must show where they found

the letter and say the word associated with that letter in the alphabet chart—for example, c is for cat, e is for egg.

5. Ask the learners if they have any questions. 6. Say the following sentences, each time asking the learners to find the letter and say

the word. • I see with my little eye, the letter D. • I see with my little eye, the letter R. • I see with my little eye, the letter A.

Teacher’s Guide Literacy, Level 1 xvi

Introduction

• I see with my little eye, the letter L. • I see with my little eye, the letter U. • I see with my little eye, the letter P. • I see with my little eye, the letter O. • I see with my little eye, the letter P. • I see with my little eye, the letter F. • I see with my little eye, the letter H.

Just a Minute 1. Introduce the game Just a Minute. 2. Explain to the learners that they have 1 minute to talk about themselves. 3. Invite 4 learners (2 boys and 2 girls) to volunteer. 4. Using the stopwatch, time the learners as they speak about themselves without

hesitation, deviation, or repetition.

When the Music Stops

1. Explain to the learners what they will be expected to do when the music ends (example: when the music stops, you will trace the letter A where I tell you).

2. The teacher then beats a drum or plays the radio, and then stops the music and gives the instruction (examples: "Trace the letter a in the air!" or "Trace the letter a on your leg!”)

3. Start playing the music for 30 seconds, and then pause the music and give the first instruction.

4. Repeat the activity several times, giving the learners the opportunity to practice the letters A to S.

March Around the Alphabet

1. Spread the alphabet out on the floor. 2. Have the learners create a circle around the alphabet. 3. Explain the activity: Say:

• As the music plays, march around the alphabet. • When the music stops, freeze, bend down and pick up a letter near your toes. • Hold the card you picked up way up high and wait for me to call upon you to say

what letter you have in your hand. 4. Start the activity several times, allowing the learners to practice the letters A to Z.

Teacher’s Guide English Language Arts, Level 2 1

Unit 4

UNIT 4

Overview of Unit 4

Background Information for the Facilitator

Unit 4 will build on the literacy skills and knowledge gained in Units 1 through 3. Unit 4 starts out by helping learners identify Liberia’s natural resources and the role they play in learners’ daily lives and the country’s economy. Throughout this unit, learners will continue to use several strategies to read and comprehend new text, decode words, and identify new vocabulary. With more opportunities to practice reading aloud to their groups, learners will continue to build their reading skills. They also learn how to write more descriptively, how to construct complete sentences, and how to add details to give the reader an image in their mind as they read. They will identify both comparative and superlative adjectives. As in the previous units, they will work together in different ways—individually, in pairs, and in small groups.

Unit Objectives

By the End-of-Unit 4, learners will: • Read and understand simple texts using skimming and scanning strategies. • Use maps, graphs, and charts to answer questions or interpret situations. • Use word analysis and decoding skills, including consonant blends and

digraphs and vowel digraphs. • Recognize and understand simple sentence structures; begin to make simple

edits of grammar; and identify adjectives, adverbs, and verbs. • Use new vocabulary related to natural resources, agriculture, and farming in

reading and writing. • Write descriptively to give the reader a picture of what is happening. • Identify synonyms, antonyms, and homonyms. • Reflect on their learning and assess their progress.


Introduction

Lesson 91 Lesson 92 Lesson 93 Lesson 94 Lesson 95

Phonics

Review of Unit

3 End-of-Unit

Assessment /

Self-

Assessment

Consonant

digraphs sh

and ch

Sight words Would, buy,

cold, first,

found

Would, buy,

cold, first,

found

Would, buy,

cold, first,

found

Would, buy,

cold, first,

found

Writing Writing

sentences with

new

vocabulary

Writing about

Liberia’s

Natural

Resources

Language

Structures

Adjectives Comparative

and

superlative

adjectives

Adjectives,

comparative

adjectives, and

superlative

adjectives

Reading

Comprehension

Liberia’s

natural

resources

Liberia’s

natural

resources

Liberia’s

natural

resources

Liberia’s

natural

resources


Phonics Consonant

blends sl and

bl

Sight words Five, green,

cut, today,

together

Five, green,

cut, today,

together

Five, green,

cut, today,

together

Five, green,

cut, today,

together

Five, green,

cut, today,

together

Writing Trees in Our

Community

Write

sentences with

adverbs of

place

Writing

sentences with

adverbs

Writing about

a personal

experience

Language

Structures

Adverbs of

time

Adverbs of

place

Adverbs of

manner

Reading

Comprehension

Skimming and

Liberia’s Trees

and Tree

Crops

Skimming and

Liberia’s Trees

and Tree

Crops

Skimming and

Liberia’s Trees

and Tree

Crops

Cooking

Chicken Soup


Introduction


Phonics Consonant

blends gr and

fr

Consonant

blends tr and

dr

Consonant

blends sp and

st

Mid-Unit

Assessment

Sight words hot, hurt,

bring, off, sit

Review Unit 4

Sight words

hot, hurt,

bring, off, sit

Writing Writing about

rivers in the

area

Language

Structures

Adverbs of

degree

Adverbs of

degree

Adverbs of

degree

Reading

Comprehension

Liberia’s

Water and

Mineral

Resources

Liberia’s

Water and

Mineral

Resources

Liberia’s

Water and

Mineral

Resources

Reading and

Using Maps


Phonics Consonant

blends cr and

pl

Consonant

blends cr and

pl

Consonant

blends cr and

pl

Sight words Use, carry,

done, full,

laugh

Use, carry,

done, full,

laugh

Use, carry,

done, full,

laugh

Writing Writing

sentences in

the past and

present tense

Writing about

your week

Language

Structures

Past tense

verbs

Irregular past

tense verbs

Past and

present tense

Reading

Comprehension

How Liberia

Makes Money

How Liberia

Makes Money

How Liberia

Makes Money


Introduction


Phonics Consonant

blends fl and gl

Consonant

blends pr and

sn

Consonant

blends sw and

sm

Sight words Pick, six, seven,

eight, and ten

Pick, six,

seven, eight,

and ten

Pick, six,

seven, eight,

and ten

Review Unit 4

sight words

Writing Conduct a

class survey

about favorite

food

Write an

interpretation

of a graph

Draw a graph

about favorite

football teams

Language

Structures

Reading

Comprehension

Flomo Talks

about his Crops

Flomo Talks

about his

Crops

Flomo Talks

about his

Crops

Interpret a

graph about

favorite

subjects


Phonics Review

consonant

blends

Review

consonant

blends

Diagnostic

Assessment

Unit 4

End-of-Unit

Assessment

practice

End-of-Unit

Assessment

Sight words Review sight

words

Review sight

words

Writing

Language

Structures

Review

adjectives

Review:

Adverbs of

times,

frequency,

place,

manner,

degree

Reading

Comprehension


Introduction

Lesson 91: Looking Back at Unit 3

Lesson Learning Objectives

By the end of the lesson, learners will: • Give and receive feedback on the Unit 3 assessment. • Conduct a self-assessment. • Explain what they will learn in Unit 4.

Before-Class Preparation

Prepare a self-assessment table. Have a copy of the Unit 3 assessment with answers.

Activity Lesson 91: Looking Back at Unit 3

Summary

Time (min)

1 Introduction Introduce lesson objectives and warm-up activity. 5

2 Class Discussion Give feedback on Unit 3 assessment. 15

3 Informal Assessment

Conduct Informal Assessment of Unit 3. 10

4 Self-Assessment Ask learners to evaluate their own knowledge and skills.

10

5 Homework 5 TOTAL TIME 45


Introduction

ACTIVITY 1: INTRODUCTION LESSON 91

• Welcome learners. • Write the date on the board. • Introduce the warm-up activity I Went to the Forest,

and I Saw. Ask learners to form a circle. Explain the rules of the

game. Say: The first person says “I went to the forest and I

saw…” and then names something they would see in the forest. The next learner remembers the previous item and adds one of their own, saying “I went to the forest and I saw … and …”

The game continues until all learners have said something they saw in the forest.

Ask learners the following questions. Encourage learners to share their ideas.

Ask: What skills and knowledge did we practice in this game? [Answers: listening, knowledge of our local environment]

• Introduce the lesson objectives. Tell learners they will: Give and receive feedback on the Unit 3 assessment Conduct a self-assessment Explain what they will learn in Unit 4

5 min

ACTIVITY 2: FEEDBACK ON UNIT 3 ASSESSMENT LESSON 91

• Tell learners that we have completed our Unit 3 assessment and are going to look back at the unit. You will go over the assessment, and they will review their papers, ask questions about the assessment, and make corrections in their workbooks.

• Give learners their workbooks. Go through each assessment item with learners. Provide the correct answer and write it on the board.

• Tell learners to review their answers. • Have learners make the necessary corrections in their

workbooks. • Discuss the assessment with learners. Ask the following

questions. Randomly call on boys as well as girls to answer. Make a note of items mentioned as difficult.

15 min

Pass out workbooks


Introduction

• Probe why these items were considered difficult. Ask: a. Which item was hard or easy? Why? b. Which test item could you have done better? c. How will you do it better next time? d. What would you like me to review with you in class?

• Receive any other feedback from learners and clarify where necessary.

• Take some questions from learners before moving to the next activity.

ACTIVITY 3: LOOKING BACK AT UNIT 3 LESSON 91

• Tell learners that they have reviewed the Unit 3 assessment. Now they are going to look back at the unit and share their experiences.

• Have learners think, pair, and share the following questions. Move around to listen to the conversations. After each question, have a few pairs share their answers.

What is one thing I learned from Unit 3? What was the best lesson in Unit 3? What was the easiest lesson for me? Why? What was the most difficult lesson for me? Why? What is one thing I wanted to learn and did not

learn? What have I learned that I am using outside of

school?

10 min

ACTIVITY 4: SELF-ASSESSMENT LESSON 91

• Say: For the self-assessment, you will individually rate yourself on how easy or hard each area was.

• Tell learners to turn to Learner’s Workbook 91.1. • Read out each skill on the list slowly, one by one. For

each skill, learners should put an X in one of the boxes: I have lots of questions. I am not sure what to do most of the time; I feel like I am still learning this. I still have some questions and am unsure sometimes; I feel like I know this pretty well. I get almost every question right after the first time; I know this very well. I feel like I could teach it to someone else.

• Look through learners’ self-assessments and keep a list of learners who are challenged (with 4 or more areas

10 min


Introduction

marked “I have lots of questions, I am not sure what to do most of the time.”).

• Tell learners that in Unit 4, they will: Read and understand simple texts using skimming. Use maps, graphs, and charts to answer questions or

interpret situations.

• Apply word analysis and decoding skills.

Recognize and understand simple sentence structures. Use new vocabulary related to natural resources,

agriculture, and farming in reading and writing. Write descriptively to give the reader a picture of what

is happening. Identify synonyms, antonyms, and homonyms. Reflect on their learning and assess their progress.

NOTE: You can pair learners who are weak in one area with a learner who is performing well in it. This is a great way to have peers support each other.


Introduction

91.1 What was easy? What do you need to work on?

Skill I have lots

of

questions; I

am not sure

what to do

most of the

time.

I feel like I

am still

learning this.

I still have

some

questions and

am unsure

sometimes.

I feel like I

know this

pretty

well. I get

almost

every

question

right the

first time.

I know this

very well. I

feel like I

could

teach it to

someone

else.

Reading stories

and answering

questions about

the story

Retelling stories

Reading aloud in

front of people

Reading in a

group

Reading alone by

myself,

independently

English –

Conjunctions

Identifying parts

of a sentence

Identifying verbs

Writing a

friendly letter

Sounding out

long vowels


Introduction

Skill I have lots

of

questions; I

am not sure

what to do

most of the

time.

I feel like I

am still

learning this.

I still have

some

questions and

am unsure

sometimes.

I feel like I

know this

pretty

well. I get

almost

every

question

right the

first time.

I know this

very well. I

feel like I

could

teach it to

someone

else.

Working with my

team

Working with my

partner

ACTIVITY 5: HOMEWORK LESSON 91

• Explain the homework. Tell learners to: Share their experience of their self-assessment with

someone at home. They should tell the person the importance of doing self-assessments and its benefits. Plan what they are going to focus on this term, based on their self-assessment.

Come prepared to share with the rest of the class what they plan to focus on in this unit.

5 min


Introduction

Lesson 92: Liberia’s Natural Resources


By the end of the lesson, learners will: • Read and write the sight words would, buy, cold, first, and found. • Recognize consonant digraphs in which the 2 letters represent only one sound, such

as sh and ch. • Identify vocabulary in the story “Liberia’s Natural Resources.” • Answer comprehension questions about the story.


Read the lesson ahead of time, so you will be ready to teach it. Read the story “Liberia’s Natural Resources.”

Background Information

A digraph is 2 letters that work together to make a single sound, like sh in shell or fish. They can come at the beginning or end of words—for instance, the ch /ch/ sound appears in chat and each, and the sh /sh/ sound appears in shut and hush.

Activity Lesson 92: Liberia’s Natural Resources Summary

Time (min)

1 Introduction Introduce lesson objectives and Review the homework.

5

2 Sight Words Read and write the sight words would, buy, cold, first, and found.

5

3 Reading Vocabulary Read and answer questions about “Liberia’s Natural Resources.”

15

4 Sound It Out: Consonant Digraphs

Introduce consonant blends sh and ch. 10

5 Informal Assessment Review lesson objectives and informal assessment

5



Introduction


• Review the homework. • Ask a few learners to share their experiences with their discussions

at home. • Write the date on the board. • Introduce the lesson objectives:

Read and write the sight words would, buy, cold, first, and found.

Recognize consonant diagraph sounds in words. Read the story “Liberia’s Natural Resources.” Answer comprehension questions about the story.

5 min

ACTIVITY 2: SIGHT WORDS LESSON 92

• Say: Let’s review some words we know. Write the word would on the board.

• Ask: What is the word? • Say: Yes! The word is would. What would you like for dinner? • Say: There is a silent letter in the word would. Spell the word

would while pointing at each letter. • Say: Which letter is the silent letter? L • Say: Let’s spell this word. I’ll go first. Ready? Spell the word would

while pointing at each letter. • Say: Now it’s your turn. • Repeat the activity with the other words: cold, first, found, buy. • Place learners in pairs. Ask each pair to compose a sentence using

one sight word in each sentence in Learner’s Workbook 92.1. • Ask 2 different learners (a boy and a girl) to share a sentence with

the class.

5 min

Sentence Examples Would: What would you like for dinner?

Cold: It was cold last night.

First: Monday is the first day of the week.

Found: I found my book on my desk.

Buy: I am saving to buy a bicycle.


Introduction

92.1 New Words

Sight Words

would buy cold first found

Write the sentences:

ACTIVITY 3: READING VOCABULARY LESSON 92

• Introduce the reading. Say: We will read an informational text about Liberia’s natural resources.

• Tell learners to turn to the article “Liberia’s Natural Resources” in 92.3 of their workbooks.

• Explain: This is a long article. You can learn about this article by just looking at the picture and the titles inside the article. The titles inside the article are called headings. Headings break the article into smaller parts (show the headings in the article). Looking at the headings and other key information is called skimming. Skimming lets you get the main idea of what the article will be about. It can help you decide if you want to read on.

• Ask learners to look at the pictures and headings in the article and write what they think the article is about. (Rainforest in Liberia)

• Ask 2 or 3 volunteers to share what they wrote with the class. • Ask: Did skimming help you predict ahead of time what you

were going to read and learn? • Explain that skimming helps us read better and helps us

predict what the text is about. • Review and teach new vocabulary words. • Write: natural. Ask: Do you know or remember this word? If

learners cannot identify the meaning of the word, give learner-

15 min

New Vocabulary Words

Natural – existing in nature and not made or caused by people: coming from nature

Minerals – a natural substance found in the ground like gold, silver, petroleum, and cobalt

Rainforest – a tropical forest that receives a lot of rain and that has very tall trees

Tourism – the activity of traveling to a place for pleasure or the business of providing hotels, restaurants, entertainment, etc., for people who are traveling


Introduction

friendly definitions. Use the word in a sentence: Fresh vegetables are natural foods.

• Ask: Can anyone use the word natural in a sentence to show its meaning?

• Allow time for learners to respond. • Continue the activity with the words minerals, rainforest, and

tourism. • Write: minerals. Ask learners for examples of minerals.

Copper, gold, silver, salt, coal, petroleum, and zinc are minerals that are naturally formed under the ground.

• Write: rainforest. Ask learners to describe a rainforest. A rainforest is a forest that is green all year. It is called a rainforest because of the high amount of rainfall it gets in a year.

• Write: tourism. Ask learners where they have heard the word tourism before. What does it describe? The city cleaned the streets to encourage tourism.

• Read the words together. Use I Do, We Do, You Do. • Ask learners to write the new words in Learner’s Workbook

92.2.

92.2 Writing

Write the new words.

Choose a word. Write it in a sentence.


Introduction

92.3 Reading: Liberia’s Natural Resources Liberia is rich. It has a lot of

natural resources. Natural

resources are materials and

minerals that are found in nature.

They are not made by human

beings.

It is important for every Liberian

to know about Liberia’s riches—its

natural resources. Among

Liberia’s many resources are our

rainforests.

Rainforests

Did you know that Liberia has one

of the largest rainforests in the world? Sixty percent of our land in Liberia is

forested. Forty percent of all the rainforest land in West Africa is in Liberia.

A rainforest is a forest that is green all year. It is called a rainforest because of the

high amount of rainfall it gets in a year.

The rainforest gives us many riches. About 200 different kinds of trees grow in

Liberia. Certain medicines are made from plants that grow in the rainforest. Many

special animals also live there, such as elephants, chimpanzees, pygmy hippos,

antelopes, and many birds.

Another source of money from the rainforest could be tourism. Tourists are people

from other countries who come to see the rainforest. Liberia may have more and

more tourists in the coming years.


Introduction

Protecting Our Rainforests

Rainforests play a big role

in our lives. We live on

them. They give us

oxygen. We need the

oxygen to breathe.

Rainforests supply us with

the materials to make our

homes, food, medicine,

and much more that we

need to live. They are the

home of plants and

animals. Plants that are important for medicines, and many other products not yet

discovered, could come from the rainforest. Rainforests help protect the world's

climate. The trees in the rainforest protect the environment of all of Africa.

Many Liberians worry about cutting down too many rainforest trees. We should

protect the trees because we will lose homes for animals if too many trees are cut

down. These animals would die, and many kinds would be wiped away. There would

be no more rainforest to give us all we need to live. When we cut down trees, we

should replant new ones.

ACTIVITY 4: SOUND IT OUT: CONSONANT DIGRAPHS LESSON 92

• Say: Today we will learn about consonant digraphs, which are 2 consonants that come together to make a different consonant sound.

• Write: S. Ask: Can anyone tell me what letter this is? Can anyone tell me the sound that the letter makes? That is right, /s/.

• Write: h. • Ask: Does anyone know what this letter is? Good! What sounds

does it make? /h/! • Ask: Now what do you think will happen when we put these 2

letters together? • Allow time for learners to share their answer. • Say: Correct; they will make a new and different sound. Who

can tell me what that sound is? You are right, /sh/, like in the word shell. Did everyone hear it? Let’s say the word 3 times

10 min


Introduction

(shell, shell, shell). Now I want you to say the sound s and h make together (/sh/, /sh/, /sh/). .

• Tell learners to turn to Learner’s Workbook 92.4. With the class, look at the consonant diagraph words in 92.4. Read the words with consonant digraphs: shoe, shark, shirt, sheep, fish, wash.

• Write on the board: The fish and shark shop for shirts and shoes.

• Use the I Do, We Do, You Do approach to read the sentence. • Ask learners to read the tongue twister to their partners. • Then reverse roles and have partners read it back to their

partners. • Say: Good. Now I want you to repeat it, but this time when you

read /sh/, I want you to put your finger to your lips like you are asking someone to be quiet.

• Say: I am going to say some words. If you hear the /sh/ in the word, put your finger to your lips like you are asking someone to be quiet.

• Read out the following words: flash, brush, comb, trash, sink, shoes, cow, sheep.

• Observe if learners are identifying the correct sound. • Repeat the activity, this time using the letters c and h to make

the sounds /ch/ and the words chicken, cheese, branch, chat, and chimp.

• Ask learners to read the words with sh and ch in 92.4.

92.4 Sound It Out: Consonant Digraphs

Read the sentence.

The fish and shark shop for shirts and shoes.

A digraph is a pairing of two letters that work together to make a single sound, like sh in

shell or fish. A digraph can be made up of vowels or consonants.

Read these words that you have learned:

shoe shark shirt sheep fish wash

chicken cheese chimp lunch branch chip


Introduction

ACTIVITY 5: INFORMAL ASSESSMENT LESSON 92

• Point to the sight words on the board. Ask learners to read them.

• Ask learners the following questions: What did you learn in today’s lesson? Explain a new word you learned today and use it in a

sentence.

5 min


• Discuss the Homework in 92.6. • Tell learners to write 3 short sentences using the new

vocabulary words.

5 min

92.5 Homework

Write 3 short sentences with these words: rainforest, tourism, and natural.


Introduction

Lesson 93: Adjectives


By the end of the lesson, learners will: • Compose sentences using sight words. • Read the story “Liberia’s Natural Resources.” • Explain what adjectives are. • Identify adjectives in sentences.


Read the lesson ahead of time, so you will be ready to teach it. Read the story “Liberia’s Natural Resources.” Practice reading the story aloud so you can read it slowly but naturally. Prepare flash cards for the Is This an Adjective game.

Activity Lesson 93: Adjectives Summary

Time (min)

1 Homework and Review Review the homework and previous lesson. 5

2 Sight Words Review sight words. 5

3 Reading Comprehension

Read “Liberia’s Natural Resources.” 10

4 Adjectives Review Review adjectives. 15

5 Informal Assessment Review lesson objectives and informal assessment.

5



Introduction

ACTIVITY 1: HOMEWORK AND REVIEW LESSON 93

• Review the homework. • Place learners in pairs. Ask each pair to read to each other

their homework sentences (from Lesson 92.6), which used rainforest, tourism, and natural.

• Ask 2 different learners (a boy and a girl) to share a sentence with the class.

• Ask learners for a volunteer to share today’s date. • Write the date on the board. • Introduce the lesson for the day. Say: We are going to:

Compose sentences using sight words. Read the story “Liberia’s Natural Resources.” Explain what adjectives are. Identify adjectives in sentences.

5 min


• Say: Let’s review some words we already know. • Play the game BUZZ with the words would, cold, first, found,

and buy. Follow the steps for playing the game as found in the Introduction.

5 min

ACTIVITY 3: READING COMPREHENSION LESSON 93

• Say: Today we are going to read the story “Liberia’s Natural Resources.”

• Say: We will continue to use the 3-Step Reading Approach in this class.

• Do the 1st reading. Read the story as learners follow in Learner’s Workbook 92.3.

• Do the 2nd reading using Echo Reading. • Discuss the story. Ask:

Why is Liberia rich? What percentage of land in Liberia is forest? How many types of trees grow in Liberia? What do we get from plants that grow in the rainforest? Why do Liberians worry about the rainforest? What should we do when we cut down trees? How do you feel about the rainforests in Liberia?

• Do the 3rd reading. Circulate the room listening to groups and individuals read.

10 min


Introduction

• Thank learners for their participation. Tell them they will continue to read the story in the next lesson.

ACTIVITY 4: ADJECTIVES REVIEW LESSON 93

• Say: A word that describes a noun or a pronoun is called an adjective. An adjective tells us how a noun or pronoun looks, feels, tastes, smells, or behaves.

• Write on the board the following sentences: The brown monkey lives in the green rainforest. The tall lady drove the blue car. The old dog slept on the soft chair.

• Have learners read the sentences aloud along with you. • Ask learners to think of adjectives they would use to describe

an apple. • Write learners’ suggestions on the board. Possible answers

might include green, red, tasty, sweet, sour, etc. • Repeat the activity with the noun blanket. Possible answers

might include soft, wool, knitted, etc. • Introduce the game Is This an Adjective. Explain that you will

point to words in random order. Teams must decide if the word is an adjective. If a team answers correctly, they get a point.

• Invite 4 learners (2 boys and 2 girls) to the board. • Make 2 teams with a boy and girl on each side. • Point to a word. Say the word. Ask the first team: Is this word

an adjective? If the team answers correctly, they get the point.

• Point to a new word, say the word, and ask the second team the same question.

• Continue playing until a team reaches 3 points. • Invite a new team to the board and play again.

15 min

Adjective: a word that describes a noun or a pronoun. The words blue in “the blue car,” deep in “the water is deep,” and tired in “I'm very tired” are adjectives. Is This an Adjective? game Possible words (adjectives are marked with an asterisk*)

Apple Dirty * Ball Bird Hot * Large * Car Long *

House Old * Table Pretty * Sad * Tree Sun


• Point to the adjectives on the board. Ask: What do adjectives do?

• Ask: What did you learn in today’s lesson? How did you feel during the lesson?

5 min


Introduction

What did you learn from the activities that you could apply to real life?


• Discuss the Homework in 93.1. • Tell learners to make a list of adjectives that describe a

person, a place, and an object in your community.

5 min

93.1 Homework

Make a list of adjectives that describe a person, a place, and an object in your

community.

Person Place Object

Example: My brother John Example: market Example: gate

Adjectives Adjectives Adjectives

Choose any 2 adjectives. Write sentences with each.


Introduction

Lesson 94: Comparative and Superlative

Adjectives


By the end of the lesson, learners will: • Identify sight words in the story “Liberia’s Natural Resources.” • Review adjectives. • Explain what comparative and superlative adjectives are. • Identify comparative and superlative adjectives in sentences.


Read the lesson ahead of time, so you will be ready to teach it. Review adjectives in the story “Liberia’s Natural Resources.” Prepare flash cards for the Is This an Adjective game. Prepare 3 lengths of string to demonstrate long, longer, and longest.

Activity Lesson 94: Comparative and Superlative Adjectives Summary

Time (min)

1 Homework and Review

Review the homework and previous lesson. 5

2 Sight Words Review sight words.

5

3 Reading Read “Liberia’s Natural Resources.” 10

4 English Introduce comparative and superlative adjectives. 15


Review lesson objectives and informal assessment. 5

6 Homework 5 TOTAL TIME (min) 45


Introduction


• Review the homework. • Place learners in pairs. Ask each pair to read their lists of

adjectives from their homework 93.4 with each other. Move around and listen to learners read their adjectives.

• Ask 2 different learners (a boy and a girl) to share their examples with the class.

• Introduce the lesson for the day. Say: We are going to stay with the story “Liberia’s Natural Resources.” We are going to return to the adjectives that we learned about. We are also going to learn about types of adjectives called comparative and superlative adjectives.

• Introduce the lesson objectives: Identify sight words in the story “Liberia’s Natural

Resources.” Review adjectives. Explain what adjectives are. Identify comparative and superlative adjectives in

sentences.

5 min


• Tell learners to turn to Learner’s Workbook 94.1. • Play the game Fastest Finger with the words buy, found, and

would.

94.1 Reading: Fastest Finger

1. I would like to visit the rainforest.

2. You need to save a lot of money to buy gold.

3. Gold, silver, and copper are found in Liberian mines.

4. Liberia is rich in minerals and resources.

5 min

ACTIVITY 3: READING: “LIBERIA’S NATURAL RESOURCES” LESSON 94

• Say: Today we are going to return to the story “Liberia’s Natural Resources.”

• Ask: Do you remember this text? What is it about? What are natural resources?

10 min


Introduction

What are the benefits of the rainforest? Why are rainforests called by that name? How can we protect the rainforests for the future?

• Introduce Read Aloud. Tell learners to find a partner. In pairs, they will read the story in Learner’s Workbook 92.3 aloud to each other. Move around to monitor reading. Randomly ask a pair to read a sentence you point to.

• After learners read the story aloud to each other, say: Now you can put the story in your own words. Retell the story to your partner.

• Call on 2 volunteers (a girl and a boy) to retell the story to the class. Tell them they each have 1 minute to retell the story.

• Ask each learner to write 2 sentences about the text in their Learner’s Workbook 94.2.

• After learners have completed this activity, ask for a volunteer to share their sentences.

94.2 Write 2 sentences about the story “Liberia’s Natural Resources.”

ACTIVITY 4: ENGLISH: COMPARATIVE AND SUPERLATIVE

ADJECTIVES

LESSON 94

• Say: We have learned about a type of word called an adjective.

• Ask: Do you remember what an adjective is? Pause for response.

• Say: An adjective is a word that describes a noun or a pronoun.

• Ask: Do you remember the Is This an Adjective game? Pause for response.

• Play the game Is This an Adjective with the class for 1 minute to review adjectives.

15 min

Comparative Adjectives – Comparative adjectives are used to compare differences between the 2 objects they modify (for example, larger, smaller, faster, higher). They are used in sentences where 2 nouns are compared.


Introduction

• Draw 2 circles on the board, 1 big and 1 small.

small big

smaller bigger

• Point to the big circle and say: This circle is ___________ than the other circle. Learners should say bigger. Then point to the small circle and say: This circle is ________ than the other one (smaller).

• Remind learners that when comparing 2 objects, people, or things, we can add -er to the end of a descriptive word such as big. When adjectives compare 2 persons, places, or things, we use the comparative degree.

• Draw 3 circles on the board, big, bigger, and biggest.

big bigger biggest

• Use the 3 pieces of string to teach long, longer, longest or short, shorter, shortest.

• Ask learners if they can think or any other examples. • Remind learners that when comparing 3 objects, we can also

add -est at the end—for instance, big, bigger, biggest. When adjectives compare 3 or more things, we use the superlative degree.

• Point to the small circle and say: This circle is big. Then point to the medium circle and say: This circle is bigger than the other one. Then point to the large circle and say: This circle is the biggest.

My house is larger than hers.

This box is smaller than the one I lost.

Superlative Adjectives – Superlative adjectives are used to describe an object that is at the upper or lower limit of a quality (the tallest, the smallest, the fastest, the highest). They are used in sentences where a subject is compared to a group of objects. My pumpkin is the largest one in our neighborhood.

This is the smallest box I’ve ever seen.

• Explain that now we are going to look at other words that are used for comparisons.

• Write these on the blackboard. They also are in Learner’s Workbook 94.3. Ask learners to read them aloud.


Introduction

94.3 Adjectives

General Statements Comparison Statements

Using Good, Better, and Best

The blue book costs 15

dollars.

The green book costs 10

dollars.

The red book costs 9 dollars.

The price of the blue book is

good.

The price of the green book

is better.

The price of the red book is

the best.

• Ask and explain: What words are describing the price of the books?

(good, better, best) What is the relationship between the books?

• Ask: Which book has the best price? • Say: To remember good, better, and best, you can learn this

poem: Good, better, best. Never let them rest. Till the good is better and the better is best.

• Ask: What would the sentences say if I DO NOT like the prices? (Write learners’ responses on the board.)

• Write on the board: The price of the red book is bad. The price of the green book is worse. The price of the blue book is the worst.

• Ask: Which price do I not like? (blue book). Which price is ok, not terrible? (green book).

• Write on the board:

Adjectives that Compare + - good bad better worse best worst

• Tell learners to turn to 94.4 in Learner’s Workbook. • Do the first 2 sentences in the exercise as a whole class.

Learners should do the rest individually. Review the answers with the whole class when learners finish. (Answers are bolded here for the teacher.)


Introduction

94.4 English: Good, Better, Best, Bad, Worse, Worst

Read the sentences below. Circle the correct form of good, better, and best or bad,

worse, and worst.

1. This is the (bad, worse, worst) movie I have ever watched.

2. Simi’s lunch is (good, better, best) than mine.

3. This gift is the (good, better, best) one I got.

4. Patrick’s news is (bad, worse, worst).

5. My brother can write (good, better, best) stories than my sister.

6. This book is (bad, worse, worst) than the one I read last week.

7. That cat is the (good, better, best) one in the yard.

8. My sister did a (bad, worse, worst) job than me.

9. This is (good, better, best) ice cream!

10. He is the (good, better, best) singer!


• Ask: What did you learn in today’s lesson? How did you feel during the lesson? What did you learn from the activities that you could

apply to real life?

5 min


• Discuss the homework in 94.5. • Tell learners to:

Read the list of words in the Word Bank. Find all the adjectives in the Word Bank.

5 min


Introduction

94.5 Homework

Find and circle all the adjectives in the Word Bank.

Word Bank

pretty the at orange what there his follow bird kite

little string white short when bright tail long friend

she sell ran hello tall small him move pink fuzzy big

yellow oat sky sweet boring drop wind home cloud

cold soft


Introduction

Lesson 95: Adjectives Review


By the end of the lesson, learners will: • Write a short piece about Liberia’s natural resources. • Identify adjectives, comparative adjectives, and superlative adjectives in sentences.


Read the lesson ahead of time, so you will be ready to teach it.

Activity Lesson 95: Adjectives Review Summary

Time (min)

1 Homework and Review Review the homework and previous lesson. 5 2 Sight Words Review sight words. 5 3 Writing Write a short piece about Liberia’s natural

resources. 15

4 Adjectives Review comparative and superlative adjectives.

10


5



Introduction


• Review the homework. • Say: We have been thinking a lot about the story “Liberia’s

Natural Resources.” We have also been learning about adjectives, both comparative and superlative, and consonant blends. Today we are going to going to review adjectives, write about Liberia’s natural resources, and learn a new consonant blend.

• Introduce the lesson objectives: Write a short piece about Liberia’s natural resources. Review identifying adjectives, comparative adjectives,

and superlative adjectives.

5 min


• Introduce the sight words. Say: Let’s review some of the sight words that we have seen in this unit so far.

• Hold up the would flash card. Ask: What is this word? • Say: Yes! The word is would. • Continue to review the other words on the flash cards.

5 min

New Words • Would • Buy • Cold • First • Found

ACTIVITY 3: WRITING LESSON 95

• Tell learners to turn to Learner’s Workbook 95.1 and discuss the rubric with them. Explain that they must introduce the topic, provide an opinion (what they like or don’t like) about Liberia’s natural resources, give a reason to support their opinion, and give a concluding statement.

• Ask learners if they have any questions. • Have learners complete Activity 95.2 in their workbooks. • Move around the classroom and monitor learners’ work. • After learners have finished writing, ask them to share with

their partners and review their work with the rubric. • Ask everyone to reflect on the writing exercise. Ask: Was it

easy or hard? Why? How did you feel about doing the writing exercise?

10 min


Introduction

95.1 Review your writing.

Standard My writing meets the

standard.

My writing does not meet

the standard, so I must

revise.

I introduced the topic.

I provided an opinion

about Liberia’s natural

resources.

I supplied a reason to

support my opinion.

I provided a concluding

statement or section.

95.2 Write about Liberia’s natural resources.

Introduction:

My opinion: I like or do not like

I like or do not like _________________________because ___________________

I think ___________________________________________________________

ACTIVITY 4: ADJECTIVES: COMPARATIVE AND

SUPERLATIVE ADJECTIVES

LESSON 95

• Say: We have learned about different types of adjectives. • Ask for volunteers to define adjectives. • Tell learners to turn to Learner’s Workbook 95.3 and read the

directions aloud. Do the example with the class. Ask learners if they understand the activity. If learners say no, review the activity again. Have learners work in pairs or as a group to complete the activity. Allow 5 minutes. Move around to monitor their work and provide help as needed.

10 min


Introduction

• After 5 minutes, go over their answers as a class. Call on volunteers, alternating boys and girls, to share their solutions. If an answer is wrong, call on another learner. Go over the correct answers. Explain to them as needed. Ensure that learners who made errors correct them in their workbooks.

95.3 In each sentence, circle the adjective.

Write comparative or superlative over each word.

1. The brown dog lives in the kennel.

2. Sonie’s book is the best book.

3. Sarah is taller than Joanna.

4. My chair is softer than yours.

5. The sly fox tricked the crow.

ACTIVITY 5: END-OF-WEEK SELF-ASSESSMENT LESSON 95

• Say various adjectives (smaller, taller, tallest, biggest, cleanest, nicest, shorter, louder) aloud. Ask learners if the adjective is comparative or superlative.

• Ask learners the following questions: a. What did you learn this week? b. What did you feel during these lessons? c. What did you learn from the lessons that you could apply

outside of school? • Show learners the self-assessment activity in 95.4. Read each

statement and ask them to or to describe how they feel about today’s lesson. Explain what each face means:

Not so well

OK

Well

5 min


Introduction

95.4 Self-Assessment

Unit 4 Lesson 95 – What I Can Do I can recognize consonant digraphs /sh/ and /ch/.

I can explain what an adjective is.

I can identify adjectives in sentences. I can write the words would, buy, cold, first, found.

I can write about Liberia’s natural resources. I can identify comparative and superlatives adjectives in a

sentence.



Read the sentences. Circle the adjectives.

5 min

95.5 Homework

In each sentence, circle the adjective.

1. The big cat sat down.

2. They ate a large cake.

3. The boy read a long book.

4. She put on her purple coat.

5. She had a hard test today.


Introduction

Lesson 96: Liberia’s Trees and Tree Crops


By the end of the lesson, learners will: • Read and write the sight words five, green, cut, today, and together. • Read words with consonant blends in which both sounds are heard. • Skim titles, headings, and visual cues to get the main idea of the information

presented in “Liberia’s Trees and Tree Crops.” • Read the informational text “Liberia’s Trees and Tree Crops.” • Answer comprehension questions about the informational text.


Read the informational text “Liberia’s Trees and Tree Crops” and be ready to discuss it with learners.

Preparation and Materials

• A ball for the game The Minister’s Cat

Activity Lesson 96: Liberia’s Trees and Tree Crops Summary

Time (min)

1 Introduction Introduce lesson objectives and warm-up activity. 5 2 Sight Words Introduce the sight words five, green, cut, today,

and together. 5

3 Sound It Out Introduce words with consonant blends in which both sounds are heard.

10

4 Reading Read “Liberia’s Trees and Tree Crops.” 15 5 Informal

Assessment Review lesson objectives and informal assessment. 5



Introduction


• Do the warm-up: The Minister’s Cat. Have learners form a circle.

• Say: Last week we learned about adjectives. Ask for a volunteer to provide the meaning of an adjective. Say: We are going to play a game called The Minister’s Cat. This is a fun way of developing vocabulary and understanding adjectives. The first person is given a ball and starts off by saying, “The minister’s cat is….” and has to think of an adjective to describe the cat beginning with adjective (e.g., angry). He or she hands the ball to the next person, who does the same but with the letter b, and so on around the circle.

• Ask: Can you think of an adjective that starts with b that might describe a cat? (Possible answers might include black, bold, brown, brave, and big.) Each time you receive the ball, you must say, “The minister’s cat is….” For example, you could say, “The minister’s cat is a crazy cat.” Then pass the ball to the next person, who might say, “The minister’s cat is a dangerous cat.”

• Play the game and continue until everyone has had a turn. • Introduce the lesson for the day. Say: We are going to read

and think about a story called “Liberia’s Trees and Tree Crops.” We are going to learn some new words to read and write.

• Introduce the lesson objectives: Read and write the sight words five, green, cut, today,

and together. Recognize words with consonant blends in which both

sounds are heard. Skim titles, headings, and visual cues to get the main idea

of the information presented in “Liberia’s Trees and Tree Crops.”

Read the informational text “Liberia’s Trees and Tree Crops.”

Answer comprehension questions about the informational text.

5 min


Introduction


• Say: Let’s review some words we already know. Teach the words five, green, cut, today, and together using I Do, We Do, You Do to read each word.

• Tell learners to practice reading the words in Learner’s Workbook 96.1.

5 min

Sight Words Five: John read five books. Green: The trees are green. Cut: I cut my finger. Today: We have school today. Together: Let’s read together.

96.1 New Words

Sight Words five green cut together today

ACTIVITY 3: SOUND IT OUT: CONSONANT BLENDS SL

AND BL

LESSON 96

• Say: We will now practice consonant blend words with sl and bl.

• Ask: What consonant blends did we practice last week? (/sh/ and /ch/) Can you give me examples of words with /sh/ and /ch/?

• Allow time for learners to answer. • Write: S • Ask: Can anyone tell me what letter this is? Can anyone tell me

the sound that the letter makes? That is right, /s/. • Write: L • Ask: Anyone know what this letter is? Good! What sounds does

it make? /l/! • Say: Correct. When /s/ and /l/ come together, you can still hear

both sounds, as in the word sleep. Did everyone hear it? • Write: SL • Ask: What sounds does SL make? /sl/! Let’s say the word sleep

3 times (sleep, sleep, sleep). Now I want you to say the sound s and l make together on its own. (/sl/, /sl/, /sl/). .

10 min

Word List • Sleep • Slow • Slide • Slipper • Slap • Slam • Blue • Blow • Black • Blink • Blue • Bleed • Blind • Block


Introduction

• Ask: Do you know any other words with the /sl/ sound? Can you give me examples of words with /sl/?

• Allow time for learners to answer. Possible answers may include slipper, slow, sleep, slide, and slap.

• Repeat the activity for the consonant blend /bl/. • Write: B • Ask: Can anyone tell me what letter this is? Can anyone tell me

the sound that the letter makes? That is right, /b/. • Write: L • Ask: Anyone know what this letter is? Good! What sounds does

it make? /l/! • Say: Correct. When /b/ and /l/ come together, you can still

hear both sounds, as in the word black. Did everyone hear it? • Write: bl • Ask: What sounds does bl make? /bl/! Let’s say the word black

3 times. (black, black, black) Now I want you to say the sound b and l make together on its own. (/bl/, /bl/, /bl/). .

• Ask: Do you know any words with the /bl/ sound? Can you give me examples of words with /bl/?

• Allow time for learners to answer. Possible answers may include blue, blow, black, blink, blue, bleed, blind, and block.

• Introduce the listening game Point to the Sound. Place a flash card with sl on one wall and a flash card with bl on the other wall.

• Say: I am going to say some words. When you hear the /sl/ sound, point to the sl flash card. When you hear the /bl/ sound, point to the bl flash card. Does everyone understand? Any questions?

• Remind learners that this activity helps them use their listening skills and that they should not copy what others are doing in class.

• Say: slipper, blue, blind, slow, sleep, black, blink, slide, bleed, slap. Allow time for learners to point to the flash cards between the words. Congratulate learners when they point to the correct sounds.

• Ask learners to read the words in the Learner’s Workbook 96.2.


Introduction

96.2 Sound It Out: Consonant Blends

Consonant blends are a collection of 2 or 3 different consonant

sounds that are each heard when the word is pronounced. For

example, let’s look at the word “sleep.” Both the letters “s” and

“l” are consonants. When the word sleep is pronounced, you can

hear the sounds of both of these letters, making it a consonant

blend.


slipper slow sleep slide slap

blue blow black blink blue bleed blind block

ACTIVITY 4: READING: “LIBERIA’S TREES AND TREE

CROPS”

LESSON 96

• Introduce the reading in 96.3. Say: We will read more about Liberia’s natural resources. Ask: What is the name of this story? (“Liberia’s Trees and Tree Crops”)

• Ask: What reading strategy did we practice last week? Skimming.

• Ask: Do you remember what skimming means? Allow time for learners to share their responses.

• Explain: To read a long paragraph, good readers skim through the paragraph. When you skim, you try to get the main idea by only reading part of the information. Good readers skim when they don’t have time to read everything.

• Ask learners to turn in their workbooks to the article “Liberia’s Trees and Tree Crops” in 96.3.

• Explain: This is a long article. You can learn about this article by looking at the picture and looking at the titles (or headings) inside the article.

• Ask learners to quickly skim the article “Liberia’s Trees and Tree Crops” for 2 minutes. Tell them to look at the pictures, title, bold writing, and main words.

• Tell them to write what they predict the reading will be about. Let 2 volunteers give their predictions.

• Tell them to write in their workbooks 2 things they learned about the article while skimming it.

15 min

New Words Rubber Timber Cacao

Invest: To put money and other materials into starting a business

Import: To buy goods or services from other countries

Export: To sell goods and services to other countries

Capital resource: Tools, machines, buildings, factories, and money that contribute to starting new businesses


Introduction

• Ask 2 or 3 volunteers to share what they wrote with the class. • Pre-teach new words. Read the full article aloud to the class. • Ask and have learners answer:

Did you learn more? Did skimming help you know ahead of time what they

were going to read and learn? • Ask learners to turn in their workbooks to the New Words

activity 96.4. • Have learners copy the new words and compose new

sentences using these words.

Income: Money coming in—for example, from doing a job or trade

96.4 New Words

Copy the words:

Write each word in a sentence of your own:

96.4 Reading: Liberia’s Trees and Tree Crops

Liberia Trees and Tree Crops

Here are some of the most important tree crops in Liberia. We sell some of them to

other countries as export crops. We use others to meet the needs of the Liberian

people.


Introduction

Rubber

Rubber is Liberia's largest export

crop. When we sell goods to other

countries, we say we export them. The

money Liberia gets from selling rubber

becomes a capital resource. We use it

to build schools, pay for goods we

must buy from other countries, and

invest in our economy.

The need for rubber is still growing. It

is used to make rubber gloves for hospitals, tires for cars, dishes, and other things.

Most rubber trees are grown on big farms called plantations. They hire many

workers. Small farmers also tap rubber trees. Often, they sell to the big plantations.

The big rubber farms (called plantations) in Liberia are now being rebuilt. More

money is starting to come back in from this export, and the need for rubber is still

growing.

Currently, there are two levels of rubber production: the farmers with smaller farms

who sell their product at very low prices, and the large rubber plantations that buy

and export. There are places nearby they can take it to sell. Middlemen also take

Firestone and other trucks to communities to buy the raw rubber.

Timber for Building and Furniture

Thirty years ago, timber, or logs from big trees, was Liberia's third-largest export.

To keep too many trees from being cut down, there was a ban on selling timber

during the war. It was against the law to export timber. Today Liberia is again

selling wood, such as mahogany, teak, ironwood, walnut and other kinds of wood.

We use the wood to build houses and to make tables, chairs, and other furniture. It

is a good source of income (money coming in) for Liberia. However, many Liberians

worry about cutting down too many trees. The trees in the rainforest protect the

environment of all of Africa. If we cut down all our trees, we will lose our best

resource and hurt the land. When we cut down trees, we should replant new ones.


Introduction

Using the Palm Tree

The oil palm tree is found everywhere in Liberia.

Liberians use every part of an oil palm tree. We

make palm oil to use and to export. We make

thatch roofs, brooms, baskets and fish nets from

the leaves. We make palm wine from the palm

tree. We make palm butter and soap from palm

nuts. There is always a need for the many things

made from palm.

Cocoa Trees – A Crop for the Future

Cocoa trees grow in plantations on the higher lands of Liberia. We get food and

other products from cocoa. We get chocolate, body cream and lotion, cocoa drink,

and candies from the seeds in the cocoa pods. Many NGOs are helping people to

regrow cocoa trees as an export crop. It takes about seven years for a cocoa tree to

grow, so new businesses must find ways to make a living while the trees grow.



• Ask different learners, including an equal number of girls and boys, to do one of the following:

Pull a sight word flash card from the stack and read it. Write a word with /sl/ and /bl/.

5 min



Write 4 short sentences. Each sentence should have a word with the consonant blend /sl/ or /bl/. Learners can look at 96.2 for ideas of words with consonant blends /sl/ or /bl/.

Practice reading the informational text “Liberia’s Trees and Tree Crops.”

• Explain that learners need to practice at home by doing the homework. Tell them that you will check their homework during the next class. This should be their own work and should not be completed by someone else or copied!

5 min


Introduction

96.5 Homework

Write 4 short sentences that have a word with the consonant blend /sl/ or /bl/.

You can refer to the chart in 96.2 for suggestions on these words.


Introduction

Lesson 97: Adverbs of Time


By the end of the lesson, learners will: • Compose sentences using the sight words five, green, cut, today, and together. • Read words with consonant blends in which both sounds are heard. • Read the informational text “Liberia’s Trees and Tree Crops.” • Identify when to use adverbs of time.


Reread the informational text “Liberia’s Trees and Tree Crops.” Practice reading the informational text aloud so you can read it slowly but naturally.

Activity Lesson 97: Adverbs of Time Summary

Time (min)



2 Sight Words Play the game Buzz. 5

3 Sound It Out Review words with consonant blends in which both sounds are heard.

5


Read “Liberia’s Trees and Tree Crops.” 10

4 English Introduce adverbs of time. 10


Review lesson objectives and informal assessment.

5



Introduction


• Review the homework. • Ask learners for a volunteer to share today’s date. • Write the date on the board. • Introduce the lesson for the day. Say: In our last lesson, we

read about trees in Liberia. Today we are going to discuss more about trees and our environment. We will also learn about adverbs of time.

• Introduce the lesson objectives: Compose sentences using the sight words five, green,

cut, today, and together. Read words with consonant blends in which both sounds

are heard. Read the informational text “Liberia’s Trees and Tree

Crops.” Identify when to use adverbs of time.

5 min


• Review the sight words from the previous lesson. • Say: Let’s review some words we already know. • Play the game Buzz. Follow steps for playing the game as found

in the Introduction under Games.

5 min

Sight Words Five: John read five books. Green: The trees are green. Cut: I cut my finger. Today: We have school today. Together: Let’s read together.

ACTIVITY 3: SOUND IT OUT: WORDS WITH CONSONANT

BLENDS IN WHICH BOTH SOUNDS ARE HEARD

LESSON 97

• Say: We looked at words with consonant blends in which both sounds are heard. For example, slide and blue have consonant blends in which both sounds are heard.

• Ask: Can you remember other words that have a consonant blend in which both sounds are heard?

• Say: Look at your homework in Learner’s Workbook 96.6. Choose one of your sentences and read it aloud to your partner. Your partner will write the sentence in their Learner’s Workbook 97.1. Feel free to ask your partner for help in

5 min

Word List Sleep Slow Slide Slipper Slap Slam

Blow Black Blink Blue Bleed Blind


Introduction

spelling the words. Next, underline the word with the consonant blend.

• Ask for learners to share examples. Write their examples on the board.

Blue Block

97.1 Listen to your partner read a sentence from the previous lesson’s

homework.

Write that sentence. Underline the word with the consonant blend.

ACTIVITY 4: READING COMPREHENSION: “LIBERIA’S TREES

AND TREE CROPS”

LESSON 97

• Say: Today we are going to return to the informational text “Liberia’s Trees and Tree Crops.” Today you will be reading in small groups.

• Form groups of 2 or 3. Have learners turn to 96.3 in their workbook.

• Ask them to select 1 of the 4 parts of the article: “Rubber, Timber for Building and Furniture,” “Using the Palm Tree,” or “Cacao Trees – A Crop for the Future.”

• Ask them to read the selection aloud to one another. Make sure groups don’t all select the same section; all 4 kinds of tree crops should be selected. You may need to assign them. Walk around to make sure they are doing the reading correctly.

• Go over the exercise with the group, calling on a few groups to talk about the tree crop they selected. Ensure that groups report on all of the trees in the article

• When finished reading, each group should answer the questions about the tree crop they read about and complete the activity 97.2, Trees in Your Community. Ask learners to think about the trees in their community with their partner or group members. Ask them to make a list of the trees around them, the ways they are used, and the jobs they support in activity 97.3 in Learner’s Workbook.

10 min


Introduction

• Ask a volunteer from each group to share what they wrote about their tree crop with the class. Ask others who worked on the same tree crop to add any new ideas not said by the other group.

97.2 Read the Article

Select one of the trees in the article to read about. In your group, read your selection to

each other.

Discuss and complete these sentences about the tree you read about:

1. My group read about the _____________________________ tree.

2. The main product from the tree is________________________, which is

(exported from/used) in Liberia).

3. In our community, one product we use from our tree is

________________________.

97.3 Trees in Our Community

Stop and talk about the trees that grow near you.

1. Name the trees you know about.

2. Write the names of the trees.

___________________ ___________________

_________________ ___________________

3. Write down what you use each tree for. Do you use it to live? Do you use it as a cash

crop? What jobs does it support?

Name of Tree

How We Use It Jobs It Supports


Introduction

ACTIVITY 4: ADVERBS OF TIME LESSON 97

• Say: Adverbs of time tell us when an action happened, for how long, or how often.

• Write on the board the words now, tomorrow, tonight, yesterday, then, and today.

• Read the words with learners. • Ask learners to give examples of how the words are used in

sentences. • Allow time for learners to share their sentences. • Say: Now, tomorrow, tonight, yesterday, then, and today are

adverbs of time. • Ask: What are other examples of adverbs of time? • Write examples on the board. • Tell learners to turn to Activity 97.4. Ask learners to work in

pairs to complete the sentences using the correct adverb of time.

• Explain to learners that 1 of the sentences could have more than 1 possible answer (I was late for school today/yesterday.)

10 min

Adverbs of Time • After • Always • Before • During • Often • From time to time • Last week • Long ago • Never • Sometimes • Soon • Today • Tomorrow • Usually • Yesterday

97.4 Fill in the sentence using the correct adverb of time.

now then tomorrow tonight today yesterday

I was late for school _________________.

It was Saturday _________________. Our school was closed.

Today is Monday. _________________ is Tuesday.

There will be a full moon _________________.

“_________________, take out your Learner’s Workbooks,” said the teacher.

First, I washed my hands. _________________, I dried them with a towel.


• Ask different learners, including an equal number of girls and boys, to do one of the following:

Pull a sight word flash card from the stack and read it. Compose a sentence using now, then, tomorrow, tonight,

today, yesterday. Explain what an adverb of time is.

5 min


Introduction


• Discuss the homework in 97.5. • Tell learners to write sentences about themselves using the

adverbs of time.

5 min

97.5 Homework

Practice writing your own sentences using the adverbs tomorrow, yesterday, and

tonight. Remember to use the correct verb tense.

1. ____________________________________________________________________

2. ____________________________________________________________________

3. ____________________________________________________________________


Introduction

Lesson 98: Adverbs of Place


By the end of the lesson, learners will: • Identify the sight words in the informational text “Liberia’s Trees and Tree Crops.” • Retell the informational text “Liberia’s Trees and Tree Crops” in their own words. • Explain what adverbs of place are. • Write sentences using adverbs of place.


Prepare flash cards for new vocabulary words, sight words, and adverbs of place.

Activity Lesson 98: Adverbs of Place Summary

Time (min)



2 Sight Words Review sight words. 5 3 Reading Read “Liberia’s Trees and Tree Crops.” 15 4 Adverbs of Place Identify adverbs of place in sentences. 10 5 Informal

Assessment Review lesson objectives and informal assessment.

5

6 Homework 5 TOTAL TIME (min) 45


Introduction


• Review the homework. • Ask learners for a volunteer to share today’s date. • Write the date on the board. • Introduce the lesson for the day. Say: We are going to stay

with the informational text “Liberia’s Trees and Tree Crops.” We will also review adverbs of time and look at new adverbs called adverbs of place.

• Introduce the lesson objectives: Identify the sight words in the informational text “Liberia’s

Trees and Tree Crops.” Retell the informational text “Liberia’s Trees and Tree

Crops” in your own words Explain what adverbs of place are. Write sentences using adverbs of place.

5 min


• Tell learners to turn to Learner’s Workbook 98.1. • Play the game Fastest Finger with the sight words taught in this

unit. • Tell learners to turn to Learner’s Workbook 96.3, “Liberia’s

Trees and Tree Crops.” • Explain to learners that you will say one of the new words we

reviewed today in class. When you say the word, they must try to find the word in the informational text as quickly as possible. They should point to the word with their finger and raise their hand in the air so that you can check if they found the correct word.

5 min

Sight Words taught in this unit: five green cut together today would buy cold first found

98.1 Fastest Finger: Sight Words


five cut green today first

together would buy cold found


Introduction

ACTIVITY 3: READING: “LIBERIA’S TREES AND TREE CROPS” LESSON 98

• Say: Today we are going to return to the informational text “Liberia’s Trees and Tree Crops” in Learner’s Workbook 96.3.

• Ask: Do you remember the title of this story? What are other possible titles that the informational text could have? Have learners write 2 different possible titles for the informational text in Learner’s Workbook 98.2. Ask learners to share their ideas for other titles.

• Introduce Read Aloud. Say: Choose your favorite part of “Liberia’s Trees and Tree Crops.” In pairs, have learners read their favorite part of the informational text aloud to each other.

• Say: Now, you can put the informational text in your own words. Retell the informational text to your partner.

• Ask: If you only had 2 sentences to retell this text to a stranger, what would you say? Ask each learner to write 2 sentences about the informational text in Learner’s Workbook 98.3.

• After learners have completed this activity, ask for 2 volunteers, a boy and a girl, to share their sentences.

15 min

98.2 Write other possible titles.

Write 2 other possible titles for the information text “Liberia’s Trees and Tree Crops.”

98.3 Retell the informational text.

Retell the informational text “Liberia’s Trees and Tree Crops” in 2 sentences.


Introduction

ACTIVITY 4: ADVERBS OF PLACE LESSON 98

• Ask: Do you remember what an adverb of time is? Allow time for learners to respond.

• Say: Today we will learn about a type of adverb called an adverb of place.

• Ask: Can you guess what an adverb of place does in a sentence?

• Say: Adverbs of place mainly modify verbs and tell us where something happens.

• These simple rules for adverbs of place will help you to use them the right way:

• An adverb of place always talks about the location where the action is being carried out.

• Adverbs of place can be directional—for example, up, down, around, away, north, southeast.

• Adverbs of place can refer to distances—for example, nearby, far away, apart.

• An adverb of place can indicate an object’s position in relation to another object—for example, below, between, above, behind, through, around.

• Many adverbs of place indicate movement in a particular direction and end in the letters -ward or -wards, for example, toward, forward, backward, homeward, westward, eastwards, onwards.

• Refer learners to the text in Learner’s Workbook 98.4. • Ask them to read the list of adverbs of place. • Ask learners to choose a word from the list and use it in a

sentence. • Repeat this activity a few times. • Ask learners to circle all the adverbs of place in the text.

10 min

Adverbs of Place • About • Above • Away • Back • Behind • Below • Down • Downstairs • East • Far • Here • In • Indoors • Inside • Near • Nearby • Off • On • Out • Outside • Over • There • Towards • Under • Up


Introduction

98.4 English

Read the adverbs of place.

• About

• Above

• Away

• Back

• Behind

• Below

• Down

• Downstairs

• East

• Far

• Here

• In

• Indoors

• Inside

• Near

• Nearby

• Off

• On

• Out

• Outside

• Over

• There

• Towards

• Under

• Up

Read the sentences. Circle the adverbs of place in the sentences.

1. I searched for you everywhere.

2. The toy is on the floor.

3. They went east.

4. May I go out?

5. She came forward.

6. We have been living here for a year.

7. My coat is behind the door.

8. She drove towards the town.


• Ask: Explain what an adverb of place is. Compose a sentence using an adverb of place. Identify one thing they have learned from the text

“Liberia’s Trees and Tree Crops.”

5 min


• Discuss the homework in 98.5. • Tell learners to fill in the chart of adverbs of time and place.

There are examples included.

5 min


Introduction

98.5 Homework

Sort the words into 2 groups: adverbs of time and adverbs of place.

Word Bank

there, yesterday, sometimes, inside, outside, now, soon, never, today, everywhere,

always, often, near, before, here, after, downstairs, usually, always, around

Adverbs of Time Adverbs of Place

Example: yesterday Example: inside


Introduction

Lesson 99: Adverbs of Manner


By the end of the lesson, learners will: • Spell the sight words using Look, Say, Cover, Write, and Check. • Identify adverbs of manner in sentences. • Complete sentences using the correct adverb. • Independently read “Cooking Chicken Soup.”


Prepare sight word flash cards. Read the lesson ahead of time, so you will be ready to teach it.

Activity Lesson 99: Review Adverbs of Manner Summary

Time (min)



2 Sight Words Spell the sight words. 10

3 Adverbs of Manner Identify adverbs of manner. 10

4 Reading Read “Cooking Chicken Soup.” 10



5

6 Homework 5

TOTAL TIME 45


Introduction


• Review the homework. • Ask learners for a volunteer to share today’s date. • Write the date on the board. • Introduce the lesson for the day. Say: We have been learning

about adverbs of place and time. Today we are going to learn about adverbs of manner.

• Introduce the lesson objectives: Spell the sight words using Look, Say, Cover, Write, and

Check. Identify adverbs of manner in sentences. Complete sentences using the correct adverb. Read “Cooking Chicken Soup” by yourself.

5 min


• Say: Let’s review some of the sight words that we have seen in this unit so far.

• Use Look, Say, Cover, Write, and Check in your Learner’s Workbook 99.1.

10 min

Sight Words • five • green • cut • today • together

99.1 Look, Say, Cover, Write, and Check

Sight Words Write. Practice writing the sight word here.

together

today

green

Five

Cut


Introduction

ACTIVITY 3: ADVERBS OF MANNER LESSON 99

• Say: We have learned about adverbs of time and place. An adverb tells us more about the verb.

• Ask: What are examples of adverbs of time and place? • Write on the board the following sentences.

The girls ran quickly. The girls were tired, so they ran more slowly than before.

• Explain that adverbs of manner describe how something happens.

• Ask learners to read the sentences. • After they have read the sentences, ask learners to describe

how the girls ran in the first sentence (quickly). • Explain: Run is the verb. The adverb of manner is quickly. It

tells us how the girls ran. • Ask learners to describe how the girls ran in the second

sentence (slowly). • Explain: The adverb of manner is slowly. It tells us that the

girls are running, but they aren’t running as fast as they were before.

• Tell learners to turn to Learner’s Workbook 99.2. Instruct them to write the correct adverb to complete each sentence.

• After learners are finished, review the correct answers together as a class.

10 min

Common Adverbs of Manner

• Angrily • Badly • Beautifully • Calmingly • Carefully • Cautiously • Cleverly • Dangerously • Eagerly • Excitedly • Foolishly • Fast • Furiously • Greedily • Happily • Hard • Hurriedly • Kindly • Nervously • Politely • Quickly • Quietly • Secretly • Silently • Slowly • Softly • Stupidly • Unhappily • Well


Introduction

99.2 Adverbs of Manner

Choose the correct adverb to complete the sentence. You will only use each adverb

once.

Adverbs of Manner quickly loudly politely quietly

slowly carefully

The thief walked in the bedroom ________ so that nobody could hear him.

Sarah __________ asked the man to close the window because she was very

cold.

All the students should do their homework __________ if they want to be

successful.

Be quiet! You are speaking too __________. The baby is sleeping in the next

room.

This bus is going so __________. We’ll never get there on time.

He solved the exercises _______ because they were very easy.

ACTIVITY 4: INDEPENDENT READING LESSON 99

• Tell learners to turn to their Learner’s Workbooks 99.3. Introduce the independent reading activity.

• Explain: You have 5 minutes to read the text. Then we will discuss comprehension questions.

• Allow time for learners to read the text. • Discuss the text with learners. Ask the following

comprehension questions: What is the story about? How many people are in the story? What are they cooking? What did they put in the soup by accident? What did their brother say? What do you think will happen next?

10 min

• Encourage creativity


Introduction

99.4 Independent Reading

Cooking Chicken Soup

Today I helped my brother cook the food. I went outside to get some firewood and lit

the fire. We carefully cut the vegetables and slowly placed them into a boiling pot of

water. Next, we quickly fried the chicken and patiently let it cook through. I waited

for my next job, which was to sprinkle salt and seasonings gently into the soup. I

stayed far away from the flames as I stirred the hot soup. I lifted the spoon up to my

lips to taste the soup. Uggh! The soup tasted awful. I had accidentally poured in too

much salt. I quietly told my brother my mistake, and he kindly told me he had made

the same mistake when he was learning to cook. “You can try again tomorrow,” he

said.


• Ask learners the following questions: Spell a sight word from today’s lesson. Explain what an adverb of manner is. Say something about the story “Cooking Chicken Soup.”

5 min


• Discuss the homework in 99.4. Tell learners to complete the sentences using words that tell more about the verbs.

5 min

99.4 Homework

Complete the sentences using words that tell more about the verbs.

1. I run _____________.

2. They look _________.

3. A dog barks __________.

4. We talk ___________.


Introduction

Lesson 100: Writing about My Day


By the end of the lesson, learners will: • Complete dictation exercises using sight words, consonant blends, and new

vocabulary words. • Write about their daily routine.



Activity Lesson 100: Writing About My Day Summary

Time (min)



2 Sound It Out/ Spelling/Dictation

Review sight words, consonant blends, and new vocabulary words.

15

3 Writing Have learners write about what they did yesterday.

15



5

5 Homework 5

TOTAL TIME 45


Introduction


• Review the homework. • Ask learners for a volunteer to share today’s date. • Write the date on the board. • Introduce the lesson for the day. • Introduce the lesson objectives:

Complete dictation exercises using sight words, consonant blend words, and new vocabulary words.

Write more about what you did yesterday.

5 min

ACTIVITY 2: SOUND IT OUT / SPELLING / DICTATION LESSON 100

• Tell learners to turn to Learner’s Workbook 100.1. • Say: I will read a word or a sentence. You should write it on the

lines provided. • Read aloud these words and sentences:

five green today The shark and the fish sleep in the sea. The blue slipper was too small. The black cat ran after the bluebird. There are many trees in the rainforest.

• After finishing dictation, review the words and sentences together. Ask volunteers to write them on the board.

15 min

100.1 Dictation

Write the word or sentence read by the teacher. 1. _________________________________

2. _________________________________

3. _________________________________

4. _________________________________

5. _________________________________

6. _________________________________

7. _________________________________


Introduction

ACTIVITY 3: WRITING: MY DAY LESSON 100

• Say: In our last class, we read about cooking chicken soup. The writer used adverbs of time, place, and manner to make the story interesting to read.

• Say: Take a moment to think about what you do every day. • Ask: What do you do at home? How do you help with chores?

Whom do you play with? What games do you play? • Ask learners to write 3 things they did yesterday in Learner’s

Workbook 100.2. In their sentences they should include what they did, whom they were with, how it happened, and when it happened.

• Remind learners to use adverbs of time, manner, and place to make their writing interesting. Also remind learners to write complete sentences, to begin their sentences with capital letters, and to end their sentences with the correct end mark.

• Ask learners if they have any questions. • After learners have finished writing, ask them to share with

their partner and review their work with the rubric in 100.3. • Ask everyone to reflect on the writing exercise. Ask: Was it

easy or hard? Why? How did you feel about doing the writing exercise? What is special or different about you?

• Next, ask volunteers to share with the class their stories about what they did yesterday.

15 min

• Encourage openness and creativity.

100.2 My Day

Write 3 things that you did outside of school yesterday. Write complete sentences.

______________________________

______________________________

______________________________

Write about what you did yesterday in complete sentences. Remember to use adverbs

of time, manner, and place to make your writing interesting.


Introduction


Standard My writing meets

the standard.



revise.


I used adverbs of time (described

when it happened).

I used adverbs of manner

(described how it happened).

I used adverbs of place

(described where it happened).

ACTIVITY 4: END-OF-UNIT SELF-ASSESSMENT LESSON 100

• Ask for volunteers to share strategies that helped them during the dictation exercise.

• Ask learners the following questions: What did you learn this week? How did you feel during these lessons? What did you learn from the lessons that you could apply



Not so well OK Well

5 min


Introduction


Unit 4 Lesson 100 – What I Can Do I can spell the words five, green, cut, today, and together. I can identify the consonant blends sl and bl. I can identify when to use adverbs of time. I can answer questions about the information text “Liberia’s

Trees and Tree Crops.”

I can write sentences using adverbs of place. I can complete sentences using the correct adverb of manner. I can complete dictation exercise sentences. I can write about my day.



Read their writing to a family member. Interview them about their day. Write about what they did.


5 min

100.5 Homework

Read your writing to a family member.

Interview them about their day.

Write about what they did. Use adverbs in your sentences.


Introduction

Lesson 101: Liberia’s Water and Mineral

Resources (Part 1)


By the end of the lesson, learners will: • Identify adverbs of degree. • Skim title, headings, and visual cues in longer, more difficult texts to get the main

idea (or gist) of the information presented. • Explain new vocabulary in “Liberia’s Water and Mineral Resources.” • Read words with consonant blends in which both sounds are heard (e.g., /gr/ and

/fr/).


Review the story “Liberia’s Water and Mineral Resources.” Make flash cards with gr and fr.

Activity Lesson 101: Liberia’s Water and Mineral Resources (Level 1)

Summary

Time (min)

1 Introduction Introduce lesson objectives. 5

2 English Introduce adverbs of degree. 10

3 Reading Skim-read “Liberia’s Water and Mineral Resources.” 10

4 Sound It Out Introduce consonant blends in which both sounds are heard (e.g., gr and fr).

10





Introduction


• Welcome learners. • Ask the learners for a volunteer to share today’s date. • Write the date on the board. • Introduce the lesson objectives:

Explain the meaning of adverbs of degree. Skim title, headings, and visual cues in longer, more

difficult texts to get the main idea (or gist) of the information presented.

Explain new vocabulary in the text “Liberia’s Water and Mineral Resources.”

Read words with the consonant blends in which both sounds are heard (e.g., gr and fr).

5 min

ACTIVITY 2: ENGLISH: ADVERBS OF DEGREE LESSON 101

• Say: We have learned about a type of word called an adverb. • Ask: What is an adverb? An adverb tells you more about the

verb. • Say: There can be different types of adverbs. An adverb tells

you more about a verb. • Write on the board: She ran. • Ask the class to read the sentence. • Explain: This sentence does not have an adverb. When I add

an adverb, it usually tells us when, where, how, in what manner, or to what extent the action is performed. Here are some examples of adverbs modifying verbs:

How: She ran quickly. Write the sentence on the board and read it with learners. Repeat the activity with the following sentences.

When: She ran yesterday. Where: She ran here. In what manner: She ran barefoot. To what extent: She ran fastest.

• Ask: Can you think of other examples of adverbs that would tell us more about how she ran?

• Say: Today we are going to learn about adverbs of degree. Adverbs of degree tell us about the intensity of something. The words too, enough, very, and extremely are examples of adverbs of degree.

10 min


Introduction

• Tell learners to turn to Learner’s Workbook 101.1. Read the examples with the class.

• Have learners work in pairs or groups to complete the activity. Allow 5 minutes. Move around to monitor and provide help as needed.

• After 5 minutes, go over the answers with the class. Call on volunteers, alternating boys and girls, to share their answers. If an answer is wrong, call on another learner. Go over the correct answers. Explain as needed. Ensure that learners who made errors correct them in their workbooks.

101.1 Adverbs of Degree

Adverbs that answer the questions “how much?” or “to what extent?” are known as

adverbs of degree.

For example,

The view from the top of the mountain is very beautiful.

The adverb very is an adverb of degree that modifies the adjective beautiful.

Why are you eating the soup so quickly?

The adverb so is an adverb of degree that modifies the adverb quickly.

I totally enjoyed the ride.

The adverb totally is an adverb of degree that modifies the verb enjoyed.

Here are other examples:

She has almost finished.

She is running very fast.

You are walking too slowly.

You are running fast enough.

He was just leaving.

She has almost finished.

Read the sentences below.

Fill in the spaces with a word from the box that best completes each sentence: almost,

very, just, completely, extremely.

The train _________ left 5 minutes ago. (just)


Introduction

I emptied my bag _________. (completely)

The runner _________ made it to the finish line. (almost)

Playing with snakes is _________dangerous. (extremely/very)

Katie is _________ good at reading. (very)

ACTIVITY 3: READING: “LIBERIA’S WATER AND MINERAL

RESOURCES”

LESSON 101

• Say: Last week we read about Liberia’s trees and tree crops. • Ask:

What resources did we learn about in our last lesson? What are some of the trees we learned about? (rubber,

coffee, palm, cacao) How are these trees used in our community?

• Say: We also practiced a reading strategy called skimming. Who can explain why good readers skim a text?

• Allow time for learners to respond. Possible answers might include that you can learn about a text by looking at the pictures and titles inside the story or text. When reading a long paragraph, good readers skim through the paragraph. When you skim, you try to get the main idea by only reading part of the information. Good readers skim:

When they don’t have time to read everything. To decide if this reading has the information they are

looking for. When they want to predict what the text is about.

• Say: Today we are going to read more about Liberia. We are going to read about Liberia’s water and mineral resources.

• Tell learners to turn to Learner’s Workbook 101.2. Read the directions aloud. Quickly skim the article for 2 minutes, looking at the title, bold writing, and main words, and then predict what the reading will be about.

• After 2 minutes, ask learners to share their predictions. • Review the new vocabulary words. • Write the word travel on the board. • Ask: Do you know the meaning of travel? If learners cannot

identify the meaning of the word, give learner-friendly definitions. Use the word in a sentence. Say: People travel to and from work every day.

• Ask learners to compose a sentence with the word travel.

10 min

New Words

Travel: to move from one place to another

River: a long wide body of freshwater that flows across the land into another body of water

Creek: a smaller body of water. When creeks meet and join, they form a river. Rivers join together to form larger rivers.

Flow: to run from one point to another

Inland: inside part of the country; not near the sea

River source: the place where the river begins

Irrigation: a system of providing water for crops by using water from the rivers


Introduction

• Repeat the steps for the other new words. • Ask learners to write the new words in Learner’s Workbook

101.3. • Call for volunteers, both girls and boys, to read their sentences

aloud.

101.2 Reading

Liberia’s Water and Mineral Resources

PART 1: WATER RESOURCES

Liberia has 3 main kinds of water resources: our rivers, our ocean, and our rainfall.

Liberia’s Rivers

Rivers give Liberians a way to

travel (transportation), water to

drink, and water to wash with.

Rivers are also used for fishing as a

way to make money. The map

below shows many of the biggest

rivers in Liberia. There are also

smaller creeks that come out of the

bigger rivers. The rivers all have their source in the mountains in inland Liberia. They

all flow into the Atlantic Ocean.

Inland Fishing

Fishing in rivers is called inland fishing. It is a source of income and food. More and

more Liberians are making fish farms and starting inland fishing businesses.

The Atlantic Ocean

The Atlantic Ocean is a major resource for Liberia. An ocean is a very large body of

salt water found on the Earth’s surface. The ocean that surrounds Liberia’s coastline

is called the Atlantic. Liberia has over 130 miles of coastal land (land next to the

ocean). Look at this picture of Liberian counties. It shows the many counties that

have coastal land. Can you name these counties?


Introduction

Sea Fishing as a Business

Sea fishing is a main source of income on the coast. If fishers have the money to

invest, they can buy boats or canoes. This lets them make more money and create

jobs for other fishers. Or, they can make or buy small houses or drums to smoke the

fish. The price of dried or smoked fish is lower than that of fresh fish, but the fish

can keep longer. Fishers can save dried fish until the price goes up.

Rainfall for Growing Crops

Rainfall is also an important resource for Liberia. Many countries in Africa have

problems growing crops because they do not have enough rain. Their crops do not

grow as well as they do in Liberia. They have to use water they bring from the river.

(This process is called irrigation.)

Liberia has some of the highest rainfall of any country in Africa and the world.

Although there is sometimes too much rain (flooding), it usually is a good resource

for farming.


Introduction

PART 2: LIBERIA’S MINERAL RESOURCES

Liberia has many kinds of minerals. Many of our minerals are in our mountains.

Minerals are a lot like rocks but are usually made up of just one kind of nonliving

substance or material. Minerals are used to make building materials, medicines, or

other things. Today Liberia exports most of the minerals we mine. We don’t yet have

the money to build factories to make things from the raw minerals, such as turning

iron ore into steel or making gloves from rubber. Iron ore is an important mineral in

Liberia.

Iron Ore

At one time, iron ore was Liberia’s biggest export. In the past, one of every 10

pounds of iron ore in the world came from Liberia. It was used to make steel for the

construction of buildings. It was mined by companies from Sweden and Germany,

taken by railroad to the coast, and exported in large ships. The companies gave

Liberia money for the right to mine.

After the war, we did not export iron ore. This is one of the reasons why Liberia has

had less money to invest in building the country. In the past, money from exporting

iron ore was used to help build schools and roads and pay government workers.

Gold and Diamond Mining

Liberia still has some gold and diamonds in the sands at the bottom of some streams.

During the war there was much fighting over the diamond and gold mines. Now there

are fewer jobs mining gold and diamonds.

Other Important Minerals: Tin, Bauxite, Manganese, Limestone and Sand

Liberia has many other minerals. For example, bauxite is mined and used to make

aluminum. Tin is mined for use in building and to make tin cans. Manganese is mined

to use in fertilizer. As more rebuilding goes on in Liberia, the need for limestone and

sand to make cement is growing.

This is a growing small business for many Liberians.


Introduction

101.3 New Vocabulary Words

travel

river

creeks

flow

inland

river source

irrigation

________________________

________________________

________________________

________________________

________________________

________________________

________________________

Write 1 of the new words in a sentence.

ACTIVITY 4: SOUND IT OUT: CONSONANT BLENDS LESSON 101

• Ask: What consonant blends did we practice last week? /sl/ and /bl/. Can you give me examples of words with /sl/ and /bl/?

• Allow time for learners to answer. • Write: g. Ask: Can anyone tell me what letter this is? Can

anyone tell me the sound that the letter makes? Learners may give 2 answers—g as in golf (hard g) or g as in age (soft g).

• That is right, /g/ as in gate, /g/ as in golf. Explain that gate and golf have the hard g sound.

• Write: r. Ask: Anyone know what this letter is? Good! What sound does it make? /r/!

• Say: When /g/ and /r/ come together, you can still hear both sounds, as in the word grow. Did everyone hear them?

• Write: gr. Ask: What sound does gr make? /gr/! Let’s say the word grass 3 times (grass, grass, grass). Now I want you to say the sound g and r make together on its own (/gr/, /gr/, /gr/). .

10 min

Word List • Grass • Green • Grip • Grab • Grow • Grade • Grasshopper • Blue • Blow • Black • Blink • Blue • Bleed


Introduction

• Ask: Do you know any other words with the /gr/ sound? Can you give me examples of other words with /gr/?

• Allow time for learners to answer. Possible answers may include grass, grow, grade, grab, green, grip, or grasshopper.

• Repeat the activity for the consonant blend /fr/. • Write: f. Ask: Can anyone tell me what letter this is? Can

anyone tell me the sound that the letter makes? That is right, /f/.

• Write: r. Ask: Anyone know what this letter is? Good! What sound does it make? /r/!

• Say: When /f/ and /r/ come together, you can still hear both sounds, as in the word frog. Did everyone hear them?

• Write: fr. Ask: What sound does fr make? /fr/! Let’s say the word frog 3 times (frog, frog, frog). Now I want you to say the sound f and r make together on its own. (/fr/, /fr/, /fr/) .

• Ask: Do you know any other words with the /fr/ sound? Can you give me examples of other words with /fr/?

• Allow time for learners to answer. Possible answers may include friend, fry, Friday, France, frame, Fred, Frances, fresh, or frozen.

• Introduce the listening game Point to the Sound. Place a flash card with gr on one wall. Place a flash card with fr on the other wall.

• Say: I am going to say some words. When you hear the /gr/ sound, you point to the gr flash card. When you hear the /fr/ sound, you point to the fr flash card. Does everyone understand? Any questions?

• Say: Remind learners that this activity helps them use their listening skills and they should not copy what others are doing in class.

• Say: grass, green, frog, great, France, fry, friend, grade. Allow time for learners to point to the flash cards between the words. Congratulate learners when they point to the correct sounds.

• Ask learners to read the words in Learner’s Workbook 101.4.

• Blind • Block • Friend • Fry • Friday • France • Frame • Fred • Frances • Fresh • Frozen


Introduction



grass green grow grab grade

frog fry fresh friend Friday France Fred


• Ask learners for examples of adverbs of degree. • Say the following instructions:

Explain a new word from the story “Liberia’s Water and Mineral Resources.”

Read a word with a consonant blend fr or gr.

5 min



Write 3 short sentences. Each sentence should have a word with a consonant blend in which both sounds are heard (e.g., tr and dr).

Look at 101.3 for ideas of words with the consonant blends in which both sounds are heard (e.g., fr and gr).

5 min

101.5 Homework

Write 3 short sentences that have a word with a consonant blend in which both

sounds are heard—for example, fr and gr. Underline the words with consonant blends in

which both sounds are heard. You can refer to the chart in 101.4 for an idea of these

words, or you can choose your own.


Introduction

Lesson 102: Adverbs of Degree


By the end of the lesson, learners will: • Recognize the sight words hot, hurt, bring, off, and sit. • Read words with the consonant blends dr and tr. • Recognize adverbs of degree. • Write sentences using adverbs of degree. • Read new vocabulary words from “Liberia’s Water and Mineral Resources.”


Review new vocabulary words from the story “Liberia’s Water and Mineral Resources.”

Activity Lesson 102: Adverbs of Degree Summary

Time (min)



2 Sight Words Write new sight words. 5

3 Sound It Out Introduce the consonant blends dr and tr. 5

4 English Introduce adverbs of degree. 5

5 Reading Read new vocabulary words from “Liberia’s Water and Mineral Resources.”

10





Introduction


• Review the homework. • Introduce the lesson objectives:

Recognize the sight words hot, hurt, bring, off, and sit.

Read words with the consonant blends tr and dr. Recognize adverbs of degree. Complete sentences using adverbs of degree. Read new vocabulary words from “Liberia’s Water

and Mineral Resources.”

5 min


• Say: Let’s review some words we already know. Review the sight words bring, hot, don’t, hurt, and home.

• Use Sight Word Review 1.

5 min

Sight Words

Turn to the introduction of this Teacher’s Guide for instructions for reviewing the sight words.


BLEND TR OR DR

LESSON 102

• Say: In the last lesson, we looked at words with the consonant blend gr or fr. For example, grass has the blend gr, and friend has the blend fr.

• Ask: Can you remember other words that have the consonant blend gr or fr?

• Write their examples on the board. • Write: t • Ask: Can anyone tell me what letter this is? Can anyone tell

me the sound that the letter makes? /t/. • Write: r • Ask: Anyone know what this letter is? What sounds does it

make? /r/! • Say: When /t/ and /r/ come together, you can still hear both

sounds, as in the word truck. Did everyone hear them?

5 min

Tr Words tree try trace train traffic triangle trash travel

Examples Hot: The food is hot. Don’t: Don’t fall off your bike! Hurt: I hurt my hand when I fell off my bike. Bring: I will bring my book home. Here: I sit here.


Introduction

• Write: tr • Ask: What sound does tr make? /tr/! Let’s say the word

truck 3 times (truck, truck, truck). Now I want you to say the sound t and r make together on their own (/tr/, /tr/, /tr/)

• Ask: Do you know any other words with the /tr/ sound? Can you give me examples of other words with /tr/?

• Allow time for learners to answer. Possible answers may include tree, try, trace, train, traffic, triangle, trash, or travel.

• Repeat the activity for the consonant blend /dr/. • Use the words drain, draw, dress, drink, dry, drive, and

drum. • Ask learners to look at Learner’s Workbook 102.1. Read the

words in each column aloud as learners read with you. Repeat the words a second time if learners need more practice.

• Read the following sentences below the box. Ask them to clap 1 time when they hear the /dr/ or /tr/ sound in the sentence.

“Don’t drop the ball,” shouted the coach. When you make a mistake, it’s important to try again. John played a nice beat on his drum. Please put your trash in the bin.

Dr Words drain draw dress drink dry drive drum drip drop

102.1 Sound It Out: Words with Consonant Blend tr or dr


train truck trash triangle trip

drip drop drum draw drink dry drive

ACTIVITY 4: ENGLISH: ADVERBS OF DEGREE LESSON 102

• Ask: What types of adverbs did we read about in the previous lesson? (Adverbs of degree)

• Ask learners to turn in their workbooks to 102.2. Say: We are going to read and learn more about adverbs of degree today.

• In pairs, ask learners to read about adverbs of degree. • Ask some learners to summarize what they read.

10 min


Introduction

• Tell learners to complete the exercise in their Learner’s Workbook 102.2.

• Have learners share their work with a partner. Then ask for volunteers to share examples.

102.2 English: Adverbs of Degree

Like adjectives, adverbs have 3 degrees of comparison.

Positive degree Comparative degree Superlative degree

Fast

healthy

quickly

joyfully

carefully

well

far

hard

faster

more healthy

more quickly

more joyfully

more carefully

better

further

harder

fastest

healthiest

quickest

most joyfully

most carefully

best

furthest

hardest

Complete the sentences with the comparative or superlative.

a. Mary types _________ (fast) than Susan.

b. Tim learns ________ (quickly) than John.

c. Tina worked _________(hard) than Tim.

d. Susan played _________(good) than all of the team.

Complete with the superlative.

a. You dance the __________(well) of all your friends.

b. She eats the __________(healthily) of all other girls.

c. Mark drives the most __________(carefully) of all his friends.

d. You ran the __________(fast) of all your classmates.


Introduction

ACTIVITY 4: READING: “LIBERIA’S WATER AND MINERAL

RESOURCES”

LESSON 102

• Say: We will continue learning about Liberia’s resources. • Ask: What are the resources we have read about so far? • Take answers and continue. • Say: We have learned about the rainforest as a resource and

the trees of Liberia. In this class, we are going to learn about the water and mineral resources of Liberia.

• Say: We are going to read “Liberia’s Water and Mineral Resources.”

• Form groups of 2 to 3. Read the first part of the article as learners follow. Ask learners to explain the new words coast, coastal, irrigation, river source, and flow.

• Stop. Demonstrate and talk about how and why rivers flow from mountains down to the ocean

A river has a source and a mouth. The source is where the river begins. The mouth is where the river ends. For example, the St. Paul River has its source from the border of Guinea. It flows through Bong County and ends in Montserrado near Monrovia. The mouth is near Montserrado County.

• Tell learners to read aloud to each other Part 1 of the article “Liberia’s Water and Mineral Resources” in 101.2. Walk around to make sure they are doing the reading right.

10 min

New Words

Travel: to move from one place to another

River: a long wide body of freshwater that flows across the land into another body of water

Creek: a smaller body of water. When creeks meet and join, they form a river. Rivers join to form larger rivers.

Flow: to run from one point to another

Inland: inside part of the country; not near the sea

River source: the place where the river begins

Irrigation: a system of providing water for crops by using water from the rivers


• Ask learners the following questions: Read the sight words hot, hurt, bring, off, and sit. Read words with the consonant blend tr or dr. Explain

what an adverb of degree is. Give an example of an adverb of degree.

5 min


Introduction



Practice reading Part 2 of “Liberia’s Water and Mineral Resources.”

Underline any new words or words you don’t know in Part 2.

5 min

102.3 Homework

Practice reading “Liberia’s Water and Mineral Resources.” Underline any new words or

words you don’t know in Part 2.


Introduction

Lesson 103: Liberia’s Water and Mineral

Resources (Part 2)


By the end of the lesson, learners will: • Compose sentences with sight words and new vocabulary words from the story

“Liberia’s Water and Mineral Resources.” • Read words with the consonant blends sp and st. • Read the story “Liberia’s Water and Mineral Resources.”


Review the story “Liberia’s Water and Mineral Resources.” Make flash cards of the new vocabulary words. Compile flash cards of all the sight words for Unit 4. Practice reading the story aloud so that you can read it slowly but naturally.

Activity Lesson 103: Liberia’s Water and Mineral Resources (Part 2) Summary

Time (min)



2 Reading Read “Liberia’s Water and Mineral Resources.” 15

3 Sight Words Review new vocabulary words from “Liberia’s Water and Mineral Resources.”

10

4 Sound It Out Read words with consonant blends sp and st. 5


5



Introduction


• Review the homework. • Introduce the lesson objectives: Say: Last time we learned

vocabulary from the story “Liberia’s Water and Mineral Resources.” Today we will:

Compose sentences with sight words and new vocabulary words from the story “Liberia’s Water and Mineral Resources.”

Read words with the consonant blends sp and st. Read the story “Liberia’s Water and Mineral

Resources.”

5 min

ACTIVITY 2: READING: “LIBERIA’S WATER AND

MINERAL RESOURCES”

LESSON 103

• Say: Today we are going to read Part 2 of “Liberia’s Water and Mineral Resources.” We have already learned some vocabulary from this story. Ask learners for definitions of the terms river source, flow, and coastal land.

• Say: We will use the 3-Step Reading Approach. • Review the 3-Step Reading Approach: • Tell learners to turn to Learner’s Workbook 101.2. • Do the 1st reading. Read Part 2 of the article as learners

follow in their workbooks. • Do the 2nd reading. Use Echo Reading. • Have learners do the 3rd reading. • Say: Turn to the person sitting next to you. Read Part 2 of

the article “Liberia’s Water and Mineral Resources” aloud to one another. Walk around to make sure they are doing the reading correctly.

• When finished reading, each group should discuss and answer the questions.

List counties in which gold is found. List counties in which diamonds are found. List counties in which iron ore is found.

• Have a few groups present. • Summarize: Water and mineral resources are very

important. We need and use our water resources in many ways. We sell our mineral resources to get money to buy other things we need.

15 min


Introduction

ACTIVITY 3: SIGHT WORDS AND VOCABULARY LESSON 103

• Say: We just read the story “Liberia’s Water and Mineral Resources.” Let’s review some of the sight words and vocabulary words that we have learned in this unit so far.

• Review the words using flash cards. • Play the game Fastest Finger with the words: river, source,

flow, coast, travel, creeks, irrigation, and minerals. Explain to learners that you will say one of the new words they learned in the text “Liberia’s Water and Mineral Resources.”

• Tell learners to turn to Learner’s Workbook 103.1. Ask learners to compose a sentence using at least 1 sight word or new vocabulary word. Walk around and provide guidance and answer questions.

• Have learners share their sentence with a partner. You may also ask volunteers to share their sentence with the class.

10 min

Unit 4 Sight words • would • buy • cold • first • found • five • green • cut • today • together • bring • hot • don’t • bring • sit • hurt

New Vocabulary Words from “Liberia’s Water and Mineral Resources”: • river source • flow • coast • travel • river • creeks • irrigation • mineral

103.1 New Words

bring

hot

don’t

sit

hurt

river source

flow

coast

travel

river

creeks

irrigation

minerals


Introduction


ACTIVITY 4: SOUND IT OUT: CONSONANT BLENDS SP AND

ST

LESSON 103

• Say: We have recently looked at consonant blends. Today we are going to review words with the consonant blend /sp/ and /st/. One example is the word spot. Another example is the word spin.

• Ask: Can you remember other words with a /st/ sound? • Ask learners if they can explain why these letter combinations

make the /sp/ sound. If learners cannot explain, you can say: S and P together make consonant blend sp.

• Write examples of words with the consonant blend sp on the board. Ask learners to think of more words. Read the words with learners.

• Ask learners to look at Learner’s Workbook 103.2. Read the /sp/ words in each column aloud as learners read with you. Repeat the words a second time if learners need more practice.

• Repeat the activity with the consonant blend /st/ and the st words.

• Read the following sentences. Ask them to clap one time when they hear the /sp/ or /st/ sound in the sentence.

I like to read stories. I went to the doctor because I had a stomachache. The spider caught a fly in its web. The night was stormy, and a lot of trees fell.

5 min

Sp Words Space Speak Speed Spell Spider Spill Spit Spin St Words Stem Stop Stone Stomach Staff Stair Stale Story Storm

103.2 Sound It Out: Words with Consonant Blend Sp or St


stop step stomach stair story

spell spin spider spell space speed spider


Introduction


• Ask learners to do one of the following: Read a sentence from the from the story “Liberia’s Water

and Mineral Resources.” Identify a word with the consonant blend /sp/ or /st/. Compose a sentence with using one of the following

words: flow, coast, travel, creeks, irrigation, and minerals.

5 min


• Discuss the homework in 103.3. • Tell learners to rearrange the scrambled letters to form the

words in the Word Bank.

5 min

103.3 Homework

Word Scramble

Rearrange the letters to form the words in the Word Bank.

Word Bank

hurt bring off sit source creek minerals river

r r v e i ________________

s r o u c e ___________________

s i e m l n a r _________________

k e e r c ______________

r u h t ________________

i n b g r ___________________

f o f ____________________


Introduction

Lesson 104: Using Maps


By the end of the lesson, learners will: • Spell the sight words using Look, Say, Cover, Write, and Check. • Use maps to answer questions about “Liberia’s Water and Mineral Resources.” • Write about the rivers in their area.


Read the lesson ahead of time, so you will be ready to teach it. Make flash cards of the sight words.

Activity Lesson 104: Using Maps Summary

Time (min)



2 Sight Words Spell the sight words using Look, Say, Cover, Write, and Check.

10


Use maps to answer questions about “Liberia’s Water and Mineral Resources.”

10

4 Writing Write about the rivers in your area. 10


5

6 Homework 5

TOTAL TIME 45


Introduction


• Review the homework • Write the date on the board. • Introduce the lesson for the day. Say: We will continue to

discuss “Liberia’s Water and Mineral Resources.” Today we are going to look at the map of Liberia to find more information.

• Introduce the lesson objectives: Spell the sight words using Look, Say, Cover, Write,

and Check. Use the map to answer questions about “Liberia’s

Water and Mineral Resources.” Write about the rivers in our area.

5 min



• Use flash cards to review the sight words bring, off, sit, hurt, hot. Ask learners: What is this word?

• Use Look, Say, Cover, Write, and Check in Learner’s Workbook 104.1.

10 min

104.1 Look, Say, Cover, Write, Check

Sight Words Write. Practice writing the word here.

bring

off

Sit

Hurt

Hot


Introduction

ACTIVITY 3: READING COMPREHENSION: “LIBERIA’S

WATER AND MINERAL RESOURCES”

LESSON 104

• Say: Today we are going to return to the text “Liberia’s Water and Mineral Resources.”

• Ask: Do you remember the text? How do Liberians use rivers?

(travel, water to drink, water to wash with, fishing) What do you call fishing in rivers? (inland fishing) What is the longest river in Liberia? What is our nearest ocean called? (Atlantic) What types of minerals are found in Liberia? (iron ore,

gold, diamonds) • Introduce Read Aloud. Tell learners to find a partner. In their

pair, they will read the text in 101.2 aloud to each other. Move around to monitor reading. Randomly ask a pair to read a sentence you point to.

• Say: In the story “Liberia’s Water and Mineral Resources,” we learn about the resources Liberia has. The text also has maps. We can get more information from the map.

• Ask: Where have you seen maps before? Why do we use them? • Tell learners to turn to Learner’s Workbook 104.2. Read the

instructions aloud. Find a river on the map of Liberia. Write the name of the river and the county or counties in which it flows.

• Walk around the room to provide help to learners. • When learners have filled out the chart, ask for volunteers (1

boy and 1 girl) to share their answers with the class.

10 min

Plan: a series of steps to take to complete a goal


Introduction

104.2 Liberia’s Water and Mineral Resources

+

Find a river on the map of Liberia. Write the name of the river and the county or

counties in which it flows.

Look at the map and list the coastal counties.


Introduction

Look at the map of the minerals in Liberia.

List counties in which gold is found:

List counties in which diamonds are found:

List counties in which iron ore is found:

ACTIVITY 4: WRITING: RIVERS IN OUR COMMUNITY LESSON 104

• Say: In the story “Liberia’s Water and Mineral Resources,” we discussed why our rivers and ocean is important to us.

• Say: What is the name of the river in our community? • Ask:

Why is it important to the community? Who uses the water in the river? Why? How do we benefit from the river? What are we doing to protect the river? Are we doing anything that pollutes the river?

10 min


Introduction

What would we say to people about the importance of the river?

• Tell learners to turn to 104.3 and write about the river that was just discussed in class. Walk around and assist learners.

• Ask for volunteers (1 boy and 1 girl) to share their sentences with the class.

104.3 Our Local River

Write about a river in your community.

104.4 Review Your Writing

Place checkmarks to describe your writing.

Standard My writing

meets the

standard.



revise.

My sentences are complete ideas.

I used capital letters at the beginning of

sentences and for the names of people

and places.

I used the correct end mark at the end

of the sentence.

I named the river.

I described how people use the river.

I described how we benefit from the

river.

I explained how people do not take care

of the river.

I described how people do take care of

the river.


Introduction


• Ask learners to spell and define some of the new sight words or vocabulary words they learned this week.

• Ask learners to identify one thing they have learned about rivers this week.

5 min


• Have learners complete any exercises in Learner’s Workbook they have missed or not yet completed. 5 min

104.5 Homework

Complete any exercises in Learner’s Workbook they have missed or not yet completed.


Introduction

Lesson 105: Mid-Unit Check-In


By the end of the lesson, learners will: • Answer assessment questions on the knowledge and skills covered in Lessons 91 to

104. • Evaluate skills that were easy and hard. • Self-assess and analyze teamwork skills, learning skills, and class participation. • Identify areas where they need more practice and review those skills in class.


This lesson will require you to prepare ahead of time and write review questions. Read Lessons 91–104. Think about skills that your learners are having trouble with.

Activity Lesson 105: Mid-Unit Check-in Summary

Time (min)

1 Introduction Introduce the day’s activities. 5

2 Assessment Mid-Unit Check-In 25

3 Hard or Easy? Review reading, writing, sound-it-out, grammar, and English language skills.

10

4 Skills Review Have learners self-assess skill areas. 5

TOTAL TIME 45


Introduction

The Purpose of the Review

The mid-unit and end-of-unit reviews will give you a chance to:

• See what skills your learners know. • Review skills learners are having trouble with. • Think about what skills to keep reviewing in future lessons.

The review will give your learners a chance to:

• Think about the skills they have learned • Identify skills they need to work on more • Assess their own:

a. Participation in team activities b. Participation in class c. Participation in homework d. Attendance

• Feel more responsible for their learning.

You should let learners know that the assessment is important, but also let them know that this is not a formal test. They are learning to improve their lives, not to pass a test.

Encourage learners to name any basic skills that they are having trouble with. For example, if they are still having problems knowing the difference between adverbs and adjectives, then review those skills.

Keeping Track of Learners’ Progress

It is important that you, as a teacher, keep track of how learners do on the assessment and where they need further help. Be sure to praise learners for the progress they have made.

ACTIVITY 1: INTRODUCTION TO MID-UNIT REVIEW LESSON 105

• Introduce the purpose of the mid-unit review. • Say: We are halfway through Unit 4. The purpose of the mid-

unit review is: • To help you see how you are doing and what you need

to work on. • To help me as a teacher see how well you are learning

and what I need to re-teach. • Introduce the day’s schedule. • Say:

We will begin with a short assessment of what you know.

5 min

The prefix re- means “again.” View means “to see.” To review is to “see again.” We will “see again” what we have learned so far.


Introduction

We will then talk about your opinions on what skills were hard or easy.

We will spend the next part of the class reviewing any parts of the lessons that were hard for you.

Last, you will rate your learning, teamwork, and participation skills.

ACTIVITY 2: MID-UNIT CHECK-IN LESSON 105

PART A: SPELLING/DICTATION SIGHT WORDS AND CONSONANT BLENDS • Say: This assessment is not a test. I will not be giving you a

grade. The purpose of the questions is to help you see what you have learned and areas you still need to work on. After you finish each section, we will go over the correct answers, and you can ask questions.

SOUND IT OUT/SPELLING/DICTATION • Say: I will read a word or a sentence. You should write it on the

lines provided. • Read these words:

1) Would 2) Buy 3) Cold 4) First 5) Slip 6) Black 7) Frog 8) Grass 9) Five 10) Cut 11) Green 12) Today 13) First 14) Together 15) Bring

25 min


Introduction

Part A. Spelling/Dictation Sight Words and Consonant Blends

Write the words read by the teacher.


PART B: READING COMPREHENSION • Explain to learners they must read the text and answer

the questions. They have 10 minutes to complete the activity.

15 min

Part B. Reading Comprehension

Read the text about palm and cocoa trees. Answer the questions.

Using the Palm Tree

The oil palm tree is found everywhere in Liberia. Liberians use every part of an oil

palm tree. We make palm oil to use and to export. We make thatch roofs, brooms,

baskets, and fish nets from the leaves. We make palm wine from the palm tree. We

make palm butter and soap from palm nuts. There is always a need for the many

things made from palm.

Cocoa Trees – A Crop for the Future

Cocoa trees grow in plantations on the higher lands of Liberia. We get food and

other products from cocoa. We get chocolate, body cream and lotion, cocoa drink,

and candies from the seeds in the cocoa pods. Many NGOs are helping people to

regrow cocoa trees as an export crop. It takes about seven years for a cocoa tree to

grow, so new businesses must find ways to make a living while the trees grow.

Questions

1. True or False? Liberians do not use every part of an oil palm tree.

2. Name three products made from the oil palm tree.

3. What are made from the seeds of the cocoa pods?

4. How long does it take a cocoa tree to grow?

5. Where do cocoa trees grow in Liberia?


Introduction


PART C: ENGLISH • Ask learners to write the answers to the activity.

5 min

Part C: English

Circle the adjectives in the word list.

apple dirty ball bird hot large car

long house old table pretty sad tree sun


PART D: ENGLISH • Ask learners to write the answers to the activity.

Part D: English

Read the sentences. Circle the adverbs of place in the sentences.

1. The toy is on the floor.

2. They went north.

3. May I go outside?

4. We have been living here for a year.

5. My coat is behind the door.

ACTIVITY 3: WAS THAT HARD OR EASY? LESSON 105

• Read each skill on the list. • Tell learners to check the box that best describes how well

they understand each skill. • Ask learners to draw a circle around their 3 hardest skills. • Go through the list of skills one by one. Ask learners to raise

their hand if they found the skill hard and to leave their hand down if it was easy. Count total hands that are raised. Write the numbers next to each skill.

• Name the skills that were hardest for the most learners.

10 min

Learners can add to the list some other skills they need to work on.


Introduction

Lessons 91–104 Checklist: What was hard? What was easy?

Skills This was easy.

I was OK at this.

This was hard—I need to work on this.

Spelling/dictation Reading comprehension

Sorting adjectives

Identifying adverbs of place Consonant blends

Using maps


Introduction

Lesson 106: Consonant Blends CR and PL


By the end of the lesson, learners will: • Read words with the consonant blends cr and pl. • Write syllables and words beginning with the consonant blends cr and pl. • Preview new words in the text “How Liberia Makes Money.” • Listen to the text “How Liberia Makes Money” and answer questions about the text. • Read the words use, carry, done, full, and laugh.


Review sight words and new vocabulary words from “How Liberia Makes Money.” Prepare sight word flash cards for the words use, carry, done, full, and laugh.

Key Learning Points

• Consonant blends (also called consonant clusters) are groups of 2 or 3 consonants in words that make a distinct consonant sound, such as bl or spl. Consonant blends include bl, br, ch, ck, cl, cr, dr, fl, fr, gh, gl, gr, ng, ph, pl, pr, qu, sc, sh, sk, sl, sm, sn, sp, st, sw, th, tr, tw, wh, wr.

Activity Lesson 106: Consonant Blends cr and pl

Summary

Time (min)

1 Introduction Introduce lesson objectives and warm-up activity.

5

2 Sight Words Introduce the sight words use, carry, done, full, and laugh.

5

3 Sound It Out Read words with consonant blends cr and pl. 10

4 Vocabulary Preview new words in the text “How Liberia Makes Money.”

15


5

6 Homework 5

TOTAL TIME 45


Introduction


• Introduce the warm-up activity. Say: We are going to play a game called Stop the Bus.

• Ask learners if they can remember the rules of the game. • Say: You will work in small groups. You only have 1 minute.

Everyone in the group must participate. • Draw on the board a table like the one below and get each

team to copy it onto a piece of paper.

Letter Girl’s

Name

Boy’s

Name

Food Animal Place

• Read the titles in every column. • Ask learners to read the titles. • Explain that you will say a letter of the alphabet. • Then learners must write the name of a girl, boy, food, animal,

or place beginning with that letter. The first team to write 3 words (1 in each category) shouts, “Stop the bus!”

• Give a sample line of answers the first time you play the game with a new group. For example, for the letter p, you might have Pauline, Paul, potato, penguin, and Paris. Explain to learners that they don’t have to fill all of the blanks, but they need to fill at least 3.

• Say the letter m. • Learners have to think of one item beginning with the letter m

for at least 3 of the categories. • Check their answers and write them up on the board. If they

are all correct, that team wins a point. If there are any mistakes in their words, let the game continue for another few minutes.

• Repeat the activity with r and b. • Introduce the lesson objectives:

Read and write the sight words use, carry, done, full, and laugh.

Recognize words with the consonant blend cr and pl. Preview vocabulary from the text “How Liberia Makes

Money.”

5 min


Introduction


• Introduce the sight words. Say: Let’s review some words we already know.

• Write the word laugh on the board. Point to the word and say the word laugh. Repeat the word laugh.

• Use I Do, We Do, You Do to read the word. • Use the word in a sentence. Write the sentence: I heard them

laugh. • Use I Do, We Do, You Do to read the sentence. • Repeat the activity with the other sight words and sentences. • Tell learners to practice reading the new vocabulary words in

Learner’s Workbook 106.1.

5 min

Sample sentences Laugh: I heard them laugh at the joke. Use: Use your pencil. Full: The basket is full of apples. Done: I will be done soon. Carry: Carry the firewood to the fire.


laugh use carry full done

ACTIVITY 3: SOUND IT OUT: CONSONANT BLENDS CR AND

PL

LESSON 106

• Review consonant blends taught in previous lessons. Form 4 groups. Place 1 group in each corner of the room. Give each group one of the consonant blends sl, tr, bl, and

dr. • Explain the game:

• You will write as many words as you can with the consonant blend your group has been given.

• You only have 1 minute. • Everyone in the group must participate. • The group that writes the longest list of correct words

wins a point. • Start the game. Give groups 1 minute to write their words. • Ask each group to present their words. • Check the spellings of each group. • The group with the most points wins. • Explain to learner that today they will learn about 2 consonant

blends, which are 2 or 3 consonants that come together to make a different consonant sound.

10 min

Cr Words Crab Cry Cross Crack Crowd Crayon Crown Crocodile Crow Pl Words Play Plant Plane Planet Please Place Plank Plan


Introduction

• Write the following on the board: sl, tr, cr, pl, bl, dr, sh, ch. • Ask learners to identify which sounds we haven’t studied yet.

Allow time for learners to answer (cr and pl). • Write: c. • Ask: Can anyone tell me what letter this is? Can anyone tell me

the sound that the letter makes? That is right, /c/. Learners might say c has a hard sound like cat or a soft sound like ceiling.

• Write: r. • Ask: Anyone know what this letter is? Good! What sounds does

it make? /r/! • Ask: Now what do you think will happen when we put these 2

letters together? Allow time for learners to share their answer. • Say: Correct; they will make a new and different sound. Who

can tell me what that sound is? You are right, /cr/ like the word crocodile. Did everyone hear it? Let’s say the word 3 times (crocodile, crocodile, crocodile). Now I want you to say the sound c and r make together (/cr/, /cr/, /cr/).

• Observe if learners are identifying the correct sound. • Repeat the activity, this time using the letters p and l to make

the sound /pl/ and the words play or please. • Tell learners to turn to Learner’s Workbook 106.2. Read the

words in each column aloud as learners read with you. If learners need more practice, repeat the words a second time.

• Ask if there are words that learners don't understand.

106.2 Sound It Out: Words with /cr/ and /pl/

cr pl

crab

cry

cross

crack

crowd

crayon

crown

crocodile

crow

play

plant

plane

planet

please

place

plank

plan


Introduction

ACTIVITY 4: READING: “HOW LIBERIA MAKES MONEY” LESSON 106

• Introduce the reading in Learner’s Workbook 106.3. Say: This week we are going to read the text “How Liberia Makes Money.”

• Explain: Today we will learn about things that Liberia exports and imports to make money.

• Use the reading strategy of skimming. Tell learners to skim, glancing over the titles and subtitles of “How Liberia Makes Money.” Ask: Can you predict what the reading will be about? Let 2 volunteers answer this question?

• Use 2-step reading. Read the article aloud while learners listen.

• Have learners read after you. • Teach new words—import, export, trade, goods, services,

products, and natural resources—from “How Liberia Makes Money.”

Write these words on the board: import, export, trade, goods, services, products, natural resources.

Point to each and use I Do, We Do, You Do to read the words.

Point to each and ask 1 or 2 volunteers what they think these words mean? Pause for responses.

Provide the definition for each and use it in a sentence. • Have learners copy the words in their Learner’s Workbooks

106.4. Tell learners to choose one of the words to use in a sentence. Remind them to use capital letters and end marks. Move around as learners are working. Answer questions they may have.

• After 3 minutes, tell learners to read their sentence to their left elbow partner. Move around listening to the sentences and checking books for complete ideas and correct use of capitalization and punctuation.

• Ask volunteers, including girls, to read aloud the sentence they wrote.

• Tell them they will listen to and read this story again in other lessons.

15 min


Import - what we buy from other places and transport into our country/area

Export: what we make or grow and sell to other places

Trade: to buy or sell goods. Trade can be exchanged for money or goods

Product: something that is made or created from another thing

Raw materials: unprocessed materials used to make products

Natural resources: often raw materials (for example, rubber, iron ore, and gold)

Goods: things or products we buy or sell, such as rice and rubber

Services: work done or duties carried out for another or others.

Economy: a system for producing and consuming goods and services


Introduction

106.3 Reading

How Liberia Makes Money

Liberia makes money by trading. To trade is to buy and sell goods to others.

When we buy goods or services from other countries, we say we import goods and

services. When we sell goods or services to other countries, we say we export goods

and services.

Selling to Other Countries

Liberia has many natural

resources. Liberia also grows

many crops. We grow rice,

cassava, plantains, coconut,

palm, rubber, cacao, coffee,

and many more crops.

Liberia sells some of its crops

and natural resources to other

countries. It exports the

natural resources such as

diamonds, gold, and iron.

Liberia exports rubber, cacao, and coffee from the crops it grows. By selling raw

materials, Liberia gets money to pay for things it buys from other countries.

Buying from Other Countries

Liberia does not grow and make all of the things it needs.

Liberia does not have the capital and labor resources to change raw materials into

finished products. It does not have the means to make rubber into gloves for

hospitals, tires for cars, and other things.

Liberia imports goods and services from other countries. Some things we import are

cars, gasoline, rice, clothes, medicines, books, machines, and much more.


Introduction


import export trade goods services product



• Point to the sight words and new vocabulary words on the board. Ask learners to read them.

• Ask different learners, including an equal number of boys and girls, to do 1 of the following:

Spell the sight word you call. Read a word with a cr or pl consonant blend. Read a sentence from the story “How Liberia Makes

Money.”

5 min



Read the text “How Liberia Makes Money.” Write 3 short sentences. Each sentence should have a

word with the consonant blend cr or pl.

5 min


Introduction

106.5 Homework

Write 3 short sentences that have a word with the cr or pl sound. Underline the words with the cr or pl sound. You can refer to the chart in 106.2 for possible words, or you can choose your own.


Introduction

Lesson 107: How Liberia Makes Money


By the end of the lesson, learners will: • Compose sentences using the sight words use, carry, done, full, and laugh. • Read words with the consonant blends cr and pl. • Read “How Liberia Makes Money” and answer questions about the text. • Identify and use past tense verbs.


Reread the text “How Liberia Makes Money.” Practice reading the story aloud so you can read it slowly but naturally.

Activity Lesson 107: How Liberia Makes Money Summary

Time (min)



2 Sight Words Spell sight words. 5

3 Sound It Out Review words with the consonant blends cr and pl. 5

4 Reading Read “How Liberia Makes Money.” 10

5 Action Words Identify verbs in the past tense. 10



7 Homework 5

TOTAL TIME 45


Introduction


• Review the homework. • Introduce the lesson for the day. Say: In our last lesson, we

learned some new vocabulary related to this week’s story. Today we are going to reread that story. It is called “How Liberia Makes Money.”

• Introduce the lesson objectives: Compose sentences using the sight words use, carry,

done, full, and laugh. Read words with the consonant blends cr and pl. Read and answer questions about the text “How Liberia

Makes Money.” Use action words to list ways that people in your

community make a livelihood.

5 min


• Say: Let’s review some words we already know. Write the word laugh on the board. Point to the word and say the word laugh. Repeat the word laugh.

• Ask: What is this word? • Say: Yes! The word is laugh. We like to laugh at jokes. • Say: Let’s air-write this word. I’ll go first. Ready? Spell the word

laugh as you are writing it in the air. Repeat the activity, this time with your eyes closed.

• Tell learners that you know laugh is written with the letters l, a, u, g, and h.

• Say: Now it’s your turn. • Repeat the activity with the other sight words: use, carry,

done, and full.

5 min

Sight Words Laugh: I heard them laugh at the joke. Use: Use your pencil. Full: The basket is full of apples. Done: I will be done soon. Carry: Carry the firewood to the fire.

ACTIVITY 3: SOUND IT OUT: WORDS WITH CR AND PL LESSON 107

• Say: We looked at words with cr and pl—for example, crab and plate.

• Ask: Can you remember other words that have those sounds? • Write learners’ examples on the board. Ask learners whether

the word belongs to the cr or the pl family. • Say: Look at your homework in Learner’s Workbook 106.5.

Choose one of your sentences and read it aloud to your partner. Your partner will write the sentence in Learner’s Workbook 107.1. Feel free to ask your partner for help in

5 min


Introduction

spelling a word. Next, underline the word with the cr or pl sound.

• Ask for learners to share examples of sentences. Write learners’ examples on the board.


homework.

Write that sentence. Underline the word with the cr or pl sound in the sentence.

ACTIVITY 4: READING: “HOW LIBERIA MAKES MONEY” LESSON 107

• Say: Today we are going to read a story called “How Liberia Makes Money.” We have already learned some vocabulary words from this story. Ask learners for definitions of import and export.

• Say: We will use the 3-Step Reading approach. Review the 3-Step Reading approach:

• Tell learners to turn to Learner’s Workbook 106.3. • Do the 1st reading. • Do the 2nd reading using Echo Reading. • Have learners do the 3rd reading. Say: Turn to the person sitting

next to you. Find your favorite part of the story. Take turns reading that part of the story out loud to each other.

• Ask the following comprehension questions. a. How does Liberia get money? b. What are some of the crops Liberia grows? c. What are some things that Liberia sells to other countries? d. What are some things that Liberia buys from other countries? e. How do people in your community make the money they

need? • Review the definition of an economy. Say: An economy is about

money—how it comes in, how it goes out, how to make it, and how to spend it. Liberia makes money in many ways to take care of its citizens. One way is by growing crops and raising animals. Another way is by exporting some of its natural resources to other countries.

10 min


Introduction

ACTIVITY 5: ACTION WORDS: PAST TENSE LESSON 107

• Write these sentences on the board: Flomo plants bitter balls. Leela sprays the crops.

• Read the sentences with the class. • Ask a volunteer to rewrite them using the past tense.

Flomo planted bitter balls. Leela sprayed the crops.

• Explain: Verbs in the present tense show that an action is happening now; verbs in the past tense show that an action has already happened or is complete.

• Remind learners that the verbs plant and spray are regular action words (verbs). Regular action words (verbs) with past actions end in -ed.

• Have learners turn to 107.2 Past Action Verbs. Read and explain the examples.

• Ask learners if they have any questions. • Ask learners in pairs to complete sentences using the past tense of

regular verbs. • Ask volunteers to share their answers with the class. Review

answers together. • Explain: Not all verbs in the past tense end in -ed. Those that do

not are called irregular verbs. They have different endings in the past tense—for example, I go becomes I went, I eat becomes I ate, etc. You will have to learn them by heart. We will learn more about these verbs later.

10 min

107.2. English: Past Action Verbs

Verbs express action or states of being. To make the past tense form of regular verbs,

we simply add -ed at the end.

Regular verbs for past action end in -ed.

I, he, she, it,

we, you, they

looked

talked

played

at the class.


Introduction

Flomo looked at the class.

My brother helped me brush the bush.

We brushed the farm.

I worked every day for 3 weeks.

Then I burned the farm.

I planted 5 seedlings in each bed.

Kabeh sprayed a natural pest control.

We transported the bitter balls and peppers to the market.

With your partner, complete sentences about the steps in a crop cycle. Write

the verbs in the parentheses in the past tense.

Example: We prepared the land (prepare).

First, we ____________ the land (clear), ____________ the bush (brush),

_____________ the bush (burn), and _______________ the farm (scratch).

Next, we ___________ (select) the seeds, ______________ (plant), and

___________(spray) natural pest control.

Then we ____________(watch) the crops grow.

When they were ready, we____________ (harvest) and ___________(store) the

crops.

Next, we ______________ (transport) the crops to the market.

107.3: Complete the chart below.

Match the correct present tense verb to its past tense verb. Write the matching verb

pair on the chart.

See Went

Break Spoke

Drink Woke

Run Forgot

Speak Broke

Go Ran

Wake Saw

Drive Ate

Eat Drank

Forget Drove


Introduction


• Point to the action words on the board. Ask learners to explain the past and the present tense.


Spell the sight word you call. Read a word with cr or pl.

5 min



Read the questions. Use action words (verbs) in the past tense to answer the

questions. Read the text “How Liberia Makes Money.”

5 min

107.4 Homework

Answer the questions about you. Use the past tense in your answers.

1. What did you do yesterday?

_________________________________________________________

2. What time did you go to bed last night?

_________________________________________________________

3. What time did you get up this morning?

_________________________________________________________

4. What did you have for breakfast this morning?

_________________________________________________________

5. What time did you arrive in class today?

_________________________________________________________


Introduction

Lesson 108: Verbs: Irregular Past Tense


By the end of the lesson, learners will: • Identify the sight words in a text. • Sort words with the consonant blends cr and pl into the correct word family. • Read “How Liberia Makes Money.” • Identify how to read, write, and spell verbs ending in -y in the past tense, including

verbs that end in -ies and irregular y-ending verbs (paid, said). • Identify and use irregular past tense verbs.


Prepare flash cards for sight words and new vocabulary words.

Activity Lesson 108: Verbs: Irregular Past Tense Summary

Time (min)

1 Homework and Review Review homework and previous lesson. 5

2 Sight Words Identify sight words in “How Liberia Makes Money.”

5

3 Sound It Out Sort words with cr and pl consonant blends. 5

4 Reading Comprehension Read “How Liberia Makes Money.”

10

5 English Identify and use irregular past tense verbs. 10


5

7 Homework 5

TOTAL TIME 45


Introduction


• Review the homework. • Introduce the lesson for the day. Say: We are going to stay

with the text “How Liberia Makes Money.” We will also review irregular past tense verbs.

• Introduce the lesson objectives: Identify the sight words in the text “How Liberia Makes

Money.” Sort words with cr and pl into the correct word family. Read and respond to the text “How Liberia Makes

Money.” Identify irregular past tense verbs.

5 min



• Use flash cards to review the words. • Play the game Fastest Finger. Tell learners to turn to

Learner’s Workbook 107.2. Say the word does. Allow time for learners to find the word. Check to see that learners are finding the correct word.

• Repeat the activity with the words import, export, don’t, from, grow, goods, product, services, things, and gets.

5 min

Vocabulary Words from “How Liberia Makes Money” • Import • Export • Trade • Goods • Products • Services

Sight Words from “How Liberia Makes Money” • Does • From • Grow • Gets • Things

ACTIVITY 3: SOUND IT OUT: VERBS THAT END IN Y LESSON 108

• Say: We have been talking about words in the past and present tense.

• Read aloud 108.1 Action Words that End in Y, and have learners follow along in their workbooks.

5 min


Introduction

• Ask 2 learners to explain to the class what past and present mean. (Present means is happening now; past means already happened or is complete.)

• Ask learners to identify any words they don’t know. Explain any words that learners do not know.

• Tell learners to work in pairs to complete the sentences in the workbook based on the best option from the 2 offered for the missing word.

• Do the first one together as a class. • Walk around to help the paired groups. • Go over answers as a class. Ask for volunteers to give the

answers to everyone one by one.

108.1 Sound It Out: Action Words that End in Y

Consonant + y = ied

In words that have a consonant before the y, you form the past tense by changing the y

to an i and adding -ed. There are only a few verbs like this. Most are -ry or -rry words.

-ry words -rry words and a few other words

cry/cries

dry/dries

fry/fries

try/tries

cried

dried

fried

tried

hurry/hurries

worry/worries

carry/carries

marry/marries

hurried

worried

carried

married

apply/applies

study/studies

applied

studied

Remember, you add -ies with he/she/it in the present for these words, too.

Paid, laid, and said: these 3 y-ending verbs are irregular in the past form. There are no

rules. You have to learn them.

Present Past

pay/pays

lay/lays

say/says

paid

laid

said

Write the missing word.

1. Martin and Sam _______________________ (worry/worried) every day about

getting a job.


Introduction

2. Yesterday Martin ______________________________(worries/worried)

about Flomo.

3. Kabeh and Flomo _____________________ (hurry/hurried) to their home now.

4. Kabeh _____________________________ (hurries/hurried) to her home now.

5. Flomo’s son ______________________ (cries/cried) every day.

6. Flomo’s son _______________________ (cries/cried) yesterday.

7. Martin ___________________________ (pays/paid) for his food yesterday.

8. Kabeh ___________________________ (lays/laid) the book on the table.

(Could be either.)

9. “I’m hungry,” Temba ________________________ (says/said) yesterday.

10. They _________________________________ (play/played) with the dog

every day.

ACTIVITY 4: READING COMPREHENSION: “HOW LIBERIA

MAKES MONEY”

LESSON 108

• Say: Today we are going to return to the text “How Liberia Makes Money.”

• Remind learners that imports are what we buy to use in the country, and exports are what we sell and transport out of the country.

• Introduce the charts in 108.2. Ask learners to read the products that Liberia exports.

• Ask: What 2 things are exported the most? (rubber and diamonds)

• Ask learners to look at the second chart with their partners. Ask: What are the products that are imported? (fuel, machines, food, rice, flour, milk, medicines)

• Ask: What 2 things are imported the most? (fuel and food) • Read questions from the “Think about it” section. • Ask learners to discuss the questions together and write

answers next to the questions in their workbooks. • Ask for 1 or 2 groups to offer answers to the following

questions: What is best, making products from our raw materials or

exporting our raw materials?

10 min


Introduction

What would be the best investments to help Liberia’s economy grow?

What can be done to import fewer goods and products?

108.2 Liberia’s Imports and Exports

Think about it.

Which is best: making products from our raw materials or importing our raw materials?

_________________________________________________________

_________________________________________________________

What can be done to import fewer goods and products?

_________________________________________________________

_________________________________________________________

What would be the best investments to help Liberia’s economy grow?

_________________________________________________________

_________________________________________________________


Introduction

Write 2 sentences about what you learned from the text “How Liberia Makes Money.”

ACTIVITY 5: ENGLISH: IRREGULAR PAST TENSE VERBS LESSON 108

• Say: We have learned about regular past tense verbs. We will learn more about irregular past tense verbs.

• Have learners turn to 108.3 Irregular Past Tense Verbs in their workbooks. Read and explain the text; use the 2-step reading strategy to read.

• Form learner pairs. Say: Flomo uses a lot of irregular action words (verbs) to talk about his crops. Help him write about his crops using the irregular action word in the past tense.

• Ask them to do the following: Each learner completes the sentences using the irregular

action word. They exchange their papers and discuss to make

corrections. Provide correct answers and have them correct their workbooks.

Volunteers read their sentences.

10 min

108.3 Irregular Past Tense Verbs

Verbs express action or states of being.

Regular verbs: To make the past tense form of regular verbs, we simply add -ed at the

end.

Example: I walked through the field yesterday.

Irregular verbs: Not all verbs in the past tense end in -ed. These are irregular verbs.

They have different endings. You should learn them by heart—in other words, memorize

them.


Introduction

Here are some irregular action words (verbs). They are used a lot in farming.

Present Tense Action

Word

Past Tense Action Word

grow

buy

get

give

feed

put

dig

have

make

go

cost

grew

bought

got

gave

fed

put

dug

had

made

went

cost

Help Flomo complete sentences about his crops. Use action words in the past.

Example: They made (make) fufu from cassava.

We ______________ (buy) a plot of land. The land __________ (cost) a lot.

I ___________ (get) a cutlass, a hoe, and a digger. I _________ (dig) the land.

We _______________ (have) to let the land dry for 5 weeks.

We _________________ (make) beds for the seed. We ____________________

(put) compost on every 2 weeks.

On Sunday, my family _____________ (go) to visit family.

After 6 weeks, the first crop ___________(is) ready to harvest.

We ____________ (get) a lot—25 or 30 bags each—of bitterballs.


• Write the verbs talk, eat, and see on the board. Ask learners how to write the verbs in the past tense. 5 min

ACTIVITY 7: HOMEWORK LESSON 108 • Discuss the homework in 108.4. • Tell learners to:

Read the questions. Complete the sentences using the correct verb tense.

5 min


Introduction

108.4 Homework

Answer the questions about yourself. Use the past tense in your answers.

1. Did you do any exercise last week? If yes, what kind of exercise did you do?

_________________________________________________________

2. Did you read a book or magazine last week? If no, why not?

_________________________________________________________

3. Did you get a haircut last month? If yes, where did you get it?

_________________________________________________________

4. Were you busy yesterday? If yes, why? If no, why not?

_________________________________________________________

5. Were you tired this morning? Why or why not?

_________________________________________________________


Introduction

Lesson 109: Past and Present Tense (Part 1)


By the end of the lesson, learners will: • Spell the sight words using Look, Say, Cover, Write, and Check. • Identify the present tense verbs in sentences. • Explain regular and irregular verbs in the past and present tense. • Complete sentences using the correct verb tense (past and present).



Activity Lesson 109: Past and Present Tense (Part 1) Summary

Time (min)




10

3 Reading Identify past and present tense in sentences. 10

4 English Identify past and present tense verbs. 10



6 Homework 5

TOTAL TIME 45


Introduction


• Review the homework. • Introduce the lesson for the day. Say: We have been thinking a

lot about the text “How Liberia Makes Money.” We have also been learning about past and present tense verbs. We will continue learning about them today.


Check. Identify the past and present tense verbs in sentences. Complete sentences using the correct verb tense.

5 min

ACTIVITY 2: SIGHT WORDS LESSON 109 • Say: Let’s review some of the sight words that we have seen in

this unit so far. • Hold up a flash card. Ask: What is this word? • Review the words on the flash cards. • Use Look, Say, Cover, Write, and Check activity in Learner’s

Workbook 109.1.

10 min

Sight Words • Use • Carry • Done • Full • Laugh



carry

use

done

full

laugh


Introduction

ACTIVITY 3: READING: IDENTIFYING PAST AND PRESENT

TENSE

LESSON 109

• Say: We have learned about verbs in the past and present tense.

• Ask for volunteers to explain what past and present tense mean.

• Say: Today we are going to practice identifying verbs in the present tense and the past tense.

• Tell learners to turn to Learner’s Workbook 109.2. Read the directions aloud. Do the first sentence with the class. Explain the answer as a reminder.



10 min

109.2 Read the sentences. Identify the correct tense.

Read the sentences. Identify the verbs. Write past or present to identify the tense.

1. Fred ate the sweets. (past)

2. He loves them. (present)

3. Sara stopped the car. (past)

4. Fred wants a new car. (present)

5. He drives too fast. (present)

6. I walk to school every day. (present)

7. We watched a brilliant film yesterday. (past)

8. Jo wears jeans. (present)

9. We went to the shop. (past)

10. I had chicken and chips. (past)

ACTIVITY 4: ENGLISH: IRREGULAR PAST TENSE VERBS LESSON 109

• Say: We have learned about the past and present tense. Often, we add an -ed to the end of regular verbs. This is the case for most but not all verbs. Some verbs are called irregular because they do not follow this pattern.

10 min


Introduction

• Ask learners to think of examples of irregular verbs. Write their examples on the board. [Possible answers might include eat, ate, go, went]

• Tell learners to turn to Learner’s Workbook 109.3. Read the directions aloud. Do an example with the class. Explain the answer as a reminder.



109.3 Reading

Look at this question: “What do you do on Saturdays, Stephen?” Stephen’s answer is

given below. The words in bold are in the present tense and describe what Stephen does

every week.

I get up at about 7 o’clock and go down to the shop to buy a newspaper. Then I make

some tea and toast and listen to the radio. In the afternoon I go to the match with my

friends. We meet in town at one o’clock. We walk to the ground. Everybody is in a good

mood and looking forward to the game. After the match, I go home for my dinner. Later

on, I read a book.

Now look at this question: “What did you do last Saturday, Stephen?” In the

passage below, Stephen is talking about what he did last week.

Add the correct verbs to the passage. Make sure they’re in the past tense.

I ____ up at about 7 o’clock and ____ down to the shop to buy a newspaper. Then I

____ some tea and toast and ____ to the radio. In the afternoon I ____ to the match

with my friends. We ____ in town at one o’clock. We ____ to the ground. Everybody

____ in a good mood and looking forward to the game. After the match, I ____ home

for my dinner. Later on, I ____ a book.


Introduction


• Say the following verbs. Each time ask learners if the verb is the past or present tense: I go (present), he went (past), she goes (present), I walk (present), he walked (past).

5 min


• Discuss the homework in 109.4. • Tell learners to complete the verb chart, writing both the past

and present tense of the verb.

5 min

109.4 Homework

Complete the verb chart by writing the past or present tense of the verb.

Past Tense Present Tense

watch

went

walk

say

pay

has

get


Introduction

Lesson 110: Past and Present Tense (Part 2)


By the end of the lesson, learners will: • Complete dictation exercises using sight words, consonant blends, and new

vocabulary words. • Identify the correct tense of the verb. • Write a personal piece of writing using the past tense.



Activity Lesson 110: Past and Present Tense (Part 2) Summary

Time (min)



2 Sound It Out/ Spelling/Dictation

Review sight words, consonant blends, and new vocabulary words.

10

3 English Review past and present tense. 10

4 Writing Write a personal piece of writing using the past tense.

10



6 Homework 5

TOTAL TIME 45


Introduction


• Review the homework. • Introduce the lesson for the day. Say: Today we will practice

writing in the past and present tense. We will also complete a dictation exercise.

• Introduce the lesson objectives: Complete dictation exercises using sight words, consonant

blends, and new vocabulary words. Identify the correct tense of the verb. Write a personal piece of writing using the past tense.

5 min

ACTIVITY 2: SOUND IT OUT/SPELLING/DICTATION LESSON 110

• Tell learners to turn to Learner’s Workbook 110.1. • Say: I will read a word or a sentence. You should write it on the

lines provided. • Remind learners to use full stops and capital letters when

appropriate. • Read these words and sentences:

When Phone Elephant Photo Liberia makes money by trading. We export rubber, gold, and iron. We import cars, clothes, books, and rice. I ate bananas. Now I am full.


10 min

110.1 Dictation

Write the word or sentence read by the teacher.


Introduction

ACTIVITY 3: ENGLISH: IRREGULAR PAST TENSE LESSON 110

• Say: We have learned about past and present tense. • Tell learners to turn to Learner’s Workbook 110.2. Read the

directions aloud. Do the example with the class. Explain the answer as a reminder.



10 min

110.2 Irregular past tense

Find and correct the mistakes below. The first one is done for you.

1. They eat dinner at six o’clock yesterday. (ate)

2. Mary winned the prize last year. (won)

3. James finded your ring in the garden yesterday. (found)

4. They buyed their car 2 years ago. (bought)

5. I goed to Monrovia 2 years ago. (went)

ACTIVITY 4: WRITING: PAST TENSE LESSON 110

• Say: This week we have talked about how to form the past and present tense. We have talked about regular verbs and irregular verbs

• Tell learners to turn to Learner’s Workbook 110.3. Read the directions aloud: Think back on your last week. Think about a moment that was fun, interesting, or exciting—something that happened and gave you a strong feeling. Now, write about that moment as a story with a beginning, middle, and end.

• Explain the writing rubric to learners. Their stories should have the following elements.

Is about an experience that happened to them this week Is written in the past tense Has a beginning, a middle, and an end Describes people, places, and things Describes learner’s feelings

• Ask learners if they understand the activity.

10 min

Encourage openness and creativity.


Introduction

• Remind learners to use adverbs of time, manner, and place to make their writing interesting. Also, remind learners to write complete sentences, to begin their sentences with capital letters, and to end their sentences with the correct end mark.

• Ask learners if they have any questions. • After learners have finished writing, ask learners to share with

their partner and review their work with the rubric in 110.4. • Ask everyone to reflect on the writing exercise. Ask: Was it

easy or hard? Why? How did you feel about doing the writing exercise? What is special or different about you?

• Next, ask volunteers to share their stories about what happened to them this week.

110.3 Think about a moment that was fun, interesting, or exciting—in other

words, something that happened this week and gave you a strong feeling.

Now, write about that moment as a story with a beginning, middle, and end.

110.4 Review Your Writing

Put a tick in the box if you completed the task.

I wrote about something that

happened to me this week.

I wrote my story in the past tense.

My story has a beginning, a middle,

and an end.

I described people, places, and things

in my story.

I described my feelings.


• Ask different learners, including girls, to do 1 of the following: Give an example of a verb in the past and present tense—

for example, I eat bread every day. I ate bread yesterday. Spell a word that they learned this week.

5 min


Introduction

• Ask learners the following questions: What did you learn this week? How did you feel about this week’s lessons? What did you learn from the lessons that you could apply


statement and ask them to describe how they feel about today’s lesson. Explain what each face means:

Not so well OK Well


Unit 4 Lesson 110 – What I Can Do I can read the words use, carry, done, full, laugh. I can identify the correct verb tense. I can identify past and present tense in sentences. I can identify the consonant blends cr and pl. I can complete dictation exercise sentences. I can explain what past and present tenses are. I can write about a personal experience in the past tense.

ACTIVITY 6: HOMEWORK LESSON 110 • Discuss the homework in 110.6. • Tell learners to write 3 complete sentences about what you did

in class this week. • Explain that learners need to practice at home by doing the

homework. Tell them that you will check their homework during the next class. This should be their own work and should not be completed by someone else or copied!

5 min

110.6 Homework

Write 3 complete sentences about what you did in class this week.


Introduction

Lesson 111: Flomo Talks about His Crops (Part 1)


By the end of the lesson, learners will: • Read and write the sight words pick, six, seven, eight, and ten. • Read words with the consonant blends fl and gl. • Read the story “Flomo Talks about His Crops.”


Review sight words and vocabulary from “Flomo Talks about His Crops.”


Consonant blends (also called consonant clusters) are groups of 2 or 3 consonants that make a distinct consonant sound, such as bl or spl, within a word. Consonant blends include bl, br, ch, ck, cl, cr, dr, fl, fr, gh, gl, gr, ng, ph, pl, pr, qu, sc, sh, sk, sl, sm, sn, sp, st, sw, th, tr, tw, wh, and wr.

Activity Lesson 111: Flomo Talks about His Crops (Part 1) Summary

Time (min)


2 Sight Words Introduce the sight words pick, six, seven, eight, and ten.

5

3 Sound It Out Introduce words with the consonant blends fl and gl.

10

4 Reading Read and discuss “Flomo Talks about His Crops.” 15



6 Homework 5

TOTAL TIME 45



Introduction

• Conduct a warm-up activity. • Introduce the lesson for the day. Say: We are going to read and

think about how farmers grow crops to feed us. We are going to learn some new words to read and write.

• Introduce the lesson objectives: Read and write the sight words pick, six, seven, eight, and

ten. Recognize words with the consonant blends fl and gl. Read and discuss the story “Flomo Talks about His Crops.”

5 min


• Say: Let’s review some words we already know. • Use I Do, We Do, You Do to read the sight words ten, eight,

pick, seven, and six with learners. • Tell learners to practice reading the words in Learner’s

Workbook 111.1.

5 min

Sight Words Ten: I have ten toes. Eight: Eight take away two is six. Pick: Pick any one you want. Seven: Seven and three are ten. Six: My sister is six years old.

111.1 Sight Words

ten seven

eight six

pick


• Write on the board: sh, ch, th, bl, fl, gl, sl, sp, dr. • Say: With your partner, try to identify the consonant blend we

have not studied this unit. • Allow time for learners to think and respond.

10 min


Introduction

• Say: Now we are going to practice words with consonant blends fl and gl.

• Ask: Can you think of words you know already that have fl or gl?

• Ask: What are some words with consonant blends fl and gl? (examples: flag, flip, flap, glass, glove, glasses, glory)

• Say: Glass has the consonant blend gl. When g and l are together, as in glass, we get the sound /gl/.

• Say: Listen as I read some words. See if you can hear some words with consonant blend gl as I read. After I read the words, I will ask you to list the words you heard with /gl/.

• Read glad, glove, snap, glide, frog, glory. • Allow time for learners to think and respond. • Say: Flower has the consonant blend fl. When f and l are

together, as in flower, we get the sound /fl/. • Say: Listen as I read some words. See if you can hear some

words with consonant blend fl as I read. After I read the words, I will ask you to list the words you heard with /fl/.

• Read flag, drop, flat, flash card, bread, flu, chair, flu. • Allow time for learners to think and respond. • Tell learners to turn to Learner’s Workbook 111.2. • Say: Read the list of the words. With a partner, find the words

with the consonant blends fl and gl. Underline those words. • Allow 5 minutes for pairs to complete the activity. Move

around to monitor and provide help as needed. • After 5 minutes, go over the answers with the class. Call on

volunteers, alternating boys and girls, to share their answers.

111.2 Sound It Out: Words with Consonant Blends fl and gl

Read the words. Underline the words with consonant blends fl and gl.

flower chip drive green

shell glove flash card glasses

flu flag please flat

blue glory slow ship

glad crow fluid glide

Spot tree glass flame


Introduction

ACTIVITY 4: READING: “FLOMO TALKS ABOUT HIS CROPS” LESSON 111

• Say: This week we will read about agriculture in Liberia. • Begin brainstorming with learners on what words they already

know about farming or agriculture. For example, you might ask: What crops do we grow in Liberia? What tools do we use in farming?

• Record learners’ ideas on the blackboard. This will help you judge learners’ prior knowledge on the topic.

• Introduce the new vocabulary words. • Write the word nervous on the board. • Ask: Do you know the meaning of the word nervous? If

learners cannot identify the meaning of this word, give a learner-friendly definition. Use the word in a sentence: I was nervous on my first day at school.

• Write the word compost on the board. Follow the same steps. Say: First I planted seeds, and then I added some compost to help the seeds grow.

• Repeat the steps for the other new vocabulary words. • Ask learners to write the new words in Learner’s Workbook

111.3. • Use the 3-Step Reading approach to read 111.4 aloud to the

readers. • Ask learners the following questions:

Who are the characters in the story? What did Flomo grow last year? (bitterball and pepper) What did he have to do to prepare the land and grow the

crops? (buy tools, clear brush, burn the land, make a plant nursery, plant seedlings, weed, and harvest)

How long did it take to harvest? (6 weeks) With what crop did he make the most profit? (peppers)

• Ask learners to underline the new vocabulary words in the story.

15 min


Nervous: worried, shy to talk

Burn: to set on fire

Plant nursery: where seeds grow to seedlings so they are more protected

Harvest: to take plants from land to eat or sell

Digger: a tool used to dig up the earth, soil

Compost: manure or fertilizer

Seedlings: small, young plants just grown from seeds

Hoe: to loosen up soil, also tool to turn the soil

Brush: weeds, overgrowth to clear

Store: to keep or protect away some place safe


Introduction


digger compost

hoe

brush

________________________ ________________________ ________________________ ________________________

111.4 Flomo Talks about His Crops

“Flomo, didn’t you grow bitterball and pepper last year?”

Mr. Harris asked. “Tell the class about it.”

Flomo looked at the class. He was nervous speaking in front of the class.

“Well, it was hard at first. The tools to prepare the land cost a lot. I got a cutlass, a

hoe, and a digger,” he said, feeling shy.

“Did anyone help you?” Temba asked. It made him feel better.

“Yes, my brother helped me brush the bush,” he said, smiling now.

“I had to let the land dry for 6 weeks. Then I burned the land.

After that, I made beds for the seeds to make a plant nursery.

I worked every day for three weeks. I made twenty-five beds.

On Sunday my family went to visit our friends and family.

Next, I planted ten seedlings in each bed. Ten times 25 is 250 seedlings in all.

I put compost on every 2 weeks to help the plants grow better.

And my wife Kabeh, she’s smart. She sprayed a natural pest control to keep the bugs

away. The children helped weed the garden.

After seven weeks, the first crop was ready to harvest. The children helped again to

pick the crops.

We got a lot—25 or 30 bags each—of bitterball and pepper.

I made eight mats to store the vegetables.

Now every other Friday we take the bags to the market.

There is no road, so we have to carry them on our heads.

People rush to buy them, even women from Monrovia.

We get 900LD for the bitterball and 1500LD for the peppers.

We all have to work hard, but my family is a happy family.”


Introduction


• Point to the sight words and new vocabulary words on the board. Ask learners to read them. Ask learners to put the words in sentences to show their understanding.

5 min



Write 3 sentences using words with fl or gl. Write 1 sentence about the story “Flomo Talks about His

Crops.”

5 min

111.5 Homework

Consonant blends fl or gl: Write 3 sentences using words with fl or gl.

Remember to use capital letters for names and places and an end mark at the end of the

sentence.

Write 1 sentence about the story “Flomo Talks about His Crops.”


Introduction

Lesson 112: Flomo Talks about His Crops (Part 2)


By the end of the lesson, learners will: • Read and write the sight words pick, six, seven, eight, and ten. • Recognize words with consonant blends pr and sn. • Read the story “Flomo Talks about His Crops.”


Review sight words and new vocabulary words from “Flomo Talks about His Crops.”

Activity Lesson 112: Flomo Talks About His Crops (Part 2) Summary

Time (min)


2 Sight Words Play the game Buzz. 5

3 Sound It Out Introduce words with consonant blends pr and sn. 10

4 Reading Read the story “Flomo Talks about His Crops.” 15



6 Homework 5

TOTAL TIME 45


Introduction

ACTIVITY 1: INTRODUCTION AND HOMEWORK REVIEW LESSON 112

• Review the homework with learners. Ask them to share their sentences. Pay attention to learners’ use of capital letters, use of end marks, and completeness of ideas. Introduce the lesson for the day.

• Say: We are going to reread and discuss the story “Flomo Talks about His Crops.” We are going to learn some new words to read and write.

• Introduce the lesson objectives: Read and write the sight words pick, six, seven, eight,

and ten. Recognize words with consonant blends pr and sn. Read the story “Flomo Talks about His Crops.”

• Review the homework with learners. Ask them to share their sentences. Pay attention to learners’ use of capital letters, use of end marks, and completeness of ideas.

5 min

ACTIVITY 2: SIGHT WORDS: BUZZ GAME LESSON 112

• Say: Let’s review some words we already know. • Play the game Buzz. Follow steps for playing the game as

found in the Introduction of this Teacher’s Guide. • Say: We also learned some other new words. Do you

remember those words? (nervous, digger, compost, seedlings, hoe, brush, store, harvest, nervous, burn, plant nursery) Ask for volunteers to share the words and their meanings.

5 min

Sight Words • six • seven • pick • eight • ten


BLENDS PR AND SN

LESSON 112

• Say: We looked at words with the consonant blends fl and gl. For example, glad and float have the consonant blends fl and gl.

• Say: Today we will look at words with the consonant blends pr and sn.

• Ask: What are some words with the consonant blends pr and sn?

• Say: The pr sound is found in the words pray, press, and principle. Can you think of words with pr?

10 min

Gl Words • Glove • Glad • Glass • Glasses • Glide • Glory


Introduction

• Allow time for learners to think and respond. • Say: Now we are going to practice words with the consonant

blend pr. • Say: Listen as I read some words. See if you can hear some

words with consonant blend pr as I read. After I read the words, I will ask you to list the words you heard with /pr/.

• Read pray, press, price, dress, dream, problem, chat. • Allow time for learners to think and respond. • Say: Snake has the consonant blend sn. When s and n are

together, as in snake, we get the sound /sn/. • Say: Listen as I read some words. See if you can hear some

words with consonant blend sn as I read. After I read the words, I will ask you to list the words you heard with /sn/.

• Read flag, snap, sneeze, snore, snip, flu, snack. • Allow time for learners to think and respond. • Tell learners to turn to Learner’s Workbook 112.1. • Say: Read the list of the words. With a partner, find the words

with the consonant blends fl and gl. Underline those words. • Allow 5 minutes for pairs to complete the activity. Move

around to monitor and provide help as needed. • After 5 minutes, go over the answers with the class. Call on

volunteers, alternating boys and girls, to share their answers.

Fl Words • Flower • Flag • Flash card • Fly • Flame • Flat

Pr Words • Pray • Press • Price • Principal • Print • Problem • Prove

Sn Words • Snake • Snack • Snap • Snip • Sneeze • Snore

112.1 Sound It Out: Words with Consonant Blends pr and sn

Read the words. Underline the words with consonant blends pr and sn.

snake Pray shop snack

bring Drip snore slap

phone problem black prick

flag sneeze press snip

print Why blue shark

chip Chin snap price


Introduction

ACTIVITY 4: READING: “FLOMO TALKS ABOUT HIS CROPS” LESSON 112

• Say: Today we are going to reread the story “Flomo Talks about His Crops.”

• Ask: What do you remember about the story from the previous lesson?

• Read “Flomo Talks about His Crops” in 111.4 using the 3-Step Reading approach.

• Ask questions about the story “Flomo Talks about His Crops.” Where was Flomo? What did Mr. Harris ask Flomo to do? Who helped Flomo with his crops? Why do you think Flomo grew pepper and bitterballs? If you were Flomo, what advice would you give new

farmers about growing crops in Liberia? • Say: We will talk more about growing crops to feed Liberia in

other lessons.

15 min


• Point to the sn and pr words on the board. Ask learners to read the words and explain why we read those words today. 5 min


• Discuss the homework in 112.2. • Tell learners to complete the sentence about the story “Flomo

Talks about His Crops.”

5 min

112.2 Homework

Complete the sentences about “Flomo Talks about His Crops.”

Word Bank

1. After 6 weeks, the first crop was ready for _________.

2. He put _________ on every 2 weeks to help the plants grow better.

3. Flomo’s brother helped him to _________ the bush.

4. Flomo was _________ talking in front of the class.

5. Flomo made a bed for the seeds; he called it a _________ _________.

6. He bought a _________, a digger, and a cutlass.

compost nervous plant brush

nursery harvest hoe


Introduction

Lesson 113: My Favorite Food


By the end of the lesson, learners will: • Read words with the consonant blends sw and sm. • Retell the story “Flomo Talks about His Crops” in their own words. • Conduct a class survey about favorite foods.


Prepare sight word flash cards. Prepare pictures of potatoes, beans, rice, chicken, and bananas.

Activity Lesson 113: My Favorite Food Summary

Time (min)



2 Sight Words Identify sight words in “Flomo Talks about His Crops.”

5

3 Sound It Out Read words with the consonant blends sw and sm. 5


Retell the story “Flomo Talks about His Crops.” 10

5 Writing Conduct a survey. 10



7 Homework 5

TOTAL TIME 45


Introduction


• Review the homework. • Introduce the lesson for the day. Say: We are going to talk

about our favorite foods. We will even vote for our favorites. We will also read words with the consonant blends sw and sm.

• Introduce the lesson objectives: Identify sight words in the story “Flomo Talks about His

Crops.” Read words with the consonant blends sw and sm. Retell the story “Flomo Talks about His Crops” in your

own words. Conduct a class survey about our favorite foods. Graph the results of the survey.

5 min



• Use flash cards to review the sight words. • Tell learners to turn to Learner’s Workbook 111.4. • Play the game Fastest Finger. • Check to see that learners are finding the correct words.

5 min

Sight Words • Six • Seven • Pick • Eight • Ten


BLENDS SW AND SM

LESSON 113

• Say: In the last class, we talked about the consonant blends pr and sn.

• Ask: What are some examples of words with consonant blends pr and sn?

• Write learners’ answers on the board. • Say: Today we are going to look at another pair of consonant

blends: sw and sm. • Say: The sw sound is found in the words swim, swap, and

sweet. Can you think of other words with sw? • Allow time for learners to think and respond.

5 min

Sm Words • Small • Smart • Smile • Smoke • Smell

Sw Words • Swallow • Swim


Introduction

• Say: Now we are going to practice words with the consonant blend sw.

• Say: Listen as I read some words. See if you can hear the words with the consonant blend sw as I read. After I read the words, I will ask you to list the words you heard with /sw/.

• Read swing, sweep, drip, sweat, brown, swallow. • Allow time for learners to think and respond. • Say: Small has the consonant blend sm. When s and m are

together, as in small, we get the sound /sm/. • Say: Listen as I read some words. See if you can hear the

words with the consonant blend sm as I read. After I read the words, I will ask you to list the words you heard with /sm/.

• Read smart, blue, smile, smoke, flag, smell. • Allow time for learners to think and respond. • Tell learners to turn to Learner’s Workbook 113.1. Read the

sm and sw words in 113.1. Ask learners to repeat the words. • Next, read the sentences in 113.1. Ask learners to clap when

they hear the consonant blends sw and sm. • Ask if there are any questions about the meanings of the

words.

• Swap • Sweet • Swing • Sweep

113.1 Sound It Out: Words with Consonant Blends sm and sw

sw sm

swim

swap

sweet

swing

sweep

swallow

sweat

small

smart

smile

smoke

smell

Listen to and read these sentences with consonant blends sm and sw. Clap when you

hear the word with sm or sw.

1. This apple is very sweet.

2. A mouse is smaller than a rat.

3. The smoke from the fire hurts my eyes.

4. John and Pete are swimming in the river.

5. Sarah wiped the sweat from her brow.


Introduction

ACTIVITY 4: READING COMPREHENSION: “FLOMO TALKS

ABOUT HIS CROPS”

LESSON 113

• Say: Today we are going to return to the story “Flomo Talks about His Crops.” Tell learners to turn to Learner’s Workbook 111.4.

• Ask: Who asked Flomo to talk about his crops? How did Flomo feel at first? How would you describe Flomo? Do you think this is a true story? Why?

• Review Read Aloud. Tell learners to find a partner. In their pair, they will read the story “Flomo Talks aout His Crops” in 111.4 aloud to each other. Move around to monitor reading. Randomly ask a pair to read a sentence you point to.

• After learners read the story aloud to each other, say: Now you can put the story in your own words. Retell the story to your partner.

• Call on 2 volunteers (a girl and a boy) to retell the story to the class. Tell them they each have 1 minute to retell the story.

• Ask each learner to write 2 sentences about “Flomo Talks about His Crops” in Learner’s Workbook 113.2.

• After learners have completed this activity, ask for a volunteer to share their sentences.

10 min

113.2 Write 2 sentences about “Flomo Talks about His Crops.”

ACTIVITY 5: WRITING: CLASS SURVEY ON OUR FAVORITE

FOODS

LESSON 113

• Review the meanings of the words favorite, vote, and survey with the class.

• Show pictures of potatoes, beans, rice, chicken, and bananas. • Have learners identify the pictures and name each food. • Explain that each learner is going to vote for their favorite

food.

10 min

Favorite: a person or a thing that is liked more than others; a preferred person or thing


Introduction

• Stick the pictures on the board. Ask learners to help you spell the words under the picture.

• In pairs, learners discuss their favorite foods. • Invite groups of 5 to come to the front and place an x under

their favorite food. • Repeat the activity until the entire class has voted. • Count the votes for the class. Write the total under each

category. • Ask:

How many people like potatoes? How many people like rice? What food is the most popular? What food is the least popular?

• Tell learners to turn to 113.3 and complete the table. • Ask: When do we use surveys outside of school? • Say: In the next lesson, we will draw this information in a

graph.

Vote: the official choice that you make in an election, meeting, etc., by casting a ballot, raising your hand, etc.

Survey: to ask (many people) a question or a series of questions to gather information about what most people do or think about something

113.3 Class Survey: Our Favorite Foods

Complete the table.

Potatoes Beans Rice Chicken Bananas

Number of

Votes

Complete the sentences about your class survey.

The number of learners who voted: _________.

The most popular food was _________. Number of votes: _________.

The least popular food was _________. Number of votes: _________.

My favorite food is _________. Number of votes__________.


Introduction


• Ask learners to describe how we conducted a class survey. • Ask: What did you learn from the activities that you could

apply to real life? 5 min


Conduct a survey at home about favorite foods. Complete the table with your survey results.

5 min

113.4 Homework

Home Survey

Conduct a survey at home about favorite foods. Complete the table.

potatoes beans rice chicken bananas

Number of

Votes

Complete the sentences about your home survey.

The number of people who voted: _________.

The most popular food was _________. Number of votes: _________.

The least popular food was _________. Number of votes: _________.


Introduction

Lesson 114: Reading and Interpreting Graphs

(Part 1)


By the end of the lesson, learners will: • Spell the sight words using Look, Say, Cover, Write, and Check. • Interpret a graph representing survey information. • Write their interpretations of a graph.


Create sight word flash cards. Create a bar chart of the previous lesson’s class survey. The bar chart should look

something like the example below.

Activity Lesson 114: Reading and Interpreting Graphs (Part 1) Summary

Time (min)




5

3 English Interpret a bar graph based on a class survey. 10

4 Writing Write their interpretations of a graph. 15



6 Homework 5

TOTAL TIME 45

0123456789

Potatoes Rice Beans Chicken Bananas

Class Survey: Favorite Food


Introduction


• Review the homework. • Introduce the lesson for the day. Say: Yesterday we surveyed

our favorite foods. For your homework, you surveyed people in your home or community.


Check. Read a bar chart of our class survey. Write an interpretation of a graph.

5 min



• Review the words on the flash cards. • Use Look, Say, Cover, Write, Check in Learner’s Workbook

114.1.

5 min

Sight Words Six Eight Pick Seven Ten Would Could First Found Five Green

Cut Together Today Buy Off Sit Bring Carry Done Hot Hurt Laugh


Sight Words Write. Practice writing the sight word here.

ten

seven

pick

six

eight


Introduction

ACTIVITY 3: ENGLISH: READ A BAR GRAPH LESSON 114

• Say: Yesterday we conducted a class survey about favorite foods. What steps did we take to conduct a survey?

• Allow time for learners to respond. • Say: Today we are going to read the results of the survey. • Display the bar chart from yesterday’s survey. • Show learners the features of the graph. Point out the foods

named along the bottom, or horizontal axis. • Point to the left side of the graph and explain that the vertical

axis indicates the number of learners. • Ask questions about the graph to check for understanding—for

example, which food is most liked, how many learners like rice, etc.

• Tell learners to turn to Learner’s Workbook 114.2. Ask them to read the graph with their partners.



10 min

114.2 English: Favorite Subject

Read the graph. Answer the questions.


The most popular subject was _________. Number of votes: _________.

The least popular subject was _________. Number of votes: _________.

0

2

4

6

8

10

Science Mathematics Social Studies English

Class Survey: Favorite Subject


Introduction


• Ask learners to identify what information can be shared using graphs.

• Ask learners the following questions: What did you learn about graphs today? What did you learn from the activities that you could

apply to real life?

5 min




5 min

114.3 Homework



The most popular color was _________. Number of votes: _________.

The least popular color was _________. Number of votes: _________.

How many people liked red? _________

How many people like blue? _________

012345678

Red Yellow Blue Black White Green

Favorite colors


Introduction

Lesson 115: Reading and Interpreting Graphs

(Part 2)


By the end of the lesson, learners will: • Complete dictation exercises using sight words, consonant blend words (pr, fl, gl, sw,

sm, and sn), and new vocabulary words. • Read and interpret graphs. • Draw a graph of favorite football teams.



Activity Lesson 115: Reading and Interpreting Graphs (Part 2) Summary

Time (min)



2 Sound It Out/

Spelling/Dictation

Review sight words, consonant blend words (pr, fl, gl, sw, sm and sn), and new vocabulary words.

15


Read and interpret a graph. 5

4 Writing Draw a graph of class survey results. 10



6 Homework 5

TOTAL TIME 45


Introduction


• Review the homework. • Introduce the lesson for the day. Say: This week, we have been

learning sight words, vocabulary words, and words with different consonant blends.

• Introduce the lesson objectives: Complete dictation exercises using sight words,

consonant blend words, and new vocabulary words. Read and interpret graphs. Draw a graph of class survey results.

5 min

ACTIVITY 2: SOUND IT OUT/SPELLING/DICTATION LESSON 115

• Tell learners to turn to Learner’s Workbook 115.1. • Say: I will read a word or a sentence. You should write it in on

the lines provided. If you hear numbers, you need to write the numbers as words.

• Read these words and sentences: swim flag snap glass Eight take away two is six. My sister is six years old. I have ten toes. Seven and three are ten.


15 min

115.1 Sound It Out/Spelling/Dictation


• ______________________________ • ______________________________ • ______________________________ • ______________________________ • ______________________________ • ______________________________ • ______________________________


Introduction

ACTIVITY 3: READING AND INTERPRETING GRAPHS LESSON 115

• Say: We learned how to read and interpret graphs. • Ask: Why are graphs useful? • Say: They help you organize and visualize the information,

making it easier to compare information and solve problems. • Tell learners to turn to Learner’s Workbook 115.2. Read the

directions aloud. • Say: Discuss with your partner what information you can see in

the graph. Then write 3 sentences about what you have learned from the graph.

• Allow learners 5 minutes to complete the activity. • Ask volunteers to share their answers with the class.

5 min

115.2 Favorite Football Team Survey

Read the graph. Write 3 sentences about it.


Introduction

ACTIVITY 4: DRAWING A GRAPH LESSON 115

• Say: This week we have read and interpreted bar graphs, and we have conducted a class survey.

• Tell learners to turn to Learner’s Workbook 115.3. Read the directions aloud.

• Draw the tally chart on the board. • Explain that each learner is going to vote for their

favorite color. • Invite groups of 5 to come to the front and place an x

under their favorite color. • Repeat the activity until the entire class has voted. • Count the votes for the class. Write the total under

each category. • Ask:

How many people like red? How many people like white? What color is the most popular? What color is the least popular?

• Explain: Since the tallies are organized into groups of 5 or fewer, they are easy to count. Once you have gathered your information, you can use the tallies to make a graph.

• Count the total for each color. • Explain: For each tally, you need to draw one box on a

bar graph. • Ask learners to draw a graph showing the results of

their survey. • Have learners complete the activity. Allow 5 minutes.

Move around to monitor and provide help as needed.

10 min

Tally charts are used to collect data quickly and efficiently. Filling in a chart with marks representing numbers is faster than writing out words or figures.

You can use tally marks when doing a survey. Remember: every 5th mark is drawn across the previous 4 marks. It makes it easy to see the total later on.


Introduction

115.3 Drawing Graphs

You want to know the most popular color for class T-shirts today. First, you need to

survey your class. If you make a tally chart with different categories of color and record

data for each, it helps you keep your information organized, making it easy to read and

understand.

Tally Chart

Red Blue Yellow Green White Black Brown


Introduction

Draw a graph showing the results of your survey.


Introduction


• Ask for volunteers to share something that they learned in class today that they think will be useful outside of school.

• Ask learners the following questions: What did you learn this week? How did you feel during the lesson? What did you learn from the lessons that you could apply


statement and ask them or to describe how they feel about today’s lesson. Explain what each face means:

Not so well

OK Well

5 min


Unit 4 Lesson 115 – What I Can Do I can read the words pick, six, seven, eight, and ten. I can identify the consonant blends fl, gl, sw, and sm. I can count votes in a class survey. I can complete dictation exercise sentences. I can read and interpret graphs. I can draw a graph.

ACTIVITY 6: HOMEWORK LESSON 115.5 • Discuss the homework in 115.5. • Tell learners to:

Survey people in your community about their favorite colors.

Write a tally chart. Draw a bar graph.


5 min


Introduction

115.5 Homework

Survey people in your community about their favorite colors.

Complete a tally chart.

Tally Chart

Red Blue Yellow Green White Black Brown


Introduction

Draw a graph showing the results of your survey.


Introduction

Lesson 116: End-of-Unit Review (Part 1)


By the end of the lesson, learners will: • Identify consonant blends. • Read words and sentences with consonant blends. • Identify and read sight words from the unit. • Identify different types of adjectives.


Read the lesson ahead of time, so you will be ready to teach it. Compile Unit 4 sight word flash cards to review sight words.

Activity Lesson 116: End-of-Unit Review (Part 1) Summary

Time (min)




3 Sound It Out Review consonant blends. 10

4 English Grammar Review different types of adjectives (comparative and superlative).

10


Review objectives and self-assessment. 5

6 Homework 5

TOTAL TIME 45


Introduction


• Review the homework. • Call on 2 volunteers, a boy and a girl, to talk about their

experience of surveying people at home and drawing graphs for their homework.

• Introduce the lesson for the day. Tell learners that this week they will be taking the end-of-unit assessment. In preparation, they will review what they have learned during the unit. There will be no new lessons this week. Tell learners they will:

Identify consonant blends. Read words and sentences with consonant blends. Identify and read sight words from the unit. Identify different types of adjectives.

5 min

ACTIVITY 2: SIGHT WORD REVIEW LESSON 116

• Say: In this unit, we have reviewed and learned some new sight words. Let’s review some of the words we learned in this unit.

• Tell learners to turn to Learner’s Workbook 116.1. Tell them to work in pairs to read the passage and underline the sight words they have studied in this unit.

• After 5 minutes, ask learners how many words they found. • Ask learners to call out the sight words they found, alternating

between boys and girls. Ask learners to read the complete sentence and then identify the sight words.

• Write the words on the board as learners say them. Continue until learners have completed their list.

• Add other sight words from the story that learners did not call out if necessary.

• Count the number of Unit 4 sight words in the passage. • Point to each word and have the class read the word in chorus. • Tell learners to practice spelling and reading these words, as

they will write them in the end-of-unit assessment this week.

10 min

Sight Words Would Cold Five Green Sit Bring Carry Cut Done

Eight Full Hot Hurt Laugh Buy First Found Off Use


Introduction

116.1 Sight Word Review

Read the story. How many Unit 4 sight words can you find in the story?

Underline and count the sight words.

Baking Cakes

Yesterday, I found a cookbook in the kitchen. Today I read the book. It has eight

cake recipes. Some recipes are easy. I pick a cake and make a list of things I need to

buy. First, I buy flour and six eggs. Then I buy butter, sugar, and milk. I spend seven

dollars. I mix the flour, eggs, butter, milk, and sugar together. I bring the cake to the

hot oven. I sit and wait for the cake to bake. At five o’ clock, the cake is ready. I

carry the cake to a big green plate.

I cut the cake. The cake looks great, but it is too hot to eat. I wait ten minutes. Now

the cake is cold. I eat the cake. It is good. I laugh. I have learned a new skill. I would

like to bake a cake again tomorrow.

Number of sight words

ACTIVITY 3: SOUND IT OUT REVIEW LESSON 116

• Say: We will now review consonant blends. • Tell learners to turn to Learner’s Workbook 116.2. • Say: Listen carefully. I will read words with consonant blends. I will

say the word twice, and then I will say the word in a sentence. You will identify the consonant blend and write it down.

• Do an example with the class. Say the word bread twice. Say the sentence: I will make bread.

• Ask learners what consonant blend they heard in the word bread. (br)

• Allow time for learners to respond. Ask them if they have any questions.

10 min

Unit 4 Sight Words

would buy cold first five found green off sit use bring carry cut

done eight full hot hurt laugh pick seven six ten today together


Introduction

• For each item below, read the word twice, and then read the sentence. Allow time for learners to write the answer before reading the next word and sentence.

1. Blue: The sky is blue. (bl) 2. Flower: I will pick some flowers today. (fl) 3. Drop: Don’t drop the glass. (dr) 4. Price: What price is the pen? (pr) 5. Snake: Be careful, there are snakes in the forest. (sn) 6. Spell: Spell the word. (sp) 7. Sweet: The cake is sweet. (sw)

• Review the correct answers with the class. Have those who made errors correct them in their workbooks.

116.2 Sound It Out Review

Listen to the word. Identify the consonant blend in the word.

I heard the consonant blend….

1.

2.

3.

4.

5.

6.

7.

ACTIVITY 4: ENGLISH GRAMMAR REVIEW LESSON 116

• Ask learners what they can recall about adjectives. • Allow time for learners to respond. • Say: We know that a word that describes a noun or a pronoun

is called an adjective. An adjective tells us how a noun or pronoun looks, feels, tastes, smells, or behaves.

• Ask: Why do we use adjectives in our reading and writing? • Allow time for learners to respond. • Explain: Adjectives make reading and writing more interesting

and help us get more information. • Tell learners to turn to Learner’s Workbook 116.3. Read aloud

the directions and the example in Part A. Tell learners to complete the activity independently. Allow 3 minutes.

10 min


Introduction

• After 3 minutes, call on volunteers, both boys and girls, to share their answers.

• Remind learners that when comparing 2 objects, people, things, etc., we can add -er to the end of a descriptive word such as big. When adjectives compare 2 persons, places, or things, we use the comparative degree.

• Remind learners that when comparing 3 objects, people, or things, we can also add -est to the end of a descriptive word such as big—big, bigger, biggest. When adjectives compare 3 or more things, we use the superlative degree.

• Tell learners to turn to Learner’s Workbook 116.3. Read aloud the directions and the example in Part B. Tell learners to complete the activity independently. Allow 5 minutes.

• After 3 minutes, call on volunteers, both boys and girls, to share their answers. Ask others to explain why the answer is right or wrong. Review the correct answers with the class. Have those who made errors correct them in their workbooks.

116.3 English Grammar

Part A. Review Adjectives

A word that describes a noun or a

pronoun is called an adjective. An

adjective tells us how a noun or

pronoun looks, feels, tastes, smells, or

behaves.

Describe these nouns using 5

interesting adjectives.


Introduction

Part B. Comparative and Superlative Adjectives

Read the sentences below. Circle the correct form of the word in the parenthesis.

• John’s writing is (good, better, best) than mine. • This grade is the (good, better, best) one I got this year. • Today’s weather is the (bad, worse, worst) weather we had this week. • I can sing (good, better, best) than my friend. • This is the (good, better, best) book I have ever read.


• Display Unit 4 sight word flashcards on the table. • Ask learners to gather around the table. • Say a sight word taught in Unit 4. • Ask different learners, including an equal number of girls and

boys, to choose the card with the sight word that you say.

5 min


• Explain the homework. • Tell learners to practice spelling sight words using Look,

Say, Cover, Write, and Check.

5 min

116.4 Sight Words

Use Look, Say, Cover, Write, and Check to spell the following sight words.

Spelling 1st try 2nd try 3rd try

would

buy

cold

first

five

found

green

off

sit

use


Introduction


bring

carry

cut

down

eight

full

hot

hurt

laugh

pick

seven

six

ten

today

together


Introduction



By the end of the lesson, learners will: • Identify and read sight words from the unit. • Distinguish and read words with the consonant blends. • Write sentences using adverbs of time, frequency, place, manner, and degree.


Read the lesson ahead of time, so you will be ready to teach it. Prepare flash cards for the Look, Say, Cover, Write, and Check activity.


Time (min)

1 Homework and Review Review the homework and previous lesson. 5



4 English Grammar Review adverbs of time, frequency, place, manner, and degree.

15

5 Informal Assessment Review lesson objectives and self-assessment.

5

6 Homework 5

TOTAL TIME 45


Introduction


• Welcome learners to class. • Remind learners that they used Look, Say, Cover, Write,

and Check to practice spelling sight words. • Move around and review the homework to confirm that

learners have used the Look, Say, Cover, Write, and Check method and are spelling the words correctly.

• Tell learners that there will be no new lesson this week. They will continue reviewing for the end-of-unit assessment in Lesson 120. They will review things they learned from Lessons 91–115. They will:

Identify and read sight words from the unit. Distinguish and read words with the consonant

blends. Write sentences using adverbs of time, frequency,

place, manner, and degree.

5 min


• Play the game Fastest Finger. Tell learners to turn to Learner’s Workbook 117.1.

10 min

Sight Words would cold five green off sit use bring carry cut down eight

full hot hurt laugh pick seven six ten today together buy first found


Introduction

117.1 Sight Words Review

Sight Words in Unit 4

would

green

cut

laugh

together

buy

off

down

pick

cold

sit

eight

seven

first

use

full

six

five

bring

hot

ten

found

carry

hurt

today


• Say: We will review consonant blends. • Tell learners to turn to Learner’s Workbook 117.2. • Say: Look at each drawing. Which consonant blend

matches the beginning of the word? Circle the correct consonant blend to match the correct answer.

• Ask learners if they understand the activity and have any questions.

• Allow 5 minutes for the learners to complete the activity. • Move around the class, observing learners working and

asking them about the activity. • Review the correct answers with the class. [Answers:

(1) sn, (2) cr, (3) fr, (4) fl, (5) tr, (6) gl, (7) pl]

10 min


Introduction


Look at each drawing. Which consonant blend matches the beginning of the word? Circle

the correct consonant blend to match the correct answer.

fl sn cr pl

cr bl gr dr

sl gl pl fr

st fl sw fr

tr ch ph cl

gr gl sl st

pl br cl cr

ACTIVITY 4: ENGLISH GRAMMAR: REVIEW ADVERBS LESSON 117

• Write these sentences on the board: The boy walks. The girl walks.

• Ask a boy and a girl to come act out the sentences. • Add an adverb to the sentence (e.g., The boy walks slowly. The

girl walks quickly.) and have the boy and girl act it out again.

15 min


Introduction

• Underline the adverb in the sentence and label it as an adverb. • Tell learners that we are going to review adverbs today. • Tell learners to turn to their partner and think about what we

learned about adverbs in Unit 4. • Allow learners 1 minute to discuss. Then ask learners to share

their ideas. • Tell learners to turn to Learner’s Workbook 117.3. Ask learners

to read about adverbs aloud. • Tell learners to complete the activity independently. • After 5 minutes, review the answers with the class. Call for

volunteers, both boys and girls, to share their answers. • Explain to the class that there is more than 1 correct answer.

117.3 Read about adverbs.

Adverbs

Adverbs are words that add more description to verbs. Adverbs can tell us more

about an action’s location, time, manner, degree, or frequency.

PLACE

Adverbs of place show where the action is happening. They are usually placed after

the main verb or object or at the end of the sentence.

Flomo sat inside the shop.

The plane flew above our house.

I’m going back to school.

Come here!

Put it here.

TIME

An adverb of time provides information about when the action takes place. Adverbs

of time are usually placed at the beginning or end of a sentence. When it is very

important to express when something happened or is happening, we put it at the

start of a sentence.


Introduction

Today I have an assessment at school.

I went to Monrovia yesterday.

I must leave now.

MANNER

Adverbs of manner provide information about how a verb is done. Adverbs of manner

are probably the most common of all adverbs. They’re easy to recognize since most

of them end in -ly.

She ran quickly.

John spoke softly.

DEGREE

Adverbs of degree describe the level or intensity of a verb, adjective, or even

another adverb.

The water was very cold.


FREQUENCY

Adverbs of frequency describe how often the verb occurs. They’re often placed

directly before the main verb of a sentence.

I always walk to school.

I sometimes go to Bong County.

Use the descriptions above to complete each sentence.

Add adverbs to give more description to each verb.

1. Sarah skipped _______________ down the road.

2. The dog _______________ cleaned his dish.

3. I am _______________ excited to go to the beach!

4. I am _______________ hungry when I get home from school.

5. _______________ dinner, I clean my room.

6. I am _______________ exhausted at the end of the school day.

7. I keep my books_______________ the shelf.


Introduction


• Ask different learners, both boys and girls, to do one of the following:

Air-write the sight word you call out. Identify words with the consonant blends fl, pl, gl, and cr. Add an adverb to the sentence: The exam was easy. I

passed _______.

5 min


• Explain the homework. • Tell learners to:

Reread the passage about adverbs in 117.3. Continue to review Lessons 91–115 for the end-of-unit

assessment.

5 min

117.4 Homework

Complete the words.

Use each of the following consonant blends to finish spelling these words. You will use

each blend once.

sp fr tr cr

____ark ____own

____iend ____ee

Use each consonant blend once to complete the sentence.

* sm * pl *cr *fr *gl

1. I ____ell the apple cake baking in the oven.

2. My _____iend helped me lift the heavy box.

3. I love to sing and ____ay in the rain.

4. My aunt bought me a new box of _____ayons.

5. We used _____ue and paper for our art project.


Introduction

Lesson 118: Diagnostic Assessment Unit 4


By the end of the lesson, learners will: • Identify and read sight words from Unit 4. • Read a passage with fluency.


Read the lesson ahead of time, so you will be ready to teach it. Materials 1 plain sheet of paper Sight word reading list, one per learner Fluency passage Scoring rubric

Activity Lesson 118: Diagnostic Assessment

Summary

Time (min)


Review homework and previous lesson. 5

2 Diagnostic Assessment

Sight words reading. Read a passage.

40

TOTAL TIME 45


Introduction


• Welcome learners to class. • Ask volunteers to share their answers from the homework

activity in 117.6 • Introduce the lesson for the day. Tell learners that they

will: Read the sight words learned in the unit. Read a passage fluently.

• Say: We will call you one by one, and each person will do what I ask them to do. You do not have to worry. Everything that you will do will be the same things that we have been doing during our regular lessons. By doing this test, we will know how well you can read the sight words we have studied during the unit and how well you are reading sentences.

• Say: I will work with you one at a time. While I am working with your friend, please stay in your seat and remind quiet. Take your Learner’s Workbook, and practice reading some of the sight words or stories until it is your turn.

5 min

ACTIVITY 2: DIAGNOSTIC ASSESSMENT LESSON 118

SIGHT WORD IDENTIFICATION • Have learners read the list of sight words. Show the

learner the Sight Word Identification Sheet. Use a sheet of paper to cover the words, only showing the learner 1 column at a time.

• Say: Now you are going to read words. If you do not know a word you may skip the word and go to the next word.

• Point to the first word. • Say: What word is this? • Mark the learner’s correct response with a check (3)

mark next to the corresponding word on the Sight Word Identification Recording Sheet (found at the end of this lesson).

• If the learner states a word incorrectly, write the word the learner states in the Comments space provided.

45 min


Introduction

• Continue the rest of the assessment in the same manner, moving the sheet of paper below each word to be read, and recording each response on the recording sheet.

NOTE FOR STRUGGLING LEARNERS • If the learner is unable to read the first few words, prompt

them to see if there are any words that they know. • Stop the Sight Word Identification screening if the learner

is frustrated, unsuccessful, or appears to not know any words on the page.


five green

cut today

together

hot hurt

bring off

sit

use carry

done full

laugh

pick

six seven

eight and

ten

FLUENCY ASSESSMENT • Before assessing the learner, gather these required

materials: A timing device. A copy of the grade-level passage from which the

learner will read. The reading fluency assessment rubric.

• Read and understand the scoring rubric. • Find a location where the learner can be easily heard

while reading aloud. NOTE: Teachers should not be on their own with a learner, if possible.

• Explain to the learner that you wish to find out about their reading, that it’s a regular part of the teaching process and is not done for a grade.

• Before beginning the assessment, instruct the learner to read the text in their normal reading voice.

• To begin assessing, instruct the learner to start reading aloud when you say “begin” while you simultaneously start the timing device from “0” seconds.

• As the learner begins reading, monitor word accuracy, pacing, phrasing, expressions and volume.

Scores of 10 or more indicate that the learner is making good progress in fluency.


Introduction

Scores below 10 indicate that the learner needs additional instruction in fluency.

• Administer the fluency assessment. Say: I will give you a passage to read. I would like to find out

about your reading. This is part of the teaching and learning process.

Please use your reading voice. When I say begin, you must start reading.

• Ask: Do you have questions? • Give the learner a copy of the reading passage. • Set the timer and say: begin. • As the learner reads, use the scoring rubric to record

learner’s score. • Once the learner has finished, ask the comprehension

questions. • Give learners feedback on how they are doing with their

reading. • Tell them at the end of the next unit they will do a similar

test to see what progress they are making. Encourage them to continue reading the stories in their books or any book they can find.

NOTE FOR STRUGGLING LEARNERS • If the learner is struggling to read, prompt them to

continue skipping words they are unable to read. • Stop the Fluency Test if the learner is frustrated,

unsuccessful, or appears unable to read the passage.


Introduction

Level 2 Learner Progress Record Sheet

Teacher Name: _________________ School: _________________

Learner name:_______________ Class: ______ Male:___ Female: ___

Sight Words or X Comments

1. better

2. own

3. work

4. grow

5. don’t

6. right

7. about

8. sing

9. much

10. before

11. does

12. warm

13. want

14. because

15. read

16. think

17. best

18. made


Introduction

READING PASSAGE

Mountains, Rivers, Forests, and Lakes

Mountains are taller than hills. (5)

Mountains are found all over the world. (7)

A mountain is colder at the top than at the bottom. (11)

Some people work in the forests. (5)

There are many forests in Liberia. (6)

Rivers and lakes are found in every country. (8)

Rivers and lakes give us fresh water. (7)

Some people swim in them. (5)

People fish on rivers and lakes too. (7)

They catch fresh fish and sell them at the market. (10)


Introduction

Lesson 119: Assessment Practice


By the end of the lesson, learners will: • Review the reading, writing, Sound It Out, and English grammar language skills

taught in Unit 4. • Practice answering assessment questions on the knowledge and skills covered in

Lessons 91–115.


Review the lesson ahead of time, so you will be prepared to teach it. Make notes on what you will do and adjust the time you will spend on each activity

based on the reading levels and other needs of your learners.

Activity Lesson 119: Assessment Practice Summary

Time (min)


Introduction. 5

2 Review Sound It Out, Consonant Blends, Sight Word, English Grammar Review, Reading

35

3 Summary Correction 5

TOTAL TIME 45


Introduction

ACTIVITY 1: INTRODUCTION AND REVIEW LESSON 119

• Welcome learners back to class. Tell learners that in the next lesson, Lesson 120, there will be an end-of-unit assessment. The assessment will be graded.

• Introduce the lesson for the day. Say: We will continue to prepare for the end-of-unit

assessment. Today we will practice some of the questions from the

assessment. I will ask questions on a specific topic, and you will

provide the answers to the questions. The work you are doing is practice work, and you will not

be graded on it. After we finish the exercise, we will review the correct

answers. You will check your answers to see what you got right or wrong.

• Explain the review procedure. Say: I will read each question 2 times, and then give you time to answer the question.

• Encourage learners to use pencils and not pens so they can erase or change their answers.

• Tell learners to work on their own. They should not cheat. Cheating will not help them.

5 min

119.1 SOUND IT OUT REVIEW

Write the consonant blend of the word you hear the teacher say.

_________ ____________ ____________ _____________ _______


• Tell learners to turn to Learner’s Workbook 119.1, Part A. • Say: I will read some words. You will write the consonant

blend associated with the word. • Say the following words: chicken, tree, frog, crocodile, play. • Say each word slowly 2 times.

5 min


Introduction


Part A. Write the sentences your teacher reads.

_______________________________________________________

Part B. Write the sentence your teacher wrote on the board. Underline the words

the teacher says.

_______________________________________________________

Part C. Write the sentence your teacher wrote on the board. Underline the words

the teacher says.

_______________________________________________________


• Tell learners to turn to Learner’s Workbook 119.2, Part A. Say: I will now read some sentences with sight words from the unit. You will write the sentences as I read them.

• Read this sentence, slowly: It was cold last night. Allow learners time to write in their workbooks. Reread the sentence. Then read the next sentence, slowly: I came first in my race. Repeat the sentence.

• Have learners turn to Part B. Write this sentence on the board: The trees are green, do not cut them! (Do not read this sentence aloud.)

• Tell learners to write the sentence in their workbooks. Say: I will say some words. When you hear me say each word, underline the word in the sentence you wrote. Say: green, trees, cut.

• Have learners turn to Part C. Write this sentence on the board: Can you bring me seven eggs? Do not read the sentence aloud. Tell learners to write the sentence in their notebooks. Say: I will say some words. When you hear me say each word, underline the word in the sentence you wrote. Say: bring, seven.

5 min


Introduction


• Tell learners to turn to Learner’s Workbook 119.3, Part A. • Write these words on the board: run, walk, eat, ride, look,

see, play. Explain that learners will write the verbs in their workbooks. Then they will underline the verbs that are regular and circle the verbs that are irregular.

• Have learners turn to Part B. Ask learners to complete the sentences by writing the verbs in the past tense.

• Have learners turn to Part C. Write these sentences on the board:

I went to Monrovia yesterday. I’m going back to school. He ran quickly. The water was very cold. I always walk to school.

• Ask learners to write the sentences in their workbooks. Then they will underline the adverbs in each sentence.

• Have learners turn to Part D. Ask them to write the present tense of each verb.

15 min

119.3 ENGLISH GRAMMAR

Part A. Write the verbs. Underline the regular verbs. Circle the irregular verbs.

_____________ _____________ _____________ _____________ _____________

_____________ _____________

Part B. Rewrite the sentences in the past tense.

a. Sophie walks to the market. Yesterday, Sophie ______ to the market.

b. They sing beautiful songs. Last Friday, they __________ beautiful songs.

c. I run to meet George. Last Monday, I ___________ to meet George.


Introduction

Part C. Write the sentences. Underline the adverb in each sentence.

______________________________________________________________

______________________________________________________________

Part D. Write the present tense of the following verbs.

walked ___________

ran ______________

baked _________________

danced __________________

saw ______________

spoke ____________

read _____________

listened_______________

ACTIVITY 5: READING LESSON 119

• Tell learners to turn to Learner’s Workbook 119.4. Ask them to read the story and then answer questions about the passage. Actual answers may vary.

10 min

119.4 Reading

Natural Resources

Resources are things that we use. Natural resources come from our environment.

Some resources are renewable. This means the resource can be replaced or grown.

You can plant a new tree when you cut one down.

Other resources are not renewable. This means that they cannot be replaced or

grown. You can dig coal out of the ground. Once the coal is used, it is gone. Water is

a very important natural resource. We all need it to live.

• What is a natural resource?

• What is a renewable resource?

• Why is water an important resource?


Introduction

ACTIVITY 6: CORRECTION LESSON 119

• Have learners exchange their workbooks. • Tell learners that they will correct the answers in the

workbook they receive by putting a check on each correct answer. They are not allowed to write anything else.

• Review each activity from this lesson, providing the correct answers. Write the answers on the board for each item.

• Move around to make sure that learners are following the instruction.

• When all the answers have been provided, have learners return the workbooks to their owners.

• Tell learners to review their answers, especially the answers they got wrong. Encourage them to ask questions on the items they missed. Use the time to do a quick review of the concepts.

• Conclude by telling learners they have just practiced the end-of-unit assessment. Tell them to study this practice assessment, which will not be graded. Remind them that the end-of-unit assessment will be graded and will help determine their promotion to the next level.

• Let them know that there will be no homework for this lesson. They will do the end-of-unit assessment during the next class time.

5 min


Introduction

Lesson 120: Unit 4 Assessment




Lessons 91 to 115.


Review the lesson ahead of time, so you will be prepared to teach it. Make notes on what you will do and adjust the time you will spend on each activity

based on the reading levels and other needs of your learners.

Activity Lesson 120: Unit 4 Assessment Summary

Time (min)

1 Introduction Introduce the end-of-unit assessment. 5

2 Assessment Assess learners’ reading, writing, Sound It Out, and English grammar language skills.

35

3 Summary Recap of lessons activities 5

TOTAL TIME 45


Introduction


• Welcome learners back to class. Introduce the lesson for the day. Say:

The whole class will now do an assessment. Assessment means “evaluation” or “test.” We do these assessments so you all know where you are in your learning. Then you know how well you are doing. You know the areas you are doing well in. You know the areas where you need to study more and the areas where you need to review.

You will work alone during the time given for each part. Do not look at others’ answers. You should not cheat. Cheating will not help you. Do not spy. If you do, you will be asked to leave class.

You will do your assessment in your workbook. At the end of the test, I will collect and grade your

workbook.

• Explain the grading. Say: Each part is worth a certain number of points. You will

earn points for each number you get right. The assessment is worth 100 points.

In the end, your total score will be added. Based on how you do, you will know if you passed the Unit 4 assessment or not. If you do not pass, do not worry. You can focus your attention on areas where you did not do well. You can also study harder for the assessment in the next unit.

• Explain the test procedure. Say: I will read each question 2 times and then give you time to answer the question in your workbook.


• Ask: Do you have any questions? Then let us begin! • Tell learners to turn to Learner’s Workbook 120.1 Part A.

5 min

ACTIVITY 2: SOUND IT OUT LESSON 120

• Say: I will read some words. You will write the consonant blend associated with the word.

• Say the following words: shark, cheese, slipper, flag, pray. • Say each word slowly 2 times. (10 points total: 2 points for each

correct word)

5 min


Introduction

120.1 Sound It Out

Part A. Write the consonant blend in the words your teacher said.

_________ ____________ ____________ _____________ _________


• Tell learners to turn to Learner’s Workbook 120.2 Part A. • Say: In Part A, I will read some words and sentences with sight

words from the unit. You will write the sentences you hear. • Read this sentence slowly: Seven and three are ten. Allow

learners time to write. Reread the sentence. Then read the next sentence, slowly: I have ten nice toes. Reread the sentence. (10 points total: 5 points for each correct sentence; 1 point for each correct word in a sentence)

• Have learners turn to Part B. Write these sentences on the board:

My sister is eight years old. We have school today. It was cold last night. What would you like for dinner? I came first in my race. Tell learners to write the sentences in their workbooks. You

will call a word in each sentence, and they will underline the words you call.

Do not read the whole sentence. Call the words in bold in each sentence. (5 points total: 1 point for each correct word underlined)

5 min

120.2 Sight Words

Part A. Write the sentences your teacher says.


Introduction

Part B. Write the sentences. Underline the words the teacher calls.


• Tell learners to turn to Learner’s Workbook 120.3 Part A. • Write these words on the board: drink, eat, talk, fly, read,

see, draw. Explain that learners will write the verbs in their workbooks. Then they will underline the verbs that are regular and circle the verbs that are irregular. (1 point for each correct answer)

• Have learners turn to Part B. Ask them to rewrite each sentence, changing the verb to the past tense. (1 point for each correct answer)

• Have learners turn to Part C. Write these sentences on the board:

a. I must leave now. b. Come here! c. She spoke softly. d. You are walking too slowly. e. I go to Montserrado sometimes.

• Ask learners to write the sentences in their workbooks. Then they will underline the adverbs in each sentence. (1 point for each correct answer)

• Have learners turn to Part D. Ask them to write the present tense of each verb. (1 point for each correct answer)


Part A. Write the sentences. Underline the adverbs.


Introduction

Part B. Rewrite these sentences in the past tense. (1 point for each correct

answer)

She runs to the bus. She ________ to the bus.

He cooks rice and meat for dinner. He _________ rice and meat for dinner.

She reads the book to Moses. Last Monday, she ___________ the book to Moses.

Part C. Write the sentences. Underline the adverbs in the sentence. (1 point

for each correct answer)

Part D. Write the present tense of the verb. (1 point for each correct answer)

ran _________

baked ___________

flew _____________

rode _____________

ate _____________

danced _____________

drank _____________

washed _____________

bought ___________

dried _______________


Introduction


• Tell learners that they will read the passage “Wangari, the Tree Planter” in Learner’s Workbook 120.4 and answer questions about the passage. Do not read the story to learners. (10 points: 2 points for each question answered correctly)

• Have learners try to write complete sentences, not just give one-word answers.

10 min

120.4 Read the passage and answer the questions.

Wangari, The Tree Planter

Wangari Muta Maathai was born in Kenya in East Africa. She was born in 1940.

When she was a child, she listened to the stories about the people and land around

her. When Wangari grew up, she worked in the city. She always remembered her

roots and the stories she listened to as a little girl. She planted trees in her

backyard. Sitting under the trees helped her body and spirit feel good. Wangari knew

that trees prevent soil erosion; filter water and air; and provide firewood, food, and

timber for shelters.

Then Wangari had an idea! Wangari decided to plant many trees. Women from all

over the valley came to Wangari for help. There was little food, no firewood, and no

jobs. Wangari gave them the seeds from the trees. She taught them to plant the

seeds and take care of the trees.

Soon women from all over Kenya wanted to learn from Wangari. Soon trees were

growing all over the countryside of Kenya.

a. Where was Wangari born? __________________________________.

b. Where did she work? ______________________________________

c. What stories did she listen to when she was a child?

______________________________________________________

d. Why did she like sitting under the trees?

______________________________________________________

e. What did she teach the women?

______________________________________________________


Introduction


• Have learners collect their workbooks and hand to you. Make sure all learners have handed in their workbooks.

• Conclude by telling learners that they have just completed the end-of-unit assessment. Remind them that the end-of-unit assessment will be graded and will help determine their promotion to the next level.

• Let them know that there will be no homework for this lesson. You will give the end-of-unit assessment results during the next class time.

5 min

Teacher’s Guide English Language Arts Level 194

Unit 4

UNIT 5

Overview of Unit 5

Background Information for the Facilitator

Unit 5 will build on the literacy skills and knowledge gained in Units 1–4. Unit 5 starts out by discussing employment opportunities in Liberia and having learners write an application letter, fill out an application form, interview for a job, and identify roles and responsibilities in the workplace. Learners will read stories about these processes and get hands-on experiences in the processes as well. They should be able to connect what they are learning in class to real-life context. Throughout this unit, learners will continue to use several strategies to read and comprehend new text, decode words, and identify new vocabulary. Learners will continue to build their reading skills and will have more opportunities to practice reading aloud to their group. They also learn how to write more descriptively by using synonyms, or words closely associated with one another (such as “joyful” and “happy”). As in the previous units, they will work in different ways—individually, in pairs, and in small groups.

Unit Objectives

By the end of Unit 5, learners will be able to: • Read, discuss, and understand texts. • Use “isn’t” and “aren’t” in sentences. • Identify vowel digraphs in words. • Use reading strategies, including recognizing sequence, summarizing

information, and recognizing facts and opinions. • Use new vocabulary related to finding a job, writing an application letter,

filling out an application form, and interviewing. • Review simple sentence structures, capitalization, and punctuation. • Write and respond to an invitation. • Identify and write parts of an application letter. • Fill in parts of an application form. • Identify synonyms, antonyms, and homophones. • Reflect on their learning and assess their progress.


Unit 5


Phonics Vowel digraph

ay

Vowel digraph

ai

Review vowel

digraphs

Sight words Always, draw,

fall, hold, if,

and goes

Always, draw,

fall, hold, if,

and goes

Always, draw,

fall, hold, if,

and goes

Always, draw,

fall, hold, if,

and goes

Always, draw,

fall, hold, if,

and goes

Writing Write

sentences with

new

vocabulary.

Writing

sentences with

the correct

antonym.

Write

sentences with

antonyms

Writing about

responsibilities

Language

Structures

Antonyms Antonyms Antonyms

Reading

Comprehension

Martin’s

Application

Letter

Skimming titles

and

paragraphs

Martin’s

Application

Letter

Martin’s

Application

Letter

Caring for

Chickens


Phonics

Review of Unit

4

End-of

Assessment /

Self-

Assessment

Vowel digraph

ee

Vowel digraph

ea

Sight words Around, why,

been, wish,

call, gave

Around, why,

been, wish,

call, gave

Around, why,

been, wish,

call, gave

Around, why,

been, wish,

call, gave

Writing Write a short

text about

Martin Calls

for Help

Language

Structures

Synonyms Synonyms Synonyms

Reading

Comprehension

Martin Calls

for Help

Martin Calls

for Help

Martin Calls

for Help


Unit 5


Phonics Vowel

digraph oa

and oo

Vowel digraph

oa and oo

Vowel digraph

oa and oo

Mid-Unit

Assessment

Sight words Its, or, pull,

tell, their, got

Its, or, pull,

tell, their, got

Its, or, pull,

tell, their, got

Writing Sequencing

Stories

Write sentence

with sight

words and

vocabulary

from Martin

Gets a Call

Story map The

Little Red Hen

Language

Structures

Homophones Homophones Homophones

Reading

Comprehension

Martin Gets a

Call

Martin Gets a

Call

Martin Gets a

Call

Martin Gets a

Call


Phonics R-controlled

vowel /ar/

R-controlled

vowel /ar/and

/ar/

R-controlled

vowel /ar/and

/ar/

Review r-

controlled

vowels

Sight words Far, or, these,

those, us, and

try

Far, or, these,

those, us, and

try

Far, or, these,

those, us, and

try

Review sight

words

Writing Write words

with r-

controlled

vowel /ar/

Letter Writing

Checklist

Writing a Job

Application

Letter

Proofread a

letter

Complete a job

application

form

Language

Structures

Structure and

content of an

application

letter

Reading

Comprehension

Martin’s

Interview with

Mrs. Dolo

Martin’s

Interview with

Mrs. Dolo

Martin’s Job

Application

Letter


Unit 5


Phonics R-controlled

vowels /er/ and

/ir/

R-controlled

vowels /er/

and /ir/

R-controlled

vowel /ur/

Review r-

controlled

vowels

Sight words Upon, use,

which. Light,

never, myself

Upon, use,

which. Light,

never, myself

Upon, use,

which. Light,

never, myself

Upon, use,

which. Light,

never, myself

Review sight

words

Writing Dictation

sentences with

sight words

and r-

controlled

vowels

Language

Structures

Job Interview

Questions and

Answers

Job Interview

Questions and

Answers

Job Interview

Questions and

Answers

Reading

Comprehension

Dressing for

Success

What

Employers

Really Look For

What

Employers

Really Look For

Favorite

Subjects


Phonics Review vowel

digraphs

Review vowel

digraphs

Diagnostic

Assessment

End-of-Unit

Assessment

practice

End-of-Unit

Assessment

Sight words Review sight

words

Review sight

words

Writing Write a short

story in the

past tense

Language

Structures

Review

synonyms

Review

antonyms

Review

homophones

Reading

Comprehension


Unit 5

Lesson 121: Looking Back at Unit 4


By the end of the lesson, learners will: • Give and receive feedback on the Unit 4 assessment. • Conduct a self-assessment on their progress in English language arts. • Explain what they will learn in Unit 5.


Prepare a self-assessment table. Have a copy of the Unit 4 assessment with answers. Prepare nine flash cards for the Scrambled Sentences activity with the following

terms: to, Monrovia, it, cakes, Sonie, in, likes, run, is

Activity Lesson 121: Looking Back at Unit 4 Summary

Time (min)


2 Class Discussion Give feedback on Unit 4 assessment. 15


Conduct evaluation: Looking Back at Unit 4. 15

4 Self-Assessment Learners self-evaluate their knowledge and skills. 5

5 Homework 5

TOTAL TIME 45


Unit 5


• Introduce the warm-up activity Scrambled Sentences. Explain the rules of the game.

• Say: I will place nine flash cards on the table. They are not in any order. They are scrambled. You must work in your group and try to make as many interesting sentences as possible, using these words. You cannot write any word twice.

• Ask learners if they have any questions. • Show the flash cards to learners and ask them to read the

words aloud: to, Monrovia, it, cakes, Sonie, in, likes, run, is. • Remind learners they have 2 minutes to write interesting

sentences. • After 2 minutes, say, Time is up! Pens down! • Ask each group to say how many sentences they wrote. • Ask the group with the highest number of sentences to share

with the class. Give feedback on the sentences. • Explain to the group that tomorrow you will have 10 different

words to practice with. • Write the date on the board. • Ask: What skills and knowledge did we practice in this game?

[Answers: reading, writing, and knowledge of punctuation]

• Introduce the lesson objectives. Tell learners they will: Give and receive feedback on the Unit 4 assessment. Conduct a self-assessment on their progress in Level 2

English Language Arts. Explain what they will learn in Unit 5.

5 min

ACTIVITY 2: FEEDBACK ON UNIT 4 ASSESSMENT LESSON 121

• Tell learners: We have completed our Unit 4 assessment, and we are going to look back at the unit. You will go over the test, and review your papers, ask questions about the test, and make corrections in your workbooks.

• Give learners their workbooks. Go through each test item with learners. Provide the correct answer, and write it on the board.

• Tell learners to review their answers. • Have learners make the necessary corrections in their

workbooks. • Discuss the assessment with learners. Ask the following

questions. Randomly call on boys as well as girls to answer.

15 min

Pass out workbooks


Unit 5

Make a note of items mentioned as difficult. Probe why these items were considered as difficult.

Which item was hard or easy? Why? Which test item could you have done better? How will you do it better next time? What would you like me to review with you in class?

• Receive any other feedback from learners, and clarify where necessary.

• Take some questions from learners before moving to the next activity.

ACTIVITY 3: LOOKING BACK AT UNIT 4 LESSON 121

• Tell learners that they have reviewed the Unit 4 test. Now they are going to share their experiences.

• Write the following questions on the board: What is one thing I learned from Unit 4 ? What was my best lesson in Unit 4? What was the easiest lesson for me? Why? What was the most difficult lesson for me? Why? What is one thing I wanted to learn and did not learn?

• Have learners think, pair, and share the following question. Move around to listen to the conversations. After each question, have a few pairs share their answers.

What have I learned that I am using outside of school?

15 min

ACTIVITY 4: SELF-ASSESSMENT LESSON 121

• Say: For the Self Check-In Review, you will individually rate yourselves on how easy or hard each area was.

• Have learners turn to Learner’s Workbook 121.1. • Read each skill on the list, slowly, one by one. Learners will put

an X in one of following columns: “I have lots of questions; I am not sure what to do most of the time”; “I feel like I am still learning this. I still have some questions and am unsure sometimes”; “I feel like I know this pretty well. I get almost every question right the first time”; or “I know this very well. I feel like I could teach it to someone else.”

• Look through learners’ self-assessments, and keep a list of learners who are challenged (with 4 or more areas marked “I have lots of questions; I am not sure what to do most of the time”).

5 min


Unit 5

• Tell learners that in Unit 5, they will: Read, understand, and discuss texts. Use isn’t and aren’t in sentences. Identify vowel digraphs in words. Use reading strategies, including recognizing sequence,

summarizing information, and recognizing facts and opinions.

Review simple sentence structures, capitalization, and punctuation.

Write and respond to an invitation. Use new vocabulary related to job-seeking and local

employment. Write business letters and job application forms. Identify synonyms, antonyms, and homophones. Reflect on their learning, and assess their progress

121.1 What was easy? What do you need to work on?

Skill I have lots of

questions; I

am not sure

what to do

most of the

time.

I feel like I am

still learning

this. I still

have some

questions and

am unsure

sometimes.

I feel like I

know this

pretty well. I

get almost

every

question right

the first time.

I know this

very well. I

feel like I

could teach it

to someone

else.

Reading stories and

answering questions about

the story

Retelling stories

Reading aloud in front of

people

Reading in a group

Reading alone by myself,

independently

NOTE: You can pair learners who are weak in one area with a learner who is performing well in it. This is a great way to have peers support each other.


Unit 5

Skill I have lots of

questions; I

am not sure

what to do

most of the

time.

I feel like I am

still learning

this. I still

have some

questions and

am unsure

sometimes.

I feel like I

know this

pretty well. I

get almost

every

question right

the first time.

I know this

very well. I

feel like I

could teach it

to someone

else.

Using maps, graphs, and

charts to answer questions

or interpret situations

Applying word analysis and

decoding skills

Using new vocabulary

related to natural

resources, agriculture, and

farming in reading and

writing

Sounding out and decoding

words

Working with my team

Working with my partner


• Explain the homework: • Tell learners to:

Share their experience of their self-assessment with someone at home. Tell the person the importance and the benefits of doing self-assessments. Plan what they are going to focus on this term, based on their self-assessment.

Come prepared to share with the rest of the class what they plan to work on during this unit.

5 min


Unit 5

Lesson 122: “Martin Calls for Help” Lesson Learning Objectives

By the end of the lesson, learners will: • Read and write sight words: around, why, been, wish, call, and gave • Recognize the vowel digraph /ee/, in which the two letters represent the long “e”

sound. • Identify vocabulary in the story “Martin Calls for Help.” • Answer comprehension questions about the story.


Read the story “Martin Calls for Help.” Prepare 10 flash cards for the Scrambled Sentences activity: can, Sarkor, quickly,

swims, jumps, over, the, river, blue, in


A digraph is two letters that work together to make a single sound, like /ee/ in bee or week. This week we are studying /ee/ and /ea/.

Activity Lesson 122: Martin Calls for Help Summary

Time (min)


2 Sight Words Introduce sight words: around, why, been, wish, call, gave.

5

3 Reading Vocabulary

Read “Martin Calls for Help.” 15

4 Sound It Out Introduce vowel digraph /ee/. 10



6 Homework 5

TOTAL TIME 45


Unit 5


• Welcome learners. • Write the date on the board. • Introduce the warm-up activity Scrambled Sentences. • Show the flash cards to learners and ask them to read the

words: can, Sarkor, quickly, swims, jumps, over, the, river, blue, in.

• Remind learners that they have 2 minutes to write interesting sentences.

• After 2 minutes, say, Time is up! Pens down! • Ask each group to say how many sentences they wrote. • Ask the group with the highest number of sentences to share

with the class. Give feedback on the sentences. • Explain to the group that tomorrow you will have 10 different

words to practice with. • Introduce the lesson objectives. Tell learners they will:

Read and write sight words: around, why, been, wish, call, and gave.

Recognize vowel digraph sounds in words. Read the story “Martin Calls for Help.” Answer comprehension questions about the story.

5 min


• Introduce the sight words. Say: Let’s review some words we already know. Write the word around on the board. Point to the word and say the word around. Repeat the word around.

• Use I Do, We Do, You Do to teach the sight words: around, why, been, wish, gave, call.

• Place learners in pairs. Ask each pair to compose a sentence using one sight word in 122.2 in their Learner’s Workbook.


5 min

Sentence Examples Around: We walk around the school. Why: Why did you leave? Been: It has been raining for two weeks. Wish: I wish it was time to go home. Gave: My sister gave me a cookie. Call: Did you call my name?


Unit 5

122.1 New Words

Sight Words

around why been wish call gave

Working in a pair, compose a sentence using one of the sight words.

ACTIVITY 3: READING VOCABULARY: “MARTIN CALLS FOR

HELP”

LESSON 122

• Say: We will read story about a person called Martin. • Review and teach the new vocabulary words. • Write: fired. Ask: Do you know or remember this word? If

learners cannot identify the meaning of the word, give learner-friendly definitions. Use the word in a sentence: John was worried. He lost his job. He was fired.

• Ask: Can anyone use the word fired in a sentence to show its meaning?

• Allow time for learners to respond. • Continue the activity with the other words: hospital, apply,

pay/paid, lay/laid, self-employment, paid employment, and guess

• Read the words together. Use I Do, We Do, and You Do. • Ask learners to write the new words in Learner’s Workbook

122.2. • Ask learners to choose one of the words – fired, hospital,

apply, pay/paid, lay/laid, self-employment, paid employment, or guess – and write it in a sentence.

• Call on volunteers, both girls, and boys, to read their sentences aloud.

• Ask learners to turn to the story “Martin Calls for Help” in 122.3 of their workbooks.

15 min


Fired: let go from job, lost job

Hospital: clinic where you get health care

Apply: to put in a formal request to join or get hired

Pay: to be given or to earn money; to have been given or to have earned money in the past

Lay: to put down; put down in the past

Self-employment: work for yourself with no boss


Unit 5

• Ask learners if they can predict what the story might be about.

• Allow time for learners to share their ideas and justify their answers.

• Use the Reading Strategy “Predicting by Skimming.” Tell learners to look quickly over the titles and subtitles.

• Ask them to predict what the reading will be about. Let 2 volunteers answer this question.

• Read aloud the full story to the class. Have learners answer: Did skimming help them know ahead of time what they were going to read and learn?

• Explain that skimming helps us read better and helps us predict what the text is about.

• Ask the following comprehension questions: Who are the characters in the story? “Character” means

the people in the story. [Answer: Flomo and Kabeh appear in the story; Martin and Temba’s brother are also mentioned.]

What happened to Martin? [Answer: He lost his job.] Why did Flomo feel bad? [Answer: He didn’t know how to

help Martin get a job.] Did Flomo have a job? [Answer: Yes, as a farmer, which is

a kind of self-employment.] Where did Flomo learn how to apply for jobs? [Answer:

AQE class]

Paid employment: a job where you are paid by another person to work

Guess: to make an estimate

122.2 Writing

Write the new words.


Unit 5

Choose a word. Write it in a sentence.

122.3 Reading: Martin Calls for Help

“Flomo, Flomo, your brother Martin called from Buchanan,” said Kabeh, as she

hurried up to Flomo.

“I have bad news. He lost his job.”

“Oh, no, did he get fired?” cried Flomo.

“No, the hospital he works at is moving,” said Kabeh.

“He called to ask you to come to Buchanan to help him find a new job for pay.”

Flomo looked worried. “I’d like to help him, but it’s a long way to Buchanan. Besides,

I don’t have a job. I don’t know how to get hired for paid employment.”

“Flomo, you do too have a job,” said Kabeh.

“Farming is a job. Self-employment is a job. Besides, didn’t you learn about how to

apply for jobs in AQE class? Martin was so unhappy. Maybe you should go.”

“I guess I could go with Temba’s brother,” said Flomo.

“He has to drive to Buchanan next week.”

“Don’t worry about the farm,” said Kabeh.

She smiled at Flomo and laid her hand on his hand.

“We’ll miss you, but we will be OK.”

ACTIVITY 4: SOUND IT OUT: VOWEL DIGRAPH /EE/ LESSON 122

• Write: ee. • Ask: Can anyone tell me the sound that the letters /ee/ make?

That is right, they make the long /ē/ee sound, like in bee and see. • Have learners turn to Learner’s Workbook 122.4. With the class,

look at the vowel digraph words in 122.4. Read aloud the words with the vowel digraph /ee/.

• Say: There are many words with the letters /ee/. Can you think of more words we can add to the list? Work with your partner to think of more words. You have 2 minutes.

• Ask volunteers to share their words. Write them on the board. Ask other volunteers to come to the board and underline the long /ee/ sound.

10 min


Unit 5

• Say: I am going to say some words. If you hear the /ee/ in the word, put your finger to your lips like you are asking someone to be quiet.

• Read the following words: pet, jeep, rent, feet, week, ten, feel, sheep. Observe if learners are identifying the correct sound.

• Play Fastest Finger in Learner’s Workbook 122.4. • Say the word green. • Allow time for learners to find the word. Check to see that

learners found the correct word. • Repeat the activity with these words: sweet, feel, deer, see. • Ask learners to read all the words in 122.4 to their partner.

122.4 Sound It Out: Vowel Digraphs

Read the words with the vowel digraph /ee/.

A digraph is two letters that work together to make a single sound, like /ee/ in bee. A

digraph can be made up of vowels or consonants.

-ee -eet -eek -eed -eel -een -eer

bee sweet week need feel green deer

see meet creek seed peel

tree feet



• Ask learners to spell the words: around, why, been, wish, call, and gave.

• Ask learners to read the words bee, sweet, need, and feel.

5 min


• Discuss the Homework in 122.5. • Tell learners to write 3 short sentences using the new

vocabulary words.

5 min

122.5 Homework

Write 3 short sentences with the words fired, hospital, and guess.


Unit 5

Lesson 123: Synonyms (Part 1)


By the end of the lesson, learners will: • Spell the sight words: around, why, wish, call, been, and gave. • Read the story “Martin Calls for Help.” • Explain what “synonyms” are. • Identify synonyms for common words in sentences. • Match words that are synonyms.


Prepare nine flash cards for the Scrambled Sentences activity: Wattu, slowly, plays, listen, in, the, yard, outside, big.

Activity Lesson 123: Synonyms (Part 1) Summary

Time (min)





Read “Martin Calls for Help.” 10

4 Synonyms Introduce synonyms. 15



6 Homework 5

TOTAL TIME 45


Unit 5


• Review the homework. • Introduce the warm-up activity Scrambled Sentences with the

flash cards: Wattu, slowly, plays, listens, in, the, yard, outside, big

• Ask the group with the highest number of sentences to share with the class. Give feedback on the sentences.

• Introduce the lesson for the day. Say: We are going to: Practice spelling sight words Read the story “Martin Calls for Help” Explain what “synonyms” are Identify synonyms in sentences

5 min

ACTIVITY 2: REVIEW SIGHT WORDS LESSON 123

• Say: Let’s review some words we already know. • Teach the sight words using I Do, We Do, You Do. • Place learners in pairs. Ask each pair to read their homework

sentences (from Lesson 122.6), which used fired, hospital, and guess, with each other.


5 min

Air writing: Write letters in the air with the pointer finger and with large arm movements. Try it with your eyes closed, then your eyes open.

Sight Words Around: We walk around the school. Why: Why did you leave? Been: It has been raining for two weeks. Wish: I wish it was time to go home. Gave: My sister gave me a cookie. Call: Call me when you get home.


Unit 5

New Vocabulary Words Fired: let go from job, lost job Hospital: clinic where you get health care Apply: to put in a formal request to join or get hired Pay: to be given or to earn money today or yesterday Lay: to put down; put down in the past Self-employment: work for yourself with no boss Paid employment: a job where you are paid by another person to work Guess: to make an estimate

ACTIVITY 3: READING: MARTIN CALLS FOR HELP LESSON 123

• Say: Today we are going to read the story “Martin Calls for Help.”

• Review the 3-Step Reading Approach. Say: We will continue to use the 3-Step Reading Approach in this class.

• Do the 1st reading. Read the story as learners follow in Learner’s Workbook 122.3.

• Do the 2nd reading, using Echo Reading. • Discuss the story. Ask:

Where is the story set? [Answer: It seems to be set in Kabeh and Flomo’s home, a long way from Buchanan.]

What happened to the hospital? [Answer: It is moving away from Buchanan.]

Why did Martin call for help? [Answer: He wants Flomo to help him apply for a new job.]

What advice did Kabeh give Flomo? [Answer: To go to his brother and help him, using what he learned in AQE class.]

10 min


Unit 5

Where did Flomo learn to apply for jobs? [Answer: AQE class]

• Do the 3rd reading. Circulate around the room, listening to groups and individuals read.

• Thank learners for their participation. Tell them they will continue to read the story in the next lesson.

ACTIVITY 4: SYNONYMS LESSON 123

• Write the following sentences on the board: The cake was good. Pauline was sad. I am happy to be here.

• Have learners read the sentences aloud along with you. • Say: These sentences use very common words. To make our

writing interesting, we can use synonyms. Synonyms are words that have the exact or almost exact meaning as another word in the same language. For example, joyful is a synonym for happy.

• Underline the words good, sad, and happy. • Ask learners to brainstorm words that mean the same as good,

sad, and happy. • Allow 2 minutes for learners to brainstorm with their partners. • After 2 minutes, ask them to share. Write their answers on the

board. If necessary, provide learners with examples. • Ask learners to turn to 123.1 in the Learner’s Workbook. • Introduce the activity Match the Synonym. • Explain that they must match the words in column A with their

synonyms in column B. For example, they can match “small” with “tiny” because the words have a similar meaning.

• Ask learners if they have any questions. • Allow 3 minutes for learners to complete the activity. • Ask learners to share their answers.

123.1 Match the synonym.

A B

small warm

hot sleepy

quick fast

15 min

Synonym: words that have the exact or almost exact meaning as another word in the same language. For example, “joyful” is a synonym for “happy.” Good: lovely, nice, tasty, delicious

Sad: unhappy, sorry, down, troubled, weeping

Happy: cheerful, glad, joyful


Unit 5

cold tiny

tasty freezing

thin skinny

simple delicious

mean easy

tired nasty


• Ask learners: What are synonyms? • Ask learners to recall something the learned from the story

“Martin Calls for Help.” • Ask learners to read one of the sight words: around, why,

wish, home, been, gave

5 min


• Discuss the Homework in 123.2. • Tell learners to:

Write a synonym for each word. Choose any two synonyms from the list. Write sentences

with each.

5 min

123.2 Homework

Write a synonym for each word.

Word Synonym

eat

run

warm

tiny

silent

Choose any 2 synonyms from the list above. Write sentences with each.


Unit 5

Lesson 124: Synonyms (Part 2)


By the end of the lesson, • Identify sight words in the story “Martin Calls for Help.” • Explain what synonyms are. • Identify synonyms in sentences.


Review synonyms in the story “Martin Calls for Help.” Prepare 11 flash cards for the Scrambled Sentences activity: dog, cat, black, the,

brown, small, garden, follows, digs, in, the.

Activity Lesson 124: Synonyms (Part 2) Summary

Time (min)



3 Reading Read “Martin Calls for Help.” 10

4 English Review synonyms. 15



6 Homework 5

TOTAL TIME 45


Unit 5


• Introduce the warm-up activity Scrambled Sentences. Explain the rules of the game.

• Use the flash cards: dog, cat, black, the, brown, small, garden, follows, digs, in, the.

• Ask the group with the highest number of sentences to share with the class. Give feedback on the sentences.

• Introduce the lesson for the day. Say: We are going to stay with the story “Martin Calls for Help.” We are going to review synonyms.

• Introduce the lesson objectives. Tell learners they will: Identify sight words in the story “Martin Calls for Help.” Recognize vowel sounds in words. Review synonyms. Explain what synonyms are. Identify comparative synonyms in sentences.

5 min


• Play the game Fastest Finger. • Have learners turn to Learner’s Workbook 124.1. • Play the game Fastest Finger with the words around, why, been,

wish, call and gave.

124.1 Reading: Fastest Finger

5. “I will your call your name when it is time to go home,” said

Mom.

6. Why are you saving money?

7. “Let’s take a walk around the garden,” said Grandpa.

8. The teacher gave us a free night off homework.

9. I wish I could read that book.

10. We have been working very hard.

5 min

Sight Words

• around • why • been • wish • call • gave

ACTIVITY 3: READING: MARTIN CALLS FOR HELP LESSON 124

• Say: Today we are going to return to the story “Martin Calls for Help.”

• Ask: Do you remember this story? What is it about? Who is in the story?

10 min


Unit 5

How serious is Martin’s problem? Is this story a true story? Why do think so?

• Introduce Read Aloud. Tell learners to find a partner. In their pairs, they will read the story in Learner’s Workbook 122.3 aloud to each other. Move around to monitor learners’ reading. Randomly ask a pair to read a sentence you point to.

• After learners read the story aloud to each other, say: Now, you can put the story in your own words. Retell the story to your partner.

• Call on 2 volunteers (a girl and a boy) to retell the story to the class. Tell them they each have one minute to retell the story.

• Ask each learner to write two sentences about the text in their Learner’s Workbook 124.2. Remind learners that they shouldn’t copy the sentences from the story. Instead, they should use their own words. Remind them about using capital letters and correct punctuation.

• After learners have completed this activity, ask for a volunteer to share his or her sentences.

• If necessary, give learners some feedback on their sentences.

124.2 Write 2 sentences about the story “Martin calls for help.”

ACTIVITY 4: REVIEW: SYNONYMS LESSON 124

• Say: In the previous lesson, we learned about a type of word called a “synonym.”

• Ask: Do you remember what a synonym is? • Pause for response. Say: Synonyms are words with the same or

similar meanings. For example, “joyful” is a synonym for “happy.”

• Ask learners if they can think or any other examples.

15 min


Unit 5

• Review the homework. Put a checkmark in the workbooks of learners who did the homework. Congratulate them for doing the work.

• Place learners in pairs. Ask each pair to read their lists of synonyms from Homework 123.3 with each other. Move around and listens to learners read their synonyms.

• Ask 2 different learners (a boy and a girl) to share their examples with the class.

• Explain that now we are going to read a short story. • Write the story on the blackboard. Tell learners that it is also in

Learner’s Workbook 124.3. Ask learners to read the story aloud.

• Explain to learners that we are going to rewrite the story by replacing each underlined word, using synonyms they can choose from the Word Bank.

• Do the first 2 sentences as a whole class. Learners do the rest individually.

• When learners have finished, review the answers with the whole class.

124.3 Read the story.

Rewrite the story by replacing the underlined words with synonyms from the Word Bank.

Tea and Cookies

My mother was tired after work. “Today was a hard day,” she said. “A lot of people

were sick and needed to see a doctor. I am going to take a nap.” While she

was sleeping, I went to the kitchen and made her a warm drink and put

some cookies on a plate. I put the cup and the plate beside her. When

she opened her eyes and saw the cookies, she looked glad. “Thank you,

“ she said. “That was a tasty cookie.”

Word Bank

delicious hot rest mom

ill cheerful explained tough

resting sleepy


Unit 5


• Ask learners to explain what a synonym is. • Ask learners to give you a synonym for the words: hot, mom,

sleepy, and delicious. (Warm, mother, tired, tasty)

5 min


• Discuss the homework in 124.4. • Tell learners to match the word in column A to its synonym in

column B.

5 min

124.4 Homework

Match the word in column A to its synonym in column B.

A B

little unsafe

pretty mad

scared huge

dangerous finish

angry tiny

end glad

big silent

happy beautiful

quiet afraid


Unit 5

Lesson 125: Synonyms Review


By the end of the lesson, • Recognize the vowel digraph /ea/. • Explain what synonyms are. • Write a short text about “Martin Calls for Help.”


Prepare flash cards of the sight words: around, why, been, wish, call, gave. Prepare 39 flash cards for the Scrambled Sentences activity: dog, cat, black, the,

brown, small, garden, follows, digs, in, the, Wattu, slowly, plays, listen, in, the, yard, outside, big, can, Sarkor, quickly, swims, jumps, over, the, river, blue, in, to, Monrovia, it, cakes, Sonie, in, likes, run, is.

Activity Lesson 106: Consonant Blends Summary

Time (min)




3 Writing Have learners write a short opinion piece about “Martin Calls for Help.”

10

4 English Introduce vowel digraph /ea/. 7

5 Synonyms Review synonyms. 8

6 Self-Assessment End-of-week self-assessment. 5

7 Homework 5

TOTAL TIME 45


Unit 5


• Introduce the warm-up activity Scrambled Sentences. Explain the rules of the game. Say: I will place all the flash cards on the table. They are not in any order. They are scrambled. You must work in your group and try to make some interesting sentences. You cannot write a sentence that was already used this week.

• Ask learners if they have any questions. • Show the flash cards to learners and ask them to read the

words: dog, cat, black, the, brown, small, garden, follows, digs, in, the, Wattu, slowly, plays, listen, in, the, yard, outside, big, can, Sarkor, quickly, swims, jumps, over, the, river, blue, in, to, Monrovia, it, cakes, Sonie, in, likes, run, is

• Remind learners that they have 2 minutes to write interesting sentences.

• After 2 minutes, say: Time is up! Pens down! • Ask each group to say how many sentences they wrote. • Ask the group with the highest number of sentences to share

with the class. Give feedback on the sentences. • Introduce the lesson for the day. Say: We have been thinking a

lot about the story “Martin Calls for Help.” We have also been learning about synonyms and vowel digraphs. Today, we are going to going to review synonyms and learn a new vowel digraph.

• Introduce the lesson objectives. Tell learners they will: Recognize the vowel digraph /ea/. Write a short text about “Martin Calls for Help.”

5 min


• Use flashcards to review the sight words: around, why, been, wish, gave, call

10 min

Sight Words • around • why • been • wish • gave • call


Unit 5

ACTIVITY 3: WRITING LESSON 125

• Ask learners to turn to Learner’s Workbook 125.1 and go over the writing prompts.

• Ask learners to look at 125.2,and discuss the rubric with them. Explain that they must introduce the topic, provide an opinion (what they like or don’t like), and write a concluding statement.

• Ask learners if they have any questions. • Move around the classroom and monitor learners’ work. • After learners have finished writing, ask learners to share with

their partner and review each other’s work with the rubric. • Ask everyone to reflect on the writing exercise. Ask: Was it

easy or hard? Why? How did you feel about doing the writing exercise?

10 min

125.1 Write about “Martin Calls for Help.”

My opinion: Why I like or do not like the story “Martin Calls for Help”

I like or do not like (circle one) __________________________________ because

___________________________________________________________________________

I think

___________________________________________________________________________



standard.



revise.

I provided an opinion

about “Martin Calls for

Help.”

I supplied a reason to

support my opinion.

I provided a concluding

statement or section.


Unit 5

ACTIVITY 4: INTRODUCE VOWEL DIGRAPH /EA/ LESSON 125

• Write: ea. • Ask: Can anyone tell me the sound that the letters /ea/ make?

That is right, they make the long /ē/ sound, like in ear and each.

• Have learners turn to Learner’s Workbook 125.3. With the class, read aloud the words with the vowel digraph /ea/.

• Say: There are many words with the letters /ea/ that make the long /ē/ sound. Can you think of more words we can add to the list? Work with your partner to think of more words. You have 2 minutes.

• Ask volunteers to share their words. Write them on the board. Ask other volunteers to come to the board and underline the long /ea/ sound.

• Say: I am going to say some words. If you hear the long /ē/ sound in the word, put your finger to your lips like you are asking someone to be quiet.

• Read the following words: peach, ten, bead, weak, elephant, terrible, eat, women. Observe if learners are identifying the correct sound.

• Play Fastest Finger in 125.3 with the words: read, meal, beach, wheat, and steam.

• Ask learners to take turns reading the words in 125.3 to their partners.

7 min


Read the words with the vowel digraph /ea/.

A digraph is 2 letters that work together to make a single sound, like /ea/ in ear. A


-eat -ead -eak -eal -eam -each -ean

beat bead beak meal beam peach bean

meat read peak steal steam beach mean

wheat clean


Unit 5

ACTIVITY 5: REVIEW SYNONYMS LESSON 125

• Re-introduce the activity Match the Synonym in their Learner’s Workbook 125.4.

• Explain that they must match the words in column A with their synonyms in column B. For example, “small” is matched with “tiny” because they have a similar meaning.

• Ask learners if they have any questions. • Allow 3 minutes for learners to complete the activity. • Ask learners to share their answers.

8 min

Synonym – words that have the exact or almost exact meaning as other words in the same language. For example, “joyful” is a synonym for “happy.”

125.4 Match the word in column A to its synonym in column B.

A B

delicious difficult

right freezing

cold correct

easy tasty

hard simple

small rock

stone quick

fast tiny


• Say the word big aloud. Ask learners to identify a synonym. Repeat with the words quiet, warm, sad, and angry.

• Ask learners to write a word that has the /ea/ vowel digraph. Ask them to spell the word and use it in a sentence.

• Ask learners the following questions: What did you learn this week? What did you feel during these lessons? What did you learn from the lessons that you could apply



Not so well OK Well

5 min


Unit 5

• Check learners’ workbooks. It’s important to follow up with learners who have written or . Ask them to identify what problems they are having, and plan to address these issues in the next lesson.


Unit 5 – Lesson 125 – What I can do I can write about “Martin Calls for Help.” I can identify the /ea/ and /ee/ vowel digraph in words. I can explain what a synonym is. I can match words to their synonyms. I can read the words around, why, been, wish, call, and gave.


• Discuss the homework in 125.6. • Tell learners to write 3 short sentences with the words gave,

wish, and around.

5 min

125.6 Homework

Write 3 short sentences with the words gave, wish, and around.


Unit 5

Lesson 126: Martin’s Application Letter


By the end of the lesson, learners will: • Read and write sight words: always, draw, fall, hold, if, and goes. • Read words with the vowel digraph /ay/. • Skim titles and paragraphs to get the main idea in “Martin’s Application Letter.” • Read the text “Martin’s Application Letter.”


Read the text “Martin’s Application Letter” and be ready to discuss it with learners.

Materials

• A soft ball for the Minister’s Cat game

Activity Lesson 126: Martin’s Application Letter Summary

Time (min)


2 Sight Words Introduce sight words: always, draw, fall, hold, if, goes.

5

3 Sound It Out Introduce words with vowel digraph /ay/. 10

4 Reading Read “Martin’s Application Letter.” 15



6 Homework 5

TOTAL TIME 45


Unit 5


• Do the warm-up: The Minister’s Cat. Have learners form a circle. Say: In Unit 4, we learned about adjectives.

• Play the game and continue until everyone has had a turn. • Introduce the lesson for the day. Say: We are going to read

and think about a text called “Martin’s Application Letter.” We are going to learn some new words to read and write.

• Introduce the lesson objectives. Tell learners they will: Read and write sight words: always, draw, fall, hold, if,

and goes. Recognize words with the vowel digraph /ay/. Skim titles and paragraphs to get the main idea of the

information presented in “Martin’s Application Letter.” Read the text “Martin’s Application Letter.”

5 min


• Say: Let’s review some words we already know. • Teach the sight words always, draw, fall, hold, if, goes using I

Do, We Do, You Do. • Tell learners to practice reading the words in Learner’s

Workbook 126.1.

5 min

Sight Words always: I always read my book.

draw: He will draw a picture.

fall: If you climb a tree, you might fall.

hold: Hold onto your purse.

if: I will be happy if you read.

goes: He goes to the market.


Unit 5

126.1 New Words

Sight Words

always draw fall hold if goes

ACTIVITY 3: SOUND IT OUT: VOWEL DIGRAPH /AY/ LESSON 126

• Say: We are practicing words with the vowel digraph /ay/. • Ask: What vowel digraphs did we practice last week? (/ea/ and

/ee/.) Can you give me examples of words with /ea/ and /ee/? • Allow time for learners to answer. • Explain to learners that today they will learn another vowel

digraph. Remind them that a vowel diagraph is two vowels that come together to make a vowel sound.

• Write: ay. • Ask: Can anyone tell me the sound that the letters /ay/ make?

That is right; they make the long /ā/ sound, like in day and always.

• Have learners turn to Learner’s Workbook 126.2. With the class, look at the vowel digraph words in 126.2. Read the words with the vowel digraph /ay/.

• Ask: Are there any words in this list that you don’t know? • Say: There are many words with the letters /ay/. Can you think

of more words we can add to the list? Work with your partner to think of more words. You have 2 minutes.

• Ask volunteers to share their words. Write them on the board. (Possible answers are bolded in the word list.) Ask other volunteers to come to the board and underline the long /ā/ sound.

• Say: I am going to say some words. If you hear the long /ā/ sound in the word, put your finger to your lips like you are asking someone to be quiet.

• Read the following words: day, play, jam, pan, tomato, away, say. Observe if learners are identifying the correct sound.

• Say: This time we are going to play Fastest Finger. I will say a word with the long /ā/ sound, and you will find the word in your word list in 126.2. When you find the word, raise your hand.

• Say the word say.

10 min

Word List

• day • bay • hay • lay • may • pay • say • way • play • clay • pray • tray • stay • sway • stray • today • away


Unit 5

• Allow time for learners to find the word. They should point to the word with their finger and raise their hand in the air. Check to see that learners are finding the correct word.

• Repeat the activity with the words tray, may, pay, and away. • Ask learners to take turns reading the words in 126.2 to their

partners.


Read the words with the vowel digraph /ay/.

A digraph is 2 letters that work together to make a single sound, like /ee/ in bee. A


-ay

day

bay

may

pay

say

way

play

pray

tray

stay

today

away

ACTIVITY 4: READING: MARTIN’S APPLICATION LETTER LESSON 126

• Introduce the reading in 126.3. Say: We will read more about Martin and his problem. Ask: What is the name of this story? [Answer: “Martin’s Application Letter”]

• Ask learners what they remember about Martin from the previous story.

• Tell them to write what they predict the reading will be about. Let 2 volunteers give their predictions.

• Ask learners to quickly skim the text “Martin’s Application Letter” for 2 minutes. Look at the title, bold writing, and main words.

• Tell them to write in their workbooks 2 things they learned about the text when skimming.

15 min

New Words

job search: the process of looking for a job, job hunting

cleaner: person who is paid to clean a place

application letter: formal written


Unit 5

• Ask 2 or 3 volunteers to share what they wrote with class. • Go over the new words in the story. • Read aloud the full story to the class. • Ask:

Did you learn more? Did skimming help them know ahead of time what they

were going to read and learn? • Ask learners to turn to the New Words activity in Learner’s

Workbook 126.4. • Have learners copy the new words and compose sentences

using these words.

request for an open job

references: people who can tell employer about what kind of employee you would be

former employer: company or person you previously worked for

job title: name of a specific job

perfect: well done, great, can’t be improved

mistake: error, something wrongly done

126.4 Reading

Martin’s Application Letter

“Martin, I’m so happy to see you,” said Flomo.

“Me, too,” said Martin.

“So, how is the job search going?” asked Flomo.

“Not so good,” said Martin sadly.

“Yesterday, I went to the Buchanan Clinic. They have a job for a cleaner, but I have

to write an application letter. I don’t know how to write one.”

“I do,” said Flomo. “I learned in my AQE class. I can help you. But you need

references.”

“Do you have those yet?” asked Flomo.

“Yes, I asked my former employer and my teacher,” Martin said. “I still have to get

their phone numbers and find out their job titles.”

Flomo and Martin worked on the letter all night.

Flomo read it over and over.

“It has to be perfect,” he told Martin.

“There can’t be even one mistake.”

The next day Martin took his letter to the manager, Mrs. Dolo.

She read it over and smiled. “This looks perfect!”


Unit 5

126.4 New Words

Copy the new words.

Write each word in a sentence of your own:


• Point to the sight words on the board. Ask learners to read them aloud.

• Ask different learners, including an equal number of girls and boys to do one of the following:

Pull a sight word flash card from the stack and read it. Write a word with the vowel digraph /ay/.

5 min



Write four short sentences. Each sentence should have a word with a vowel digraph /ay/. Learners can look at 126.2 for ideas of words with the vowel digraph /ay/.

Practice reading the text “Martin’s Application Letter.”

5 min

126.5 Homework

Write 4 short sentences that have a word with the vowel digraph /ay/. You can

refer to the chart in 126.2 for an idea of these words.


Unit 5

Lesson 127: Antonyms (Part 1)


By the end of the lesson, • Compose sentences using sight words: always, draw, fall, hold, if, goes. • Read words with the vowel digraph /ai/. • Read the text “Martin’s Application Letter.” • Identify antonyms.


Reread the text “Martin’s Application Letter.” Practice reading the text aloud so you can read it slowly but naturally.

Activity Lesson 127: Antonyms (Part 1) Summary

Time (min)


2 Sight Words Play Buzz game. 5

3 Sound It Out Review words with vowel digraph /ai/ and homework.

5


Read “Martin’s Application Letter.” 10

5 English Introduce antonyms. 10



7 Homework 5

TOTAL TIME 45


Unit 5


• Introduce the lesson for the day. Say: We will learn about antonyms.

• Introduce the lesson objectives. Tell learners they will: Compose sentences using sight words: always, draw, fall,

hold, if, goes. Read words with the vowel digraph /ai/. Read the text “Martin’s Application Letter.” Identify antonyms.

5 min


• Say: Let’s review some words we already know. • Write the sight words on the board. Play the game Buzz. • Ask learners to turn to 127.1 in the Learner’s Workbook. • Ask learners to play the game for one minute with their

partners.

5 min

Sight Words

always: I always read my book.

draw: He will draw a picture.

fall: If you climb a tree, you might fall.

hold: Hold onto your purse.

if: I will be happy if you read.

goes: He goes to school with his sister.

127.1 Reading the Sight Words

Play the Buzz game with your partner.

fall always draw hold if goes


Unit 5

ACTIVITY 3: SOUND IT OUT: WORDS WITH THE VOWEL

DIGRAPH /AI/

LESSON 127

• Say: Look at your homework in Learner’s Workbook 126.6. Choose one of your sentences and read it aloud to your

partner. Your partner will write the sentence in his or her

Learner’s Workbook 127.2. Then your partner will read a sentence, and you will write

it in your workbook. Feel free to ask your partner for help in spelling the

words. Each of you should underline the word with the vowel

digraph /ay/. • Ask for learners to share examples. Write their examples on

the board. • Explain to learners that today they will learn more vowel

digraphs. Remind them that a vowel digraph is two vowels that come together to make one vowel sound.

• Write: ai. • Ask: Can anyone tell me the sound that the letters ai make?

That is right; they make the long /ā/ sound, like in rain and air. • Have learners turn to Learner’s Workbook 127.3. With the

class, look at the vowel digraph words in 127.3. Read aloud the words with the vowel digraph /ai/.

• Ask: Are there any words you don’t know? • Say: There are many words with the letters ai. Can you think of

more ai words we can add to the list? Work with your partner to think of more words. You have 2 minutes.

• Ask volunteers to share their words. Write them on the board. Ask other volunteers to come to the board and underline the long /ā/ sound.

• Say: I am going to say some words. If you hear the long /ā/ in the word, put your finger to your lips like you are asking someone to be quiet.

• Read aloud the following words: air, plain, mat, ran, paid, wait, sat

• Observe if learners are identifying the correct sound. • Say: This time we are going to play Fastest Finger. I will say a

word with the long /ā/ sound, and you will find the word in

5 min


Unit 5

your word list in 127.3. When you find the word, raise your hand.

• Say the word say. • Allow time for learners to find the word. They should point to

the word with their finger and raise their hand in the air. Check to see that learners are finding the correct word.

• Repeat the activity with the words wait, nail, pair, and train. • Ask learners to take turns reading the words in 127.3 to their

partners.


homework.

Write that sentence. Underline the word with the vowel digraph /ay/.


Read the words with the vowel digraph /ai/.

A digraph is 2 letters that work together to make a single sound, like /ee/ in bee. A


-aid -ait -ail -air -ain

aid

laid

maid

paid

raid

braid

wait bail fail

nail rail

sail tail

snail

trail

hair

pair

stair

chair

main

pain

rain

brain

gain

grain

train

plain

stain

chain

Spain


Unit 5

ACTIVITY 4: READING COMPREHENSION: “MARTIN’S

APPLICATION LETTER”

LESSON 127

• Say: Today we are going to return to the text “Martin’s Application Letter.” Today you will be reading in small groups.

• Break the class into groups of 2 or 3. Have learners turn to 126.3 in their workbooks.

• Ask them to take turns reading the text “Martin’s Application Letter.” Everyone should have a turn reading the text.

• Walk around to make sure they are doing the reading correctly.

• When they are finished reading, have each group answer the comprehension questions about the text in 127.4.

10 min

127.4 Reading the Text

Discuss and write the answers to the questions.

1. Who are the characters in the story? [Answer: Flomo, Martin]

2. What does Flomo do to help Martin? [Answer: He helps Martin write a job application letter.]

3. What does Martin need for the application letter? [Answer: He needs references, their phone numbers, and their job titles.]

4. Who does Martin have as references? [Answer: His former employer and teacher]

5. Do you think these were good references to use?

6. If you were Martin, whom else could you have used as a good reference?

ACTIVITY 5: ANTONYMS LESSON 127

• Say: An antonym is a word or phrase that means the opposite of another word or phrase.

• Write on the board: tall, thick, difficult • Read aloud the words with learners. • Ask learners to think of the opposite of the words • Allow time for learners to share their ideas. • Say: The opposite of tall is short, the opposite of thick is thin,

and the opposite of difficult is easy. • Ask: What are other examples of antonyms? Write learner’s

examples on the board.

10 min

Word List big – small difficult – easy new – used clean – dirty safe – dangerous friendly – unfriendly good – bad cheap – expensive


Unit 5

• Ask learners to turn to Learner’s Workbook 127.5. Ask learners to work in pairs to rewrite the sentences using the correct antonym.

interesting – boring quiet – noisy

127.5 Rewrite the sentences using the correct antonym.

dangerous unfriendly big interesting used

1. John bought a new car.

2. My shoes are too small for me.

3. The dog is very friendly.

4. The book I am reading is very boring.

5. It is safe to swim in the sea.


• Ask learners to use the words always, draw, fall, hold, if, and goes in a sentence.

Pull a sight word flash card from the stack and read it. Compose a sentence using always, draw, fall, hold, if,

goes. Explain what an antonym is. Give an example of an

antonym.

5 min


• Discuss the homework in 127.6. • Tell learners to write sentences about themselves using the

antonyms.

5 min

127.6 Homework

Practice writing your own sentences using the antonym pairs big /small, easy/ difficult,

and safe/ dangerous. Remember to use capital letters and punctuation.


Unit 5



By the end of the lesson, • Identify the sight words in the text “Martin’s Application Letter.” • Retell the text “Martin’s Application Letter” in their own words. • Explain what antonyms are. • Write sentences using antonyms.


Prepare flash cards for new vocabulary words, sight words, and antonyms.


Time (min)




3 Reading Read “Martin’s Application Letter.” 15

4 Antonyms Have learners identify antonyms in sentences. 10



6 Homework 5

TOTAL TIME 45


Unit 5


• Review the homework. • Introduce the lesson for the day. Say: We are going to stay

with the text “Martin’s Application Letter.” We will also review antonyms.

• Introduce the lesson objectives. Tell learners they will: Identify the sight words in the text “Martin’s Application

Letter.” Retell the text “Martin’s Application Letter” in your own

words. Explain what antonyms are. Write sentences using antonyms.

5 min


• Say: Let’s review some of our sight words that we have seen in this unit so far.

• Play the game Fastest Finger. Have learners turn to Learner’s Workbook 128.1.

• Say the word: goes. • Allow time for learners to find the word. Check to see that

learners have found the correct word. • Repeat the activity with the other sight words: always, draw,

fall, around, why, been, wish, call, if, hold, goes

5 min

Sight words taught in this unit:

• draw • why • been • around • wish • call • fall • hold • gave • call • always • if • goes


Unit 5

128.1 Fastest Finger: Sight Words


call why been wish fall

always goes if hold wish draw around

ACTIVITY 3: READING: MARTIN’S APPLICATION LETTER LESSON 128

• Say: Today we are going to return to the text “Martin’s Application Letter.”

• Ask: Do you remember the title of this story? What are other possible titles that the text could have? Have learners write two different possible titles for the text in Learner’s Workbook 128.2. Ask learners to share their ideas for other titles.

• Say: Choose your favorite part of “Martin’s Application Letter.” Read your favorite part of the text aloud to your partner.

• Say: Now, you can put the text in your own words. Retell the text to your partner.

• Ask: If you only had two sentences to retell this text to a stranger, what would you say? Ask each learner to write two sentences about the text in Learner’s Workbook 128.2.

• After learners have completed this activity, ask for 2 volunteers, a boy, and a girl, to share their sentences.

15 min

128.2 Write 2 other possible titles for the text “Martin’s Application Letter.”

128.3 Retell the text “Martin’s Application Letter” in 2 sentences.


Unit 5


• Ask: Do you remember what an antonym is? Allow time for learners to respond.

• Say: Today we will learn some more antonyms. • Write on the board the words arrive, deep, break, awake, and

easy. • Read the words with learners. • Ask learners to think of the opposite of the words • Allow time for learners to share their ideas. • Say: The opposite of arrive is leave, the opposite of deep is

shallow, the opposite of break is fix, the opposite of the awake is asleep, and the opposite of easy is hard.

• Ask learners to put some of the words in sentences. • Ask learners to turn to 128.4 Antonyms. Ask learners to work

in pairs to rewrite the sentences using the correct antonym.

10 min

Word List arrive - leave deep - shallow break - fix awake - asleep easy - hard

128.4 Rewrite the sentence, using the correct antonym.

deep arrive fix easy awake

The bus will leave at two. ___________________________________

I can break that pencil. _______________________________________

The water is too shallow for swimming. _____________________________

I could not stay asleep last night. ________________________________

This homework is hard. ________________________________________


• Ask: Identify 1 thing you have learned from the text “Martin’s

Application Letter.” Provide an antonym for the following words: deep, arrive,

fix, easy, awake

5 min


• Discuss the homework in 128.5. • Tell learners to complete the chart of antonyms.

5 min


Unit 5

128.5 Homework

Complete the list of antonyms.

Word Antonym

big

arrive

difficult

new

clean

deep

safe

friendly

fix

good

easy

cheap

awake

interesting

quiet


Unit 5



By the end of the lesson, • Spell the sight words using Look, Say, Cover, Write, and Check. • Identify antonyms in sentences. • Complete sentences using the correct antonym. • Independently read “Caring for Chickens.”


Prepare sight word flash cards: always, fall, draw, if, hold, goes.


Time (min)


2 Sight Words Sight words dictation. 5

3 Antonyms Identify antonyms. 15

4 Reading Read “Caring for Chickens” independently. 10



6 Homework 5

TOTAL TIME 45


Unit 5


• Introduce the lesson for the day. Say: We have been learning about antonyms. Today, we are going to read a new story.

• Introduce the lesson objectives. Tell learners they will: Spell the sight words using Look, Say, Cover, Write, and

Check. Identify antonyms in sentences. Complete sentences using the correct antonym. Independently read “Caring for Chickens.”

5 min

ACTIVITY 2: SPELL THE SIGHT WORDS LESSON 129

• Introduce the sight words. Say: Let’s review some of our sight words that we have seen in this unit so far.

• Hold up the “fall” flash card. Ask learners: What is this word? • Say: Yes! The word is fall. Today we are going to spell the sight

words. • Continue to review the other words on the flash cards. • Use Look, Say, Cover, Write, and Check in Learner’s Workbook

129.1. to review sight words.

5 min

Sight Words

• always • draw • fall • hold • if • goes

129.1 Look, Say, Cover, Write, and Check

Sight words Write. Practice writing the word here.

always

draw

fall

hold

if

goes


Unit 5


• Say: We have learned about antonyms. • Ask: What is an antonym? • Ask: What are examples of antonyms? • Review the homework. Put a checkmark in the workbooks of

learners who did the homework. Congratulate them for doing the work.

• Write on the board the following sentences. I need to sell an apple for lunch. I was late for school so I had to run slowly. I am never early for school. The learner driver was driving very carefully.

• Ask learners to read the sentences. • After they have read the sentences, ask learners to change the

underlined words. • Ask learners to share their answers. • Review the correct answers together as a class. • If time allows, learners can complete 129.2 in pairs.

15 min

Antonyms

• Buy – sell • Fast – slow • Always – never • Carefully – carelessly • Late – early

129.2 Antonyms

Write an antonym for each word. Use the words from the Word Bank.

Word Bank

laugh healthy easy dry rich empty

cry

wet

hard

poor

full

ill

ACTIVITY 4: INDEPENDENT READING LESSON 129

• Ask learners to turn to their Learner’s Workbooks 129.3. Introduce the independent reading activity.

• Explain the word usually.

10 min


Unit 5

• Explain: You have 5 minutes to read the text. Then we will discuss the comprehension questions.

• If learners have any questions, they can raise their hand and ask you a question.

• Allow time for learners to read the text. • Discuss the text with learners. Ask the following

comprehension questions: How did Alvin learn about chicken farming? How does he continue to learn? Why does he continue to learn? What are some challenges that chicken farmers face? What does Alvin do to keep his chickens healthy? What does he notice? What do you think will happen next? Why?

Usually — under normal conditions; generally

Recommendation — advice

Wonder — to want to know (verb); a sense of awe (noun)

Bronchitis — illness in the lungs

Fowl — birds such as chickens and ducks that we eat

Pox — a virus that causes a rash

Tick — a small bug that sucks blood and can spread disease

• Ask learners, in pairs, to identify the underlined words in the

text and write the antonyms for these words. • Ask learners to share their answers with the class. [Answers:

young/old, new/old, wrong/right, clean/dirty, healthy/sick, happy/sad, wrong/right]


Caring for Chickens

Alvin and Sam’s poultry business is growing.

Alvin takes care of the chickens.

Sam takes care of the business.

Alvin learned about chicken farming when he was young.

He worked on his grandfather’s chicken farm.

He is still learning.

When he has questions, he talks to other farmers and his

grandfather.

There is always something new to learn.

Many things can go wrong with chickens.


Unit 5

There are diseases that kill them.

There are diseases that make them sick.

They can get fleas, ticks, lice, and worms.

Chickens need attention.

Alvin vaccinates the chickens and keeps their pen clean.

He feeds them well.

They are usually very healthy.

They are usually very happy.

They usually lay lots of eggs.

Today is unusual.

There are not very many eggs.

The chickens look unwell.

Alvin sees this and wonders, “What is wrong?”

He asks himself, “What should I do about this?”


• Have learners do the following: Spell a sight word from today’s lesson. Identify antonyms for these words: old, wrong, dirty,

healthy, wrong. Say something about the story “Caring for Chickens.”

5 min


• Discuss the homework in 129.4. • Tell learners to read the story “Caring for Chickens” and write a

prediction about what they think Alvin will do.

5 min

129.4 Homework

Read the story “Caring for Chickens” and write a prediction about what you think

Alvin will do.


Unit 5

Lesson 130: Writing about My Responsibilities


By the end of the lesson, learners will have done the following tasks: • Complete dictation exercises using sight words, vowel digraph words, and new

vocabulary words. • Write about their daily responsibilities.



Activity Lesson 130: Writing about My Responsibilities Summary

Time (min)



2 Sound It Out/

Spelling/Dictation

Review sight words, vowel digraphs, and new vocabulary words.

15

3 Writing Have learners write about “My Responsibilities.” 15



5

5 Homework 5

TOTAL TIME 45


Unit 5


• Review the homework. • Introduce the lesson for the day. Say: Today, you are going to

write about things that you do at home or outside of school. We will also practice a dictation exercise.

• Introduce the lesson objectives. Tell learners they will: Complete dictation exercises using sight words, vowel

digraph words, and new vocabulary words. Write about daily responsibilities.

5 min


• Ask learners to turn to Learner’s Workbook 130.1. • Say: I will read a word and then a sentence. You should write

them on the lines provided. • Read these words and sentences:

read: I always read my book. draw: He will draw a picture. fall: If you climb a tree, you might fall. hold: Hold onto your purse. if: I will be happy if you read. goes: He goes to school in the morning.

• After finishing your dictation, review the words and sentences together. Ask volunteers to write them on the board.

15 min

130.1 Dictation

Write the words and sentences read by the teacher.

1. _________________________________

2. _________________________________

3. _________________________________

4. _________________________________

5. _________________________________

6. _________________________________


Unit 5

ACTIVITY 3: WRITING: MY RESPONSIBILITIES LESSON 130

• Say: In our last class, we read about caring for chickens. • Say: Alvin takes caring for chickens very seriously. Take a

moment to think about what your responsibilities are. • Ask: What do you take care of? If you don’t take care of

anything, do you know someone who does? What do they do? • Ask learners to write about their responsibilities in Learner’s

Workbook 130.2. In their sentences they should include what they do, how they learned about their responsibilities, and why their responsibilities are important.

• Remind learners to use synonyms to make their writing interesting. Also remind learners to write complete sentences, to begin their sentences with capital letters, and to end their sentences with the correct end mark.

• Ask learners if they have any questions. • After learners have finished writing, ask learners to share with

their partner and review each other’s work with the rubric in 130.3.

• Ask everyone to reflect on the writing exercise. Ask: Was it easy or hard? Why? How did you feel about doing the writing exercise? What is special or different about your responsibilities?

• Ask volunteers to share their stories about their responsibilities.

15 min

Encourage openness and creativity.

130.2 My Responsibilities

Write about your responsibilities. Remember to use synonyms to make your writing

interesting.


Unit 5



standard.


the standard so I must

revise.


I explained what I do.

I explained how I learned

about my responsibilities.

I explained why my

responsibilities were

important.


• Ask for volunteers to share strategies that helped them during the dictation exercise.

• Ask learners the following questions: What did you learn this week? How did you feel during these lessons? What did you learn from the lessons that you could apply



Not so well

OK

Well

5 min


Unit 5


Unit 5 – Lesson 130 – What I can do I can read the words, always, draw, fall, hold, if, goes. I can identify the vowel digraph /ay/ and /ai/. I can explain what an antonym is. I can read a story by myself and answer comprehension

questions.

I can identify antonyms for common words. I can complete dictation exercise sentences. I can write about my responsibilities.



Read their “My Responsibilities” writing to a family member.

Interview them about their responsibilities. Write about what they do.

5 min

130.5 Homework

Read your “My Responsibilities” writing to a family member.

Interview them about their responsibilities. Write about what they do.


Unit 5

Lesson 131: Martin Gets a Call (Part 1)


By the end of the lesson, • Identify homophones. • Retell Martin’s story in sequence. • Explain the new vocabulary in “Martin Gets a Call.” • Read words with the vowel digraphs /oa/ and /oo/.


Review the story “Martin Gets a Call.” Prepare a set of antonym flash cards for the warm-up activity, one set of antonyms

on each card: hot/cold, up/down, left/right, happy/sad, high/low, tall/small, big/little, long/short, ill/healthy, old/young, new/used, good/bad, easy/hard, clean/dirty, deep/shallow, early/late, fast/slow, fat/thin, full/empty, heavy/light, in/out, rich/poor, wet/dry.

Activity Lesson 131: Martin Gets a Call (Part 1) Summary

Time (min)


2 English Introduce homophones. 10

3 Reading Have learners skim-read “Martin Gets a Call.” 10

4 Sound It Out Introduce vowel digraphs /oa/ and /oo/. 10



6 Homework 5

TOTAL TIME 45


Unit 5


• Introduce the warm-up activity: The Matching Pairs antonym game. Say: Last week, we learned about antonyms. Who can remember what an antonym is?

• Ask for a volunteer to explain. If necessary, you can say: An antonym is a word opposite in meaning to another word. For example, “cold” is an antonym for “hot.”

• Show learners the flash cards. Note that each card has a matching antonym, and together they make a pair. Show the flash card cold. Ask learners what card would make a matching antonym pair for cold. (hot)

• Distribute 1 flash card to each learner. Pick 1 learner to start. Ask them to read their card. Then ask learners who has the matching pair.

• Explain to learners that they must read their card and then walk around and read the other cards until they find their matching pair. When they find their match, they must stand together.

• Say: You have 2 minutes to match everyone up. • After 2 minutes, say: Stop. • Quickly ask all the pairs to show their cards and explain

why they are matching pairs. • Explain to learners that you will play the game again

tomorrow. • Introduce the lesson objectives. Tell learners they will:

Explain the meaning of homophones. Retell Martin’s story in sequence. Explain the new vocabulary in the text “Martin Gets a

Call.” Read words with the vowel digraphs /oa/ and /oo/.

5 min

Matching Pair Flash cards hot / cold up / down left / right happy / sad high / low tall / small big / little long / short ill / healthy old / young new / used good / bad easy / hard clean / dirty deep / shallow early / late fast / slow fat / thin full / empty heavy / light in / out rich / poor wet / dry

ACTIVITY 2: ENGLISH: HOMOPHONES LESSON 131

• Say: Today we are going to learn about homophones. A homophone is a word that is pronounced like another word but is different in meaning or spelling. The words sea and see, blew and blue, and new and knew are examples of homophones.

10 min


Unit 5

• Discuss with learners what the difference is between see and sea. Encourage them to use the words in sentences to show the difference.

• Repeat the previous step with the words blew and blue, and new and knew.

• Ask learners to turn to Learner’s Workbook 131.1. Read the examples with the class.

• Have learners work in pairs or groups to complete the activity. Allow 5 minutes.

• Move around to monitor and provide help as needed. • After 5 minutes, go over the answers with the class. Call on

volunteers, alternating boys, and girls, to share their answers. If an answer is wrong, call on another learner. Go over the correct answers. Explain as needed. Ensure that learners who made errors correct them in their workbooks.

131.1 Homophones

A homophone is a word that is pronounced the same as another word but has a different

meaning. For example:

Blue and blew. The sky is blue. The wind blew the balloon up in the air.

New and knew: Mary bought a new book. She knew the answer to the question.

Sea and see: I can see my school from my home. My brother caught fish in the sea.

Circle the homophone that best fits the sentence.

Example: I (eight / ate ) the apple.

1. I had a (not / knot) in my shoelace.

2. The (sun / son) is bright this morning.

3. Our team had (to / two) games on Saturday.

4. The small boat has a white (sail / sale).

5. I picked a (rose / rows) for my friend.

ACTIVITY 3: READING: “MARTIN GETS A CALL” LESSON 131

• Say: So far in this unit, we have read the texts “Martin Calls for Help” and “Martin’s Application Letter.”

• Ask: What do you remember about the stories?

10 min


Unit 5

Who is in each story? [Answer: Flomo, Kabeh, and Martin]

What is Martin’s problem? [Answer: He lost his job.] What is Martin doing to solve his problem? [Answer: He

is applying for a new job.] How is Flomo helping Martin? [Answer: Flomo is helping

Martin with his job application.]

• Say: We can see there are a lot of events in Martin’s story. Let’s try to tell this story as it happened. When we try to retell a story from the beginning to the end, we call this sequencing.

• Ask learners if they can remember what happened first in the story.

• Allow time for learners to answer. Then prompt learners to say what happened next. Repeat the steps until learners have retold the story in the correct sequence.

• Say: Today we are going to read more about Martin’s efforts to find a job. We are going to read the next chapter of the story.

• Say: We read a story about Martin writing an application letter. Now we will read a story about him getting a call back to fill out an application form.

• Teach the new vocabulary words. Explain that think is the present form of the action word, and thought is the past form of the action word. Explain copy/copied and find/found the same way.

• Ask learners to write the new words in Learner’s Workbook 131.2.

• Ask learners to choose one of the words to write in a sentence.

• Call for volunteers, both girls, and boys, to read their sentences aloud.

• Say: We will now hear more of Martin’s story. As I read “Martin’s Application Letter,” follow along in 131.3 and listen for the new vocabulary words.

• Read aloud the story to the class.


think/thought: to believe in the present / to have believed in the past

clinic: hospital, health care center

copy/copied: write down again / wrote down again

find/found: discover / discovered

personal: private

throw out: to toss away, discard

pocket: small bag sewn into pants or clothing


Unit 5


think

thought

clinic

copy

copied

find

found

personal

throw out

pocket

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________


131.3 Reading

Martin Gets a Call

Martin watched as Flomo’s car drove away.

“I wish he didn’t have to go home today,” he thought.

“I’ll never be able to fill out that job application without him.”

Martin looked over the personal information form he had copied from Flomo’s ALP

workbook.

He had filled it all in with Flomo’s help.

Carefully he copied the same information onto the clinic job application.

Next, he read the application form three times.

Each time he found one or two more little mistakes.

Martin decided not to throw out his first personal information form.

He folded it and put it in his pocket.

“I can copy from it every time I need to fill out a new application,” he thought.

“Flomo’s visit has really helped me!”


Unit 5

ACTIVITY 4: SOUND IT OUT: VOWEL DIGRAPHS /OA/ AND /OO/ LESSON 131

• Write on the board the words oat, boat, coat, goat, float, moon, noon, soon, and spoon.

• Ask learners to read the words aloud. • Tell learners that these words have two vowel sounds. Ask: Can you

think what the sounds are? • Allow time for learners to respond. • Explain to learners that the letters oa make a long /ō/ sound, and the

letters oo make a long /ū/ sound. • Ask volunteers to come to the board and underline the long /ō/ sound

in the words oat, boat, coat, goat, and float. • Ask volunteers to come to the board and underline the long /ū/ sound

in the words moon, noon, soon, and spoon. • Have learners turn to Learner’s Workbook 131.4. With the class, look

at the vowel digraph words in 131.4. Read aloud the words with the vowel digraphs /oa/ and /oo/.

• Ask: Are there any words you don’t know? • Say: There are many words with the letters /oo/ and /oa/. Can you

think of more words we can add to the list? Work with your partner to think of more words. You have 2 minutes.

• Ask volunteers to share their words. Write them on the board. • Play Fastest Finger in Learner’s Workbook 131.4. • Say the word boat. Allow time for learners to find the word. They

should point to the word with their finger and raise their hand in the air. Check to see that learners are finding the correct word.

• Repeat the activity with the words pool, goal, shoot, and scoop. • Ask learners to work with their partner to sort the words in 131.5 into

two groups: long /ō/ sounds and long /ū/ sounds.

10 min


-oal -oat -oon -ool -oot -oop

foal

goal

oat

boat

coat

goat

float

moon

noon

soon

spoon

fool

pool

tool

cool

stool

boot

shoot

hoop

scoop

stoop


Unit 5

throat school

131.5 Sort the following words into 2 groups: long /ō/ sounds and long /ū/

sounds.

Word Bank

moon boat stoop goal pool school coat spoon noon

Long /ō/ Long /ū/


• Write the words blue and blew on the board. Ask learners what can they say about these words.

• Ask: Read a word with a long /ō/ and long /ū/ sound. Give examples of homophones.

5 min



Write 3 short sentences. Each sentence should have a word with the vowel digraphs /oa/ or /oo/.

Look at 131.4 for ideas of words with the vowel digraphs /oa/ and /oo/.

5 min


Unit 5

131.6 Homework

Write 3 short sentences that each include a word with the vowel digraphs /oo/ or

/oa/. Underline the words with the vowel digraphs. You can refer to the chart in 131.4

for an idea of these words, or you can choose your own.


Unit 5

Lesson 132: Sequencing Stories


By the end of the lesson, learners will: • Recognize sight words: its, or, pull, tell, their, got. • Read words with the vowel digraphs /oa/ and /oo/ sounds. • Recognize homophones. • Write Martin’s story in the correct sequence. • Write sentences using homophones. • Read the new vocabulary words from “Martin Gets a Call.”


Review new vocabulary words from the story “Martin Gets a Call.” Prepare flash cards for the Kaboom! game with the following words: oat, boat, coat,

goat, float, throat, foal, goal, fool, pool, tool, cool, stool, school, moon, noon, soon, spoon.

Make 6 extra flashcards with the word Kaboom! written on them.

Materials

• Antonym pair flash cards from Lesson 131

Activity Lesson 132: Sequencing Stories Summary

Time (min)



2 Sight Words Have learners write new sight words.

10

3 Sound It Out Review vowel digraphs /oa/ and /oo/. 5

4 English Review homophones. 5

5 Reading Have learners read new vocabulary words from “Martin Gets a Call.”

10



7 Homework 5

TOTAL TIME 45


Unit 5


• Review the homework. When checking homework, emphasize the importance of

using capital letters to begin a sentence, using correct punctuation to end a sentence, and having a complete idea in a sentence.

Put a checkmark in the workbooks of learners who did the homework. Congratulate them for doing the work.

• Play the Matching Antonym Pairs game. • Introduce the lesson objectives. Tell learners they will:

Recognize sight words: its, or, pull, tell, their, got Read words with the vowel digraphs /oa/ and /oo/. Recognize homophones. Complete sentences using homophones. Read the new vocabulary words from “Martin Gets a

Call.” Write Martin’s story in the correct sequence.

5 min




• Teach the sight words using Sight Word Review 1.

10 min

Turn to the introduction of this Teacher’s Guide for instructions on how to review sight words.


Unit 5

ACTIVITY 3: SOUND IT OUT: WORDS WITH VOWEL

DIGRAPHS /OA/ AND /OO/

LESSON 132

• Say: In the last lesson, we looked at words with the vowel digraph /oa/ or /oo/. For example, “goat” and “moon” have the vowel digraph /oa/ or /oo/.

• Ask: Can you remember other words that have the vowel digraph /oa/ or /oo/?

• Write examples on the board. Ask learners whether each word belongs to the /oa/ or /oo/ family.

• Ask learners if they remember how to play the game Kaboom! Review the rules of the game.

The first learner on team 1 pulls out a flash card. The learner reads aloud the word on the flash card. If the

learner reads the word correctly (determined by their peers), they keep the flash card. If they read it incorrectly, the flash card must go back, face down on the table.

The first learner on team 2 pulls out a flash card, and so on.

Any team who pulls out a Kaboom! flash card must place all the flash cards they have accumulated back into the pile, leaving them with zero. Remind learners that this may sound harsh but it happens often, so all learners will at some point get “Kaboomed!”

• Create 2 teams of 4, with 2 boys and 2 girls on each team. • Explain to the class that this is a game to practice words with

/oo/ and /oa/. Even if they are not on a team, they should see if they know the words. You will pick new teams every day, so everyone will get a turn eventually.

• Put all the flash cards face down so learners can’t see what is written on them.

5 min

/oa/ words: oat boat coat goat float throat foal goal /oo/ words: fool pool tool cool stool school moon noon soon spoon

Sentences - Examples

Its: The cat purred when we rubbed its head. Got: She got sick. Or: Do you like apples or bananas? Tell: Tell your mom that you feel sick. Their: The children walked to their school. Pull: We will pull the carrots from the ground.


Unit 5

• Play the game for only 3 minutes, so learners remain interested. Remind learners that not everyone can play every day, but we will make sure that everyone gets a turn eventually.

• Tell learners that you will read some sentences aloud. Ask them to clap one time when they hear the /oa/ or /oo/ sound in the sentence.

• Read the following sentences: “My goat ran away,” said the sad farmer. Put the knife, fork, and spoon on the table. There was a full moon last night. I like to put sugar on my oats.

• Stop after each sentence to ask learners to identify the sound and the word that contained the sound.


• Ask: What types of words did we read about in the previous lesson? (Homophones.)

• Ask learners to review the definition of homophones. (Words that sound the same but have different spellings and meanings, such as “dear” and “deer”)

• Ask learners to turn to workbook activity 132.1. Say: We are going to read and learn more about homophones today.

• In pairs, ask learners to read aloud to each other about homophones.

• Ask some learners to summarize what they read. • Tell learners to complete the exercise in Learner’s Workbook

132.2. • Have learners share their work with a partner. • Ask for volunteers to share their answers with the class.

5 min

132.1 English: Homophones

Homophones are words that sound the same but have different spellings and meanings,

such as flower and flour.

Bear: A bear is a large furry animal.

Bare: She walked on the beach with bare feet.

Break: If you fall, you might break a bone.

Brake: When you brake, the car slows down.


Unit 5

Flower: A rose is a flower.

Flour: I made a cake with flour and eggs.

Hour: There are 60 minutes in an hour.

Our: This is our house.

One: Last year, I was in Level one.

Won: She won the running race.

Week: There are seven days in a week.

Weak: “I am feeling very weak,” said the sick girl.

132.2 Complete the sentences with the correct homophone.

a) The rose is my favorite _________ (flower / flour).

b) We play football three times a _________ (weak / week).

c) She pressed the _________ (break / brake) to stop the bus.

d) It takes me _________ (one / won) hour to do my homework.

e) _________ (Our / Hour) team is the best team in the league.

ACTIVITY 5: READING: MARTIN GETS A CALL LESSON 132

• Ask learners to read aloud to each other “Martin Gets a Call” in 131.3. Walk around to make sure they are doing the reading correctly.

• Explain to learners when we try to retell a story from the beginning to the end, we call this sequencing.

• Discuss the main components of Martin’s story. • Ask:

Who are the characters? Where does the story take place? What is the problem? What happens in the beginning? What happens next? What are we reading about now? How do they think they story will end?

• Ask learners to turn to Learner’s Workbook 132.3. Explain: This is a story map organizer. We are going to write the sequence of events in Martin’s story, starting with the first chapter, “Martin Calls for Help.”

10 min


think/thought: to believe in the present / to have believed in the past

clinic: hospital, health care center

copy/copied: write down again / wrote down again

find/found: discover / discovered

personal: private

throw out: to toss away, discard

pocket: small bag sewn into pants or clothing


Unit 5

• Copy the story map on the board. Ask learners what happened first in the story “Martin Calls for Help.”

• Allow learners to share their answers. Model how to fill in the first part of the story map. [Possible answers: Martin lost his job at the hospital. He called Flomo and Kabeh for help.] Ask learners if they have any questions.

• Have learners complete the next event in the story map. They should fill in the next steps using the story “Martin’s Application Letter.”

• Allow 2 minutes for learners to complete the activity. • After 2 minutes, have learners share their answers. Provide

feedback, if necessary, and write their answers on the board. [Possible answers: Flomo went to visit Martin. Flomo helped Martin write an application letter.]


Unit 5

132.3 Story Map Organizer

Write the events of Martin’s story in sequence.


• Ask: What is a story sequence? Can you give me some examples that explain what a

homophone is? What did you learn in today’s lesson? How did you feel during the lesson? What did you learn from the lessons that you could

apply outside of school??

5 min


Unit 5



Practice reading “Martin Gets a Call.” Complete the story map on their own.

5 min

132.4 Homework

Practice reading “Martin Gets a Call.”


Unit 5

Lesson 133: Martin Gets a Call (Part 2)


By the end of the lesson, learners will: • Compose sentences with sight words and new vocabulary words from the story

“Martin Gets a Call.” • Read words with the vowel digraph /oa/ or /oo/. • Read the story “Martin Gets a Call.”


Review the story “Martin Gets a Call.” Compile flash cards of all the sight words for Unit 5.

Materials

Antonym pair flash cards from Lesson 131 Kaboom! flash cards from Lesson 132

Activity Lesson 133: Martin Gets a Call (Part 2) Summary

Time (min)



2 Reading Have learners reread “Martin Gets a Call.” 15

3 Sight Words Review new vocabulary words from “Martin Gets a Call.”

10

4 Sound It Out Have learners read words with vowel digraphs /oo/ and /oa/.

5



6 Homework 5

TOTAL TIME 45


Unit 5


• Review the homework. • Play the warm-up: the Matching Pairs Antonym game. • Introduce the lesson objectives. Tell learners they will:

Compose sentences with sight words and new vocabulary words from the story “Martin Gets a Call.”

Read words with the vowel digraphs /oa/ and /oo/. Read the story “Martin Gets a Call.”

5 min


ACTIVITY 2: READING: MARTIN GETS A CALL LESSON 133

• Say: Today we are going to reread “Martin Gets a Call.” • Ask learners to retell the sequence of the story using their

own words. • Give several learners an opportunity to tell the story. • Say: We have already learned some vocabulary from this

story. • Ask learners to put the words clinic, personal, and thought

in sentences. • Say: We will use the 3-Step Reading Approach. Review the

3-Step Reading Approach. • Have learners turn to Learner’s Workbook 131.3.

15 min New Vocabulary Words from “Martin Gets a Call” think/thought: to believe in the present / to have believed in the past clinic: hospital, health care center copy/copied: write down again / wrote down again find/found: discover / discovered personal: private


Unit 5

throw out: to toss away, discard pocket: small bag sewn into pants or clothing


• Say: Let’s review some of our sight words that we have learned in this unit and story so far.

• Use flash cards to review sight words. • Have learners turn to Learner’s Workbook 133.1. Ask

learners to compose a sentence using at least one sight word or new vocabulary word. Walk around to provide guidance and answer questions.

• Have learners share their sentence with a partner. You may also ask volunteers to share their sentence with the class.

10 min

Unit 5 Sight Words • around • hold • why • if • been • goes • wish • its • call • or • gave • pull • always • tell • draw • their • fall • got

133.1 New Words

around

why

been

wish

call

gave

always

draw

fall

hold

if

goes

its

or

pull

tell

their

got

think

thought

clinic

copy

copied

find

found

personal

throw out

pocket


Unit 5


ACTIVITY 4: SOUND IT OUT: VOWEL DIGRAPHS /OO/ AND

/OA/

LESSON 133

• Say: We have recently looked at vowel digraphs. Today we are going to review words with the vowel digraphs /oo/ and /oa/. One example is the word “boat.” Another example is the word “spoon.”

• Ask: Can you remember other words with an /oa/ sound? • Ask learners if they remember how to play the game Kaboom!

Review the rules of the game. The first learner on team 1 pulls out a flash card. The learner reads aloud the word on the flash card. If the

learner reads the word correctly (determined by their peers), they keep the flash card. If they read it incorrectly, the flash card must go back, face down on the table.

The first learner on team 2 pulls out a flash card, and so on.

Any team who pulls out a Kaboom! flash card must place all the flash cards they have accumulated back into the pile, leaving them with zero. Remind learners that this may sound harsh but it happens often, so all learners will at some point get “Kaboomed!”

• Create 2 teams of 4, with 2 boys and 2 girls on each team. • Explain to the class that this is a game to practice words with

/oo/ and /oa/. Even if they are not on a team, they should see if they know the words. You will pick new teams every day, so everyone will get a turn eventually.

• Put all the flash cards face down so learners can’t see what is written on them.

• Play the game for only 3 minutes, so learners remain interested. Remind learners that not everyone can play every day, but we will make sure that everyone gets a turn eventually.

5 min

oa words: oat boat coat goat float throat foal goal oo words: fool pool tool cool stool school moon noon soon spoon


Unit 5


• Ask: Read a sentence from the story “Martin Gets a Call.” Identify a word with the vowel digraphs /oo/ or /oa/. Compose a sentence using one of the words: think, copy,

find, personal, throw out, pocket.

5 min


• Discuss the homework in 133.2. • Tell learners to rearrange the scrambled letters to form the

words in the word bank.

5 min

133.2 Homework

Word Scramble. Rearrange the letters to form the words in the word bank.

Word Bank

always its or around why been pull

a r n u o d ________________

s l y w a a ___________________

r o _________________

s i t ______________

l u l p ________________

n e e b ___________________

y h w ____________________


Unit 5

Lesson 134: Using Story Maps


By the end of the lesson, learners will: • Spell the sight words using Look, Say, Cover, Write, and Check. • Answer comprehension questions about “Martin Gets a Call.” • Create a story map to sequence the story “The Little Red Hen.”


Make flash cards.

Materials

• Antonym pair flash cards from Lesson 131 • Flash cards of all the Unit 5 sight words from Lesson 133 • Kaboom! flash cards from Lesson 132

Activity Lesson 134: Using Story Maps Summary

Time (min)



2 Sight Words Have learners spell the sight words using Look, Say, Cover, Write, and Check.

10


Have learners reread and answer questions about “Martin Gets a Call.”

10

4 Writing Have learners create a story map of “The Little Red Hen.”

10



6 Homework 5

TOTAL TIME 45


Unit 5


• Review the homework. • Play the Matching Antonym Pairs game. • Introduce the lesson for the day. Say: We will continue to

discuss “Martin Gets a Call.” Today, we are going to map the sequence of a new story.


Check. Answer comprehension questions about “Martin Gets a

Call.” Create a story map to sequence the story “The Little Red

Hen.”

5 min



• Review Unit 5 Sight Words using Look, Say, Cover, Write, Check. Say: Please look at the list of sight words in Learner’s Workbook 134.1.

10 min

Unit 5 Sight Words • around • why • been • wish • call • gave • always • draw


Unit 5

• fall • hold • if • goes • its • or • pull • tell • their • got


Sight words Write. Practice writing the word here.

its

or

pull

tell

their

got

ACTIVITY 3: READING COMPREHENSION: “MARTIN GETS A

CALL”

LESSON 134

• Say: Today we are going to return to the text “Martin Gets a Call” in 131.3.

• Ask learners to read a section of the story aloud. Try to give at least half the learners an opportunity to read out loud.

• Ask: Do you remember the text? What skill do you think Martin has learned? Why does Martin reread the form lots of times? In your opinion, does Martin need Flomo? Explain your

opinion.

10 min


Unit 5

ACTIVITY 4: WRITING: STORY MAPS LESSON 134

• Say: In the story “Martin Gets a Call”, we discussed the sequence of the story.

• Say: Can we sequence another story we learned in Level 2? • Ask: Who can recall the story of “The Little Red Hen”? • Allow time for learners to retell the story. • Ask learners to turn to 134.2 and write the story map for the

story. Walk around and assist learners, as needed. • Ask for volunteers (1 boy, 1 girl) to share their story map with

the class.

10 min

134.2 Story Map of “The Little Red Hen”


• Ask learners to spell and define some of the new sight words or vocabulary words they learned this week. 5 min


Unit 5


• Remind learners that there is an assessment in the next class. 5 min

134.3 Homework

First, unscramble each of the clue words.

Now, copy the letters in the numbered cells to the

cells on the right with the same number. You will

have a new word.


Unit 5

Lesson 135: Mid-Unit Check-In


By the end of the lesson, learners will: • Answer assessment questions on the knowledge and skills covered in Lessons 121–

134. • Evaluate skills that were easy and those that were hard. • Identify areas where they need more practice.


Reread Lessons 121–134.

Activity Lesson 135: Mid-Unit Check-in Summary

Time (min)

1 Introduction Introduce the day’s activities. 5

2 Assessment, Part A Conduct the Spelling/Dictation assessment. 10

3 Assessment, Part B Conduct the Reading Comprehension assessment.

15

4 Assessment, Part C and D

Conduct the English assessment. 5

5 Hard or Easy? Have learners rate the skills they have learned in this unit.

10

TOTAL TIME 45


Unit 5

The Purpose of the Review

The mid-module and end-of-module reviews will give you a chance to:

• see what skills your learners know • review skills learners are having trouble with • think about which skills to keep reviewing in future lessons

The review will give your learners a chance to:

• think about the skills they have learned • identify skills they need to work on more • assess their own:

participation in team activities participation in class participation in doing homework attendance

• feel more responsible for their learning

You should let learners know that the assessment is important, but also let them know that this is not a formal test. They are learning to improve their lives, not to pass a test.

Encourage learners to name any basic skills they are having trouble with. For example, if they are still having problems knowing the difference between antonyms, synonyms, and homophones, then review those skills.

Keeping Track of Learners’ Progress

It is important that you, as a teacher, keep track of how learners do on the assessment and where they need further help. Be sure to praise learners for the progress they have made.

ACTIVITY 1: INTRODUCTION TO MID-UNIT REVIEW LESSON 135

• Introduce the purpose of the mid-unit review. • Say: We are halfway through Unit 5. The purpose of the mid-

unit review is: To help you see how you are doing and what you need to

work on To help me as a teacher see how well you are learning

and what I, your teacher, need to re-teach

• Introduce the day’s schedule. Say: We will begin with a short assessment of what you know. We will then talk about whether the skills we learned in

this unit were hard or easy for you.

5 min

.


Unit 5

ACTIVITY 2: MID-UNIT ASSESSMENT PART A:

SPELLING/DICTATION

LESSON 135

• Say: This assessment is not a “test.” I will not be giving you a grade. The purpose of the questions is to help you to see what you have learned and what areas you still need to work on. After you finish each section, we will go over the correct answers, and you can ask questions.

• Say: I will read a word or a sentence. You should write it on the lines provided in Learner’s Workbook, Lesson 135, Part A.

• Read these words: 1. Around 2. Why 3. Been 4. Wish 5. Call 6. Always 7. Draw 8. Fall 9. Hold 10. If

11. Goes 12. Its 13. Or 14. Pull 15. Tell your mom that

you feel sick. 16. The children walked to

their school. 17. She got sick.

10 min

Part A. Sound It Out / Spelling / Dictation



Unit 5

ACTIVITY 3: MID-UNIT ASSESSMENT PART B: READING

COMPREHENSION

LESSON 135

• Explain to learners they must read the text in Part B and answer the questions. They have 10 minutes to complete the activity.

15 min

Part B. Reading Comprehension

Read the story about Saah and his business, then answer the questions.

Don’t Quit, Saah!

Saah was so sleepy.

The DJ job last night was super, but it didn’t end until 2 a.m.

Now here he was at 10 a.m., back at his music shop selling CDs.

“I’ll just put my head down for a minute,” he thought.

Suddenly he heard the bell at the door.

It was Saah’s brother, James.

“Hey, what are you doing, my man?” James asked.

“Is that you sleeping on the job?”

“This business is getting to be too much! Maybe I should quit,” Saah told him.

“A super DJ like you? No way,” said James.

“You just need to hire an employee to run your shop.”

“Maybe you’re right, but I don’t know how,” said Saah.

“It’s easy. Just like you do when you look for a job – talk to everyone you know who

loves the latest tunes. Tell them you have a job opening,” answered James.

“You can also put a Help Wanted sign in your window and in the other shops around

here.”

“You need to think about what skills you need. You will need someone who is a good

manager and a good salesperson. You will find someone in no time!” said James. Questions

1. Who are the characters in the story? [Answer: James and Saah] 2. Why was Saah sleepy? [Answer: He was working late the night before.] 3. How many jobs does Saah have? What are they? [Answer: He has 2 jobs: DJ and

music shop owner.] 4. What advice does James give to Saah? [Answer: Not to quit, and to get an

employee] 5. How does James say Saah can hire someone? [Answer: James says that Saah can

put up a Help Wanted sign and talk to everyone he knows.]


Unit 5

Write your answers here.

ACTIVITY 4: MID-UNIT ASSESSMENT PART C AND D:

ENGLISH

LESSON 135

• Ask learners to complete the activity in Part C, matching each word in column A to its synonym in column B. They should then complete the activity in Part D, writing an antonym for each word.

5 min

Part C. English: Synonyms

Match each word in column A with its synonym in column B.

A B

hot warm

small easy

simple fast

thin tiny

quick skinny

Part D: English: Antonyms

Complete the list of antonyms.

big small

fix

awake

new

clean

deep

safe

good

cheap


Unit 5

ACTIVITY 5: HARD OR EASY? LESSON 135

• Review the answers with the class. Ask learners to mark their partner’s test.

• Ask learners to look at the Lesson 121–134 Checklist. Read aloud each skill on the list.

• Tell learners to check the box that best describes how well they understand each skill.

• Ask learners to draw a circle around their 2 hardest skills. • Go through the list of skills one by one. Ask learners to raise

their hand if they found the skill hard and to leave their hand down if it was easy. Count the total hands raised. Write the skill and the number of hands on the board.

• Name the skills that were hardest for the most learners. • Explain to learners that they have no homework.

10 min

Learners can add to the list some other skills they need to work on.

Lessons 121–134 Checklist: What was hard? What was easy?

Skills This was

easy.

I was OK at

this.

This was

hard—I

need to

work on

this.

Spelling dictation

Reading comprehension

Identifying antonyms

Identifying synonyms


Unit 5

Lesson 136: R-Controlled Vowels


By the end of the lesson, learners will: • Read words with the r-controlled vowel /ar/. • Write syllables and words beginning with the r-controlled vowel /ar/. • Preview new words in the text “Martin’s Interview with Mrs. Dolo.” • Read the sight words far, or, these, those, us, and try.


Review the sight words and new vocabulary words from “Martin’s Interview with Mrs. Dolo.”

Create sight word flash cards for far, or, these, those, us, and try.

Key Learning Points

• When a vowel is followed by an “r,” the “r” changes the sound that the vowel makes. The vowel is called an r-controlled vowel. .In most small words with one vowel in the middle, that vowel has a short vowel sound as in the words cat, bag, and fun. Listen to how the sound of the vowel changes if we replace the last letter of each of these words with the letter r: cat changes to car, bag to bar, and fun to fur.

Activity Lesson 136: R-Controlled Vowels Summary

Time (min)


2 Sight Words Introduce sight words: far, or, these, those, us, try. 5

3 Sound It Out Have students read words with the r-controlled vowel /ar/.

10

4 Vocabulary Have students preview new words in the text “Martin’s Interview with Mrs. Dolo.”

15



6 Homework 5

TOTAL TIME 45


Unit 5


• Welcome learners. • Write the date on the board. • Introduce the warm-up activity. Say: We are going to play a

game called Stop the Bus. Draw on the board a table like the one below, and get

each team to copy it onto a piece of paper.

Name of a country

Name of a town

Name of an animal

Name of a color

Name of a plant

Name of a person

Say the letter “r.” Learners have to think of an item to go in at least 3

categories beginning with the letter “r.” When a team shouts, “Stop the bus!,” check their

answers and write them on the board. If they are all okay, that team wins a point. If there are any mistakes in their words, let the game continue for another few minutes.

Repeat the activity with “b” and “o.”

• Introduce the lesson objectives. Tell learners they will: Read and write sight words: far, or, these, those, us, and

try. Recognize words with the r-controlled vowel /ar/. Preview vocabulary from the text “Martin’s Interview

with Mrs. Dolo.”

5 min



• Write the word these on the board. Point to the word and say the word these. Repeat the word these.

• Use I Do, We Do, You Do to read the sentence. • Repeat the activity with the other sight words and sentences. • Tell learners to practice reading the new vocabulary words in

Learner’s Workbook 136.1.

5 min

Sight Words These: Do these pens belong to you? Far: My friend lives far away from here.


Unit 5

Or: Do you like rice or potatoes? Those: Put those plates on the table. Us: Read us a story. Try: Please try to be quiet.


these

those

far

or

us

try

ACTIVITY 3: SOUND IT OUT: R-CONTROLLED VOWELS LESSON 136

• Say: Today we are practicing r-controlled vowels. When a vowel is followed by an “r,” the “r” changes the sound that the vowel makes. The vowel is then called an r-controlled vowel.

• Write: ar. • Ask: Can anyone tell me the sound that the letters /ar/ make?

That is right; the vowel is r-controlled, like in car and star. • Have learners turn to Learner’s Workbook 136.2. With the

class, look at the r-controlled vowel list in 136.2. Read aloud the words with the r-controlled vowel /ar/ in the first three columns.

• Ask: Are there any words you don’t know? • Say: There are many words with the letters /ar/. Can you think

of more words we can add to the list? Work with your partner to think of more words. You have 2 minutes.

• Ask volunteers to share their words. Write them on the board. (Possible answers are bolded in the word list.) Ask other volunteers to come to the board and underline the /ar/ sound in each word.

• Say: I am going to say some words. If you hear the r-controlled vowel /ar/ in the word, put your finger to your lips like you are asking someone to be quiet.

• Read the following words: far, farm, art, cork, horn, worn. Observe if learners are identifying the correct sound.

• Say: This time we are going to play Fastest Finger. I will say a word, and you will find the word in your word list in 136.2. When you find the word, raise your hand.

10 min

/ar/ words: car bar far jar tar scar star scarf arm farm harm art cart dart start large


Unit 5

• Say the word star. • Allow time for learners to find the word. They should point to

the word with their finger and raise their hand in the air. Check to see that learners are finding the correct word.

• Repeat the activity with the words start, jar, harm, and bar. • Ask learners to take turns reading the /ar/ words in 136.2 to

their partner.

136.2 Sound It Out: R-Controlled Vowels

Read the words with the r-controlled vowels.

When a vowel is followed by an “r,” the “r” changes the sound that the vowel makes. In

most small words with one vowel in the middle, that vowel has a short vowel sound as in

the words cat, bag, and fun. Listen to how the sound of the vowel changes if we replace

the last letter of each of these words with the letter r: cat

changes to car, bag to bar, and fun to fur. The vowel is called an r-controlled vowel.

-ar -arm -art

car

bar

far

jar

tar

scar

farm

harm

cart

dart

start

ACTIVITY 4: READING: MARTIN’S INTERVIEW WITH MRS.

DOLO

LESSON 136

• Introduce the reading in Learner’s Workbook 136.3. Say: This week we are going to read the text “Martin’s Interview with Mrs. Dolo.”

• Explain: Today we talk more about Martin and his efforts to find a job.

• Use the Reading Strategy: Predicting. Tell learners to skim over the text “Martin’s Interview with Mrs. Dolo.”

• Ask: Can you predict what questions Mrs. Dolo might ask Martin? Let two volunteers answer this question.

15 min

New Words

Interview: a meeting with a possible employer to be asked questions about why you deserve the job


Unit 5

• Use 2-step reading. Read the story aloud while learners listen. Then have learners read it aloud after you.

• Teach the new words from Martin’s Interview with Mrs. Dolo: Write these words on the board: interview, leader,

germs, experience, patients, safely, decision. Point to each and use I Do, We Do, You Do to read the

words. Point to each and ask 1–2 volunteers what they think the

words mean. Pause for their response. Provide the definition for each word, and use it in a

sentence.

• Have learners copy the words in 136.4 in their workbooks. Tell learners to choose one of the words to use in a sentence. Remind them to use capital letters and end marks.

• Move around as learners are working. Answer questions they may have.

• After 3 minutes, tell learners to read their sentence to their left elbow partner. Move around listening to the sentences and checking books for complete ideas and correct use of capitalization and punctuation.

• Ask volunteers, including girls, to read aloud the sentence they wrote.

• Tell them they will listen to and read Martin’s story again in other lessons.

Leader: strong person among many people

Germs: dirt, bacteria, viruses

Experience: previous knowledge and practice doing something

Patients: people who see a doctor for help

Safely: securely, without possible harm

Decision: choice of possible options

136.3 Reading

Martin’s Interview with Mrs. Dolo

Martin walked into Mrs. Dolo’s room. Finally it was time for his job interview.

He was excited but a little nervous, too. Here is his interview:

Mrs. Dolo: Good morning. It’s nice to meet you, Mr. Senegah.

Martin: Thank you.

Mrs. Dolo: Tell me about yourself.

Martin: Well, I grew up in Wakesu. I moved here over 18 months ago to work at

Methodist Hospital. I wanted a paying job. I came here for an interview, and I got

the job.


Unit 5

Mrs. Dolo: Why do you want to work here?

Martin: I want to help people. I am not a doctor. But health centers must be clean,

or people will not get better. I can help people by cleaning. I read about this

hospital. It is growing, and I want to grow with it.

Mrs. Dolo: What kind of work have you done before?

Martin: I worked as a cleaner at Methodist Hospital for 18 months. I have been the

sweeper at my church since June 2008. I was also the health leader in my school

from September 2008 until June 2011. I helped to keep the school clean. Before that,

I was self-employed. I worked on my father’s farm. I helped him grow and sell the

crops.

Mrs. Dolo: What skills do you have for this job?

Martin: I already have experience as a cleaner. I know about the kinds of cleaning

products a hospital uses and how to use them safely to kill the germs you can’t see. I

know how to talk with patients.

Mrs. Dolo: What are your strengths?

Martin: I am a hard worker. I know how to listen to directions carefully.

Mrs. Dolo: What are your weaknesses?

Martin: Well, my friends say I’m too clean. I don’t like to stop until something is

really clean.

Mrs. Dolo: Why did you leave your last job?

Martin: The hospital is moving to Greenville. I like Buchanan. My family is here. I

don’t want to move.

Mrs. Dolo: Why should we hire you?

Martin: Because I know how to do the job and I work fast. I also get along well with

patients.

Mrs. Dolo: Do you have any questions?

Martin: Yes, what are the hours for the job?

Mrs. Dolo: That is a good question. You would work from 9:00 a.m. to 5:00 p.m. from

Monday to Saturday.

Martin: When will you be making a decision?

Mrs. Dolo: We will be interviewing all this week and will make a decision by Monday.


Unit 5

Martin: Well, thank you for taking the time to interview me. I’d really like to get this

job. (Shakes hands.) It was good to meet you.

Mrs. Dolo: Thank you. It was very nice meeting you.


interview leader germs experience patients safely decision



• Point to the sight words and new vocabulary words on the board. Ask learners to read them aloud.


Spell the sight word you call. Read a word with an r controlled vowel. Read a sentence from the story “Martin’s Interview with

Mrs. Dolo.”

5 min


Unit 5



Read the text “Martin’s Interview with Mrs. Dolo.” Write three short sentences. Each sentence should have

a word with the r-controlled vowel /ar/.

5 min

136.5 Homework

Write three short sentences that each have a word with the r-controlled vowel

/ar/. Underline the words with the /ar/ sound. You can refer to the chart in 136.2 for

ideas of these words, or you can choose your own.


Unit 5

Lesson 137: Martin’s Interview with Mrs. Dolo


By the end of the lesson, learners will: • Compose sentences using sight words: far, or, these, those, us, and try. • Read words with the r-controlled vowels /or/ and /ar/. • Read “Martin’s Interview with Mrs. Dolo” and answer questions about the text. • Identify the content of a job application letter.


Reread the text “Martin’s Interview with Mrs. Dolo.” Practice reading the story aloud so you can read it slowly but naturally.

Activity Lesson 137: Martin’s Interview with Mrs. Dolo Summary

Time (min)



2 Sight Words Have learners spell sight words. 5

3 Sound It Out Review words with r-controlled vowels /or/ and /ar/.

5

4 Reading Read “Martin’s Interview with Mrs. Dolo.” 10

5 Letter writing Discuss the Job Application Letter Checklist. 10



7 Homework 5

TOTAL TIME 45


Unit 5


• Review the homework. • Write the date on the board. • Introduce the lesson for the day. Say: In our last lesson, we

learned some new vocabulary related to this week’s story, “Martin’s Interview with Mrs. Dolo.” Today, we are going to read that story again.

• Introduce the lesson objectives. Tell learners they will: Compose sentences using sight words: far, or, these,

those, us, and try Read words with the r-controlled vowels /or/ and

/ar/. Read and answer questions about the text “Martin’s

Interview with Mrs. Dolo.” Discuss the Job Application Letter Checklist.

5 min


• Say: Let’s review some words we already know. Write the word us on the board. Point to the word and say the word us. Repeat the word us.

• Ask learners: What is this word? • Say: Yes! The word is us, as in the sentence, Read us a

story. • Say: Let’s air-write this word. I’ll go first. Ready? • Spell the word us as you are writing it. Repeat the activity,

this time with your eyes closed. Tell learners that you know us is written with the letters “u” and “s.”

• Say: Now it’s your turn. • Repeat the activity with the other sight words: far, or,

these, those, and try.

5 min

Sight Words

These: Do these pens belong to you?

Far: The market is not far from my house.

Or: Do you like rice or potatoes?

Those: Put those plates on the table.

Us: Read us a story.

Try: Please try to be quiet.

ACTIVITY 3: SOUND IT OUT: WORDS WITH R-

CONTROLLED VOWELS /OR/ AND /AR/

LESSON 137

• Say: Today we are practicing r-controlled vowels. When a vowel is followed by an “r,” the “r” changes the sound that the vowel makes. The vowel is called an r-controlled vowel.

• Say: We looked at words with the r-controlled vowel /ar/. For example, “far” and “art.”

10 min


Unit 5

• Write: or. • Ask: Can anyone tell me the sound that the letters /or/

make? That is right; the vowel is r-controlled, like in corn and sport.

• Have learners turn to Learner’s Workbook 136.2. With the class, look at the r-controlled vowel list in 136.2. Read aloud the words with the r-controlled vowel /or/ in the last four columns.

• Ask: Are there any words you don’t know? • Say: There are many words with the letters /or/. Can you

think of more words we can add to the list? Work with your partner to think of more words. You have 2 minutes.

• Ask volunteers to share their words. Write them on the board. (Possible answers are bolded in the word list.) Ask other volunteers to come to the board and underline the /or/ sound in each word.

• Say: I am going to say some words. If you hear the r-controlled vowel /or/ in the word, put your finger to your lips like you are asking someone to be quiet.

• Read the following words: far, cork, farm, horn, art, worn. Observe if learners are identifying the correct sound.

• Say: This time we are going to play Fastest Finger. I will say a word, and you will find the word in your word list in 136.2. When you find the word, raise your hand.

• Say the word thorn. • Allow time for learners to find the word. They should point

to the word with their finger and raise their hand in the air. Check to see that learners are finding the correct word.

• Repeat the activity with the words for, port, horn, and pork.

• Say: Turn to Learner’s Workbook 137.1. Write a sentence that uses a word with the /or/ sound. Read your sentence aloud to your partner. Your partner will write the sentence in 137.1. Next, listen to your partner’s sentence, and write it under your sentence. Feel free to ask your partner for help in spelling a word. Finally, underline the words with the /or/ sound.

• Walk around and make sure that learners are correctly using the r-controlled vowel /or/. Give assistance as needed.

/or/ words: for born corn horn torn worn thorn port sport sort cork fork pork stork


Unit 5

• Ask for learners to share examples of sentences. Write learners’ examples on the board.

137.1 Write a sentence that uses a word with the /or/ sound. Read your

sentence to your partner. Listen to your partner’s sentence. Write your partner’s

sentence under your sentence.

Underline the word with the /or/ sound in each sentence.

ACTIVITY 4: READING: MARTIN’S INTERVIEW WITH MRS.

DOLO

LESSON 137

• Say: Today we are going to reread the story “Martin’s Interview with Mrs. Dolo.” We have already learned some vocabulary words from this story. Ask learners to recall the new vocabulary we learned. (interview, leader, germs, experience, patients, safely, decision)

• Ask learners for definitions of patients and experience. • Say: We will use the 3-Step Reading Approach. Review the 3-

Step Reading Approach: • Have learners turn to Learner’s Workbook 136.3. • Do the 1st reading. • Do the 2nd reading, using Echo Reading. • Have learners do the 3rd reading. Say: Turn to the person

sitting next to you. Find your favorite part of the story. Take turns reading that part of the story out loud to each other.

• Explain that in this story we were reading the dialogue—a conversation between 2 or more people.

• Ask the following comprehension questions. Who were the characters in the story? [Answer: Martin

and Mrs. Dolo] What are some of the questions that were asked of

Martin? [Answer: Why he wants to work at this clinic, what kind of work he’s done before, what skills he has, what his strengths and weaknesses are, why he left his last job, and why Mrs. Dolo should hire him.]

10 min


Unit 5

What is some of the experience Martin said he has? [Answer: He has experience as a cleaner, he knows about cleaning products and how to use them safely, and he knows how to talk with patients.]

Do you think Martin responded well or poorly to most of the questions? Why?

What was 1 question you think Martin could have answered better for Mrs. Dolo? Why do you think that?

Do you think Mrs. Dolo will hire Martin based on the interview? Why do you think this?

• Explain that they will learn today how to prepare for and do an interview to help them in the future when they apply for a new job.

ACTIVITY 5: LETTER WRITING: JOB APPLICATION LESSON 137

• Ask: How did Martin get the interview with Mrs. Dolo? (He wrote a letter.) Who told him how to write a letter? (Flomo)

• Ask learners to Think-Pair-Share what they think Martin wrote in his application letter.

• Allow 2 minutes for learners to Think-Pair-Share. • Call on volunteers to share their ideas. Write their ideas on the

board. • Say: Knowing how to write a good application letter can be the

difference between getting the job and not getting it. This lesson will be important for knowing how to apply for a job.

• Have learners turn to 137.2: Job Application Letter Checklist. • Ask learners to quietly read the checklist to themselves. • After they have read it, ask them to identify anything on the

list that they did not think of during their Think-Pair-Share. • Ask learners if they have any questions about the checklist. • Ask learners to take turns reading the checklist out loud. • Ask learners what new information they have learned about

writing application letters from the checklist. • Have learners turn to 137.3. Ask them to write 2 new pieces of

information they now have about writing job application letters.

10 min


Unit 5

137.2: Letter Writing: Job Application Letters

Job Application Letter Checklist

An application letter introduces you to the employer. You must include:

What job you are applying for

Your skills and experience

Why you would be good for the job

Your references: their names, the business they work for, the name of their job,

and their phone numbers

How to contact you: your phone number

The letter should be:

1 page

On clean, good, white paper

Neat – typed or with very neat handwriting

Not too long – say only what you need to say

Not a copy (your signature should be in your own handwriting)

Perfect – no mistakes in spelling or grammar

Reread by a friend to check for mistakes

References should have:

All names spelled correctly

The job titles and the names of the businesses (for example, Ms. Ellen Dolo,

Center Manager, Buchanan Health Center)

The correct addresses

The correct phone numbers

137.3 Write 2 new pieces of information you now know about writing job

application letters.


Unit 5


• Ask: Spell the sight word you call. Read an /or/ and / ar/ sound word.

5 min


• Discuss the homework in 137.4. • Tell learners to reread the text “Martin’s Interview with Mrs.

Dolo.”

5 min

137.4 Homework

Reread the text “Martin’s Interview with Mrs. Dolo.”


Unit 5

Lesson 138: Writing a Job Application Letter

(Part 1)


By the end of the lesson, learners will: • Identify the new vocabulary words from “Martin’s Interview with Mrs. Dolo.” • Sort words with the r-controlled vowels /or/ and /ar/ into the correct word family. • Read Martin’s job application letter. • Write a job application letter.


Prepare flash cards for the new vocabulary words from “Martin’s Interview with Mrs. Dolo”: interview, leader, germs, experience, patients, safely, decision

Activity Lesson 138: Writing a Job Application Letter (Part 1) Summary

Time (min)



2 Sight Words Have learners identify new vocabulary words in “Martin’s Interview with Mrs. Dolo.”

5

3 Sound It Out Have learners sort words with the r-controlled vowels /or/ and /ar/.

5


Have learners read Martin’s job application letter. 10

5 English Have learners write a job application letter. 10



7 Homework 5

TOTAL TIME 45


Unit 5


• Review the homework. • Introduce the lesson for the day. Say: We are going to read

Martin’s job application letter. We will also write a job application letter.

• Introduce the lesson objectives. Tell learners they will: Identify the new vocabulary words in the text “Martin’s

Interview with Mrs. Dolo.” Sort words with the r-controlled vowels /or/ and /ar/ into

the correct word family. Read Martin’s job application letter. Write a job application letter.

5 min

ACTIVITY 2: VOCABULARY LESSON 138

• Say: Let’s review some of the words that we learned in “Martin’s Interview with Mrs. Dolo.”

• Use flashcards to review the words. • Play the game Fastest Finger. • Have learners turn to Learner’s Workbook 136.3. Say the

word germs. • Allow time for learners to find the word. Check that learners

are finding the correct word. • Repeat the activity with the words interview, leader,

experience, patients, safely, and decision.

5 min

New vocabulary words from “Martin’s Interview with Mrs. Dolo”:

• Interview • Leader • Germs • Experience • Patients • Safely • Decision

ACTIVITY 3: SOUND IT OUT: R-CONTROLLED VOWELS LESSON 138

• Say: We have been talking about r-controlled vowels. • Ask: Who can explain what an r-controlled vowel is and give an

example to show they understand? • Allow time for learners to give examples. • Ask some learners to read the “-or” and “-ar” words in 138.1

aloud, while the other learners follow along in their workbooks.

• Explain any words that learners do not know.

5 min


Unit 5

• Tell learners to work in pairs to complete the sentences in the workbook.

• Do the first one together as a class. • Walk around to help the paired groups. • Ask learners if they have any questions. • Go over the answers as a class. Ask for volunteers to give the

answers to each question.

138.1 Sound It Out: R - Controlled Vowels

-or -ar

born

corn

horn

torn

worn

thorn

cork

fork

pork

port

sport

storm

car

bar

far

jar

tar

scar

star

stars

scar

scarf

arm

farm

harm

art

cart

dart

start

dark

park

large

Use the Word Bank words to write the missing word.

1. I was ____________ on September 5th.

2. Don’t forget to wear your ____________ when it gets cold.

3. The radio program ____________ at noon.

4. Flomo is growing bitter balls and eddoes on the ____________.

5. He painted a picture of the sun, moon, and ____________.

Word Bank

farm scarf born starts stars


Unit 5

ACTIVITY 4: READING COMPREHENSION: “MARTIN’S JOB

APPLICATION LETTER”

LESSON 138

• Say: Today we are going to read “Martin’s Job Application Letter.”

• Ask learners to recall the information you should include in an application letter.

• Allow time for learners to share their answers. • Ask learners to recall the steps of writing an application letter. • Introduce the letter in 138.2. Ask learners to read the letter

silently. • After a few minutes, ask:

What new information did you learn from the letter? Did Martin’s letter follow the checklist? How do you

know? Did he include everything on the checklist? Did you find any mistakes? What do you like about Martin’s letter? Do you have any ideas for how Martin could make his

letter better?

10 minutes

138.2 Reading a Job Application Letter

Beach Street,

Buchanan, Grand Bassa County

January 13, 2019

Mrs. Ellen Dolo

Center Manager,

Buchanan Health Center,

Buchanan.

Dear Mrs. Dolo:

Thank you for telling me about the housekeeping job at the Buchanan Health Center. I

am very interested in the cleaner job. I would like to apply for the job.

I have a lot of experience as a cleaner. I worked at Methodist Hospital as a custodian

for two years. I have been a volunteer sweeper at Bethel Primary School since 2015. I

was also the leader of the health and cleaning committee at my adult school for three

years. I have the skills you need to keep a health center clean and safe. I am very


Unit 5

responsible and dependable and am a fast worker. I know you would be happy with my

work. I would be happy to come in for an interview. You can call me by phone at

0880879243. I look forward to hearing from you.

Sincerely yours,

Martin Senegah

For references, please contact:

1. Mr. John Nyounguie, Former Employer

Director, Methodist Hospital

Cell phone: 0886123456

2. Mr. Darlington Short

Principal

Bethel Primary School

Buchanan

Cell phone: 0776123456

ACTIVITY 5: ENGLISH: WRITING A JOB APPLICATION

LETTER

LESSON 138

• Explain that they will now write a job application letter for Grace Goodyear, whose information is found in 138.3 in the workbook.

• Read aloud 138.3 while learners follow along in their workbook. Go over the instructions twice.

• Ask for learners to work in groups of 3 to follow the instructions and use the information provided to write a job application letter for Grace Goodyear.

• Walk around to help groups. • Tell groups to exchange what they wrote with another

group to read and give comments if anything in the letter is missing.

• Ask each group to read their letter out loud to the large group.

10 minutes

An application letter introduces you to the employer. You must include:

• What job you are applying for

• Your skills and experience

• Why you would be good for the job

• Your references: their names, the business they work for, the name of their job, and their phone numbers

• How to contact you: your phone number


Unit 5

138.3 Writing a Job Application Letter

Work together with your team to write a job application letter for Grace Goodyear. Use

Martin’s letter as an example. Here is the information you need.

Grace wants to be a cashier.

Her address is:

P.O. Box 444,

Robertsport,

Grand Cape Mount County.

Use today’s date.

Write to: Mr. John Saylee. He is the director of Human Resources at the Sunshine

Grocery Store, on Beach Street, in Robertsport.

Grace wants to apply for the position of cashier. She saw a sign on the wall or bulletin

board of the store.

Grace is good at math. Grace is good at talking to customers. She helps her mother

selling fish in the market. Grace’s phone number is 0880345678.

Grace’s references are: her teacher, Miss Jane Grandpah, phone number 077744455;

and her pastor, Mr. George Claypool, phone number 0880567890.

Write Grace’s letter below.

Some Sentences for Application Letters

Thank you for speaking to me about ______________.

Please consider me for the job of __________________.

I am very interested in ___________________.

I feel I have the skills for this job because ____________.

I know how to __________________.

I have a lot of experience with ______________________.

I would like to work for a business like yours that ________.

I know your business has a good _____________________.

May I call you for an interview?

I look forward to hearing from you.

Thank you for your time.


Unit 5


• Ask learners to identify the steps of writing a job application letter.

• Ask learners to explain what the words: interview, leader, germs, experience, patients, safely, decision

5 min


• Discuss the homework in 138.4. • Tell learners to read the job application letter they wrote in

138.3 to a family member.

5 min

138.4 Homework

Read the job application letter you wrote in 138.3 to a family member.


Unit 5

Lesson 139: Writing a Job Application Letter

(Part 2)


By the end of the lesson, learners will: • Spell the sight words using Look, Say, Cover, Write, and Check. • Write a job application letter. • Review a job application letter and give feedback.


Prepare flash cards for the lesson.

Materials

• Sight word flash cards from Lesson 136

Activity Lesson 139: Writing a Job Application Letter (Part 2) Summary

Time (min)




10

3 Writing Have learners proofread a job application letter. 10

4 Writing Have learners write a job application letter. 10



6 Homework 5

TOTAL TIME 45


Unit 5


• Introduce the lesson for the day. Say: We have been thinking a lot about the text “Martin’s Interview with Mrs. Dolo.” We have also been learning about writing a job application letter. We will continue learning about job application letters today.


Check. Write a job application letter. Review a job application letter and give feedback.

5 minutes

ACTIVITY 2: SIGHT WORDS LESSON 139 • Say: Let’s review some of our sight words that we have seen in

this unit so far. • Hold up the “far” flash card. Ask learners: What is this word? • Review the words on the flash cards. • Use Look, Say, Cover, Write, Check. Say: Please look at the list of

sight words in Learner’s Workbook 139.1.

10 min

Sight Words • far • or • these • those • us • try



these

those

us

try

far

or


Unit 5

ACTIVITY 3: WRITING: PROOFREADING A JOB

APPLICATION LETTER

LESSON 139

• Say: We have learned about writing job application letters. In the story, Martin reads his application letter several times. Why did he do this?

• Allow time for learners to share their ideas. • Explain: It is important that your application letter has no

spelling or grammar mistakes. It is always a good idea to read your letter several times and get someone else to read it for you. This is sometimes called proofreading.

• Ask for volunteers to explain what proofreading means. • Say: Today we are going to practice proofreading some

sentences. • Ask learners to turn to Learner’s Workbook 139.2. Read the

directions aloud. Say: There are some spelling and grammar mistakes in these sentences – can you find them?


• After 5 minutes, go over the answers with the class. Call on volunteers, alternating boys, and girls, to share their answers. If an answer is wrong, call on another learner. Go over the correct answers (in bold and italic, below). Explain as needed. Ensure that learners who made errors correct them in their workbooks.

10 min

139.2 Proofread the sentences. Identify the mistakes.

1. thank you for speaking to me about the job of caretaker. (missing capital letter)

2. Please consider me for this job (missing end mark)

3. I am very interested in working four you. (misspelling of “for”)

4. I no how to fix furniture. (misspelling of “know)

5. I wood like to work for a business like yours. (misspelling of “would”)

6. May I call you for an interview! (incorrect end mark, should be “?”)

7. I look forward to hearing from u. (misspelling of “you”)


Unit 5

ACTIVITY 4: ENGLISH: WRITING A JOB APPLICATION

LETTER

LESSON 139

• Tell learners that they will now write their own job application letters. Have them turn to 139.3 in their workbooks.

• Explain: Using the Job Application Letter Checklist in 137.2, the sample letter in 138.2, and the letter you wrote for Grace Goodyear in 138.3, you will now write your own job application letter.

• Tell learners that they should consider the type of job they would like to have and pretend they are applying for a specific position.

• After 5 minutes, tell learners to exchange their letters with a partners. Tell them to read each other’s letters and give feedback, using the checklist in 139.4.

• Circulate around the room, helping as needed. • Ask for a few volunteers to read their letters to the group.

10 min

139.3 Write a job application letter.

139.4 Review your partner’s job application letter. Use this checklist to give

feedback.

Checklist Yes No

You named the job you are applying for.

You described your skills and experience.

You explained why you would be good for the job.

You provided references with their names, the business they

work for, the name of their job, and their phone numbers.

You provided a phone number for them to contact you.

The letter is one page.

Your handwriting is neat.

There are no grammar mistakes.


Unit 5

Checklist Yes No

There are no spelling mistakes.

All names are spelled correctly.

To improve your letter, you should:


• Ask learners to list the steps of writing an application letter. 5 min


• Discuss the homework in 139.6. • Tell learners to finish their letter, using the feedback from their

partner.

5 min

139.6 Homework

Finish your letter, using the feedback from your partner.


Unit 5

Lesson 140: Job Applications


By the end of the lesson, learners will: • Complete dictation exercises using sight words, r-controlled vowels, and new

vocabulary words. • Complete a job application form.



Activity Lesson 140: Job Applications Summary

Time (min)



2 Sound It Out / Spelling / Dictation

Review sight words, r-controlled vowels, and new vocabulary words.

10

3 English Have learners complete a job application form. 20



5

5 Homework 5

TOTAL TIME 45


Unit 5


• Review the homework. • Introduce the lesson for the day. Say: Today, we will practice

completing job application forms. • Introduce the lesson objectives. Tell learners they will:

Complete dictation exercises using sight words, r-controlled vowels, and new vocabulary words.

Complete a job application form. Summarize what you have learned about applying for

jobs.

5 min


• Have learners turn to Learner’s Workbook 140.1. • Say: I will read a word or a sentence. You should write it on the

lines provided. • Remind learners to use full stops and capital letters, when

appropriate. • Read these words and sentences:

far or Those germs are bad for us. Do these pens belong to you? It was dark. The storm was coming.


10 min

140.1 Dictation


ACTIVITY 3: ENGLISH: JOB APPLICATION FORMS LESSON 140

• Read aloud the first part of 140.2 (stopping at “Here is Martin’s personal information”) while learners follow along in their workbooks.

• Ask learners to work in groups of 3 to fill out Martin’s job application form for Buchanan Health Center in 140.3. They

20 min


Unit 5

must use the information given for Martin in 140.2. Remind them that it is on multiple pages, including Martin’s personal information, education, other training, employment, and references.

• Walk around to help the groups. • Tell learners to evaluate their writing, using 140.4. They

should then exchange their workbooks with another group, look to see how they filled out the job application form, and give them feedback, using 140.4.

140.2 Read Martin’s job application.

Personal information is asked for on most job application forms. This is the job

application Mrs. Dolo gave Martin to fill out. You should learn to answer all the

questions in this form.

Fill out the form using Martin’s information. Before you start, read all of the form. Here

is Martin’s personal information:

Name: Martin Senegah

Address: 15 Tubman Street

Town: Buchanan

District: Buchanan

County: Grand Bassa

Date of Birth: March 8, 1992

Age: 22

Phone: 0886765432

Employment:

Cleaner, Methodist Hospital, Buchanan, July, 2010 – December, 2011

Janitor, Bethel Primary School, Buchanan, June 2008 – present (volunteer)

Health and Cleaning Committee Leader, ABE Program, Buchanan School,

September 2008 – June 2011

References:

Mr. John Nyounguie

Director

Methodist Hospital

Park Rd.

Cell phone: 0224837

Mr. Darlington Short

Principal

Bethel Primary School

Buchanan

Cell phone: 0123456


Unit 5

140.3 Fill out the form using Martin’s personal information.

Buchanan Health Center Job Application

Male Female _____________________________________/______________________________________/_____________________________ Last Name First Name Middle Name _______________________________________________________________/_______________________________________________ Address Town _______________________________________________/_______________________________________________________________ District County _______________________________________________________________________________________________________________ Phone ___________________/_________________/_________________ ________________________ Date of Birth: Month Date Year Age __________________________________________________________________________________________________________ Signature ___________________________________ Date EDUCATION ________________________________________________________________________________________________________________ School ________________________________________________________________________________________________________________ From / To ________________________________________________________________________________________________________________ Last grade completed __________________

EMPLOYMENT ________________________________________________________________________________________________________________ Job Business (Company or Self-Employment) ________________________________________________________________________________________________________________ From / To ________________________________________________________________________________________________________________ Job Business (Company or Self-Employment) ________________________________________________________________________________________________________________ From / To REFERENCES _____________________________________/______________________________________/_____________________________ Last Name First Name Title or Position ________________________________________________________________________________________________________________ Organization ________________________________________________________________________________________________________________ Phone _____________________________________/______________________________________/___________________________________ Last Name First Name Title or Position ________________________________________________________________________________________________________________ Organization ________________________________________________________________________________________________________________ Phone


Unit 5


Put a tick if you

completed the

task.

Put a tick if the

other group

completed the

task.

The names of people and places are correct.

There are no spelling or grammar mistakes.

My writing is neat.


• Ask different learners, including girls, to do 1 of the following: Spell a word that they learned this week. Identify a word you learned this week and use it in a

sentence to some the meaning. Read one of the sights words: far, or, these, those, us,

try. • Ask:

What did you learn this week about applying for a job? How did you feel about this week’s lessons? What did you learn from the lessons that you could apply

outside of school?

• Show learners the self-assessment activity in 140.5. Read each statement and ask them to or to describe how they feel about today’s lesson.

5 min


Unit 5 – Lesson 140 – What I can do I can read the sight words: far, or, these, those, us, try. I can read r controlled vowels -or and -ar. I can complete dictation exercises with words and sentences. I can explain how to apply for a job. I can review my job application form.


Unit 5

ACTIVITY 5: HOMEWORK LESSON 140 • Discuss the homework in 140.6. • Tell learners to write 3 complete sentences about what you did

in class this week.

5 min

140.6 Homework

Write 3 complete sentences about what you did in class this week.


Unit 5

Lesson 141: Dressing for Success


By the end of the lesson, learners will: • Read and write sight words: upon, use, which, light, never, myself. • Read words with the r-controlled vowels /er/ and /ir/. • Read and answer questions about the text “Dressing for Success.”


Review the sight words and the new vocabulary from “Dressing for Success.”


When a vowel is followed by an “r,” the “r” changes the sound that the vowel makes. The vowel is called an r-controlled vowel. It is not pronounced like long and short vowels. In most small words with one vowel in the middle, that vowel has a short vowel sound as in the words cat, bag, and fun. Listen to how the sound of the vowel changes if we replace the last letter of each of these words with the letter r: cat changes to car, bag to bar, and fun to fur.

Activity Lesson 141: Dressing for Success Summary

Time (min)


2 Sight Words Introduce sight words: upon, use, which, light, never, myself.

5

3 Sound It Out Introduce words with the r-controlled vowels /er/ and /ir/.

10

4 Reading Read and discuss “Dressing for Success.” 15



6 Homework 5

TOTAL TIME 45


Unit 5


• Welcome learners. • Review the homework with learners. • Conduct a warm-up activity. • Introduce the lesson for the day. Say: We are going to read

and think about how to prepare for interviews in the way we dress. We are going to learn some new words to read and write.

• Introduce the lesson objectives. Tell learners they will: Read and write sight words: upon, use, which, light,

never, and myself. Recognize words with the r-controlled vowels /er/ and

/ir/. Read and discuss the text “Dressing for Success.”

5 min


• Say: Let’s review some words we already know. • Use I Do, We Do, You Do to read the sight words upon, use,

light, never, myself, which. • Tell learners to practice reading the words in Learner’s

Workbook 141.1.

5 min

Sight Words Upon: Once upon a time... Use: Please use soap and water when you wash your hands. Light: Turn on the light. Never: I’ve never been to Sierra Leone. Myself: I hurt myself when I fell. Which: Which story shall we read today?

141.1 Sight Words

upon

use

which

light

never

myself


Unit 5

ACTIVITY 3: SOUND IT OUT: R-CONTROLLED VOWELS /ER/

AND /IR/

LESSON 141

• Write on the board: car, farm, dart, for, storm, and port. • Read the words aloud with learners. • Explain that they studied these words last week. Ask learners

what these words have in common. (They contain r-controlled vowels. When a vowel is followed by an “r,” the “r” changes the sound that the vowel makes. The vowel is called an r-controlled vowel. It is not pronounced like long and short vowels.)

• Say: Now we are going to practice words with the r-controlled vowels /er/ and /ir/.

• Ask: What are some words with the r-controlled vowels /er/ and /ir/? (Examples: her, germ, sir, bird, third, dirt, shirt.)

• Write the correct answers on the board. • Have learners turn to Learner’s Workbook 141.2. • Say: Read the list of the words with the r-controlled vowels

/er/ and /ir/. With a partner, write each word in the correct column.

• Allow 5 minutes for pairs to complete the activity. Move around to monitor and provide help as needed.

• After 5 minutes, go over the answers with the class. Call on volunteers, alternating boys, and girls, to share their answers.

• Ask learners if there are any unfamiliar words in the word list. • Explain any unfamiliar words to learners.

10 min

141.2 Sound It Out: Words with the R-controlled Vowels /er/ and /ir/

Read the words with the r-controlled vowels /er/ and /ir/. Sort the words into the

correct columns.

Word List

her sir germ Third

term bird stir Dirt

birth skirt shirt Nerve

-er words -ir words


Unit 5

ACTIVITY 4: READING: “DRESSING FOR SUCCESS” LESSON 141

• Say: This week we will read more about preparing for interviews.

• Introduce the new vocabulary words. • Write the word success on the board. • Ask: Do you know the meaning of the word “success”? • If learners cannot identify the meaning of this word, give a

learner-friendly definition. Use the word in a sentence. Say: My work to pass my exam resulted in success. He tried to repair the engine but without success.

• Repeat the same steps to teach the words personal care and body language.

• Ask for a few volunteers to read aloud 141.3 “Dressing for Success” (stopping at “Discuss in pairs”), while other learners follow along in workbook.

• Ask learners to work in pairs to: Think of other do’s and don’ts not on the list Think about what they would like to wear to an interview

if they had one coming up • Ask for 2 or 3 pairs to share with the class any do’s or don’ts

they thought were missing from the list. • Ask for 2 or 3 pairs to share what they would like to wear to

their next interview. • Tell learners that it is important to dress well. You can borrow

clothes from a friend or family member if you don’t have clothing.

• As a class, briefly discuss which of the two men in the pictures would most likely get the job if they were both applying for the same one. Why?

15 min

New vocabulary words:

Success: the correct or desired result of an attempt

Personal care: paying attention to your own dressing and personal hygiene

Body language: the gestures, movements, and mannerisms by which a person communicates with others

141.3 Dressing for Success

The first 3 minutes of an interview make the biggest difference in whether you get the job. Interviewers look at the way you dress, your personal care, and your body language.

Dress

For some job interviews, such as on a farm, you do not have to dress up. But for most

jobs interviews you do. Here are some do’s and don’ts. Can you think of others for

dress?


Unit 5

Do’s Don’ts

• Wear clean clothing.

• Wear clothing like you would wear for

a special daytime event. Dress better

than you would every day on the job.

• Wear a light shirt and dark pants if

you are a man.

• Wear a good lappa dress or suit or nice

clothing if you are a woman.

• Wear a skirt below the knee.

• Wear good shoes. Nice sandals are

okay.

• Wear sunglasses.

• Wear big earrings or nose rings.

• Wear a low-cut shirt, a short skirt, or

other clothes that show too much

skin.

• Wear shower slippers, broken shoes,

or evening shoes if you are a woman.

• Wear jeans or T-shirts.

Personal Care

Personal care is also important. You should not smell bad or have messy hair. Can you

think of other do’s and don’ts for personal care?

Do’s Don’ts

• Take a bath with soap. Wash your hair.

Smell good.

• Brush your teeth.

• Have clean, short nails.

• Wear too much scent (perfume or

cologne). If you wear it, use just a

little.

• Show tattoos. If you have one, try to

cover it.

• Wear too much make-up.

• (For men) Have long nails, even if

they are for style.

Discuss in pairs.

• Who would get the job – the man on the left, or the man on the right?

• Who seems more prepared for the interview?


Unit 5


• Point to the sight words and new vocabulary words on the board. Ask learners to read them. Ask learners to put the words in sentences to show their understanding.

5 min



Read “Dressing for Success” with a family member or friend.

Write three sentences using words with the r-controlled vowels /er/ or /ir/.

Write one sentence about what you learned from “Dressing for Success.”

5 min

141.4 Homework

R-controlled vowels /ir/ and /er/: Write 3 sentences using words with /ir/ or

/er/.

Remember to use capital letters for names and places and to use an end mark at the end

of the sentence.

Write 1 sentence about what you learned from “Dressing for Success.”


Unit 5

Lesson 142: What Employers Really Look For


By the end of the lesson, learners will: • Read and write sight words: upon, use, which, light, never, and myself. • Recognize words with the r-controlled vowels /er/ and /ir/. • Read the text “What Employers Really Look For.”


Review the sight words and the new vocabulary words from “What Employers Really Look For.”

Activity Lesson 142: What Employers Really Look For Summary

Time (min)


2 Sight Words Play Buzz game with sight words. 5

3 Sound It Out Review words with r-controlled vowels /er/ and /ir/.

10

4 Reading Read the text “What Employers Really Look For.” 15



6 Homework 5

TOTAL TIME 45


Unit 5

ACTIVITY 1: INTRODUCTION AND HOMEWORK REVIEW LESSON 142

• Review the homework with learners. Ask them to share their sentences. Pay attention to learners’ use of capital letters, use of end marks, and completeness of ideas.

• Introduce the lesson for the day. Say: We are going to read and discuss the text What Employers Really Look For. We are going to learn some new words to read and write.

• Introduce the lesson objectives. Tell learners they will: Read and write sight words: upon, use, which, light,

never, and myself. Recognize words with the r-controlled vowels /ir/ and

/er/. Read the text “What Employers Really Look For.”

5 min

ACTIVITY 2: SIGHT WORDS: BUZZ GAME LESSON 142

• Say: Let’s review some words we already know. Play the game Buzz.

• Say: We also learned some other new words. Do you remember those words? (Body language, personal care, success.)

• Ask for volunteers to share the words and their meanings.

5 min

Sight Words

• upon • use • which • light • never • myself

ACTIVITY 3: SOUND IT OUT: WORDS WITH R-CONTROLLED

VOWELS /IR/ AND /ER/

LESSON 142

• Say: We have looked at words with the r-controlled vowels /er/ and /ir/. For example, “her” and “stir” have the r-controlled vowels /er/ and /ir/.

• Ask: What are some other words with the r-controlled vowels /er/ and /ir/?

• Allow time for learners to think and respond. • Write the words on the board. • Say: Now we are going to practice identifying words with the r-

controlled vowels /ir/ and /er/. • Have learners turn to Learner’s Workbook 142.1. • Say: Read the list of the words in the Word Bank.

10 min

-ir words:

• sir • stir • birth • third • bird • shirt • skirt


Unit 5

• Read aloud the directions: Read the sentence. Identify the missing word. Use the words from the Word Bank to fill in the missing word.

• Complete the first sentence with the class. [Answer: third] Have learners work in pairs to complete the other sentences.

• Allow 5 minutes for pairs to complete the activity. Move around to monitor learners’ work, and provide help as needed.

• After 5 minutes, go over the answers with the class. Call on volunteers, alternating boys, and girls, to share their answers.

-er words:

• her • germ • serve

142.1 Sound It Out: Read the words with the r-controlled vowels /er/ and /ir/.

Word Bank

-ir words: -er words

sir

bird

third

dirt

shirt

skirt

birth

her

germ

Read the sentence. Identify the missing word. Use the words from the Word Bank to fill

in the missing word.

1) Sarah finished the race in ________ place. [Answer: third] 2) The________ built a nest in the tallest tree. [Answer: bird] 3) Jane wore her new ________ to the job interview. [Answer: shirt or skirt] 4) Cows give ________ to calves. [Answer: birth] 5) Remember to wear a clean ________ when dressing for interviews. [Answer:

shirt or skirt]


Unit 5

ACTIVITY 4: READING: WHAT EMPLOYERS REALLY LOOK

FOR

LESSON 142

• Using skimming: Tell learners to skim the titles (questions) and main words (underlined) in 142.2: “What Employers Really Look For.”

• Ask: Can anyone tell me what they think this reading passage will be about, based on the title and major words highlighted?

• Let 2 volunteers respond. • Say: Today we are going to read and discuss the text “What

Employers Really Look For.” • Ask: What do you remember about the text from the previous

lesson, “Dressing for Success”? • Read “What Employers Really Look For” using the 3-Step

Reading Approach. • Ask questions about the text “What Employers Really Look

For.” Let 1 or 2 volunteers answer: What does “dependable” mean to you? What’s another

word for dependable? What can you do to show an employer that you are

serious and responsible? What does “initiative” mean? What is another word for

initiative? How does an employer tell if a person will get along with

people if given the job? What can you do to convince an employer that you will

get along with people?

15 min

New Words

Dependable: can be trusted and is on time

Initiative: being resourceful, taking action, and being motivated

142.2 What Employers Really Look For

Employers ask interview questions, but what they really think about is the kind of

employee you will be on the job. In other words, each moment of the interview—whether

you are speaking or not—is part of your evaluation for the job Read and talk about these

“questions behind the questions.”

Question How Will the Employer Decide?

1. Will she be dependable? Did she show up on time for the interview?

Will she miss too much work?

Will she be late often?

2. Is he serious about the job? Does he seem to want this job?

Did he take time to dress well?

Does he have good personal care?


Unit 5

Question How Will the Employer Decide?

3. Will she be responsible? Was she prepared for the interview?

Was she responsible in past jobs?

Can I trust her?

4. Does he show initiative? Did he take time to find out about our business?

Did he show initiative in his past jobs?

5. Does she have good

communication skills?

Does she have clear answers to my questions?

Does she know how to ask questions?

Is she a good listener?

Will she communicate well with others?

6. Will he get along with

others?

Will he get along with his manager?

Will he get along with his co-workers?

Will he get along with customers?

7. Can she handle conflict? Will she argue or fight with others?

Will she get angry or be rude to customers?

Is she a problem-solver or a problem-maker?

Will she bring her personal problems to work?

ACTIVITY 5: INFORMAL ASSESSMENT LESSON 142 • Point to the /ir/ and er words in the Word Bank in 142.1. Ask

learners to read the words aloud and then explain why we read those words today.

5 min


• Discuss the homework in 142.3. • Tell learners to read “Top Interview Questions” and practice

your answers.

5 min

142.3 Homework

Top Interview Questions

Here are nine of the most common questions an interviewer may ask you. You should be

ready for all of them. Practice your answers to these questions.


Unit 5

9 Top Interview Questions

1. Tell me about yourself.

2. Why are you interested in the job?

3. What kind of work have you done before?

4. What skills do you have for this job?

5. What are your strengths?

6. What are your weaknesses?

7. Why did you leave your last job?

8. Why should we hire you?

9. What questions do you have?


Unit 5

Lesson 143: Job Interview Role-Plays (Part 1)


By the end of the lesson, learners will: • Read words with the r-controlled vowel /ur/. • Retell the text “What Employers Really Look For” in their own words. • Practice interviewing through role-playing a job interview in front of the class.


Make flash cards for the sight words upon, use, which, light, never, myself. Review the key interview questions. Set up the role-play stage with 2 chairs facing each other: 1 for the interviewer, and

1 for the person interviewing.

Activity Lesson 143: Job Interview Role-plays (Part 1) Summary

Time (min)



2 Sight Words Have learners identify sight words in “What Employers Really Look For.”

5

3 Sound It Out Introduce words with the r-controlled vowel /ur/. 5


Have learners read and retell “What Employers Really Look For.”

10

5 Role-play Conduct Job Interview Role-plays. 10



7 Homework 5

TOTAL TIME 45


Unit 5


• Review the homework. • Introduce the lesson for the day. Say: We will read words with

the r-controlled vowel /ur/. We are going to role-play job interviews.

• Introduce the lesson objectives. Tell learners they will: Review the sight words upon, use, which, light, never,

and myself. Read words with the r-controlled vowel /ur/. Retell “What Employers Really Look For” in your own

words. Role-play a job interview.

5 min



• Hold up the “use” flashcard. Ask: What is this word? • Say: Yes! The word is use. I use a pen to write my homework. • Continue to review the rest of the sight words on flash cards.

5 min

Sight Words


ACTIVITY 3: SOUND IT OUT: WORDS WITH R-CONTROLLED

VOWEL /UR/

LESSON 143

• Say: In the last class we talked about the r-controlled vowels /ir/ and /er/.

• Ask: What are some examples of words with the r-controlled vowels /ir/ and /er/?

• Write learners’ answers on the board. • Say: Today we are going to look at another r-controlled vowel:

/ur/. • Write on the board the words fur, burn, nurse, and hurt. • Say: The r-controlled vowel /ur/ is found in the words fur,

burn, nurse, and hurt. Can you think of words with the r-controlled vowel /ur/?

• Allow time for learners to think and respond.

5 min

-ur words: • fur

• curb

• curl • burn

• turn

• curse

• nurse

• purse

• hurt


Unit 5

• Have learners turn to Learner’s Workbook 143.1. Read aloud the “ur” words in 143.1. Ask learners to repeat the words.

• Read the sentences in 143.1. Ask learners to clap when they read or hear a word with the r-controlled vowel /ur/.

• Ask if there are any questions about the meaning of the words.

143.1 Sound It Out: Read the words with the r-controlled vowel /ur/.

fur

hurt

curb

curl

burn

turn

curse

nurse

purse

Listen to and read along with these sentences. Clap when you read or hear a word with

the r-controlled vowel /ur/.

1. This rabbit has very soft fur.

2. Don’t burn the soup.

3. I have my book and my purse.

4. I hurt my leg playing football.

5. There are two nurses working in the health clinic.

ACTIVITY 4: READING COMPREHENSION: WHAT

EMPLOYERS REALLY LOOK FOR

LESSON 143

• Ask learners to turn to Learner’s Workbook 142.2. Say: Today we are going to return to the text “What Employers Really Look For.”

• Tell learners to find a partner. In their pairs, they will read “What Employers Really Look For” aloud to each other.

• Move around to monitor learners’ reading. Randomly ask a pair to read a sentence you point to.

• After learners have read the text aloud to each other, say: Now, you can put this text into your own words. Retell “What Employers Really Look For” to your partner.

• Call on 2 volunteers (a girl and a boy) to retell “What Employers Really Look For” to the class. Tell them they each have 1 minute to retell the text.

• Ask each learner to write 2 sentences about “What Employers Really Look For” in Learner’s Workbook 143.2.

• After learners have completed this activity, ask for volunteers to share their sentences.

10 min


Unit 5

143.2 Write 2 sentences about “What Employers Really Look For.”

ACTIVITY 5: ROLE-PLAY: JOB INTERVIEW ROLE-PLAYS LESSON 143

• Tell all learners that they will take turns being interviewed by the teacher, who will role-play the “employer.” Some learners will be interviewed during this lesson and others during a subsequent lesson.

Everyone should listen to each interview and be encouraging of one another.

Each learner should decide the job position that she or he is “interviewing” for.

• Say: You will tell me what position you are applying for before we begin. Everyone else in class is to watch.

• Play the role of “employer” interviewing the applicant (each learner). Sit in one chair in front of the class.

Have the first learner come to the other chair, shake the “employer’s” hand in greeting, and begin the interview.

Ask what position the person is interviewing for. Based on what the learner says, play along accordingly.

Ask the learner only 4 of the 9 Top Interview Questions. The learner should respond based on the answers that they prepared for homework.

Say: Thank you, learners, for participating in the role-play.

Repeat the process for each learner in the class, as time allows. Mix up which 4 questions you ask each person of the possible 9.

10 min


1. Tell me about yourself. 2. Why are you interested

in the job? 3. What kind of work

have you done before? 4. What skills do you have

for this job? 5. What are your

strengths? 6. What are your

weaknesses? 7. Why did you leave your

last job? 8. Why should we hire

you? 9. What questions do you

have?

Ask each learner 4 questions, but don’t ask the same 4 questions of everyone. Mix it up!


• Ask: What do employers look for when employing someone? What are some questions an employer will ask during an

interview?

5 min


Unit 5


• Discuss the homework in 143.3. • Tell learners to continue to practice answering interview

questions at home. Say: You can think of better answers to the 9 questions based on the interviews you observed or experienced today. Practice your answers in front of a friend or family member.

5 min

143.3 Homework

Continue to practice answering interview questions at home. You can think of better

answers to the 9 questions based on the interviews you observed or experienced today.

Practice your answers in front of a friend or family member.


Unit 5



By the end of the lesson, learners will: • Spell the sight words using Look, Say, Cover, Write, and Check. • Practice interviewing through role-playing a job interview in front of the class. • Give feedback to peers on their answers to key interview questions.


Review the key interview questions. Set up the role-play stage with 2 chairs facing each other: 1 for the interviewer ( the

teacher), and 1 or the learner interviewing.

Materials

• Sight word flash cards from Lesson 143


Time (min)




5

3 Role-play Have learners practice interviewing for a job through role-play.

25



5 Homework 5

TOTAL TIME 45


Unit 5


• Review the homework. • Introduce the lesson for the day. Say: Yesterday we role-

played job interviews. For your homework, you practiced answering interview questions at home.


Check. Practice interviewing through role-playing a job interview

in front of the class. Give feedback to peers on their answers to key interview

questions.

5 min



• Review the words on the flash cards. • Use Look, Say, Cover, Write, Check in Learner’s Workbook

144.1.

5 min

Sight Words




upon

use

which

light

never

myself


Unit 5

ACTIVITY 3: ROLE-PLAY: JOB INTERVIEW LESSON 144



Each learner should decide the job position that they are “interviewing” for.





Ask the learner only 4 of the 9 Top Interview Questions. The learner should respond based on the answers that she or he prepared for homework.

Say thank you to the learner for participating in the role-play.


• Encourage learners to give feedback to the interviewee. Ask them to identify 1 positive thing and one area for improvement.

25 min


1. Tell me about yourself. 2. Why are you interested

in the job? 3. What kind of work

have you done before? 4. What skills do you have

for this job? 5. What are your

strengths? 6. What are your

weaknesses? 7. Why did you leave your

last job? 8. Why should we hire

you? 9. What questions do you

have?



• Ask: What did they learn about job interview today? Spell a sight word that they learned in today’s lesson?

5 min

ACTIVITY 5: HOMEWORK LESSON 144 • Discuss the homework in 144.2. • Tell learners to practice role-playing for a job interview at home

with a family member or friend.

5 min

144.2 Homework

Practice role-playing for a job interview at home with a family member or friend.


Unit 5



By the end of the lesson, learners will: • Complete dictation exercises using sight words, words with r-controlled vowels, and

new vocabulary words. • Practice interviewing through role-playing a job interview in front of the class. • Give feedback to peers on their answers to key interview questions.


Set up the role-play stage with 2 chairs facing each other: 1 for the interviewer (the teacher), and 1 for the learner who is being interviewed.


Time (min)



2 Sound It Out /

Spelling / Dictation

Review sight words, words with r-controlled vowels, and new vocabulary words.

10

3 Role-play Have learners practice interviewing for a job through role-playing.

10

4 Writing Discuss the role-plays. 10



5

6 Homework 5

TOTAL TIME 45


Unit 5


• Review the homework. • Introduce the lesson for the day. Say: This week, we have

been learning sight words, new vocabulary words, and words with different r-controlled vowels.

• Introduce the lesson objectives. Tell learners they will: Complete dictation exercises using sight words, words

with r-controlled vowels, and new vocabulary words. Practice interviewing for a job through role-playing. Write about the job interview.

5 min


• Have learners turn to Learner’s Workbook 145.1. • Say: I will read a word or a sentence. You should write it in

on the lines provided. • Read aloud these words and sentences:

use light which never Once upon a time… Please use soap and water when you wash your

hands. Turn on the light. I’ve never been to Sierra Leone. I hurt myself when I fell.

• After finishing the dictation, review the words and sentences with learners. Ask volunteers to write them on the board.

10 min

145.1 Sound It Out / Spelling / Dictation



Unit 5

ACTIVITY 3: JOB INTERVIEW LESSON 145



Each learner should decide the job position that they are “interviewing” for.





Ask the learner only 4 of the 9 Top Interview Questions. The learner should respond based on the answers that she or he prepared for homework.

Say thank you to the learner for participating in the role-play.


• Encourage learners to give feedback to the interviewee. Ask them to identify 1 positive thing and one area for improvement.

10 min

Top 9 Interview Questions

1. Tell me about yourself.

2. Why are you interested in the job?

3. What kind of work have you done before?

4. What skills do you have for this job?

5. What are your strengths?

6. What are your weaknesses?

7. Why did you leave your last job?

8. Why should we hire you?

9. What questions do you have?


ACTIVITY 4: DISCUSSING THE ROLE-PLAY LESSON 145

• After everyone has done a role-play, ask learners to share with their partners what they learned by watching others do their role-plays.

• Walk around and listen to what learners are discussing. • Ask for 2 partner groups to share with the entire class what

they discussed. • Ask the class:

What did you learn by doing your own role-play? What do you most want to remember to do during an

actual job interview? • Take 2 comments from learners per question.

10 min


Unit 5


• Ask: What did you learn this week? What did you feel during these lessons? What did you learn from the lessons that you could apply

outside of school?

• Show learners the self-assessment activity in 145.2. Read each statement and ask them to or to describe how they feel about today’s lesson. Explain what each face means:

Not so well

OK

Well

5 min


Unit 5 – Lesson 145 – What I can do I can read the words: upon, use, which, light, never, and

myself.

I can read words with /er/ and /ir/ in words. I can complete dictation exercises with words and sentences. I can role-play a job interview.


Write about their experience role-playing a job interview. Write what went well with the interview. Write what you would like to improve.

5 min

145.3 Homework

• Write about your experience role-playing for a job interview.

• Write what went well with the interview.

• Write what you would like to improve.


Unit 5

My Experience Role-Playing a Job Interview

The role-play was _____________(easy/ hard) for me.

It was _____________(easy/ hard) because___________________________.

I did well at ____________________________________.

I did not do well in ___________________________.

I need to improve __________________________.


Unit 5



By the end of the lesson, learners will: • Identify vowel digraphs. • Read words and sentences with vowel digraphs. • Identify and read sight words from the unit. • Identify synonyms.

Before-Class preparation

Compile Unit 5 sight word flash cards to revise sight words.


Time (min)




3 Sound It Out Review vowel digraphs. 10

4 English Grammar Review synonyms. 10


Review objectives and informal assessment. 5

6 Homework 5

TOTAL TIME 45


Unit 5


• Review the homework. • Introduce the lesson for the day. Tell learners that this week is

test week. They will be doing the end-of-unit test. Before the test, they will review what they have learned during the unit to prepare for the test. There will be no new lessons this week.

• Tell learners they will: Identify vowel digraphs. Read words and sentences with vowel digraphs. Identify and read sight words from the unit. Identify synonyms.

5 min


• Say: In this unit, we have reviewed and learned some new sight words. Let’s review some of the words we learned in this unit.

• Have learners turn to Learner’s Workbook 146.1. Tell them to work in pairs and read the passage and underline the sight words they have studied in this unit.

• After 5 minutes, ask learners how many words they found. [Possible answers: are got, call, for, try, these, wish, light, once, always]

• Ask learners to call out the sight words that they found, alternating between boys and girls. Ask learners to read the complete sentence and then identify the sight words.


• Add other sight words in the story that learners did not call out if necessary.

• Count the number of Unit 5 sight words in the passage. • Point to each word, and have the class read the word in a

chorus. • Tell learners to practice spelling and reading these words, as

they will write them in the end-of-unit test this week.

10 min

Sight Words

• around • why • been • wish • call • gave • always • draw • fall • hold • if • goes • its • or • pull

• tell • their • got • for • or • these • those • us • try • upon • use • which • light • never • myself


Unit 5


Read the story. How many Unit 5 sight words can you find in the story? Underline the

sight words and count them.

THE INTERVIEW

Yesterday, Martin got a call from Mrs. Dolo. “Please come for an

interview,” she said. Martin was very happy. “I must dress for

success,” he said. His friend Moses gave him two shirts to try. “I like

these shirts,” said Martin. “I will wear the light shirt and the dark

pants.” “If I dress like this, Mrs. Dolo will see that I am serious about

the job before I start talking about myself.” “You are lucky,” said

Moses. “I wish I had a job interview.” “Don’t worry, Moses,” said

Martin. “Once upon a time, I did not know how to find a job. My friend

Albert had to help me. I will always help you find a job.” “Thank you,

Martin!” said Moses.

Number of sight words


• Say: We will now review vowel digraphs. • Have learners turn to Learner’s Workbook 146.2. • Say: Listen carefully. I will read words with vowel digraphs. I will

say the word twice, and then I will say the word in a sentence. You will identify the consonant blend and write it down.

• Do an example with the class. Say the word day twice. Say the sentence: The day is nice.

• Ask learners what vowel digraphs they hear in the word day? [Answer: ay]

10 min

Unit 5 Sight Words

around why been wish call gave always draw fall hold if goes

its or pull tell their got for these those us try upon use

which light never myself


Unit 5

• Allow time for learners to respond. Ask them if they have any questions?

• Read aloud each of the following words twice, and then read the sentences. Allow time for learners to write the answer before reading the next word and sentence:

1. Bee: The bee makes honey. (ee) 2. Play: I will play with my friends. (ay) 3. Coat: Oh no! I lost my coat. (oa) 4. Green: The rubber tree leaves are green. (ee) 5. Pool: Don’t swim in the deep pool. (oo) 6. Read: Please read that book for me. (ea) 7. Meal: The meal was good and tasty. (ea)

• Review the correct answers with the class. Have those who made errors correct them in their workbooks.


Listen to the word. Identify the vowel digraph in the word.

I heard the vowel digraph….

1.

2.

3.

4.

5.

6.

7.

ACTIVITY 4: ENGLISH GRAMMAR: REVIEW LESSON 146

• Ask learners what they can recall about synonyms. • Allow time for learners to respond. • Say: Synonyms are words that have the exact or almost exact

meaning as another word in the same language. For example: “Joyful” is a synonym for “happy.”

• Ask: Why do we use synonyms in our reading and writing? • Allow time for learners to respond. • Explain: Synonyms can make reading and writing more

interesting.

10 min


Unit 5

• Have learners turn to Learner’s Workbook 146.3. Read aloud the directions and the example. Tell learners to complete the activity independently. Allow 3 minutes.


• Ask others to explain why the answer is right or wrong. Review the correct answers with the class. Have those who made errors correct them in their workbooks.


Review Synonyms

To make our writing interesting we can use synonyms. Synonyms are words that

have the exact or almost exact meaning as another word in the same language. For

example: “Joyful” is a synonym for “happy.”

Match the synonyms.

A B

sleepy simple

delicious tasty

freezing small

tiny quick

warm hot

skinny mean

nasty thin

easy tired

fast cold


• Display Unit 5 sight words on the table. • Say a sight word taught in Unit 5. • Ask different learners, including an equal number of girls and

boys, to choose the card with the sight word that you say.

5 min


Unit 5


• Explain the homework. • Tell learners to practice spelling sight words using Look, Say,

Cover, Write, and Check.

5 min

146.4 Sight Words

Use Look, Say, Cover, Write, and Check to spell:


always

draw

fall

hold

if

goes

its

or

pull

tell

their

got

for

these

those

us

try

upon

use

which

light

never

myself


Unit 5



By the end of the lesson, students will: • Identify and read sight words from the unit. • Distinguish and read words with the vowel digraphs. • Identify antonyms.

Before-class preparation:

Prepare flash cards for the Look, Say, Cover, Write, and Check activity.


Time (min)





4 English Grammar Identify antonyms. 10


Review lesson objectives and self-assessment. 5

6 Homework 5

TOTAL TIME 45


Unit 5


• Review the homework. • Tell learners that there will be no new lesson this week. They

will continue reviewing for the end-of-unit test in Lesson 150. They will review things they learned from Lessons 121–145. They will:

Identify and read sight words from the unit Distinguish and read words with the vowel digraphs Identify antonyms

5 min



10 min

Sight Words

round why been wish call gave always draw fall hold if goes its or pull tell their got for or these those us try upon use which light never myself


Unit 5



around

why

been

wish

call

gave

always

draw

fall

hold

if

goes

its

or

pull

tell

their

got

for

these

those

us

try

upon

use

which

light

never

myself


• Say: We will review vowel digraphs. • Have learners turn to Learner’s Workbook 147.2. • Say: Look at each drawing and look at the word. Use the box to

fill in the missing vowel digraph for each word. • Ask learners if they understand the activity and if they have

any questions. • Allow 5 minutes for the leaners to complete the activity. • Move around the class, observing learners working and asking

them about the activity. • Review the correct answers with the class.

[Answers to Part B: beep, coat, seed, vote, jeep, pain, weep]

10 min


Look at each drawing. Use the box to fill in the missing vowel digraph for each word.

ai ea ee oa oo

B _ _

L _ _f


Unit 5

ai ea ee oa oo

B _ _t

Sch _ _l

R _ _n

ACTIVITY 4: ENGLISH GRAMMAR: REVIEW ANTONYMS LESSON 147

• Write these sentences on the board: The dog is small. The phone is cheap.

• Read the sentences aloud with learners. • Tell learners that we are going to review antonyms today. • Ask learners to turn to their partners and think about what

they learned about antonyms in Unit 5. • Allow 1 minute for learners to discuss. Then ask learners to

share their ideas. • Have learners turn to Learner’s Workbook 147.3. Ask learners

to read about antonyms aloud. • Tell learners to complete the activity independently. • After 5 minutes, review the answers with the class. Call for

volunteers, both boys and girls, to share their answers. • Explain to the class there is more than one correct answer.

10 min

Antonym Word List big – small difficult – easy new – used clean – dirty safe – dangerous friendly – unfriendly good – bad cheap – expensive interesting – boring quiet – noisy


Antonyms

An antonym is a word or a phrase that means the opposite or nearly the opposite of

another word or phrase. Here are some examples:

big – small

difficult – easy

friendly – unfriendly

good – bad


Unit 5

new – used

clean – dirty

safe – dangerous

cheap – expensive

interesting – boring

quiet – noisy

Correct these sentences. Rewrite them using the correct antonym from the word

bank.

small easy clean safe good

1. It is dangerous to cross the road.

2. The math problems were difficult.

3. My hands are dirty.

4. It is bad to exercise every day.

5. That mouse is very big.



Air-write the sight word you call out. Identify words with the vowel digraphs ai, ea, ee, oa, oo. Identify the antonym for the words: friendly, dangerous,

clean, and interesting.

5 min


• Explain the homework. • Tell learners to:

Reread the passage about adverbs in 147.3. Continue to review Lessons 121–145 for the end-of-unit

test.

5 min


Unit 5

147.5 Homework

Complete the words.

Use each of the following vowel digraphs to finish spelling these words. You will use each

blend one time.

ai ea ee oa oo

tr____n

gr____n

c____t

b____ch

t____l

Use each vowel diagraph one time to complete the sentence.

ai ea ee oa oo

1. I can h____r the rain falling on the roof.

2. My sch_____l is near my home.

3. I love to sing and play in the r_____n.

4. The fishermen and women pulled the nets of fish to the b_____t.

5. I am wearing my gr _____n socks today.


Unit 5

Lesson 148: Diagnostic Assessment Unit 5


By the end of the lesson, learners will: • Identify and read sight words from Unit 5 • Read a passage with fluency.


Read the lesson ahead of time, so you will be ready to teach it. Materials 1 plain sheet of paper Sight word reading list, one per learner Fluency passage Scoring rubric

Activity Lesson 106: Consonant Blends

Summary

Time (min)


Review homework and previous lesson. 5

2 Diagnostic Assessment

Sight words reading. Read a passage.

40

TOTAL TIME 45


Unit 5


• Welcome learners to class. • Introduce the lesson for the day. Tell learners that they will:

Read the sight words learned in the unit. Read a passage fluently.

• Say: We will call you one by one and each person will do what I ask them to do. You do not have to worry. Everything that you will do will be the same things that we have been doing during our regular lessons. By doing this test, we will know how well you can read the sight words we have studied during the unit and how well you are reading sentences.

• Say: I will work with you one at a time. While I am working with your friend, please stay in your seat and remind quiet. Take your learner’s workbook and practice reading some of the sight words or stories until it is your turn.

5 min

ACTIVITY 2: DIAGNOSTIC ASSESSMENT LESSON 148

SIGHT WORD IDENTIFICATION • Have learners read the list of sight words. Show the learner

the Sight Word Identification Sheet. Use a sheet of paper to cover the words, only showing the learner one column at a time.

• Say: Now you are going to read words. If you do not know a word you may skip the word and go to the next word.

• Point to the first word. • Say: What word is this? • Mark the learner’s correct response with a check (3) mark

next to the corresponding word on the Sight Word Identification Recording Sheet (found at the end of this lesson).

• If the learner states a word incorrectly, write the word the learner states in the Comments space provided.

• Continue the rest of the assessment in the same manner, moving the sheet of paper below each word to be read, and recording each response on the recording sheet.

40 min


Unit 5

NOTE FOR STRUGGLING LEARNERS • If the learner is unable to read the first few words, prompt

them to see if there are any words that they know. • Stop the Sight Word Identification screening if the learner

is frustrated, unsuccessful, or appears to not know any words on the page.


around

why

been

wish

call

gave

always

draw

fall

hold

if

goes

far

or

these

those

us

try

upon

use

which

light

never

myself

PROTOCOL FOR FLUENCY ASSESSMENT • Before assessing the learner, gather these required

materials: A timing device. A copy of the grade-level passage from which the learner

will read. The reading fluency assessment rubric.

• Read and understand the scoring rubric. • Find a location where the learner can be easily heard while

reading aloud. NOTE: Teachers should not in a secluded/isolated place out of the view of others.

• Explain to the learner that you wish to find out about their reading, that it’s a regular part of the teaching process and is not done for a grade.

• Before beginning the assessment, instruct the learner to read the text in their normal reading voice.

• To begin assessing, instruct the learner to start reading aloud when you say “begin” while you simultaneously start the timing device from “0” seconds.

• As the learner begins reading, monitor word accuracy, pacing, phrasing, expressions and volume.

Scores of 10 or more indicate that the learner is making good progress in fluency.


Unit 5

Scores below 10 indicate that the learner needs additional instruction in fluency.

• Administer the fluency assessment. Say: I will give you a passage to read. I would like to find out

about your reading. This is part of the teaching and learning process.

Please use your reading voice. When I say begin, you must start reading.

• Ask: Do you have questions? • Give the learner the learner a copy of the reading passage. • Set the timer and say: Begin. • As the learner reads, use the scoring rubric to record

learner’s score • Once the learner has finished, ask the comprehension

questions. • Give learners feedback on how they are doing with their

reading. • Tell them at the end of the next unit they will do a similar

test to see what progress they are making. Encourage them to continue reading the stories in their books or any book they can find.

NOTE FOR STRUGGLING LEARNERS • If the learner is struggling to read, prompt them to continue

skipping words they are unable to read. • Stop the Fluency Test if the learner is frustrated, unsuccessful,

or appears unable to read the passage.


Unit 5

Level 2 Learner Progress Record Sheet

Teacher Name: _________________ School: _________________



1. around

2. why

3. been

4. wish

5. call

6. gave

7. always

8. draw

9. fall

10. hold

11. if

12. goes

13. far

14. or

15. read

16. these

17. those

18. Us

19. Try

20. Upon

21. Use

22. Which


Unit 5



23. Light

24. Never

25. Myself

READING PASSAGE

Put Out the Fire

Firefighters fight fires. (3)

They help people and save lives. (6)

They also put out forest fires. (6)

They use water to put out fires. (7)

Fire trucks carry a lot of water. (7)

Fighters wear special clothes to protect themselves. (7)

They wear strong boots. (4)

Firefighters help keep us safe. (5)

They work in our community. (5)

They work day and night. (5)


Unit 5

Name

FLUENCY RUBRIC

1 2 3 4 Expression and Volume

Reads in a quiet voice as if to get words out. The reading does not sound natural like talking to a friend.

Reads in a quiet voice. The reading sounds natural in part of the text, but the reader does not always sound like they are talking to a friend.

Reads with volume and expression. However, sometimes the reader slips into expressionless reading and does not sound like they are talking to a friend.

Reads with varied volume and expression. The reader sounds like they are talking to a friend with their voice matching the interpretation of the passage.

Phrasing Reads word-by-word in a monotone voice.

Reads in two or three word phrases, not adhering to punctuation, stress and intonation.

Reads with a mixture of run-ons, midsentence pauses for breath, and some choppiness. There is reasonable stress and intonation.

Reads with good phrasing; adhering to punctuation, stress and intonation.

Smoothness Frequently hesitates while reading, sounds out words, and repeats words or phrases. The reader makes multiple attempts to read the same passage.

Reads with extended pauses or hesitations. The reader has many “rough spots.”

Reads with occasional breaks in rhythm. The reader has difficulty with specific words and/or sentence structures.

Reads smoothly with some breaks, but self- corrects with difficult words and/ or sentence structures.

Pace Reads slowly and laboriously.

Reads moderately slowly.

Reads fast and slow throughout reading.

Reads at a conversational pace throughout the reading.

Scores of 10 or more indicate that the student is making good progress in fluency. Score ____________

Scores below 10 indicate that the student needs additional instruction in fluency.

Rubric modified from Tim Rasinski – Creating Fluent Readers

https://educationdevelopmentcenter.sharepoint.com/teams/idd/projects/liberiaaqe/2%20Technical/IR%202/Curriculum%20Development/Revised%20Semester%202/00%20S2%20FINAL%20DRAFTS/ascd.org/publications/educational-leadership/mar04/vol61/num06/Creating-Fluent-Readers.aspx


Unit 5

Lesson 149: Assessment Practice




Lessons 121–145.

Before-class preparation:

Make notes on what you will do, and adjust the time you will spend on each activity based on the reading levels and other needs of your learners.

Activity Lesson 106: Consonant Blends

Summary

Time (min)



2 Assessment Review reading, writing, Sound It Out, and English grammar language skills.

40

TOTAL TIME 45


Unit 5

ACTIVITY 1: INTRODUCTION AND REVIEW LESSON 149

• Welcome learners back to class. Tell learners that in the next lesson, Lesson 150, there will be an end-of-unit test. The test will be graded.

• Introduce the lesson for the day. Say: We will continue to prepare for the end-of-unit test. Today we will practice some of the questions from the

test. I will ask questions on a specific topic, and you will

provide the answers to the questions. The work you are doing is practice work, and you will not

be graded on it. After we finish the exercise, we will review the correct

answers. You will check your answers to see what you got right or wrong.

• Explain the review procedure. Say: I will read each question 2 times, then give you time to answer the question.


• Tell learners to work on their own. They should not cheat. This will not help them.

5 min

ACTIVITY 2: SOUND IT OUT: VOWEL DIGRAPHS AND

R-CONTROLLED VOWELS

LESSON 149

• Have learners turn to Learner’s Workbook 149.1, Part A. • Say: I will read some words. You will write the vowel digraph or

the r-controlled vowels associated with the word. First, we will write the vowel digraphs.

• Say the following words: leaf, bee, pool, rain, day. • Say each word slowly 2 times. • Now say you will write words with the r-controlled vowels. • Say the following words: corn, scarf, dark, star, hurt. • Say each word slowly 2 times.

5 min


Unit 5


Write the vowel digraph of the word you hear the teacher say.

____________ ____________ ____________ _____________ _____________

Write the r-controlled vowels of the word you hear the teacher say.

____________ ____________ ____________ _____________ _____________


• Have learners turn to Learner’s Workbook 149.2, Part A. • Say: I will now read some sentences with sight words from the

unit. You will write the sentences as I read them. • Read aloud this sentence, slowly: She got sick. • Allow time for learners to write in their workbooks. • Reread the sentence. Then, read aloud the next sentence,

slowly: The children walked to their school. • Repeat the sentence. • Have learners turn to Part B. Write these sentences on the

board: Do these pens belong to you? Read us a story. Please use soap and water to wash your hands.

• Tell learners to write the sentences in their workbooks. Say: I will say some words. When you hear me say each word, underline the word in the sentences you wrote. Say: these, us, use.

• Have learners turn to Part C. • Write this sentence on the board: I’ve never been to Sierra

Leon. Do not read the sentence aloud. Tell learners to write the sentence in their workbooks.

• Say: I will say some words. When you hear me say each word, underline the word in the sentences you wrote. Say: never, been.

5 min


Unit 5


Part A. Write the sentences your teacher reads.

Part B. Write the sentences your teacher wrote on the board. Underline the

words the teacher says.

Part C. Write the sentences your teacher wrote on the board. Underline the

words the teacher says.


• Ask learners to turn to Learner’s Workbook 149.3, Part A. • Write these words on the board: big, difficult, new, clean,

safe, friendly, good. • Explain that learners will write the antonyms in their

workbooks. • Have learners turn to Part B. Ask learners to complete the

sentences by writing synonyms for the underlined words. • Have learners turn to Part C. Write these sentences on the

board: • I Ask learners to read the sentences in their workbooks. Then,

have them underline the correct homophone in each sentence.

15 min


Unit 5


Part A. Write the antonyms.

_________ ____________ _____________ ___________ ___________

Part B. Rewrite the sentences using a synonym for the underlined word.

1. “I am going to take a nap,” she said.

2. My mom was tired after working all day.

3. “I feel sick today,” said the patient.

4. You will feel glad when the test is over.

5. It is hot today.

6. The cake was delicious.

Part C. Underline the correct homophone in each sentence.

1. Our team had (to/two) games on Saturday. 2. The wind (blue/blew) the kite in the air. 3. We sat in (rose/rows) in the classroom 4. I had a (not/knot) in my shoe lace. 5. The big boat has a large white (sail/sale).


• Have learners turn to Learner’s Workbook 149.4. Ask them to read the story and then sequence the sentences in the correct order.

10 min

Actual answers may vary

149.4 Reading

The Relay Race

Sally was a very good runner. She was running in the school sports day, and she was

very excited. When she woke in the morning, she ate an egg for her breakfast. Then,

she put on her shorts, t-shirt, and running shoes. She jogged to school to warm up

her muscles. She did not go too fast. She didn’t want to be tired before the race. She

watched the younger learners run and clapped for them. When the time came for her

race, she lined up with her classmates.


Unit 5

Sally ran really well in the race. She took second place. She shook hands with the

winner. She told her friends that they did a good job too. Sally was happy to come in

second on school sports day.

Place the events in order by using 1 to 6, with 1 being first:

_____ She jogged to school to warm up her muscles.

_____ Sally came second in the race.

_____ She watched the younger learners run.

_____ Sally put on her shorts, t-shirt and running shoes.

_____ She lined up with her classmates.

_____ Sally ate an egg for her breakfast.


• Have learners exchange their workbooks. • Tell learners they will correct their work by putting a check on

each correct answer. They are not allowed to write anything else (add or subtract anything from the paper they have).

• Review each activity from this lesson, providing the correct answers. Write the answers on the board for each item.

• Move around to make sure that learners are following the instruction.

• When all the answers have been provided, have learners return the workbooks to their owners.

• Tell learners to review their answers, especially the answers they got wrong. Encourage them to ask questions on the items they missed. Use the time to do a quick review of the concepts.

• Conclude by telling learners they have just practiced the end-of-unit test. Tell them to study this practice test, which will not be graded. Remind them that the end-of-unit test will be graded and will help determine their promotion to the next level.

• Let them know that there will be no homework for this lesson. They will do the end-of-unit test during the next class time.

5 min


Unit 5





Lessons 121–145. Before-class preparation:


Activity Lesson 150: Unit 5 Assessment

Summary

Time (min)

1 Introduction Introduce the end-of-unit test. 5


40

TOTAL TIME 45


Unit 5


• Welcome learners back to class. Introduce the lesson for the day.

• Say: The whole class will now do an assessment. Assessment

means “evaluation” or “test.” We do these assessments, so you will all know where you are in your learning. Then you will know how well you are doing. You will know the areas you are doing well in. You will also know the areas where you need to study more, and the areas that you need to review.

You will work alone during the time given for each part. Do not look at others’ answers. You should not cheat. This will not help you. Do not spy. If you do, you will be asked to leave class.

You will do your test in your workbook. At the end of the test, I will collect and grade your paper.


earn points for each answer you get right. The test is worth 100 points. (To get a learner’s final score, multiply the score obtained by 2)

In the end, your total score will be added. Based on how you do, you will know if you passed the Unit 5 assessment or not. If you do not pass, do not worry. You can focus your attention on areas where you did not do well. You can also study harder for the assessment in the next unit.

• Explain the test procedure. Say: I will read each question 2 times, then give you time to answer the question in your workbook.


• Ask: Do you have any questions? Then, let us begin! • Have learners turn to Learner’s Workbooks 150.1, Part A and

Part B.

5 min


• Say: I will read some words. You will write the vowel digraph associated with the word.

• Say the following words: play, goat, peel, train, school.

5 min


Unit 5

• Say each word slowly 2 times. (10 points total: 2 points for each correct word)

• Now say: You will write words with the r-controlled vowels. • Say the following words: car, jar, burn, star, corn. • Say each word slowly 2 times.

150.1 Sound It Out

Part A. Write the vowel digraph in the words your teacher said.

_________ ____________ ____________ _____________ _______

Part B. Write the words with the r-controlled vowels your teacher said.

_________ ____________ ____________ _____________ _______


• Have learners turn to Learner’s Workbook 150.2; Part A. • Say: In Part A, I will read some words and sentences with sight

words from the unit. You will write the sentences you hear. • Read aloud this sentence slowly: Do you like apples or

bananas? Allow time for learners to write. Reread the sentence.

• Read aloud the next sentence, slowly: Do these pens belong to you? Reread the sentence. (12 points total: 6 points for each correct sentence; 1 point for each correct word in a sentence)

• Have learners turn to Part B. Write these sentences on the board (without the bold):

Please try to be quiet. Put those plates on the table. Turn on the light. I hurt myself when I fell. We walk around the school. I got a call from the school.

5 min


Unit 5

• Tell learners to write the sentences in their workbooks. You will call out some words in each sentence above, and they will underline the words you call out.

• Do not read the whole sentence. Call out only the words in bold in each sentence. (6 points total: 1 point for each correct word underlined)

150.2 Sight Words

Part A. Write the sentences your teacher calls out.

Part B. Write the sentences. Underline the words the teacher calls out.


• Have learners turn to Learner’s Workbook 150.3, Part A. (5 points total. 1 point for each correct answer)

• Write these words on the board: small, easy, used, dirty, bad. Explain they will write the antonyms for the words.

• Have learners turn to Part B. Ask them to rewrite each sentence, changing the underline word with a synonym from the word box.(5 points total, 1 point for each correct answer)

• Have learners turn to Part C. Ask learners to underline the correct homophone in their workbooks. (5 points total, 1 point for each correct answer)


Part A. The Antonyms


Unit 5

Part B. Rewrite the sentences. Change the underlined word using a synonym from

the word bank.

Word Bank

rest father happy chilly delicious

1. The cake was tasty. delicious

2. “I feel joy today,” said Sally. happy

3. “I am going to take a nap,” she said. rest

4. My dad was tired after working all day. father

5. It is cold today. chilly

Part C. Underline the correct homophone in each sentence.

1. Did you go (to/two) the games on Saturday? 2. The sky is (blue/blew). 3. The (rose/rows) are pink. 4. I had a (not/knot) in my shoe lace. 5. The big boat is on (sail/sale).


• Tell learners that they will read the passage “Wangari, the Tree Planter” in Learner’s Workbook 150.4 and answer the questions about the passage. Do not read the story to learners. (7 points: 1 points for each question answered correctly)

10 min

150.4 Read the passage, and then number the sentences in the correct sequence

of events.

Wangari, The Tree Planter

Wangari Muta Maathai was born in Kenya in East Africa. She was born in 1940.

When she was a child, she listened to the stories about the people and land around

her. When Wangari grew up, she worked in the city. She always remembered her

roots, and the stories she listened to as a little girl. She planted trees in her

backyard. Sitting under the trees helped her body and spirit feel good. Wangari knew

that trees prevent soil erosion, filter water and air, and provide firewood, food, and

timber for shelters.


Unit 5

Then Wangari had an idea! Wangari decided to plant many trees. Women from all

over the valley came to Wangari for help. There was little food, no firewood, and no

jobs. Wangari gave them the seeds from the trees. She taught them to plant the

seeds and take care of the trees.

Soon women from all over Kenya wanted to learn from Wangari. Soon trees were

growing all over the countryside of Kenya.

Place the events in order by using 1 to 7, with 1 being first:

_____ Soon trees were growing all over the countryside of Kenya.

_____ Wangari Muta Maathai was born in Kenya in East Africa

_____ When Wangari grew up, she worked in the city.

_____ Wangari gave them the seeds from the trees.

_____ Soon women from all over Kenya wanted to learn from Wangari.

_____ She was born in 1940.

_____ When she was a child, she listened to the stories about the people and land

around her.


• Have learners collect their workbooks and hand them to you. Make sure all learners have handed in their workbooks.

• Conclude by telling learners they have just completed the end-of-unit test. Remind them that the end-of-unit test will be graded and will help determine their promotion to the next level.

• Let them know that there will be no homework for this lesson. You will tell them the end-of-unit test results during the next class time.

5 min

Teacher’s Guide English Language Arts Level 373

Unit 4

UNIT 6

Unit 6 Overview


Phonics

Review: Short

Vowel Sounds

Review: Short

Vowel Sounds

Sight Words My, it, is, in ,

saw, said, they,

are, then, to,

me, and.

Review: Unit 1

Sight Words

Review: Unit 2

Sight Words

Around, why,

been, wish,

call, gave

Writing Identifying

and writing

sentences.

Write a short

text about

Martin Calls for

Help

Language

Structures

Review:

Identifying

verbs (action

words)

Review:

Subject-Verb

Agreement

Review: Action

and linking

verbs

Review:

Prefixes and

suffixes

Reading

Comprehension

Independent

Reading: The

New King.

Independent

Reading: The

New King.

Independent

Reading: The

Mosquito

Unit Objectives

No new content will be introduced in this unit. Learners will review and practice content covered from Units 1–5. These will be done through a series of test-yourself activities.

By the end of f unit 6, learners will:

• Use word analysis and decoding skills, including consonant blends and diagraph, short and long vowels, vowels diagraph and r-controlled vowels.

• Review simple sentence structures, capitalization, and punctuation. • Identify and practice parts of speech: adjectives, adverbs (time,

manner, place, degree), verbs (verb-subject agreement, tenses), nouns (concrete and abstract, plural of nouns).

• Identify and use synonyms, antonyms, and homonyms, and prefixes and suffixes.

• Use different reading strategies to understand simple text.


Unit 6


Phonics Review: Short

Vowel Sounds

Review: Long

Vowel Sounds,

Review: Long

Vowel Sounds,

a, e, and o

Review: Long

Vowel Sound i

Review:

Consonant

Blends

Sight Words Review Unit 3

Sight Words

Review Unit 3

Sight Words

Review Unit 4

Sight Words

Writing

Language

Structures

Review:

conjunctions,

sentence

types, time

words, and

abbreviations

for days of

the week

Review: Types

of Nouns

Review: Future

Tense (will +

verb), singular

and plural

Review:

Singular and

plural

Review:

Adjectives

Reading

Comprehension

Independent

Reading: The

Mosquito.

Reading: A

Friendly Letter


Phonics Review:

Consonant

Blends

Review:

Consonant

Blends

Review: Vowel

Digraphs

Review: Vowel

Digraphs

Review: R-

Controlled

Vowels

Sight Words Review: Unit

4 Sight

Words

Review: Unit 5

Sight Words

Review: Unit 5

Sight Words

Writing Writing

sentences

about

adverbs of

time,

frequency,

place,

manner, and

degree.

Write a short

story in the

past tense

using irregular

verbs

Sequencing

stories

Language

Structures

Review: Past

Tense

Review:

Synonyms

Review:

Antonyms

Review:

Homophones

Reading

Comprehension


Unit 6

Lesson 151: Test Yourself (Part 1)


By the end of this lesson, learners will: • Identify sentences • Rearrange groups of words to form sentences • Read a story independently • Ask and answer questions about a story they read



Activity Lesson 151: Test Yourself (Part 1) Summary

Time (min)

1 Lesson Overview Go over today’s lesson 5

2 English Identify, review, and write sentences 15

3 Reading read a story for comprehension 15

4 Evaluation Review lesson objectives 5

5 Homework 5

TOTAL TIME 45


Unit 6

ACTIVITY 1: LESSON OVERVIEW LESSON 151

• Welcome learners to class. • Tell learners that there will be no new material this week.

They will begin preparing for the end-of-year assessment. They will review things they learned from Units 1–5.

• Introduce the lesson for the day. Say: Today, you will work by yourself to complete the exercises in this lesson.

• Tell learners they will: Review sentences Practice reading a story and asking questions about the

story

5 min

ACTIVITY 2: ENGLISH: SENTENCE REVIEW LESSON 151

• Identify sentences. Have learners turn to Learner’s Workbook 151.1. Read

aloud each group of words. Tell learners to underline the groups of words that are sentences.

Ask a volunteer to share their answers. Continue in the same way with the other groups of words. Conclude by reminding learners that a group of words

must make sense to be a sentence. • Review sentences.

Say: For a group of words to be a sentence, it must make sense. A sentence begins with a capital letter and ends with an end mark (periods or question marks).

Tell learners to: o Put the words in 151.2 in the correct order to make

a sentence. Do the first one with the class as an example. [Answer: milk she drinking Is She is drinking milk.]

o Have learners write the sentences they make in their workbooks. Remind them to use the correct end mark—a period or question mark.

• Go over learners’ answers as a class. Have those who made errors correct them in their workbooks.

15 min


Unit 6

151.1 English: Sentence Review

What is a sentence? For a group of words to be a sentence, it must make sense. A

sentence begins with a capital letter and ends with an end mark (periods or question

marks).

For example:

Mom always puts on her coat when it rains. This is a sentence.

Puts on her coat. This is not a sentence.

Underline the sentences.

1. A whale is not a fish.

2. The two girls walked to the market.

3. He read the book in 4 days.

4. 5 blue cars

5. saw a dog

151.2 Put the words in the correct order to make a sentence.

Write the new sentence under each group of words. Add a period or question mark at

the end of each sentence you write.

a. milk she drinking Is

_________________________________________________________

b. high birds The flying black are

_________________________________________________________

c. men eating are The

_________________________________________________________

d. see you cows field in the Did

_________________________________________________________

e. capital Do of Liberia the name the know you

_________________________________________________________


Unit 6

ACTIVITY 3: READING: INDEPENDENT READING LESSON 151

• Introduce the independent reading activity: Tell learners they are going to read a text. After they have read the story, they will answer some questions

about it. They should raise their hands when they have problems—for

example, if they do not know how to pronounce a word or the meaning of a word.

• Ask if they have questions. • Ask 2 volunteers, 1 boy and 1 girl, to explain the activity. • Clarify as needed after the explanation. Ask if they are ready. • Have learners turn in their workbooks to 151.3. • Say: You should silently read the story several times. • Repeat the instructions. Remind learners to raise their hands if they

have a problem, and you will help them. Tell learners to begin reading. Allow 10 minutes.

• After 10 minutes, call the class to attention. Tell learners to think about what they have read and to write 5 questions they would ask someone about the story. Remind them to ask who, what, when, where, why, and how questions.

• For each story, form small groups of 4 or 5. Explain that they should take turns asking each other and answering questions about the story they read.

• Move around and monitor the activities, listening to the questions and answers.

• After 5 minutes, stop the activity. Tell learners to read and think about their story at home. They should add any other questions that they would like someone to answer about the story.

• Conclude the lesson by having learners clap for themselves. Remind them that this week is review week. They will do more reading activities and reviews for the end-of-year assessment in Lesson 151.

15 min


Unit 6


The New King

Long ago, Elephant was King of the animals. He was kind and smart. But he was old,

and the animals needed a new leader. Elephant invited all the animals to a harvest

feast to choose the next leader. All the animals came to the feast.

They ate wonderful food. They played music and danced all through the night.

Everyone was happy. When the sun was rising, King Elephant called all the animals.

“Friends,” he said, “the time has come to choose a new leader. To be fair, I have set

a task. Whoever can complete it will be the new leader.” Elephant held out a ball.

“Whoever can toss this ball in the air and count to 20 before it falls will be the next

leader.”

All the animals were excited. This task was easy.

Giraffe was first to try the task. She stretched her neck. “Dear King,” she said, “I

will be the next ruler. I can see everything from my height.” She put the ball on the

tip of her nose and tossed it into the air. Giraffe counted, “1, 2, 3, 4, 5, 6, 7.”

The ball hit the ground with a thud. Counting by 1’s took too long. Giraffe wiped her

tears and went back with the other animals. Next came Monkey. “Dear King,” he

said, “I will be the next ruler. I am agile and move quickly.” He picked the ball up

with his long arms and tossed the ball high into the air. Monkey counted, “2, 4, 6, 8,

10, 12, 14, 16…” Before he could say 18, the ball hit the ground with a thud.

Counting by 2’s took too long. Monkey got mad and went back with the other

animals.

Lion was third. “Dear King,” he said, “I will be the next ruler. I am strong and

fearless.” He threw the ball with his tail. Lion counted, “5, 10, 15…” Before he could

say 20, the ball hit the ground with a thud. Counting by 5’s took too long. Lion roared

with anger and went back with the other animals.

The animals began to think that no one could do this task. They were about to walk

away, when Rabbit said, “I will be the next ruler. I am smart.”

The animals laughed at Rabbit. Rabbit used his mighty legs to kick the ball into the

air. “10, 20,” Rabbit said and caught the ball.

The animals were silent as they waited to hear what King Elephant would say. “You

are clever, Rabbit. A leader needs to be clever. You have passed the test,” said

Elephant. He turned to all the animals. “Rabbit will be your new leader.”


Unit 6

“It takes a community to succeed. I learned by watching all of you,” said Rabbit.

“Giraffe has the vision from above. Monkey has speed. Lion has strength and

courage. Together we will make a great community,” Rabbit declared.

The animals bowed their heads to Rabbit.

Rabbit was the new leader.

He would make a just King.

ACTIVITY 4: EVALUATION LESSON 151

• Ask different learners, including an equal number of girls and boys, to do the following:

Give an example of a sentence. • Ask:

What did you learn in today’s lesson? Do you have any questions about the lesson? What did you learn from the activities that you could

apply to real life? • Show learners the self-assessment activity. Read each

statement, and have learners use a or to describe how they feel about today’s lesson.

5 min


LESSON 151 – WHAT I CAN DO I can identify groups of words that are sentences. I can put words in the correct order to form a sentence. I can read a story and ask questions about the story.


• Explain the homework. Tell learners they will practice reading the story in 151.3 to a family member.

5 min


Unit 6



By the end of this lesson, learners will: • Identify and read the sight words my, it, is, in, saw, said, they, are, then, to, me, and

and • Practice identifying action words (verbs) • Read a story independently • Answer questions about a story they read




Time (min)


Go over homework 5

2 Sight Words Review sight words 10

3 English Identify action words (verbs) 10

4 Reading Read a story for comprehension 15


TOTAL TIME 45


Unit 6


• Welcome learners to class. • Ask learners to recall the story they read to their family

member last night. • Ask some learners to tell the story in their own words. • Tell learners that there will be no new lessons this week.

They will continue reviewing for the end-of-year assessment. • Introduce the lesson for the day. Tell learners they will:

Identify and review some of the sight words learned in Unit 1

Practice reading a story and asking questions about the story

5 min


• Write the words my, it, is, in, saw, said, they, are, then, to, me, and and on the board.

• Point to the words in random order, and have the class read them.

• Randomly choose any of the words and tell the class to write a sentence using that word in 152.1 in their workbook. Move around to check their sentences for a complete idea, use of capital letters, and correct punctuation.

• Call 4 learners—2 boys and 2 girls, 1 from each side (front, back, left, right) of the class—to each read the sentence they wrote.

• Follow the same steps with 3 other words.

10 min


Write sentences with the words your teacher says.

a. ______________________________________________________________

b. ______________________________________________________________

c. _____________________________________________________________

d. ______________________________________________________________


Unit 6

ACTIVITY 3: ENGLISH REVIEW: VERBS LESSON 152

• Have learners turn to 152.2 in their workbooks. Review the concept of verbs: action verbs are words that tell what someone or something is doing. Read and explain the directions as learners follow along.

• Write the first sentence on the chalkboard. Do the example as a class.

• Ask learners if they have any questions. • Copy the remaining sentences on the board as learners are

working. • Circulate around the room, and ask learners if they need

assistance. • After 7 minutes, call the class to attention. Review learners’

work with the class. Call on volunteers, including girls, to circle a verb in each sentence and show the action of the verb they circled.

10 min

152.2 English: Action Words (Verbs)

An action verb tells what someone or something is doing.

Example: Jane reads every day.

Reads is the action verb because it tells what Jane was doing.

For I, we, you, and they, do not use s or es. Example: We plant corn and greens.

For he, she, and it, use s or es. Example: He plants corn and greens.

Circle the action verb in each sentence below:

1. Mary kicks the ball over the fence.

2. The crow sings badly.

3. Learners listen to the teacher.

4. The teacher reads for learners.

5. The little dog barks.

6. The baby sleeps in the cot.

7. Flomo thinks about his friend.

8. Ben and his mother cook dinner.


Unit 6

ACTIVITY 4: READING: INDEPENDENT READING LESSON 152

• Introduce the reading activity. Tell learners they are going to read the story “The New

King.” They will write questions about the story and ask other

learners their questions. They should raise their hands when they have problems—

for example, if they do not know how to pronounce a word or the meaning of a word.

• Ask if they have questions. • Ask 2 volunteers, 1 boy and 1 girl, to explain the activity. • Clarify as needed after the explanation. Ask if they are ready. • Have learners turn in their workbooks to 151.3. • Say: Read the story silently several times. • Repeat the instructions. Remind learners to raise their hands if

they have a problem, and you will go to help them. Tell learners to begin reading. Allow 10 minutes.

• After 10 minutes, call the class to attention. Tell learners to think about what they have read and write 5 questions they would ask someone about the story. Remind them to ask who, what, when, where, why, and how questions.

• After 10 minutes, form small groups of 4 or 5. Explain that in their groups, they should take turns asking each other who, what, why, when and where questions about the story and then answering them.

• Move around and monitor the activities, listening to the questions and answers.

• After 5 minutes, stop the activity. Tell learners to read and think about their story at home. They should add any other question that they would like someone to answer about the story.

• Conclude by having learners clap for themselves. Remind them that this week is review week. They will do more reading activities and reviews for the end-of-year assessment.

30 min



Write the sight word you call out. Identify verbs in a sentence.

• Ask learners the following questions: What did you learn in today’s lesson?

5 min


Unit 6

How did you feel during the lesson? Do you have any questions about the lesson? What did you learn from the activities that you could apply

to real life?


• Explain the homework. Tell learners they will practice reading the story 3 to a family member.

5 min


Unit 6



By the end of this lesson, learners will: • Identify and read sight words from Unit 1 • Practice subject-verb agreement




Time (min)

1 Review Introduce lesson objectives. 5


3 English Review subject-verb agreement. 15

4 Evaluation Review lesson objectives. 5

5 Homework 5

TOTAL TIME 45


Unit 6

ACTIVITY 1: REVIEW LESSON 153

• Welcome learners back to class. • Write these words on the board: cat, dog, run, eat, jump,

sleep, boy, girl, swim, hospital. Call on a boy and a girl from the back of the class to circle the action words.

• Invite a boy and a girl from the right side of the class to explain why the answers are correct or wrong. Review the correct answers.

• Invite a boy and a girl from the front of the class to make a sentence with one of the action words or verbs on the board.

• Invite a boy and a girl from the left side of the class to do the same for a different verb or action word.

• Introduce the lesson for the day. Tell learners they will: Identify and read sight words from Unit 1 Practice subject-verb agreement

5 min


• Review Unit 1 sight words. Play the game Fastest Finger. Have learners turn to their workbook 153.1.

• Explain to learners that you will say 1 of the new words learned in Unit 1. When you say the word, they must try to find the word from the list in 153.1 as quickly as possible. They should point to the word with their finger and raise their hand in the air so you can check if they found the correct word.

• Say the word I as in I am a teacher. Allow time for learners to find the word. Check to see that learners are finding the correct word.

• Repeat the activity with the other words. Use as many words as time allows. For words with a similar sound, like to and two, use the word in a sentence to explain the meaning.

15 min


Unit 6


Find the word your teacher reads. Point to it and raise your hand in the air.

Unit 1 Sight Words

am

in

is

my

name

two

and

go

to

can

the

red

will

do

it

my

little

said

who

make

me

I

live

grow

like

they

but

then

what

down

drink

small

sleep

saw

ACTIVITY 3: ENGLISH REVIEW: SUBJECT-VERB AGREEMENT LESSON 153

• Remind learners that verbs are action words that tell what someone or something is doing. Review the concept of subject-verb agreement. Write these sentences on the board:

I run home. She runs home.

• Read the 2 sentences and ask: What is the difference between the 2 sentences?

• Allow time for learners to share their answers. • Explain that in the first sentence, the verb run does not have an

“s” at the end. In the second sentence, the verb runs has an “s” at the end.

• Review the concept of verbs and subject-verb agreement. Have learners turn to workbook 153.2.

• Read and explain the directions as learners follow along. Have learners independently complete the exercise.

• As learners are working, write the sentences in 153.2 on the board.

• After 5 minutes, call the class to attention. Call on learners, alternating boys and girls, to circle the correct answers on the board. Ask the learner to justify each answer.

• Have learners who made errors correct them in their workbooks.

• Remind learners to continue reviewing subject and verb agreement for the end-of-year assessment.

15 min


Unit 6

153.2 English: Subject-Verb Agreement

Read each sentence. Circle the correct form of the verb for that subject.

1. They (play / plays) outdoors.

2. Fatu (live / lives) in a village.

3. They (grow / grows) vegetables.

4. She (feeds / feed) the chickens.

5. I (likes / like) to read and to write.


• Ask different learners, including girls, to do 1 of the following: Use the sight word you show them in a sentence. Write a sentence on the board using she and the verb play.

• Ask: What did you learn in today’s lesson? How did you feel during the lesson? Do you have any questions about the lesson? What did you learn from the activities that you could apply

to real life? • Show learners the self-assessment activity. Read each


5 min


Lesson 153 – What I Can Do I can read the sight words in Unit 1. I can use the sight words in Unit 1 in sentences of my

own.

I can correctly use subject-verb agreement in sentences.


• Explain the homework. Tell learners that they will: Continue their review for the end-of-year assessment. Practice reading and spelling the sight words from Unit 1.

5 min


Unit 6



By the end of the lesson, learners will: • Identify short vowel sounds • Read words and sentences with short vowel sounds • Identify and read sight words from Unit 2 • Identify action and linking verbs • Correctly use the verb “to be”




Time (min)


Introduce lesson objectives 5


3 Sound It Out Review short vowel sounds 10

4 English Grammar Review action verbs and linking verbs, using am, is, and are

10


6 Homework 5

TOTAL TIME 45


Unit 6

ACTIVITY 1: INTRODUCE OBJECTIVES LESSON 154

• Welcome learners to class. • Call on 3 volunteers to each write a sentence using and, or, and

but. • Introduce the lesson for the day. Tell learners they will review

what they have learned in Unit 2 to prepare for the end-of-year assessment. There will be no new lessons this week. Tell learners they will:

Identify and review some of the sight words learned in Unit 2 Practice words with short vowel sounds

5 min


• Review sight words. Play the game Fastest Finger. • Have learners turn to their workbook 154.1. Explain that:

You will say 1 of the new words learned in Unit 2. When you say the word, they must try to find the word from

the list in 154.1 as quickly as possible. They should point to the word with their finger and raise

their hand in the air so you can check if they found the correct word.

• Say the word keep. Allow time for learners to find the word. Check to see that learners are finding the correct word.

• Repeat the activity with the other words. Use as many words as time allows.

10 min

how jump keep many better fast too both out start you must know

kind only some wash very helps clean well please don’t does just went there



Unit 2 Sight Words

how

jump

keep

many

better

fast

too

both

out

start

you

must

know

kind

only

some

wash

very

helps

clean

well

please

don’t

does

just

went

there


Unit 6

ACTIVITY 3: SOUND IT OUT: REVIEW LESSON 154

• Introduce the activity. Say: We will review identifying short vowel sounds.

• Review short vowel sounds. Say: Listen carefully. I will make a vowel sound, and you

will write the vowel letter associated with the sound in your workbook.

Make each sound slowly 2 times: /ă/, /ē/, /ĭ/, /ō/, /ū/, /ŏ/, /ĕ/, /ā/. Move around to observe what learners are doing.

Review corrections with the class. (/ă/ = a, /ē/= e, /ĭ/= i, /ō/= o, /ū/= u, /ŏ/= o, /ĕ/= e, /ā/= a)

Remind learners that vowel letters make 2 sounds, a short and a long sound.

10 min

When you see a vowel with the marking ă, read it as a short vowel. When you see a vowel with the marking ā, read it as a long vowel.

Short Vowel

Long Vowel

ă cap ā cape ĕ egg ē leaf ĭ pig ī fine ŏ log ō soap ŭ dug ū blue

154.2 Sound It Out: Review

Write the vowel letter of the sound you hear. ACTIVITY 4: ENGLISH GRAMMAR: REVIEW LESSON 154

• Introduce the activity. Say: In Unit 2 we learned about verbs that show action and verbs that do not show action, or linking verbs. We also learned how to use the verb “to be.” We will practice identifying action and linking verbs and correctly using the verb to be.

• Go part by part.

Part A

• Have learners turn in their workbooks to 154.3. Read the directions and the example. Tell learners to independently complete the activity. Allow 3 minutes.

• After 3 minutes, call on volunteers, including girls, to call out their answers. Ask others to explain why the answer is right or wrong. Review answers with the class. Have learners who made errors correct them in their workbooks.

10 min


Unit 6

Part B

• Tell learners they will complete sentences or questions with the “to be” verbs am, is, or are. Allow 3 minutes.

• After 3 minutes, call on volunteers, including girls, to call out their answers. Ask others to explain why the answer is right or wrong. Review answers with the class. Have learners who made errors correct them in their workbooks.


An action verb is a word that names an action. (Examples: run, jump, hit)

A linking verb connects the subject part with a noun or adjective in the predicate part.

(Examples: am, are, is, was, were)

Part A: Linking Verb or Action Verb

Read the sentence. Is the underlined verb a linking verb or an action verb? Write

Action or Linking on the line.

Example: Shadrack plants yam and corn. Action

We ran to the park.

The man jumped over the wall.

She swam in the cold water.

I am happy.

We are in Level 2 class.

Part B: Verb “To Be” – Am, Is, and Are

Fill in the blanks with is, am, or are.

________________ she a teacher?

We _________________ sad.

It ____________________ a cow.

__________________ he outside?

I __________________ a goalkeeper.


Unit 6


• Ask different learners, including girls, to do 1 of the following:

Identify a sight word that you point at on the board or on a flashcard.

Say a vowel letter and have learners make the short and long sound associated with that letter.

• Ask: What did you learn in today’s lesson? Do you have any questions about the lesson? What did you learn from the activities that you could



5 min


Lesson 154 – What I Can Do I can identify sight words from Unit 2.

I can link short and long vowel sounds to the vowel letters.

I can identify action and linking verbs.

I can use is, are, and am in sentences and questions.


• Explain homework. Tell learners to practice spelling and using new words from Unit 2, listed in 154.5, using Look, Say, Cover, Write, and check.

5 min


Unit 6


Use say Look, Say, Cover, Write, and Check to spell these words:

• how

• jump

• keep

• many

• better

• fast

• too

• both

• out

• start

• you

• must

• know


Unit 6



By the end of the lesson, learners will: • Identify and read sight words from Unit 2 • Distinguish and read words with the /a/, /e/, and /i/ short vowel sounds • Identify prefixes and suffixes




Time (min)

1 Homework and Review Introduce lesson and review homework. 5


3 Sound It Out Review short vowel sounds. 10

4 English Grammar Review prefixes and suffixes. 15


6 Homework 5

TOTAL TIME 45


Unit 6


• Welcome learners to class. • Review the homework. Tell learners that they will use Look,

Say, Cover, Write, and Check to spell some words. • Have learners turn to 154.5 in their workbooks. Say the word

how. • Move around to ensure that learners are following the Look,

Say, Cover, Write, and Check method and are spelling the word how correctly.

• Follow the same steps for the words jump, better, fast, start, and must.

• Check homework. Put a checkmark in the workbooks of learners who did the homework. Congratulate them for doing the work.

• Introduce the lesson. Tell learners that there will be no new lesson this week. They will continue reviewing things they learned from Unit 2 for the end-of-year assessment. They will:

Identify and read sight words from Unit 2. Distinguish and read words with the /a/, /e/, and /i/ short

vowel sounds. Write new words using prefixes or suffixes.

5 min

how jump keep many better fast too both out start you must know


• Review sight words. • Play the game Fastest Finger. • Have learners turn in their workbooks to 155.1. • Explain: You will say 1 of the new words learned in Unit 2.

When you say the word, they must try to find the word from the list in 155.1 as quickly as possible. They should point to the word with their finger and raise their hand in the air so you can check if they found the correct word.

• Say the word some. Allow time for learners to find the word. Check to see that learners are finding the correct word.


5 min

Sight Words how jump keep many better fast too both out start you must know

kind only some wash very helps clean well please don’t does just went there


Unit 6


Unit 2 Sight Words

how

jump

keep

many

better

fast

too

both

out

start

you

must

know

kind

only

some

wash

very

helps

clean

well

please

don’t

does

just

went

there



• Review the /a/, /e/, and /i/ short vowel sounds. • Have learners turn to 155.2 in their workbooks.

Part A • Say: In Part A, I will write a sentence. You should read

and write the sentence in your workbook. Circle the words with the short /a/ sound, underline the words that have a short /e/ sound, and put a check on the words that have a short /i/ sound.

• Write this sentence on the board: Jim had a red pen and pencil.

• Do not read the sentence. Have learners write the sentence. Repeat the directions.

Part B • Write these words on the board: him, pit, cat, pin, fish,

bed, bee, ball, school, apple. • Say: In Part B, there are 10 words on the board. You

should read the words and write only the words that have a short vowel sound in your workbooks.

• Do not read the words aloud. • Tell learners to write only the words with a short vowel

sound in their workbooks. • Review corrections with the class.

15 min

Answers Part A

Short a: had, a, and

Short e: red, pen, pencil

Short i: Jim, pencil

Answers Part B

him, pit, cat, pin, fish, bed, apple


Unit 6

Part A: • Short /a/: had, a, and • Short /e/: red, pen, pencil • Short /i/: Jim, pencil

Part B: him, pit, cat, pin, fish, bed, apple

• Remind learners that in short words with the pattern VC (vowel-consonant) or CVC (consonant-vowel-consonant), the vowel makes the short sound.

155.2 Sound It Out: Short Vowels

Part A

Write the sentence. Circle the words with the short /a/ sound.

Underline the words with the short /e/ sound.

Put a check on words with the short /i/ sound.

Part B

Write only the words with a short vowel sound.


• Introduce the activity. Say: In Unit 2, we learned about parts of a sentence and practiced finding parts of a sentence. We also learned how to make new words using prefixes and suffixes. We will practice finding parts of a sentence and matching prefixes and suffixes with their meaning.

15 min

Prefix Meaning un: not/opposite of re: again pre: before mis: wrong dis: not


Unit 6

• Have learners turn in their workbooks to 155.3. Read aloud the directions and the examples. Tell learners to independently complete the activity.

• After 5 minutes, review answers with the class. Call on volunteers, including girls, to call out their answers. Ask others to explain why each answer is right or wrong. Have learners who made errors correct them in their workbooks.

• Remind learners that prefixes and suffixes are helpful in learning new words. Each time they add a prefix or suffix to a word, they make a new word with a new meaning.

Suffix Meaning less: without able: can be done ful: full of/with er: one who


Draw a line to match each prefix with its meaning.

Draw a line to match each suffix with its meaning.


• Ask different learners, including girls, to do 1 of the following:

Air-write the sight word you call out, spelling it out loud. Read a sentence with short /a/, /e/, and /i/ words: Tell

him to put the fat pigs in with the red hens.

5 min

Meaning

not

again

wrong

not/opposite of

before

Prefix

un

re

pre

mis

dis

Suffix

less

able

ful

er

Meaning

one who

without

can be done

full of/with


Unit 6

Write this sentence on the board. Think of and say a word with the prefix un-. Think of and say a word with the suffix -ful.

• Ask: What did you learn in today’s lesson? Do you have any questions about the lesson? What did you learn from the activity that you could apply




Lesson 155 – What I Can Do I can identify and read sight words from Unit 2.

I can distinguish and read words with the /a/, /e/, and /i

/short vowel sounds.

I can say the meaning of different prefixes and suffixes.


• Explain the homework. Tell learners to: Practice reading the story “The Mosquito.” Continue to review Unit 2 for the end-of-year

assessment.

5 min

155.5 Homework

Read the story “The Mosquito.”

The Mosquito

Mosquitoes live all over the world. People do not like mosquitoes because they bite

you and make you itchy. Only the female mosquito bites people and animals. Male

mosquitoes eat plant juices.

A mosquito grows from a tiny egg that the female lays in water. She may also lay her

eggs on plants in water, or very near to water. Some mosquitoes lay their eggs in

damp mud. When it is very hot, mosquito eggs can hatch in just 3 to 5 days! When it

is cold, it might take 14 days or more.


Unit 6

Mosquitoes are insects. They have 2 antennae covered with hair. They use their

antennae to hear and smell. Mosquitoes do not see well. Mosquitoes have six legs

and a pair of wings.

How can you tell male and female mosquitoes apart? You can see that female and

male mosquitoes are different. Females have soft, fine hair on their antennae, and

males have bushy hair on their antennae. You can feel the difference between female

and male mosquitoes. Female mosquitoes bite and male mosquitoes do not bite. Male

mosquitoes like plant nectar and juices.

Female mosquitoes take your blood. Your blood helps them to make eggs. Female

mosquitoes can lay their eggs anywhere where there is water. They can lay their

eggs in an old tire. They can lay their eggs in a bucket in your yard. They can lay

their eggs in a pool of muddy water. Mosquitoes are busy at night. Male mosquitoes

look for plants and sugar. Female mosquitoes look for animals and people.

Mosquitoes use their antennae to smell the air that you breathe out. Mosquitoes can

spread diseases like yellow fever and malaria. They spread them from one animal to

the other, from animals to people, and from people to people. How can you keep your

body safe from mosquitoes? You can remove any trash from around your home so

that the mosquito does not have a warm place to lay her eggs. Also make sure that

there is no water around the house where mosquitoes can lay their eggs. You can put

mosquito mesh on the windows and doors and a net around your bed. This way,

mosquitoes do not get in to bite you. You can do your work during the day when the

mosquitoes are resting. You can stay inside at night when the mosquitoes are out

looking for food. Be safe and stop mosquitoes from making you itchy and sick.


Unit 6



By the end of the lesson, learners will: • Distinguish and read words with the /o/ and /u/ short vowel sounds • Identify and write different types of sentences • Join sentences using conjunctions • Retell the story “The Mosquito” • Answer questions about the story “The Mosquito”




Time (min)


Introduce lesson and review homework. 5

2 Sound It Out Read words with short /o/ and short /u/ vowel sounds.

5

3 English Grammar Review conjunctions, sentence types, time words, and abbreviations for days of the week.

15

4 Reading Retell the story “The Mosquito.” 10


6 Homework 5

TOTAL TIME 45


Unit 6


• Welcome learners to class. • Review homework. Ask volunteers who read the story to say 1

new thing they learned from reading the story. • Introduce the lesson for the day. Tell learners that they will:

Review short vowel sounds. Review sentence types. Review joining sentences. Write time words and abbreviations for days of the week. Retell the story “The Mosquito.”

5 min



• Review the /o/ and /u/ short vowel sounds. • Have learners turn to 156.1 in their workbooks.

Part A • Say: In Part A, I will write a sentence. You should read and write

the sentence in your workbook. Then circle the words with a short /o/ sound, and underline the words with a short /u/ sound.

• Write this sentence on the board: My uncle put a log up on the donkey’s back.

• Do not read the sentence aloud. Have learners write the sentence. Repeat the directions.

Part B • Write these words on the board: jump, log, fog, umbrella, hat,

off. Do not read them aloud. • Say: In Part B, there are 6 words on the board. You should read all

the words and then write only the words with the short /o/ or the short /u/ vowel sounds in your workbooks.

• Review corrections with the class. • Note that in short words with the pattern VC (vowel-consonant)

or CVC (consonant-vowel-consonant), the vowel makes the short sound.

5 min

Answers Part A

Short /o/: log, on, donkey’s

Short /u/: uncle, up

Answers Part B

Short /o/ log, fog, off

Short /u/: jump, umbrella


Unit 6

156.1 Sound It Out: Short Vowels

Part A

Write the sentence. Circle the words with a short /o/ sound. Underline the words with a

short /u/ sound.

Part B

Write only the words with a short /o/ or short /u/ vowel sound.


• Introduce the activity. Say: We have learned about kinds of sentences—declarative, interrogative, imperative, and exclamatory—and we have practiced joining sentences, using conjunctions. We also learned how to read and spell the days of the week, write the abbreviation for days of the week, and say and write time words.

• Go part by part.

Part A • Have learners turn in their workbooks to 156.2, Part A. Read

the directions aloud. Tell learners to complete the activity independently.

• After 5 minutes, review answers with the class. Call on volunteers, including girls, to call out their answers. Ask others to explain why the answer is right or wrong. Have learners who made errors correct them in their workbooks.

Part B

• Tell learners that in Part B, they will write 1 of each sentence type in the space provided. Tell learners to complete the activity independently.

• After 5 minutes, review answers with the class. Call for volunteers, including girls, to read their sentences. Remember, answers will vary from 1 learner to another. Ensure that the sentence the learner reads corresponds to the type of sentence he or she names.

20 min


Unit 6

• Remind learners that there are 4 reasons that sentences are written: to make a statement, ask a question, express a strong feeling, or give a command or order.

Part C • Tell learners that in Part C, they will join two sentences using

the conjunction given—and, or, but, or so. • Tell learners to complete the activity independently. • After 5 minutes, review answers with the class. Call on

volunteers, including girls, to call out their answers. Ask others to explain why the answer is right or wrong. Have learners who made errors correct them in their workbooks.

Part D • Tell learners that in Part D, they will write abbreviations for the

days of the week. Tell learners to complete the activity independently.

• After 2 minutes, review answers with the class. Call on volunteers, including girls, to call out their answers. Ask others to explain why the answer is right or wrong. Have learners who made errors correct them in their workbooks.


Part A. Read each sentence, and place the correct end mark. Identify the

sentence as declarative, interrogative, imperative, or exclamatory. Write the type of

sentence on the line that follows.

Please open the gate

Some animals eat plants

What a small car

Did you wash your hands clean


Unit 6

Part B. Write 1 sentence for each kind of sentence.

Declarative:

Interrogative:

Imperative:

Exclamatory:

Part C. Join the 2 sentences, using the conjunction given: and, or, but, or so.

Mom is tired. She needs a cup of tea. (so)

I like the banana. I will take the apple. (but)

Will you take the bus? Will you take the taxi? (or)

We washed our hands. We ate lunch. (and)


Unit 6

Part D. Write the abbreviation for each day of the week.

Monday ________________

Wednesday______________

Saturday_________________

ACTIVITY 4: READING: RETELLING “THE MOSQUITO” LESSON 156

• Introduce the activity. Say: We have discussed the story “The Mosquito.” We will now listen to the story and then retell it in our own words.

• Read the story “The Mosquito” slowly.

The Mosquito

Mosquitoes live all over the world. People do not like

mosquitoes because they bite you and make you itchy. Only

the female mosquito bites people and animals. Male

mosquitoes eat plant juices.

A mosquito grows from a tiny egg that the female lays in

water. She may also lay her eggs on plants in water, or very

near to water. Some mosquitoes lay their eggs in damp mud.

When it is very hot, mosquito eggs can hatch in just 3 to 5

days! When it is cold, it might take 14 days or more.

Mosquitoes are insects. They have 2 antennae covered with

hair. They use their antennae to hear and smell. Mosquitoes

do not see well. Mosquitoes have six legs and a pair of

wings.

How can you tell male and female mosquitoes apart? You

can see that female and male mosquitoes are different.

Females have soft, fine hair on their antennae, and males

have bushy hair on their antennae. You can feel the

difference between female and male mosquitoes. Female

mosquitoes bite and male mosquitoes do not bite. Male

mosquitoes like plant nectar and juices.

Female mosquitoes take your blood. Your blood helps them

to make eggs. Female mosquitoes can lay their eggs

10 min


Unit 6

anywhere where there is water. They can lay their eggs in an

old tire. They can lay their eggs in a bucket in your yard.

They can lay their eggs in a pool of muddy water.

Mosquitoes are busy at night. Male mosquitoes look for

plants and sugar. Female mosquitoes look for animals and

people.

Mosquitoes use their antennae to smell the air that you

breathe out. Mosquitoes can spread diseases like yellow

fever and malaria. They spread them from one animal to the

other, from animals to people, and from people to people.

How can you keep your body safe from mosquitoes? You can

remove any trash from around your home so that the

mosquito does not have a warm place to lay her eggs. Also

make sure that there is no water around the house where

mosquitoes can lay their eggs. You can put mosquito mesh

on the windows and doors and a net around your bed. This

way, mosquitoes do not get in to bite you. You can do your

work during the day when the mosquitoes are resting. You

can stay inside at night when the mosquitoes are out looking

for food. Be safe and stop mosquitoes from making you itchy

and sick.

• Ask: What do you think is the author’s purpose for writing this story? [Answer: to inform the reader]

• Tell them to find a partner. They should take turns retelling the story to each other.

• Ask a volunteer to retell the story. They have 30 seconds to do so.

• After 30 seconds, stop the learner and call on another learner. Continue until 2 or 3 learners (both boys and girls) have retold the story.

• Reflect on this activity: What did you find interesting about the story? Was it easy or hard to retell the story? Why? Why not?


Unit 6


• Ask different learners, including girls, to do 1 of the following: Say what happened first in the story “The Mosquito.” Say what happened last in the story “The Mosquito.”

• Ask: What did you learn in today’s lesson? Do you have any questions about the lesson? What did you learn from the activities that you could



5 min


Lesson 156 – What I Can Do I can write abbreviations for the days of the week.

I can identify four different kinds of sentences.

I can write an example of each kind of sentence.

I can retell the story “The Mosquito.”


• Explain the homework. Tell learners they will: Practice spelling, reading, and writing the sight words

from Unit 2. Practice their English grammar lessons from Unit 2.

5 min


Unit 6



By the end of the lesson, learners will: • Identify long vowel sounds • Read words and sentences with long vowel sounds • Identify and read sight words from Unit 3 • Identify different types of nouns


Read the lesson ahead of time so you will be ready to teach it. Prepare a set of sight word flashcards with words from Unit 3 for the lesson

evaluation


Time (min)

1 Introduction Introduce lesson objectives 5


3 Sound It Out Review long vowel sounds 10

4 English Grammar Review different types of nouns (concrete/abstract, common/proper)

10


6 Homework 5

TOTAL TIME 45


Unit 6


• Welcome learners to class. • Introduce the lesson for the day. Tell learners that there will

be no new lessons this week. They will review what they have learned during Unit 3 to prepare for the end-of year assessment. Tell learners they will:

Identify long vowel sounds Read words and sentences with long vowel sounds Identify and read sight words from Unit 3 Identify different types of nouns

• Remind learners to ask questions about these topics throughout the lesson. Since this lesson is to prepare them for the end-of-year assessment, if they don’t understand something, this is a good time to ask.

5 min


• Say: In Unit 3, we have reviewed and learned some new sight words. Let’s review some of the words we learned in Unit 3.

• Have learners turn to Learner’s Workbook 157.1. Tell them to read the passage and underline the sight words they have studied in Unit 3.

• After 5 minutes, ask learners to call out the sight words they found. Remember to ask an equal number of boys and girls.

• Write the words on the board as learners say them. • Add other sight words in the story that learners did not call

out. • Point to each word and have the class read the word in a


they will write them in the end-of-year assessment this week.

10 min

Unit 3 Sight Words about think best made grow want because does read sing much

before warm work don’t right better own


Unit 6


Read the passage. Underline all the sight words you have learned in Unit 3.

June 19, 2018

Monrovia

Dear Esther and Alva,

How are you? Hello from Monrovia. We hope you are well. We are

fine. The weather is cold and raining today. We are inside, and we

are warm.

This month we are getting ready for the end-of-year assessment. We

have worked hard this year. We set goals. We tried to work hard to

be our best selves. We will study a little every day now so we can

make our dream of passing our exam.

What are you doing these days?

We hope to read your news. Please write us soon.

Your friends,

Ariel and Kai


• Say: We will now review how to identify long vowel sounds. We learned that when a word with one vowel ends in e, the e is silent, and the vowel is long. The word says the name of the vowel. For example, hop becomes hope.

• Have learners turn to Learner’s Workbook 157.2. • Say: Listen carefully. I will read the words in the first

column. You will identify the letter of the long vowel and write it in the second column. Then, write a word that rhymes in the third column.

• Review the correct answers with the class. Have learners who made errors correct them in their workbooks.

10 min

Rule: When a word with one vowel ends in e, the e is silent, and the vowel is long. The word says the name of the vowel.


Unit 6


Identify the vowel in the word and write it in the second column. Then think of a word

that rhymes, and write it in the third column.

Long Vowels

The word is . . .

The letter of the

long vowel in

the word is . . .

A word that rhymes is . . .

wife

plate

tube

poke

note

rice

cake


• Say: We know that a noun is a person, place, or thing. We learned about different types of nouns, including concrete and abstract nouns, and common and proper nouns.

• Have learners turn to Learner’s Workbook 157.3. Read aloud the directions and the example in Part A. Tell learners to complete the activity independently. Allow 3 minutes.

• After 3 minutes, call on volunteers, both boys and girls, to share their answers. Ask others to explain why the answer is right or wrong. Review the correct answers with the class. Have learners who made errors correct them in their workbooks.

• Read aloud the directions and the example in Part B. Tell learners to complete the activity independently. Allow 3 minutes.


10 min


Unit 6


Part A. Common and Proper Nouns

Read the sentence. Is the underlined noun a common noun or a proper noun? Write

common or proper on the line.

Example: Mala is going to the city. Common

Mary lives in Monserrado. ____________ Proper

Kabeh likes to bake cookies. ____________ Common

The 2018 World Cup was in Russia. ____________ Proper

The horse is very fast. ____________ Common

Part B. Concrete and Abstract Nouns

Read the sentence. Is the underlined noun a concrete noun or an abstract noun? Write

concrete or abstract on the line.

Example: The flower is purple. Concrete

Fertiku has many pencils. ____________ Concrete

The soldiers were full of courage. ____________ Abstract

This banana is unripe. ____________ Concrete

The knife is blunt. ____________ Concrete


• Ask different learners, including girls, to do one of the following:

From an array of flash cards, choose the card with the sight word that you say

Identify the long vowel in a word that you say • Ask:

What did you learn in today’s lesson? How did you feel during the lesson? Do you have any questions about the lesson? What did you learn from the activities that you could

apply to real life? • Show learners the self-assessment activity in 157.4. Read

each statement, and have learners use a or to describe how they feel about today’s lesson.

5 min


Unit 6


Lesson 157 – What I Can Do

I can identify long vowel sounds.

I can link vowel sounds to the correct vowel letters.

I can identify and read sight words from Unit 3.

I can identify concrete and abstract nouns.

I can identify proper and common nouns.


• Explain the homework. Tell learners to pick 5 words from the list in 157.5, and write sentences using those words.

5 min


Pick 5 words from this list, and write sentences using those words.

problem

solution

skill

dream

daydream

future

picture

vegetables

income

goal

plan


Unit 6



By the end of the lesson, learners will: • Identify and read sight words from Unit 3 • Distinguish and read words with the long vowel sounds /a/, /e/, and /o/ • Write in the future tense (will + verb) • Make singular nouns plural (-s endings)


Read the lesson ahead of time, so you will be ready to teach it. Prepare flashcards for the Look, Say, Cover, Write, and Check activity.


Time (min)



3 Sound It Out Review long vowel sounds. 10

4 English Grammar Review future tense (will + verb). 10

5 English Grammar Review singular nouns plural (-s endings). 5


7 Homework 5

TOTAL TIME 45


Unit 6


• Welcome learners to class. • Ask learners to share their sentences from the previous

lesson’s homework. • Ask learners if they have any questions about the

homework. • Tell learners that they will be no new lesson this week. They

will continue reviewing for the end-of-year assessment. They will:

Identify and read sight words from Unit 3 Distinguish and read words with the long vowel sounds

/a/, /e/, and /o/ Write in the future tense (will + verb) Make singular nouns plural (-s endings)

5 min



• Explain: You will say 1 of the new words they learned in Unit 3. When you say the word, they must try to find the word from the list as quickly as possible. They should point to the word with their finger and raise their hand in the air so you can check if they found the correct word.

• Say the word about. Allow time for learners to find the word. Check that learners are finding the correct word.


5 min

Unit 3 sight words: about think best made grow want because does read

sing much before warm work don’t right better own



Unit 3 Sight Words

better

own

work

grow

don’t

right

about

sing

much

before

does

warm

want

because

read

think

best

made


Unit 6


Part A • Say: We will review identifying long vowel sounds. • Have learners turn to Learner’s Workbook 158.2. • Say: I will write a sentence on the board. You should read this

sentence and then write it in your workbook. Circle the words with a long /a/ sound. Underline the words that have a long /e/ sound. Put a check next to the words that have a long /i/sound.

• Write this sentence on the board: In May the rain made deep puddles around the goats and sheep.

• Have learners write the sentence in their workbooks. Repeat the directions.

• Allow time for learners to share their answers.

Part B: beep-coat-seed-vote-jeep-pain-weep • Write these words on the board: beep, coat, dog, seed, vote,

cat, jeep, sit, pain, weep. Do not read them aloud. • Say: There are 10 words on the board. Read them, and then

write only the words that have a long vowel sound in your workbooks.

• Ask volunteers to share their answers. • Review correction with the class. • Remind learners that when 2 vowels go walking, the first one

does the talking.

10 min

Answers to Part A:

Long /a/: May, rain, made

Long /e/: deep, sheep

Long /o/: goat

Answers to Part B:

beep, coat, seed, vote, jeep, pain, weep

158.2 Sound It Out: Long Vowels

Part A. Write the sentence.

Circle the words that have a long /a/ sound.

Underline the words that have a long /e/ sound.

Put a check next to words that have a long /i/ sound.

Part B. Read the words on the board. Write only the words with a long vowel sound.


Unit 6


• Say: We learned how to write about things in the future tense. We do this by adding will + verb after the subject.

• Have learners turn to Learner’s Workbook 158.3. Read the directions aloud. Tell learners to independently complete the activity.

• After 5 minutes, review the answers with the class. Call on volunteers, both boys and girls, to share their answers. Ask others to explain why the answer is right or wrong. Have learners who made errors correct them in their workbooks.

• Remind learners that we add will + verb to write something in the future tense.

10 min

158.3 Write these sentences in the future tense.

1. She plays football in the park. She _____________ football in the park.

2. They buy bananas at the market. They ________________ bananas at the

market.

3. The cat drinks the milk. The cat ____________ the milk.

4. Kabeh and Flomo read books together. Kabeh and Flomo _____________

books together.


• Say: We learned how to make singular nouns plural. For most nouns, we do this by adding an -s to the end of the word.

• Ask learners to turn to Learner’s Workbook 158.4. Read the directions aloud. Allow three minutes for learners to complete the chart.


5 min


Unit 6

158.4 Plural Nouns with -s Endings

Complete the chart by making the singular nouns plural.

Singular noun Plural noun

boat

pear

face

bee

dog

boy

pen



Air-write the sight word you call out. Read aloud a sentence with long /a/, /e/, and /i/ words:

The nice goat ate the green rice. Think of a singular noun and make it plural with an -s

ending. • Ask:




5 min


Lesson 158 – What I Can Do I can identify and read sight words from Unit 3. I can distinguish and read words with the long vowel sounds

/a/, /e/, and /o/.

I can write sentences in the future tense (will + verb). I can make singular nouns plural.


Unit 6


• Explain the homework. Tell learners to: Practice reading the friendly letter from Alva and Esther in

158.6 Continue to review lessons from Unit 3 for the end-of-year

assessment

5 min

158.6 Homework

Read Alva and Esther’s friendly letter.

Toe and Park Street

Wakesu, Loma

June 30, 2018

Dear Ariel and Kai,

Thank you for your letter. We were very happy to hear from you.

I’m glad that you are enjoying your classes. We are thinking of you as you do

your end-of-year assessment. If you study every day and read for twenty

minutes every day, you will do well.

Our watermelon and eggplants are doing well. We are now selling fruits and

vegetables in the market. The work is hard, but we are beginning to earn money.

We can buy more seeds and plant more next year.

We miss you! Please write soon and visit us when you can.

Yours truly,

Alva and Esther


Unit 6



By the end of the lesson, learners will: • Identify and read words with a long /i/ sound • Make singular nouns plural (-es and -ies endings) • Read and label the parts of a friendly letter




Time (min)

1 Homework and Review Review homework and previous lesson 5

2 Sound It Out Review long /i/ sounds 10

3 English Grammar Review how to make singular nouns plural (-es and -ies endings)

10

4 Reading Have students read a friendly letter 10


6 Homework 5

TOTAL TIME 45


Unit 6


• Welcome learners to class. • Ask volunteers to share one new thing they learned from reading

the friendly letter in 158.6. • Introduce the lesson for the day. Tell learners that they will

review: Identifying and reading words with a long /i/ sound Making singular nouns plural (-es and -ies endings) Reading and labeling the parts of friendly letters

5 min


• Say: We will now review how to identify the long /i/ vowel sound. • Have learners turn to Learner’s Workbook 159.1. • Say: I will write a sentence on the board. You should read the

sentence and write it in your workbook. Then, circle the words with a long /i/ sound.

• Write this sentence on the board: The nice mice like the bright moonlight.

• Do not read the sentence aloud. Have learners write the sentence. Repeat the directions. Allow 3 minutes.

• Review the answers with the class. Call on volunteers, both boys and girls, to share their answers. Ask others to explain why the answer is right or wrong. Have learners who made errors correct them in their workbooks.

• Write these words on the board: dice, cube, hat, twice, night, purple, blue, off, fly, flight. Do not read them aloud.

• Say: There 10 words on the board. You should read them and then write only the words with a long /i/ sound in your workbooks. Allow three minutes.

• Review the answers with the class. Call on volunteers, both boys and girls, to share their answers. Ask others to explain why the answer is right or wrong. Have those who made errors correct them in their workbooks.

• Remind learners that the words night and flight sound like words ending in -ite, like bite. The /i/ sound is long. The “g” and “h” are silent.

10 min

Answers:

Long /i/ words: nice, mice, like, bright, moonlight

Long /i/ words: dice, twice, night, fly, flight


Unit 6

159.1 Sound It Out: Long Vowels

Part A. Write the sentence. Circle the words with the long /i/ sound.

Part B. Write only the words with a long /i/ sound.

ACTIVITY 3: ENGLISH GRAMMAR: REVIEW PLURAL NOUNS LESSON 159

• Say: We learned about ways to make singular nouns plural. In our last lesson we talked about adding an -s to these nouns. Today we will review other ways to make nouns plural. We add -es to a noun if it ends with -ch, -sh, -s, -ss, -x, or -z. We add -ies to a noun if it ends in -y. We replace the “y” with an “i” and then add “ies.”

• Have learners turn to Learner’s Workbook 159.2, Part A. • Read aloud the directions. Tell learners to complete the activity

independently. • After 5 minutes, review the answers with the class. Call on

volunteers, both boys and girls, to share their answers. Ask others to explain why the answer is right or wrong. Have learners who made errors correct them in their workbooks.

• Have learners turn to Part B. Read the directions aloud. Tell learners to complete the activity independently.

• After 5 minutes, review the answers with the class. Call for volunteers, both boys and girls, to share their answers. Ask others to explain why the answer is right or wrong. Have learners who made errors correct them in their workbooks.

• Have learners turn to Part C. Read aloud the directions. Tell learners to complete the activity independently.


10 min


Unit 6

• Have learners turn to Part D. Read aloud the directions. Tell learners to complete the activity independently.


159.2. English Grammar: Plural Nouns

Part A. Find the underlined nouns in the sentences below. Write if the nouns are

singular or plural.

1. There were three cows standing in the field last night. ___________

2. My friend came to visit me yesterday. ___________

3. I went fishing at the beach last month. ___________

4. I found seven eggs in a nest. ___________

Part B. Add an -s or -es to make the singular noun plural.

1. Box ___________

2. Tool ___________

3. Truck ___________

4. Wish ___________

5. Beach ___________

6. Egg ___________

7. Tree ___________

8. Car ___________

9. Potato ___________

10. Axe ___________

Part C. Change the singular nouns to plural nouns.

1. Library ___________

2. Berry ___________

3. Fly ___________

4. Party ___________

5. Baby ___________

Part D. Change the plural nouns to singular nouns.

1. Strawberries ___________

2. Puppies ___________

3. Skies ___________

4. Cities ___________

5. Flies ___________


Unit 6

ACTIVITY 4: READING: A FRIENDLY LETTER LESSON 159

• Say: For homework, you read the friendly letter from Esther and Alva.

• Say: Now, in pairs, you will read the friendly letter in 159.3 to each other. Then you will label the different parts of the letter:

Heading Greeting Body Closing Signature

• Allow 5 minutes. • Ask for volunteers, both boys and girls, to share their

answers with the class.

10 min

159.3 A Friendly Letter

Read the letter aloud to your partner, and listen as your partner reads it to you. Then

label the different parts of the letter: heading – signature – body – closing – greeting.

Label the different parts of the friendly letter:

__________

__________

Toe and Park Street Wakesu, Loma

June 30, 2018

Dear Ariel and Kai,

Thank you for your letter. We were very happy to hear from you.

I’m glad that you are enjoying your classes. We are thinking of you as you do your end-of-year assessment. If you study every day and read for twenty minutes every day, you will do well.

Our watermelon and eggplants are doing well. We are now selling fruits and vegetables in the market. The work is hard, but we are beginning to earn money. We can buy more seeds and plant more next year.

We miss you! Please write soon and visit us when you can.

Yours truly,

Alva and Esther

__________

__________

__________


Unit 6


• Ask different learners, both boys and girls, to answer one of the following questions:

What advice do Alva and Ester give Kai and Ariel? What are Alva and Esther hoping to do next year?

• Ask: What did you learn in today’s lesson? Do you have any questions about the lesson? What did you learn from the activities that you could apply



5 min


Lesson 159 – What I Can Do I can distinguish and read words with the long /i/ sound.

I can make singular nouns plural (-s, -es, and -ies

endings).

I can read and label the parts of a friendly letter.


• Explain the homework. Tell learners that they will: Practice spelling, reading, and writing the sight words from

Unit 3 Practice their English grammar lessons from Unit 3

5 min


Unit 6



By the end of the lesson, learners will: • Identify consonant blends • Read words and sentences with consonant blends • Identify and read sight words from Unit 4 • Identify different types of adjectives


Read the lesson ahead of time, so you will be ready to teach it. Create Unit 4 sight word flashcards.


Time (min)

1 Introduction Introduce objectives. 5



4 English Grammar Review different types of adjectives (comparative and superlative).

10


6 Homework 5

TOTAL TIME 45


Unit 6


• Welcome learners to class. • Introduce the lesson for the day. Tell learners that this

lesson is another opportunity to review what they have learned during Units 1–5 to prepare for the end-of-year assessment. There will be no new lessons this week.

• Tell learners they will: Identify consonant blends Read words and sentences with consonant blends Identify and read sight words from Unit 4 Identify different types of adjectives

5 min


• Say: In Unit 4, we have reviewed and learned some new sight words. Let’s review some of the words we learned in this unit.

• Have learners turn to Learner’s Workbook 160.1. • Tell them to work in pairs to read the passage and underline

the sight words they studied in Unit 4. • After 5 minutes, ask learners how many words they found. • Ask learners to call out the sight words they found,

alternating between boys and girls. Ask learners to read the complete sentence and then identify the sight word or words they found in that sentence.


• Add other sight words in the story that learners did not call out, if necessary.


chorus. • Tell learners to practice spelling and reading these words,

as they will write them in the end-of-year assessment this week.

10 min

Unit 4 Sight Words would buy cold green sit bring carry cut down eight full hot hurt laugh pick seven six ten today together


Unit 6



sight words and then count them.

Growing Watermelons

Today Alva and Esther are working on their farm. Alva’s job is to pick and

carry the watermelons to Esther. Esther’s job is to count the watermelons

and put them in baskets. When the baskets are full, they will bring them to

the market and sell them. The watermelons look great; they are big and

green.

“These watermelons are very heavy,” said Alva. “I’m hot and my arms are

beginning to hurt.”

“Why don’t you sit for a while, take a rest, and drink some cold water?”

said Esther. “While you rest, I will count the watermelons.

“Thanks, Esther,” said Alva.

Esther started to count the watermelons. “Six, seven, eight, nine, ten,”

she said. “We have enough watermelons for today. Let me cut some rope

and tie these baskets together.”

“If we sell all of these watermelons, I would like to use some of the money

to buy some seeds to grow eggplants,” said Alva.

“That’s a good idea. Eggplants are not as heavy as watermelons,” laughed

Esther.

Number of words you found

Unit 4 Sight Words

would buy cold green sit bring carry cut eight full hot

hurt laughed pick seven six ten today together


Unit 6


Listen to the word. Identify the consonant blend in the word, and write it down.

I heard the consonant blend . . .

1.

2.

3.

4.

5.


• Say: We will now review consonant blends. • Have learners turn to Learner’s Workbook 160.2. • Say: Listen carefully. I will read words with consonant

blends. I will say the word twice, and then I will say the word in a sentence. You will identify the consonant blend and write it down.

• Do an example with the class. Say the word bread twice. Say the sentence: I will make bread.

• Ask: What consonant blend did they hear in the word bread? [Answer: br]


• Read the following words twice, then read the sentence. Allow time for learners to write the answer before reading the next word and sentence:

Black: The black cat ran across the road. [Answer: bl] Fly: Birds can fly. [Answer: fl] Drop: Don’t drop the baby. [Answer: dr] Price: What price is the watermelon? [Answer: pr] Snake: Be careful – there are snakes in the forest.

[Answer: sn] Spill: Don’t spill the milk. [Answer: sp] Sweet: The candy is sweet. [Answer: sw]


10 minutes


Unit 6

6.

7.


• Ask learners what they can recall about adjectives. • Allow time for learners to respond. • Say: We know that a word that describes a noun or a

pronoun is called an adjective. An adjective tells us how a noun or pronoun looks, feels, tastes, smells, or behaves.

• Ask: Why do we use adjectives in our reading and writing? • Allow time for learners to respond. • Explain: Adjectives make reading and writing more

interesting and help us get more information. • Have learners turn to Learner’s Workbook 160.3. • Read aloud the directions and the example in Part A. Tell

learners to complete the activity independently. Allow 3 minutes.


• Remind learners that when comparing two objects, people, or things, we can add “er” to the end of a descriptive word, such as bigger. When adjectives compare two persons, places, or things, we use the comparative degree.

• Remind learners that when comparing three objects, we can also add “est” at the end. So, we would have big, bigger, biggest. When adjectives compare three or more things, we use the superlative degree.

• Have learners turn to Part B in their workbooks. Read aloud the directions and the example in Part B. Tell learners to complete the activity independently. Allow 3 minutes.


10 min


Unit 6


Part A. Review Adjectives

A word that describes a noun or a pronoun is called an adjective. An adjective tells us

how a noun or pronoun looks, feels, tastes, smells, or behaves.

Describe these nouns, using five interesting adjectives.


Unit 6

Part B. Comparative and Superlative Adjectives

Read the sentences below. Circle the correct form of “good, better, best” or “bad,

worse, worst.”

1. This is a (good, better, best) book!

2. Mary’s car is (bad, worse, worst) than mine.

3. This grade is the (bad, worse, worst) one I got this year.

4. Today’s weather is the (good, better, best) weather we had this week.

5. I can write (good, better, best) than my friend.


• Display the Unit 4 sight word flashcards on the table. • Say a sight word taught in Unit 4. • Ask different learners, including an equal number of girls and

boys, to come up and choose the card with the sight word that you said. Repeat the activity several times.

• Ask: What did you learn in today’s lesson? How did you feel during the lesson? Do you have any questions about the lesson? What did you learn from the activities that you could

apply to real life? • Show learners the self-assessment activity in 160.4. Read each


5 min


Lesson 160 – What I Can Do I can identify consonant blends. I can link consonant blends to the words that use them. I can identify and read sight words from Unit 4. I can identify comparative and superlative adjectives.


• Explain the homework. Tell learners to practice spelling the Unit 4 sight words using Look, Say, Cover, Write and Check. 5 min


Unit 6

160.5 Unit 4 Sight Words

Use say Look, Say, Cover, Write, and Check to spell the Unit 4 sight words.

Spelling 1st try 2nd try 3rd try would buy cold first five

found green off

sit use

bring carry cut down eight full hot hurt

laugh pick

seven six ten today together


Unit 6



By the end of the lesson, learners will: • Identify and read sight words from Unit 4 • Distinguish and read words with consonant blends • Write sentences using adverbs of time, frequency, place, manner, and degree


Read the lesson ahead of time, so you will be ready to teach it. Gather the Unit 4 sight word flashcards you created for the previous activity.


Time (min)




4 English Grammar Review adverbs of time, frequency, place, manner, and degree.

15


6 Homework 5

TOTAL TIME 45


Unit 6


• Welcome learners to class. • Remind learners they used Look, Say, Cover, Write, and Check

to practice spelling the Unit 4 sight words. • Ask learners to open their workbooks to 160.5. • Move around to ensure that learners completed the Look, Say,

Cover, Write, and Check method and are spelling the words correctly.

• Tell learners they will continue reviewing for the end-of-year assessment. They will review things they learned from Unit 4, Lessons 91–115. They will:

Identify and read sight words from Unit 4 Distinguish and read words with the consonant blends Write sentences using adverbs of time, frequency, place,

manner, and degree

5 min



• Explain: You will say 1 of the sight words they learned in Unit 4, or

you will hold up a sight word flashcard. When you say the word or show the flashcard, they must

try to find the word in the list as quickly as possible. They should point to the word with their finger and raise their hand in the air so you can check if they found the word.

• Say the word laugh or show the laugh flashcard. Allow time for learners to find the word. Check that learners are finding the correct word.

• Repeat the activity with the other words. • Use as many words as time allows.

5 min

Unit 4 Sight Words

would buy cold first five found green off sit use bring carry cut down eight

full hot hurt laugh pick seven six ten today together


Unit 6



Unit 4 Sight Words

would

green

cut

laugh

together

buy

off

down

pick

cold

sit

eight

seven

first

use

full

six

five

bring

hot

ten

found

carry

hurt

today


• Say: We will review consonant blends. • Have learners turn to Learner’s Workbook 161.2. • Say: Look at each drawing. What consonant blend matches

the beginning of that word? Circle the correct consonant blend to match the correct answer.

• Ask learners if they understand the activity and if they have any questions.

• Allow 5 minutes for the leaners to complete the activity. • Move around the class, observing learners working and

asking them about the activity. • Review the correct answers with the class.

Answers: 1. pl 2. gl 3. cr 4. fr 5. fl 6. tr

10 min


Unit 6


Look at each drawing. What consonant blend matches the beginning of this word? Circle

the correct consonant blend for each drawing.

1.

fl sn cr pl

2.

gr gl sl st

3.

cr bl gr dr

4.

sl gl pl fr

5.

st fl sw fr

6.

tr ch ph cl


Unit 6


Adverbs

Adverbs are words that add more description to verbs. Adverbs can tell us more

about location, time, manner, degree, or frequency.

Place

Adverbs of place show where the verb is happening. These adverbs are usually

placed after the main verb or object or at the end of the sentence. Examples:

Flomo sat inside the shop.

The plane flew above our house.

I’m going back to school.

Come here!

Put it here.

ACTIVITY 4: ENGLISH GRAMMAR: REVIEW ADVERBS LESSON 161

• Write these sentences on the board: The boy walks. The girl walks.

• Ask a boy and a girl to come up and act out the sentence. • Add an adverb to the sentence (e.g., The boy walks slowly.

The girl walks quickly), and have the boy and girl act it out again.

• Underline the adverb in each sentence and label them as adverbs.

• Tell learners that we are going to review adverbs today. • Ask learners to turn to their partner and share what they

learned about adverbs in Unit 4. • Allow 1 minute for learners to discuss this. Then ask

learners to share their ideas with the class. • Have learners turn to Learner’s Workbook 161.3. • Ask learners to read about adverbs aloud in a chorus. • Tell learners to complete the activity independently. • After 5 minutes, review the answers with the class. Call for

volunteers, both boys, and girls, to share their answers. • Explain to the class that there is more than one correct

answer.

15 min


Unit 6

Time

An adverb of time provides information about when the action takes place. Adverbs

of time are usually placed at the beginning or end of a sentence. When it is very

important to express when something happened, we put it at the start of a sentence.

Examples:

Today, I have an assessment at school.

I went to Monrovia yesterday.

I must leave now.

Manner

Adverbs of manner provide information about how a verb is done. Adverbs of manner

are probably the most common of all adverbs. They’re easy to recognize since most

of them end in -ly. Examples:

She ran quickly.

John spoke softly.

Degree

Adverbs of degree tell the level or intensity of a verb, adjective, or even another

adverb. Examples:

The water was very cold.


Frequency

Adverbs of frequency tell how often the verb occurs. They’re often placed directly

before the main verb of a sentence. Examples:

I always walk to school.

I sometimes go to Bong County.


Unit 6

Making Our Writing More Interesting

Below are some sentences. Make them more interesting by adding adjectives and

adverbs.

Example: The dog ran to get the ball.

The big, black dog ran quickly to get the red ball.

1. The lady walked across the street.

2. The cat lay on the mat.

3. The bird was singing outside the window.

4. The boy kicked the ball over the fence.

5. The teacher frowned at the school children.


• Ask different learners, both boys, and girls, to do one of the following:

Air-write the sight word you call out. Give examples of words with the consonant blends fl, pl,

gl, and cr. Add an adverb to the second sentence: The exam

was easy. I passed _____. • Ask:


apply to real life? • Show learners the self-assessment activity in 161.4. Read each


5 min


Unit 6


Lesson 161 – What I Can Do I can identify and read sight words from Unit 4.

I can distinguish and read words with consonant blends.

I can identify adverbs.

I can write sentences with adverbs.


• Explain the homework. Tell learners to: Reread the passage about adverbs in 161.3 Read the directions in 161.6, and complete Part A and

Part B Continue to review lessons 91–115 for the end-of-year

assessment

5 min

161.6 Homework

Consonant Blends

Part A: Complete the Words

Use each of the following consonant blends to finish spelling these words. You will use

each blend one time.

sp fr tr cr

____ell ____own

____y ____ip

Part B: Complete the Sentence

Use each consonant blend one time to complete the sentence.

* sm * pl *cr *fr *gl

1. The rose ____ells beautiful.

2. The children wanted to ____ay in the rain.

3. The ____og was swimming in the stream.

4. My aunt bought a new _____ass window.

5. We used paper cups and _____ates for our party.


Unit 6



By the end of the lesson, learners will: • Identify and read words with consonant blends • Write verbs in the past and present tense • Write a short story in the past tense using irregular verbs




Time (min)



3 English Grammar Review how to write verbs in the past and present tense.

10

4 Writing Write a story in the past tense. 10


6 Homework 5

TOTAL TIME 45


Unit 6


• Welcome learners to class. • Ask volunteers to share their answers from the

homework activity in 161.6. • Introduce the lesson for the day. Tell learners that they

will review: Identifying and reading words with consonant blends Identifying verbs in the past and present tense Writing a story in the past tense

5 min

ACTIVITY 2: SOUND IT OUT: REVIEW CONSONANT

BLENDS

LESSON 162

• Say: We will now review how to Identify consonant blends. • Have learners turn to Learner’s Workbook 162.1. • Read aloud the instructions: Read the story, and circle the

words with the consonant blends. There are 26 words in the story with a consonant blend.

• Have learners work independently. • Review the answers with the class. Call for volunteers, both

boys, and girls, to share their answers. Ask others to explain why the answer is right or wrong. Have learners who made errors correct them in their workbooks. [Answers: last, the, grass, dry, brown, nothing, fisherman, stopped, month, fish, frogs, they, swim, thought, then, clouds, crowds, gathered, shouted, their, friends, drops, started, grow, children, play]

10 min

162.1 Reading

Read the story, and circle the words with the consonant blends. There are 12 words in

the story with a consonant blend.

Last May the farmers were very worried. The grass was dry and brown. The cows

had nothing to eat. The fishermen were worried, too. It had stopped raining a month

ago. The fish and frogs looked sad. They had no water to swim in. “If it does not rain

soon, we will not be able to feed our families,” thought the farmers. Then, dark

clouds began to roll in over the sea. Crowds gathered to look up at the sky. “Rain

clouds,” shouted the farmers. Their friends came outside to see. Soon, drops of rain

started to fall. The grass began to grow, and the children started to play in the rain.


Unit 6

ACTIVITY 3: ENGLISH GRAMMAR: REVIEW PAST AND

PRESENT TENSE LESSON 162

• Say: In Unit 4, we learned about past and present tense. • Ask learners to Think-Pair-Share what they can remember

about past and present tense. • Allow time for learners to share their ideas with the class. • Explain: Most regular verbs show action in the present

tense (what is happening now) or in the past tense (what has already happened). You can tell if an action already took place if the verb has an -ed at the end. If the action is taking place right now, the verb will have an -s at the end.

• Have learners turn to Learner’s Workbook 162.2. • Read the directions aloud. Tell learners to complete the

activity independently. • After 5 minutes, review the answers with the class. Call for

volunteers, both boys, and girls, to share their answers. Ask others to explain why the answer is right or wrong. Have learners who made errors correct them in their workbooks.

• Have learners turn to Part B. Read the directions aloud. Tell learners to complete the activity independently.

• After 5 minutes, review the answers with the class. Call for volunteers, both boys, and girls, to share their answers. Ask others to explain why the answer is right or wrong. Have learners who made errors correct them in their workbooks.

• Have learners turn to Part C. Read the directions aloud. Tell learners to complete the activity independently.

• After 5 minutes, review the answers with the class. Call for volunteers, both boys, and girls, to share their answers. Ask others to explain why the answer is right or wrong. Have learners who made errors correct them in their workbooks.

10 min


Unit 6

162.2. English Grammar: Past and Present Tense

Part A. Regular Verbs: Complete the table.

Present Tense Past Tense

walk walked

play played

talk talked

fix fixed

a. climb b. climbed

. finish d. finished

Part B. Irregular Verbs: Complete the table.

Present Tense Past Tense

fly flew

eat ate

buy bought

teach taught

run ran

see saw Part C. Is the verb regular or irregular? Circle the correct past tense for each verb.

run Our class (runned, ran) around the track.

jump My cat (jumped, jumpt) over the fence.

feed I (feeded, fed) the dog.

sweep Tom (sweeped, swept) the floor.

drink My brother (drinked, drank) all the orange juice.

clean She (cleaned, cleant) her room.

ACTIVITY 4: WRITING: IRREGULAR VERB STORY LESSON 162

• On the board, write this sentence: We walk to the park and then play football.

• Ask learners if they can identify the verbs in the sentence. [Answers: walk, play]

• Have learners talk with a partner about how to make this sentence past tense.

10 min


Unit 6

• Have learners share how they made the sentence past tense. [Answer: They added -ed to both verbs.]

• Write this sentence on the board: I eat lunch and drink milk. • Ask learners to discuss and share how to make that sentence

past tense. (They might struggle a little because these conjugations don’t follow any rules.)

• Contrast the verb conjugations in the first sentence with the verbs in the second sentence.

• Ask learners to turn to 162.3 Past Tense Story. • Review the verbs in the table, and have learners solve the past

tense conjugations. • Go over the correct answers. • Ask learners to write a short story and to use as many of the past

tense verbs as possible in their story. The story should have a beginning, a middle, and an end, and it should make sense. 162.3 Past Tense Story

Most verbs can be made past tense by adding -ed, but some irregular verbs do not follow

that rule. Read the list of irregular verbs, and write them in the past tense.

Present Tense Past Tense Present

Tense

Past Tense

drink drank swim swam

tell told wear wore

teach taught go went

forget forgot run ran

see saw wake woke

eat ate speak spoke


Unit 6

Write a short story in the past tense, using as many of the irregular verbs above

as you can. Your story should have a beginning, a middle, and an end, and it should

make sense. Circle all the past tense verbs in your story, and then share your story with

a classmate.

Title: ____________________________


• Write these words on the board: ride, look, ring, run, walk, say. • Ask learners whether they are regular or irregular and why.

[Answer: Look and walk are regular, because you add -ed to make them past tense.]

• Ask learners to write all 5 words in the past tense. • Ask:

a. What did you learn in today’s lesson? b. How did you feel during the lesson? c. Do you have any questions about the lesson? d. What did you learn from the activities that you could apply to

real life?

• Show learners the self-assessment activity in 162.4. Read each statement, and have learners use a or to describe how they feel about today’s lesson.

5 min


Unit 6


Lesson 162 – What I Can Do I can identify consonant blends in sentences. I can identify verbs in the past and present tense. I can write a short story in the past tense using irregular

verbs.


• Explain the homework. Tell learners that they will: Practice spelling, reading, and writing the sight words

from Unit 4 Practice their English grammar lessons from Unit 4

5 min


Unit 6



By the end of the lesson, learners will: • Identify vowel digraphs • Read words and sentences with vowel digraphs • Identify and read sight words from Unit 5 • Identify synonyms


Read the lesson ahead of time, so you will be ready to teach it. Compile Unit 5 sight word flashcards.


Time (min)




4 English Grammar Review synonyms. 10


6 Homework 5

TOTAL TIME 45


Unit 6

ACTIVITY 1: INTRODUCE OBJECTIVES LESSON 163

• Welcome learners to class. • Ask learners for a volunteer to share today’s date. • Write the date on the board. • Introduce the lesson for the day. Tell learners that this is test

week, when they will take the end-of-year assessment. To prepare for the test, they will review what they have learned during Units 1–5. There will be no new lessons this week.

• Tell learners they will: Identify vowel digraphs. Read words and sentences with vowel digraphs. Identify and read sight words from Unit 5. Identify synonyms.

5 min


• Say: In Unit 5, we reviewed and learned some new sight words. Let’s review some of the words we learned in this unit.

• Have learners turn to Learner’s Workbook 163.1. • Tell them to work in pairs to read the passage and underline

the sight words they studied in Unit 5. • After 5 minutes, ask learners how many words they found.

[Answer: 12 – got, call, for, gave, try, these, light, if, myself, wish, once, always]

• Ask learners to call out the sight words they found, alternating between boys and girls. Ask learners to read the complete sentence and then identify the sight word or words in that sentence.


• Add other sight words in the story that learners did not call out, if necessary.



they will write them in the end-of-year assessment this week.

10 min

Unit 5 Sight Words around why been wish call gave always draw fall hold if goes its or pull

tell their got for or these those us try upon use which light never myself


Unit 6



sight words and then count them.

The Interview

Yesterday, Martin got a call from Mrs. Dolo. “Please come for an

interview,” she said. Martin was very happy. “I must dress for

success,” he said. His friend Moses gave him two shirts to try. “I like

these shirts,” said Martin. “I will wear the light shirt and the dark

pants. If I dress like this, Mrs. Dolo will see that I am serious about the

job before I start talking about myself.” “You are lucky,” said Moses.

“I wish I had a job interview.” “Don’t worry, Moses,” said Martin.

“Once upon a time, I did not know how to find a job. My friend Flomo

had to help me. I will always help you find a job.” “Thank you, Martin!”

said Moses.

Number of words


• Say: We will now review vowel digraphs. • Have learners turn to Learner’s Workbook 163.2. • Say: Listen carefully. I will read words with vowel digraphs. I

will say the word twice, and then I will say the word in a sentence. You will identify the vowel digraph and write it down.

• Do an example with the class. Say the word day twice. Say the sentence: The day is nice.

• Ask learners what vowel digraph they hear in the word day. [Answer: ay]

10 min

Unit 5 Sight Words

around why been wish call gave always draw fall hold if goes

its or pull tell their got for or these those us try upon use

which light never myself


Unit 6


• Read aloud each of the following words twice, and then read the sentences. Allow time for learners to write the answer before reading the next word and sentence:

8. see: I see my friends in the playground. [Answer: ee] 9. Play: I will play with my friends. [Answer: ay] 10. goat: Oh no! The goat is missing. [Answer: oa] 11. Green: The rubber tree leaves are green. [Answer: ee] 12. Pool: Don’t swim in the deep pool. [Answer: oo] 13. Read: Please read that book for me. [Answer: ea] 14. beans: Rice and beans are tasty. [Answer: ea]



Listen to the word. Identify the vowel digraph in the word, and write it down.

I heard the vowel digraph…

1. 2. 3. 4. 5. 6. 7.


• Ask learners what they can recall about synonyms. • Allow time for learners to respond. • Say: Synonyms are words that have the exact or almost

exact meaning as another word in the same language. For example: “Joyful” is a synonym for “happy.”

• Ask: Why do we use synonyms in our reading and writing? • Allow time for learners to respond. • Explain: Synonyms can make reading and writing more

interesting. • Have learners turn to Learner’s Workbook 163.3. • Read aloud the directions and the example. Tell learners to

complete the activity independently. Allow 3 minutes.

10 min


Unit 6


• Ask others to explain why the answer is right or wrong. Review the correct answers with the class. Have learners who made errors correct them in their workbooks.


Review Synonyms

To make our writing interesting, we can use synonyms. Synonyms are words that

have the exact or almost exact meaning as another word in the same language. For

example: “Joyful” is a synonym for “happy.”

Match each word with its synonym.

A B

sleepy simple

delicious tasty

freezing small

tiny quick

warm hot

skinny mean

nasty thin

easy tired

fast cold


• Display the Unit 5 sight word flashcards on the table. • Say a sight word taught in Unit 5. • Ask a learner to come up choose the card with the sight word

that you said. • Repeat this activity a few times with different learners,

including an equal number of girls and boys if time allows. • Ask:

What did you learn in today’s lesson? How did you feel during the lesson? Do you have any questions about the lesson?

5 min


Unit 6

What did you learn from the activities that you could apply to real life?



Lesson 163 – What I Can Do

I can identify vowel digraphs.

I can link vowel digraphs to the words that use them.

I can identify and read sight words from Unit 5.

I can identify synonyms.


• Explain the homework. Tell learners to practice spelling the Unit 5 sight words using Look, Say, Cover, Write, and Check. 5 min

162.5 Sight Words

Use Look, Say, Cover, Write, and Check to spell the Unit 5 sigh words:


around

why

been

wish

call

gave

always

draw

fall

hold

if


Unit 6


goes

its

or

pull

tell

their

got

for

or

these

those

us

try

upon

use

which

light

never

myself


Unit 6



By the end of the lesson, learners will: • Identify and read sight words from Unit 5. • Distinguish and read words with vowel digraphs. • Identify antonyms.


Read the lesson ahead of time, so you will be ready to teach it. Gather the Unit 5 sight word flashcards.


Time (min)




4 English Grammar Have learners identify antonyms. 15


6 Homework 5

TOTAL TIME 45


Unit 6

ACTIVITY 1: HOMEWORK AND REVIEWS LESSON 164

• Welcome learners to class. • Remind learners that they used Look, Say, Cover, Write, and

Check to practice spelling the Unit 5 sight words. • Move around and check work to ensure that learners

completed the Look, Say, Cover, Write, and Check method and spelled the words correctly.

• Tell learners that there will be no new lesson this week. They will continue reviewing for the end-of-year assessment by reviewing things they learned in Units 1–5. They will:

Identify and read sight words from Unit 5 Distinguish and read words with vowel digraphs Identify antonyms

5 min



• Explain: You will say 1 of the sight words they learned in Unit 5,

or you will hold up a sight word flashcard. When you say the word or show the flashcard, they

must try to find the word from the list in 164.1 as quickly as possible.

They should point to the word with their finger and raise their hand in the air so you can check if they found the correct word.

• Say the word always. Allow time for learners to find the word. Check that learners are finding the correct word.

• Repeat the activity with as many sight words as time allows.

5 min

Unit 5 Sight Words

around why been wish call gave always draw fall hold if goes its or pull

tell their got for or these those us try upon use which light never myself


Unit 6



Unit 5 Sight Words

around

why

been

wish

call

gave

always

draw

fall

hold

if

goes

its

or

pull

tell

their

got

for

or

these

those

us

try

upon

use

which

light

never

myself


• Say: We will review vowel digraphs. • Have learners turn to Learner’s Workbook 164.2. • Say: Look at each drawing and the word next to it. Use the

vowel digraphs in the box to fill in the missing vowel digraph for each word.

• Ask learners if they understand the activity and have any questions.

• Allow 5 minutes for the leaners to complete the activity. • Move around the class, observing learners working. • Review the correct answers with the class.

10 min


Unit 6


Look at each drawing. Use the vowel digraphs in the box to fill in the missing vowel

digraph for each word.

ai ea ee oa oo

r _ _n

tr _ _

l _ _f

g _ _t

sch _ _l

ACTIVITY 4: ENGLISH GRAMMAR: REVIEW ANTONYMS LESSON 164

• Write these sentences on the board: The dog is small. The phone is cheap.

• Read the sentences with learners. • Tell learners that we are going to review antonyms today. • Ask learners to turn to their partner and talk about what we

learned about antonyms in Unit 5. • Allow 1 minute for learners to discuss antonyms. Then ask

learners to share their ideas with the class. • Have learners turn to Learner’s Workbook 164.3. Ask learners

to read about antonyms aloud in a chorus. • Tell learners to complete the activity independently. • After 5 minutes, review the answers with the class. Call for

volunteers, both boys and girls, to share their answers.

15 min

Antonym list: big – small difficult – easy new – used clean – dirty safe – dangerous friendly – unfriendly good – bad cheap – expensive interesting – boring quiet – noisy


Unit 6

164.3 Read about antonyms.

Antonyms

An antonym is a word or phrase that means the opposite or nearly the opposite of

another word or phrase. For example, here are some common antonyms:

big – small

difficult – easy

new – used

clean – dirty

safe – dangerous

friendly – unfriendly

good – bad

cheap – expensive

interesting – boring

quiet – noisy

Rewrite these sentences, using an antonym from the box for the underlined word.

big easy clean safe bad

1. It is not dangerous to swim in the river.

2. The math problems were difficult.

3. The kitchen is dirty.

4. John had a good day.

5. The classroom was very small.



Air-write the sight word you call out. Identify words with the vowel digraphs ai, ea, ee, oa, and

oo. Identify the antonyms for the words friendly, dangerous,

clean, and interesting.

5 minutes


Unit 6

• Ask: What did you learn in today’s lesson? How did you feel during the lesson? Do you have any questions about the lesson? What did you learn from the activities that you could

apply to real life?



Lesson 164 – What I Can Do I can identify and read sight words from Unit 5. I can distinguish and read words with vowel digraphs. I can identify antonyms. I can write sentences with antonyms.


• Explain the homework. Tell learners to: Reread the passage about antonyms in 164.3 Complete the homework assignment on vowel digraphs

in 164.5 Continue to review Lessons 121–145 for the end-of-year

assessment

5 min

164.5 Homework

Complete the words.

Use the vowel digraphs in the box to finish spelling these words. You will use each blend

one time.

ai ea ee oa oo

p____n r____ch

g____t tr____

b____t


Unit 6

Complete the sentences.

Use each vowel digraph in the box one time to complete each sentence.

ai ea ee oa oo

1. I can h____r the rain falling on the roof. ea

2. My sch_____l is near my home. oo

3. I love to sing and play in the r_____n. ai

4. The fishermen and women pulled the nets of fish to the b_____t. oa

5. I am wearing my gr _____n socks today. ee


Unit 6



By the end of the lesson, learners will: • Identify and read words with r-controlled vowels • Identify homophones • Put the events in a short story in the correct sequence




Time (min)


2 Sound It Out Review r-controlled vowels. 10

3 English Grammar Review homophones. 10

4 Writing Have learners rewrite a story with events in the correct sequence.

10


6 Homework 5

TOTAL TIME 45


Unit 6


• Welcome learners to class. • Ask volunteers to share their answers from the homework

activity in 164.5. • Introduce the lesson for the day. Tell learners that they will

review: Identifying and reading words with r-controlled vowels Identifying homophones Rewriting a story so the events are in the correct

sequence

5 min

ACTIVITY 2: SOUND IT OUT REVIEW: R-CONTROLLED

VOWELS

LESSON 165

• Say: We will now review how to Identify r-controlled vowels. • Ask learners what they can recall about r-controlled vowels. • Allow time for learners to answer. • Explain: When a vowel is followed by an r, the r changes the

sound that the vowel makes. The vowel is called an r-controlled vowel. It is not pronounced like long and short vowels.

• Have learners turn to Learner’s Workbook 165.1. • Read aloud the instructions: Read the story, and circle the

words with the r-controlled vowels. • Have learners work independently. • Review the answers with the class. Call for volunteers, both

boys and girls, to share their answers. Ask others to explain why the answer is right or wrong. Have learners who made errors correct them in their workbooks. [Answers: forest, bird, her, hurt, shirt, star, starling, after]

10 min


Unit 6

165.1 Reading

Read the story, and circle the words with the r-controlled vowels.

Once upon a time, John was walking in the forest. He heard a little bird cry. John

looked everywhere. He found the bird. Her wing was broken. “Oh no,” he said. “This

bird is hurt. I must help her.” He wrapped the little bird in his shirt. He walked home

with her and helped to fix her broken wing. He called the bird Little Star because she

was a starling. After a few weeks, the bird could fly again.


• Say: In Unit 5, we learned about homophones. • Ask learners to Think-Pair-Share what they can remember

about homophones. • After 1 minute, ask learners to share what they remember

with the whole class. • Explain: Homophones are words that are pronounced like

another word but are different in meaning. The words sea and see, blew and blue, and new and knew are examples of homophones.

• Have learners turn to Learner’s Workbook 165.2. • Read aloud the directions. Tell learners to complete the

activity independently. • After 5 minutes, review the answers with the class. Call for

volunteers, both boys and girls, to share their answers. Ask others to explain why the answer is right or wrong. Have learners who made errors correct them in their workbooks.

10 min

165.2. English Grammar: Homophones

Circle the homophone that best fits the sentence.

Example: I (eight /ate) the apple.

1. They have a good (sail / sale) in the shops.

2. My (sun / son) is in the Level 2 class.

3. The (rose / rows) bush is growing very tall.

4. Do (not / knot) be late for school

5. I have (to / two) pencils to write with.


Unit 6

ACTIVITY 4: WRITING: STORY SEQUENCING LESSON 165

• Ask learners to turn to 165.3, Noises In the Kitchen. • Ask learners to read the story independently. • After 3 minutes, ask some learners to explain the story to you in

their own words. • Ask learners to work with their partners to read the sentences

that follow the story and put them in the correct order, from 1 to 7, as they happened in the story.

10 min

165.3 Noises in the Kitchen

Noises in the Kitchen

Teetha and her family were asleep one night. Suddenly, Teetha was awakened to a

strange sound. It sounded as if something was moving in the kitchen. Teetha nudged

her father awake and whispered to him that she heard something moving in the

kitchen. At first, her dad tried to convince Teetha that it was just the wind. Then he

heard it too. All of a sudden, they heard the cans and food next to their cooker

falling. Teetha’s dad walked slowly to the kitchen. There was a big rat eating their

food! Her dad was relieved the rat was not robbers. However, rats can have

dangerous diseases. Her dad used a big stick and his flashlight to scare off the rat.

Unfortunately, all of their food was destroyed by the rat. The next day, Teetha and

her family rode into town to get some more food and a rat trap.

Place the events from the story in order, from 1 to 7. Write a 1 next to the first

event, a 2 next to the second event, and so on, up to 7.

_____ There was a big rat eating their food!

_____ Then he heard it too.

_____ All of a sudden, they heard the cans and food next to their cooker falling.

_____ At first, her dad tried to convince Teetha that it was just the wind.

_____ Suddenly, Teetha was awakened to a strange sound.

_____ Her dad used a big stick and his flashlight to scare off the rat

_____ Teetha nudged her father awake and whispered to him that she heard something

moving in the kitchen.


Unit 6


• Write these words on the board: blue, sail, ate, rose, two. • Ask learners to share what the homophone for each word is. • Ask:


apply to real life?


5 minutes


Lesson 165 – What I Can Do I can identify r-controlled vowels in sentences.

I can identify homophones.

I can sequence a story in the correct order.


• Explain the homework. Tell learners that they will: Practice spelling, reading, and writing the sight words

from Unit 5. Practice telling stories with events in the correct

sequence.

5 min


Unit 6




taught in Units 1–5. • Practice answering assessment questions on the knowledge and skills covered in

Lessons covered in Units 1–5.

Before-Class Preparation:


Activity Lesson 166: Unit 6 Assessment Summary

Time (min)

1 Introduction Introduce the end-of-unit test. 5


40

TOTAL TIME 45


Unit 6


• Welcome learners back to class. Introduce the lesson for the day.

• Say: The whole class will now do an assessment. Assessment

means “evaluation” or “test.” We do these assessments, so you will all know where you are in your learning. Then you will know how well you are doing. You will know the areas you are doing well in. You will also know the areas where you need to study more, and the areas that you need to review.

You will work alone during the time given for each part. Do not look at others’ answers. You should not cheat. This will not help you. Do not spy. If you do, you will be asked to leave class.

You will do your test in your workbook. At the end of the test, I will collect and grade your paper.


earn points for each answer you get right. The test is worth 100 points. (To get a learner’s final score, multiply the score obtained by 2)

In the end, your total score will be added. Based on how you do, you will know if you passed the Unit 6 assessment or not.

• Explain the test procedure. Say: I will read each question 2 times, then give you time to answer the question in your workbook.


• Ask: Do you have any questions? Then, let us begin! • Have learners turn to Learner’s Workbooks 166.1, Part A

and Part B.

5 min


• Say: I will read some words. You will write the consonant digraph associated with the word.

• Say the following words: beach, ship, why, thumb, phone • Say each word slowly 2 times. (5 points total: 1 point for

each correct word)

5 min


Unit 6

• Now say: You will write words with the r-controlled vowels I read.

• Say the following words: car, jar, burn, star, corn. • Say each word slowly 2 times. (5 points total: 1 point for

each correct word) • Next Say I will read some words. You will write the

consonant blend associated with the word. • Say the following words: frog, grow, trip, play, clay • Say each word slowly 2 times (5 points total: 1 point for

each correct word)

166.1 Sound It Out

Part A. Write the vowel digraph in the words your teacher said.

_________ ____________ ____________ _____________ ____________

Part B. Write the words with the r-controlled vowels your teacher said.

_________ ____________ ____________ _____________ ____________

Part C. Write the consonant blends in the words your teacher said.

_________ ____________ ____________ _____________ ____________


• Have learners turn to Learner’s Workbook 166.2 Part A. • Write these words on the board: small, easy, small, dirty,

bad. Explain they will write the antonyms for the words. (5 points total: 1 point for each correct word)

• Have learners turn to Part B. Ask them to rewrite each sentence, changing the underline word with a synonym from the word box. (5 points total: 1 point for each correct word)

• Have learners turn to Part C. Explain they will rewrite each sentence in the past tense and the future tense. (10 points total: 1 point for each correct form of the verb written in the past or future tense.)


Unit 6

• Have learners turn to Part D. Explain they will circle the correct form of the adjective in the sentence. (5 points total: 1 point for each correct form of the adjective circled.)

• Have learners turn to Part E. Explain that they will circle the correct homophone in each sentence. (5 points total: 1 point for each correct form of the homophone circled.)

• Have learners turn to Part F. Explain that they will circle the adverb in each sentence. (5 points total: 1 point for correctly identifying the adverb in the sentence.)


Part A. The Antonyms

Part B. Rewrite the sentences using a synonym from the word box.

1. It is unsafe to swim in the water.

2. The classroom is very small.

3. She is tired, she will take a nap.

4. The homework is difficult.

5. When will we begin the class?

Part C. Rewrite each sentence in the past tense and the future tense

1. We walk to school every day.

2. They eat rice for lunch.

3. My brother drinks all of the water.

4. I feed the dog.

5. The children jump over the fence.

rest difficult start tiny dangerous


Unit 6

Past tense Future tense

a.

b.

c.

d.

e.

Part D. Circle the correct form of the adjective in the sentence.

a. Musu’s shoes are(good, better, best,) than mine.

b. The cat is the (good, better, best,)pet in the yard.

c. My sister is(tall, taller, tallest) than our father.

d. This dog is very (big, bigger, biggest).

e. This book is (bad, worse, worst) than the one I read last week.

Part E. Circle the correct homophone in each sentence.

a. There are (too, two) cats in our yard.

b. They love to play under the (son, sun)

c. They (eight, ate) all of the rats in our house.

d. The wind (blue, blew) our kite away.

e. The sky is (blew, blue)

Part F. Circle the adverb in each sentence.

a. Flomo sat inside the shop.

b. She went to Kakata yesterday.

c. We sometimes go to the beach.

d. The sun is very hot.

e. We ran quickly down the road.


Unit 6


• Have learners collect their workbooks and hand them to you. Make sure all learners have handed in their workbooks.

• Conclude by telling learners they have just completed the end-of-unit test. Remind them that the end-of-unit test will be graded and will help determine their promotion to the next level.

• Congratulate learners for completing their Unit 6 assessment. Remind them that they have completed the last unit for the school year. They will continue to review and practice for the completion test.

5 min


Appendix

Appendix


Appendix

Low-Cost and No-Cost Materials

Supplementary Teaching Materials This annex provides details about how to make and use a number of supplementary learning materials for use in Literacy and English Language Arts classes. These materials provide teachers and learners with multiple opportunities to reinforce key reading skills through easy-to-make low-cost/no-cost learning games and activities. Index of Low-Cost and No-Cost Materials

A. Alphabet Chart B. Cards with Letters, Sight Words, and Vocabulary C. Bottle Cap Games D. Charts E. Pocket Charts F. Use Found Photos and Drawings G. Use Concrete Objects

A) Alphabet Chart

The alphabet chart is a large poster of chart with the letters of the alphabet in alphabetical order. The alphabet chart and the letters need to be big enough for all learners to see the letters. A suggested size is 60cm wide by 90cm high (see Image 1).

Sample activities with the alphabet chart 1. Point to the letters while reciting the alphabet. 2. Identify a letter (by pointing) or make the sound of the letter. 3. Trace a letter. 4. Identify a letter as the beginning sound of a word.


Appendix

B) Cards with Letters, Sight Words, and Vocabulary

Cards can be made of cardboard, stiff paper, or paper bags. Learners can use the cards to learn about letters, syllables, words, concepts of singular/ plural, and colors. Cards should be 6 to 10 cm in height and as wide as needed to accommodate a single letter, or a whole word. The writing needs to be in big print, clear, and bold.

Cards can be used in a variety of ways: by the teacher or learners in a whole-class demonstration; by the teacher and learners in small-group learning; or by the learners in small-group, pair, or individual activities.

Sample activities with letter cards Learners can do activities similar to those mentioned for the alphabet chart with cards, in addition to the following:

• Matching capital letters to lower case letters • Putting letters together to make syllables and/or words • Mixing the cards and identifying letters out of order • Substituting a letter to make a new word

Sample activities with word cards • Put words together to make sentences. • Identify the words that begin with the same letters. • Identify the words that end with the same letters. • Identify words that rhyme. • Identify words that begin with the same sound. • Read words as fast as you can in random order. • Put word cards on real objects: the word “window” on the window. • Match opposites: hot/ cold • Match singulars and plurals: child/children • Use the word in an original sentence (orally).


Appendix

C) Bottle Cap Games

Teachers can use bottle caps in a variety of ways to reinforce letter/sound correspondence, letter names, and syllables. Begin by collecting metal or plastic bottle caps. With the metal caps, if you want to use both sides, it is better to paint the outside white (see Image 8).

You could also write the capital letter on one side, and the corresponding lowercase letter on the other. Sample games and activities with letter bottle caps Learners can do several of the activities mentioned for the alphabet chart with cards, such as

• Match capital to lowercase letters. • Put letters together to make syllables and/or words. • Mix the bottle caps and identify letters out of order. • Point to a word in a storybook, recreate it with the bottle cap letters. The student

can count how many times s/he finds the word in the story. • Substitute a letter to make a new word. • GAME: Memory / Match pairs: Turn bottle caps upside down so that learners

cannot see the letters. Learners take turns flipping over two bottle caps. If the letters match, they keep them, if not, they turn them back over, and another student plays. The student with the most bottle caps at the end wins the game.

• Multi-color bottle cap game: Collect two colors of caps, use one color for vowels and the other for consonants.

D) Charts

Teachers in the literacy classroom constantly use charts for many purposes. Rice, cement, or other sacks can be used to make charts (such as alphabet, syllable, rhyming words, poems, songs, verb tenses, grammar rules, etc.). Here are the directions for making rice sack charts (also illustrated below).

1. Collect rice sacks that are clean, white, and have no writing on them. 2. Cut each rice sack in half, so that it is no longer a bag. 3. Cut the rice sack the size needed: large, small, flashcards, etc. 4. With needle and thread, seal all the edges to stop the rice sack from fraying. Tie a

string to the outer edge for hanging. 5. Use permanent markers to draw and write on the rice sack.


Appendix

Visual guide of how to make a chart from a rice sack or piece of material

E) Pocket Charts

A pocket chart is a wall chart with pockets that can be used to hold cards/paper or small objects. Pocket charts can be used for sequencing activities, sorting activities, phonics, and word and sentence study, to name a few. Here’s how to make a pocket chart:

• Option 1: Attach additional pieces of rice sacking to the chart (see Item I) backing use needle and thread.

• Option 2: Use clear plastic bags (such as empty water bags) by carefully cutting them open and taping them on a chart to create a clear pocket (see Image 15).

• Write the contents label on the chart above where the bag is taped. For example, a bag where learners place word strips with words containing the letter “a” should have the letter “A” written above it on the chart. The pockets can be as wide as needed. For sentence-building activities, pocket strips measuring as long as 60 cm might be created. For activities using letter and word cards, pockets 10 to 15 cm wide might be more appropriate.

Sample activities with pocket charts

• Matching activities: numerals with number words, color cards with color words,

• Matching word cards and picture cards (nouns, verbs, adjectives)

• Ordering activities: days of the week cards, months of the year cards, number cards, alphabet cards, word cards in alphabetical order, sequence events in a story (first, next, then, last),

• Cloze activities: sentence strips with blanks – learners choose correct words to fill in the blanks and place them correctly in the chart.

• Sorting Activities: sort words that rhyme, sort words that begin with the same letter or have the same number of syllables, as a vocabulary builder sort words by category such as hot or cold, wet or dry, on the farm or in the house, etc.

• Write the lines of a poem or song on sentence strips. Have learners put them in order.

• Display random words (assorted nouns, verbs, adjectives, and articles). Have learners create original sentences on the chart. Rearrange or the word cards to create new sentences. Say a sentence and have the student find and create that sentence with the word cards.

• Use predictable/patterned text. Have learners fill in the blank using categories of words (color words, size words, or shape words, etc). (see Image 15) For example:

Pocket charts made from empty clear plastic bags


Appendix

I see a ___red______ book. I see a ___blue_____ book. I see a ___green____ book.

F) Use Found Photos and Drawings

Photos and drawings are marvelous aids to vocabulary development and discussion that can lead in to reading lessons on everything from letter recognition to story-writing and fluency. Photos from magazines, advertisements, and flyers are a great resource. When working from a photo, drawing, or any other image in a second- language environment, remember that learners will almost automatically respond to questions or images in their own native language. It is important to offer teachers guidance about how to respond to this natural reaction and to provide the target vocabulary in the second language to the learners without punishing them in any way.

Sample activities with found photos or drawings • Show all learners the image and ask them to describe what they see and turn that

description into text. • Add vocabulary identified by looking at the image to class word walls, dictionaries,

or other lists of important words. • Displaying environmental print from advertisements, magazines, flyers, etc. is a great

way to build sight vocabulary and capitalize on sight vocabulary to build phonics skills.

• Ask learners to predict, either orally or in writing, what they will see in an image the teacher at first conceals.

• Ask learners to predict orally, having seen the image, what will happen next. • Ask learners to work in pairs, once they have looked at the image, to write what will

happen next. • Use natural associations with the image to explore categories of vocabulary. For

example, images from fashion magazine are often useful for exploring color vocabulary.

• Make up entirely new, nonsense words for items in the pictures and then figure out how to write down those words using the phonetic rules of the class’s usual target language. With enough nonsense words, learners can generate an entire story in a “fictitious” language only they know.

• Present a “pre-fab” description of a photo or drawing that is not even vaguely related to it or that includes obvious errors (for instance, “the lady is wearing an elephant”) and ask the class to find and correct those errors or inconsistencies, either all together or in pairs.

G) Use Concrete Objects

Any concrete object that presents some aspect of mystery is potentially useful in the literacy classroom. Concrete objects can include everything from small wooden boxes to necklaces or chains or ropes, to plastic water or oil containers, to suitcases or large bags. Teachers using concrete objects may need assistance imagining how to “leap” from the object to a reading and writing lesson.


Appendix

Sample activities with concrete objects • Ask learners to guess what the object is, what it has inside, or what it is actually

used for. Keep track of these ideas in a chart or word web that can become the basis for writing work.

• Show all learners the object and asking them to describe exactly what they see. Use vocabulary from that description to add to class dictionaries or word walls.

• Show learners the object and ask them to develop a riddle for the next class about what the object is.

• Figure out how many categories the object could belong to (color, size, shape, utility, etc.) and then list other words that belong to one of those categories.

• Tell the learners that to your surprise you found the object on the way to school. Ask learners to work in pairs to answer questions about the object and its history: Who might have owned it? What was it used for? How might the object have ended up where you found it? Again, use the various answers as the basis for additional writing work.

• Ask the learners to propose uses for the object that go above and beyond its normal use. For example, people often use rope in rural areas to restrain animals, but what if rope were actually used to communicate with beings from other planets? Based on the uses proposed, develop a story about the object.

Sample “activity centers” with concrete objects • Create various themed activity centers with found objects and empty boxes, cans,

and containers still in good condition. For example, old egg cartons, cereal boxes, yogurt containers, chip bags, juice bottles, milk cartons, and clean paper plates and cups can all be used to create a kitchen center, a store, or a restaurant center. Children can gather dirt and mix with water to pretend bake. They can use bottle caps and/or paper strips as play money, and a box as a cash register. Children can create signs and labels appropriate for the “center.” Children use boxes and lids from jars to create vehicles. They could make a mechanic center or repair shop. The possibilities are endless with a little imagination.

English Language Arts - Teacher's Guide - USAID

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