Literacy Foundation - Book 2 - Www.eslresources

Sophie Wang’s

BOOK TWO

Media & Communication Media

Education In the Classroom

Series FOUNDATION LITERACY

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ISBN 978-1-894799-73-7

Books by Sophie Wang Sophie Wang’s Phonics For Adult ESL Students ISBN 978-1-894799-67-6

Sophie Wang’s Literacy Foundation Series Literacy Foundations - Book One Housing - Housing and Address Family - Family and Family Tree ISBN 978-1-894799-72-0 Literacy Foundations - Book Two Media and Communication – Media Education – In the Classroom ISBN 978-1-894799-73-7 Literacy Foundations - Book Three Transportation - Vehicles Commercial Services - Shopping ISBN 978-1-894799-74-4 Literacy Foundations - Book Four Canada - In The Park Employment - Jobs ISBN 978-1-894799-75-1 Literacy Foundations - Book Five Safety & Health - Calling 911 Canadian Law - Road Signs ISBN 978-1-894799-76-8 Literacy Foundations - Book Six Government Services - Recycling Leisure - Leisure Activities ISBN 978-1-894799-77-5

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Introduction “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” - Alvin Toffler

Foundation Phase of literacy (Canadian Language Benchmarks 2000: ESL for Literacy Learners) is challenging for both students and instructors. Often these students and instructors face a multi-level group containing Literacy Phase I/II students or even more advanced levels. In this situation the students may achieve some progress through activities in isolation that focus on reading readiness concepts or basic mechanics of writing, but it would be better if they were working on the theme that their peers are working on. Materials in context keep adult learners interested, and motivates them during the sometimes intimidating learning process. There are more than 400 worksheets in this series that cover 12 themes of interest to adult ESL learners (see Theme Index). Three general principles are followed in this book:

Learning for Real Effective Repetition Multi-Level Reality

Learning for Real

Real-life application of what is learned in the classroom can work as fuel for Foundation students to come to school eagerly every day especially when they are busy with life or the weather is harsh. After all, they have lived their life without school, so some strong motivation is needed to encourage them to make the effort of being an adult student. Therefore, a valid social function of the material introduced in class is crucial when developing lesson plans. The classic themes of survival English are always needed, such as names, address, health card etc. Also, the more the instructor knows about her students, more relevant topics may emerge. I had a student who was a stay-at-home mom of three young children. She was not keen to learn about ailments or traffic signs as her husband drove her everywhere and would go to the doctor’s office with her. However, she did grocery shopping on her own. One day, she asked me during the break, “Teacher, I buy food. I don’t know.” I realized she could not understand what the cashier asked her at the check-out. Nowadays, plastic bags are optional at the check-out and the cashier usually asks whether one is needed. When I was explaining it to her, she asked me to write “box” and “bag” on the board and then she copied them down in her notebook. I was certain that she would practise after class so that next time she would be able to answer the cashier’s question. For me, I got my next day’s topic for the shared reading.

The first half hour of a literacy class can be devoted to a shared reading that ties in with listening and speaking. I usually write a 2-4 sentence dialogue on the board, which is generated from students’ life experience or current school activities. For example:

A: Do you need a bag? B: No, thanks.

Depending on their level, Foundation students may get a worksheet to trace/copy part of the dialogue. Once they are finished and the written work gets checked, they will practise the dialogue with a partner. When the students understand that they are studying something that can be applied right after school or the next day, they are more engaged in the whole learning process. The 12 units in this series are based on themes related to adult ESL students’ daily life.

Effective Repetition

Cognitive neuroscience research has discovered three crucial memory enhancement processes that influence the establishment of long-term memory: repetition of the procedure or information (Squire & Kandel, 2000), excitation at the time of learning (Phelps, 2006) and association of reward with the material to be learned (Wise, 2004). Even if the students are highly interested in the contextualized materials for the early stage literacy skills (see Appendix A: Foundation Literacy Skills Assessment) the process requires repetition for retention. This can be as simple as copying a name/telephone number on each worksheet until the information can be recalled from memory or number dictation on a sample calendar (see Appendix D). At the same time, some challenging short-term memory exercises can make the repetition more exciting. After the shared reading, short-term memory exercises are always welcomed by Foundation students. I erase the board but leave on the focused word for the day, in this case “bag”. I start by asking a student, whom I expect to be able to answer, “How do you spell bag?”. Assuming “How do you spell…?” is one of the sentences that has been taught. A chain drill can go around the class. At first the students read the letters and spell the word. Then the first letter gets erased and replaced with a line as a reminder, and the same chain drill takes place. There is a feeling of fulfillment as students go through the process from bag to _ a g to _ _ g to _ _ _. Later on, when the literacy students are ready to take on a sentence level exercise, words in the focused structure of the dialogue can be replaced with lines as a variation of this activity:

Students need to get familiar with regular classroom activities, including matching, underlining, crossing out, circling, checking boxes, sequencing, filling in blanks and playing different board or card games with classmates. The activities in this series have a structured format and are repeated in most of the units. The activities focus on the literacy skills of Foundation Phase (see Literacy Competency Index). In this way, both classroom routine activities and literacy skills are exercised and spiralled in each unit. To help the information sink in without boring the students, a variety of activities which address different learning styles make the repetition more exciting and effective. The activities in this series cover all seven original multiple intelligences (Howard Gardner, 1983) including spatial, linguistic, logical, kinaesthetic, musical, interpersonal and intrapersonal so that the students can approach the literacy skills from different angles. For example, when introducing the concept of pattern with class-room objects (see Book 2 In the Classroom, Finishing The Patterns), the teacher may use sound associated with these objects, such as crumpling a paper, erasing with an eraser, snapping closed a binder and tapping a pencil. These sounds help students understand what a pattern means in music and is a different way to express a pattern other than pictures. There are more and more resources of sound online if internet access is not an issue at your school. Music that can be integrated into a Foundation lesson can be the change of pitch, volume or pace. For example, loud/soft sound of dental drill, fast/slow rhythm of hand saw can always be universally understood by Foundation students from different backgrounds for the theme Jobs. Multi-Level Class Reality

Even if the literacy students are lucky enough to have a separate class for their own, instead of working with CLB 1 or 2 groups, the Foundation students’ skill-sets can still be distinctive enough to

A: Do you need a __? B: No, thanks.

à

A: Do ___ need a ___? B: No, thanks.

à A: __ __ need a __? B: No, thanks.

create a challenge for the instructor. One way to deal with the situation is to present tasks that all the literacy students can do, such as signing in for attendance or organizing a binder etc. To encourage students to come to school regularly, a large weekly calendar with a class list hung in front of the classroom is very helpful (see Appendix E). The month, week, days and dates can be made replace-able with either magnets or Velcro. Before the class starts, the students go and check their own attendance under the date. However, no comments on punctuality or attendance should be made as the students all have commitments as adults and may not be able to make it even though they have made every effort to come to school on time and as often as they can. A way to handle a multi-level literacy group is to have a little application of “operation research” with some prep. With the shared reading dialogue written on lined paper (see the last 2 worksheets in each unit) with pencil, I am ready for my three groups. The Foundation Phase student can trace with a marker; Phase I students always enjoy copying on lined paper; the non-Roman alphabet ESL learner usually can finish copying in a fraction of time of the others and then she has the opportunity to practise pronunciation with me, which gets her prepared for the following pair work. To ease the rush in a multi-level literacy class, students may get different tasks during the same activity. For example, when the teacher dictates a simple story “Grandpa is 60 years old.” (see Book One - Family Tree), the pre-literate students may choose the correct picture from the flash cards, and the non-Roman alphabet ESL learners may make notes about the figure on lined paper. When taking up the activity, the teacher asks the “Flash Card” group to hold up the picture while the other group reads the numbers. Then the teacher can reconstruct the sentence drawn from both answers as a review. For example, “Grandpa is 60 years old.” Flash cards make a multi-level class come alive. Flash cards have become literacy classroom staples and there are over 60 flash cards included in this series. Besides the traditional “flashing” technique, they can be used in more activities and be part of the effective repetition spiral in a lesson. Some of them can be individual activities while the others can be a race against the clock, a timed activity, or a team competition, if the students like that kind of pressure. More importantly, the students should be able to take their time and enjoy the process. See Table 1 for a list of flash card activities suitable in a Foundation class.

Sophie Wang

Table 1 - Foundation Flash Card Activities

Activities Instructions

Back and Forth It is useful to practise numbers. Students sequence number cards 1-6 and flash cards in response to what the teacher says. Then the teacher calls out a number and each student holds up their card or says what is in the picture.

Charades

Students take turns coming to the front. The teacher shows him/her a flash card. The student acts out what is in the picture. The rest of the group guess which card he/she is mimicking.

Colouring Colouring flash cards not only exercises motor skills, but the teacher ends up with coloured cards ready to be posted on the bulletin board.

Dictate– Pic-Cloze

Display flash cards on the teacher’s desk. Students work in pairs. One student comes to the desk, memorizes the sequence of the picture, then re-turns to his/her partner and tells them the sequence. His partner organizes their copies of flash cards or chooses the right picture on a worksheet (see Appendix F for a blank dictate-cloze sheet).

Jigsaw Cut the flash cards into 2-4 pieces and ask students to put them back together (see Appendix C for a Jigsaw Puzzle Template).

Memory 1

Display one set of flash cards on the desk, side by side, face down. In a nearby area, display another set of cards, side by side, also face down. Students take turns flipping over one card from each group. If they are the same, the student keeps both cards. If not, he/she puts them back face down. The game ends when all the cards are collected by students. The one with most cards wins.

Memory 2 Place the flash cards of your choice on desks. Give the students a minute or two to memorize all the cards. Cover the cards and see how many they can remember.

Memory 3 Place the flash cards on desks. Give the students a minute or two to memorize all the cards. Cover all the flash cards with a flipchart paper and then remove one. Students have to figure out which one is removed.

Table 1 Continued - Foundation Flash Card Activities

Puzzle Grouping

Cut each flash card into 2-4 pieces and hand them out to your students. The students who hold the matched two pieces become partners working in a pair/group activity.

Revealing Cover a flash card with a piece of paper and slowly reveal it until the students have guessed what picture it is.

Short-memory Flashback

Put 4 cards on the whiteboard and draw a grid around them. The teacher points to the cards in turn and the students say what is in the picture. Repeat this procedure a few times and then cover or remove the first card. Point to the blank grid and encourage the students to say the word of the removed flash card. Then finish reading every grid. Put the first one back in the grid and remove the second one. When the students are ready, the teacher can either remove more than one card at a time or hold cards in front of the empty grid asking the students to respond “Yes” or if the card is the correct one.

Snap

Shuffle two or three sets of the same flash cards and hand them out to students. They take turns drawing a card from their hand, saying what is on the card and then placing it in the middle of the desk. If a player draws a card the same as the previous one, the first player who shouts ‘Snap!’ wins all the cards in the middle pile. The winner is the player who has all the cards.

Stop the Rod Put a group of flash cards in a line on the whiteboard. Move a rod along the cards and give a clue to indicate a flash card. The clue can be as easy as showing another flash card that is same as one of those on the board. Students say “Yes” or “Stop” when the rod is above the correct flash card. Another way is for the teacher to give the students a verbal clue. For example, she tells the students to say “Stop” or “Yes” when the rod is above a triangle shape.” Once the procedures are familiar, a student can come to the front to move the rod.

Story Sequencing

Each student gets a card. The class listens to the teacher tell the story. Students put their picture onto to the whiteboard in the proper sequence.

Them

e In

dex

Book

Th

emes

Unit

Topics

Re

ading

Writing

1

Hou

sing

A

ddre

ss

A, D

, R, E

, S

A, D

, R, E

, S

1

Family

Life

Fam

ily T

ree

d, m

, n, o

, s

dad,

mom

, son

d, m

, n, m

om, s

on

2

Med

ia a

nd C

ommun

icat

ions

M

edia

T,

V, N

, E, W

, S

TV, N

EWS

K, V

, W, T

V

2

Educ

ation

In t

he C

lass

room

Y,

e, s

, N, o

Ye

s, N

o Y,

N, Y

es, N

o

3

Tran

spor

tation

Ve

hicl

es

s, u

, b, k

, y

BUS

k, u

, y, B

, BU

S,

bike

3

Commer

cial S

ervice

s Sh

oppi

ng

b, x

, g, a

, o

b, x

, ba

g, b

ox

4

Cana

da

In a

Par

k l,

t, i,

p, r

, go

ose,

map

le, l

oon,

lily

l, t,

i, p

, r

loon

4

Employ

men

t Jo

bs

d, r

, i v

, e,

d, v

, dri

ver,

par

t ti

me

5

Hea

lth

and

Safe

ty

Calli

ng 9

11

a, c

, e, o

, s

digi

ts 0

-9

a, c

, e, o

, s, f

ire

5

Cana

dian

Law

Ro

ad S

igns

sh

apes

H

, S, T

, P, S

TOP

6

Gove

rnmen

t an

d Co

mmun

ity

Serv

ices

Re

cycl

ing

j, a,

r, c

, n

jar

J, j,

c, j

ar, c

an

6

Leisur

e Le

isur

e A

ctiv

itie

s z,

q, h

, k, i

zo

o, h

ikin

g h,

z, q

, zoo

, hi

king

, qui

et

Alpha

bet

Inde

x –

Upp

er C

ase

* Re

adin

g on

ly

Stra

ight

Str

oke

Slan

t St

roke

Ci

rcular

Str

oke

Combi

ned

Stro

ke

E: B

ook

1 (A

DD

RESS

) F:

Boo

k 5*

H

: Boo

k 5

(Roa

d Si

gn –

H)

I: B

ook

4*

B

ook

6*

L: B

ook

4*

T: B

ook

5 (S

TOP)

Boo

k 2

(TV)

A: B

ook

1 (A

DD

RESS

) K:

Boo

k 2

(BO

OKS

) M

: Boo

k 1

* N

: Boo

k 2

(No)

V:

Boo

k 2

(TV)

W

: Boo

k 2

(NEW

S)

X: B

ook

3*

Y: B

ook

2 (Y

es)

Z: B

ook

6*

C: B

ook

6*

G: B

ook

3*

J: B

ook

6 (J

ane,

Joh

n)

O: B

ook

5 (S

TOP)

Q

: Boo

k 6*

U

: Boo

k 3

(BU

S)

S: B

ook

5 (S

TOP)

Boo

k 1

(AD

DRE

SS)

B

ook

3 (B

US)

B: B

ook

3 (B

US)

D: B

ook

1 (A

DD

RESS

)

P: B

ook

5 (S

TOP)

R: B

ook

1 (A

DD

RESS

)

Alpha

bet

Inde

x –

Lowe

rcas

e

Alpha

bet

Inde

x –

Lowe

r Ca

se

Sm

all Le

tter

s Ta

ll Le

tter

s Ta

il Le

tter

s

Stra

ight

i: Bo

ok 4

(lily

)

v: B

ook

4 (d

rive

r)

w: *

Book

2

x: B

ook

3 (b

ox)

z: B

ook

6 (z

oo)

l: Bo

ok 4

(map

le)

t: B

ook

4 (t

rilli

um)

k: B

ook

3 (b

ike)

y: B

ook

3 ( s

ubwa

y)

Circ

ular

o: B

ook

1 (s

on),

Book

5 (p

oiso

n), B

ook

2 (N

o)

a: B

ook

5 (a

ccid

ent)

c: B

ook

6 (c

an),

Book

5 (a

ccid

ent)

e: B

ook

5 (a

ccid

ent)

, Boo

k 2

(Yes

)

s: B

ook

1 (s

on),

Book

5 (p

oiso

n), B

ook

2 (Y

es)

b: B

ook

3 (b

ox)

d: B

ook

4 (d

octo

r), B

ook

1 (d

ad)

p: B

ook

4 (m

aple

)

g: B

ook

3 (b

ag)

Combi

ned

r: B

ook

4 (b

eave

r)

n: B

ook

1 (s

on)

m: B

ook

1 (m

om)

u: B

ook

3 (b

us, s

ubwa

y)

h: B

ook

6 (h

ikin

g), B

ook

1 (h

ouse

)

f: B

ook

5 (f

ire)

j: Bo

ok 6

(jar

)

q: B

ook

6 (q

uiet

)

Activity Sheets Media and Communication - Media Dialogue 2

Look and Discuss 3

Maze 4

Connect The Dots 5

Circle The Picture That Is In The Same Position 6

Circle The Picture That Is The Same 7

Cross Out The Different Picture 8

Circle The Number Of “TV”s 9

Draw Lines To Match The Numbers 10

Listen And Circle 11

Draw Lines To Match The Pictures 12

Cut Out and Sort 13

Cut Out And Glue 14

Letter Maze 15

Trace and Copy V 16

Trace and Copy TV 17

TV Word Search 18

Trace and Copy W 19

Trace and Copy K 20

Circle The Letter That Is The Same 21

Check The Letter That Is The Same 22

Match The Lower Case With The Upper Case Letters 23

Dictate-Cloze Worksheet - Step 1 24

Dictate-Cloze Worksheet - Step 2 25

Dictate-Cloze - Teacher’s Copy (Focused Letters) 26

Dictate-Cloze Teacher’s Copy – Blank Sheet 27

Dictate-Cloze Instructions 28

Flash Cards 29-34

Writing Worksheets 35-36

Activity Sheets

Education - In The Classroom

Dialogue 38

Colour And Cut 39

Maze 40

Connect The Dots 41

Put An X On The Picture That Does Not Belong 42

Cut And Glue 43

Circle The Picture That Is In The Same Position 44

Put An X On The Picture That Is Different 45

Draw Lines To Match The Pictures 46

Draw Lines To Match The Picture And The Number 47

Read And Circle The Right Number Of Objects 48

Circle The Group That Has More Pictures 49

Listen, Count and Write The Number 50

Cut And Glue 51

Picture Maze 52

Letter Maze 53

Circle The Letter That Is The Same 54

Trace N 55

Trace and Copy No 56

Trace Y 57

Trace and Copy Yes 58

Yes Word Search 59

Flash Cards 61-68

Writing Work Sheets 69-70

Cut Out And Match 71

Game 72

Appendices

A - 1 Foundation Literacy Skills Assessment – Reading 74

A - 2 Foundation Literacy Skills Assessment Writing 75

A - 3 Foundation Literacy Skills Assessment Pre-numeracy 76

B - Blank Memory Game Cards 77

C - Jigsaw Puzzle Template 78

D - Sample Calendar for Number Dictation 79

E - Attendance Sheet 80

F - Dictate-cloze Blank Sheet 81

References 82

Canadian Resources for ESL www.eslresources.com 1-866-833-9485 37 Sophie Wang’s Foundations - Book Two - Media & Education © 2011

Education

In the Classroom

Sophie Wang’s Foundations - Book Two - Media & Education © 2011 Canadian Resources for ESL www.eslresources.com 1-866-833-9485

38

Listen to the dialogue. Is there a clock in their classroom ?

Man: Is there a clock in the classroom ?

Woman: Yes, there is.

Man: Is there a fish in the classroom ?

Woman: No, there isn’t.

Literacy Foundation Education – In the Classroom


Colour the Y and N. Cut out the cards.

Teacher shows flash cards of classroom objects and household objects, asking “Is there a …. in the classroom?” Students hold up Yes/No card to answer.



40

Find the way to get through the classroom to find your binder. Do not cross a line.



Connect the dots with a marker.

1

2

3

4 5

10

9

7

8

6



42

Put an X on the picture that does not belong.



Cut out the pictures at the bottom of the page. Glue in the ones that belong in the classroom.



44

Circle the pictures that are in the same position.



Put an X on the picture that is different.



46

Draw lines to match the pictures.



4

3

1

5

2

Draw lines to match the picture and the number.



48

Read the number. Circle the right number of objects.

1 2 3

4 5 6

7 8 9



Circle the group that has more pictures.



50

Circle the pictures when your teacher tells how many. Write the number in the box.



Cut out the pictures at the bottom of the page. Glue them to finish each

pattern.

Listen to the beats your teacher makes and identify to which pattern it applies.



52

Connect pictures to get to the classroom.



Connect the “Y”s to get to the teacher.

Y N N N N

Y N N Y N

Y Y N N N

N Y Y Y N

N N N Y Y

Y N N N Y



54

Circle the letter that is the same.

Y e s Y e o e s s o e s N Y N n o o e s



N N N N

I I I I I I

Trace.

N Literacy Foundation Education – In the Classroom


56

o o o

N N N

Trace and copy.

No

N

o



Y Y Y Y

Trace.

Y



58

s

Trace and copy.

Yes

Y e

Note to editor: It would be ideal to have all the letters in the same font, but I haven’t found a perfect handwriting font yet.



p e n Y e s e r a s e Y e s p a p e Y e

r r s

Find and circle the word Yes in the word search. There are 3.

Yes



60

Flash Card 4—1: Pencil




Flash Card 4—2: Paper


62


Flash Card 4—3: Eraser



Flash Card 4—4: Binder


64


Flash Card 4—5: Stapler



Flash Card 4—6: Tape


66


Flash Card 4—7: Clock



Flash Card 4—8: Pen


68


Flash Card 4—9: Chair


70




Make two copies. Cut out, shuffle, turn face down and match.


72

YES

OR

NO

Star

t

End


Appendices


74

Foundation Literacy Skills Assessment – Reading

Student’s Name:

Assessment Date:

Assessment Instructor:

Initial Stage Yes In Progress

Not Yet

Understand that real objects can be represented by pictures

Understand the concept of same and different with pictures

shapes

letters

numbers

Understand left-right directionality

Understand top-down directionality

Understand left-right, top-down directionality

Identify letters of the alphabet from memory, using lower case letters (see Alphabet Index)

Identify letters of the alphabet from memory, using upper case letters (see Alphabet Index)

Developing Stage

Understand that print conveys personal meaning, recognize in print learner’s own

name

address

Understand the relationship between words used in forms and personal information

Recognize basic sight words used in forms by providing oral or actional response in lower case and upper case letters

Understand the meaning of common symbols for everyday survival

Comments:

Appendix A-1


Foundation Literacy Skills Assessment - Writing

Student’s Name:

Assessment Date:


Yes In Progress

Not Yet

Demonstrate correct writing posture and method of holding and using writing apparatus from large marker to pencils

Understand left-right, top-down directionality, same/different strokes from tracing to copying

Demonstrate the ability to print

lower case letters

upper case letters

numbers from 1 to 10

words used for personal information progressing from copying the model to dictation

Appendix A-2


76

Foundation Literacy Skills Assessment - Pre-numeracy

Student’s Name:

Assessment Date:


Numeracy

Yes In Progress

Not Yet

Understand concept of plural

Recognize and trace/copy/draw geometric shapes

Match geometric shapes

Number/Numeral Identification

Identify numbers 1 to 20

Identify the correct number of objects, symbols or pictures from 1 to 20 as the learner hears the number

Count orally objects, symbols, and pictures from 1 to 20

Match a specific number of objects, symbols, or pictures with numbers

Sequence numbers from 1 to 10 and 11 to 20

Read

numbers 1 to 20

Read numbers from 1 to 10 and 11 to 20

Read his/her own phone number, house number, apartment number

Say from memory his/her own phone number, house number, apartment number

Write

numbers 1 to 20

Trace numbers from 1 to 20

Copy numbers from 1 to 20

Take number dictation

Appendix A-3


Blank Memory Game Cards Appendix B


78

Jigsaw Puzzle Template Appendix C


Sample Calendar for Number Dictation

Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31

Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31

Appendix D


80

Attendance Sheet

Mon Tue Wed Thu Fri Sat

Mon Tue Wed Thu Fri Sat

Names

Names

Appendix E


Dictate-Cloze Blank Sheet

1 2 3 4 5 6

Appendix F


82

References

Bell, J., Burnaby, B. (1984). A handbook for ESL literacy. Toronto, Canada: OISE Press.

Canadian Language Benchmarks 2000: ESL for Literacy Learners (2000).

Gardner, H. (1983/2003). Frames of mind: the theory of multiple intelligences. New York: Basic Books.

Lightbown, P. M., Spada, N. (1999). How languages are learned. Oxford, NY: Oxford University Press.

Phelps, E.A. (2006). Emotion and cognition: Insights from studies of the human amygdala. Annual Review of

Psychology, 24 (57):27‐53.

Squire, L.R., Kandel, E.R. (2000) Memory: from mind to molecules. New York, NY: W.H. Freeman.

The revised LINC literacy component 1997 of the LINC curriculum guidelines (1997).

Wise, R.A. (2004). Dopamine, learning and motivation. Nature Reviews Neuroscience, 5, 483‐494

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