Literacy Foundation Book One Www.eslresources

8/3/2019 Literacy Foundation Book One Www.eslresources

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Sophie Wangs

BOOK ONE

HousingAddress

FamilyFamily Tree

Series

FOUNDATIONLITERACY


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Copyright NoticeCopyright2011 Canadian Resources for ESL All rights reserved.

All rights reserved. This book may not be reproduced, in whole or in part, in any form or by any means elec-tronic or mechanical, including photocopying, recording, or by any information storage and retrieval systemnow known or hereafter invented, without permission from the publisher, Canadian Resources for ESL/ ESLResources.

This book may be photocopied in part under the following conditions:

1. Purchasing Teacher (One Teacher Permission)A purchasing teacher is granted permission to photocopy this book foruse by his/her ESL/literacy studentsonly (not for education students). You can be an itinerant teacher at several sites or based at one site.Photocopies are not for resale.

2. Purchasing School/Address (One Address Permission)Photocopy permission for one address. The photocopies are forESL/literacy students (not for educationstudents)attending classes at the purchasing address only. If these books will service more than oneaddress you will need to purchase additional books, one book for each address, or one book for each itiner-ant teacher. Photocopies are not for resale.

FAQQ: Can I make a copy for a teacher so she can photocopy from the photocopy for her students?A: Photocopying from a photocopy of this book is known as a pirate copy and is illegal. Isnt it better just topurchase the book with photocopy permission for less than $50?Q: Can I borrow this book from a resource centre or library, then photocopy it?A: No, that would be copyright violation. You only get a photocopy license if you purchase the book or yourschool has purchased site photocopy permission.

Printed in Canada

Canadian Resources for ESL15 Ravina Crescent Toronto Ontario Canada M4J 3L9

tel 416-466-7875 toll free 866-833-9485fax 416-466-4383 toll free fax 888-342-7657www.eslresources.com email [email protected]

ISBN 978-1-894799-72-0


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Books by Sophie Wang

Sophie Wangs Phonics For Adult ESL StudentsISBN 978-1-894799-67-6

Sophie Wangs Literacy Foundation Series

Literacy Foundations - Book OneHousing - Housing and AddressFamily - Family and Family TreeISBN 978-1-894799-72-0

Literacy Foundations - Book TwoMedia and Communication MediaEducation In the ClassroomISBN 978-1-894799-73-7

Literacy Foundations - Book ThreeTransportation - VehiclesCommercial Services - ShoppingISBN 978-1-894799-74-4

Literacy Foundations - Book FourCanada - In The Park

Employment - JobsISBN 978-1-894799-75-1

Literacy Foundations - Book FiveSafety & Health - Calling 911Canadian Law - Road SignsISBN 978-1-894799-76-8

Literacy Foundations - Book SixGovernment Services - RecyclingLeisure - Leisure ActivitiesISBN 978-1-894799-77-5

www.eslresources.com


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Introduction

The illiterate of the 21st century will not be those who cannot read and write, butthose who cannotlearn, unlearn, and relearn. - Alvin Toffler

Foundation Phase of literacy (Canadian Language Benchmarks 2000: ESL for Literacy Learners) ischallenging for both students and instructors. Often these students and instructors face a multi-levelgroup containing Literacy Phase I/II students or even more advanced levels. In this situation thestudents may achieve some progress through activities in isolation that focus on reading readinessconcepts or basic mechanics of writing, but it would be better if they were working on the theme thattheir peers are working on. Materials in context keep adult learners interested, and motivates themduring the sometimes intimidating learning process. There are more than 400 worksheets in thisseries 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 RealReal-life application of what is learned in the classroom can work as fuel for Foundation students tocome 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 encouragethem to make the effort of being an adult student. Therefore, a valid social function of the materialintroduced 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 astudent who was a stay-at-home mom of three young children. She was not keen to learn aboutailments or traffic signs as her husband drove her everywhere and would go to the doctors office

with her. However, she did grocery shopping on her own. One day, she asked me during the break,Teacher, I buy food. I dont know. I realized she could not understand what the cashier asked herat the check-out. Nowadays, plastic bags are optional at the check-out and the cashier usually askswhether one is needed. When I was explaining it to her, she asked me to write box and bag onthe board and then she copied them down in her notebook. I was certain that she would practiseafter class so that next time she would be able to answer the cashiers question. For me, I got mynext days topic for the shared reading.

The first half hour of a literacy class can be devoted to a shared reading that ties in with listeningand speaking. I usually write a 2-4 sentence dialogue on the board, which is generated fromstudents 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 thedialogue. Once they are finished and the written work gets checked, they will practise the dialoguewith a partner. When the students understand that they are studying something that can be appliedright after school or the next day, they are more engaged in the whole learning process. The 12 unitsin this series are based on themes related to adult ESL students daily life.


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Effective Repetition

Cognitive neuroscience research has discovered three crucial memory enhancement processes thatinfluence 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 thematerial to be learned (Wise, 2004). Even if the students are highly interested in the contextualizedmaterials 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/telephonenumber 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 memoryexercises can make the repetition more exciting.

After the shared reading, short-term memory exercises are always welcomed by Foundationstudents. I erase the board but leave on the focused word for the day, in this case bag. I start byasking a student, whom I expect to be able to answer, How do you spell bag?. Assuming How doyou spell? is one of the sentences that has been taught. A chain drill can go around the class. Atfirst the students read the letters and spell the word. Then the first letter gets erased and replacedwith a line as a reminder, and the same chain drill takes place. There is a feeling of fulfillment asstudents go through the process from bag to _ a g to _ _ g to _ _ _. Later on, when the literacystudents 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 orcard games with classmates. The activities in this series have a structured format and are repeatedin most of the units. The activities focus on the literacy skills of Foundation Phase (see LiteracyCompetency 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 addressdifferent learning styles make the repetition more exciting and effective. The activities in this seriescover all seven original multiple intelligences (Howard Gardner, 1983) including spatial, linguistic,logical, kinaesthetic, musical, interpersonal and intrapersonal so that the students can approach theliteracy 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 soundassociated with these objects, such as crumpling a paper, erasing with an eraser, snapping closed abinder and tapping a pencil. These sounds help students understand what a pattern means in musicand 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 aFoundation lesson can be the change of pitch, volume or pace. For example, loud/soft sound ofdental drill, fast/slow rhythm of hand saw can always be universally understood by Foundationstudents 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 ofworking with CLB 1 or 2 groups, the Foundation students skill-sets can still be distinctive enough to

A:Doyouneeda__?B:No,thanks. A:Do___needa___?B: No, thanks. A:__ __needa__?B: No, thanks.


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create a challenge for the instructor. One way to deal with the situation is to present tasks that all theliteracy students can do, such as signing in for attendance or organizing a binder etc. To encouragestudents to come to school regularly, a large weekly calendar with a class list hung in front of theclassroom 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 ownattendance under the date. However, no comments on punctuality or attendance should be made asthe students all have commitments as adults and may not be able to make it even though they havemade 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 withsome prep. With the shared reading dialogue written on lined paper (see the last 2 worksheets ineach unit) with pencil, I am ready for my three groups. The Foundation Phase student can trace witha marker; Phase I students always enjoy copying on lined paper; the non-Roman alphabet ESLlearner usually can finish copying in a fraction of time of the others and then she has the opportunityto 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 sameactivity. For example, when the teacher dictates a simple story Grandpa is 60 years old. (see BookOne - 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 othergroup reads the numbers. Then the teacher can reconstruct the sentence drawn from both answersas a review. For example, Grandpa is 60 years old.

Flash cards make a multi-level class come alive. Flash cards have become literacy classroomstaples and there are over 60 flash cards included in this series. Besides the traditional flashingtechnique, they can be used in more activities and be part of the effective repetition spiral in alesson. Some of them can be individual activities while the others can be a race against the clock, atimed activity, or a team competition, if the students like that kind of pressure. More importantly, thestudents should be able to take their time and enjoy the process. See Table 1 for a list of flash cardactivities suitable in a Foundation class.

Sophie Wang


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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 teachers 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.


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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 thestudents 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 cancome 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.


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ThemeInd

ex

Book

Themes

UnitTopics

Reading

Writing

1

Housing

Address

A,D,R,E,S

A,D,R,E,S

1

FamilyLife

FamilyTree

d,m,n,o,s

dad,mom,son

d,m,n,mom,son

2

Mediaand

Communications

Media

T,V,N,E,W,S

TV,NEWS

K,V,W,TV

2

Education

IntheClassroom

Y,e,s,N,o

Yes,No

Y,N,Yes,No

3

Transportation

Vehicles

s,u,b,k,y

BUS

k,u,y,B,BUS,

bike

3

Commercia

lServices

Shopping

b,x,g,a,o

b,x,

bag,box

4

Canada

InaPark

l,t,i,p,r,

goose,maple,loon,lily

l,t,i,p,r

loon

4

Employmen

t

Jobs

d,r,iv,e,

d,v,driver,part

time

5

HealthandSafety

Calling911

a,c,e,o,s

digits0-9

a,c,e,o,s,fire

5

CanadianL

aw

RoadSigns

shapes

H,S,T,P,STOP

6

Governmen

tandCommunityServices

Recycling

j,a,r,c,n

jar

J,j,c,jar,can

6

Leisure

LeisureActivities

z,q,h,k,i

zoo,hiking

h,z,q,zoo,

hiking,quiet


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Alph

abetIndexUpperC

ase

*Readingonly

StraightStroke

SlantStroke

CircularSt

roke

Combin

edStroke

E:Book1(ADDRESS)

F:Book5*

H:Book5(RoadSignH)

I:Book4*

Book6*

L:Book4*

T:Book5(STOP)

Book2(TV)

A:Book1(ADDRESS)

K:Book2(BOOKS)

M:Book1*

N:Book2(No)

V:Book2(TV)

W:Book2(NEW

S)

X:Book3*

Y:Book2(Yes)

Z:Book6*

C:Book6*

G:Book3*

J:Book6(J

ane,John)

O:Book5(S

TOP)

Q:Book6*

U:Book3(B

US)

S:Book5(S

TOP)

Book1(ADDRESS)

Book3(BUS)

B:Book

3(BUS)

D:Book

1(ADDRESS)

P:Book

5(STOP)

R:Book

1(ADDRESS)


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AlphabetIndexLowerC

ase

Sm

allL

etters

TallL

ette

rs

TailL

etters

Straight

i:Book4(lily)

v:B

ook4(driver)

w:*

Book2

x:B

ook3(box)

z:B

ook6(zoo)

l:Book4(m

aple)

t:Book4(t

rillium)

k:Book3(b

ike)

y:Book3(subway)

Circular

o:B

ook1(son),Book5(poison),Book2(No)

a:B

ook5(accident)

c:B

ook6(can),Book5(accident)

e:B

ook5(accident),Book2(Yes)

s:B

ook1(son),Book5(poison),Book2(Yes)

b:Book3(b

ox)

d:Book4(d

octor),Book1(dad)

p:Book4(maple)

g:Book3(bag)

Combined

r:B

ook4(beaver)

n:B

ook1(son)

m:B

ook1(mom)

u:B

ook3(bus,subway)

h:Book6(h

iking),Book1(house)

f:Book5(f

ire)

j:Book6(jar)

q:Book6(quiet)


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Activity Sheets

Housing - Address

Dialogue 2

Maze 3

Connect The Dots 4

Fill In The Numbers 5

Circle The Same Number 6

Circle The Same Number 7

Cross Out The Different Number 8

Cross Out The Different Number 9

Draw Lines To Match The Numbers 10

Trace and Copy h 11

Trace and Copy A 12

Letter Maze 13

Trace and Copy D 14

Trace and Copy R 15

Trace and Copy E 16

Trace and Copy S 17

Trace and Copy AD R E S 18

Circle The Letter That Is The Same. 19

Check The Letter That Is The Same. 20

Match The Lower Case With The Upper Case Letters 21

Cut Up The Cards And Arrange Them To Form A Word 22-23

Circle The Picture To Match Your Home 24

Write Your Street Number and Address 25

Cut Out The Cards and Listen 25

Write Your Address 26

Memory Game Worksheet 27

Memory Game Instructions 28

Flash Cards 29-30

Writing Worksheets 31-32

Cut and Match Upper Case and Lower Case Letters 33-34


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Activity Sheets

Family - Family Tree 35

Dialogue 36

Maze 37

Connect The Dots Family Tree Cut and Glue 38

Draw Lines To Match The Pictures 39

Circle The Picture In The Same Position 40

Circle The Same Picture 41

Cross Out The Different Picture 42

Cut Out And Sort 43

Listen and Circle 44

Circle The Group With More 45

Circle The Same Letter 46

Circle The Same Letter 47

Cross Out The Different Letter 48

Cross Out The Different Letter 49

Letter Maze 50

Trace and Copy d 51

Trace and Copy n 52

Trace and Copy m 53

Word Search 54

Trace and Copy mom 55

Trace and Copy son 56

Match The Lower Case With The Upper Case Letters 57

Cut Out The Cards and Listen 58

Cut Out The Cards, Listen and Sequence 59

Sequencing - Sample Scripts 60

Flash Cards 61-66

Writing Worksheets 67-68


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Appendices 69

A - 1 Foundation Literacy Skills Assessment Reading 70

A - 2 Foundation Literacy Skills Assessment Writing 71

A - 3 Foundation Literacy Skills Assessment Pre-numeracy 72

B - Blank Memory Game Cards 73

C - Jigsaw Puzzle Template 74

D - Sample Calendar for Number Dictation 75

E - Attendance Sheet 76

F - Dictate-cloze Blank Sheet 77

References 78


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Canadian Resources for ESL www.eslresources.com 1-866-833-9485

35Sophie Wangs Foundations - Book One - Housing & Family 2011

FamilyFamily Tree


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36 Sophie Wangs Foundations - Book One - Housing & Family 2011

Listen to the dialogue. How old is the womans son?

Man: How old is your son?

Woman: He is 9 years old.

How old is your daughter?

Man: She is 11.

Literacy Foundation Family Family Tree


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Find the way to go through the tree. Do not cross a line.

Colour the tree.



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Connect the dots. Cut out the pictures at the bottom and glue them to where

they belong in the family tree.


4

3

2

1

5

6

7

8

9

10


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Draw lines to match the pictures.



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Circle the picture that is in the same position.



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Circle the picture that is the same.



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Cross out the picture that is different.



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Cut out the pictures. Put in the correct category.



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1 2 3 4 5 6 7 8 9 10

Circle the pictures when your teacher tells you how many. Copy

the correct number in the box.



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Circle the group that has more people.



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Circle the letter that is the same.

s o n s

o n o d

n u n mm m n o

d a p d



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Circle the letter that is the same.

s s o n

oa m o

nm n u

m m n u

d o p d



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Cross out the letter that is different.

s s c s

o a o o

n n n mm m n m

d d p d



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Cross out the letter that is different.

s s c s

o a o o

nn m n

m m n m

d d d a



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Connect the ms to get to the mom, connect the ns to get to the son.

m m o a d n

o m n a d n

n m m n n n

o d m n d o

m m m n n a

m w a d n o

m n

mom son



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Trace and copy.

Underline the ds.

dad

dd

ddd

ddddd

d



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m

Trace and copy.

Underline the n.

son

n

n n nnn n nn



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m

Trace and copy.

Underline the ms.

mom

m

m m mmm m mm



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a a d a d

a a a o o o

a m o m aa a a o o o

s o n a aa a a o o o

dad mom son

Find the following words in the word search.



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Trace and copy.

mommommom

mommom



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Trace and copy.

sonsonson

sonson



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Match the lower case with the upper case letters.

n

d

m

o

s

SA

ED

R

O

S

D

MN



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Cut out the letters at the bottom.

Listen to your teacher and put the letters into words.

d a ds o n

m o m



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Cut out the pictures. Listen to your teacher tell the story.

Put the pictures in the proper sequence.


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Sequencing Sample Scripts

Age

1) Grandpa is 65 years old.

2) Grandma is 60 years old.

3) Dad is 40 years old.

4) Mom is 41 years old.

5) Their son is 18 years old.

6) Their daughter is 16 years old.

Food

1) Grandma likes rice.

2) Grandpa likes fish.

3) Mom likes vegetables.

4) Dad likes noodles.

5) Their daughter likes fruit.

6) Their son likes chicken.

Names

1) Dads name is John.

2) Moms name is Susan.

3) Their sons name is Andy.

4) Their daughters name is Anita.

5) Grandpas name is William.6) Grandmas name is Anne.



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Flash Card 21: Grandpa



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Flash Card 22: Grandma



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Flash Card 23: Dad



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Flash Card 24: Mom


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Flash Card 25: Son


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Flash Card 26: Daughter



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Appendices


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Foundation Literacy Skills Assessment Reading

Students Name: _________________ Assessment Date: ______

Assessment Instructor: _______________

Comments:

InitialStage Yes InProgress

NotYet

Understandthatrealobjectscanberepresentedbypictures

Understandtheconceptofsameanddifferentwith pictures

shapes

letters

numbers

Understandleftrightdirectionality

Understandtop

down

directionality

Understandleftright,topdowndirectionality

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)

DevelopingStageUnderstandthatprintconveyspersonal

meaning,

recognize

in

print

learners

own

name

addressUnderstandtherelationshipbetweenwordsusedinformsand

personalinformation

Recognizebasicsightwordsusedinformsbyprovidingoralor

actionalresponseinlowercaseanduppercaseletters

Understandthemeaningofcommonsymbolsforeverydaysurvival

Appendix A-1


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Foundation Literacy Skills Assessment - Writing



Yes InProgress NotYetDemonstrate

correct

writing

posture

and

method

of

holding

and

using

writingapparatusfromlargemarkertopencils

Understandleftright,topdowndirectionality,same/differentstrokes

fromtracingtocopying

Demonstratetheabilityto

printlowercaseletters

uppercaseletters

numbersfrom1to10

wordsusedforpersonalinformation

progressingfromcopyingthemodelto

dictation

Appendix A-2


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Foundation Literacy Skills Assessment - Pre-numeracy



Numeracy

Yes InProgress NotYetUnderstand

concept

of

plural

Recognizeandtrace/copy/drawgeometricshapes

Matchgeometricshapes

Number/NumeralIdentificationIdentify

numbers

1to20

Identifythecorrectnumberofobjects,symbolsorpictures

from1to20asthelearnerhearsthenumber

Countorallyobjects,symbols,andpicturesfrom1to20

Matchaspecificnumberofobjects,symbols,orpictures

withnumbers

Sequencenumbersfrom1to10and11to20

Read

numbers

1to20

Readnumbersfrom1to10and11to20

Readhis/herownphonenumber,housenumber,

apartmentnumber

Sayfrommemoryhis/herownphonenumber,house

number,apartmentnumber

Write

numbers

1to20

Trace numbersfrom1to20

Copynumbersfrom1to20

Takenumberdictation

Appendix A-3


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Blank Memory Game Cards Appendix B


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Jigsaw Puzzle Template Appendix C


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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


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Attendance Sheet

Mon Tue Wed Thu Fri Sat

Mon Tue Wed Thu Fri Sat

Names

Names

Appendix E


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Dictate-cloze Blank Sheet

1

2

3

45

6

Appendix F


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References

Bell,J.,Burnaby,B.(1984).AhandbookforESLliteracy.Toronto,Canada:OISEPress.

CanadianLanguageBenchmarks2000:ESLforLiteracyLearners(2000).

Gardner,H.

(1983/2003).

Frames

of

mind:

the

theory

of

multiple

intelligences.

New

York:

Basic

Books.

Lightbown,P.M.,Spada,N.(1999). Howlanguagesarelearned.Oxford,NY:OxfordUniversityPress.

Phelps,E.A.(2006).Emotionandcognition:Insightsfromstudiesofthehumanamygdala.AnnualReviewofPsychology,24(57):2753.

Squire,L.R.,Kandel,E.R.(2000)Memory:frommindtomolecules.NewYork,NY:W.H.Freeman.

TherevisedLINCliteracycomponent1997oftheLINCcurriculumguidelines(1997).

Wise,R.A.(2004).Dopamine,learningandmotivation.NatureReviewsNeuroscience,5,483494.

Literacy Foundation Book One Www.eslresources

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Transcript of Literacy Foundation Book One Www.eslresources