chapter 5
1) Student Watch Video
Stay attentive and interactive
2) Student Use Book
Additional Writing Practice of the Letters Gg, Hh, and Ii
3) Parent/Instructor Support
‘Up to Letters Ii and more’
Reinforcing Activities (Mini-Posters, Activity and Bonus Sheets)
Parent/Instructor - Reference Material
Reinforcing Activities - Up to Ii
LETTERS DIRECTIONALITY
Referring to the People line Banner, helps while reflecting upon reasons provided in the letter stories for each letter formation. The Practice Sheets provided review what is shown in the Video for this section.
Student writes his/her name on the line on the paper. Referring to it as the people line for front and back direction. Remember the stories of each of the letters and why it looks the way it does. Circle the ones that are correct.
Hints:
Hh doesn’t want to his fingers stepped on
Gg - a smile in the back - would be a wasted smile!
PEOPLE LINE TO NAME
Here is an easy way to help with directionality when the People line is not around. Simply write your name on any paper you get before you start. Not only is this a way of ensuring that you get credit for what you achieve, it is also a way to help with direction.
Have your student use his/her name to reference the front and back side - just like the People line. The Beginning Letter is on the FRONT side and the Ending letter is on the BACK side.
PEOPLE LINE TO NAME Activity
Simply have your student write his/her name on the paper to easily see the correlation of front and back with the People Line.
LETTERS DIRECTIONALITY
Referring to the People line Banner, helps while reflecting upon reasons provided in the letter stories for each letter formation. The Practice Sheets provided review what is shown in the Video for this section.
DIRECTIONS:
Student writes his/her name on the line on the paper. Referring to it as the people line for front and back direction. Remember the stories of each of the letters and why it looks the way it does. Circle the ones that are correct.
Hints:
Hh doesn’t want to his fingers stepped on
Gg - a smile in the back - would be a wasted smile!
Spelling Sheet
Correlated to this lesson. Making it easy for student to go back over it with the video if need be.
Directions:
First help in saying the name of the picture. The together say it (demonstrated in the program) slowly, slower and then as slow as you can without stopping sound. The figure out which letter makes the first sound. If there is hesitancy, supply the appropriate sound prompt to help your student’s recall. Then as child writes the appropriate letter - reference the people line or use the writing prompt to reinforce the program.
#3 VOWELS
Vowel String Sheet (LONG and SHORT Vowel Symbols)
This goes in sequence building upon previous vowel understandings.
Directions: First demonstrate on a separate piece of paper how the long sound and short sound symbols look on a paper. Then have the student draw a short sound symbol and long sound symbol in the boxes under their matching pictures as they match to singing the vowel song.
BONUS
Directions:
Write the letters on the lines above the hands that they are signing. Then see if you can decode the words. [Answers can be found in the Video.]
Directions:
Write the letters on the lines below their morse code symbols. Then see if you can decode the words. Remember, letters are separated by single slashes. [Answers can be found in the Video.]
Progressive Word List
It is crucial that a student is only exposed to words for decoding which are within the scope of the letters of the current skill level. This is a list of word that are single syllable, short vowel words.
#1 Activity:
Roll a die and count that many down and circle a word. Decode the word and then either explain it and/or use is in a sentence.
Parent/Instructor Reference Material
WHAT’S NEXT…
Lesson Letters Jj
REQUIRED PREPARATION:
Learning Environment Set
Letters to Language™ Practice/Coloring Book
Crayons, Pencil/Pen
Video Ready
PRINTS for STUDENT
Mini- Posters
PRINTS for PARENT/INSTRUCTOR:
Please feel free to reach out with any questions, comments or concerns. Make sure to reference - Letters to Language.
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