UNIT 5, Fever Speaking Exercise #2, Level 1-2-3 SPEAKING EXERCISE #2 Level 1-2-3 DIRECTIONS: Practice and repeat the following sounds with the teacher. Pronunciation Guide Initial Consonant 's' , Blends, and Diagraphs Level 1 Level 2 Level 3 shots skin spots stiff shiver sponge stomach seizure sunken Pronunciation guide Initial consonant "s" (suh) soap seat belt Initial consonant blends pronounced as sk (skuh), sp (spuh), st (stuh) skateboarding sponge stomach Initial consonant diagraphs pronounced as sh (shuh) shots Short Vowel Pronunciation Chart a apple e elephant i igloo o octopus u umbrella Long Vowel Pronunciation Chart ã snake ē bee ī ice cream ō boat ū music Page 1 of 2 UNIT 5, Fever Speaking Exercise #2, Level 1-2-3 TEACHER DIRECTIONS For Level 1 proficiency, the teacher guides and models all oral work. No independent reading by the learner should be required. Listening and speaking practice should be with the teacher or other fluent English speaker. Teacher pronounces the "s" sounds, "s" blends and "s" diagraphs and gives the examples from the unit that begin with the letter “s”. Students repeat the sound with the words. For short and long vowel practice, use letter-picture association. The teacher identifies long and short vowel words in the level 1 word bank. For Level 2 proficiency, the teacher guides and models all oral work with some independent examples provided by the learner. Reading of the appropriate level can be expected (e.g., Level 2 learners should be able to read level 1 and 2 words). Listening and speaking practice can be with teacher or peers. The teacher pronounces the "s" sounds, "s" blends and "s" diagraphs and gives the examples from the unit that begin with the letter “s”. Students generate their own examples of "s" words. Students repeat the sound with the words. For short and long vowel practice, use letter-picture association. The teacher identifies long and short vowel words in the level 1 and 2 word bank and students generate their own examples of words with long and short vowel sounds in oral forms. For Level 3 proficiency, oral work can be cued by the teacher for learner response. For example, the teacher could say, “Students, who can pronounce the following word. . . ?” Thus, the students become the guides and models for each other. Students in groups or pairs accomplish listening and speaking practice independently with little direction from the teacher. The teacher pronounces the "s" sounds, blends, and diagraphs and gives the examples from the unit that begin with the letter “s”. Students generate their own examples of "s" words. Students repeat the sound with the words. For short and long vowel practice, use letter-picture association. The teacher identifies long and short vowel words in the level 1, 2 and 3 word bank and students generate their own examples of words with long and short vowel sounds in verbal and written forms. Copyright © 2001. The development of this instructional material was funded by the Louisiana Department of Education as part of an English Literacy and Civics Education grant awarded to the Institute for Healthcare Advancement. This material, written by Rhonda Atkinson, Ph.D., Catherine Frazier, B.S./ESL, and Tom Atkinson, Ph.D., was developed to be used in conjunction with What To Do When Your Child Gets Sick by Gloria Mayer, Ed.D., R.N., and Ann Kuklierus, R.N., published by the Institute for Healthcare Advancement. For more information, contact the Institute for Healthcare Advancement, 15111 E. Whittier Blvd., Suite 460, Whittier, CA 90603, (800) 434-4633, Web site www.iha4health.org; or the Louisiana State Literacy Resource Center, Louisiana Department of Education, PO Box 94064, Baton Rouge, LA 70804, (225) 342-9442, Web site, www.doe.state.la.us/slrc/index.htm. Page 2 of 2 . UNIT 5, Fever Speaking Exercise #2, Level 1 -2- 3 SPEAKING EXERCISE #2 Level 1 -2- 3 DIRECTIONS: Practice and repeat the following. PO Box 94064, Baton Rouge, LA 70804, (22 5) 3 42- 94 42, Web site, www.doe.state.la.us/slrc/index.htm. Page 2 of 2