Paths To Literacy Ueb Lesson 3 Homework - Homework for you

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Paths To Literacy Ueb Lesson 3 Homework

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Suggested Resources

UEB Resources Suggested for Professionals
Who Teach or Transcribe Braille

Selections from BANA's UEB page of particular interest to teachers and transcribers.

Click on the following links for more information on each topic. All materials produced by BANA have been approved by the BANA Board. Materials listed here from other sources are provided for your information and convenience. Inclusion on this website does not indicate BANA's endorsement.

  • UEB to EBAE Comparison: Transitioning to UEB — Barb Lhotka developed this convenient guide for teachers and transcribers to quickly compare the two codes.
  • UEB/EBAE Assessment Checklist — Tina Peaslee, a transcriber in Utah, developed this handy checklist for teachers to keep track of the braille symbols their students have learned.
  • Nemeth or UEB: Factors and Considerations for Math Code — Developed by the Indiana UEB Implementation Sub-Committee, this resource can be used by IEP teams as they discuss individual needs of students regarding technical materials.
  • United English Braille for Math for Sighted Learners This resource was developed by two Canadian teachers, Harland and Roberts to provide examples for math materials in UEB.
  • Assessment of Braille Literacy Skills: UEB and EBAE, 2nd Ed . This priced publication can be purchased from Texas Region IV and provides a tool for educators to document braille skills and knowledge. Order from the following link: http://www.region4store.com/Catalog.aspx?catid=347927&itmid=1196188

Burns Braille Guide: A Quick Reference to Unified English Braille, 2nd Ed. This new edition of an old favorite is a priced publication available from AFB Press. Order from the following link: http://www.afb.org/store/Pages/ShoppingCart/HomePage.aspx

  • The Hitchhiker's Guide to UEB Maths . This document was created by teachers in New Zealand as a quick reference for technical materials in UEB. Available for download from http://www.banzat.org.nz/documents/HHGMaths.pdf
  • UEB Too . A complete revision of the "Braille Too" curriculum materials, this priced resource is designed for middle and high school students who are learning UEB. Available from BRL2 Publishing; ordering information available from http://www.brl2.com/home.html
  • UEB Curriculum for Braille Students . This free resource presents a series of 10 lessons for students who are making the transition from EBAE to UEB. Developed by Catherine Summ and Suzanne Cappiello, the lessons are available on the "Paths to Literacy" website from Perkins. http://www.pathstoliteracy.org/blog/ueb-curriculum-braille-students
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    Unified English Braille Code (UEB) - Indiana School for the Blind - Visually Impaired

    November 2, 2012, the Braille Authority of North America (BANA) passed the motion to officially adopt the Unified English Braille code or UEB in the United States. In November 2013, BANA affirmed January 4, 2016 as the date by which the United States will implement the general use of the UEB. This action was based on a year of dialogue and planning that included the UEB Transition Forum, held on October 16, 2013. The forum involved 48 delegates representing 31 organizations from the braille community. Read more here.

    The IERC has been preparing for the rollout of UEB since 2012. Our braille transcribers have trained and received certification in the new code and have actively been transcribing instructional materials in UEB. The IERC has worked closely with the Indiana State University Blumberg Center, PASS Project, to develop and conduct training for teachers and paraprofessionals who will be responsible for instructing our braille readers in the new code. Trainings will continue to be conducted during the 2015-2016 school year. Read more about PASS Project trainings here. Student instruction is slated to begin for Grades K-5 this school year and all grades next school year.

    Indiana Nemeth or UEB: Factors and Considerations for Math PDF

    UEB and Nemeth Code Power Point PDF

    Webinars
    UEB Ready? Webinars

    • UEB Ready? Unified English Braille – A Webinar for Directors of Special Education. This webinar is intended to be an introduction to Unified English Braille and answers questions and concerns specific to Directors of Special Education. https://tegr.it/y/1hqfn
    • UEB Ready? Introduction to Unified English Braille. This webinar is intended for teachers and paraprofessionals working with students who are blind. The UEB is introduced with interactive practice provided. http://dgmpresentations.pbworks.com/w/page/90921945/UEB%20Intro%20Videos
    • UEB Ready? Unified English Braille – A Webinar for Parents. This webinar is intended for parents of children who utilize braille as their learning media. It provides an introduction to Unified English Braille and answers various questions posed by parents. http://indstate.tegrity.com/#/recording/b9ca1aac-d23d-421e-b8b1-8018d959e215?playbackToken=J5ORVROD8Y9D

    Part II Handouts


    Student Instruction Programs
    • Building on Patterns (BOP). Building on Patterns (BOP) is a complete primary literacy program designed to teach beginning braille users all language arts – reading, writing, and spelling. The BOP series addresses phonemic awareness, phonics, comprehension, fluency, and oral vocabulary. It is currently being updated for the UEB. Available from the American Printing House for the Blind. www.aph.org .
    • Braille Too UEB. Braille Too recently announced a UEB update. UEB Too - A Supplement to the Braille Too Curriculum is designed to teach the changes from the current code (English Braille, American Edition) to the new Unified English Braille that will be implemented in the U.S. in January, 2016. It can be used in conjunction with the Braille Too program for secondary students who are currently learning braille using Braille Too or as a stand-alone with secondary students who already are competent in EBAE and just need to learn the changes in UEB. It is being released on a USB drive to allow an individual teacher to print/emboss the copies they need for themselves and their own students, and includes MSWord files for the print teacher's edition, a list of where in Braille Too the pages should be inserted, and large print student writing exercises, as well as DBT and BRF files for the student braille reading exercises that can be embossed using Duxbury translation software or used with a braille notetaker. www.brl2.com
    • Braille FUNdamentals. Braille FUNdamentals is a comprehensive program for teaching the Braille code. It is currently being revised for the UEB. The sequence for introducing the Braille configurations has been organized into 56 clusters of letters, numerals, contractions, short forms, punctuation and special signs, with specific clusters devoted to the reading and writing practice of previously learned contractions. Also included in this curriculum are a Pre-Braille Assessment, Braille Checklists and ideas for games. This program can be used with beginning braille readers, as well as those readers who need to learn braille when they are older.
    • Paths To Literacy UEB Lessons. The staff at Paths to Literacy for Student Who Are Blind or Visually Impaired have been creating and adding new UEB lessons to their website. These lessons are focused on helping older students make the transition from EBAE to UEB. http://www.pathstoliteracy.org/search/node/ueb

    UEB Charts
    • Duxbury UEB Chart: Duxbury's one-page chart listing the contractions and short forms in alphabetical order: http://duxburysystems.com/images/ueb_black.pdf
    • Aroga Technologies UEB Chart: Aroga Technologies presents the UEB contractions and symbols by category: http://www.aroga.com/unified-english-braille-chart-tabloid-11-x-17-pdf-format/


    Nemeth-UEB Provisional Guidance

    This method of switching between the Nemeth Code and Unified English Braille has been developed to ensure the continued viability of the use of the Nemeth Code for mathematics.

    UEB Tutorials and Resources
    • Braille Authority of North America (BANA)
    • Scalar’s Publishing :
      • Ashcroft’s Programmed Instruction: Unified English Braille ISBN 978-0-9960353-0-9 $98.50
      • Ashcroft’s Programmed Instruction Companion Reader: Unified English Braille ISBN 978-0-9960353-2-3 $38.50
    • Hadley School for the Blind will provide distance education courses on the UEB beginning in January of 2015. These will be available free through their Adult Continuing Education Program (ACE) and the High School Program, or for a fee for professionals seeking CEU credits through their Hadley School for Professional Studies Program (HSPS). The HSPS program provides a certificate for successful completion of the course which notes the CEUs, grade, date completed. It is not based on a semester enrollment, but is an open enrollment.
    • Transcriber’s UEB Course (CNIB) - a self-directed course, covering eleven topics with fifteen practice exercises, for transcribers, proofreaders and BLV/TVI’s.
    • UEB Online. Braille Training for Sighted Learners - a training program created by the Royal Institute for Deaf and Blind Children’s Renwick Centre, Australia. Appropriate for teachers, paraprofessionals, and other professionals.
    • New Zealand UEB Manual
    • Unified English Braille: Australian Training Manual 2013
    • A user-friendly website for UEB transition in Arizona, in case you need a few more resources. You’ll find it at http://azueb.coe.arizona.edu/page/resources


    Information from the BANA

    Product: Building on Patterns: Primary Braille Literacy Program: Kindergarten Student Kit

    Building on Patterns: Primary Braille Literacy Program: Kindergarten Student Kit - UEB

    Building on Patterns (BOP) is a complete primary literacy program designed to teach beginning braille users all language arts -- reading, writing, and spelling. Now the Student Textbooks are UEB-compliant!

    The Building on Patterns series addresses phonemic awareness (ability to hear and interpret sounds in speech), phonics (the association of written symbols with the sounds they represent), comprehension, fluency, and oral vocabulary, all of which have been identified as important for reading instruction. BOP also addresses specific skill areas needed by the child who is blind, such as language development, sound discrimination, tactual discrimination, and concept development. Braille contractions are introduced from the beginning along with sound and letter associations.

    Kindergarten lessons include a selection to be read to the student, questions to discuss, and an activity for the child to complete. Textbooks are consumable.

    Note: Each student kit includes Student Textbooks (set of 7), Color Me Book, Posttest Consumables Pack, and Assessment Check-up Forms Pack.
    Note:Teacher's Editions Sold Separately.

    IMPORTANT: Download the free UEB Teacher supplement here BOP Kindergarten UEB Teacher Supplement and use the information in the supplement to mark up your Teacher's Editions.

    RELATED READING LIST: Scroll to the bottom of this page.

    Additional Information:

    Features of Building on Patterns

    • Groups of contractions are taught together when logical to do so.
    • Easily confused letters and words are introduced at different times.
    • Ideas for incorporating technology are given.
    • Lessons are flexible and can be adapted to fit a given student or students.
    • Enrichment activities are suggested for additional practice or homework.
    • Read-aloud books to go along with the lesson are suggested.
    • Punctuation is eliminated except for the capital at the kindergarten level and is introduced gradually thereafter.

    Note: These links will navigate you away from the APH shopping site.

    Beginning with Braille: Firsthand Experiences with a Balanced Approach to Literacy

    Braille Literacy: A Functional Approach

    Foundations of Braille Literacy

    Instructional Strategies for Braille Literacy

    Customer Support NOTICE: The products produced by the American Printing House for the Blind are instructional/teaching materials and are intended to be used by trained professionals, parents, and other adults with children who are blind and visually impaired. These materials are not intended as toys for use by children in unstructured play or in an unsupervised environment. Related Sites

    Year 3 Literacy Lesson Plans

    The Rabbit, The Snakes and The River eBook

    The Rabbit, the Snakes and the River eBook, is a beautifully illustrated electronic book based on the traditional tale of the Muscogee tribe of North America, It has 3 different readability levels and also has voice over. This resource can be used for the traditional tales unit or the stories from other cultures unit.
    Click here for more details

    Goldilocks and the 3 Bears eBook

    A beautifully illustrated electronic version of Goldilocks and the three bears. Includes 2 versions of the story, see what happens when Goldilocks is rude instead of contrite. Editable so you can rewrite you own version. For individual or group use or project onto whiteboard for whole class work.
    Click here for more details

    This unit contains 5 word mats relating to the festivals: Christmas; Chinese New Year; Diwali: Eid al-Adha and Hannukah. Each printable word mat contains a list of useful words related to each festival and a writing target for pupils. Ideal for individual work, group work or homework.
    Click here for more details

    A beautifully illustrated printable version of Goldilocks and the three bears. Includes 2 versions of the story, see what happens when Goldilocks is rude instead of contrite. Editable so you can rewrite you own version. For individual or group use or project onto whiteboard for whole class work.

    Click here for more details

    or enhancing writing, 12 spidergrams of onomatopoeic words for literacy lessons or cross curricular and creative work: Animal, Bird and Human, Cooking and Eating, Explosive and Impact, Machine and Electronic, Musical, Watery, Transport/movement. Colourful A4 sheets for wall display or laminate for desktop use.

    Click here for more details

    Buried Treasure. This software is based on the activity suggested in the recent phonic guidance ‘Letters and Sounds’ released by the DfES. Pupils read the words or non words formed from the letters in Phase 2,3,4. Click onto the coin to hear the word and then move the real words into the treasure chest and the non-words into the dustbin. Each download contains 4 sets each of ten different words.

    Click here for more details

    All you need for your class to make individual pop-up Christmas cards. Contains a card pro forma; 11 outline pictures to colour in; 11 coloured illustrations and a set of instructions for pupils to follow.

    Click here for more details

    Jack and the Beanstalk electronic book for reading and writing. You can change the existing text, save, reload and print. Excellent value.

    Click here for more details

    'Sort-Er is a superb resource designed to make children's planning of writing more effective and more logical. It is based on the idea of an electronic 'stick-on' notes pad where you can gather, sort and order the children's ideas before they start to write' Comments taken from an independent evaluation.

    Click here for more details

    A Traditional Tale and more. The units contain the traditional tale of the billy goats gruff, play scripts, Goat Facts. There are also several E books, which can be used with an interactive whiteboard, computer or projector. There are also numerous resources for individual and group work as well as display materials.

    Click here for more details

    This history homework unit contains 40 printable sheets covering the following 10 history topics: Tudors, Vikings, The Great Fire of London, Famous Victorians, Anglo Saxons, Ancient Greece, Ancient Egypt, Homes Now and Then, Toys of the past, and How Toys have changed. Each topic contains 4 sheets each with a differentiated learning objective related to an assessment focus.
    Click here for more details

    Ideal for personalised learning! This resource can be used by learners to find out about, or revise the features of instructional writing. It has sound and takes learners through the process of looking at different instructions and creating a checklist. As well as the Instructions software this resource contains 5 printable examples of instructions and a list of Instructional features with a mnemonic to help pupils remember them.

    Click here for more details

    Twelve printable spidergrams for extending pupils' vocabulary. Contains some common verbs eg. said, saw, went, got. Some common adjectives eg. good and nice.

    Click here for more details

    Settings allows you to choose different settings then apply a colour filter to change the mood. You can select characters to add to the setting making this a fantastic resource for discussing and writing about the effect of different settings on characters. You can save, reload and print.

    Click here for more details

    The Chinese New Year Unit Contains for printing: Recount of a trip to a Chinese New Year Parade Myth of the Chinese New Year The Legend of the Twelve Zodiac Animals The Twelve Zodiac Signs Twelve Colour Animal masks Twelve black & white Animal Masks Teaching notes on the Legend of King Arthur Story Grid analysis.

    Click here for more details

    Each unit contains all you need for two week units of work: Lesson Plans Y3 to 6 and Y3&4, Y4&5 and Y5&6. Differentiated Non Chronological reports to print. Electronic books which can be edited, saved and reloaded. Independent and guided group activities and much more.

    Click here for more details

    This printable resource contains written postcards from Africa, India, USA, Europe and the South Atlantic. As well as differentiated postcards there are some blank illustrated postcards for pupils to write their own. Also included are some Fact sheets and a Flyer along with a comparison chart which helps pupils to identify the different genres: Recount, Persuasion and Report. Jpeg images of a holiday resort are included so pupils can create their own flyers or PowerPoint presentations. This resource can be used as a topic on Holidays or Travel. It can also be used with Y3 Non Fiction unit 3 plans.
    Click here for more details

    Text: The Hedgehog

    by Dick King Smith.
    Illustrations by Linda Birch
    ISBN 0-14-032503-4 Published by Penguin Books (Puffin)
    A story of a family of hedgehogs, which live in the garden of a house opposite a park. The family would like to go to the park, but how do they cross the main road? Max, the youngest hedgehog sets out to solve the problem. The text provides a good model for writing a character's own account of an incident.

    Myths Legends and Fables Unit(Year 3 Narrative Unit 2)

    Text: Jim and the Beanstalk

    Written and illustrated by Raymond Briggs
    ISBN 0-14-050077-4
    Published by Puffin Books

    This alternative version of the traditional tale, Jack and the Beanstalk, provides a good model for writing a sequel to a traditional story. It has the features of a traditional tale including the "rule of three".

    Jack and the Beanstalk eBook
    Jack and the Beanstalk is an electronic book allowing pupils to read and write on screen. You can read the existing text or personalise it by writing your own story. You can save, reload and print.

    Available from the Literacy Matters Online Store,
    £9.99 (single user) or £24.99 (multi user)

    Text: Aesop's Fables

    By Geraldine McCaughrean
    ISBN 0582334055
    Big Book, Published by Puffin Books

    This Big Book contains a collection of fables that you can use to explore the story themes and morals. Each story has two titles which you can use to compare and contrast.

    Chinese New Year Unit
    This unit covers Myths and Legends through a seasonally appropriate link to the Chinese New Year. It includes Masks of the twelve Zodiac animals making it an ideal link to Drama.

    Available from the Literacy Matters Online Store,
    £6.99 (single user) or £16.99 (multi user)

    Adventure and Mystery Unit(Year 3 Narrative Unit 3)

    Text: The Julian Stories

    By Ann Cameron
    Yearling, Random House
    ISBN: 0552548243

    An anthology of amusing and interesting stories about Julian and his family; each short story features Julian as the central character. Julian's father presents a positive and versatile role model as he bakes, gardens and even acts as a dentist with his children! Offering a simple narrative structure, these texts provide good models for writing children's narrative writing.

    Text: Julian Secret Agent

    By Ann Cameron
    Yearling, Random House
    ISBN 0-394-81949-7

    An adventure story, written in chapters, features Julian, his brother Huey and their friend Gloria. Using a variety of settings, the action is based on a series of incidents, each with a separate narrative structure. The text also provides a model for writing in chapters.

    Text: It's Too Frightening For Me

    By Shirley Hughes
    Puffin Books, Penguin Group
    ISBN 0-14-032009-3

    An adventure/mystery story written by Shirley Hughes. An eerie old house gives Jim and Arthur the creeps. But they can't keep away, even when a spooky face appears at the window!

    By Malorie Blackman
    Barrington Stoke Ltd
    ISBN 1-842993-75-5
    add book to shopping basket

    Angela is snatched off the street to be held hostage. How will she manage to escape? There is action all the way through this book with an exciting cliff hanger ending!

    Text: The Julian Stories

    By Ann Cameron
    Yearling, Random House
    ISBN: 0552548243

    An anthology of amusing and interesting stories about Julian and his family; each short story features Julian as the central character. Julian's father presents a positive and versatile role model as he bakes, gardens and even acts as a dentist with his children! Offering a simple narrative structure, these texts provide good models for writing children's narrative writing.

    Text: Crummy Mummy and Me

    This text offers teaching opportunities for developing structure and paragraphing; build up, conflict and resolution. A series of unusual stories about Minna and her relationship with her family, especially her unconventional mother. The role reversal element “ I don’t think my mum’s fit to be a parent,” offers an amusing alternative to being a parent. Each incident can be read separately reinforce structural development and to stimulate ideas for independent writing.

    Cover illustration by Claire Douglass Published by Penguin UK (Puffin)
    ISBN 0-14-032876-9

    UEB Lesson 3: New Spacing in UEB

    UEB Lesson 3: New Spacing in UEB

    This post is the third in a series of lessons on teaching students who are braille readers to make the transition to UEB. All lessons are by Catherine Summ and Suzanne Cappiello. who both work as Education Consultants for the Department of Rehabilitative Services (DORS-BESB) in CT. See the full UEB Curriculum with all lessons

    Goal:

    The student will be able to use spacing between words in UEB (Unified English Braille) that were previously joined together in EBAE (English Braille American Edition).

    and for of the with a

    For an explanation of the changes refer to the handout “Overview of Changes from Current Literary Braille to Unified English Braille” authored by Braille Authority of North America, March 2013, www.brailleauthority.org. Refer to the UEB manual for a full explanation of the braille code.

    Procedure:

    Teacher prepares sentences below in braille. The sentences below contain words that were previously joined together in EBAE. Have the student read the sentences below. Then have the students mark the words that are no longer joined in UEB:

    1. I have gifts for the class.
    2. You have more for the parents.
    3. We ate all of the cheese.
    4. I have food for the party.
    5. We will go for a swim.
    6. I hit a ball with the stick.
    7. The family will gather for a reunion.
    8. She will go for a ride with us.
    9. Don’t bother with the other lesson.
    10. Will you fill all of the boxes with gifts?
    Writing and Reading Practice:

    Teacher prepares jokes in braille. Jokes can be placed on one side of the paper or index card and the answer on the other side. Select jokes from the list below for your student/s to read. Select additional jokes from the list to dictate to your student for writing practice.

    Computer Literacy Lesson 3

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    Computer Literacy Lesson 3

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    Literacy Questions

    With regards to literacy, what questions should we ask every teacher?

    I started off writing this blog, to provide thoughtful questions for new teachers entering the classroom this year. However, on reflection, the following questions are applicable for every teacher who works with students in any school.

    Demonstrate good subject and curriculum knowledge … and an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject. If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics.” (Teachers’ Standards )

    These questions are written for readers to ask of themselves:

    1. Why is literacy central to teaching?
    2. Why could learning and literacy be considered very closely related?
    3. Why is learning, which takes no account of literacy, never going to be better than poor teaching?
    4. What role can language play in the development of children’s learning?
    5. Why might specialist language be critical to securing a teacher’s long-term subject confidence?
    6. How could literacy link to your subject?
    7. How well do you know your students’ literacy levels/reading ages?
    8. Is there an expectation that every child has a reading book?
    9. Is there an expectation that every teacher shares ‘what I’m reading?’ with their students?
    10. What opportunities do you give for extended pieces of writing in your subject?
    11. Do you model written answers with your students? When and how do you do this?
    12. Which aspects of writing help your students to be clear communicators?
    13. How might classroom displays support literacy?
    14. How might visual images improve students’ writing?
    15. What obstacles to teaching reading, writing, speaking and listening in your subject, do students face?
    16. Why is it critical to a student’s self-esteem, that they are protected from failing, particularly if they are reluctant learners?
    17. If students are reluctant, at what point should the teacher step back?
    18. How could you encourage students to take inspiration from great writers?
    19. How should assessment in your subject link to literacy? What do you currently do? What’s missing?
    20. As a teacher, what are your own literacy areas for development?

    We are all teachers of literacy.

    Reading Games Lesson Plan

    Reading Games Lesson Plan: Long Vowel Phonemes - 'ou' Interactive Whiteboard Lesson Plan Overview
    • Click and drag the long vowel ou sound to make new words
    • Click the instruction box for the next word, or to make Mango go flying with her friends
    • Continue clicking and dragging the ou sounds until the reading game is complete
    Context of Lesson

    To make ou words by clicking and dragging the ou sound

    Resources Required

    Interactive whiteboard, individual whiteboards and pens (or paper and pencils), small card (A4 pdf) with the ou sound on it, small picture card (A4 pdf) of a house, list of words (A4 pdf) from the reading game, prepared homework literacy worksheet (A4 pdf)

    Learning Objectives
    • To recognise, read and spell words constructed with the long vowel ou sound
    • Identify the constituent parts of the two-syllable and three-syllable words to support the application of phonic knowledge and skills
    Using the Reading Game
    • Teacher to hold up the small card with the ou sound on it and explain that when 'o' and 'u' stand near to each other in a word, they make just one sound and not two.
    • Teacher to show the picture card of the house and ask pupils to generate some words that sound the same.
    • Teacher to add the ou words generated to a list on the whiteboard - any words with the ow sound should be added to a cluster of their own on the far side of the whiteboard - explain that these ow words sound the same but are spelt differently.
    • Teacher to load the interactive reading game Long Vowel Phonemes: Making Words with the ou Sound on to the interactive whiteboard. Discuss the characters and what might they be up to.
    • Teacher to read the on-screen instructions, model clicking and dragging, plus saying the completed ou word.
    • For additional fun, teacher to point out the height meter in the top right hand corner of the reading game - how high can Mango and her friends go?
    • Select pupils to come to the interactive whiteboard to click and drag the ou sounds or to click the instructions box to go flying. Involve as many pupils as possible and encourage the whole class to participate when sounding out the newly formed ou words.
    • Play the game more than once to ensure as many pupils as possible can have a go.
    • Teacher to cover the list of words generated at the start of the literacy lesson. Teacher to hand out the individual whiteboards and pens and ask pupils to write two ou words from the reading game that they can remember.
    • Teacher assistant should work with less able, acting as a scribe if necessary and encouraging ideas.
    • Allow a few moments for this activity and then select pupils from different ability groups to read out a word they have written. Check the spelling and list on the whiteboard. When six words have been given uncover the list of ou words from the start of the lesson. Compare the new ou word list with the earlier one - how does it compare, what new ou words have we learnt?
    • PLENARY: Ask pupils to think of some new ou words that were NOT in the reading game, then ask the pupils to make a long sentence using these ou words. Teacher to scribe the sentence on the whiteboard and read with the whole class.
    Literacy Homework

    On the prepared literacy homework sheet. pupils to continue work from the plenary by using as many of the given ou words as possible in a long sentence, e.g. The mouse in the house found a stout scout and a pouch on the couch. Pupils to illustrate their sentence.
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    Individual Computer / Computer Suite Lesson Plan Overview
    • Click and drag the long vowel ou sound to make new words
    • Click the instruction box for the next word, or to make Mango go flying with her friends
    • Continue clicking and dragging the ou sounds until the reading game is complete
    Context of Lesson

    To make ou words by clicking and dragging the ou sound

    Resources Required Learning Objectives
    • To recognise, read and spell words constructed with the long vowel ou sound
    • Identify the constituent parts of the two-syllable and three-syllable words to support the application of phonic knowledge and skills
    Using the Reading Game
    • Teacher to load the interactive reading game Long Vowel Phonemes: Making Words with the ou Sound on to the computer suite's / lab's interactive whiteboard.
    • Teacher to explain that the pupils are going to help Mango the parrot, but in order to do so, they must know lots of words that sound like - teacher to hold up picture card of a house.
    • Can the class think of any words that sound like house? Allow a few moments to generate some ou words then read the on-screen instructions.
    • Teacher to model clicking and dragging the ou sound to form new words, ensuring that each new ou word is sounded out as it is blended.
    • For extra fun, teacher could point out the height meter in the top right hand corner of the game - how high can Mango go this time?
    • Pupils to work in pairs. before they play the game teacher to hand out picture cards of a house and explain that once they have finished playing the reading game they must hold up their picture card and then move to a drawing programme to draw a picture of a house.
    • While pupils are playing, teacher and teaching assistant should move around all computers to monitor and assist, especially when accessing the drawing programme.
    • Completed pictures should be printed for display or saved on file. Those not finished could be saved for completion at a later time.
    • PLENARY: Teacher to ask pupils to say some ou words that they can remember from the reading game and scribe these on to the lab's whiteboard. Teacher to show the class the enlarged words from the game (house. cloud. mouth. sound. shout. found. about. round. spout ), how many of these words did we remember?
    Literacy Homework

    On the prepared homework literacy worksheet. pupils to choose and copy three of the ou words given, then add three new ou words that aren't given.
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    Making words with the ou sound

    Help Mango go flying with her friends by clicking and dragging the ou sounds to make words.