Using the Lesson Planning Matrix

Integrated Lessons for Beginning Readers

Overview the five modules.

The column farthest to the left is referred to as the components of the module. Each module could be the basis for several days of lessons. All of the activities suggested for a particular module need not be completed. The activities need not be presented in the order they're listed on the matrix.

Look at the kind of information that is provided in each row.

The basis for the development of these modules is the type of reading encounter, which includes a general type of reading material and the purpose for using it. Once you've selected the reading encounter, you next select a specific reading material. Then you consider what activities will be appropriate, beginning with how you're going to engage the students with the text and motivate them to read it.

Use the modules in a mix-and-match manner to develop your own integrated lessons.

The modules have been developed so that you can read down a column and use all of the ideas listed there. HOWEVER, you can mix and match activities for a particular component. Example 1: For the component "Engagement with the text: Pre-reading," you might want to use the "Sequencing before Reading" activity noted for Module 5 with your Module 2 plan, instead of the "Making Predictions" activity that is listed for Module 2. You'll have to modify the specifics of the idea, if given, to fit your new content. Example 2: For the "Word Study" component, you might want to use the "Making Words" activity noted for Module 1 with your Module 5 plan, instead of the "Word Sort" activity that is listed for Module 5. You'll have to modify the specifics of the idea, if given, to fit your new content. Example 3: As you design your lesson and incorporate a number of components listed on the matrix, you may select some ideas from each of the five columns! The matrix was designed to have the activities logically related to a specific text selected for the reading material listed in the second component, but the matrix was meant to be used creatively by teachers as they consider the needs and abilities of their students.

Lesson Planning Matrix

Integrated Activities	Module 1	Module 2	Module 3	Module 4	Module 5
Reading Encounters	Magazines - Enjoyment	Newspapers - Enjoyment and Keeping current	Materials found at home and work- Real life reading	Student Story: Student-Dictated or Student-Written Text- Bridging the gap between the text and the reader	Timeless/Ageless Literature for children and adults- Enjoyment Poem Predictable text
Reading Material	* National Enquirer Large Print Guideposts Voices Choose an article that involves someone in a work situation	Sale Flyer Article Job Ad Ann Landers * Horoscope	Telephone Book TV Guide Recipe Bible Safety Instructions Bulletin Board Announcement * Directions at the Laundromat	About a visit or trip, about something one of the kids did, about dreams or plans, about neighbors getting along, about a favorite tv show, etc. Rather than stories, students can dictate sentences for magazine pictures the student has selected	Comic Books Children's Storybook (general or math focus) * In a Dark Dark Wood * The Doorbell Rang (Both are examples of patterned and predictable language texts.)
Material	National Enquirer	Horoscope	Directions	Student Story	Woods/Doorbell
Engagement with the text: Pre-reading	Looking at the picture and asking questions about it, questions that might be answered in the reading	Making predictions when told it will say something about money, friends, and love life (based on what is usually said in horoscopes)	Predicting questions that will be answered in the directions	Connecting what will be written/dictated to prior reading and writing/dictation done; Examples of stories by other students (Voices)	Sequencing before reading
Whole Learning Reading Activity	Listen to someone read in person; Look at the text and tell what you notice: words that begin with the same letter, words that are repeated, words that end the same, etc. Listen to the selection again, paying attention to what was "noticed"	Listen to the taped version and read along	Echo read with a tutor	Read along with an able reader - duet reading	Shared reading of very predictable text with fade-out by the teacher
Key Activity	Reading sentence captions; Matching headlines to the stories listened to; Writing better headlines	Completing sentence frame activities, e.g., My horoscope says I should ___. My horoscope says I should ___. My horoscope says I should ____. Use the sentence frames for more reading practice	Rewriting the directions into complete sentences; Rewriting to make clearer; Reading to "do" the aspects of the directions could be simulated; Writing a set of directions for someone to follow	Writing and reading of the story; re-reading for fluency; re-reading for adding details	Completing a copycat story for In a Dark Dark Wood, using the same general plot * something different seen in the box * for a setting other than the woods
Material	National Enquirer	Horoscope	Directions	Student Story	Woods/Doorbell
Word Study	Making Words (See Book A of the Literacy Resource Series) For the key word: "train" a at (bat, fat) rat ran (man, ban) rain train (grain, brain)	Tracing, Air- Writing; Copying the words onto flash cards; Making a class Word Wall	Be the Word (students arranging themselves in order, according to the sentence word held)	Basic Sight Word Learning Strategy 1) letter manip- ulation; (cutting the letters of a word apart and reconstructing the word) 2) letter stamps	Word Sorts/ Word Families using dark (adding to the students stack of word cards from other lessons) car - stop arm - sale dad - Darling kick - Darnell dinner - heart open - beans
Writing Focus	Writing a list of the words made during the Making Words activity.	Word Study activities are writing-focused (Copying the words onto flash cards)	Writing the sentence in the Be the Word activity and making key word substitutions (so as to have several sentences with the same basic structure) Other writing activities noted under Key Activity	Learners can copy the tutor's dictation in their own handwriting or use the computer for typing	The already mentioned Copycat story as the Key Activity; Construction of a blank journal with journal writing of (1) a key thought about the material read or (2) a key thought about the learning process of the activity; with either the encouragement to underline or write the first letter and draw a line for unknown words.
Material	National Enquirer	Horoscope	Directions	Student Story	Woods/Doorbell
Math Strategy	Draw a Picture: Story Problems	Use Manipulatives	Estimate	Memory Tricks	See a Pattern
Math Activity	Make sure the story used has something to do with numbers, an article for which a math story problem could be composed and drawn	Bag of blue chips and a bag of red chips How many horoscope comments were positive, how many were negative, how many more positive ones were there than negative ones More than One	Known quantity of weight compared to a bag of unknown weight 100 gram bean bag and ? bean bag: hold and estimate the weight (lot heavier; little bit heaver, same, little lighter, much lighter) Tie to amount of detergent	Just like sight words need to memorized because they're difficult to sound out, some number facts need to be memorized - but there are "tricks" to help you remember them Practice basic addition facts on the Internet.	Look at the pattern in "The Doorbell Rang" and make the same pattern beginning with a different number
Cooperative Learning Activity or Cooperative Nature of the Previously Mentioned Key Activity	The question generation activity is a group activity; one idea sparks another Other more able readers can read this article on their own with an all-class discussion at the end of class	Each person in the group has a different horoscope; combine ideas from them for the math activity	Students or groups of students exchange directions and do what the other person or group has directed and evaluate one another's directions	Individual student stories are collected into an anthology; authors can autograph their contributions in others' copies More able students take this learner's dictation as they practice their own spelling skills	Students could work in pairs to complete the activity; pairs could compare their sequencing efforts
Material	National Enquirer	Horoscope	Directions	Student Story	Woods/Doorbell
Technology Integration (as a student activity or teacher resource)	Word-focused computer programs, e.g., Word Attack 3; Triple-Play Plus	Teacher use of the Internet to locate background information horoscopes to share with students; students can be shown how to search for this info - however, they'll need a reader for assistance Use of a calendar program to chart horoscopes for an individual; can also keep track of other important things to do	Teachers sharing their lesson and student response on the ABE ListServ to share something that went well, to get feedback from other teachers about their lesson, to get lesson ideas from other teachers about using reading-for-life materials	Students can use a word-processing program to make their own personal copy of their story with the revisions for adding more detail. Read the Word Processing article by Jane Laidley. Use of clip art programs	Read "Storybook Readers" computer stories (Discis programs; Reading Magic Library; Broderbund Storybooks); adult focus - read with own children; evaluate which would be enjoyable for their children; adding an adult perspective) Web address of Reader's Theaters - plays to "perform" without memorizing
Material	National Enquirer	Horoscope	Directions	Student Story	Woods/Doorbell
Employability Skills Focus	Discuss characteristics of a good employee from the perspective of the employee, the employer, and an objective source For students having a difficult time with perspective, try reading "The True Story of the Three Little Pigs" - full of adult humor Circle words on an employment form that you CAN read Select 5 words from the form to add to work on; make word cards for them	Discuss horoscopes in terms of luck vs. hard work; discuss barriers to the good predictions in the horoscope coming true and how to minimize these barriers; relate to barriers that might keep you from being a good employee and how these might be overcome	Cooperatively getting along with others on a project as an important skills in the workplace: make the direct tie when having students work first in pairs and then give feedback as two pairs together Look at job ads in the paper and write them out in complete sentences; evaluate the skills you possess and don't possess to meet the qualifications (like evaluating the clarity of the directions) Related to directions is the use of recipes; a recipe database exists here.	Set goals, e.g., for rate of reading with repeated reading of the story and for accuracy on the 3rd or 4th reading; make the tie to setting personal goals and work goals Look at money goal: how much is earned when keeping the same job for 6 months as opposed to having 4 jobs in 6 months with days/weeks off between jobs (Also provides math practice!) Use "Project Self" lesson plan on developing a positive attitude each day, on becoming assertive, on presenting a positive image for job interview here. Job shadow: what is the pattern of the employee's day? What do you remember about the experience that was already familiar to you? What did you learn that was new? Patterned sentences could be written about the experience to compare two different job shadowing experiences Could also teach the job skill of comparing and making choices
Material	National Enquirer	Horoscope	Directions	Student Story	Woods/Doorbell
Independent Learning	Students look at the article that was read to them a final time and circle all of the words that they know	Students copy new words to learn onto their individual word walls (manila folders)	Sentence Strips (putting the cut-up phrases of the sentence into order; putting the cut-up individual words of the sentence into order - activity could be self-checking)	Stories can be reviewed and reread to open each session. If pictures are taped to a sheet of paper with the sentenced recorded below, the student can practice reading. The picture can be cut from the text and the students can match. Both activities can be self-checking.	Students can come up with their own criteria for grouping two or three of the words from their stack of word cards together.

Integrated Lesson Planning

Reading Encounters

Reading Material

Engagement with the text: Pre-reading

Whole Learning Reading Activity

Key Activity

Word Study

Writing Focus

Math Strategy

Math Activity

Cooperative Learning Activity or Cooperative Nature of the Previously Mentioned Key Activity Technology Integration (as a student activity or teacher resource) Employability Skills Focus

Independent Learning

Reading Encounter

An Integrated Lesson focusing on

Timeless/Ageless Literature for Enjoyment

Materials

In a Dark Dark Wood, a folk tale, typed on a single sheet of paper to look more adult-like. See attachment. You may want to use the actual children's text. A copy for cutting up (to use in sequencing) A copycat story, The Doorbell Rang Again based on The Doorbell Rang by Pat Hutchens. See attachment. The copycat version, The Doorbell Rang Again, was created to reflect more adult content. Job Shadowing Monologue Sentences Note cards for word activities Math manipulatives to show 1/2, 1/4, 1/6, and 1/12 (paper cut-outs or chips)

Engaging Learners

Begin by engaging students with the material through a pre-reading activity. Talk about the order of a person's day, what is done first, second, third, etc. Provide each with a section of In a Dark Dark Wood, keeping the first, second and last sections. Tell the learners that the author of this story organized these sections in a way that made sense. Get them started by sharing the first two sections. Tell them that the first section is "In a dark dark wood, there was a dark dark path." and that the second section is "And up that dark, dark path, there was a dark dark house." See if one of the members thinks his part came next. If no one is sure, have each person read his part and lay the parts out. The group works together to organize the story. Alternative: Have two sets of the cut-up story. Have pairs work together to put the sections in order. Give them a hint that the last key word in one section is one of the first key words in the next section. Even if they can't read all the words, they should be able to put the sections in order. Students could work on this activity while the teacher attends to others in the class.

Whole Learning: Experiencing the Text as a Whole

Give each the whole selection and chorally read it. As teacher, fade out when you think the students can read unassisted. If students would be embarrassed by reading aloud, the shared reading could be done individually. You could read the selection aloud, having ones who want to join in. Or members of the group could take turns reading, each reading one of the short parts.

Complete Word Study Activities

Learners will be using their individual stack of word cards. Each session the learner adds several cards to his stack, with one word printed centrally on each card. The stack for a student might include the following words: car, arm, dad, kick, dinner, open, stop, sale, Darling, Darnell, heart, beans, Kirk, dirty Have students add dark to their stack of word cards. Do Word Sort activities. Give students the following directions:
Find words in your stack that begin the same way as dark. (dad, Darling, Darnell)
Find words in your stack that have the same sound that you hear in the middle of dark. (car, arm, Darling, Darnell, heart) Notice that heart doesn't have the same spelling.
Find words that end the same way as dark. (kick, Kirk)
Find two words that describe what something looks like (dark, dirty)

Key Activity: Writing (incorporating Cooperative Learning)

Talk about the pattern of In a Dark Dark Wood. Talk about how you might make some changes but still keep the pattern of the story the same. One simple idea would be to have something different in the box. Or you could have the story begin in a meadow and use the phrase bright bright. Or the story could begin in a town and use the phrase old old. Whatever form is used, the idea is going from bigger to smaller; however, the story could be changed to go from smaller to larger. Students can work on this activity while the teacher circulates to others.

Math Activity

Tell learners about a book that has a different kind of pattern, The Doorbell Rang. Tell them to follow along in their copies while you read it through the first time. Tell them to listen for how math ideas are an important part of the pattern of the book. Read the story a second time, figuring out the math equations. See work sheet. Have the students use the manipulatives to come up with _ equals 6/12, 1/4 = 3/12, 1/6 = 2/12, and that if there are 12 people and 12 brownies, each person gets 1/12 of the pan. Ask students how many brownies would equal 1/3 of the pan. This might be a good activity for pulling in others needing work on fractions.

Technology

The Discis CDs are interactive storybooks. The reader can read, getting help when needed. There are 12 books in the series, with one interesting one being "Rotten Poems for Rotten Kids." Adult learners could evaluate whether or not they think kids might like this. Triple Play Plus is a new CD developed for ESL learners but which is good for all beginning adult readers. Some software designed for beginning readers is useful for adults to use independently. See attachment. You can download Readers' Theaters from the Internet. Some of them are written for beginning readers and some for more advanced readers. The first web address listed below provides information about Readers' Theaters while the second is an actual Readers' Theater that can be downloaded and used.

Aaron Shephard's home page; Readers on Stage is a guide to scripting, staging, and performing Readers' Theaters)
http://www.aaronshep.com/rt

The Script for Lightning Larry
http://www.aaronshep.com/rt/RTE01.html

Employability Skills

This activity presupposes that students have been involved in doing some individual job shadowing, observing a worker for the 1st hour of his/her shift. To hypothetical worker reports clarify how this activity might be used.

In the last several weeks, some of you have done some job shadowing. At our last session John talked about what he had observed as he shadowed Bill at the beginning of his shift at Greenspan, a greenhouse on the north side of town. After John's report, we wrote down four sentences about what John learned. Hand each a sheet of paper with the following information, but with a line in between each sentence.
Bill clocked in at 7:50 a.m. He was early.
Bill worked outside for an hour.
The hardest thing he did was move heavy bags.
Bill likes his job a lot. Sandy did some job shadowing this week. She spent the first hour of work with a person who works in a restaurant. Sandy's report:
"This girl I was going around with was supposed to get to work at 11 o'clock, but she didn't show up until about 11:15. Her name was Jean. The boss told her that this was the third time she'd been late. He was upset with her but let me hang around anyway. He told me to take a seat where I could watch her take orders from the customers and go back to the kitchen area. I stayed out of everyone's way. It got real busy about 11:30. She was going from one table to another and back to the kitchen and back out to the tables. She finally had a few minutes to talk to me. She said that she's been a waitress long enough to be good at remembering who ordered what but that she hates to carry heavy trays and still remembers when she dropped one. She's worked there for 5 years and said the money was pretty good. I didn't see her smile much while she was working." Students complete a four sentence summary for Jean and use the same pattern that was used to review what Bill did. See attachment. Read the sentence for Bill; then talk about what the sentence would be for Jean, making just a few changes in Bill's sentence. The report about Jean:
Jean clocked in at 11:15 a.m. She was late.
Jean worked inside the restaurant for an hour.
The hardest thing she did was carry heavy trays.
Jean likes her job a little. Write the new words on cards for the students to copy - or spell the words aloud. Students choose 2 words from the patterned sentences to add to their stack of word cards.

Paired/Independent Learning

Have students work in pairs on Word Sort Activities.

Give the following directions:


Sort through your stack of cards and find two or three words that you think go together. Show them to the other group, but don't tell them why you selected the words.


Example words: car, arm, dad, kick, dinner, open, stop, sale, Darling, Darnell, heart, beans, Kirk, dirty


See if the other pair can figure out what your two or three words have in common.

Each pair should do this two times.

Possible pairings:

arm and heart - body parts

Darling, Darnell, and Kirk - people

stop and kick - I want my kids to stop kicking each other

beans and dinner - I hate having beans for dinner; beans are something to eat for dinner

arm, beans, car, and dad - one word for each of the first four letters of the alphabet

Have students reread In a Dark Dark Wood and underline all the words they're sure they've read correctly. Have students write a hypothetical Job Shadowing summary, using some of the ideas about Bill and some of the ideas about Jean.

In a Dark Dark Wood: A Folk Tale

In a dark dark wood,
there was a dark dark path.


And up that dark dark path,
there was a dark dark house.


And in that dark dark house,
there was a dark dark stair.


And up that dark dark stair,
there was a dark dark room.


And in that dark dark room,
there was a dark dark cupboard.


And in that dark dark cupboard,
there was a dark dark box.


And in that dark dark box,
there was a....GHOST.

The Doorbell Rang Again

based on

The Doorbell Rang

by Pat Hutchins

Mike and Bill are brothers.
Mike is married to Sue.


"I've made some brownies for you to eat while you watch TV," said Sue. "Good," said Mike and Bill. "We're starving." "Share them between yourselves," said Sue. "I made plenty." "That's six each," said Mike and Bill. "They smell as good as Mom's brownies," said Mike. "No one bakes brownies like your mom," said Sue as the doorbell rang.

It was Henry and Tom from work. "Come in," said Sue. "You can share the brownies." "That's three for each," said Mike and Bill. "They smell as good as your mom's brownies," said Henry. "And look as good," said Tom. "No one bakes brownies like Mike and Bill's mom," said Sue as the doorbell rang.

It was Joe and Hank from next door. "Come in," said Sue. "You can share the brownies." "That's two each," said Mike and Bill. "They smell as good as your mom's brownies," said Joe. "And look as good," said Hank. "No one bakes brownies like Mike and Bill's mom," said Sue as the doorbell rang.

How many brownies? __ How many people? __

12 brownies divided by 2 people equals 6 brownies for each. _ = 6/12

How many brownies? 12 How many people? 4

12 brownies divided by 4 people equals 3 brownies for each. 1/4 = 3/12

How many brownies? 12 How many people? 6

12 brownies divided by 6 people equals 2 brownies each. 1/6 = 2/12

It was Pat and Dan with their four kids. "Come in," said Sue. "You can share the brownies.." "That's one each," said Mike and Bill. "They smell as good as your mom's brownies," said Pat. "And look as good," said Dan. "No one makes brownies like Mike and Bill's mom," said Sue as the doorbell rang....and rang.

"Oh dear," said Sue as everyone stared at the brownies on their plates. "Perhaps you'd better eat them before we open the door." "We'll wait," said Mike. It was Mike and Bill's Mom with a tray of brownies.

"How nice to have so many people to share them with, " said Mom. "It's a good thing I made a lot."

How many brownies? 12 How many people? 12 (6 + 2 + 4)

12 brownies divided by 12 people equals 1 brownie each. Each has 1/12.

Job Shadowing

"This girl I was going around with was supposed to get to work at 11 o'clock, but she didn't show up until about 11:15. Her name was Jean. The boss told her that this was the third time she'd been late. He was upset with her but let me hang around anyway. He told me to take a seat where I could watch her take orders from the customers and go back to the kitchen area. I stayed out of everyone's way. It got real busy about 11:30. She was going from one table to another and back to the kitchen and back out to the tables. She finally had a few minutes to talk to me. She said that she's been a waitress long enough to be good at remembering who ordered what but that she hates to carry heavy trays and still remembers when she dropped one. She's worked there for 5 years and said the money was pretty good. I didn't see her smile much while she was working."

Job Shadowing Sentences

Bill clocked in at 7:50 a.m. He was early.


_____________________________________________________________


Bill worked outside for an hour.


_____________________________________________________________


The hardest thing he did was move heavy bags.


_____________________________________________________________


_________________________________________


Bill likes his job a lot.


_____________________________________________________________


Workshop Goals

To provide a wealth of teaching ideas appropriate for beginning readers and writers. To provide a focus on integrated learning. To provide a lesson planning system, a menu of choice that encourages choosing some ideas from one module and some ideas from another as you develop specific lesson plans. To have you feel really comfortable with some of the ideas.

Goals To provide a wealth of teaching ideas appropriate for beginning readers and writers.

We hope your head will be spinning with ideas you're excited about trying.

To provide a focus on integrated learning.

One reason why these adults may not have been initially successful with school is because their learning was so fragmented. We want to tie together reading, writing, and math in an integrated lesson - with ideas for integrating cooperative learning, technology and employability skills. Based on a particular type of reading encounter, a specific material to read, and a particular math strategy, a wide variety of activities can be incorporated into lesson. Ways to engage adult learners with the text before the read Ways to help students read the text as a whole Key activities that engage the learners with the content of the text Specific word study activities Writing activities Math-related activities Cooperative learning activities Technology based activities Activities focusing on employability skills Independent learning activities

To provide a lesson planning system, a menu of choice that encourages choosing some ideas from one module and some ideas from another as you develop specific lesson plans.

Direct their attention to the matrix and the directions for using it. You can select the ideas that you like and think will work. You certainly don't have to try everything suggested today.

To feel really comfortable with some of the ideas.

Together today we'll be doing two lesson simulations. You're welcome to use them or modify them in any way.

Introduction: the first 30 minutes

Have people discuss why they're there. What are the particular difficulties they have with working with beginning readers. Share our goals for the workshop. Discuss the match between our goals and their reasons for being here. Overview the day's agenda

Leader Agenda

General Materials

All the materials for each module are in the Movable Feast Box. Take a copy of the Literacy Resource Series: Strategies for Adult Learners to show.

The Simulations

Plan to actually do the activities as if the participants are adult learners. For various activities, only some of the group might be involved with the others observing. Step in and out of actually doing the activity "debriefing" as you go through the activity. Conclusion: the last 30 minutes Give participants the blank chart with the components listed. Have them develop an integrated teaching lesson. They may want to base it on a mixing and matching of ideas already presented in the matrix. They may want to enhance something they're already doing, looking at ways to extend the learning experience for the student.

Technology Focus: Lab Time

This is a time for participants to "play" at the computer, checking out Internet addresses, reviewing software, etc. Kim has a technology section in the box

Closing

Discuss with the participants whether or not goals for the workshop have been met. Complete evaluations.

Directions for Simulation: Module 5
Literature for Enjoyment

Reading Encounter

An Integrated Lesson focusing on
Timeless/Ageless Literature for Enjoyment

Set the stage for the simulation.

This simulation has been designed for use with readers who are basically non-readers. They've been coming for several sessions and they begun to create a stack of word cards to learn. They're starting to build a sight vocabulary. There's no way of getting around the need to spend some small group time with these learners. These are ideas that a tutor could use, that a classroom aide could use with a small group, or that a teacher could use, circulating between this group of low-level learners and the rest of the students in the class. As we go through this simulation, I'll mention how you might incorporate independent learning as an aspect of some of the activities. You won't have time to work solely with this group.

This simulation used timeless/ageless literature as one type of reading encounter that is appropriate for adults. Both of the materials in this lesson are published children's books. The first, In a Dark Dark Wood is being used with the content in tact. However, it has been typed on a single sheet of paper to look more adult-like. You may want to use the actual children's text. A copycat story, to reflect more adult content, has been created based on The Doorbell Rang by Pat Hutchens. The copycat book is named The Doorbell Rang Again.

Materials

In participants' packets:

Copy of In a Dark Dark Wood

Copy of When the Doorbell Rang

Job Shadowing Sentences

In the box of materials for workshop use:

4 cut-up copies of In a Dark Dark Wood 5 copies of In a Dark Dark Wood Paper for writing Copycat Stories - enough for all Job Shadowing monologue 5 copies of Job Shadowing Sentences 5 sets of 14 note cards for the word study activity 5 blank cards for adding dark (x3 for the three feasts) 10 blank note cards for adding job words (x3 for the three feasts) Books: In a Dark Dark Wood and The Doorbell Rang Math manipulatives to show 1/2, 1/4, 1/6 and 1/12 of a whole pan of brownies (5 copies) or get 60 chips, using chips to represent _ (6 chips); 1/4 (3 chips); 1/6 (2 chips) or 1/12 (1 chip)

Completing the Activities

Some of the activities have been designed to do with the whole group; others have been designed to do with a small group at a demonstration table with the others observing.

For "Engaging Learners," have 5 participants sit at a table in the from of the room. Complete the "engaging" activity with them. For "Whole Learning," have the five participants chorally read the selection, choosing one of the ways described in the participant materials. Then talk about (or perhaps do) some of the other suggested ways. For "Word Study," bring a new group down to be the demo group for this activity. Give each student his or her stack of cards and comment that these words they've studied in the past.
Have students add dark and complete the Word Sort activities.
Have these 5 keep their stack of cards and give them 2 extra cards for later use with the job shadowing activity.
(After the simulation, throw away the dark and job word cards.)
For the "Key Activity," work with the whole group. Each can do his/her own copycat story as you lead them through it. For the "Math Activity," bring up another 5 participants to the demonstration table, a number of students who need some help with fractions.

Afterwards talk about this activity as one that can bring together students with different literacy levels.
For "Technology," just talk about possibilities and the opportunities they will have to explore this during the last part of the day. Do "Employability Skills" with all the group. Those who participated in the "Word Study" demonstration should actually write their words on the cards. For "Independent Learning," have the five participants who participated in the Word Study demo come back to the demo table, bringing with them their stack of word cards plus the newly added ones from the "Employability Skills"activity. Have one person forget her cards.

Remind participants of what they had done earlier in the "Word Study" activity.
Have the students work in pairs. One pair will consist of three people with two of the persons working with the same stack of cards. Get students started on the activity; then leave them to continue on their own.

Teaching Strategies

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