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Lesson 5

Centers for All Brother Pairs

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Activity Summary

  • Student organizes all brother pair cards in the order using the MIT scratchboard (link found in Teaching Resources Additional Links) https://scratch.mit.edu/projects/398970299/ 

  • Visual Audiobook

  • Tracking Center

  • Matching Center

Grade Level & Benchmark Connection

This unit was created and intended for Grade 1-3 ELL students but can be used for all ages.

 

In terms of students' language proficiency, this lesson is ideal for students that according to the Learn Alberta ESL Benchmark are a minimum level 2 (developing) in listening, above level 1 speaking and level 0 reading and writing. See Lesson Overview to know what skills this lesson targets.

Teacher and Student Materials Needed

  • Student Consonant Book

  • Cut out consonant phoneme pictures and letters (attached in the Student Consonant Book pages 13 & 14)

  • Pocket-sized mirror for each student

  • Playdough

  • Writing Utensils 

  • Extra paper

  • Teacher Slides (found in Teacher Resources tab)

  • Visual audiobooks (Vooks website)

  • Class set of Laptops or Ipads

  • Objects and associated consonant letter and picture cards for matching. 

Lesson Overview

This lesson's goal is for students to review the previously covered brother pairs through centers. The students will be able to be exposed to phonemes in both visual and auditory forms in a multi-modal approach which offers differentiation for learners to attend to their learning needs. This includes hearing their teacher, peers, selves and in song. Visual exposure is featured in slide, tile, and book form. Students will be able to show their learning in many forms including using their books, using playdough, writing in the air, verbally communicating, drawing. and a matching worksheet.  

Language Learning Outcome

The students will learn and or demonstrate their understanding of all brother pairs through the centers.

Content Outcome

The students will learn how to use activities as methods of practicing their brother pair sounds.

mouthforms.png
mouthforms_edited.jpg
Girl with Laptop
Plasticine

p     b

t     d

k     g

f     v

th     th

s     z

sh  zh

ch  j

Table Mirror

Teaching and Learning Strategies Employed

Informed by Coelho

(2016, p. 179)

Memory Strategies

  • Recitation, repetition and organization of consonants are used as promoted by Coelho (2016).

 Cognitive Strategies

  • Neural connections are built as student analyze what their mouth is doing using mirrors and observing peers.

  • Students are also given opportunities to go outside the classroom and experience phonemes in natural settings.

  • Students use strategies like covering their ears and feeling their vocal cords to figure out what sounds are quiet and what are noisy (voiced and unvoiced) so that they can then recognize patterns and make comparisons.

Compensation Strategies

  • Students are given opportunities to develop and practice what they feel their mouth doing, this allows students to communicate their knowledge even if they cannot remember the mouth form name for example.  

Social Strategies

  • Students develop a cooperative relationship with peers through the think, pair share activity time. This balances their individual time when working on their books, tracking and looking at their mouths in the mirrors.

Affective Strategies

  • Inquiry, game and play based learning decreases student anxiety and nerves surrounding language acquisition.

Metacognitive Strategies

  • Having an individualized book allows students to also monitor their learning.

  1. The teacher will begin by reintroducing the previously covered consonant brother pairs

  2. The teacher will use the Teacher Slides to aid in this.

  3. The teacher will then hand out a student set of precut brother pairs  shuffled in a plastic bag to be organized in the following method: mouth form card, quiet phoneme, noisy phoneme​

  4. The teacher will then give students time to organize and shuffle 3 times. 

  5. Students will then have time to retrieve and review their consonant book.

  6. Then the teacher will transition into introducing the centers.

Learning & Activity Sequence

  1. The teacher will group students into three groups and send them off to their first station.

  2. Students at the Visual audiobook station will be on laptops and Ipads to watch books and they will observe phonemes in action in stories.

  3. Students at the Tracking Center will have one to one support by the teacher and will work on tracking three phoneme chains (ie. p g ch)

  4. Students at the Matching Center will be given a bucket of objects (figurines etc.) and will classify them as a group by which phoneme group (brother pair) they belong in, based upon the first sound in the word. 

  5. The students will rotate until all students have completed each center.

  1. The teacher will gather the students to the common area to share their experiences. 

Conclusion

Introduction 

Cute Girl in Classroom
Kindergarten Classroom
Teacher and Pupil
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