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1. Understand the
concept that real objects can be represented |
- Pictorially on paper
- Pictorially on paper in a variety of ways
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Size
- Colour
- Black and white (outline drawing)
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2. Understand the
concept of different with realia
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3. Understand the
concept of same/different with |
- Real objects
- Pictures
- Geometric symbols
- Pseudo letters
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4. Understand the
concept of left-right directionality with |
- Pictures (of objects)
- Picture stories
- Geometric symbols
- Pseudo letters
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5. Understand the
concept of top-down directionality with |
- Pictures (of objects)
- Picture stories
- Geometric symbols
- Pseudo letters
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6. Understand the
concept of left-right, top-down directionality using lower
case letters
7. Identify letters of
the alphabet from memory, using lower case letters
8. Identify the
letters of the alphabet by name, using upper and lower case letters.
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Match |
- Picture to realia
- Pictures of various sizes and/or colours
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Point to / arrange in order the correct item(s) as
visual and/or oral stimulus is given, showing |
- Same / different
- Left-right directionality
- Top_down directionality
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Recognize / point to and recite the alphabet by
rote memory. Read lower case letter names in isolation from memory, in the
following order: |
| Small letters |
- Straight l,v,w,x,z
- Circular o,a,c,e,s
- Combined r,n,m,u
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| Tall letters |
- Straight l,t,k
- Circular b,d
- Combined h,f
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Letters extending below the line |
- Straight y
- Circular p,g
- Combined j,q
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Match letters that are the same or different in the same
order as above.
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Match lower to upper case letters by using the
letter names in the following order : |
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Straight strokes E, F,H,I,L,T
Slant strokes
A,K,M,N,V,W,X,Y
Circular strokes C,G,J,O,Q,U,S |
Read upper case letters by name.
Recognize letters in different fonts. |
Instructions are given with gestures and visual clues.
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Context strongly supports the utterance, It is
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- Clear
- Functional
- Personally relevant
- Predictable
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Visuals should be |
- Large
- Clear
- Uncluttered
- Realistic
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Oral/aural must be well developed by the teacher
in order to ensure the learner's success.
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Learners |
- May not necessarily transfer what they may
already know in their first language to what is learned in English
- May have difficulty with a concept because
they have not learned the concept in L1.
- Need a lot of repetition to promote adequate
learning
- May lack ability to check and note own errors
- May become easily frustrated if tasks are not
appropriate and achievable at their level.
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Text |
- Is clear, easy to read with a lot of white
space
- Is printed or produced on the computer
- Has a consistent font so that significant
features of the letters a, g, q, t, and y, are recognizable.
- Has a large font which may slowly be decreased
over time to 18 pt.
- Is not cluttered
- A small number of items (3-6)
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