Teacher's Guide - Letterland

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© Letterland International Limited. All rights reserved.Step-by-StepWeekly ActivitiesEach Unit in this Teacher’s Guide followsthe same five day plan. The activities for eachday of this plan are described in detail below.Activities are provided for three classroomsettings: Whole Class, Small Group andIndependent/Partner. In addition to classroomactivities, homework activities are included foreach day (p 28).You may decide to use all these settings andactivities in your classroom or you may choosethose that best suit your children and yourclassroom set up.To become familiar with all these options, wesuggest you read through this section beforebeginning the Units. Once you have begun theUnits, you may find it helpful to refer to portionsof this section from time to time.DAY 1Overview of Day 1Whole Group• Review phonic concepts• Introduce new concepts on thepocket chart• Beyond ABC book (for some lessons)• Live Reading• Word Detectives• Read Word CardsSmall Group• Teacher builds words for reading• New Tricky Words and StoryWords• Read the Student ListIndependent/Partner• Write New Words and sentences,highlight, and read to partnerWhole Class – Day 1Setting In most classrooms, the teacher will wantto teach the Units in sequence to all the students inthe class. Even if you have some small groups ofstudents working in earlier or more advancedunits, all of your children will benefit from theexposure to and participation in the whole classlesson The whole class lesson is designed forabout 30 minutes on Day 1 and about 20 minuteson Days 2-5.Phonic concept reviewMaterials Picture Code Cards (PCCs) These areintroduced or featured in the Unit just previous tothe current one.Procedures• Ask children to tell the sound and retell theLetterland story that explains the sound.• Specific directions are provided in each Unit.What is the purpose of this activity?• This review of phonic concepts is meant to be aquick refresher on the patterns taught in theprevious Unit. On Day 2, 3, and 4 there is amore thorough review of letter sounds andpatterns from several previous Units. Because ofthe extent of activities on Day 1, there is limitedtime for review. This brief review is importantas it will often help build a link with newconcepts to be taught in the current Unit.Introduce concepts on thepocket chartMaterials Picture Code Cards These are listed atthe beginning of the activity (In some Units, youwill also use the illustrated book, Beyond ABC,and/or the Blends and Digraphs Songs CD.)Procedures• Within the Unit pages you will find specificinstructions for using the above materials toexplain the Letterland story or ‘phonic fable’ thathelps children understand and remember thesounds being taught.• After sharing the story you will use the PCCs tomake a few words on the pocket chart for thechildren to decode. The PCCs needed and thewords to make are listed in each Unit.7
© Letterland International Limited. All rights reserved.spell the listed words, one per child. Then line upthe children with the letters in the first wordfacing the class holding their PCCs for all to see.• Stand behind the ‘Letterlanders’ (the childrenholding the PCCs). They make their lettersounds in sequence as you tap each one’sshoulder.• In this part of the lesson and in a number of otherUnit activities, children use various multisensorystrategies to help them blend words for reading.These strategies include the Rollercoaster(blending sounds as your right hand slides downyour left arm) and Finger Sounding (children usetheir fingers to represent sounds). These methodsare described in detail in the Teaching Strategiessection (Roller-Coaster, p 34; Finger-Sounding,p 34).• Variations To add some variety and to providethe best focus on a particular concept, someUnits may call for you to introduce the newconcepts with Live Reading (usually the nextstep below) or with Live Spelling (usually doneon Day 2).What is the purpose of this activity?• Using the Picture Code Cards on the pocketchart is an excellent way to focus children’sattention on the phonic concept and the phonicfable in a calm, quiet setting. It is a briefintroduction that usually sets the scene for themore active Live Reading activity that follows it.Children have the opportunity to listen carefullyto the new ideas that they will be using the restof the week in reading and spelling activities.Live ReadingMaterials Picture Code Cards listed at thebeginning of the activity, and a Reading Directionsign (Appendix). On occasion props for theLetterlanders such as a hat for Harry Hat will belisted (Costumes and Props, Appendix).Procedures• In Live Reading, children get a chance to be theLetterlanders. You distribute the PCCs needed toLive Reading• Arrange children holding PCCs toform the word.• The children holding the PCCsmake their sounds in order.• The other children Finger Soundor Rollercoaster blend the word:/r/ /u/ /n/, run.• You or one of the children saythe word in a sentence.• Build the next word.• Next hold your hand over each Letterlander asthe class Finger-Sounds the word.• Then sweep your hand above the Letterlanders asthe class blends the sounds to make a word. It isa good idea to say a brief sentence with the wordat this point to make sure everyone understandsthe word.• In many lessons, you will then change only oneor two letters by letting other children with PCCsswap places to make the new word.• Children continue to use their multisensoryblending strategies to sound out the words.What is the purpose of this activity?• In Live Reading children use their imaginationsto actively play at the process of making words,changing words, and acting out the ‘phonicfables’ that support their reading and spellingdevelopment.8
Page 1 and 2: Teacher’s GuideStep-by-StepGRADE
Page 3 and 4: © Letterland International Limited
Page 5 and 6: Sample PagesPage 3Five Day Unit Pla
Page 11: Sample PagesPages 7-13Step-by-Step
Page 19 and 20: Sample PagesPages 28-29Homework Act
Page 21 and 22: • Assignment Children write five
Page 29 and 30: Sample PagesPages 102-104Unit 16: M
Page 31 and 32: Day 1You will need Picture Code Car
Page 33 and 34: Sample PagesPages 146-148Unit 36: o
Page 35: © Letterland International Limited

Teacher's Guide - Letterland

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