sophie wang's literacy foundations book 5 - sample
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Sophie Wangs
BOOK FIVE
Safety & HealthCalling 911
Canadian LawRoad Signs
Series
FOUNDATIONLITERACY
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Copyright NoticeCopyright 2011 Canadian Resources for ESL All rights reserved.
All rights reserved. This book may not be reproduced, in whole or in part, in any form or by any means elec-tronic or mechanical, including photocopying, recording, or by any information storage and retrieval systemnow known or hereafter invented, without permission from the publisher, Canadian Resources for ESL/ ESLResources.
This book may be photocopied in part under the following conditions:
1. Purchasing Teacher (One Teacher Permission)A purchasing teacher is granted permission to photocopy this book foruse by his/her ESL/literacy studentsonly (not for education students). You can be an itinerant teacher at several sites or based at one site.Photocopies are not for resale.
2. Purchasing School/Address (One Address Permission)Photocopy permission for one address. The photocopies are forESL/literacy students (not for educationstudents)attending classes at the purchasing address only. If these books will service more than oneaddress you will need to purchase additional books, one book for each address, or one book for each itiner-ant teacher. Photocopies are not for resale.
FAQQ: Can I make a copy for a teacher so she can photocopy from the photocopy for her students?A: Photocopying from a photocopy of this book is known as a pirate copy and is illegal. Isnt it better just topurchase the book with photocopy permission for less than $50?Q: Can I borrow this book from a resource centre or library, then photocopy it?A: No, that would be copyright violation. You only get a photocopy license if you purchase the book or yourschool has purchased site photocopy permission.
Printed in Canada
Canadian Resources for ESL15 Ravina Crescent Toronto Ontario Canada M4J 3L9
tel 416-466-7875 toll free 866-833-9485fax 416-466-4383 toll free fax 888-342-7657www.eslresources.com email thane@eslresources.com
ISBN 978-1-894799-76-8
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Books by Sophie Wang
Sophie Wangs Phonics For Adult ESL StudentsISBN 978-1-894799-67-6
Sophie Wangs Literacy Foundation Series
Literacy Foundations - Book OneHousing - Housing and AddressFamily - Family and Family TreeISBN 978-1-894799-72-0
Literacy Foundations - Book TwoMedia and Communication MediaEducation In the ClassroomISBN 978-1-894799-73-7
Literacy Foundations - Book ThreeTransportation - VehiclesCommercial Services - ShoppingISBN 978-1-894799-74-4
Literacy Foundations - Book FourCanada - In The Park
Employment - JobsISBN 978-1-894799-75-1
Literacy Foundations - Book FiveSafety & Health - Calling 911Canadian Law - Road SignsISBN 978-1-894799-76-8
Literacy Foundations - Book SixGovernment Services - RecyclingLeisure - Leisure ActivitiesISBN 978-1-894799-77-5
www.eslresources.com
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Introduction
The illiterate of the 21st century will not be those who cannot read and write, butthose who cannotlearn, unlearn, and relearn. - Alvin Toffler
Foundation Phase of literacy (Canadian Language Benchmarks 2000: ESL for Literacy Learners) ischallenging for both students and instructors. Often these students and instructors face a multi-levelgroup containing Literacy Phase I/II students or even more advanced levels. In this situation thestudents may achieve some progress through activities in isolation that focus on reading readinessconcepts or basic mechanics of writing, but it would be better if they were working on the theme thattheir peers are working on. Materials in context keep adult learners interested, and motivates themduring the sometimes intimidating learning process. There are more than 400 worksheets in thisseries that cover 12 themes of interest to adult ESL learners (see Theme Index).
Three general principles are followed in this book:
Learning for Real Effective Repetition Multi-Level Reality
Learning for RealReal-life application of what is learned in the classroom can work as fuel for Foundation students tocome to school eagerly every day especially when they are busy with life or the weather is harsh.After all, they have lived their life without school, so some strong motivation is needed to encouragethem to make the effort of being an adult student. Therefore, a valid social function of the materialintroduced in class is crucial when developing lesson plans.
The classic themes of survival English are always needed, such as names, address, health card etc.Also, the more the instructor knows about her students, more relevant topics may emerge. I had astudent who was a stay-at-home mom of three young children. She was not keen to learn aboutailments or traffic signs as her husband drove her everywhere and would go to the doctors office
with her. However, she did grocery shopping on her own. One day, she asked me during the break,Teacher, I buy food. I dont know. I realized she could not understand what the cashier asked herat the check-out. Nowadays, plastic bags are optional at the check-out and the cashier usually askswhether one is needed. When I was explaining it to her, she asked me to write box and bag onthe board and then she copied them down in her notebook. I was certain that she would practiseafter class so that next time she would be able to answer the cashiers question. For me, I got mynext days topic for the shared reading.
The first half hour of a literacy class can be devoted to a shared reading that ties in with listeningand speaking. I usually write a 2-4 sentence dialogue on the board, which is generated fromstudents life experience or current school activities. For example:
A: Do you need a bag?B: No, thanks.
Depending on their level, Foundation students may get a worksheet to trace/copy part of thedialogue. Once they are finished and the written work gets checked, they will practise the dialoguewith a partner. When the students understand that they are studying something that can be appliedright after school or the next day, they are more engaged in the whole learning process. The 12 unitsin this series are based on themes related to adult ESL students daily life.
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Effective Repetition
Cognitive neuroscience research has discovered three crucial memory enhancement processes thatinfluence the establishment of long-term memory: repetition of the procedure or information (Squire& Kandel, 2000), excitation at the time of learning (Phelps, 2006) and association of reward with thematerial to be learned (Wise, 2004). Even if the students are highly interested in the contextualizedmaterials for the early stage literacy skills (see Appendix A: Foundation Literacy Skills Assessment)the process requires repetition for retention. This can be as simple as copying a name/telephonenumber on each worksheet until the information can be recalled from memory or number dictation
on a sample calendar (see Appendix D). At the same time, some challenging short-term memoryexercises can make the repetition more exciting.
After the shared reading, short-term memory exercises are always welcomed by Foundationstudents. I erase the board but leave on the focused word for the day, in this case bag. I start byasking a student, whom I expect to be able to answer, How do you spell bag?. Assuming How doyou spell? is one of the sentences that has been taught. A chain drill can go around the class. Atfirst the students read the letters and spell the word. Then the first letter gets erased and replacedwith a line as a reminder, and the same chain drill takes place. There is a feeling of fulfillment asstudents go through the process from bag to _ a g to _ _ g to _ _ _. Later on, when the literacystudents are ready to take on a sentence level exercise, words in the focused structure of the
dialogue can be replaced with lines as a variation of this activity:
Students need to get familiar with regular classroom activities, including matching, underlining,crossing out, circling, checking boxes, sequencing, filling in blanks and playing different board orcard games with classmates. The activities in this series have a structured format and are repeatedin most of the units. The activities focus on the literacy skills of Foundation Phase (see LiteracyCompetency Index). In this way, both classroom routine activities and literacy skills are exercised
and spiralled in each unit.
To help the information sink in without boring the students, a variety of activities which addressdifferent learning styles make the repetition more exciting and effective. The activities in this seriescover all seven original multiple intelligences (Howard Gardner, 1983) including spatial, linguistic,logical, kinaesthetic, musical, interpersonal and intrapersonal so that the students can approach theliteracy skills from different angles. For example, when introducing the concept of pattern with class-room objects (see Book 2 In the Classroom, Finishing The Patterns), the teacher may use soundassociated with these objects, such as crumpling a paper, erasing with an eraser, snapping closed abinder and tapping a pencil. These sounds help students understand what a pattern means in musicand is a different way to express a pattern other than pictures. There are more and more resources
of sound online if internet access is not an issue at your school. Music that can be integrated into aFoundation lesson can be the change of pitch, volume or pace. For example, loud/soft sound ofdental drill, fast/slow rhythm of hand saw can always be universally understood by Foundationstudents from different backgrounds for the theme Jobs.
Multi-Level Class Reality
Even if the literacy students are lucky enough to have a separate class for their own, instead ofworking with CLB 1 or 2 groups, the Foundation students skill-sets can still be distinctive enough to
A:Doyouneeda__?B:No,thanks. A:Do___needa___?B: No, thanks. A:__ __needa__?B: No, thanks.
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create a challenge for the instructor. One way to deal with the situation is to present tasks that all theliteracy students can do, such as signing in for attendance or organizing a binder etc. To encouragestudents to come to school regularly, a large weekly calendar with a class list hung in front of theclassroom is very helpful (see Appendix E). The month, week, days and dates can be made replace-able with either magnets or Velcro. Before the class starts, the students go and check their ownattendance under the date. However, no comments on punctuality or attendance should be made asthe students all have commitments as adults and may not be able to make it even though they havemade every effort to come to school on time and as often as they can.
A way to handle a multi-level literacy group is to have a little application of operation research withsome prep. With the shared reading dialogue written on lined paper (see the last 2 worksheets ineach unit) with pencil, I am ready for my three groups. The Foundation Phase student can trace witha marker; Phase I students always enjoy copying on lined paper; the non-Roman alphabet ESLlearner usually can finish copying in a fraction of time of the others and then she has the opportunityto practise pronunciation with me, which gets her prepared for the following pair work.
To ease the rush in a multi-level literacy class, students may get different tasks during the sameactivity. For example, when the teacher dictates a simple story Grandpa is 60 years old. (see BookOne - Family Tree), the pre-literate students may choose the correct picture from the flash cards,and the non-Roman alphabet ESL learners may make notes about the figure on lined paper. When
taking up the activity, the teacher asks the Flash Card group to hold up the picture while the othergroup reads the numbers. Then the teacher can reconstruct the sentence drawn from both answersas a review. For example, Grandpa is 60 years old.
Flash cards make a multi-level class come alive. Flash cards have become literacy classroomstaples and there are over 60 flash cards included in this series. Besides the traditional flashingtechnique, they can be used in more activities and be part of the effective repetition spiral in alesson. Some of them can be individual activities while the others can be a race against the clock, atimed activity, or a team competition, if the students like that kind of pressure. More importantly, thestudents should be able to take their time and enjoy the process. See Table 1 for a list of flash cardactivities suitable in a Foundation class.
Sophie Wang
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Table 1 - Foundation Flash Card Activities
Activities Instructions
Back and Forth It is useful to practise numbers. Students sequence number cards 1-6 and
flash cards in response to what the teacher says. Then the teacher calls out
a number and each student holds up their card or says what is in the
picture.
Charades Students take turns coming to the front. The teacher shows him/her a flash
card. The student acts out what is in the picture. The rest of the group
guess which card he/she is mimicking.
Colouring Colouring flash cards not only exercises motor skills, but the teacher ends
up with coloured cards ready to be posted on the bulletin board.
Dictate Pic-
Cloze
Display flash cards on the teachers desk. Students work in pairs. One
student comes to the desk, memorizes the sequence of the picture, then re-
turns to his/her partner and tells them the sequence. His partner organizes
their copies of flash cards or chooses the right picture on a worksheet (see
Appendix F for a blank dictate-cloze sheet).
Jigsaw Cut the flash cards into 2-4 pieces and ask students to put them back
together (see Appendix C for a Jigsaw Puzzle Template).
Memory 1 Display one set of flash cards on the desk, side by side, face down. In a
nearby area, display another set of cards, side by side, also face down.
Students take turns flipping over one card from each group. If they are the
same, the student keeps both cards. If not, he/she puts them back face
down. The game ends when all the cards are collected by students. The
one with most cards wins.
Memory 2 Place the flash cards of your choice on desks. Give the students a minute
or two to memorize all the cards. Cover the cards and see how many they
can remember.
Memory 3 Place the flash cards on desks. Give the students a minute or two to
memorize all the cards. Cover all the flash cards with a flipchart paper and
then remove one. Students have to figure out which one is removed.
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Table 1 Continued - Foundation Flash Card Activities
Puzzle
Grouping
Cut each flash card into 2-4 pieces and hand them out to your students.
The students who hold the matched two pieces become partners working
in a pair/group activity.
Revealing Cover a flash card with a piece of paper and slowly reveal it until thestudents have guessed what picture it is.
Short-memory
Flashback
Put 4 cards on the whiteboard and draw a grid around them. The teacher
points to the cards in turn and the students say what is in the picture.
Repeat this procedure a few times and then cover or remove the first card.
Point to the blank grid and encourage the students to say the word of the
removed flash card. Then finish reading every grid. Put the first one back
in the grid and remove the second one. When the students are ready, the
teacher can either remove more than one card at a time or hold cards in
front of the empty grid asking the students to respond Yes or if the card
is the correct one.
Snap Shuffle two or three sets of the same flash cards and hand them out to
students. They take turns drawing a card from their hand, saying what is
on the card and then placing it in the middle of the desk. If a player draws
a card the same as the previous one, the first player who shouts Snap!
wins all the cards in the middle pile. The winner is the player who has all
the cards.
Stop the Rod Put a group of flash cards in a line on the whiteboard. Move a rod along
the cards and give a clue to indicate a flash card. The clue can be as easy
as showing another flash card that is same as one of those on the board.
Students say Yes or Stop when the rod is above the correct flash card.
Another way is for the teacher to give the students a verbal clue. For
example, she tells the students to say Stop or Yes when the rod is
above a triangle shape. Once the procedures are familiar, a student cancome to the front to move the rod.
Story
Sequencing
Each student gets a card. The class listens to the teacher tell the story.
Students put their picture onto to the whiteboard in the proper sequence.
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ThemeInd
ex
Book
Themes
UnitTopics
Reading
Writing
1
Housing
Address
A,D,R,E,S
A,D,R,E,S
1
FamilyLife
FamilyTree
d,m,n,o,s
dad,mom,son
d,m,n,mom,son
2
Mediaand
Communications
Media
T,V,N,E,W,S
TV,NEWS
K,V,W,TV
2
Education
IntheClassroom
Y,e,s,N,o
Yes,No
Y,N,Yes,No
3
Transportation
Vehicles
s,u,b,k,y
BUS
k,u,y,B,BUS,
bike
3
Commercia
lServices
Shopping
b,x,g,a,o
b,x,
bag,box
4
Canada
InaPark
l,t,i,p,r,
goose,maple,loon,lily
l,t,i,p,r
loon
4
Employmen
t
Jobs
d,r,iv,e,
d,v,driver,part
time
5
HealthandSafety
Calling911
a,c,e,o,s
digits0-9
a,c,e,o,s,fire
5
CanadianL
aw
RoadSigns
shapes
H,S,T,P,STOP
6
Governmen
tandCommunityServices
Recycling
j,a,r,c,n
jar
J,j,c,jar,can
6
Leisure
LeisureActivities
z,q,h,k,i
zoo,hiking
h,z,q,zoo,
hiking,quiet
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Alph
abetIndexUpperC
ase
*Readingonly
StraightStroke
SlantStroke
CircularSt
roke
Combin
edStroke
E:Book1(ADDRESS)
F:Book5*
H:Book5(RoadSignH)
I:Book4*
Book6*
L:Book4*
T:Book5(STOP)
Book2(TV)
A:Book1(ADDRESS)
K:Book2(BOOKS)
M:Book1*
N:Book2(No)
V:Book2(TV)
W:Book2(NEW
S)
X:Book3*
Y:Book2(Yes)
Z:Book6*
C:Book6*
G:Book3*
J:Book6(J
ane,John)
O:Book5(S
TOP)
Q:Book6*
U:Book3(B
US)
S:Book5(S
TOP)
Book1(ADDRESS)
Book3(BUS)
B:Book
3(BUS)
D:Book
1(ADDRESS)
P:Book
5(STOP)
R:Book
1(ADDRESS)
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AlphabetIndexLowerC
ase
Sm
allL
etters
TallL
ette
rs
TailL
etters
Straight
i:Book4(lily)
v:B
ook4(driver)
w:*
Book2
x:B
ook3(box)
z:B
ook6(zoo)
l:Book4(m
aple)
t:Book4(t
rillium)
k:Book3(b
ike)
y:Book3(subway)
Circular
o:B
ook1(son),Book5(poison),Book2(No)
a:B
ook5(accident)
c:B
ook6(can),Book5(accident)
e:B
ook5(accident),Book2(Yes)
s:B
ook1(son),Book5(poison),Book2(Yes)
b:Book3(b
ox)
d:Book4(d
octor),Book1(dad)
p:Book4(maple)
g:Book3(bag)
Combined
r:B
ook4(beaver)
n:B
ook1(son)
m:B
ook1(mom)
u:B
ook3(bus,subway)
h:Book6(h
iking),Book1(house)
f:Book5(f
ire)
j:Book6(jar)
q:Book6(quiet)
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Activity Sheets
Safety and Health Calling 911
Dialogue 2
Look and Discuss 3
Circle The Picture That Is The Same 4
Cross Out The Picture That Is Different 5
Cut Out The Puzzle 6
Count The Letters 7
Circle The Same Letter 8
Draw Lines To Match The Letters 9
Trace 10
Circle The Letter That Is In The Same Position 11
Trace and Copy f 12
Trace and Copy fire 13
Connect The Dots 14
Colour The Number 911 15
Circle The 911s 16
911 Word Search 17
Cut, Listen and Sequence 18
Circle The Group That Has More Pictures 19
Listen and Circle 20
Cut and Match 21
Story Sequencing Worksheet 1 22
Story Sequencing Worksheet 2 23
Story Sequencing Instructions 24
Role Play: Calling 911 25
Role Play Tag 26
Flashcards 27-34
Writing Worksheets 35-36
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Activity Sheets
Canadian Law Road SignsDialogue 38
Listen , Colour and Discuss 39
Circle The Shape That Is The Same 40
Circle The Same Shape 41
Patterns, Cut and Glue 42
Match, Cut And Glue 43
Trace, Cut And Match 44
Circle The Same Road Sign 45
Listen and Circle 46
Draw Lines To Match The Pictures 47
Patterns, Cut and Glue 48
Trace H 49
Circle The Same Letter 50
Trace and Copy S 51
Trace T 52
Domino Tiles (1) 53
Domino Tiles (2) 54
Domino Tiles (3) 55
Domino Tiles (4) 56
Domino Tiles (5) 57
Domino Tiles (6) 58
Domino Tiles (7) 59
Domino Game Instructions 60
Flash Cards 61-65
Writing Worksheets 66-67
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Appendices 68
A - 1 Foundation Literacy Skills AssessmentReading 69
A - 2 Foundation Literacy Skills AssessmentWriting 70
A - 3 Foundation Literacy Skills AssessmentPre-numeracy 71
B - Blank Memory Game Cards 72
C - Jigsaw Puzzle Template 73
D - Sample Calendar for Number Dictation 74
E - Attendance Sheet 75
F - Dictate-cloze Blank Sheet 76
References 77
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Canadian Resources for ESL www.eslresources.com 1-866-833-9485
1Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Safety and HealthCalling 911
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Canadian Resources for ESL www.eslresources.com 1-866-833-9485
2 Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Listen to the dialogue. Who is calling 911?
(phone rings)
Operator: 911. Whats the emergency?
Caller: Fire!
Operator: Where is it?
Caller: 10 King Street.
Operator: Whats your name?
Caller: Frank.
Literacy Foundation Safety and Health Calling 911
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Canadian Resources for ESL www.eslresources.com 1-866-833-9485
3Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Discuss with your group: In what situation should someone call 911?
Cut out the cards and match yours with a partners.
Literacy Foundation Safety and Health Calling 911
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Canadian Resources for ESL www.eslresources.com 1-866-833-9485
4 Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Circle the same picture.
Literacy Foundation Safety and Health Calling 911
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Canadian Resources for ESL www.eslresources.com 1-866-833-9485
5Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Cross out the picture that is different.
Literacy Foundation Safety and Health Calling 911
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Canadian Resources for ESL www.eslresources.com 1-866-833-9485
6 Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Cut out the puzzle pieces and put them back together.
fire
break-in
accident
poison
Literacy Foundation Safety and Health Calling 911
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Canadian Resources for ESL www.eslresources.com 1-866-833-9485
7Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Count how many letters there are in the words and write the number down
beside the letter.
a __ c __ e __o __ s __
fire
break-in
accident
poison
Literacy Foundation Safety and Health Calling 911
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8 Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Circle the same letter.
a e o s a
c a c s oe s a o e
o c a o e
s a s o e
Literacy Foundation Safety and Health Calling 911
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Canadian Resources for ESL www.eslresources.com 1-866-833-9485
9Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Draw lines to match the same letter.
a s
c o
ea
o c
s e
Literacy Foundation Safety and Health Calling 911
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10 Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
a a aa
Trace.
e e eeo o oo
s s ss
c c cc
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Canadian Resources for ESL www.eslresources.com 1-866-833-9485
11Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Circle the letter in the same position.
s
a
c
es
a
aa
a
c cc
c
ss
ee
ee
Literacy Foundation Safety and Health Calling 911
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Canadian Resources for ESL www.eslresources.com 1-866-833-9485
12 Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Trace and copy.
fUnderline the f.
f i r e
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13Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Trace and copy.
fireffii
rree
Literacy Foundation Safety and Health Calling 911
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14 Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Connect the dots, starting from 0.
012
3
4
6
7
89
Literacy Foundation Safety and Health Calling 911
5
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15Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Colour the number 911 red.
Draw lines to match the digits with the phone pad.
1 2 3
4 5 6
7 8 9
* 0 #
Literacy Foundation Safety and Health Calling 911
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16 Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Circle all the 911s in the picture.
911
911
941
919
911
971
119
917
911
991
911
911
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17Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
There are three 911s in the number search. Find and circle all of them.
1 3 5 8 7 9
0 9 1 1 4 5
5 3 9 9 1 7
9 1 1 2 9 2
2 9 7 5 3 63 1 9 1 1 8
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18 Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Talk about the pictures.
Cut out the cards and match yours with a partners.
Sequence the cards by listening to the teachers instructions.
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19Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Circle the group that has more pictures.
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20 Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Listen to the number your teacher says. Circle the correct number of objects.
Write the number at the bottom corner.
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21Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Cut out the pictures at the bottom of the page. Match them to the
emergencies.
1
2
3
4
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22 Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Story Sequencing Worksheet 1
Your teacher will read the story. Check the picture when you hear the word.
1
2
3
4
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23Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Story Sequencing - Worksheet 2
Cut out the pictures in Worksheet 1. Put them in sequence when your teacher
reads the story.
1
2
3
4
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24 Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Story Sequencing Instructions
1. The instructor reads short stories.
2. Students sequence the cards according to the stories.
Variation 1:
Students can glue the cards onto a flipchart paper and colour the
pictures.
Variation 2:Students tell the stories back to the teacher according to the
cards.
Sample story scripts:
1. My friend drankpoison. The ambulance is coming.
2. The house is on fire. The fire truckis coming.
3. There is a break-in in my building. The police are coming.
4. There was a caraccident. A police car is coming.
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25Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Role Play: Calling 911
Prerequisite
The students should be able to spell their own name and address.
Instructions:
1. Fold the role play tag on next page into half and place it on a desk to
represent the police station.
2. Hand out the emergency cards: fire, break-in, accident and poison. One for
each student.3. The teach or a student plays the operator. Students take turns to play the
caller describing the situation on their emergency cards.
Sample script:
(phone rings)
Operator: 911. Whats the emergency?Caller: Fire.
Operator: Where is it?
Caller: 10 King Street. (students address)
Operator: Whats your name?
Caller: Ali. (students name)
Operator: How do you spell it?
Caller: A li.
Operator: Please hold.
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26 Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Role Play Tag
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27Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Flash Card 91: Fire
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28 Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Flash Card 92: Break-in
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29Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Flash Card 93: Accident
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30 Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Flash Card 94: Poison
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31Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Flash Card 95: Police
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32 Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Flash Card 96: Police Car
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33Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Flash Card 97: Ambulance
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34 Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
Flash Card 98: Fire Truck
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35Sophie Wangs Foundations - Book Five - 911 & Road Signs 2011
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Canadian LawRoad Signs
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