Adult Emergent Literacy (LESLLA) Teaching Toolkit

Have learners listen for two sounds (e.g., /s/ and /k/). Provide each group or learner with a set of pictures. Show learners the pictures and name the pictures (e.g., cat ). Learners then put the pictures under the corresponding sound (e.g., putting the cat picture under /k/). Give a few examples before learners do it on their own. Photo by Philipp Mandler on Unsplash Reference: Liden, A., Poulos, A., & Vinogradov, P. (2008). Handout from TESOL conference presentation:  Phonics and student-generated texts for emergent readers . New York City, NY.

The cup game allows learners to practice listening to beginning, middle, and end sounds without being distracted by the written form of the words. Photo by  Bru-nO on pixabay Procedure: 1. Teach learners “beginning” (or “first”), “middle”, and “end” (or “last”) and demonstrate how a sound (e.g., /s/) is in the beginning (e.g., s ay ), middle (e.g., pen c il ), and end (e.g., fa ce ). 2. Give each learner or group three cups labeled with beginning, middle, and end. Provide each group or learner with a chip or a letter to drop into the cup. 3. Call out a word and have learners drop their chip or letter into the right box. Variations: * Provide learners with more chips or letter tiles for keeping score. Their chip/tile will remain in the cup when their answer is correct and be removed if not. * Practice only the beginning and end sounds with low level beginners. * Include multiple letter sounds when playing with higher level learners. Also, allow these learner...