Beginner English

A culminating project where students mingle in a structured environment, synthesizing their listening skills to find collaborators and introduce peers.

Students listen to dialogues about weekend plans and hobbies to identify common ground. The goal is to categorize vocabulary related to leisure and social bonding.

Students learn to recognize comprehension gaps and use clarification phrases. The lesson teaches how to listen for rephrasing and ask for repetition effectively.

Focuses on transactional listening in cafes or libraries, practicing preferences and polite requests. Students simulate a barista-customer interaction to hone their ability to catch specific details in fast-paced speech.

Students listen to short introductions to identify key biographical data like country, field of study, and profession. They analyze the structure of these introductions to prepare for their own professional interactions.

Focuses on identifying dates, years, and deadlines within academic announcements using ordinal numbers and months.

Simulates transactional listening in campus environments to practice identifying specific prices and currency values.

Addresses the distinction between 'teen' and 'ty' numbers and accuracy in transcribing long numerical strings like student IDs.

Focuses on the auditory detection of word endings (plurals, past tense) and complex consonant clusters to link phonetics with grammar.

Students practice identifying short and long vowel sounds that often cause confusion (e.g., ship vs. sheep) through intensive listening drills.

A culminating lesson where students synthesize previous skills to complete a simulated campus scavenger hunt and solve complex listening scenarios.

Develops precision in listening for specific times, dates, and course codes within academic announcements and voicemails.

Students practice following spatial directions and identifying locations on a campus map using prepositions of place and movement verbs.

Focuses on identifying and responding to imperative verbs and common classroom commands used by professors and exam proctors.

Students learn to distinguish between formal academic introductions and informal peer greetings by listening for register and tone in university contexts.

Students explore how to derive meaning from simple texts and practice techniques for repeated readings to build prosody and automaticity.

Students focus on error correction and learn to provide phonetic cues instead of guessing prompts (e.g., 'Look at the first sound,' 'Vowel check').

Students learn the management of 'whisper reading' where all students read simultaneously, and practice monitoring techniques and taking anecdotal notes.

Participants practice delivering pre-reading activities that prime the brain for the text, including grapheme highlighting, high-frequency word review, and vocabulary front-loading.

Students analyze the architecture of a structured literacy lesson plan, identifying where text reading fits within the instructional flow (review, new concept, word reading, sentence reading, text reading).

A culminating project where students mingle in a structured environment, synthesizing their listening skills to find collaborators and introduce peers.

Students listen to dialogues about weekend plans and hobbies to identify common ground. The goal is to categorize vocabulary related to leisure and social bonding.

Students learn to recognize comprehension gaps and use clarification phrases. The lesson teaches how to listen for rephrasing and ask for repetition effectively.

Focuses on transactional listening in cafes or libraries, practicing preferences and polite requests. Students simulate a barista-customer interaction to hone their ability to catch specific details in fast-paced speech.

Students listen to short introductions to identify key biographical data like country, field of study, and profession. They analyze the structure of these introductions to prepare for their own professional interactions.

Focuses on identifying dates, years, and deadlines within academic announcements using ordinal numbers and months.

Simulates transactional listening in campus environments to practice identifying specific prices and currency values.

Addresses the distinction between 'teen' and 'ty' numbers and accuracy in transcribing long numerical strings like student IDs.

Focuses on the auditory detection of word endings (plurals, past tense) and complex consonant clusters to link phonetics with grammar.

Students practice identifying short and long vowel sounds that often cause confusion (e.g., ship vs. sheep) through intensive listening drills.

A culminating lesson where students synthesize previous skills to complete a simulated campus scavenger hunt and solve complex listening scenarios.

Develops precision in listening for specific times, dates, and course codes within academic announcements and voicemails.

Students practice following spatial directions and identifying locations on a campus map using prepositions of place and movement verbs.

Focuses on identifying and responding to imperative verbs and common classroom commands used by professors and exam proctors.

Students learn to distinguish between formal academic introductions and informal peer greetings by listening for register and tone in university contexts.

Students explore how to derive meaning from simple texts and practice techniques for repeated readings to build prosody and automaticity.

Students focus on error correction and learn to provide phonetic cues instead of guessing prompts (e.g., 'Look at the first sound,' 'Vowel check').

Students learn the management of 'whisper reading' where all students read simultaneously, and practice monitoring techniques and taking anecdotal notes.

Participants practice delivering pre-reading activities that prime the brain for the text, including grapheme highlighting, high-frequency word review, and vocabulary front-loading.

Students analyze the architecture of a structured literacy lesson plan, identifying where text reading fits within the instructional flow (review, new concept, word reading, sentence reading, text reading).

A culminating lesson where students synthesize previous skills to complete a simulated campus scavenger hunt and solve complex listening scenarios.

Develops precision in listening for specific times, dates, and course codes within academic announcements and voicemails.

Students practice following spatial directions and identifying locations on a campus map using prepositions of place and movement verbs.

Focuses on identifying and responding to imperative verbs and common classroom commands used by professors and exam proctors.

Students learn to distinguish between formal academic introductions and informal peer greetings by listening for register and tone in university contexts.

Students explore how to derive meaning from simple texts and practice techniques for repeated readings to build prosody and automaticity.

Students focus on error correction and learn to provide phonetic cues instead of guessing prompts (e.g., 'Look at the first sound,' 'Vowel check').

Students learn the management of 'whisper reading' where all students read simultaneously, and practice monitoring techniques and taking anecdotal notes.

Participants practice delivering pre-reading activities that prime the brain for the text, including grapheme highlighting, high-frequency word review, and vocabulary front-loading.

Students analyze the architecture of a structured literacy lesson plan, identifying where text reading fits within the instructional flow (review, new concept, word reading, sentence reading, text reading).

Students present their comprehensive curriculum packages in a pitch-style showcase and engage in peer review to evaluate logical flow and linguistic integrity.

Students design multi-sensory supports and visual cues for diverse learners, applying UDL principles to phoneme manipulation instruction for students with varying needs.

Participants apply game design principles to repetitive phonological drills, creating low-tech prototypes that maintain instructional focus while increasing engagement.

Students practice the precise skill of creating word chains, ensuring only one phoneme changes at a time. They analyze the linguistic complexity of phonemic shifts to protect the learner's cognitive load.

Students audit popular reading programs to evaluate their phoneme manipulation components using a research-based rubric. They compare balanced literacy and structured literacy approaches to identify instructional gaps.

Students evaluate texts to distinguish between predictable and decodable readers, selecting resources that align with specific phonics skills.

Focuses on building advanced phonemic awareness through word chaining, specifically deleting or substituting sounds within consonant blends.

Students design Elkonin box exercises and 'tap it, map it, graph it' routines to facilitate the mental process of bonding sounds to letters.

Modeling the 'I Do, We Do, You Do' framework for phonics, students practice scripting clear definitions and modeling decoding strategies without extraneous teacher talk.

Students analyze curriculum models to determine the optimal order for introducing digraphs and blends, focusing on simple-to-complex logic and separating visually similar patterns.

A culminating project where students mingle in a structured environment, synthesizing their listening skills to find collaborators and introduce peers.

Students listen to dialogues about weekend plans and hobbies to identify common ground. The goal is to categorize vocabulary related to leisure and social bonding.

Students learn to recognize comprehension gaps and use clarification phrases. The lesson teaches how to listen for rephrasing and ask for repetition effectively.

Focuses on transactional listening in cafes or libraries, practicing preferences and polite requests. Students simulate a barista-customer interaction to hone their ability to catch specific details in fast-paced speech.

Students listen to short introductions to identify key biographical data like country, field of study, and profession. They analyze the structure of these introductions to prepare for their own professional interactions.

Instruction on the 'Heart Word' method for teaching irregular words through phonetic analysis.

A study of the shift from A-Z word walls to Sound Walls organized by phoneme articulation.

Students design and practice word chaining activities to reinforce segmentation and blending.

A workshop on using mapping grids to box sounds rather than letters, focusing on sound-symbol correspondence.

Students review research on orthographic mapping and distinguish it from visual memorization of sight words.

Learning the fundamentals of credit, including interest rates, APR, credit scores, and reading credit reports.

Exploring the importance of saving, building an emergency fund, and setting SMART saving goals.

Understanding the purpose of a budget, distinguishing needs vs. wants, and following five steps to build a personal budget.

Introduction to the FDIC's role and basic banking vocabulary, including accounts, interest, and insurance.

Synthesizes decoding skills into fluent oral reading of short, formalized university texts.

Teaches techniques for breaking down multi-syllabic academic words and understanding word stress.

Targets the most common irregular sight words found in undergraduate textbooks and syllabi.

Explores common consonant blends and digraphs found in academic instructions and materials.

Students explore how to derive meaning from simple texts and practice techniques for repeated readings to build prosody and automaticity.

Students focus on error correction and learn to provide phonetic cues instead of guessing prompts (e.g., 'Look at the first sound,' 'Vowel check').

Students learn the management of 'whisper reading' where all students read simultaneously, and practice monitoring techniques and taking anecdotal notes.

Participants practice delivering pre-reading activities that prime the brain for the text, including grapheme highlighting, high-frequency word review, and vocabulary front-loading.

Students analyze the architecture of a structured literacy lesson plan, identifying where text reading fits within the instructional flow (review, new concept, word reading, sentence reading, text reading).

Students present their comprehensive curriculum packages in a pitch-style showcase and engage in peer review to evaluate logical flow and linguistic integrity.

Students design multi-sensory supports and visual cues for diverse learners, applying UDL principles to phoneme manipulation instruction for students with varying needs.

Participants apply game design principles to repetitive phonological drills, creating low-tech prototypes that maintain instructional focus while increasing engagement.

Students practice the precise skill of creating word chains, ensuring only one phoneme changes at a time. They analyze the linguistic complexity of phonemic shifts to protect the learner's cognitive load.

Students audit popular reading programs to evaluate their phoneme manipulation components using a research-based rubric. They compare balanced literacy and structured literacy approaches to identify instructional gaps.

A culminating workshop where students deliver scripted lessons to peers role-playing common error patterns. Focus is on fidelity to evidence-based routines and the clarity of corrective feedback.

Participants tackle advanced skills: substituting medial vowels and reversing phonemes within blends. The lesson focuses on analyzing co-articulation and other linguistic hurdles that increase task difficulty.

Explores the use of concrete representational tools, such as counters and Elkonin boxes, to support phoneme manipulation. Students practice strategies for fading these scaffolds as learners achieve proficiency.

Focuses on the 'I Do, We Do, You Do' model for teaching phoneme deletion and addition. Students learn to script concise instructional language that minimizes teacher talk and maximizes student practice.

Students analyze the developmental continuum of phonological awareness, identifying the role of manipulation as the peak of phonological complexity. They examine case studies to understand how mastery of manipulation supports later decoding and encoding fluency.

Instruction on the 'Heart Word' method for teaching irregular words through phonetic analysis.

A study of the shift from A-Z word walls to Sound Walls organized by phoneme articulation.

Students design and practice word chaining activities to reinforce segmentation and blending.

A workshop on using mapping grids to box sounds rather than letters, focusing on sound-symbol correspondence.

Students review research on orthographic mapping and distinguish it from visual memorization of sight words.

A culminating project where students mingle in a structured environment, synthesizing their listening skills to find collaborators and introduce peers.

Students listen to dialogues about weekend plans and hobbies to identify common ground. The goal is to categorize vocabulary related to leisure and social bonding.

Students learn to recognize comprehension gaps and use clarification phrases. The lesson teaches how to listen for rephrasing and ask for repetition effectively.

Focuses on transactional listening in cafes or libraries, practicing preferences and polite requests. Students simulate a barista-customer interaction to hone their ability to catch specific details in fast-paced speech.

Students listen to short introductions to identify key biographical data like country, field of study, and profession. They analyze the structure of these introductions to prepare for their own professional interactions.

A culminating lesson where students synthesize previous skills to complete a simulated campus scavenger hunt and solve complex listening scenarios.

Develops precision in listening for specific times, dates, and course codes within academic announcements and voicemails.

Students practice following spatial directions and identifying locations on a campus map using prepositions of place and movement verbs.

Focuses on identifying and responding to imperative verbs and common classroom commands used by professors and exam proctors.

Students learn to distinguish between formal academic introductions and informal peer greetings by listening for register and tone in university contexts.

Learning the fundamentals of credit, including interest rates, APR, credit scores, and reading credit reports.

Exploring the importance of saving, building an emergency fund, and setting SMART saving goals.

Understanding the purpose of a budget, distinguishing needs vs. wants, and following five steps to build a personal budget.

Introduction to the FDIC's role and basic banking vocabulary, including accounts, interest, and insurance.

Students apply all decoding strategies by performing a short script centered on a high school scenario. The focus shifts from decoding individual words to reading phrases with appropriate pacing and intonation.

This lesson introduces common affixes (un-, re-, -ing, -tion) that alter word meaning and part of speech. Students engage in word-building activities to see how base words transform, aiding both recognition and comprehension of academic terms.

Students learn to break down longer words into manageable syllables using the 'spot and dot' vowel method. They practice applying this strategy to words related to future careers and job applications.

Learners identify and pronounce complex consonant clusters found in high-school level social vocabulary (e.g., 'schedule', 'phone', 'friend'). Includes guided practice and enunciation work.