Understanding Alphabetical Order



Understanding Alphabetical Order

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|CLB Level: CLB2/Ph2B & Ph2D |Method: |

| |1. Print students’ first name using upper and lower case letters onto pieces of construction |

|Essential Skills Focus: Reading |paper. Tape them to the board in a random order. Set aside a second set of the students’ last |

|(use the organizational pattern of the |name on a different colour of paper. |

|alphabet) |2. Ask students to name the letters of the alphabet out loud as you print them across the top of|

|Writing |the board. |

|(copy proper names into an alphabetical |3. Tell students that they will practise using a sorting method called “alphabetical order”. |

|list) |Ask: Does anyone know what alphabetical order is? Where have you seen it? |

| |4. Explain that it is a sorting method used to make it easier to find something such as the name|

|Task: |of person, a place on a map or some information in a book. Decide on a definition for |

|Sort words into alphabetical order and copy |alphabetical order together. |

|them into a list. |5. Tell the students that we will be sorting the names into alphabetical order. “Whose name |

| |would be first?” Move the identified name/names to another area of the board. |

|Purpose: Students will: |6. If 2 or 3 names begin with the same letter, line them up one under each other. Then use a |

| |piece of paper to cover up all the names except for the first letter in each name. Slowly slide|

|Order words by the 1st, 2nd and/or 3rd |the paper to the right to reveal the second letter in the names. Compare the revealed letters |

|letter |to determine which letter comes first in the alphabet. If the two letters are the same again, |

|Use capital letters appropriately with |then slide the paper to reveal the third letters. Refer to the alphabet written on the board as |

|proper names |needed. |

| |7. Continue sorting the names as in steps 5 & 6 until all the names have been sorted. |

|Materials: |Note: A specific letter (‘”M” for example) may be at the bottom of the partial list of names and|

|construction paper, marker, tape |then continue on to a new column at the top. Make sure the students understand this concept of |

| |the same letter being at the end of one column and at the top of the next column. |

|Learning Style: Visual, Kinaesthetic |8. Have the students copy the list ensuring that they are using capitalization correctly. |

| |9. Use the same method to alphabetize the students’ last names. Have them copy that list as |

|Time: 40 – 50 minutes |well. |

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| |Debrief |

| |a). Language Component: |

| |1. What skill did you learn to do today? |

| |2. What essential skills were you using? |

| |3. What steps do you have to use to put words in alphabetical order? |

| |4. What did you learn today that you didn’t know before? |

| |5. Why is it important to have some words listed in alphabetical order? |

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| |Pronunciation Practice: |

| |alphabet, alphabetical order, alphabetize, first, second, third, letter |

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| |b). Transfer: |

| |1. Have you used this skill before? |

| |2. Where have you seen this skill used before? |

| |(E.g. dictionary, telephone book, attendance sheet) |

| |3. What would you say if someone asks you: What is alphabetical order? |

| |4. How can you use this skill at home? |

| |5. If you were at a job interview, how would you talk about this skill? |

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| |Follow Up: |

| |Use the same format to alphabetize street names or dictionary words. |

| |Teach the follow-up Essential Skill activity: |

| |Using Alphabetical Order with an Index. |

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