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RECOGNITION OF LETTERS 
Directions: Circle the letter in the sentence that is the same. 
EXAMPLE S C L S
O T S
D 
1. 
A C G I A E A A 
1 2 3 4 5 6 7 
2. m o m r v m h n 
1 2 3 4 5 6 7 
3. r r n r m h r t 
1 2 3 4 5 6 7 
4. k l 
h 
k 
k 
o 
r 
k 
1 2 3 4 5 6 7 
5. g p g b g q d g 
1 2 3 4 5 6 7 
6. b b g q p d b b 
1 2 3 4 5 6 7 
7. e o c e a e e c 
1 2 3 4 5 6 7 
8. w x w v u i w v 
1 2 3 4 5 6 7 
9. a d b a g a p q 
1 2 3 4 5 6 7 
10. f t l f h f f k 
1 2 3 4 5 6 7 
Figure 5.1 From ESL/Literacy for Adult Learners by Wayne Haverson with Judith Haynes. Center for 
Applied Linguistics and Prentice-Hall, Inc., 1982. Reprinted by permission of Prentice-Hall, Inc., 
Englewood Cliffs, New Jersey. 
Language lessons of this type have several advantages in addition to their obvious relevance. The language 
sed is likely to be concrete in reference, and therefore more easily understood by the learners. Further, 
ate reading with education itself, and they will not take seriously a 
acher who does not recognize the importance of reading. 
Sa
ou will base the earliest reading lessons very closely on the oral language which you have taught to your 
ain phases, as follows: 
u
lessons can be short and well structured, an important consideration if the learners are not accustomed to a 
formal classroom situation. 
If your students are already literate in another language, you should not delay for long in introducing the 
writing system of English. Adult learners in particular may feel frustrated if they do not begin learning to read 
immediately. Many people also equ
te
mple Lesson Plants for Early Stages of Reading 
Y
students. The general procedure for these early lessons in basic literacy is demonstrated in Figure 5.2. 
When teaching your students to read sentences which they have practiced orally, you will proceed through 
three m

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1. After your students have learned a few sentences in oral language practice, teach them to recognize 
the written form of each sentence as a whole. (See steps 1 and 11 in Figure 5.2.) 
2. Next teach your students to recognize the written form of each of the words which make up the 
3. Finish by having your stu
entences again (steps 8-10 and 18-20, Figure 5.2). Also, if 
g learne
have your students practice pairs or short 
ences (ste
will get the feel for continuous 
our students have built u
hey can recognize at sight' they can 
en begin to learn the corre
iation. The lesson plan in Figure 5.3 
is. 
can use the
.3 for any short sample of 
each the lang
Two), then follow up with 
cognition of the written form o
correspondences between spelling and 
onunciation by using words wh h the students have already learned to read. 
tra care is taken in literacy tra ing to ensure close ties between what the learners master in listening and 
king practice and what they
in writing. These links are 
equally important for literate le
. Once you have learned to read you 
unconsciously come to depend on the written word as an aid to comprehension and as a means of helping 
gs that ar
mber addresses and telephone 
umbers without writing them do
ading stage into the listening and 
peaking activities of your lessons. 
sentence. (See steps 2-7 and 12 17 in Figure 5.2.) 
dents read whole s
d
the sentences bein
sequences of sent
are part of a conversation, 
ps 21 and 22, Figure 5.2). In this way they
text. 
hen y
W
th
p a small store of whole words which t
pelling and pronunc
spondences between s
shows how to do th
Remember that you 
language. Simply t
procedures demonstrated in Figures 5.2 and 5
uage first in oral language activities (see Chapter
f sentences and words. Teach the
re
pr
ic
Ex
in
spea
are subsequently asked to recognize or produce
arners, and especially for adults
you to remember thin
e presented to you orally. (Can you reme
n
wn?) You should regularly incorporate a re
s