Page Number. Syllabication Activities (S) Scissor-bles VK 13 The Door to REVLOC VT 14. Morpheme Activities (M) WoRDS V 15

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1 Category Activity Index Name of Activity Visual (V), Auditory (A), Kinesthetic (K), Tactile (T) Phonemic Awareness Activities (PA) Sound Matching Rhyme Time A 1 Friend s Favorites A 1 Secret Sound AV 2 Singing Sounds AK 2 Oddball Out A 3 Sound Mirrors KV 3 Noisy Rhymes AK 4 Mad Libs A 5 Phoneme Blending Secret Name A 6 Guess the Word A 6 Snail Talk AK 7 Knock n Slide AK 7 Phoneme Isolation Smiley Thumbs Up AK 8 Phoneme Segmentation Sound Stretches AK 8 Phoneme Deletion Hidden Words A 9 Phonics Activities (Ph) Syllabication Activities (S) Morpheme Activities (M) General Review Activities (GRA) Fluency (F) Page Number Sound Bingo AV 9 Find the Sounds AK 10 Chain em Up A 10 Alphabet Soup AVK 11 Visualize This! V 11 People Letters K 12 Sand Letters T 12 Mind Find AVT 13 Scissor-bles VK 13 The Door to REVLOC VT 14 WoRDS V 15 Auditory Drill A 16 Dictation AT 16 Sound Tapping ATK 17 Hot Lava AVK 17 Beach Ball Pass VK 18 Criminal Sight Word Dot and Jot AVT 19 Fluency Drills AV 20 Consonant Drill AV 21 Vowel Drill AV 22 Activity Books SMART Search 23 SMART Squares 24 Criminal Sight Word Search 24 Card Decks Code Quest: Consonants & Vowels 25 Cops & Criminals: Sight Words 31 Tiger Trek: R-controlled Vowels 33 Unlock REVLOC: Syllable Types 37 Strawberry SMASH: Consonant Blends 40 Magic Bridge: Bridge e 43 Boat Trip: Vowel Teams 47 Giant vs Cyclops: Hard & Soft C and G 51 Vocabulary SUMMIT Clip and Flip 55 Oral Language Picture It with Me Postcards 59

2 Rhyme Time Task: sound matching Rhyming stories or poems PA A 1. Read aloud a rhyming story or poem. 2. Reread the selection, omitting the matching rhyme, and have students fill in the blank. For example: See the frog jump over the. (log) 3. Invite students to think of new rhyming words to fit each sentence. For example: See the frog jump over the. (hog, dog) Friend s Favorites PA Task: sound matching None A 1. Use this activity at the beginning of the year to help students learn classmates names. Have students practice phoneme matching by asking a partner to name his or her favorite hobby or treat. Explain that favorites must begin with the same sound as the student s name (e.g. Patty and peanut butter). 2. Invite students to introduce partners to the class, telling what he or she likes. For example, Sam likes soccer and salamanders. 3. Extend learning by having students draw pictures of their classmates on connected paper dolls. Write each student s favorite on the bottom of his or her doll. 1

3 Secret Sound Task: sound matching PA AV Picture cards Yarn 1. Punch holes in picture cards and string a piece of yarn through each picture to create necklaces. Give a picture necklace to each student. 2. Mentally choose a target phoneme such as the sound /p/ at the beginning of words. Choose students wearing pictures with the target phoneme to stand in front of the class. 3. Have classmates guess the target phoneme, and then start again with a new secret sound. 4. Extend the activity by making new necklaces using magazine or newspaper photos or invite students to draw their own illustrations. Singing Sounds Task: sound matching PA AK None 1. Have students sing the following song to the tune of If You re Happy and You Know It. If your name begins with /m/, stand up, If your name begins with /m/, stand up, If your name begins with /m/, stand up and take a bow, If your name begins with /m/, stand up. 2. Repeat with different phonemes and movements such as clapping your hands, turning around, touching your toes, or jumping up and down. 3. As a variation, have students use picture cards with the song. For example, If your picture begins with /s/, stand up. 2

4 Oddball Out Task: sound matching PA A None 1. Ask students to listen carefully as you say three words. Explain that only two of the three words belong together (ex: share a beginning sound, rhyme, etc.). Have students identify the word that does not belong. 2. Say the words one at a time; then have students hold up one, two, or three fingers to indicate whether the first, second, or third word is the oddball. Ask a volunteer to repeat the oddball word aloud. 3. As a variation, use pictures instead of words. Identify each picture aloud, and have a volunteer choose the oddball picture. Sound Mirrors Task: sound matching PA KV Hand-held mirrors 1. Distribute mirrors. Say sounds and have students repeat them as they look in the mirror. Point out teeth, tongue, and mouth positions as they say different consonant and/or vowel sounds. 2. Divide the class into pairs. Have students hold mirrors for partners and say letter sounds again. Ask students to place their hands in front of their mouths as they speak to feel their air expel. 3. Have students repeat the process a third time, saying the sounds and placing their hands on their chins to feel the mouth positions. 3

5 Noisy Rhymes Task: sound matching PA AK Nursery rhymes Noisemakers (1 per student) 1. Review and discuss rhyming words. Say three words, two which rhyme, and have students identify the rhyming pair. 2. Give students rhyming pairs in a nursery rhyme (e.g. Jill, hill); challenge them to listen for the rhyming pairs and identify them as you read a nursery rhyme aloud. 3. Distribute noisemakers. Read the nursery rhyme again, and invite students to use their noisemakers each time they hear the second half of a rhyming pair. 4

6 Mad Libs Task: phoneme identification This activity helps students retrieve words with the target criteria. It also helps to develop grammar concepts. PA A Mad Libs 1. Ask students to provide a word that starts with a target sound. They will be challenged to think of nouns, verbs and adjectives that start with that sound. 2. For younger students use the definition of the part of speech in the request. For example: Tell me a noun, a person, place or thing, which starts with the /p/ sound. Tell me a verb, an action word, which starts with the /p/ sound. Tell me an adjective, a describing word, which starts with the /p/ sound. Variations: Ask for a word that: has 2,3 or 4 syllables. ends with a target sound. has a target sound in the middle. 5

7 Secret Name Task: phoneme blending Class roster 1. Say the following chant to students: It begins with /t/, And it ends with /im/. Put them together, And they say. (Tim) PA A 2. Have students blend the sounds together and chorus the correct answer. 3. Repeat the chant, using each student s name. Invite students to stand and bow when their names are spoken. Guess the Word Task: phoneme blending PA A Phonemic word list of known sounds 1. Using words with two or three phonemes, have students sing the following verse to the tune of The Wheels on the Bus. The sounds in the word go /h/ /a/ /t/; /h/ /a/ /t/; /h/ /a/ /t/. The sounds in the word go /h/ /a/ /t/, Can you guess the word? 2. Repeat with other two- and three-phoneme words. Move into written language by writing words on the whiteboard and having volunteers circle those words used in the verse. 6

8 Snail Talk Task: phoneme segmentation PA AK Snail picture (You will need to make these from a clip art picture.) Craft sticks Crayons or markers Glue Phonemic word list of known sounds 1. This activity helps students stretch out (segment) words to hear how the phonemes blend together. Give a snail picture to each student. Have him or her color and glue the snail picture to a craft stick. 2. Explain to students that since snails move very slowly, they must also talk very slowly. Declare Snail Time and say words slowly, one at a time, articulating each sound. Have students slowly move their snail sticks from left to right as they repeat and stretch out each word. Knock n Slide Task: phoneme counting, phoneme blending PA AK Phonemic word list of known sounds 1. Say a one-syllable word. Have students knock on tabletops as they say each phoneme, moving their hands from left to right to show whether the sound comes at the beginning, middle, or end of the word. 2. Have students go back to the first knock position and slide their fists on the table from left to right, blending the sounds together. Ask students to say the word as they show the hand motion. 7

9 Smiley Thumbs Up PA Task: phoneme isolation Sound Stretches Task: phoneme segmentation, phoneme isolation, phoneme blending Phonemic word list of known sounds AK Phonemic word list of known sounds Smiley stickers 1. Give a smiley sticker to each student to stick on his or her thumb. 2. Select a target sound such as /s/. Instruct students to give a smiley thumbs up signal each time they hear the target sound at the beginning of a word. 3. Read words from the word list, inviting students to indicate which ones contain the target sound. 4. Change the target sound, and repeat the activity with other words. After practice with beginning sounds, have students signal middle or ending sounds. PA AK 1. Have students stand as they listen to you say a three-phoneme word. 2. Have students say each phoneme of the word separately while placing their hands on their heads for the first sound, shoulders for the second, and tummies for the third. Have students repeat the sounds as they take positions. 3. Repeat with additional three-phoneme words. For variation, say phonemes faster and faster as the game progresses. Extend the activity to four-phoneme words using head, shoulder, tummy, and knees and then five-phoneme words using head, shoulder, tummy, knees, and toes. 4. Send the word lists home, and invite the students to play the game with their parents. 8

10 Hidden Words Task: phoneme deletion, phoneme substitution PA A Phonemic word list of known sounds containing another word (ex. boat contains the word oat) 1. Read words from the list one at a time. Ask students what sound needs to be dropped to uncover the hidden word. For example: What sound do you drop to change meat to eat? 2. Vary the activity by having students add sounds to given words For example: Add /k/ to the beginning of row to make (crow). Note: Increase the difficulty by using words with consonant blends only if students have already learned blends in reading instruction. Sound Bingo Task: phoneme isolation, sound matching Ph AV Bingo Game Card and Code Quest decks Place markers Scissors Glue 1. Have students make their own bingo game boards by dictating sounds Sound Cards to the Bingo Card in random order. 2. Begin each game by telling the class whether to listen for single sounds at the beginning, middle, or end of words. Explain how to play Sound Bing: Students are to listen to each word then use a place marker to cover the bingo space with the matching sound. 3. Keep track of words you say for each sound. Tell the students to call out Bingo! when they have covered a row; then have them read the sounds while you check your sheet. 9

11 Find the Sounds Task: sound matching, sound-symbol awareness Code Quest deck(s) Ph AK 1. In advance, pull out known sounds from the deck and hide them around the room. 2. Invite the class to find a card and sit down in a circle. 3. Have each student identify the sound that matches his or her letter. Then say a word with that sound, such as ball for b. 4. Invite students to hide their cards around the room and repeat the activity. Chain em Up Task: phoneme isolation None Ph AV 1. Explain to students that they will create a word chain by listening to the beginning and ending sounds of words. 2. Say a word (ex. cat) and have students repeat it slowly, emphasizing the ending sound. 3. Ask students to think of another word that begins with the ending sound of the first word (ex. top). 4. Continue adding more words to the chain (ex. cat top pin nice city eat); have students repeat each word aloud. Note: This is an oral, not a written, task. Make sure students know they should identify sounds and that spellings may be different (ex. tiger-earth). 10

12 Alphabet Soup Task: sound matching, sound-symbol awareness Ph AVK Cup or bowl Printed sheet of sounds that students have studied Spoon 1. Give an empty cup or bowl to each student. Have students cut out sounds from the sheet. 2. Instruct the class to add ingredients to the soup by calling out sounds and asking students to place them inside the cup or bowl. For example, Put in the /p/ sound. Add an /a/. 3. Once all the ingredients have been added, have students say the sounds as they spoon them out. Visualize This! Task: sound matching, sound-symbol awareness Ph Paper Crayons 1. Ask students to close their eyes. Have them visualize a specific letter in their mind and say the sound. 2. Have the students write the letter in the air while keeping their eyes closed. 3. Instruct them to imagine the letter with a specific color; then change the color several times (e.g. red, polka dots, stripes, yellow). 4. Have the students open their eyes and transfer their favorite image onto a sheet of paper. V 11

13 People Letters Task: sound-symbol awareness None Ph K 1. Review known sounds. 2. Have the students form the sound-symbols (letters) with their bodies. Some letters require two or more students. 3. Monitor and encourage the students. 4. Choose a few students to show their shapes to the class. Have the others say the sound that is associated with that letter. Sand Letters Task: sound-symbol awareness Ph Pencils Construction paper Glue Sand 1. Instruct the students to neatly write a letter with their pencils on the paper. 2. Trace all written letters with school glue and sprinkle with sand. 3. When the glue is dry, shake the excess sand from the paper. Have students trace their fingers over each letter while saying its sound. T 12

14 Mind Find Task: sound matching, sound-symbol awareness Ph AVT Brain Freeze Crystals Tactile Letters Opaque Watertight Container head 1. Mix Brain Freeze Crystals and place in container. 2. Place a few of the target Tactile Letters in the head (container). 3. Ask the student to find the letter in the brain (Brain Freeze Crystals) by either name or sound. 4. Have them feel the tactile letters to identify the correct one. Note: Students should be certain they have the correct letter before pulling it out of the container. Do not let them look at the letters and drop them back in since this is a tactile visualization exercise. Scissor-bles Task: syllable division, syllable type identification S VK Multisyllabic words on strips of white paper Strips of construction paper wider than the strips of white paper Pencils Scissors 1. Distribute strips of paper with multisyllabic words to the class. 2. Instruct the students to determine the number of syllables in each word and identify the types. Write the letter of the syllable type (R, E, V, L, O, or C) under the corresponding syllable. 3. Have the students divide the words by cutting in the appropriate places. 4. Paste the syllables next to each other on a sheet of construction paper. 13

15 The Door to REVLOC Task: syllable type identification S VT Sentence strips Markers 1. Fold a quarter of the right side of the sentence strip over to the left. (Figure 1) 2. Write an open syllable word on the left side of the sentence strip. (Figure 2) 3. On the folded flap, write a consonant that makes the word a closed syllable. (Figure 3) 4. Students can practice seeing and saying an open and closed syllable by opening and closing the flap. 5. Enhance understanding by taping an open syllable to a door frame (Figure 4). Tape a consonant sound on the door that corresponds to the open syllable. 6. When the door is closed, the word is a closed syllable (Figure 5). When the door is open, the word is an open syllable. Have students practice reading each aloud hi hi t be pi be pi t n 4 5 REAL WORD LIST: at, beg, bet, got, him, hit, in, bed, met, nod, not, shed, sod, wed, wet 14

16 WoRDS Task: vocabulary building WoRDS is used to build vocabulary skills. This strategy aides in the learning of vocabulary, prefixes, suffixes, root words, and their meanings. M V Blank index cards Pencil Book ring Hole punch WoRDS stands for: Word (or prefix, suffix, root) O Reminding Word(s) Definition Sentence Fold an index card in half lengthwise. On the top half, write the Word or affix. mono ( Front ) (Front ) On the bottom, write a Reminding word. Student s reminding words will vary. mono Flip the card over and write the Definition on the top half. one monologue ( Front ) (Back ) Below the definition write a Sentence using the word. one The monk gave a monotonous monologue. ( B ack) 15

17 Auditory Drill Task: auditory sequential memory development List of sounds or numbers Paper and pencil GRA A 1. Say a string of sounds or digits. 2. Have the student repeat and/or write the letter or number sequences. Over time, extend the quantity of numbers or letters. Numbers: Letters: kje drq mqk lpfb gtrd spmzf Note: Auditory drills are used primarily to reinforce short-term memory and to train young minds to be able to hold sequential information in their memories. This activity is not used to recognize patterns in words but to strengthen a student s ability to retain long strings of information. When reading, students will need a strong short-term memory in order to retain the details and main idea of a passage. Dictation Task: short-term memory, writing, and auditory processing GRA AT Lesson Plan lists of real and nonsense words Paper/pencil, dry erase marker and board, or tactile medium (ex. shaving cream, sand paper, carpet square, etc.) 1. Dictate real and nonsense words from the dictation lists (denoted by the pencil icon in each Lesson Plan). 2. Have students write on the window or a piece of paper. Students can also write in sand, finger paint, shaving cream, pudding, hair gel, or any other tactile medium. 16

18 Sound Tapping Task: phonemic awareness List of real and nonsense words GRA ATK 1. Students tap a finger for every sound they hear in a word. 2. Have students use their non-dominant hand to tap so they can write at the same time without losing count. 3. They should tap from left to right with the finger on that hand, the same direction as a word is spelled. For example, h-a-t. If he is left handed, his pointer, middle, and ring finger should be on the table; if he is right handed, his pinky, ring and middle finger should be on the table. Other examples: sh-i-p, 3 fingers, s-l-i-p, 4 fingers. 4. Students should write the word on paper as they tap. Hot Lava Task: sound matching, visual recognition, auditory processing, concept review GRA AVK List of real or nonsense words or lists of sounds in isolation Cards with the words or sounds you want to review Stopwatch (optional) 1. Place the words or sounds you want to review on the floor, scattered in any order (face up), making a path across the room. 2. Explain to the students that they are going to make their way across the hot lava by safely jumping to the words or sounds you call. They must jump on the correct sound or word. If they do not step on the correct sound or word, they have fallen in the hot lava and must go to the end of the line. NOTE: You can make this an expressive timed activity by asking students to read the cards as fast as they can while crossing the lava. The student with the fastest time wins! 17

19 Beach Ball Pass Task: review sounds, Criminal sight words or syllables types (Just about anything can be reviewed this way.) Beach ball with review terms written all over it. GRA VK Toss the ball around the classroom. Each student who catches the ball reads the sound, real or nonsense word his or her thumb touches. Review Sounds: The student who catches the ball says the sound his thumb touches, along with the label and/or key word. Review Criminal Sight Words: Add Criminal words to the ball as your class learns them. Students practice reading the word and/or using it in a sentence. Review Syllables: Write one-syllable real or nonsense words representing the syllable types. When the student catches the ball, she reads the syllable under her left thumb and then the one under her right thumb, then blends them together to make a two-syllable word. The student should also identify the syllable types. Note: Make sure students read from left to right during reinforcement activities. 18

20 Criminal Sight Word Dot and Jot GRA Task: review of sounds or Criminal sight words Criminal Sight Word list from Lesson Plan page Red Crayon Red Grid Index cards Pen or pencil Dot and Jot page from Activity Book AVT 1. Review previous Criminal sight words (Cops & Criminals Sight Word Card Games Deck available for purchase). 2. Introduce a new Criminal word (non-phonetic sight word); write the new word on the board. Brainstorm sentences orally. See if students can use the word in context. Do not write these sentences. 3. Write the new Criminal word using the red grid and red crayon. Say the letters as you write the word (w-a-s). Underline the word from left to right as you say spells was. 4. Map the new word on the Dot and Jot page. Point out the reason(s) this word is not phonetic (mapping symbols are included for each word in each Lesson Plan). w a s ~ ~ 5. Arm tap three times. Start at the shoulder and tap once for each letter as you move down your arm spelling the word. 6. Write the word in the air three times while spelling it out loud. Make sure the students are writing in the air with big, bold strokes. Give extra points for volunteers who can spell the word in the air forward and backward (ex. again, niaga). This exercise will help students to develop their short-term memory and visualization of the word which will improve spelling, recall and sight word recognition. Or you can ask questions, Who can tell me the second letter, the third to last letter, etc.? 7. Turn the paper over; write the word three times. 8. Write the word in red on a card; add it to their folders or sight word rings. 19

21 Fluency Drills Task: fluency development A fluency drill should be read three or more times in order for a student to experience fluent (fast and accurate) reading. Fluency must be built from the ground up, and the first step is to develop efficient and accurate retrieval of sounds, then words and finally passages. Repeated readings of the same text are necessary to increase the total amount of text read while decreasing errors. F AV Timer Fluency Drill Book (consonant, vowel, phonetic sight word, Criminal sight word or story page) Class: Sets a timer for 1 minute and have students read the page quietly aloud to themselves (or silently as the situation permits). At the end of one minute, the student marks where he stopped on the page with either a 1, 2 or 3. Repeat the activity for one minute at least three times. If time permits, continue until time and errors plateau. The total number of items read should be recorded at the bottom along with the date. Pair: Student pairs take turns reading. One student reads aloud while the other student keeps time. Both students should have a copy of the page. At the end of one minute, the student marks where she stopped on the page with either a 1, 2 or 3. Repeat the activity for one minute at least three times. If time permits, continue until time and errors plateau. The total number of items read should be recorded at the bottom along with the date. Remember to tell students to: read the text from left to right. use a guide if needed. (ex. finger, pointer, EZ Reader, etc.) keep sounds short and clear. (ex. /p/ not puh ) say the sounds as quickly and accurately as they can. Task: visual discrimination development The fluency drills are also designed to build visual perceptual skills such as visual discrimination and scanning. Visual Letter Recognition: Have students circle the letter(s) at the top of the drill sheet that you would like them to find and circle. Example: At the top of the page circle the letter p, now find every p on the page and put a circle around it. Following Have students practice following directions. Example: At the top of the page, circle the letter f with an orange crayon. Draw a green square around the v, draw a purple triangle around the s, and draw a blue diamond around the z. Now put the same shape around the same letter on the page. Speed Drill: Have the students circle the letter(s) within a given time limit. Example: Circle as many p s as you can in 10 seconds. 20

22 Consonant Drill Task: practice quick and automatic retrieval of previously introduced consonant sounds Timer Code Quest Consonant Party Cards Super Sized Sounds F AV Class: Use the Super Sized Sounds binder to pull consonant sounds to which the class has been introduced. For example, if the class has learned the Poppers and Leakers, pull sounds /p/-/th/ in random order. Stand at a place in which you are visible to the entire class. Start the timer. Show students one sound at a time and have them say it in chorus. Cards can either be held in your hand or held by the lip at the base of a whiteboard. Once students have said each of the sounds in the stack stop the timer. The class can also be split in half; ask the non-speaking team to write down the errors of the team doing the drill, then switch. The half with the fastest time and least errors wins! Pair: Student pairs take turns flipping cards from the Consonant Deck, timing each other and separating mispronounced sounds. Walk around the room and review the most frequently missed sounds as a class (include articulation and quiet/loud label). One-on-One: Separate out sounds to which the student has been introduced; if the student has learned all poppers, leaker and neighbors, leave out the borrowers. Hand the appropriate cards to the student and time him as he flips through the deck one sound at a time. Write down any mispronounced sounds (ex. Student says /b/ for /d/, write b/d). Review correct articulation of the missed sound(s) and reinforce with a different activity if several sounds were missed. Remember to: Correct any errors after completing the drill. See the GRA section for activity ideas if a student consistently misses certain sounds. Reinforce if a student fails to keep sounds short and clear (ex. /p/ not puh ). 21

23 Vowel Drill Task: practice quick and automatic retrieval of previously introduced vowel sounds Timer Code Quest Vowel Adventure Cards Super Sized Sounds F AV Class: Use the Super Sized Sounds binder to pull vowel sounds to which the class has been introduced. For example, if the class has learned the Smileys and Opens, pull sounds /ee/-/aw/ in random order. Stand at a place in which you are visible to the entire class. Start the timer. Show students one sound at a time and have them say it in chorus. Cards can either be held in your hand or held by the lip at the base of a whiteboard. Once students have said each of the sounds in the stack stop the timer. The class can also be split in half; ask the non-speaking team to write down the errors of the team doing the drill, then switch. The half with the fastest time and least errors wins! Pair: Student pairs take turns flipping cards from the Vowel Deck, timing each other and separating mispronounced sounds. Walk around the room and review the most frequently missed sounds as a class (include articulation, label and key word). One-on-One: Separate out sounds to which the student has been introduced; if the student has learned all Smileys and Opens, leave out the Rounds and Sliders. Hand the appropriate cards to the student and time him as she flips through the deck one sound at a time. Write down any mispronounced sounds (ex. Student says /ee/ for /e/, write ee/e). Review correct pronunciation of the missed sound(s) and reinforce with a different activity if several sounds were missed. Remember to: Correct any errors after completing the drill. See the GRA section for activity ideas if a student consistently misses certain sounds. 22

24 Activity Books SMART Searches Task: sound matching, directionality and short-term memory development SMART Search worksheets found in Level A Activity Books 1. Introduce target sounds and review picture names. 2. Hand out the selected SMART Search worksheet. 3. Explain to students that they should match the circled picture patterns (containing the same target sound) to the same combinations in the search above. 4. Starting at the top left corner, have students follow the pictures from left to right and repeat at the beginning of the next line. 5. Explain to students they will find the pattern from left to right ONLY. Students may use a guide if needed (finger, EZ Reader, etc.) How SMART Searches develop skills: Directionality: Students name each picture while moving from left to right. Directionality allows a student to read a line of text from left to right and then easily continue to the next line. When students have difficulty keeping their place while reading, their fluency is affected. Fluency is a student s ability to read quickly and accurately. Phonological Awareness: Searches also develop phonological awareness. Students must determine the initial sound of each picture or find rhyming patterns. Students match the target sound with the pictures. Phonological awareness is the understanding that language consists of sounds combining to form words and sentences to create meaning. Short-term Memory: The SMART Searches also work on memory as the student must hold the combinations in their short term memory while looking for the patterns. Students circle the pattern in the SMART Search with the pattern given in the boxes below. Each SMART Search practices one to two target sounds. While working on the consonant sounds, students must begin by determining the name of each picture while keeping in mind that the picture must start with the target sound(s). While working on vowels, vowel teams, and r-controlled vowels, students will look for rhyming pairs, and then circle them in the box above. 23

25 SMART Squares Activity Books Task: sound-symbol awareness, vocabulary development SMART Squares Crossword Puzzle page 1. Introduce target sounds and review previously introduced sounds. 2. Hand out the selected SMART Squares worksheet. 3. Explain to students that they will match the picture with the correct word then write the word in the squares either across or down. Remind students that one sound goes in each box. For example, th is written in one box. Criminal Sight Word Searches Task: directionality, Criminal word identification and spelling Criminal Sight Word Search page 1. Introduce new Criminal words and review previously introduced words. 2. Hand out the selected Criminal sight word search. 3. Starting at the top left corner, have students follow the letters from left to right and repeat at the beginning of the next line. 4. Explain to students they will find the Criminal word from left to right ONLY (or diagonally from left to right). Students may use a guide if needed (finger, EZ Reader, etc.) 24

26 Consonant Party WAR Card Games Object: The player with the most cards at the end wins the game. Set Up: Deal out the entire deck. All players should have the same number of cards. Play: Players keep their cards face-down in a pile in front of them. Simultaneously, each player flips a card face-up, and they take turns saying the sound on their card. The player with the higher number on his or her card wins that pair and takes both cards. If the numbers are the same, it s WAR! Each player then turns over another card, and the player with the higher number wins all cards. When all cards are played, the player with the most cards wins. Alternatively, players can set a time limit. The player with the most cards at the end of the set time wins. Consonant Party GO FISH Object: The player with the most pairs* at the end wins the game. Set Up: Deal each player 5 cards. Place the remaining cards face-down in a GO FISH pile. Play: Players begin by identifying any pairs in their hands and placing the pairs face-up in front of them. The first player tells the next player which sound he or she is holding and asks for a match. For example, I have /v/. Do you have /f/? The player being asked gives up the requested card or says Go Fish if he or she does not have it. If a match is made, the first player takes a second turn. If a match is not made, the first player must then take a card from the GO FISH pile, and it is the next player s turn. Each time players make a match, the pairs should be placed face-up in front of them. Play continues until someone runs out of cards and wins the game. Alternatively, players can set a time limit. The player with the most cards at the end of the set time wins. Special Cards: Wild Cards should be removed from the deck for these games. *See Consonant Key Cards for examples. 25

27 Card Games Consonant Party MEMORY Object: The player with the most pairs* at the end wins the game. Set Up: Sort the deck into pairs of target sounds, shuffle those cards, and spread out up to 9 pairs in rows and columns. Play: Players take turns turning over 2 cards, one at a time. Players should say the next card they are looking for after turning over the first. For example, if a player turns over ch he or she should read the sound then say, I m looking for /j/ before choosing another card. If the second card does not reveal a match, both cards are placed face-down in their original spots, and the next player takes a turn. The game continues until all matches have been found. The player with the most pairs at the end of the game wins. Special Cards: Wild Cards should be removed from the deck for this game. *See What is the Consonant Party? Explanation Card and Consonant Key Cards for examples. Consonant Party GRAB Object: The player with the GRAB pile at the end wins the game. Set Up: Place the deck face-down in the middle of the table. Turn over the top card to begin a DISCARD pile. If the top card is a Wild card, return it to the pile and turn over a different card. Play: Players take turns flipping over one card at a time from the pile and reading the sound on that card. If a Wild card is turned over, that player takes the DISCARD pile and any other player s winnings. Play continues until all cards have been turned over; the player with the GRAB pile wins. If using the full curriculum, players can also name the label and/or brainstorm a word containing that sound. For example, if /th/ is turned over, the player would say loud tongue leaker and might say those. 26

28 Card Games Consonant Party CRAZY SOUNDS (similar to Crazy Eights) Object: The first player to run out of cards wins the game. Set Up: Deal each player 7 cards. Place the remaining cards face-down in a DRAW pile. Turn over the top card of the DRAW pile to begin a DISCARD pile. If the top card is a Wild card, return it to the pile and turn over a different card. Play: Match the top card on the DISCARD pile either by shape or sound type. For example, if the top card is b, the next player may play another square, another Popper*, or a Wild card. The player must also read and name the sound type correctly. If the player does not have anything that matches, he or she chooses a card from the DRAW pile, and the turn ends. When a player is down to just one card, he or she should say Last one! If the player forgets to say Last one and another player catches it and calls Last one, the first player must draw a card from the DRAW pile. The first person to play all of his or her cards wins. Special Cards: Wild Card = When a Wild card is played, the player can choose a new sound type. For example, Nosey Neighbors can be changed to Poppers. Consonant Party SORT Object: Sort the deck into sound types or pairs* as quickly as possible. Set Up: Pull out the Wild cards and place them face-up in a line on the table. Shuffle the deck. Play: Start the timer. Sort the deck by category into 4 piles Poppers, Leakers, Neighbors, and Borrowers as fast as possible. On the second attempt, have the player try to beat his or her previous time. When finished, check answers using the Consonant Key cards. If using the full curriculum, sort Poppers and Leakers into pairs by label. *See What is the Consonant Party? Explanation Card and Consonant Key Cards for examples. 27

29 Card Games Vowel Adventure WAR Object: The player with the most cards at the end wins the game. Set Up: Deal out the entire deck. All players should have the same number of cards. Play: Players keep their cards face-down in a pile in front of them. Simultaneously, each player flips a card face-up, and they take turns saying the sound on their card. The player with the higher number card wins that pair and takes both cards. If the numbers are the same, it s WAR! Each player then turns over another card, and the player with the higher number wins all cards. When all cards are played, the player with the most cards wins. Alternatively, players can set a time limit. The player with the most cards at the end of the set time wins. Consonant/Vowel/Consonant WAR For use with both the consonant and vowel decks: Object: The player with the most cards at the end wins the game. Set Up: Deal out both decks (consonant and vowel) to both players. Each player should have the same number of cards. Then, each player splits his or her consonant deck in half and places the stack of vowels between the 2 half stacks of consonants. Play: Players keep their cards face-down in 3 stacks. Simultaneously, each player reveals 1 card from each stack, and they take turns reading their consonantvowel-consonant nonsense word. The borders around the cards must be complete for the word to be read. This keeps the nonsense words within the guidelines of the English language. Players then play on each of the 3 pairs. The player with the higher number on his or her card wins that pair and takes both cards. If the numbers are the same, it s WAR! Each player then turns over another card and reads the new nonsense word. The player with the higher number on his or her card wins all cards. If a player s consonant-vowel-consonant combination makes a real word, he or she wins all the cards in that hand. When all cards are played, the player with the most cards wins. Special Cards: Wild Cards should be removed from the deck for these games. 28

30 Card Games Vowel Adventure MEMORY Object: The player with the most pairs* at the end wins the game. Set Up: Sort the deck into pairs of target sounds, shuffle those cards, and spread out up to 9 pairs in rows and columns. Play: Players take turns flipping over 2 cards, one at a time. Players should read the sound aloud and name the sound type. For example, if a player turns over ie he or she should say /ie/ is a slider and look for the other ie card. If the second card does not reveal a match, both cards are placed face-down in their original spots, and the next player takes a turn. The game continues until all matches have been found. The player with the most pairs at the end of the game wins. Special Cards: Wild Cards should be removed from the deck for this game. *A pair is made up of any two cards with the same vowel ay and ay for example. See What is the Vowel Adventure? Explanation Card and Vowel Key Cards for examples. Vowel Adventure GRAB Object: The player with the GRAB pile at the end wins the game. Set Up: Place the deck face-down in the middle of the table. Turn over the top card to begin a DISCARD pile. If the top card is a Wild card, return it to the pile and turn over a different card. Play: Players take turns flipping over one card at a time from the pile and reading the sound on that card. If a Wild card is turned over, that player takes the DISCARD pile and any other player s winnings. Play continues until all cards have been turned over; the player with the GRAB pile wins. If using the full curriculum, players can name the sound type, keyword, and/or brainstorm a word containing that sound. For example, if /oo/ is turned over, the player would say round sound, foot and might say shook. 29

31 Card Games Vowel Adventure CRAZY SOUNDS (similar to Crazy Eights) Object: The first player to run out of cards wins the game. Set Up: Deal each player 7 cards. Place the remaining cards face-down in a DRAW pile. Turn over the top card of the DRAW pile to begin a DISCARD pile. If the top card is a Wild card, return it to the pile and turn over a different card. Play: Match the top card on the DISCARD pile either by shape or sound type. For example, if the top card is a, the next player may play another square, another Smiley*, or a Wild card. The player must also read and name the sound type correctly. If the player does not have anything that matches, he or she chooses a card from the DRAW pile, and the turn ends. When a player is down to just one card, he or she should say Last one! If the player forgets to say Last one and another player catches it and calls Last one, the first player must draw a card from the DRAW pile. The first person to play all of his or her cards wins. Special Cards: Wild Card = When a Wild card is played, the player can choose a new sound type. For example, Sliders can be changed to Opens. Vowel Adventure SORT Object: Sort the deck into sound types* as quickly as possible. Set Up: Pull out the Wild cards and place them face-up in a line on the table. Shuffle the deck. Play: Start the timer. Sort the deck by category into 7 piles Smileys, Opens, Rounds, Sliders, Growling r, Boat Trip, and Borrower y as fast as possible. On the second attempt, have the player try to beat his or her previous time. When finished, check answers using the Vowel Key cards. If using the full curriculum, sort the vowel sounds into story order. *See What is the Vowel Adventure? Explanation Card and Vowel Key Cards for examples. 30

32 Card Games Cops and Criminals Sight Word WAR Object: The player with the most cards at the end wins the game. Set Up: Deal out the entire deck. All players should have the same number of cards. Play: Players keep their cards face-down in a pile in front of them. Simultaneously, each player flips a card face-up, and they take turns saying the word on their card. The cop card (black, phonetic word) wins over the criminal card (red, non-phonetic word) *. If both cards are the same word type, it s WAR! Each player then turns over another card, and the player with the cop card wins all cards. When all cards are played, the player with the most cards wins. Alternatively, players can set a time limit. The player with the most cards at the end of the set time wins. Special Cards: Cop Wild Card = This card wins over a regular cop card. Criminal Wild Card = This card wins over a regular criminal word card. Jailbreak Wild Card = When this card is played, the opponent must give one card from his or her winnings to the player. Cops and Criminals GRAB Object: The player with the GRAB pile at the end wins the game. Set Up: Place the deck face-down in the middle of the table. Turn over the top card to begin a DISCARD pile. If the top card is a Special card, return it to the pile and turn over a different card. Play: Players take turns flipping a card from the pile and reading the word on that card. If a Special card is turned over, that player gets to take the DISCARD pile and any other player s winning cards. Play continues until all cards have been turned over; the player with the GRAB pile at the end wins. Additionally, players can be required to use their words orally in a sentence. * See What are Cop and Criminal Words? Explanation Card 31

33 Card Games Cops and Criminals LINE UP Object: The player with the most cards in his or her LINE UP wins the game. Set Up: Deal each player 5 cards. Place the remaining cards face-down in a DRAW pile. You may want to limit the number of word cards in the DRAW pile. Play: The first player reads a word* from his or her hand and uses it in a sentence; the next player attempts to spell it. If the word is spelled correctly, the speller takes the card and places it face-up in front of him or her, creating a LINE UP. If the word is spelled incorrectly, the card is placed face-up in the DISCARD pile. Each time a card is given up, players must take another card from the DRAW pile, keeping 5 cards in hand at all times. Play continues until the last card in the DRAW pile is played. Special Cards: Cop Wild Card = When this card is played, the player takes all the cops (black, phonetic words) in his or her opponent s hand without having to spell them. Criminal Wild Card = When this card is played, the player takes all the criminals (red, non-phonetic words) in his or her opponent s hand without having to spell them. Jailbreak Wild Card = This card gives the player a chance to spell 2 cards in his or her opponent s hand. * See What are Cop and Criminal Words? Explanation Card BLANK CARDS Use the blank cards to add Cop or Criminal words of your own to the deck. 32

34 Card Games Tiger Trek R-controlled Vowel WAR Object: The player with the most cards at the end wins the game. Set Up: Deal out the entire deck. All players should have the same number of cards. Play: Players can choose from three WAR game options: 1). R-controlled vs. Closed = A word containing an R-controlled vowel* beats a closed syllable. For example, terk beats tron. 2). Real vs. Nonsense = A real word beats a nonsense word. For example, scarf beats fram. 3). Number of Sounds = The word with the highest number of sounds wins. For example, thirst has 4 sounds and beats arm which has 2. For this version, players should say each sound aloud and count the sounds on their fingers. For example, a player reads thirst then says, /th/ - /ir/ - /s/ - /t/. Four, and the opponent reads arm and says, /ar/ - /m/. Two. Players keep the cards face-down in a pile. Simultaneously, each player flips a card face-up, and they take turns saying the word on their card. If the cards are a tie, it s WAR! Each player turns over another card, and the winner takes all cards. When all cards are played, the player with the most cards wins. Alternatively, players can set a time limit. The player with the most cards at the end of the set time wins. Special Cards: Wild Cards should be removed from the deck for this game. * See What are Tiger Trek Words? Explanation Card 33

35 Card Games Tiger Trek GO FISH Object: The player with the most pairs* at the end wins the game. Set Up: Deal each player 5 cards. Place the remaining cards face-down in a GO FISH pile. Play: Players begin by identifying any pairs in their hands and placing the pairs face-up in front of them. The first player tells the next player a card he or she is holding and asks for a match. For example, I have start. Do you have strat? The player being asked gives up the requested card or says Go Fish if he or she does not have it. If a match is made, the first player takes a second turn. If a match is not made, the first player must then take a card from the GO FISH pile, and it is the next player s turn. Each time players get a match, the pair should be placed face-up in front of them. Play continues until someone runs out of cards and wins the game. Alternatively, players can set a time limit. The player with the most cards at the end of the set time wins. Special Cards: Wild Cards should be removed from the deck for this game. * A pair is comprised of a word with an R-controlled vowel and its closed syllable counterpart. See R-controlled Vowel Pair Key Card for examples and What are Tiger Trek Words? Explanation Card. BLANK CARDS Use the blank cards to replace lost cards or to create a game of your own. 34

36 Tiger Trek MEMORY Card Games Object: The player with the most pairs* at the end wins the game. Set Up: Choose 11 pairs (22 total cards) from the deck, shuffle them, and place them face-down on a table in rows and columns. Play: Players take turns turning over 2 cards, one at a time. Players should say the next card they are looking for after turning over the first. For example, if a player turns over sport, he or she should read the word then say, I m looking for sprot before choosing another card. If the second card does not reveal a match, both cards are placed face-down in their original spots, and the next player takes a turn. The game continues until all matches have been found. The player with the most pairs at the end of the game wins. Special Cards: Wild Cards should be removed from the deck for this game. Tiger Trek SORT Object: Sort the deck by R-controlled vowel as quickly as possible. Set Up: Pull out the Wild Cards and place them face-up in a line on the table. Shuffle the deck. Play: Start the timer. Sort the deck into 5 piles, one for each R-controlled vowel sound, as quickly as possible. Place the words that do not contain an R- controlled vowel in a DISCARD pile. On the second attempt, have the player try to beat his or her previous time. * A pair is comprised of a word with an R-controlled vowel and its closed syllable counterpart. See R-controlled Vowel Pair Key Card for examples and What are Tiger Trek Words? Explanation Card. 35

37 Card Games Tiger Trek RUMMY Object: The first player with a complete hand* wins the game. Set Up: Deal each player 7 cards. Place the remaining cards face-down in a DRAW pile. Turn over the top card of the DRAW pile to begin a DISCARD pile. Play: The first player chooses to pick up a card from either the DISCARD or the DRAW pile and decides whether to keep or discard it. If the card is kept, the player must choose another card from his or her hand to place face-up in the DISCARD pile. Each time a card is discarded the player must read the word aloud and correctly identify the vowel sound. One card must be discarded on every turn, and players will always have 7 cards in hand. Play continues until someone has 4 cards with one vowel and 3 with another. When a player has a complete hand, he or she calls out, Rummy! and places the cards face-up on the table. The other players then read each word, and, if the sets are complete, declare the winner. Special Cards: Wild Cards can be used to complete a set. *A complete hand is 4 cards with the same vowel sound and 3 cards with another. For example, sport, tort, stork, and torn all words with the /or/ sound, and prep, trek, and breg all words with the /e/ sound. See What are Tiger Trek Words? Explanation Card 36

38 Card Games Unlock REVLOC Syllable Type WAR Object: The player with the most cards at the end wins the game. Set Up: Deal out the entire deck. All players should have the same number of cards. Play: Players keep their cards face-down in a pile in front of them. Simultaneously, each player flips a card face-up, and they take turns reading the syllable aloud. Cards are valued from highest to lowest in the following order:* R = R-controlled E = Bridge e V = Vowel Team L = Consonant le O = Open C = Closed The higher card wins. If the syllable types are the same, it s WAR! Each player then turns over another card, and the player with the most valuable syllable type wins all cards. When all cards are played, the player with the most cards wins. Alternatively, players can set a time limit. The player with the most cards at the end of the set time wins. Variation: This game can be played with multisyllabic words by turning over 2 or more syllable cards at a time. This way, students can read the multisyllabic nonsense word, then play WAR with each card separately. Special Cards: Wild Card = A REVLOC Wild card automatically wins the hand. * See What is REVLOC? Syllabication Explanation Card and Syllable Type Key Card for examples. 37

39 Card Games Unlock REVLOC (similar to Crazy Eights) Object: The first player to run out of cards wins the game. Set Up: Deal each player 7 cards. Place the remaining cards face-down in a DRAW pile. Turn over the top card of the DRAW pile to begin a DISCARD pile. If the top card is a Wild, return it to the pile and turn over a different card. Play: Match the top card on the DISCARD pile either by shape or syllable type*. For example, if the top card is dir, the next player may play another starfish, another R-controlled syllable, or a REVLOC Wild card. The player must also read the syllable and name the syllable type correctly. If the player does not have anything that matches, he or she chooses a card from the DRAW pile, and the turn ends. When a player is down to just one card, he or she should say REVLOC! If the player forgets to say REVLOC and another player catches it and calls REVLOC, the first player must draw a card from the DRAW pile. The first person to play all of his or her cards wins. Special Cards: Wild Card = When a REVLOC Wild card is played, the syllable type is changed to the type on the card. Unlock REVLOC Syllable SORT Object: Sort the deck by syllable type in the shortest amount of time possible. Set Up: Pull out the Wild cards and place them face-up on the table in order. Shuffle the deck. Play: Start the timer. Sort the deck by category into 6 piles, one for each syllable type *, as fast as possible. On the second attempt, have the player try to beat his or her previous time. * See What is REVLOC? Syllabication Explanation Card and Syllable Type Key Card 38

40 Card Games Multisyllabic Unlock REVLOC (similar to Crazy Eights) Object: The first player to run out of cards wins the game. Set Up: Deal each player 7 cards. Place the remaining cards face-down in a DRAW pile. Turn over 2 cards from the DRAW pile and place them side by side on the table. These will be the DISCARD piles. If one of the cards is a Wild, return it to the pile and turn over a different card. Consonant le syllable types are played only at the end of a nonsense word. Play: Match cards on the DISCARD piles by shape or syllable type*. For example, if the cards are dir and libe, the player may play a starfish, another R- controlled syllable, or a REVLOC Wild card on dir and a coin, another Bridge e syllable, or a REVLOC Wild card on libe. The goal is to play 2 cards per turn one on each DISCARD pile. If the player has only one card that matches, he or she may play that card. If the player does not have anything that matches, he or she chooses a card from the DRAW pile, and the turn ends. Each time a card is discarded, the player must identify the syllable type(s) and read the whole nonsense word aloud. The word should be seamlessly blended even if it is not a real word. For example, the player must say dirlibe instead of dir pause libe. When a player is down to just one card, he or she should say REVLOC! If the player forgets to say REVLOC and another player catches it and calls REVLOC, the first player must draw a card from the DRAW pile. The first person to play all of his or her cards wins. Variation: This game can be played with 3 or more cards to practice blending longer words. Begin the game by dealing the cards and creating 3 or more DISCARD piles. The goal is to play as many cards as possible on each turn. Players must identify the syllable types and read the whole nonsense word aloud each time a new word is made. Special Cards: Wild Card = When a REVLOC Wild card is played, the syllable type is changed to the type on the card. * See What is REVLOC? Syllabication Explanation Card and Syllable Type Key Card 39

41 Card Games Strawberry SMASH Object: The player with the SMASH pile at the end wins the game. Set Up: Place the deck face-down in the middle of the table. Turn over the top card to begin a DISCARD pile. If the top card is a SMASH card, return it to the pile and turn over a different card. Play: Players take turns flipping over one card at a time from the pile and reading the word on that card. If a SMASH card is turned over, that player takes the DISCARD pile and any other player s winnings. Play continues until all cards have been turned over; the player with the most cards wins. Strawberry SMASH Small Group Object: The player with the most cards at the end wins the game. Set Up: Separate the deck by words containing beginning blends, ending blends, and beginning and ending blends. Use only those concepts the student has learned. Review the words with the students; place the cards in a bag. Play: The first player pulls a card from the bag and reads the word aloud. The player gets to keep that card if the word and the blend are identified correctly. If a SMASH card is pulled from the bag, the player loses his turn and must pass the bag to the next person. The player at the end with the most word cards wins the game. Strawberry SMASH SORT Object: Sort the deck by blend type* in the shortest amount of time possible. Play: Start the timer. Sort the deck into 3 piles beginning blends, ending blends and beginning and ending blends as fast as possible. On the second attempt, have the player try to beat his or her previous time. Special Cards: SMASH Cards should be removed from the deck for this game. * See What are Consonant Blends? Explanation Card and Blend Type Key Cards for examples. 40

42 Card Games Strawberry SMASH WAR Object: The player with the most cards at the end wins the game. Set Up: Deal out the entire deck. All players should have the same number of cards. Play: Players can choose from three WAR game options: 1). Blend Type * = Cards are valued from highest to lowest in the following order, and the higher card wins: - Words with beginning and ending consonant blends - Words with an ending blend only - Words with a beginning blend only 2). Real vs. Nonsense * = A real word card beats a nonsense word. For example, plum beats gresp. 3). Number of Sounds = The word with the highest number of sounds wins. For example, blaft has 5 sounds and beats shelf which has 4. For this version, players should say each sound aloud and count the sounds on their fingers. For example, a player reads blaft then says, /b/ - /l/ - /a/ - /f/ - /t/. Five, and the opponent reads shelf and says, /sh/ - /e/ - /l/ - /f/. Four. Players keep the cards face-down in a pile. Simultaneously, each player flips a card face-up, and they take turns saying the word on their card. If the cards are a tie, it s WAR! Each player turns over another card, and the winner takes all cards. When all cards are played, the player with the most cards wins. Alternatively, players can set a time limit. The player with the most cards at the end of the set time wins. Special Cards: SMASH Cards should be removed from the deck for this game. * See What are Consonant Blends? Explanation Card and Blend Type Key Cards for examples. 41

43 Card Games Strawberry SMASH Crazy Blends (similar to Crazy Eights) Object: The first player to run out of cards wins the game. Set Up: Deal each player 7 cards. Place the remaining cards face-down in a DRAW pile. Turn over the top card of the DRAW pile to begin a DISCARD pile. If the top card is a SMASH card, return it to the pile and turn over a different card. Play: Match the top card on the DISCARD pile by either blend type* or real vs. nonsense. For example, if the top card is baft, the next player may play another word with an ending blend, another nonsense word, or a SMASH card. The player must also read the word and name the blend type correctly. If the player does not have anything that matches, he or she chooses a card from the DRAW pile, and the turn ends. When a player is down to just one card, he or she should say Last one! If the player forgets to say Last one and another player catches it and calls Last one, the first player must draw a card from the DRAW pile. The first person to play all of his or her cards wins. Special Cards: SMASH Card = When a SMASH card is played, the player can choose a new blend type. For example, Beginning Blends can be changed to Beginning and Ending Blends. * See What are Consonant Blends? Explanation Card and Blend Type Key Cards for examples. BLANK CARDS Use the blank cards to add words of your own to the deck. 42

44 Bridge 'e' WAR Card Games Object: The player with the most cards at the end wins the game. Set Up: Deal out the entire deck. All players should have the same number of cards. Play: Players can choose from two WAR game options: Option 1 - Bridge e vs. Closed = A word containing Bridge e * beats a closed syllable. For example, cape beats cap. Option 2 - Number of Sounds = The word with the highest number of sounds wins. For example, plan has 4 sounds and beats dote which has 3. For this version, players should say each sound aloud and count the sounds on their fingers. For example, a player reads plan then says, /p/ - /l/ - /a/ - /n/. Four, and the opponent reads dote and says, /d/ - /oe/ - /t/. Three. Players keep the cards face-down in a pile. Simultaneously, each player flips a card face-up, and they take turns saying the word on their card. If the cards are a tie, it s WAR! Each player turns over another card, and the winner takes all cards. When all cards are played, the player with the most cards wins. Alternatively, players can set a time limit. The player with the most cards at the end of the set time wins. Special Cards: GRAB Cards should be removed from the deck for this game. * See What is Bridge 'e'? Explanation Card and Answer Key Card. 43

45 Card Games Bridge 'e' MEMORY Object: The player with the most pairs* at the end wins the game. Set Up: Choose 11 pairs (22 total cards) from the deck, shuffle them, and place them face-down on a table in rows and columns. Play: Players take turns flipping over 2 cards, one at a time. Players should say the next card they are looking for after turning over the first. For example, if a player turns over kit, he or she should read the word then say, I m looking for kite before choosing another card. If the second card does not reveal a match, both cards are placed face-down in their original spots, and the next player takes a turn. The game continues until all matches have been found. The player with the most pairs at the end of the game wins. Alternatively, players can set a time limit. The player with the most cards at the end of the set time wins. Special Cards: GRAB Cards should be removed from the deck for this game. Bridge 'e' SORT Object: Sort the deck by type as quickly as possible. Set Up: Shuffle the deck. Leave space for two piles. Play: Start the timer. Sort the deck into 2 piles, one for Bridge e words and one for closed syllables,* as quickly as possible. On the second attempt, have the player try to beat his or her previous time. Special Cards: GRAB Cards should be removed from the deck for this game. * See What is Bridge 'e'? Explanation Card and Answer Key Card. 44

46 Bridge 'e' GRAB Card Games Object: The player with the GRAB pile at the end wins the game. Set Up: Place the deck face-down in the middle of the table. Turn over the top card to begin a DISCARD pile. If the top card is a GRAB card, return it to the pile and turn over a different card. Play: Players take turns flipping over one card at a time from the pile and reading the word on that card. If a GRAB card is turned over, that player takes the DISCARD pile and any other player s winnings. Play continues until all cards have been turned over; the player with the most cards wins. If using the full curriculum, players can name the sound, identify the keyword, name the category, and/or brainstorm a word containing that sound. For example, if twin is turned over, the player would say /i/, igloo, Smiley and might think of swim. BLANK CARDS Use the blank cards to replace lost cards or to create a game of your own. 45

47 Bridge 'e' GO FISH Card Games Object: The player with the most pairs* at the end wins the game. Set Up: Deal each player 5 cards. Place the remaining cards face-down in a GO FISH pile. Play: Players begin by identifying any pairs in their hands and placing the pairs face-up in front of them. The first player tells the next player a card he or she is holding and asks for a match. For example, I have cub. Do you have cube? The player being asked gives up the requested card or says Go Fish if he or she does not have it. If a match is made, the first player takes a second turn. If a match is not made, the first player must then take a card from the GO FISH pile, and it is the next player s turn. Each time players get a match, the pair should be placed face-up in front of them. Play continues until someone runs out of cards and wins the game. Alternatively, players can set a time limit. The player with the most pairs at the end of the set time wins. Special Cards: GRAB Cards should be removed from the deck for this game. * A pair is comprised of a Bridge e word and its closed syllable counterpart. See What is Bridge e? Explanation Card and Answer Key Card. 46

48 Boat Trip WAR Card Games Object: The player with the most cards at the end wins the game. Set Up: Deal out the entire deck. All players should have the same number of cards. Play: Players can choose from two WAR game options: 1). Vowel Team vs. Closed = A word containing a vowel team* beats a closed syllable. For example, claim beats clam. 2). Number of Sounds = The word with the highest number of sounds wins. For example, cloud has 4 sounds and beats met which has 3. For this version, players should say each sound aloud and count the sounds on their fingers. For example, a player reads cloud then says, /c/ - /l/ - /ou/ - /d/. Four, and the opponent reads met and says, /m/ - /e/ - /t/. Three. Players keep the cards face-down in a pile. Simultaneously, each player flips a card face-up, and they take turns saying the word on their card. If the cards are a tie, it s WAR! Each player turns over another card, and the winner takes all cards. When all cards are played, the player with the most cards wins. Alternatively, players can set a time limit. The player with the most cards at the end of the set time wins. Special Cards: Wild Cards should be removed from the deck for this game. Reel em In Cards should be removed from the deck for this game. * See What is The Boat Trip? Explanation Card and Answer Key Cards 47

49 Boat Trip MEMORY Card Games Object: The player with the most pairs* at the end wins the game. Set Up: Choose 11 pairs (22 total cards) from the deck, shuffle them, and place them face-down on a table in rows and columns. Play: Players take turns turning over 2 cards, one at a time. Players should read the word on the card face before choosing another card. They are looking to match a vowel team with its Closed syllable counterpart: rain with ran or plain with plan. If the second card does not reveal a match, both cards are placed face-down in their original spots, and the next player takes a turn. The game continues until all matches have been found. The player with the most pairs at the end of the game wins. Special Cards: Wild Cards should be removed from the deck for this game. Reel em In Cards should be removed from the deck for this game. Boat Trip SORT Object: Sort the deck by vowel type as quickly as possible. Set Up: Pull out the Wild Cards and place them face-up in a line on the table. Shuffle the deck. Play: Start the timer. Sort the deck into 6 piles, one for each vowel team,* as quickly as possible. Place the words that do not contain a vowel team in a DISCARD pile. On the second attempt, have the player try to beat his or her previous time. Special Cards: Reel em In Cards should be removed from the deck for this game. * See What is The Boat Trip? Explanation Card and Answer Key Cards 48

50 Boat Trip Reel em In Card Games Object: The player with the most cards wins the game. Set Up: Deal each player 5 cards. Place the remaining cards face-down in a DRAW pile. Play: The first player reads a word from his or her hand and uses it in a sentence; the next player attempts to spell it. If the word is spelled correctly, the speller reels it in by placing it face-up in front of him or her. If the word is spelled incorrectly, the card is placed face-up in the DISCARD pile. Each time a card is given up, players must take another card from the DRAW pile, keeping 5 cards in hand at all times. Play continues until the last card in the DRAW pile is played. Special Cards: Reel em In Card = This card gives the player a chance to spell 2 cards in his or her opponent s hand. Wild Cards = When this card is played, the player takes all the cards with that vowel team from his or her opponent s hand without having to spell them. Boat Trip GRAB Object: The player with the GRAB pile at the end wins the game. Set Up: Place the deck face-down in the middle of the table. Turn over the top card to begin a DISCARD pile. If the top card is a Special card, return it to the pile and turn over a different card. Play: Players take turns flipping over one card at a time from the pile and reading the word on that card. If a Special card is turned over, that player takes the DISCARD pile and any other player s winnings. Play continues until all cards have been turned over; the player with the GRAB pile wins. If using the full curriculum, players can name the sound type, keyword, and/or brainstorm a word containing that sound. For example, if seat is turned over, the player would say Boat Trip vowel, sea and might think of please. 49

51 Card Games Boat Trip Crazy Vowel Teams (Similar to Crazy Eights) Object: The first player to run out of cards wins the game. Set Up: Deal each player 7 cards. Place the remaining cards face-down in a DRAW pile. Turn over the top card of the DRAW pile to begin a DISCARD pile. If the top card is a Wild card, return it to the pile and turn over a different card. Play: Match the top card on the DISCARD pile either by shape or vowel type*. For example, if the top card is proud, the next player may play another starfish, another /ou/ word, or a Special card. The player must also read the word and say the sound/vowel team correctly. If the player does not have anything that matches, he or she chooses a card from the DRAW pile, and the turn ends. When a player is down to just one card, he or she should say Boat Trip! If the player forgets to say Boat Trip and another player catches it and calls Boat Trip, the first player must draw a card from the DRAW pile. The first person to play all of his or her cards wins. Special Cards: Wild Card = When a Wild card is played, the vowel type is changed to the type on the card. Reel em In = When this card is played, the next player must draw two cards and forfeit his or her turn. * See What is the Boat Trip? Explanation Card and Answer Key Cards BLANK CARDS Use the blank cards to replace lost cards or to create a game of your own. 50

52 C s and G s WAR Card Games Object: The player with the most cards at the end wins the game. Set Up: Deal out the entire deck. All players should have the same number of cards. Play: Players keep the cards face-down in a pile. Simultaneously, each player flips a card face-up, and they take turns saying the word on their card. Players can choose from two WAR game options: 1). Hard vs. Soft = A word beginning with a hard sound like gum or clee beats a word beginning with a soft sound like geem or cent. If both cards have hard sounds or both have soft sounds, the word containing a g wins. 2). Nonsense vs. Real = A real word beats a nonsense word. For example forgot beats cym. If both are real or both are nonsense, the word containing a g wins. If there is a tie (examples: 2 words with the soft g sound or 2 real words with the c sound), it s WAR! Each player turns over another card, and the winner takes all 4 cards. When all cards are played, the player with the most cards wins. Alternatively, players can set a time limit. The player with the most cards at the end of the set time wins. Special Cards: Giant Card = This is a trump card. If a Giant card is played, that player automatically wins the turn. Cyclops Card = When a Cyclops card is played, the player automatically loses the turn. 51

53 Card Games C s and G s CRAZY SOUNDS (similar to Crazy Eights) Object: The first player to run out of cards wins the game. Set Up: Deal each player 7 cards. Place the remaining cards face-down in a DRAW pile. Turn over the top card of the DRAW pile to create a DISCARD pile. If the card is a Wild, return it to the pile and turn over a different card. Play: Match card on the DISCARD pile by shape or sound. For example, if the card is city, the player may play either a square or another word with the soft c sound like cent. If the player does not have anything that matches, he or she chooses a card from the DRAW pile, and the turn ends. Each time a card is discarded, the player must read the word aloud and identify the whether the c or g is hard or soft. When a player is down to just one card, he or she should say Last one! If the player forgets to say Last one and another player catches him and calls Last one, the first player must draw a card from the DRAW pile. The first person to play all of his or her cards wins. Special Cards: Giant Card = This is a Wild card and can be played at any time to change the category to either hard or soft g. Cyclops Card = This is a Wild card and can be played at any time to change the category to either hard or soft c. C s and G s SORT Object: Sort the deck by hard and soft C s and G s as quickly as possible. Set Up: Pull out the Wild cards and place them face-up in a line on the table. Shuffle the deck. Play: Start the timer. Sort the deck into 4 piles, one for hard c, soft c, hard g and soft g, as quickly as possible. On the second attempt, have the player try to beat his or her previous time. Additionally, players can further divide the deck into real and nonsense words. 52

54 C s and G s RUMMY Card Games Object: The first player with a complete hand* wins the game. Set Up: Deal each player 7 cards. Place the remaining cards face-down in a DRAW pile. Turn over the top card of the DRAW pile to begin a DISCARD pile. Play: The first player chooses to pick up a card from either the DISCARD or the DRAW pile and decides whether to keep or discard it. If the card is kept, the player must choose another card from his or her hand to place face-up in the DISCARD pile. Each time a card is discarded, the player must read the word aloud and correctly identify whether the c or g is hard or soft. One card must be discarded on every turn, and players will always have 7 cards in hand. Play continues until someone has 4 cards with one sound type and 3 with another. When a player has a complete hand, he or she calls out, Rummy! and places the cards face-up on the table. The other players then read each word, and, if the sets are complete, declare the winner. Special Cards: Giant Card = This card can be used to complete a set of words with either the hard or soft g sound. Cyclops Card = This card can be used to complete a set of words with either the hard or soft c sound. *A complete hand is 4 cards containing the same sound type and 3 cards containing another. For example, cym, cell, cep and cish all cards with the soft c sound, and program, gash and goit all cards with the hard g sound. C s and G s GRAB Object: The player with the GRAB pile at the end wins the game. Set Up: Place the deck face-down in the middle of the table. Turn over the top card to begin a DISCARD pile. If the top card is a Wild card, return it to the pile and turn over a different card. Play: Players take turns flipping a card from the pile and reading the word on that card. If a Wild card is turned over, that player gets to take the DISCARD pile and any other player s winning cards. Play continues until all cards have been turned over; the player with the GRAB pile at the end wins. Additionally, players can be required to use the real words in the deck orally in a sentence. 53

55 C s and G s SLAP Card Games Object: Quickly and correctly identify the sound made by the C s and G s. The player with the most cards wins. Set Up: Pull out the Wild cards and place them face-up in a line on the table. Shuffle the deck. Select one player to be the reader and one or two slappers. Play: The reader flips one card at a time from the pile, reads the word on that card aloud and places it face-up on the table. The slappers should race to hit the Wild card representing the correct sound of c or g found on the card the reader flipped over. For example, if center is flipped over, players should slap the Cyclops card representing the soft c sound. The first player to slap the correct Wild card gets to keep the word card that was read. Alternatively, classrooms can be split into two teams. Each student has the opportunity to earn one point for his/her team. The team with the most points wins. 54

56 SUMMIT Vocabulary Task: Vocabulary Building SUMMIT is used to build vocabulary skills. It can be found in the lesson plans next to the closed book icon. This strategy aids in the learning of vocabulary words, prefixes, suffixes or root words, and their meanings. SUMMIT Clip and Flip Sheet (see materials CD; student book available) Pencil Crayons or colored pencils Scissors SUMMIT Clip and Flip Sheet Instructions: Say and spell the word (prefix, suffix or root) Fill in the word on the front of the Clip and Flip sheet. Understand the word? Circle how you feel you understand the word. Smiley Face = You know this word and can use it in your writing and in conversation. Straight Face = You know this word, but don t use it in conversation or writing. Sad Face = You don t know this word well. Meaning Fill in the definition on the back of the Clip and Flip sheet. You may use a definition provided by the teacher, a dictionary, or a textbook. Match with the part of speech Circle the part of speech. Illustrate the word Draw a picture to remind you of the word s meaning. Think of a sentence Write a sentence using the word correctly. Think of a sentence Illustrate the word Match the part of speech Meaning Understand the word? Say and spell the word 55

57 SUMMIT Vocabulary When choosing words from the Kendore Kingdom Curriculum, please note that the sight words and vocabulary are broken down into groups based on frequency. Each list begins with words that are more common and progresses to more difficult words. The language experiences will vary by child; therefore, the word groups are relative to individual experience. Each group has then been assigned a mountain peak for reference. The /u/ lesson list is used below as an example. Mt. Everest Words: Highest mountain in the world. The least frequent words. Mt. Kilimanjaro Words: Highest peak in Africa. These words are even less frequent. Mt. McKinley Words Mt. Kilimanjaro Words Mt. Everest Words Everest Words Mt. McKinley Words: Highest peak in North America. These words are less frequent than Base Camp words. Base Camp Words: These words are the climbing essentials. Base Camp Words 56