shark Phonemic Awareness: Multisensory Activities: Fun Facts:

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Rhoda Tamsin Austin
6 years ago
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1 sh shark Phonemic Awareness: Identifying sounds: ask students to pretend they are sharks (hold arms out in front and bring together from top to bottom (fingers are teeth). Students listen for the /sh/ sound at the beginning of the word and clamp down (eat) the word that begin with /sh/. Blending: ask students to listen to each sound of the words (containing the /sh/ sound) and blend it together, saying the word (sh-ŏ-p, d-ĭ-sh, r-ŭ-sh, shĭ-p, sh-ŭ-t). Multisensory Activities: Make a shark out of a toilet paper tube. Tape one end of the tube together vertically (tail), and cut a mouth with teeth out of the other end. Students can squeeze the top and bottom together to make the shark s mouth move. Tiger sharks have the widest variety of food of all sharks. They will eat almost anything, including trash (baseballs, license plates and oil cans). Give students the Shark! picture (Page 3) and ask them to draw things their shark may have eaten. Give each student the Shark! picture (Page 3). Ask them to cut the shark in half. Say words that begin and end with the /sh/ sound. When students hear /sh/ at the beginning, they hold up the head of the shark. When students hear /sh/ at the end, they hold up the tail. Give students the Shark Mouth Outline (Page 4). Have them add a predetermined number of teeth (in two rows) while practicing their counting skills. Fun Facts: Sharks do not have a single bone in their bodies. Instead they have a skeleton made up of cartilage; the same type of tough, flexible tissue that makes up human ears and noses. RLAC Page 1 of

2 If a shark was put into a large swimming pool, it would be able to smell a single drop of blood in the water. Not all species of shark give birth to live pups. Some species lay the egg case on the ocean floor and the pup hatches later on its own. A shark always has a row of smaller teeth developing behind its front teeth. Eventually the smaller teeth move forward, like a conveyor belt, and the front teeth fall out. Some sharks remain on the move for their entire lives. This forces water over their gills, delivering oxygen to the blood stream. If the shark stops moving then it will suffocate and die. RLAC Page 2 of

3 Shark! Picture: RLAC Page 3 of

4 Shark Mouth Outline RLAC Page 4 of

5 More Activities: Charades: Make one copy of the Charades Cards (below) and cut apart. Ask the student(s) to act out or draw the word on a card for their classmates (tutor) to guess. Challenge: Students act out their own sh words. Charades Cards: shop shut rash ship shin dish rush fish RLAC Page 5 of

6 Shark! Word Cards Activities: Go Fish: (Make one copy of the Shark! Word Cards on Page 7 and cut apart) Mix the cards, deal 3 to each player, and place the rest face down on the desk. When playing Go Fish, students ask for the rhyming match to one of the cards in their hand. If the other player has it, he/she must hand it over. The first player lays that pair to the side and it is the other person s turn. If the other player does not have it, the person who asked picks a card from the card pack. Challenge: Use the word in a sentence or define. Memory: Make two copies of the Shark! Word Cards (Page 7) and cut apart. Place cards face down on the table. Students take turns flipping over two cards. Students say each word. If the words are a match, the student keeps the pair. Play passes to the next player. If the cards are not a match, the cards are replaced and it is the next person s turn. Challenge: students define or use the word in a sentence when they have a match. Memory 2: (Make one copy of the Shark! Word Cards on Page 7 and cut apart). Place cards face down on the table. Students take turns flipping over two cards. Students say each word. If the words are a rhyming match, the student keeps the pair. Play passes to the next player. If the cards are not a match, the cards are replaced and it is the next person s turn. Challenge: students use both words in one sentence when they have a match. Rhyme Match: Make one copy of the Shark! Word Cards (Page 7) and cut apart. Hand one card to each student in the class/group. Students must find their rhyming match. RLAC Page 6 of

7 Shark! Word Cards: dash gush fish Josh cash rush dish gosh shop ship shod shin chop chip pod chin RLAC Page 7 of

8 Dictation Words Activities: (for shorter games, use any 1-2 columns): Go Fish: (Make two copies of the Dictation Word Cards on Page 10 and cut apart.) Mix the cards, deal 3 to each player, and place the rest face down on the desk. When playing Go Fish, students ask for the match to one of the cards in their hand. If the other player has it, he/she must hand it over. The first player lays that pair to the side and it is the other person s turn. If the other player does not have it, the person who asked picks a card from the card pack. Challenge: Use the word in a sentence or define. Memory: Make two copies of the Dictation Word cards (Page 10) and cut apart. Place cards face down on the table. Students take turns flipping over two cards. Students say each word. If the words are a match, the student keeps the pair. Play passes to the next player. If the cards are not a match, the cards are replaced and it is the next person s turn. Challenge: students define or use the word in a sentence when they have a match. Word Sort: (Words on Page 10, Sort Charts on Page 11 and 12) Sort Dictation Word cards into categories (noun/verb, beginning/end, etc.) Tic-Tac-Toe: Draw a Tic-Tac-Toe board on a white board or paper. Play "Tic-Tac-Toe" by placing the Dictation Word Cards (Page 10) face down in a pile and choosing two different colored markers (anything except red). Players take turns picking a word card and reading it to the other player. The other player must then pound, fingertap, and write the word in a space of his/her choice. Continue taking turns until someone gets 3 in a row of their color or the game is a tie. Sentence Savvy: Students select a sh Dictation Word Card (Page 10) and create a sentence using that word. Students then write the sentence* on lined paper while gluing the word card into the sentence. Challenge: Ask students to use 2 or more words in one sentence* Ask students to use these words in questions*, exclamations*, titles*, quotes*, etc. *Remember to only make corrections on phonetic words and Red Words which have already been taught. RLAC Page 8 of

9 Race to Read: Cut apart the Dictation Word Cards (Page 10) and place in a stack face down. Use a stopwatch to time students as they read the Dictation Word cards (correctly) one at a time. Record their time. Repeat often as students constantly try to beat their old records. RLAC Page 9 of

10 Dictation Word Cards: shop shut shun rash Josh sash ship bash shin hush hash mash dish gush dash mush shot rush shod fish midship catfish sunfish upshot RLAC Page 10 of

11 Dictation Words Sorts: Noun Verb RLAC Page 11 of

12 Dictation Words Sorts: /sh/ at the beginning /sh/ at the end RLAC Page 12 of

13 Dictation Sentences Activities: (Make one copy of the Dictation Sentences on Page 14 and cut apart.) Dictation Sentence Match: Give students the sentence parts (Page 14) and match to create correct sentences while practicing fluency and comprehension. Match Me: Give the first part of the Dictation Sentences (starts with a capital letter) to half of your group and the last part (ends with punctuation) to the other half. Students then find their match. Memory: Place Dictation Sentence Cards (Page 14) face down on the table. Students take turns flipping over two cards. Students read each phrase. If the phrases are a match (makes a Dictation Sentence), the student reads the sentence and keeps the pair. Play passes to the next player. If the cards are not a match, the cards are replaced and it is the next person s turn. Sentence Savvy: Students select one part of a Dictation Sentence (Page 14) and create a different beginning/end for that sentence. Students may then write their new sentence* on lined paper while gluing the sentence part card into the sentence. Challenge: Ask students to write a sentence which may come before/after their sentence* Ask students to create questions*, exclamations*, titles*, quotes*, etc. using their sentence part. *Remember to only make corrections on phonetic words and Red Words which have already been taught. More Dictation Sentences Activities: Find the Sound: Make two copies of the Dictation Sentences (Clean Copy) (Page 15). Give one copy of the Sentences and a highlighter to each person. At, One, two, three, Go! both participants race to find and highlight the words with the /sh/ spelling. Practice reading the highlighted words and sentences. RLAC Page 13 of

14 Dictation Sentences: The fish is in his dish. Dan has a rash on his shin. Can she shut the shop? Bob got a ship kit at the shop. The mush got hot in the pot. Tim can see a gash on his lip. Did he hit his shin on the cot? Josh can rush and dash in the sun. Fingertapping: Teacher says: "dash" Students say: "dash" (pound) Students fingertap: "/d/, /ă/, /sh/ Write (read from clean copy) RLAC Page 14 of

15 Dictation Sentences Clean Copy: The fish is in his dish. Dan has a rash on his shin. Can she shut the shop? Bob got a ship kit at the shop. The mush got hot in the pot. Tim can see a gash on his lip. Did he hit his shin on the cot? Josh can rush and dash in the sun. RLAC Page 15 of

vase Phonemic Awareness: Multisensory Activities:

vase Phonemic Awareness: Multisensory Activities: v vase Phonemic Awareness: Syllables: say words of varying length containing the /v/ sound. Students are to count the number of syllables in the words (van, valentine, valuable, verse, vet) o (Students