vase Phonemic Awareness: Multisensory Activities:

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Agnes Kelly
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1 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 can feel for syllables by putting their hand under their chin). Segmentation: ask students to listen to the word (containing the /v/ sound) and segment the word saying each sound separately (van, vet, vig, vat, vid). Multisensory Activities: Birmingham Museum and Art Gallery for Kids website (design your own Greek vase) Fold a piece of paper in half. Practice symmetry by drawing half of a vase on the fold. Cut it out and open it. Discuss symmetry. Decorate the vase. Give each student the Vase Outline (Page 3). Ask students to decorate the vase. Say words that do and do not begin with the /v/ sound. Students draw a flower in the vase for every word that begins with /v/. Things to do with a vase after the flowers are gone: o Use it to create a terrarium: tiny succulents are lovely to look at and relatively easy to care for. Find the plants for a few dollars at your local home and garden store. o Catch coins near the front door: it's fun to watch it fill up! o Use as a generous candy dish: or fill it with chips to welcome guests. o Use as an ice bucket: before using, pop it in the freezer for a few moments o Use it to store jewelry or makeup, rolled up ties or belts in the bedroom: the glass makes it easy to find what you're looking for. o Use it by the stove, filled with kitchen utensils: it's a quick update for your kitchen. RLAC Page 1 of

2 Fun Facts: o Place it on your desk to hold pens and scissors, as well as all the little items post its, thumbtacks, card reader that would otherwise get scattered over your work surface. o Use it to corral stuff on your nightstand you can even hang your glasses over the edge. o Display your collection, whatever your passion: baseballs, breadtags, marbles, action figures. o Or, of course, you can refill it with flowers! During the ancient times, pottery was made using the potter's wheel, a machine with a horizontal spinning disc on which clay is shaped into various clay objects, though its origins are still unknown. The pottery made during this time in ancient Egypt were both for use and of decorative purposes, of which some examples included bottles, jars, and jugs used for carrying and storing water. Art was very important in ancient Greece. The Greeks usually painted on vases. The vases have scenes of gods and heroes. The vase was reddish-orange, and the artist painted scenes in black paint. Porcelain was actually invented in China. Lady head vases are made of ceramic. They have holes in the top of their heads and were originally sold at florists' shops as vases to hold flowers. Glass Vases: o Around 3,000 B.C. is when we find the first real evidence of manufactured glass by people. The Mesopotamia, Egypt, Syria were hubs of glassmaking. But you can thank an ancient Roman for the fact for glass in your everyday life. Because of their empire-making ways, Romans spread a more modern glass manufacturing knowledge to its newly conquered lands. RLAC Page 2 of

3 Vase Outline: RLAC Page 3 of

4 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 v words. Charades Cards: van vet vat RLAC Page 4 of

5 Very Nice Vase Word Cards Activities: Go Fish: (Make one copy of the Very Nice Vase Word Cards on Page 6 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 one copy of the Very Nice Vase Word Cards (Page 6) 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. RLAC Page 5 of

6 Very Nice Vase Word Cards: van vet vat vim Val vin vid vis van vet vat vim Val vin vid vis RLAC Page 6 of

7 Dictation Words Activities: Go Fish: (Make two copies of the Dictation Word Cards on Page 9 and cut apart.) Mix the cards, deal 2 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 9) 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. 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 9) 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 (reshuffle cards to finish the game). 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 an or Dictation Word Card (Page 9) 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 7 of

8 Race to Read: Cut apart the Dictation Word Cards (Page 9) 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 8 of

9 Dictation Word Cards: van vet vat vim Val RLAC Page 9 of

10 Dictation Sentences Activities: (Make one copy of the Dictation Sentences on Page 11 and cut apart.) Dictation Sentence Match: Give students the sentence parts (Page 11) 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 11) 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 11) 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 12). 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 v spelling. Practice reading the highlighted words and sentences. RLAC Page 10 of

11 Dictation Sentences: Get the pet to the vet! Did Val get in the van with Jim? Val sat in his red van. How did he get mush in that vat? I saw Val run to the van. Dip that rag in the vat and get it wet. The cat got mad and bit the vet. The vet put the pet in the vat for a bath. Fingertapping: Teacher says: "van" Students say: "van" (pound) Students fingertap: "/v/, /ă/, /n/ Write (read from clean copy) RLAC Page 11 of

12 Dictation Sentences Clean Copy: Get the pet to the vet! Did Val get in the van with Jim? Val sat in his red van. How did he get mush in that vat? I saw Val run to the van. Dip that rag in the vat and get it wet. The cat got mad and bit the vet. The vet put the pet in the vat for a bath. RLAC Page 12 of

shark Phonemic Awareness: Multisensory Activities: Fun Facts:

shark Phonemic Awareness: Multisensory Activities: Fun Facts: 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/