Where's the Sound? Objective Using picture cues, students will isolate beginning, middle, and ending phonemes in words.

Transcription

1 Where's the Sound? Congratulations on your purchase of the Really Good Literacy Center-in-a-Bag Where's the Sound? Game a fun, educational center game that you can use to sharpen your students' phonological awareness skills. Objective Using picture cues, students will isolate beginning, middle, and ending phonemes in words. This Really Good Stuff product includes: 30 Where's the Sound? Picture Tiles 2 Where's the Sound? Mats Center Task Card This Really Good Stuff Activity Guide The Where's the Sound? Game offers emergent readers a fun way to isolate phonemes in words. To play the game, students compare the sounds of two words and identify how they sound the same at their beginning, middle or end. This activity gives students practice segmenting words into phonemes, or sounds, and identifying different sound positions within a word. Managing the Center-in-a-Bag Display the Center Task Card. Demonstrate how to tidy the center when the activity is complete. Store the center materials in the bag and hang it alongside other Centers-in-a-Bag. Introducing the Where's the Sound? Game The Where's the Sound? Game provides ample opportunities for students to practice segmenting and isolating phonemes in words. Each Picture Tile has two pictures that share a beginning, middle, or ending sound. Students determine how the two words are similar by saying which phoneme they share; for example, cub and gum both have the short u sound in the middle position, while leaf and elf have the same ending sound, /f/. Once students determine the location of the shared phoneme, they place the Picture Tile into the correct column on the Where's the Sound? Mat. The first column, with the fish head, is for words that share a beginning sound, such as horse and heart. The middle column, with the fish body, corresponds to a shared middle sound, as in bone and soap. The final column, with the fish tail, corresponds to a shared ending sound, as in hug and bag. Students can play the Where's the Sound? Game individually or in pairs, making it a perfect literacy center activity. Two Where's the Sound? Mats make it possible for students to sort together or race against each other. They can also pair up and share a Mat, making it possible for up to four students to play at once. Included are 30 Picture Tiles, 10 each for shared beginning, middle, and ending sounds. Center Task Card Post this at the literacy center in a visible position. The student or helper can refer to the Center Task Card for instructions. Refer to the shaded section at the top of the Card for center preparation, including needed materials. Model the Activity Gather a Where s the Sound? Mat and the Picture Tiles and play the Where s the Sound? Game. Review the pictures on the Tiles or use the Answer Key to make sure that students can easily identify each picture. Explain that students will segment each of the two words into their individual sounds and determine how the words are similar. Place the Picture Tile in a stack face down and turn over the top Tile. Name each picture, bell boots. Say each word slowly, tapping your finger for each phoneme as necessary. Use the Where's the Sound Mat as a reference point for your tapping so that students can see how each column represents a position in the words. Ask students if the words share the beginning, middle, or ending sound. Sort the Picture Tile accordingly. After modeling the Where's the Sound? Game, use it as an independent literacy center activity. The ease of the instructions and fun pictures make the game accessible to all students, especially English language learners, who benefit from having picture cues to acquire new vocabulary. Where's the Sound? Game One to four players Object: To isolate phonemes in words. Materials: Picture Tiles, Where's the Sound? Mats, Center Task Card 1. Place the Mats in front of the players, one or two students per Mat. Place all the Picture Tiles face down in a stack. Decide on the order of play. 2. Player 1 turns over the top Picture Tile and names both pictures, stating whether they share a beginning, middle, or ending sound. Player 1 places the Tile in the corresponding column of his or her Mat. 3. Players continue taking turns in this way. 4. Play continues until all the Picture Tiles are used. Variation Supply a timer and have players speed sort the Picture Tiles. Students race against their partner's time or, if playing alone, their own time. Answer Key Same Beginning Same Middle Same Ending bell, boots back, pad ship, lip cow, corn leg, bed ball, nail yawn, yell chin, zip nut, pot horse, heart block, pot glove, hive jar, jet cub, gum sneeze, rose map, mug cake, face leaf, elf nest, nose sheep, feet hug, bag pen, pumpkin dice, pipe cloud, beard ring, rat bone, soap sock, tack sock, sun mule, cube ten, spine All activity guides can be found online: Helping Teachers Make A Difference 2009 Really Good Stuff Made in Guangzhou, China #304084

2 Where s the Sound? Worksheet Reproducible Helping Teachers Make A Difference 2009 Really Good Stuff Made in Guangzhou, China #304084

3 Beginning Sound Dominoes Congratulations on your purchase of Really Good Literacy Center-in-a-Box Beginning Sound Dominoes Game a fun and exciting way to reinforce your students' study of beginning sounds. Objective Using picture cues, students will match initial phonemes in words. This Really Good Stuff product includes: 46 Beginning Sound Dominoes Center Task Card This Really Good Stuff Activity Guide With the Beginning Sound Dominoes Game, emergent readers have fun while matching pictures that illustrate words that have the same beginning sound. Students sharpen their phonological awareness skills by listening for and identifying the beginning sounds of words. Through repeated play, students will notice how words are made up of individual sounds, an essential precursor to developing phonemic awareness. Managing the Center-in-a-Box Display the Center Task Card. Demonstrate how to tidy the center when the activity is complete. Store the center materials in the box and store it with other Centers-in-a-Box. Introducing the Beginning Sound Dominoes Game Mainly following the rules of the classic game of dominoes, Beginning Sound Dominoes Game provides ample opportunities for students to practice newly acquired beginning sound recognition skills in a fun setting. The Beginning Sound Dominoes Game meets the following instructional goals: Recognizing and identifying beginning consonant and vowel sounds Comparing and contrasting beginning sounds Sorting and classifying beginning sounds In this set, there are 46 Dominoes, each displaying a picture cue with a beginning sound. Students get practice hearing and identifying 23 beginning sounds, each as four different picture representations. Center Task Card Post this at the literacy center in a visible position. The student or helper can refer to the Center Task Card for instructions. Refer to the shaded section at the top of the Card for center preparation, including needed materials. Matching by Beginning Sound Before playing the Beginning Sound Dominoes Game, familiarize students with the concept of matching sounds. Select a beginning sound, hold up a Domino that displays a picture representing that sound, and ask students to identify objects or think of other words that begin with the same sound. Record student words, highlighting the common beginning sound of each word. Practice doing this with a few beginning sounds until students are familiar with the concept. Playing the Beginning Sound Dominoes Game Go over the pictures on the Beginning Sound Dominoes, making sure that students are able to identify each one. Explain that they will only need to listen for and focus on the beginning sound of the word that names each picture. For a complete list of the Dominoes and their pictures, see the Beginning Sound Dominoes List provided at the end of this Really Good Stuff Activity Guide. Model the Beginning Sound Dominoes Game with a small group of students. Rules for the game are similar to those of the classic domino game, with a few exceptions. Choose an appropriate place to play either at a large table or on the floor. Pass out six Dominoes to each player and place the rest of the Dominoes face down in a pile where all players can reach them. Select one Domino and place it face up in middle of the table. The first player starts the game by placing a Domino with a picture that has a name matching the beginning sound on the domino played. Players can build on the chain horizontally or vertically. (There are no points in this game as there are in the traditional game.) The game continues until one player runs out of Dominoes. Independent Center Activity After modeling the Beginning Sound Dominoes Game, use it as an independent literacy center activity. The familiarity of the game, ease of instruction, and picture cues make the game accessible to all students. Tactile learners will enjoy moving the Dominoes, while visual learners will benefit from the picture cues. Beginning Sound Dominoes Game Two to four players Object: To match pictures of words with the same beginning sounds. Materials: Beginning Sound Dominoes, Center Task Card 1. Pass out six Dominoes to each player. Players place them face up in front of them. 2. Place one Domino face up in middle of the table. The rest of the dominoes go face down in a pile where everyone can reach them. Decide on the order of play. 3. Player 1 selects a Domino with a picture to match the beginning sound of the Domino played. Player 1 names the pictures and says their beginning sound. 4. Players take turns adding to the Domino chain. 5. If players do not have a match, they take a Domino from the pile and play continues. 6. The first player to use all of his or her Dominoes is the winner. 7. If players draw all the Dominoes from the pile and still cannot make a match, the player with the fewest number of Dominoes is the winner. All activity guides can be found online: Helping Teachers Make A Difference 2009 Really Good Stuff Made in Guangzhou, China #304096

4 Beginning Sound Domino Beginning Sound Dominoes List alligator bear zebra ant apple door yell ax back yarn duck bib bus zip desk feet ghost dice egg fish hair elf elephant girl igloo elk fence heart helicopter guitar key horse jam iguana ill kite leaf insect face jet jeep cat gum jaw comb lion lock wagon magnet under octopus whale wing mask needle window paint nine yawn milk moon zero zookeeper yo-yo nose volcano underline nut olive rainbow pineapple otter ox sandwich rake pool skateboard pumpkin rose table snore roots teapot van soccer tie tooth violin vase umbrella umpire lollipop Helping Teachers Make A Difference 2009 Really Good Stuff Made in Guangzhou, China #304096

5 WHuzzles Congratulations on your purchase of this Really Good Literacy Center-in-a-Bag WHuzzles, a comprehension activity that strengthens your students ability to identify characters, setting, and major events in a story and improves their narrative writing skills. Objective Identify who, what, and where in a picture story, and describe the characters, setting, and major events in a story, using key details in discussion and in writing. Meeting Common Core State Standards WHuzzles aligns with the following English Language Arts Standards: Key Ideas & Details RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RL.1.3 Describe characters, settings, and major events in a story, using key details. Text Types & Purposes W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. Managing the Center-in-a-Bag 8 Five-piece color-coded, self-checking WHuzzles have numbers on the backs 2 Die-cut frames have holes for self-checking. You may choose to put the WHuzzle sets in baggies. You may choose to make copies of the Whuzzles Reproducible and store them in the bag. You may choose to make copies of the Progress Monitoring Sheet. Visit our Web site to download Really Good Stuff Teaching Guides. Model the Activity Begin by modeling the activity, discussing every step with students. Select a WHuzzle set and a frame and tell students that they will be looking carefully at a picture that tells a short story. Remind students that stories have characters (the who ), a setting (the where ), and a major event (the what ). You might point out that the three W question words all begin with wh and that is why these puzzles are called WHuzzles. This Really Good Stuff product includes: 2 Puzzle Frames 8 Five-Piece WHuzzles (40 Puzzle Pieces) 1 Center Task Card This Really Good Stuff Teaching Guide Simple picture stories depicting the 3 W s who, what, and where provide perfect practice for nonreaders and emergent readers as they develop their sense of story elements and the gist of a story. This center is a helpful springboard for retelling and writing simple narratives using key details. All teaching guides can be found online. Helping Teachers Make A Difference 2015 Really Good Stuff Made in China #306699

6 WHuzzles Begin with the largest piece, the story piece, and either think aloud or ask a student to tell you what happens in this story. Include, or encourage the student to include, the 3 W s who, what, and where as the story is told. Check the text piece and compare it to the shared version of the story. Work together to find the pieces that correspond to the designated spaces in the frame. Turn the frame over to check your work, using the self-checking holes with numbers showing (1, 2, and 3 if correct). WHuzzles Reproducibles Use the WHuzzles Reproducible for students to draw and write their own stories or retell WHuzzles. The reproducible also allows more students to participate at once. Use the Progress Monitoring Sheet to keep track of which WHuzzles students have completed and their scores (one point each for who, what, where and retelling the gist of the story). Related Really Good Stuff Products Comprehension Gigglers: Emergent (#306704) Comprehension Gigglers: Beginner (#306585) Question Clowns (#306609) Author s Reasons Race Cars (#306698) Sequence & Retelling Puzzles (# ) Making Meaning Matchups (#306700) Shades of Meaning Shuffle(#306706) This Goes With That (#306744) Punctuation Pirates (#306738) Really Good Literacy Centers Comprehension Set Grades 2-3 (#305493) Really Good Literacy Centers Comprehension Set Grades 4-5 (#305510) Center Task Card A helper can refer to the Center Task Card for instructions. Helping Teachers Make A Difference 2015 Really Good Stuff Made in China #306699

7 WHuzzles Reproducible Name: Helping Teachers Make A Difference 2015 Really Good Stuff Made in China #306699

8 WHuzzles Progress Monitoring Sheet Name fishing reading pigs milk tea party lemonade sledding sandcastle Helping Teachers Make A Difference 2015 Really Good Stuff Made in China #306699

9 Comprehension Gigglers: Emergent Congratulations on your purchase of the Really Good Literacy Center-in-a-Bag Comprehension Gigglers: Emergent, a funny comprehension activity that offers very-first test-taking practice and helps students develop an awareness of story elements such as who, what, and where. Objective Answer text-based comprehension questions by the process of elimination and show a colored ring or circle the correct answer. Meeting Common Core State Standards Comprehension Gigglers: Emergent aligns with the following English Language Arts Standards: Key Ideas & Details RI.K.1 With prompting and support, ask and answer questions about key details in a text. RI.1.1 Ask and answer questions about key details in a text. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RL.1.3 Describe characters, settings, and major events in a story, using key details. lessons! Students then hold up the corresponding colored ring to show their answer. Text cards are dry erase for marking text or for readers to work independently, circling answers. Managing the Center-in-a-Bag Use the Answer Choices/Strategies Card to teach reading strategies and to clarify that one answer choice is a text-based, correct answer and the other choice is silly. You may choose to make copies of the Student and Class Progress Monitoring Sheets. Visit our Web site to download Really Good Stuff Teaching Guides. Introducing Comprehension Gigglers: Emergent Begin by teaching comprehension strategies using the Good Readers Card. Explain to students that they need to listen for important key details in the text, such as who, what, and where in order to answer questions about the text. Next, explain that in this activity, selecting the correct answer will be fun because they will discover that one answer is very silly a giggler and the other answer is correct and can be found in the text. This Really Good Stuff product includes: 20 Two-sided, Write Again Text Cards (20 white nonfiction passages and 20 green fiction passages) 10 Response Rings (5 of each color, 2 per student) 1 Answer Choices/Strategies Card 1 Center Task Card This Really Good Stuff Teaching Guide Why not giggle and learn at the same time, especially when preparing such young students for testing? Read aloud short, simple passages and present three multiple-choice questions with two pictorial answer choices. One is an obvious, textbased, correct answer and the other is a very silly answer that will bring giggles to your comprehension All teaching guides can be found online. Helping Teachers Make A Difference 2015 Really Good Stuff Made in China #306704

10 Comprehension Gigglers: Emergent Model the Activity Begin by modeling the activity, discussing every step with students. Provide each student with two different colored Response Rings. Students will indicate their responses by holding up the correct color ring during questioning. Read a fiction (green) or nonfiction (blue) text card aloud. Center Task Card A helper can refer to the Center Task Card for instructions. Discuss the textual clues that support the correct answer, and discuss the reasons that the giggler is silly. Have fun! Extension Activities: 1. Invite readers to circle correct answers using a dry erase marker on the text cards. 2. Mark up or invite readers to mark up the text card to show textual evidence. Comprehension Gigglers Reproducibles Track which text cards students have completed and their scores using the Student and Class Progress Monitoring Sheets. Related Really Good Stuff Products Comprehension Gigglers: Beginner (#306585) Question Clowns (#306609) Author s Reasons Race Cars (#306698) Sequence & Retelling Puzzles (# ) WHuzzles (#306699) Shades of Meaning Shuffle (#306706) Making Meaning Matchups (#306700) This Goes With That (#306744) Punctuation Pirates (#306738) Really Good Literacy Centers Comprehension Set Grades 2-3 (#305493) Really Good Literacy Centers Comprehension Set Grades 4-5 (#305510) Helping Teachers Make A Difference 2015 Really Good Stuff Made in China #306704

11 Comprehension Gigglers: Emergent Class Progress Monitoring Sheet Helping Teachers Make A Difference 2015 Really Good Stuff Made in China #306704

12 Comprehension Gigglers: Emergent Student Progress Monitoring Sheet Name: Fiction Date Score Nonfiction Date Score 1. /3 1. /3 2. /3 2. /3 3. /3 3. /3 4. /3 4. /3 5. /3 5. /3 6. /3 6. /3 7. /3 7. /3 8. /3 8. /3 9. /3 9. /3 10. /3 10. /3 11. /3 11. /3 12. /3 12. /3 13. /3 13. /3 14. /3 14. /3 15. /3 15. /3 16. /3 16. /3 17. /3 17. /3 18. /3 18. /3 19. /3 19. /3 20. /3 20. /3 Helping Teachers Make A Difference 2015 Really Good Stuff Made in China #306704