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Directions: Children in centers read the word family clue words on the muffin word guide, and use onset and rime cards to build word family words (Figure 4-7) Children write the words in the !muffins ! "f children build more words than fit in the blan# muffins on the muffin word guide, as# them to write the e$tra words underneath the muffins
Hink Pinks
.in# %in#s are two-word rhymes consisting of an ad/ecti'e and a noun that share a rime Things You'll Need: 0a%er( %encils( crayons or mar#ers Directions: 1egin by as#ing children to thin# of ad/ecti'es with the same rimes as the nouns they describe, such as dair fair or s!ell bell " )rite e$am%les on the chal#board to ser'e as illustrations Children create and illustrate their own hin# %in#s Figure 4-2 shows hin# %in#s and %ictures created by a multi-age grou% of second and third graders 3ou may want to as# children to write definitions for their hin# %in#s For e$am%le, !a dri%%y %et! or !a wet %et! are definitions for the hin# %in# sogg dogg " And you also may want to %ro% the definitions on the chal# tray, and ha'e children match the definitions with the hin# %in#s and %ictures
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Cha%ter 4
Tongue T#isters
Tongu e twiste rs are senten ces in which all (or nearly all) the words begin with the same lettersound 4se this acti'it y with first, secon d, and third grader s who need %racti ce %ayin g attenti on to onsets and e$tra %racti ce in fluent ly readin g short senten ces Thing
s You'll Need: Tongue twisters remembe red from childhoo d or a good boo# with lots of twisters, such as World's Toughest Tongue T#isters (&osenbl oom, 52-6) or Charles 7eller8s Tongue T#isters (52-2) Directio ns: )rite a tongue twister on the board and ha'e children read and reread the twister in chorus for fluency As# a 'olunteer to underline the words with the same beginnin g lettersound (onset) .a'e the whole grou%
/oin togeth er to write a tongu e twiste r Childr en are now ready to write their own tongu e twiste rs 3ou may desig nate the onset each child is to use in writin g the tongu e twiste r, or childr en may decid e for thems el'es which begin ning sound they would li#e to use Share the alliter ati'e tongu
Figure 4-10 )riting and illustrati ng tongue twisters gi'es children o%%ortun ities to identify the onsets in words and to creati'el y use this #nowled ge
101 twisters aloud in chorus( %ut them on wall charts To de'elo% fluency, ha'e children ta%erecord tongue twisters Follow the e$am%le of &osenblo om and fasten together children8 s alliterati 'e sentence s and illustrati ons to ma#e a boo# of %layful, alliterati 'e language created by the readers and writers in your classroo m
wo r#i ng in cen ters bui ld wo rds by %ut tin g tog eth er tw o hal 'es of col orful %la stic egg s* one hal f wit h an ons et wri tte n on it and the oth er wit ha rim e Things You'll Need: A %ermane nt mar#er(
%lastic eggs( a bas#et (o%tional ) Direction s: )rite an onset on one half of a %lastic egg and a rime on the other half 0ut the eggs in a bas#et, se%arate them into hal'es, scramble the hal'es .a'e children fasten together two hal'es of colored %lastic eggs that ha'e a rime and an onset (Figure 4-55) .a'e children write the words they build
cha ins of wo rd fa mil y wo rds +r chi ldr en ma y ma #e cha ins of wo rds tha t be gin wit h the sa me lett ersou nd, de %e ndi ng on wh ich as% ect of %ri nt (on set s or rim es) yo u
wish to em%hasi: e
build words by %utting the hal'es of %lastic eggs with onsets on them together with the hal'es that ha'e rimes written on them
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Cha%ter 4 Thing s You'll Need: Colorf ul constr uction %a%er cut into stri%s about 5 inch wide Direc tions: Child ren loo# for word famil y words (or words with the same begin ning lettersound ) on the word wall, on charts , and on bullet in board s Child ren write word famil y words or
words with the same beginnin g lettersound on construct ion %a%er stri%s Ta%e or sta%le the ends of stri%s into a circle, lin#ing the circles with one another to form a giant chain 1efore hanging the chain, count the number of words children chained together ;ra%e chains o'er bulletin boards( hang them from one corner of the room to the other( ta%e them to des#s, windows , and walls
&i!e Pick' ()
"n this gamel i#e acti'it y, childr en %ic# u% stic#s * either the #ind found in %o%sicles or used as tongu e de%re ssors * with word famil y rimes (or onsets ) on them (Figur e 45<) This acti'it y wor#s best when two or three childr en %lay togeth er, and fits nicely into center
s Things You'll Need: 0o%sicle stic#s, craft stic#s or tongue de%resso rs with rimes on them (or onsets if beginnin g lettersounds are the focus) Directio ns: Scatter stic#s on a table or floor Ta#ing turns, children %ic# u% a stic#, read the rime or say the beginnin g letter, and thin# of a word family word or a word with the same beginnin g lettersound "f the child says a real word, the child %uts the stic# in his or her own %ersonal
%ile =ach stic# is worth one %oint The %layer who gets the most stic#s (the most %oints ) wins
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by dra win g the trad itio nal nin ebo$ des ign and wri ting two wor d fam ily clu e wor ds wit h diff ere nt rim es abo 'e the bo$ es 4n derl ine the rim e in eac h wor d fam ily clu e wor d (ca t, ran )" "f
you would rather em%hasi: e onsets, write words with onsets the children are learning and then underline the onsets ,aminate tic-tactoe cards and ha'e %layers use erasable mar#ers when they %lay Directio ns: Two children %lay( each writes a word with the same rime (or onset) as that at the to% of the %laying card (Figure 4-5A) "n this e$am%le, one %layer writes at family words, while the other %layer
wri tes an fam ily wor ds The trad itio nal rule s hol d* any thre e wor ds /oin ed in a hor i:o ntal , 'ert ical , or dia gon al dire ctio n win Bot eC Thi s ga me can be use d for lett ersou nd %att ern s (ch
a%ter D), %refi$es (cha%ter 6), or suffi$es (cha%ter 6) by writing two words with different lettersound %atterns (such as boat and tail for long o and long a), %refi$es (unha)) and re)la ), or suffi$es ()la ing and looked) at the to% of the tic-tactoe cards
Children ma#e their own train tic#ets by writing word family words on cards and then %utting them inside train
cars that ha'e the same word family rime on them Alternati'ely, children can write words with beginning lettersounds that match the letters written on train cars Things You'll Need: An engine and train cars made of colorful construction %a%er( large en'elo%es Sta%le a large en'elo%e with a word family rime (or a beginning F i g u r e 4 1 3 T i c t a c t o e c h a l l e n g e s c h i l d r e
n t o t h i n # o f w o r d s t h a t s h a r e t h e s a m e r i m e T h i s a c t i ' i t y c
winner!
a n a l s o b e a d a % t e d f o r o f t e n u s e d % r e f i $ e s a n d s u f f i $ e s , o r f
o r w o r d s t h a t h a ' e s % e c i f i c l e t t e r s o u n d % a t t e r n s , s u c h a s l o
n g ' o w e l s o r r c o n t r o l l e d ' o w e l s
Cha%ter 4
Figure 4-14 Eetting on board this train calls for writing word family words (or words with the same beginning letter-sounds) and %utting them inside the %ro%er car )hen the train lea'es the station, all the cards are read and returned to the children, who then ta#e them home for additional %ractice letter-sound), fla% side out, to each car Fasten e'erything to a bulletin board (Figure 4-54) Directions: Children ma#e their own !tic#ets! by writing word family words (or words with beginning letter-sounds) on inde$ cards Children then %ut the !tic#ets! inside the car with the word family clue word on it )hen the train is ready to lea'e the station, ta#e out the tic#ets, read and discuss the words, and return tic#ets to their ma#ers so children can ta#e them home to share
59D Things You'll Need: Bothing s%ecial A The!e' 4ased Word Fa!il 3ists Directio ns: Challeng e children to thin# of words that share rimes with food names, holidays, animals, commun ity %laces, games, and toys For e$am%le, word family words for an animal, say a cat, might include hat, bat, gnat, fat, sat, rat, and !at5 a list of word family words for an outdoor toy, say a s#ing,
mig ht be rin g, kin g, bri ng, sin g, and thi ng" Fas ten list s to wal ls, bull etin boa rds, and doo rs Co m% are and con tras t wor ds( use wor ds for wri ting %oe try, for stu dyi ng wor d s%e llin g, and in ga me s
1 %elebrate +nsets Directio ns: =$%lore onsets with an oldfashione d celebrati on, an alliterati 'e feast with all sorts of things that begin ali#e, such as )o)corn, )i66a, )otatoes , )inea))l e, )ret6els, and )ie" @a#e a list of these words )rite %oems and stories about the e$%erience, using lots of words from the alliterati 'e list C 7lliterati .e *ho))ing 3ists Directio ns: @a#e a game of
cre atin g ima gin ary sho %%i ng list s, say ing, !" we nt to the stor e and " fou nd a ban ana to buy ! The n as# eac h chil d to add so met hin g to the list that beg ins wit h the sa me lett er and sou nd
as banana * basket, bread, book, balloon, bean" @a#e a list on the chal#boa rd ;iscuss onsets and the sounds they re%resent , and then in'ite children to create their own imaginat i'e sho%%ing lists
cen ters Thi ngs You 'll Ne ed: )h ile slid es can be %ur cha sed, the y are e$tr em ely eas y to ma #e fro m oa# tag To ma #e a slid e, writ e ons ets on a stri % of oa# tag The n cut a me diu msi:e
d sha%e out of oa# tag to ser'e as the body of the slide )rite a rime on the slide and cut a window (two hori:ont al slits) beside the rime @a#e the window large enough so that the stri% with onsets can be threaded through it Directio ns: As children %ull the stri% through the slide, different words are formed As# children to write down the words they ma#e, and then later include these words in the word family word
W o r d F a ! i l W o r d 4 i n d e r s
Chi ldre n sa' e im%
ortant word family words in binders, and then consult the words either when writing or when %artici%a ting in other word family acti'ities
Cha%ter 4
Figure 4-15 )ord family slides gi'e children %ractice identifying word family words that are formed when different onsets are combined with the same rime Things You'll Need: +ne binder for each child( %a%er for the binders Directions: As a grou%, children ma#e a list of words in the same family, the at family, for e$am%le Children then %ut the at family list in their %ersonal word family word binders Children add to their binders other word family words they meet in reading or need for writing The words children %ut in their binders may come from the word family lists in your classroom, from the word wall, from %oems, and from writing acti'ities 0ut lists in binders al%habetically according to the 'owel in the rime, a!, an, at, et, ig, i!, i), it, and so forth
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children ma#e word towers, they ha'e o%%ortu nities to read and reread the same words, which hel%s familiari :e children with onsets and rimes and, addition ally, hel%s to de'elo% fluency reading oftenused words
one on to% of the other (Figure 4-56) "n reading different words on the bloc#s, children get re%eated %ractice reading the same words, which hel%s to build word fluency Count the number of bloc#s children stac# u%( as# children to suggest other words that share the same rime or beginning letter-sound( add some of the words to your classroom word wall