Alphabet Soup Game
Task: Recognize
P
(K-2)
and identifu letters
Materials: Alphabet Soupby Kate Banks,
1 sentence strip with each
child's
name? scissors,
small
plastic or paper bowls, stirring utensils
Directions:
1.
Read Alphabet Soapby Kate Banks_to get students interested
in letters
and their
associations.
2. Give sentence strips to each child and have them cut out the letters in their names.
3. Students play in groups or pairs.
4. Students put their letters in a bowl and stir it with the utensil.
5. Take turns pulling out a letter.
6. If the letter belongs in his/her name, they keep it. If it doesn't belong in the student's narne,
7.
they put it back in the bowl.
Continue playing until bowl is empty.
Wall Wordo
P (K-2)
Task: Identify words on a Word Wall
Materials: Portable Word Wall template, Wall Wordo game template, index
cards, game pieces
(ex. candy, buttons, etc.)
Directions:
1.
Students choose words from the Portable Word Wall template.
2.
As each word is called out, students chant its spelling and write in any square on their Wall
Wordo game sheet.
The teacher writes the chosen words on index cards.
Shuffle the cards and call out the words.
When a student completely covers a row, he/she shouts "Wall Wordo".
Words must be spelled correctly in order to win.
3.
4.
5.
6.
P (K-2)
Clothespin Phonics Fun
Task: Matching words or sounds using
clothespins
Materials: file folders or poster board, clothespins, markers, pictures, word lists, scissors, glue
I)irections:
1.
Choose a phonics category for matching words and/or pictures.
2. Write words or glue pictures for each category on a file folder or poster board.
3. Write the matching words on clothespins.
4. Students move the clothespins to match the words to the chosen category
Example Categories
1.
2.
3.
4.
5.
6.
Beginning sounds
Ending sounds
Synonymns
Antonyms
Compound words
Long and short vowels
Making Friends with Beginning Sounds
P
(K-2)
Task: Identifying beginning sounds
Materials: White
paper, crayons or markers, pencils, Busy Buzzing Bees by
Alvin Schwartz
Directions:
1.
Begin by discussing the first sounds that are heard in words.
a. Examples: "Mary, mother" or "brown, bear".
b.
2.
3.
Guide students to fold paper "hot dog" and "hamburger" to make 4 boxes.
Students choose 4 classmates, writing their names in each box, then adding a word
beginning with the same letter that tells something that person can do.
a.
4.
5.
Encourage students to share examples.
Example: Danielle dances
Illustrate the phrase.
Read Basy Buaing Bumblebees as a culminating activity.
P (K-2)
Brand Name Phonics
Task: Identifying phonics word patterns
Materials: Brand Name Phonics template, several empty brand
name product boxes, poster board,
index cards
Directions:
1.
Create as many columns as needed on the poster board or white board for the empty band
name boxes.
2. Columns are headed with the product name and underlined spelling pattern.
3. Show one-syllable words written on index cards, then students will write the words under
with the same pattern and use the rhyme to pronounce the word.
Encowage students to think of new words for each column.
Advanced readers can say and write two-syllable words.
the product name
4.
5.
P (K-2)
Pizza Sorts
Task: Practicing various phonics skills
Materials: empty pizza boxes, poster board, scissors, markers, plastic
bags to hold the "ptzza
wedges", Pizza Sorts illustrated examples page
Directions:
1.
2.
3.
4.
- 5.
Decide on the phonics skill students need to practice.
a. Examples include: short vowels, long vowels, cvc rule, etc.
For each box and phonics skill, make a poster board pizzaby cutting circles 10 inches in
diameter.
Cut the pizzas into eighths.
Write words that are appropriate for the skills being practiced on each "pizza wedge",
Place cut up "pizza wedges" in a plastic bag.
Students sort slices into correct boxes until they have a complete pizza in each box.
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I ll
I I I I ll
ll
I ll
I ll
ll
ll
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Phonics Riddles
Task: Using riddles with
Materials: index cards,
P
(K-2)
phonics clues to identifu words
markers, envelopes or plastic bags to hold index cards
Directions:
l. Write "phonics riddles' on index cards.
2. Examples:
a. "It rhymes with hat. You use it to hit a ball. Wat is it? "
b. "It rhymes with cot. It is the opposite of cold. Wat is it? ".
3.
4.
Answers are written on the back of the index cards.
Students work in pairs or groups, taking an envelope of riddles, and seeing who can get the
most answers correct.
Pick Up
Sticks
P (K-2)
Task: Practicing various phonics skills
Materials: craft sticks, markers, empty cans (ex. Pringles, Crystal Light, etc.), self sticking
contact paper
Directions:
1.
2.
3.
4.
5.
Cover the cans with self sticking contact paper.
Determine the phonics rule to be practiced.
Examples:
a. words beginning with a particular blend
b. word families
c. long vowel sounds, etc.,
Write words to be studied on craft sticks.
Store the craft sticks in the cans.
Student Directions:
1. Work as partners.
2. Drop all the sticks.
3. Take turns picking up one stick at a time without moving any of the others.
4, The student reads the word, uses it in a sentence, and thinks of a word that rhymes with that
word (nonsense words can be used).
5. Continue with your turn until a stick is moved. The player with the most sticks wins.
Sound Train Game
P (K-2)
Task: Identiffing various letter sounds
Materials: I chair for
each student
Directions:
1.
2.
3.
4.
5.
6.
Line up chairs to make a train. Each child takes a seat on the train.
Determine ahead of time the type of letter sounds that the students will identi$
Examples:
a. initial consonant sound
b. rhyming sounds
c. short vowel sounds, etc.
Call on a child and say a word.
If the child responds correctly by giving the sound the teacher is looking for, then he or she
moves hislher chair to the front of the train. This way, the students "chug" around the
room.
Variations to the game include teachers display picture cards or word cards instead of
saying a word.
Hopscotch Phonics
P (K-2)
Task: Using a hopscotch board to Practice various of phonics skills
Materials: Poster board, markers, bingo chips or bottle caps to use game pieces, Hopscotch
Phonics illustrated example
Directions:
l.
2.
Create a hopscotch board on poster board.
Determine the phonics skill to be practiced and
fill
each box on the game board with those
skills
3.
a. Examples: initial consonants, blends, digraphs, words, etc.
Students take turns throwing their game piece in a square and giving a word that is
4.
appropriate for the section landed in.
a. Example: in the "ck" boxo the student might say "clock" for an ending sound.
The student able to provide an example for each box first, wins.
End Zone
P (3-s)
Task: Final letter/sound
Materials: laminated End Zone game cards, vis-ir-vis
pens
Directions:
l
Place end zone cards face down on the table.
2.
3.
Each player draws three cards.
Players use vis-ir-vis pens to work out possible endings by writing on cards.
Sorting Up to Six Syllables
P (3-s)
Task: Sorting words with up to six syllables
Materials: Six Syllable category
cards and word cards
Directions:
1.
Pass out the
six syllable type category cards and word cards.
2. Student pairs sort the cards using the six syllable types as headings.
3. Once each student pair has completed sorting, they trade places with another pair to check
their sorts.
Teaching Closed Syllables
P (3-s)
Task: Learning the Closed Syllable Rule
Materials: Teacher-made list of closed syllable words
Directions:
l.
2.
3.
4.
5.
6.
Write four closed syllable words on the board
a. Example: use one- syllable words ex. run, hop, can, fin.
Determine with the students how many vowels are in each word. (one)
Ask students how each word ends. (with a consonant)
Read the words.
Ask students how the vowels are pronounced (short vowel sound)
Define the closed syllable rule.
A closed syllable ends in at least one consonant and the vowel is short.
7
.
Have students generate a list of closed syllable words.
Teaching Open
Syllables
Task: Learning the Open Syllable Rule
Materials: Teacher-made list of open syllable words
Directions:
l.
2.
3.
4.
5.
6.
7.
Write four open syllable words on the board
a. For example: me, by, so, tiger
Determine with students how many vowels are in each word.
Ask students how each word ends. (with a vowel)
Compare these words to words used in closed syllables and discuss the differences.
Read the words.
Ask students how the words are pronounced. (long vowel sound)
Define the open syllable rule.
An open syllable ends in a vowel. The vowel is long.
8.
Have students generate a list of open syllable words.
P (3-5)
Teaching Vowel
Task: Learning
Teams
P (3-5)
the Vowel Team Syllable Rule
Materials: Teacher-made list of vowel team syllable words
Directions:
1.
2.
3.
4.
5.
6.
Write four one-syllable vowel pair words on the board.
a. For example: seed, meat, bait, boil
Determine with students how many vowels are in each word. (two)
Ask students how each word ends. (with at least one consonant)
Compare vowel pair syllables to closed and open syllables and discuss differences.
Read each word. Explicitly teach each sound.
Define the vowel pair syllable rule.
A syllable with two vowels and at least one consonant at the end.
7.
Sfudents generate a
list of vowel team syllable words.
Teaching
R-Control
P (3-5)
Task: Learning the R-Controlled Syllable Rule
Materials:
Teacher made
list of r-controlled vowel words
Directions:
1.
2.
Write four one syllable vowel-r words on the board.
a. For example: for, card, stir, curb
Determine how many vowels are in each word. (one)
Ask students how each word ends. (with at least one consonant)
3.
4. Review the r-controlled syllable.
5. Read the words and explain that these words do not have a short vowel sound.
6. Explain that vowels do make their common long or short sound when they are followed by
-r.
7. Define the vowel -r syllable rule.
A syllable containing a vowel followed by an r (ar, or' ur, ir, er)
TeachingVowel-Consonant-SilentE
Task: Leaming the Vowel -
Consonant
-
P(3-5)
Silent e (VCe) Rule
Materials: Teacher-made list of VCe syllable words
Directions:
1.
2.
3.
4.
5.
6.
Write four vowel-consonant-e words on the board.
Determine with students how many vowels are in each word. (two)
Ask students how each word ends. (with an e)
Ask what comes between the vowel and the silent e. (one consonant)
Read the words and ask students what happens when there is a silent e at the end of a word.
( e is silent and the vowel before it is long)
Define the VCe syllable rule.:
In
7.
a VCe
word, the
e is silent and the
other vowel is long.
Have students generate a list of VCe words.
Teaching Final
-le
P (3-5)
Task: Learning the final consonant -le syllable
Materials: Teacher-made list of final consonant -le syllable words
Directions:
1.
2.
3.
4.
5.
6.
7.
8.
Write four two-syllable consonant -le words on the board.
For example: cable, apple, little
Ask students to determine what is the same in all the words. (all end in a consonant
followed by -le)
Ask students to clap or hear how many syllables are in each word as they say it. (two)
Read each word and have the students echo.
Ask students how each word ends. (with a consonant followed by -le)
Define consonant -le syllable.
A syllable that has only three letters: a consonanto an l, and an e. The e is silent. It is
determined by the vowel in the syllable. The consonant and the I are sounded like a
blend. This syllable must be the last syllable in a multisyllabic word.
Students generate a list of consonant -le words.
Mystery Words
Task: Unscrambling
P (3-s)
and classifuing words by syllables
Materials: teacher created word list, index cards, individual letters
(can be magnetic letters,
individual plastic letters, or teacher created letter cards), paper, pencil
Directions:
1.
2.
3.
4.
Scramble/rearrange letters for each word on the chosen word list.
Write the scrambled words on index cards.
a. Example: obx (box), ymalif (family), prihc (chirp), letap (plate)
Students unscramble the words ( individual letters can be used to assist the students with.,
figuring out the word) then write them correctly.
Students sort and classifu the words by syllables.
Around the
Circle
P (3-5)
Task: Finding commonalities among six syllable type words
Materials: teacher created word lists of six syllable type words, index cards
Directions:
J.
2.
3.
4.
5,
6.
Write six syllable type words on index cards .(1 per student)
Give each student a card, then divide the class into 2 groups.
One group sits to create an "outer circle", while the other group sits in the "inner circle",
facing the students in the outer circle.
Students compare their word with the person they are facing and discuss how the words are
similar and different.
After a few minutes, the outer circle will rotate clockwise and repeat the first part of step 3
with a new partner.
After rotating 3-4 times, challenge the students to brainstorrn new six syllable type words.
Highlighter Hunt
Task: Locating phonics patterns in newspapers
Materials: Newspapers,
P (3-s)
and magazines
magazines, teacher created list of phonics patterns, highlighters
Directions:
l.
Determine the phonics pattern that students should search for in the newspapers and
magazines.
2.
Students highlight words found in the newspaper or magazines that match the identified
phonics pattern.
3.
Students use their findings to create a chart to share with the class.
Dungeon Keeper
P (3-s)
Task: Identifying phonics patterns or syllable types
Materials:
teacher created list of syllable types and/or phonics patterns, index cards
Directions:
1. Write the syllable types andJorphonics patterns on index cards.
2. Take the class to the playground or gym and designate a "dungeon" area.
3. The teacher acts as the "dungeon keeper" and keeps a stack ofcards containing
the syllable
types or phonics pattems.
4. Choose 2 students to be "ito' for the tag game.
5. When the student is tagged, "it" escorts him/her to the dungeon.
6. To escape the dungeon, the student must draw a card and tell the dungeon keeper a word
7.
for that syllable type or phonics pattern.
Pause periodically to change students who are "it".
Word
Task: Identifying phonics
Materials: Teacher
Sleuth
(3-5)
patterns
created list of words that use a particular phonics pattern
Directions:
1.
Write words on the board, but use blank lines to replace the letters that identifu the phonics
pattern.
a.
For example:
__t y,
t w i __, S I n__, and __t r u s (for "ci")
2.
Students work individually, in pairs, or small goups to deduce what letter or group
letters can be placed in each set of blank lines to create a real word.
3.
Students suggest answers.
4.
When the correct answer is given, discuss the phonics pattern. Encourage students to think
of other words that fit the particular phonics pattern.
Cross the
River
of
P (3-5)
Task: Matching words to syllable types
Materials: teacher
created word list, poster board, markers, dice, objects to use as game pieces,
drawing paper
Directions:
1. Create an 8x6 grid on poster board.
2. Write a word that illustrates one of the six syllable types in each box. The words should be
3.
4.
5.
6.
7.
placed randomly in the boxes. However, the first column of 6 spaces should contain one
word from each of the syllable types.
Write the six syllable types on drawing paper and number them 1-6.
Students place game pieces at one end of the grid.
roll
find a word that corresponds to the syllable type they rolled, and move
their game piece to a space in the I't row containing that word.
Players take tums rolling the die and moving their game pieces to adjacent squares only. If
the spaces around their game piece don't contain a word for the syllable type they rolled,
they lose their tum.
The first player to "Cross the River" to the other side of the grid wins.
Students
a die,
WALL WORDO
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Brand Name Phonics Word Patterns
ace Ace Hardware
ack Snack Pack@
ade lemonade
aid
ail
ain
air
Band Aid@, KoolAido
nail polish
ake
Shake n Bake@
ginger ale
ale
all
am
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White Rain@
hair spray
all@
Pam@
Ban@
and Band Aid@
ane candy cane
ank _ Bank
rce
ick
ide
lce cream
Speed Stick@
Tj-dg'
ight Risht Guard@
im Slim Jim@
ime lemon-lime
in Wheat Thins@
ine Pine Sol@
ing Burger Ki-ngt
ip CoolWh!p@
ipe Fudge Strlps@
ish Gold Fish@
it K!! Kato
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eat
Good Year@
Wheat Thins@, meat
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eer Cheer@
eet Swgg! n Low@
ell Taco Bell@
est Crest@
ew Mountain Dew@
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popcorn
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ow lvory Snow@, Sweet n Low@
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