kindergarten ela · 2020. 3. 31. · o read, play games, and hang out with dr. seuss and his...

Kindergarten ELA

To Proficiency and

Beyond!

Table of Contents

• List of Learning Websites • Phonemic Awareness (Sounds) • Phonics (Letters) • Fluency • Vocabulary • Comprehension

10 Free Learning Websites

• Sitcheroo Zoo o www.switcheroonzoo.com o Watch, listen, and play games to learn all about amazing animals!

• Nat Geo for Kids

o www.kids.nationalgeographic.com o Learn all about geography and fascinating animals!

• Into the Book

o www.reading.ecb.org o Go “into the book” to play games that practice reading strategies!

• Suessville

o www.seussville.com o Read, play games, and hang out with Dr. Seuss and his friends!

• ABC YA

o www.abcya.com o Practice math and reading skills all while playing fun games!

• Fun Brain

o www.funbrain.com o Play games while practicing math and reading skills!

• PBS Kids

o www.pbs.org o Hang out with your favorite characters all while learning!

• Star Fall

o www.starfall.com o Practice your phonics skills with these read-along stories!

• Storyline Online

o www.storylineonline.com o Have some of your favorite stories read to you by movie stars!

• Highlights Kids

o www.highlightskids.com o Read, play games, and conduct cool science experiments!

http://www.switcheroonzoo.com/

http://www.kids.nationalgeographic.com/

http://www.reading.ecb.org/

http://www.seussville.com/

http://www.abcya.com/

http://www.funbrain.com/

http://www.pbs.org/

http://www.starfall.com/

http://www.storylineonline.com/

http://www.highlightskids.com/

Phonological Awareness

K-1 Student Center Activities: Phonological Awareness ©2005 The Florida Center for Reading Research (Revised, 2008)

Phoneme IsolatingSee It – Sound It

PA.036

ObjectiveThe student will isolate initial phonemes in words.

MaterialsBox Cut a hole in the end of the box large enough to fit a child’s hand.Target sound objectsPlace objects inside the box.

ActivityStudents determine and say initial sounds of objects as they are taken out of a box.1. Place the box of objects on a flat surface.2. Working in pairs, student one selects an object from the box and shows the object.3. Student two names the object and says its initial sound (e.g., “domino, /d/”). Place

object aside.4. Continue until all objects and their initial sounds are identified.5. Peer evaluation

Extensions and AdaptationsSay the final sound of each object.Count the number of syllables of each object.

“domino”


K-1 Student Center Activities: Phonological Awareness©2005 The Florida Center for Reading Research (Revised, 2008)

Phoneme IsolatingThe Last Sound Is...

PA.037

ObjectiveThe student will isolate final phonemes in words.

MaterialsFinal sound objects

ActivityStudents use final sound clues to identify objects.1. Place final sound objects on a flat surface.2. Taking turns, student one chooses and silently names an object. Isolates and says the final

sound aloud (e.g., “Find the object that ends in /l/.”).3. Student two looks at the objects and selects the one with the designated final sound. Names

the object and says its final sound (i.e., “turtle, /l/”).4. Reverse roles and continue until all objects are identified.5. Peer evaluation

Extensions and AdaptationsInclude several objects with the same final sound.Use initial sound objects.

“Find the object that ends in / l /.”



Phoneme IsolatingMove and Tell

PA.038

ObjectiveThe student will isolate medial phonemes in words.

MaterialsMove and Tell game board (Activity Master PA.038.AM1a - PA.038.AM1b)Copy on card stock, assemble, and laminate.Note: Pictures on the game board are: six, rock, pan, hive, bug, cake, moon, fin, cheese, house, hook, cone, tree, chain, girl, kite, book, fish, glue, bed, rope, dice, purse, mouse, ant, shell, feet, fork, duck, mop, and bell.Number cube (Activity Master PA.008.AM3)Game pieces (e.g., counters)

ActivityStudents isolate medial sounds of pictures while playing a board game.1. Place Move and Tell game board and number cube on a flat surface. Place game pieces

on the START space.2. Taking turns, students roll the number cube and move game piece the number of

spaces shown.3. Name the picture on which it lands and say its medial sound (e.g., “moon, /ōō/”).4. If correct, leave game piece on the space. If incorrect, place game piece back on the

previous space.5. Continue until both students reach the END space.6. Peer evaluation

Extensions and AdaptationsMake and play game using initial or final sound pictures (Activity Master PA.038.AM2a - PA.038.AM2b)

“I landed on moon and /oo/ is the middle sound.”



START

Move and Tell PA.038.AM1a



END

PA.038.AM1b Move and Tell



START

Move and Tell PA.038.AM2a



END

PA.038.AM2b Move and Tell



Phoneme IsolatingSound Quest

PA.039

ObjectiveThe student will isolate initial, final, and medial phonemes in words.

MaterialsDouble-picture cards (Activity Master PA.039.AM1)Student sheet (Activity Master PA.039.SS)Note: The head of the shark denotes the beginning sound, the body of the shark denotes the medial sound, and the tail denotes the final sound.Scissors Glue

ActivityStudents sort pictures according to initial, medial, and final sounds. 1. Provide the student with a set of double-picture cards and a student sheet. Place scissors and

glue at the center.2. The student cuts out a double-picture card, names both pictures, and determines if the two

pictures share the same initial, medial, or final sound (e.g., “soap, boat; both words have the same middle sound /ō/”).

3. Glues the card under the correct heading (i.e., the middle of the shark).4. Continues until all double-picture cards are glued on student sheet.5. Teacher evaluation

Extensions and AdaptationsIllustrate other double-picture cards with matching initial, final, or medial phonemes sort.

Sound QuestPA.039.SS

K-1 Student Center Activities: Phonological Awareness

©2005-2008 The Florida Center for Reading Research

Name



Sound QuestPA.039.AM1

5

duck/dogrooster/rainbow

grape/whalemule/cubemop/ship

marble/mapskeleton/smoke

feet/cheeseax/box

stick/rock

table/tractorsoap/boatbike/fivebus/glasself/leaf

K-1 Student Center Activities: Phonological Awareness

Name

©2005 The Florida Center for Reading Research (Revised, 2008)

Sound Quest PA.039.SS

Phonics

K-1 Student Center Activities: Phonics ©2005 The Florida Center for Reading Research (Revised, 2008)

Extensions and AdaptationsMatch alphabet cards to letters on an alphabet chart (Activity Master P.001.AM2).Copy chart twice. Enlarge one copy and cut the other into individual cards.Glue alphabet cereal to corresponding letters on an alphabet chart (Activity Master P.001.AM2).

ObjectiveThe student will name and match letters of the alphabet.

MaterialsAlphabet bulletin board borders or letter-picture strip (Activity Master P.001.AM1)Cut one alphabet border or letter-picture strip into individual cards. Leave one border or strip uncut.

ActivityStudents match letter cards to an alphabet border. 1. Place the uncut alphabet bulletin board on a flat surface. Place the border cards face up in a stack.2. Taking turns, student one selects a card, holds it up, and says the name of the letter (e.g., "h").3. Student two matches the card to the letter on the alphabet border.4. Continue until all cards are matched on the uncut border.5. Peer evaluation

Letter RecognitionAlphabet Borders

P.001

Hh

Aa EeCc GgBb FfDd Hh I iAa FfDd

Phonics

K-1 Student Center Activities: Phonics©2005 The Florida Center for Reading Research (Revised, 2008)

glue glue

Aa J j

Ss

Ee Nn

Ww

Cc L l

Uu

Gg

Pp Yy

Bb Kk T t

Ff Oo Xx

Dd

Mm Vv

Hh Qq Zz

I i Rr

letter-picture strip

Alphabet Borders P.001.AM1

Phonics


alphabet chart

Alphabet BordersP.001.AM2

Aa

I i

Qq

Ee

Mm

UuYy

Cc

Kk

Ss

Gg

Oo

Ww

Bb

J j

Rr

Ff

Nn

VvZz

Dd

L l

T t

Hh

Pp

Xx

Phonics


Extensions and AdaptationsAlphabetize the letters.Use uppercase die-cut letters.Match the letters using a magnetic board (e.g., cookie sheet), the uppercase or lowercase letter grids (Activity Master P.002.AM1a - P.002.AM1b), and magnetic letters.Attach grids to magnetic board using double-sided tape.


MaterialsDie-cut letters Make two matching sets of lowercase letters. Index cardsMake one set of "a-z" letter cards by gluing die-cut letters to individual index cards.

ActivityStudents match alphabet letters to letters on cards. 1. Place the letter cards face up in a stack on a flat surface. Place the die-cut letters face up

in rows.2. The student selects a card and names the letter (e.g., “x”).3. Finds the corresponding die-cut letter and places it on the card.4. Continues until all die-cut letters are matched to the letter cards.5. Self-check

Letter RecognitionLetter Cards

P.002

Phonics


Letter CardsP.002.AM1a

uppercase letter grid

AC

EG

OQ

SU

HJ

LN

WY

BD

F

PR

TI

KM

VX

Z

Phonics


Letter Cards P.002.AM1b

lowercase letter grid

ac

eg

oq

su

hj

ln

wy

bd

f

pr

ti

km

vx

z

Phonics


Extensions and AdaptationsMatch lowercase alphabet letters to the Arc.Complete partial Alphabet Arc (Activity Master P.003.AM2).Select a letter with eyes closed, attampt to identify it by its shape, and than place it on the corresponding letter on the Alphabet Arc.


MaterialsAlphabet Arc (Activity Master P.003.AM1)12" x 18" construction paperEnlarge Alphabet Arc and glue to 12" x 18" construction paper.Set of uppercase letters (e.g., foam or plastic)

ActivityStudents match letters of the alphabet to the Alphabet Arc. 1. Place the Alphabet Arc and the set of letters on a flat surface.2. The student chooses a letter, names it (e.g., "p"), and places it on the corresponding letter

on the Alphabet Arc. 3. Continues until all letters are matched. 4. Self-check

Letter RecognitionAlphabet Arc

P.003

Phonics


Alphabet Arc P.003.AM1

alphabet arc

Phonics


Alphabet ArcP.003.AM2

partial alphabet arc

Phonics



MaterialsUppercase letter circle (Activity Master P.004.AM1)Copy on card stock, cut out, and laminate. ClothespinsWrite lowercase letters on clothespins.

ActivityStudents match lowercase letters on clothespins to uppercase letters on a circle. 1. Place the uppercase letter circle and clothespins on a flat surface.2. Taking turns, students choose a clothespin, name the letter (e.g. "a"), and place it on

the corresponding uppercase letter on the circle.3. Continue until all letters are matched.4. Peer evaluation

Extensions and AdaptationsMatch uppercase clothespin letters to the uppercase letter circle.Match lowercase clothespin letters to the lowercase letter circle(Activity Master P.004.AM2). Match clothespin letters to the initial sound picture circle (Activity Master P.004.AM3).

Letter RecognitionClip-A-Letter

P.004

Phonics


Clip-A-LetterP.004.AM1

uppercase letter circle

Z P AL

QM

XO

SK

WNCIDJEB

VU

FH

R

Y G T

Phonics


Clip-A-Letter P.004.AM2

j x p s g d

l m z c w v u i f h

q r

n k

o a

t e b y

lowercase letter circle

Phonics


Clip-A-LetterP.004.AM3

initial sound picture circle (starting at top): x-ray, yarn, hammer, umbrella, robot, dog, queen, igloo, leaf, sun, octopus, goat, penguin, whale, apple, monkey, basketball, king, zipper, nickel, egg, violin, cat, fox, tree, jam

Phonics


Extensions and AdaptationsBring in samples of letters from home (e.g., letters cut from cereal boxes, pet food bags, etc.).Write entire alphabet across the top of chart paper and continue with letter sorting.

ObjectiveThe student will identify letters of the alphabet.

MaterialsPrint resources (e.g., magazines and catalogs)Review the print resources to ensure the information is appropriate for young children.Sorting Letters student sheet (Activity Master P.005.SS)Write three target letters at top of sheet.ScissorsGlue

ActivityStudents sort letters cut from print resources.1. Place print resources, scissors, and glue at the center. Provide the student with a

student sheet. 2. The student names the three target letters (e.g., "h, b, k").3. Identifies and cuts out target letters from print resources.4. Glues letters under corresponding target letter on student sheet.5. Continues until student sheet is complete. 6. Teacher evaluation

Letter RecognitionSorting Letters

P.005

P.005.SSSorting Letters

Name


H B K

Name


P.005.SS Sorting Letters

Phonics


Extensions and AdaptationsUse pasta to make high frequency words.Use other materials (e.g., pipe cleaners, clay, stamps, etc.) to make letters.


MaterialsIndex cards Write students' names so that curves and straight lines of the letters are emphasized.Elbow macaroni SpaghettiGlue

ActivityStudents form letters in names using pasta.1. Place macaroni, spaghetti, and glue on a flat surface. Provide the student with a name card.2. The student makes the letters in his name with the pasta and glues them under his name on

the card.3. Teacher evaluation

Letter RecognitionPasta Names

P.006

Tommy

Phonics



MaterialsNursery rhymes or poems (Activity Master P.007.AM1a - P.007.AM1j)Laminate or place rhymes in page protectors. Letter cards (Activity Master P.007.AM2a - P.007.AM2i)Choose target pairs of uppercase and lowercase letter cards.Vis-à-Vis® markers

ActivityStudents circle a target letter or letters on a nursery rhyme or poem.1. Place the rhymes and target letter cards face up on a flat surface. Provide each student with

a Vis-à-Vis® marker.2. Taking turns, student one chooses the uppercase and lowercase cards of a target letter and

names it (e.g., “h”).3. Student two chooses a rhyme, finds, and circles the target letter throughout the rhyme.4. Continue until all rhymes have a target letter circled throughout.5. Peer evaluation

Letter RecognitionPoetry Pen

P.007

Extension and AdaptationsCircle high frequency words.Find and circle target letters in a newspaper.

H

Phonics


Humpty Dumpty sat on a wall.Humpty Dumpty had a

great fall. All the king’s horses,

And all the king’s men,Couldn’t put Humpty

together again.

P.007.AM1aPoetry Pen

Humpty Dumpty

Phonics


The eency weency spiderClimbed up the water spout.

Down came the rainAnd washed the spider out.

Out came the sunAnd dried up all the rain.

And the eency weency spider

Climbed up the spout again.

Poetry PenP.007.AM1b

The Eency Weency Spider

Phonics


London Bridge

London Bridge is falling down,Falling down, falling down,

London Bridge is falling down,My fair lady.

Build it up with wood and clay,Wood and clay, wood

and clay,Build it up with wood and clay,

My fair lady.

P.007.AM1cPoetry Pen

Phonics


Twinkle, Twinkle Little Star

Twinkle, twinkle little star,How I wonder what you are,Up above the world so high,Like a diamond in the sky.Twinkle, twinkle little star,

How I wonder what you are.

Poetry PenP.007.AM1d

Phonics


Five little speckled frogs,Sitting on a hollow log,

Eating some most delicious bugs, Yum, Yum.

One frog jumped in the pool,Where it was nice and cool,

Now there are four speckled frogs,

Glub, glub.

P.007.AM1ePoetry Pen

Five Little Speckled Frogs

Phonics


Jack and Jill went up a hill,To fetch a pail of water.

Jack fell down and broke his crown,

And Jill came tumbling after.

Up Jack got and home did trot,As fast as he could caper.

Went to bed and bound his head,With vinegar and brown paper.

Poetry PenP.007.AM1f

Jack and Jill

Phonics


Jack be nimble,Jack be quick,

Jack jump over the candlestick.

P.007.AM1gPoetry Pen

Jack Be Nimble

Phonics


Star light, star bright,First star I see tonight,

I wish I may, I wish I might,Have the wish I wish tonight.

Poetry PenP.007.AM1h

Star Light, Star Bright

Phonics


Hey Diddle Diddle

Hey diddle diddle,the cat and the fiddle,

The cow jumped over the moon,

The little dog laughed to see such sport,

And the dish ran away with the spoon.

P.007.AM1iPoetry Pen

Phonics


Little Boy Blue

Little Boy Blue, come blow your horn,

The sheep’s in the meadow, the cow’s in the corn.

Where is the boy who looks after the sheep?

He’s under the haystack, fast asleep.

Poetry PenP.007.AM1j

Phonics


A B C

D E F

Poetry Pen P.007.AM2a

letter cards

Phonics


G H I

J K L

Poetry PenP.007.AM2b

letter cards

Phonics


M N O

P Q R

Poetry Pen P.007.AM2c

letter cards

Phonics


S T U

V W X

Poetry PenP.007.AM2d

letter cards

Phonics


Y Z a

b c d

Poetry Pen P.007.AM2e

letter cards

Phonics


e f g

h i j

Poetry PenP.007.AM2f

letter cards

Phonics


k l m

n o p

Poetry Pen P.007.AM2g

letter cards

Phonics


q r s

t u v

Poetry PenP.007.AM2h

letter cards

Phonics


w x y

z

Poetry Pen P.007.AM2i

letter cards

Phonics


Extensions and AdaptationsPlay using other target letters.Match letters to initial sound picture cards (Activity Master P.LSC-I.1 - P.LSC-I.22).

Letter RecognitionP.008Alphabet Memory Game


MaterialsUppercase and lowercase letter cards (Activity Master P.007.AM2a - P.007.AM2i)Choose eight to ten target pairs of uppercase and lowercase letter cards.

ActivityStudents pair uppercase and lowercase letters while playing a memory game.1. Separate uppercase and lowercase letter cards. Place cards face down in different rows.2. Taking turns, students select two cards and name the letter on each (e.g., “H, h” or “b, Q”).3. Determine if there is a letter match. If there is a match (e.g., H, h), pick up cards, place to

the side, and take another turn. If cards do not match (e.g., b, Q), return to their original positions and allow partner to take a turn.

4. Continue until all letter pairs are made.5. Peer evaluation

Phonics



MaterialsUppercase and lowercase alphabet letter tiles or letter tile cards (Activity Master P.009.AM1a - P.009.AM1b)12” x 18” construction paperDraw a T-chart. Label the left side “In my name,” and label the right side "Not in my name.”Index cardsWrite students' names.

ActivityStudents sort the letters in their names by using a T-chart.1. Place the T-chart on a flat surface. Scatter the letter tiles to the side of the chart. Place

the name cards face up in rows.2. The student selects his name card.3. Selects one tile at a time, names it, and places it in appropriate column.4. Continues until all tiles are sorted. Puts tiles on the left side of the T-chart in order to

spell name.5. Self-check

Letter Recognition P.009Alphabet Tiles Name Sort

Extensions and AdaptationsSort classmates’ names.Alphabetize the letter tiles and/or classmates’ names.Say the letter sound when sorting.

In my name Not in my name

sw

F

V

Mu

a

con

td

Phonics


Alphabet Tiles Name SortP.009.AM1a

uppercase letter tile cards

AFKPUZ

BGLQV

CHMRW

DINSX

EJOTY

Phonics


Alphabet Tiles Name Sort P.009.AM1b

lowercase letter tile cards

afkpuz

bgl

qv

chmrw

dinsx

ejoty

Phonics



MaterialsSets of uppercase or lowercase letters (e.g., foam or plastic)Venn Diagram (Activity Master P.010.AM1)Enlarge, laminate, and cut.Index cardsWrite students' names.

ActivityStudents sort the letters in their names using a Venn Diagram.1. Place the Venn Diagram on a flat surface. Scatter the letters to the side of the diagram. Place

the name cards face up in rows.2. Working in pairs, students select their name cards and place above a circle.3. Select one letter at a time and name it.4. Place letters that are shared by both names in the overlapping area of the circles on the Venn

Diagram. Place letters which are unique to just one of the names in the corresponding circle. Place letters that are in neither name to the side of the diagram.

5. Continue until all letters are sorted. 6. Peer evaluation

Letter RecognitionVenn Diagram Letter Name Sort

P.010

Extensions and AdaptationsUse last names.Use classmates’ names.

en

jvr

bX O

tA

s

w

Phonics


Venn Diagram Letter Name Sort P.010.AM1

venn diagram

Phonics


Extensions and AdaptationsUse pictures and sort by initial or final sounds (Activity Master P.LSC-I.1 - P.LSC-I.22 or P.LSC-F.1 - P.LSC-F.16).Point to letters randomly while partner says sound.

ObjectiveThe student will identify and order the letters of the alphabet.

MaterialsGreen construction paperCut 26 rectangles and label the top half of each with an uppercase letter from "A-Z." Draw a mouth and an antennae on the "A" rectangle.Laminate.Vis-à-Vis® markers

ActivityStudents alphabetize uppercase letters and write corresponding lowercase letters.1. Scatter rectangles face up on a flat surface. Provide students with a Vis-à-Vis® marker.2. Working in pairs, students place rectangles in alphabetical order while naming each letter.3. Label the bottom of the rectangles with corresponding lowercase letters using a Vis-à-Vis®

marker.4. Continue until all uppercase letters have corresponding lowercase letters.5. Peer evaluation

Letter RecognitionLettercritter

P.011

Unique Teaching Resources ©All Rights Reserved Page 1

Fry’s First 100 Words

1. the 21. at 41. there 61. some 81. my 2. of 22. be 42. use 62. her 82. than 3. and 23. this 43. an 63. would 83. first 4. a 24. have 44. each 64. make 84. water 5. to 25. from 45. which 65. like 85. been 6. in 26. or 46. she 66. him 86. called 7. is 27. one 47. do 67. into 87. who 8. you 28. had 48. how 68. time 88. am 9. that 29. by 49. their 69. has 89. its 10. it 30. words 50. if 70. look 90. now 11. he 31. but 51. will 71. two 91. find 12. was 32. not 52. up 72. more 92. long 13. for 33. what 53. other 73. write 93. down 14. on 34. all 54. about 74. go 94. day 15. are 35. were 55. out 75. see 95. did 16. as 36. we 56. many 76. number 96. get 17. with 37. when 57. then 77. no 97. come 18. his 38. your 58. them 78. way 98. made 19. they 39. can 59. these 79. could 99. may 20. I 40. said 60. so 80. people 100. part


Fry’s First 100 Words Name: _____________________ Date: ___________ Score: _____/100

1. __the 21. __at 41. __there 61. __some 81. __my 2. __of 22. __be 42. __use 62. __her 82. __than 3. __and 23. __this 43. __an 63. __would 83. __first 4. __a 24. __have 44. __each 64. __make 84. __water 5. __to 25. __from 45. __which 65. __like 85. __been 6. __in 26. __or 46. __she 66. __him 86. __called 7. __is 27. __one 47. __do 67. __into 87. __who 8. __you 28. __had 48. __how 68. __time 88. __am 9. __that 29. __by 49. __their 69. __has 89. __its 10. __it 30. __words 50. __if 70. __look 90. __now 11. __he 31. __but 51. __will 71. __two 91. __find 12. __was 32. __not 52. __up 72. __more 92. __long 13. __for 33. __what 53. __other 73. __write 93. __down 14. __on 34. __all 54. __about 74. __go 94. __day 15. __are 35. __were 55. __out 75. __see 95. __did 16. __as 36. __we 56. __many 76. __number 96. __get 17. __with 37. __when 57. __then 77. __no 97. __come 18. __his 38. __your 58. __them 78. __way 98. __made 19. __they 39. __can 59. __these 79. __could 99. __may 20. __I 40. __said 60. __so 80. __people 100. __part



List 1A List 1B List 1C List 1D List 1F the at there some my of be use her than and this an would first a have each make water to from which like been in or she him called is one do into who you had how time am that by their has its it words if look now he but will two find was not up more long for what other write down on all about go day are were out see did as we many number get with when then no come his your them way made they can these could may I said so people part



List 1A List 1C List 1E List 1G List 1I the at there some my of be use her than and this an would first a have each make water to from which like been in or she him called is one do into who you had how time am that by their has its it words if look now

List 1B List 1D List 1F List 1H List 1J he but will two find was not up more long for what other write down on all about go day are were out see did as we many number get with when then no come his your them way made they can these could may I said so people part


the 1

of 2

and 3

a 4

to 5

in 6


is 7

you 8

that 9

it 10

he 11

was 12


for 13

on 14

are 15

as 16

with 17

his 18


they 19

I 20

at 21

be 22

this 23

have 24


from 25

or 26

one 27

had 28

by 29

words 30


but 31

not 32

what 33

all 34

were 35

we 36


when 37

your 38

can 39

said 40

there 41

use 42


an 43

each 44

which 45

she 46

do 47

how 48


their 49

if 50

will 51

up 52

other 53

about 54


out 55

many 56

then 57

them 58

these 59

so 60


some 61

her 62

would 63

make 64

like 65

him 66


into 67

time 68

has 69

look 70

two 71

more 72


write 73

go 74

see 75

number 76

no 77

way 78


could 79

people 80

my 81

than 82

first 83

water 84


been 85

called 86

who 87

am 88

its 89

now 90


find 91

long 92

down 93

day 94

did 95

get 96


come 97

made 98

may 99

part 100

Fluency

©2005 The Florida Center for Reading Research (Revised, 2008)K-1 Student Center Activities: Fluency

Extensions and AdaptationsMatch lowercase alphabet letters to the Alphabet Arc in three minutes or less.Complete the partial Alphabet Arc in three minutes or less (Activity Master F.001.AM2).

ObjectiveThe student will gain speed and accuracy in letter recognition.

Materials Alphabet Arc (Activity Master F.001.AM1)Enlarge 200 percent.12” x 18” construction paperGlue Alphabet Arc to construction paper. Set of uppercase letters (e.g., foam or plastic)Timer (e.g., digital)

ActivityStudents match letters of the alphabet to the Alphabet Arc in a timed activity.1. Place the Alphabet Arc and set of letters on a flat surface. Place the timer at the center.2. The student sets the timer for one minute. Chooses a letter, names it (e.g., “P”), and places

it on the corresponding letter on the Alphabet Arc.3. Continues until the timer goes off. Repeats the activity attempting to match all letters in

less than one minute.4. Self-check

F.001 Letter RecognitionSpeedy Alphabet Arc

Fluency

©2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency

F.001.AM1Speedy Alphabet Arc

alphabet arc

Fluency


F.001.AM2 Speedy Alphabet Arc

partial alphabet arc

Fluency


Aa EeCc GgBb FfDd Hh I i J j NnL l PpKk OoMm Qq Rr

Extensions and AdaptationsSay the sound of each letter.Say a word that begins with the initial sound of each letter.Use high-frequency words.

Objective The student will gain speed and accuracy in letter recognition.

MaterialsErasersMouse covers (Activity Master F.002.AM1)Copy, cut, and tape to erasers.Alphabet strip (Activity Master F.002.AM2)Copy, cut, assemble, and laminate.Counters WhiteboardsVis-à-Vis® markers

ActivityStudents quickly write and name letters of the alphabet.1. Place the alphabet strip and counters at the center. Provide each student with a

whiteboard, Vis-à-Vis® marker, and eraser.2. Taking turns, student one looks at the alphabet strip, selects a letter, writes it on the

whiteboard, shows it to student two, and begins counting to three. Student two names the letter.

3. If correct, and named within three seconds, student one places a counter on the corresponding letter on the alphabet strip. If incorrect, or if the letter is not identified within three seconds, student one wipes the letter with the eraser allowing the mouse to “eat” the letter.

4. Continue until all letters on the alphabet strip are covered with counters.5. Peer evaluation

F.002Letter RecognitionHungry Letter Mouse

p

Fluency


Hungry Letter MouseF.002.AM1

mouse covers

Fluency


Hungry Letter Mouse F.002.AM2

glue glue

Aa J j

Ss

Ee Nn

Ww

Cc L l

Uu

Gg

Pp Yy

Bb Kk T t

Ff Oo Xx

Dd

Mm Vv

Hh Qq Zz

I i Rr

alphabet strip

Fluency


ObjectiveThe student will gain speed and accuracy in letter recognition.

Materials Letter cards (Activity Master F.003.AM1a - F.003.AM1i)Choose six target letters, copy on card stock six times, and cut into cards.Time record student sheet (Activity Master F.003.SS)Timer (e.g., digital)Pencils

ActivityStudents identify letters while playing a card game.1. Place the letter cards face down in a stack. Place the timer at the center. Provide the students

with one time record. 2. Working in pairs, student one selects the top card from the stack as the target letter and places

it face up on the table. Student two divides the remaining letter cards into two stacks and each student gets one stack.

3. Student one starts the timer and says “begin.” Each student turns over one card, says the letter as quickly as possible, and taps his card if it matches the target letter.

4. If a match is made, places the card below the target letter. If a match is not made, places the card to the side.

5. Play until each student uses all his cards. Student one stops timer and records time on student sheet.

6. Reverse roles and repeat the activity attempting to increase speed and accuracy.7. Continue until student sheet is complete. 8. Teacher evaluation

F.003 Letter RecognitionTap Stack

Extensions and AdaptationsUse other target letters.Use target words.

h b xyhhh

Fluency


Tap Stack F.003.AM1a

A B C

D E Fletter cards

Fluency


Tap StackF.003.AM1b

G H I

J K Lletter cards

Fluency


Tap Stack F.003.AM1c

M N O

P Q Rletter cards

Fluency


Tap StackF.003.AM1d

S T U

V W Xletter cards

Fluency


Tap Stack F.003.AM1e

Y Z a

b c dletter cards

Fluency


Tap StackF.003.AM1f

e f g

h i jletter cards

Fluency


Tap Stack F.003.AM1g

k l m

n o pletter cards

Fluency


Tap StackF.003.AM1h

q r s

t u vletter cards

Fluency


Tap Stack F.003.AM1i

w x y

zletter cards

Name


Tap StackF.003.SS

1st Try

2nd Try

3rd Try

4th Try

5th Try

Minutes Seconds

Time Record

:

:

:

:

:

K-1 Student Center Activities: Vocabulary

Vocabulary


Objective The student will identify antonyms in context.

MaterialsSentence strips (Activity Master V.023.AM1a - V.023.AM1b) Copy on card stock, laminate, and cut apart. Antonym word cards (Activity Master V.023.AM1b) Copy on card stock, laminate, and cut apart.

ActivityStudents exchange antonyms for the underlined word in sentences. 1. Place sentence strips face down in a stack and antonym word cards face up in rows on a

flat surface. 2. Working in pairs, student one selects a sentence, reads it, and repeats the underlined word

(e.g., “It is cold outside today. Cold”).3. Student two reads the word cards, finds the antonym for the underlined word, places it

over the underlined word, and reads the new sentence (i.e., “It is hot outside today”). 4. Reverse roles and continue until all the antonyms are correctly matched to sentences. 5. Peer evaluation

Extensions and AdaptationsUse synonyms to change words in sentences (Activity Master V.023.AM2).Make other sentences, antonym, and synonym word cards.

Words in ContextAnother Word

V.023

It is cold outside today.

hot


VocabularyVocabulary


Another WordV.023.AM1a

sentence strips

Sam

wa

s h

ap

py

whe

n he

got

his

new

pup

py.

My

hom

ewor

k w

as

very

ea

sy.

I hel

ped

my

frien

d c

arry

a

hea

vy

pa

cka

ge.

It is

co

ld

out

side

tod

ay.

Som

etim

es m

y cl

ass

room

is v

ery

noisy

.


Vocabulary


Another Word V.023.AM1b

sentence strips and antonym word cards

The

cand

y ta

stes

sw

eet.

My

jum

p ro

pe

is to

o lo

ng.

I wa

tche

d th

e b

eaut

iful s

unris

e.

I sa

w a

b

ig

dog

runn

ing

in th

e p

ark

.

hot

light

sad

suns

et

shor

t

qui

et

sour

little

hard




Another WordV.023.AM2

synonym word cards

glad

simple

loud

sugary

hefty

chilly

lengthy

huge

dawn


Vocabulary


Objective The student will identify the meaning of words in context.

Materials Sentence strips Write sentences using selected target vocabulary with one word missing. For example, Mary brushed her ____ before she went to bed. Index cards or construction paper rectanglesWrite the missing words from the sentences on the cards.

ActivityStudents choose words to complete sentences. 1. Place sentence strips face down in a stack and index cards face up in rows on a flat surface. 2. Taking turns, student one selects a sentence, and reads it saying “blank” for the missing word. 3. Student two reads the index cards, finds the missing word, places it over the blank, and reads

the sentence. 4. Reverse roles and continue until all the words are correctly matched to sentences. 5. Peer evaluation

Extensions and Adaptations Make other word cards that complete the sentences. For example, The big red car went down the road.Use other sentence (Activity Master V.024.AM1a- V.024.AM1b) and word cards (Activity Master V.024.AM2).

Words in ContextWord Fill-In

V.024

The big red_______________

went down the road.

truck




Word Fill-InV.024.AM1a

sentence cards

We

mus

t

so w

e d

on’t

miss

th

e b

us.

He w

as

to

be

in th

e p

ara

de.

Ma

ry b

rush

ed h

er

b

efor

e g

oing

to b

ed.

All t

he s

tud

ents

w

ere

in s

choo

l. N

o on

e w

as

.


Vocabulary


Word Fill-In V.024.AM1b

sentence cards

The

jar w

as

,b

ut w

e fil

led

it

up q

uick

ly w

ith

cook

ies.

She

a

t the

funn

y jo

ke.

Ever

yone

ma

kes

mist

ake

s. N

o on

e is

.

My

bro

ther

is

tha

n m

e. I

am

te

n a

nd h

e is

twel

ve.




Word Fill-InV.024.AM2

word cards

teeth

perfect

absent

older

hurry

empty

excited

laughed


Vocabulary


Words in ContextIf the Word Fits

Extensions and AdaptationsMake and use other sentence cards (Activity Master V.025.AM2).

V.025

ObjectiveThe student will identify the meaning of words in context.

MaterialsSentence cards (Activity Master V.025.AM1a - V.025.AM1b) If words in this activity are not appropriate for your students, make and use sentence cards that are more applicable. Note: The first underlined word is the target word and the second underlined word is the answer.

ActivityStudents identify the meaning of target words by using the context of the sentence. 1. Place sentence cards face down in a stack at the center.2. Working in pairs, student one selects the top card from the stack and reads the sentence to

student two without showing the card (e.g., “The cloud was so enormous it seemed to cover the whole sky. Was it huge or little?”).

3. Student two states the answer (i.e., “it was huge”). Student one checks to see if the answer is correct by looking at the second underlined word or phrase.

4. If correct, student one gives the card to student two. If incorrect, student one states the correct answer, shows the card to student two, and places it at the bottom of the stack.

5. Reverse roles and continue until all cards are read.6. Peer evaluation

“The cloud was so enormous that it seemed to cover the whole sky. Was the cloud huge or little?”

The cloud was so enormous it seemed to cover the

whole sky.

Was the cloud huge or little?




If the Word FitsV.025.AM1a

sentence cards

The

clou

d w

as

so e

norm

ous

it se

emed

to c

over

the

who

le s

ky.

Wa

s th

e cl

oud

hug

e or

littl

e?

The

cat w

as

very

cur

ious

a

nd tr

ied

to d

iscov

er w

hat

wa

s m

aki

ng th

e no

ise.

Did

the

cat w

ant

to fi

nd o

ut

wha

t wa

s m

aki

ng th

e no

ise

or w

ant

to g

o to

sle

ep?

I ca

n’t f

ind

my

dog

. He

just

disa

pp

eare

d.

Is th

e d

og e

atin

g o

r un

ab

le to

be

seen

?D

id th

e b

ike

lose

or

ad

d s

pee

d?

The

bik

e g

ain

ed s

pee

d

as

it w

ent d

own

the

hill.


Vocabulary


If the Word Fits V.025.AM1b

sentence cards

The

girl

’s re

ply

to th

e q

uest

ion

wa

s rig

ht.

Did

she

rep

eat o

r a

nsw

er th

e q

uest

ion?

He w

as

eag

er to

go

dow

nsta

irs a

nd o

pen

his

gift

s.

Wa

s he

sca

red

or e

xcite

d?

I nee

d to

go

to s

leep

now

b

eca

use

I am

ver

y d

row

sy.

Am I

thirs

ty o

r tire

d?

Is th

e se

aso

n fa

ll or

sp

ring

?

Autu

mn

is th

e se

aso

n b

efor

e w

inte

r whe

n th

e w

eath

er

turn

s co

oler

.




If the Word FitsV.025.AM2

blank cards

A Stone Bridge in Prague

A Stone Bridge in Prague

Charles Bridge in Prague

In Europe, there is a big city called Prague. Prague is a beautiful and old city. Many people go there.

One thing people can see there is the Charles Bridge. This bridge goes over a big river in Prague. It connects the two sides of the city. People who visit the bridge get great views!

The Charles Bridge was built hundreds of years ago. It is made of stone. It is held up by arches. An arch is a round shape that goes over an open space. This bridge has 16 of them! It also has 30 statues on it. It is a beautiful bridge!

ReadWorks.org · © 2017 ReadWorks®, Inc. All rights reserved.

A Stone Bridge in Prague - Comprehension Questions


Name: Date:

1. Where is Prague?

A. Europe

B. North America

C. Asia 2. The text describes the Charles Bridge. How does the text describe the Charles Bridge?

A. It is a beautiful brige.

B. It is a scary bridge.

C. It is a tall bridge.



3. Read the following sentences: "One thing people can see there is the Charles Bridge. This bridge goes over a big river in Prague. It connects the two sides of the city. "

What does this information tell us about how the Charles Bridge helps people in Prague?

A. People can grow food on the Charles Bridge that they cook and eat.

B. People can fly on the Charles Bridge to go from one side of Prague to the other side of Prague.

C. People can cross the Charles Bridge to go from one side of Prague to the other side of Prague.

4. What is the main idea of this text?

A. The Charles Bridge is made of stone.

B. The Charles Bridge is a beautiful bridge in Prague.

C. Prague is a beautiful city in Europe that many people visit.

5. What does the Charles Bridge go over? The Charles Bridge goes over a big .



6. What did you learn from "A Stone Bridge in Prague"? 7. Class Discussion Question: Describe the Charles Bridge. Use information from the text to support your answer.

8. Draw a picture of an arch.

Animals Eat Earthworms

Animals Eat Earthworms by Linda Ruggieri

Some animals eat earthworms. Many birds eat earthworms. A robin is a bird with an orange breast. It flies to the ground and searches for something to eat. The robin stays still. It looks for an earthworm or the opening to its tunnel in the ground.

The robin moves into action when it sees an earthworm. It grabs the earthworm with its beak and eats it.

Fish eat earthworms. That is why some people going fishing attach earthworms to their fishing lines.

Spiders, snakes, turtles, and toads eat earthworms, too.


Animals Eat Earthworms - Comprehension Questions


Name: Date:

1. What do many birds eat?

2. Where do earthworms live?

earthworms

spiders

in the ground

in a tree



3. What does a robin do while it is looking for an earthworm or for an earthworm's tunnel?

It moves fast.

It stays still.

4. What does a robin use to grab and eat an earthworm?

its beak its feet



5. What do some people attach to their fishing lines to catch fish?

Some people attach 6. What did you learn from "Animals Eat Earthworms"? 7. Draw an animal eating an earthworm.

Ant and Grasshopper

Ant and Grasshopper by ReadWorks

One day a grasshopper hopped along a road and saw an ant. The ant was carrying a big ear of corn.

"Hey, stop and talk to me," Grasshopper said.

"I am getting food for the winter," Ant said. "You should too."

"It is summer. I have food," said Grasshopper.

Soon winter came. Grasshopper had no food. Ant and his friends had corn to eat. Grasshopper learned a lesson: it is wise to get ready for the future.


Ant and Grasshopper - Comprehension Questions


Name: Date:

1. Who is this story about?

2. What was Ant doing at the beginning of the story?

an ant and a grasshopper

a mouse

playing

getting food (for winter)

Ant and Grasshopper - Comprehension Questions


3. Did Grasshopper get food during the summer?

A. yes

B. no 4. What is the lesson of this story?

Get ready for the future.

Play as much as possible.

5. What did Ant and his friends have in the winter that Grasshopper did not have?

6. What did you learn from "Ant and Grasshopper"? 7. Draw a picture of ant and grasshopper in the winter.

Arches of Stone

Arches of Stone

Stone arch

An arch is a round shape over an open space. You may have seen one in a doorway. Or you may have seen one on a bridge.

There are also arches in nature. In Utah, there is an area full of arches. These arches are made from stone. But people didn't make them. Water and nature did!

Here's how the arches were made. Rain went into the rocky ground. The water wore some rock away. When it got cold, it became ice. Ice takes up more space than water. The ice made spaces between rocks. Over time, the spaces got bigger. Those rocks became arches!


Arches of Stone - Comprehension Questions

Name: Date: 1. What do we call a round shape over an open space?

2. What made the stone arches in Utah?

an arch

a door

people

water


Arches of Stone - Comprehension Questions

3. What does water become when it gets cold?

ice

a rock

4. What does ice make between rocks?

dirt

spaces 5. Where might you have seen an arch?

You might have seen an arch in a .

6. What did you learn from "Arches of Stone"?

7. Draw a stone arch.


The Bicycle Problem

The Bicycle Problem by ReadWorks

Jimmy had a problem with his bicycle. He had a flat tire. Maybe he could ride on one good tire? That didn't work. The bike went bump bump bump.

Well, he could buy a new tire. But how could he get to the store? His bike didn't work!

Then Lashona came along with an idea. She showed Jimmy how to take off the flat tire. She had a patch to fix a hole in the tire.

Jimmy put the tire back on the bike. Then he used Lashona's pump to fill the tire with air again. Now his bike was ready to go!


The Bicycle Problem - Comprehension Questions


Name: Date:

1. What problem does Jimmy have with his bicycle?

2. Can Jimmy ride his bike with one good tire?

A. No

B. Yes

He had a flat tire.

He didn't like the color.



3. Why can't Jimmy buy a new tire?

He doesn't have money.

He can't get to the store.

4. How does Lashona want to solve Jimmy's problem?

buy him a new bike

patch the flat tire



5. What do Jimmy and Lashona use to fix the hole in Jimmy's tire?

6. What did you learn from "The Bicycle Problem"? 7. Draw a picture of Jimmy and Lashona fixing Jimmy's bike.

Name

Draw what you like to do with a friend. Write words to go with your picture.

Name

Draw things you like to do. Write words to go with your picture.

Name

Draw a big pig. Then draw a little big. Draw a big goat. Then draw a little goat. Write a story about farm animals.

Name

Draw something special you can do. Write a story to go with your picture.

Draw and write about something you know how to use. How did you learn to use it?

kindergarten ela · 2020. 3. 31. · o read, play games, and hang out with dr. seuss and his...

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