activity index - kendore learning · activity index . category name of activity visual (v),...

Activity Index Category Name of Activity

Visual (V), Auditory (A),

Kinesthetic (K), Tactile (T)

Page

Number

Phonemic Awareness Activities (PA)

Sound Matching Rhyme Time A 1

Friend’s Favorites A 1

Secret Sound AV 2

Singing Sounds AK 2

Oddball Out A 3

Sound Mirrors KV 3

Noisy Rhymes AK 4

Mad Libs® A 5

Phoneme Blending Secret Name A 6 Guess the Word A 6

Snail Talk AK 7

Knock ‘n Slide AK 7

Phoneme Isolation Smiley Thumbs Up AK 8

Phoneme Segmentation Sound Stretches AK 8

Phoneme Deletion Hidden Words A 9

Phonics Activities (Ph)

Sound Bingo AV 9

Find the Sounds AK 10

Chain ‘em Up A 10

Alphabet Soup AVK 11

Visualize This! V 11

People Letters K 12

Sand Letters T 12

Mind Find AVT 13

Syllabication Activities (S)

Scissor-bles VK 13

The Door to REVLOC VT 14

Morpheme Activities (M)

WoRDS V 15

General Review Activities (GRA)

Auditory Drill A 16

Dictation AT 16

Sound Tapping ATK 17

Hot Lava AVK 17

Beach Ball Pass VK 18

Criminal Sight Word Dot and Jot AVT 19

Fluency (F) Fluency Drills AV 20

Consonant Drill AV 21

Vowel Drill AV 22

Activity Books SMART Search 23

SMART Squares 24

Criminal Sight Word Search 24

Card Decks Code Quest: Consonants & Vowels 25

Cops & Criminals: Sight Words 31

Tiger Trek: R-controlled Vowels 33

Unlock REVLOC: Syllable Types 37

Strawberry SMASH: Consonant Blends 40

Magic Bridge: Bridge ‘e’ 43

Boat Trip: Vowel Teams 47

Giant vs Cyclops: Hard & Soft C and G 51

Vocabulary SUMMIT Clip and Flip 55

Oral Language Picture It with Me Postcards 59

© Kendore Learning, SMART Teacher Training

Rhyme Time

PA Task: sound matching

Materials:

A

Rhyming stories or poems

Directions: 1. Read aloud a rhyming story or poem.

2. Reread the selection, omitting the matching rhyme, and have

students fill in the blank. For example: See the frog jump over the

_______. (log)

3. Invite students to think of new rhyming words to fit each sentence.

For example: See the frog jump over the ________. (hog, dog)

Friend’s Favorites

PA Task: sound matching Materials:

A

None

Directions: 1. Use this activity at the beginning of the year to help students learn

classmates’ names. Have students practice phoneme matching by

asking a partner to name his or her favorite hobby or treat. Explain

that “favorites” must begin with the same sound as the student’s

name (e.g. Patty and peanut butter).

2. Invite students to introduce partners to the class, telling what he or

she likes. For example, Sam likes soccer and salamanders.

3. Extend learning by having students draw pictures of their classmates

on connected paper dolls. Write each student’s “favorite” on the

bottom of his or her doll.

© Kendore Learning, SMART Teacher Training1

Secret Sound

PA Task: sound matching

Materials:

AV

Picture cards

Yarn Directions:

1. Punch holes in picture cards and string a piece of yarn through

each picture to create necklaces. Give a picture necklace to each

student.

2. Mentally choose a target phoneme such as the sound /p/ at the

beginning of words. Choose students wearing pictures with the

target phoneme to stand in front of the class.

3. Have classmates guess the target phoneme, and then start again

with a new “secret” sound.

4. Extend the activity by making new necklaces using magazine or

newspaper photos or invite students to draw their own illustrations.

Singing Sounds


AK

None

Directions: 1. Have students sing the following song to the tune of “If You’re

Happy and You Know It.” If your name begins with /m/, stand up,

If your name begins with /m/, stand up,

If your name begins with /m/, stand up and take a bow,

If your name begins with /m/, stand up.

2. Repeat with different phonemes and movements such as clapping

your hands, turning around, touching your toes, or jumping up and

down.

3. As a variation, have students use picture cards with the song. For

example, If your picture begins with /s/, stand up.

© Kendore Learning, SMART Teacher Training 2

Oddball Out


A

None

Directions: 1. Ask students to listen carefully as you say three words. Explain that

only two of the three words belong together (ex: share a beginning

sound, rhyme, etc.). Have students identify the word that does not

belong.

2. Say the words one at a time; then have students hold up one, two,

or three fingers to indicate whether the first, second, or third word is

the “oddball.” Ask a volunteer to repeat the oddball word aloud.

3. As a variation, use pictures instead of words. Identify each picture

aloud, and have a volunteer choose the oddball picture.

Sound Mirrors


KV

Hand-held mirrors

Directions: 1. Distribute mirrors. Say sounds and have students repeat them as

they look in the mirror. Point out teeth, tongue, and mouth positions

as they say different consonant and/or vowel sounds.

2. Divide the class into pairs. Have students hold mirrors for partners

and say letter sounds again. Ask students to place their hands in

front of their mouths as they speak to feel their air expel.

3. Have students repeat the process a third time, saying the sounds

and placing their hands on their chins to feel the mouth positions.


Noisy Rhymes


AK

Nursery rhymes

Noisemakers (1 per student) Directions:

1. Review and discuss rhyming words. Say three words, two which

rhyme, and have students identify the rhyming pair.

2. Give students rhyming pairs in a nursery rhyme (e.g. Jill, hill);

challenge them to listen for the rhyming pairs and identify them as

you read a nursery rhyme aloud.

3. Distribute noisemakers. Read the nursery rhyme again, and invite

students to use their noisemakers each time they hear the second

half of a rhyming pair.


Mad Libs™

PA Task: phoneme identification This activity helps students retrieve words with the target

criteria. It also helps to develop grammar concepts. Materials:

A

Mad Libs™

Directions: 1. Ask students to provide a word that starts with a target sound. They

will be challenged to think of nouns, verbs and adjectives that start

with that sound.

2. For younger students use the definition of the part of speech in the

request. For example:

“Tell me a noun, a person, place or thing, which starts with the

/p/ sound.”

“Tell me a verb, an action word, which starts with the /p/

sound.”

“Tell me an adjective, a describing word, which starts with the

/p/ sound.”

Variations:

Ask for a word that:

has 2,3 or 4 syllables.

ends with a target sound.

has a target sound in the middle.


Secret Name

PA Task: phoneme blending Materials:

A

Class roster

Directions: 1. Say the following chant to students: It begins with /t/,

And it ends with /im/.

Put them together,

And they say ____. (Tim)

2. Have students blend the sounds together and chorus the correct

answer.

3. Repeat the chant, using each student’s name. Invite students to

stand and bow when their names are spoken.

Guess the Word

PA Task: phoneme blending Materials:

A

Phonemic word list of known sounds

Directions: 1. Using words with two or three phonemes, have students sing the

following verse to the tune of “The Wheels on the Bus.”

The sounds in the word go /h/ /a/ /t/; /h/ /a/ /t/; /h/ /a/ /t/.

The sounds in the word go /h/ /a/ /t/,

Can you guess the word?

2. Repeat with other two- and three-phoneme words. Move into

written language by writing words on the whiteboard and having

volunteers circle those words used in the verse.


Snail Talk

PA Task: phoneme segmentation Materials:

AK

Snail picture (You will need to make these from a clip art picture.)

Craft sticks

Crayons or markers

Glue

Phonemic word list of known sounds Directions:

1. This activity helps students “stretch out” (segment) words to hear

how the phonemes blend together. Give a snail picture to each

student. Have him or her color and glue the snail picture to a craft

stick.

2. Explain to students that since snails move very slowly, they must also

talk very slowly. Declare “Snail Time” and say words slowly, one at a

time, articulating each sound. Have students slowly move their

“snail sticks” from left to right as they repeat and “stretch out” each

word.

Knock ‘n Slide

PA Task: phoneme counting, phoneme blending Materials:

AK


Directions: 1. Say a one-syllable word. Have students knock on tabletops as they

say each phoneme, moving their hands from left to right to show

whether the sound comes at the beginning, middle, or end of the

word.

2. Have students go back to the first knock position and slide their fists

on the table from left to right, blending the sounds together. Ask

students to say the word as they show the hand motion.


Sound Stretches

PA Task: phoneme segmentation, phoneme isolation, phoneme blending Materials:

AK


Directions: 1. Have students stand as they listen to you say a three-phoneme word.

2. Have students say each phoneme of the word separately while placing

their hands on their heads for the first sound, shoulders for the second,

and tummies for the third. Have students repeat the sounds as they take

positions.

3. Repeat with additional three-phoneme words. For variation, say

phonemes faster and faster as the game progresses. Extend the activity

to four-phoneme words using head, shoulder, tummy, and knees and

then five-phoneme words using head, shoulder, tummy, knees, and toes.

4. Send the word lists home, and invite the students to play the game with

their parents.

Smiley Thumbs Up

PA Task: phoneme isolation Materials:

AK


Smiley stickers Directions:

1. Give a smiley sticker to each student to stick on his or her thumb.

2. Select a target sound such as /s/. Instruct students to give a

“smiley thumbs up” signal each time they hear the target sound at

the beginning of a word.

3. Read words from the word list, inviting students to indicate which

ones contain the target sound.

4. Change the target sound, and repeat the activity with other

words. After practice with beginning sounds, have students signal

middle or ending sounds.


Hidden Words

PA Task: phoneme deletion, phoneme substitution

Materials:

A Phonemic word list of known sounds containing another word

(ex. boat contains the word oat) Directions:

1. Read words from the list one at a time. Ask students what sound

needs to be dropped to uncover the “hidden word.” For

example: What sound do you drop to change meat to eat?

2. Vary the activity by having students add sounds to given words For

example: Add /k/ to the beginning of row to make ___ (crow).

Note: Increase the difficulty by using words with consonant blends only if students have

already learned blends in reading instruction.

Sound Bingo

Ph Task: phoneme isolation, sound matching Materials:

AV

Bingo Game Card and Code Quest decks

Place markers

Scissors

Glue Directions:

1. Have students make their own bingo game boards by dictating

sounds Sound Cards to the Bingo Card in random order.

2. Begin each game by telling the class whether to listen for single

sounds at the beginning, middle, or end of words. Explain how to

play Sound Bing: Students are to listen to each word then use a

place marker to cover the bingo space with the matching sound.

3. Keep track of words you say for each sound. Tell the students to

call out “Bingo!” when they have covered a row; then have them

read the sounds while you check your sheet.


Find the Sounds

Ph Task: sound matching, sound-symbol awareness Materials:

AK

Code Quest deck(s)

Directions: 1. In advance, pull out known sounds from the deck and hide them

around the room.

2. Invite the class to find a card and sit down in a circle.

3. Have each student identify the sound that matches his or her letter.

Then say a word with that sound, such as ball for ‘b.’

4. Invite students to hide their cards around the room and repeat the

activity.

Chain ‘em Up

Ph Task: phoneme isolation Materials:

AV

None

Directions: 1. Explain to students that they will create a word chain by listening to

the beginning and ending sounds of words.

2. Say a word (ex. cat) and have students repeat it slowly,

emphasizing the ending sound.

3. Ask students to think of another word that begins with the ending

sound of the first word (ex. top).

4. Continue adding more words to the chain (ex. cat—top—pin—

nice—city—eat); have students repeat each word aloud.

Note: This is an oral, not a written, task. Make sure students know they

should identify sounds and that spellings may be different (ex. tiger-earth).


Alphabet Soup


AVK

Cup or bowl

Printed sheet of sounds that students have studied

Spoon Directions:

1. Give an empty cup or bowl to each student. Have students cut out

sounds from the sheet.

2. Instruct the class to add “ingredients” to the soup by calling out

sounds and asking students to place them inside the cup or bowl.

For example, Put in the /p/ sound. Add an /a/.

3. Once all the “ingredients” have been added, have students say the

sounds as they spoon them out.

Visualize This!


V

Paper

Crayons Directions:

1. Ask students to close their eyes. Have them visualize a specific letter

in their mind and say the sound.

2. Have the students write the letter in the air while keeping their eyes

closed.

3. Instruct them to imagine the letter with a specific color; then

change the color several times (e.g. red, polka dots, stripes, yellow).

4. Have the students open their eyes and transfer their favorite image

onto a sheet of paper.


People Letters

Ph Task: sound-symbol awareness Materials:

K

None

Directions: 1. Review known sounds.

2. Have the students form the sound-symbols (letters) with their bodies.

Some letters require two or more students.

3. Monitor and encourage the students.

4. Choose a few students to show their shapes to the class. Have the

others say the sound that is associated with that letter.

Sand Letters

Ph Task: sound-symbol awareness Materials:

T

Pencils

Construction paper

Glue

Sand Directions:

1. Instruct the students to neatly write a letter with their pencils on the

paper.

2. Trace all written letters with school glue and sprinkle with sand.

3. When the glue is dry, shake the excess sand from the paper. Have

students trace their fingers over each letter while saying its sound.


Mind Find

Ph Task: sound matching, sound-symbol awareness

Materials:

AVT

Brain Freeze Crystals

Tactile Letters

Opaque Watertight Container ‘head’ Directions:

1. Mix Brain Freeze Crystals and place in container.

2. Place a few of the target Tactile Letters in the ‘head’ (container).

3. Ask the student to find the ‘letter’ in the ‘brain’ (Brain Freeze

Crystals) by either name or sound.

4. Have them feel the tactile letters to identify the correct one.

Note: Students should be certain they have the correct letter before

pulling it out of the container. Do not let them look at the letters and drop

them back in since this is a tactile visualization exercise.

Scissor-bles

S Task: syllable division, syllable type identification Materials:

VK

Multisyllabic words on strips of white paper

Strips of construction paper wider than the strips of white paper

Pencils

Scissors Directions:

1. Distribute strips of paper with multisyllabic words to the class.

2. Instruct the students to determine the number of syllables in each

word and identify the types. Write the letter of the syllable type (R,

E, V, L, O, or C) under the corresponding syllable.

3. Have the students divide the words by cutting in the appropriate

places.

4. Paste the syllables next to each other on a sheet of construction

paper.


The Door to REVLOC

S Task: syllable type identification

Materials:

VT Sentence strips

Markers Directions:

1. Fold a quarter of the right side of the sentence strip over to the left. (Figure 1)

2. Write an open syllable word on the left side of the sentence strip. (Figure 2)

3. On the folded flap, write a consonant that makes the word a closed syllable.

(Figure 3)

4. Students can practice seeing and saying an open and closed syllable by

opening and closing the flap.

5. Enhance understanding by taping an open syllable to a door frame (Figure 4).

Tape a consonant sound on the door that corresponds to the open syllable.

6. When the door is closed, the word is a closed syllable (Figure 5). When the door is

open, the word is an open syllable. Have students practice reading each aloud.

1 2 3

4 5

hi hi t

REAL WORD LIST:

at, beg, bet, got, him, hit, in, bed, met, nod, not, shed, sod, wed, wet

be be

pi pi

t

n


WoRDS

M Task: vocabulary building WoRDS is used to build vocabulary skills. This strategy

aides in the learning of vocabulary, prefixes, suffixes, root

words, and their meanings.

Materials:

V

Blank index cards

Pencil

Book ring

Hole punch Directions: WoRDS stands for:

Word (or prefix, suffix, root)

O

Reminding Word(s)

Definition

Sentence

mono

one mono

monologue

one

The monk gave a monotonous monologue.

( Front ) ( Front )

( Front )

( B ack)

( Back )

Fold an index card in half lengthwise.

On the top half, write the Word or affix.

On the bottom, write a Reminding word.

Student’s reminding words will vary.

Flip the card over and write the Definition on the

top half.

Below the definition write a Sentence using the

word.


Auditory Drill

GRA Task: auditory sequential memory development

Materials:

A

List of sounds or numbers

Paper and pencil Directions:

1. Say a string of sounds or digits.

2. Have the student repeat and/or write the letter or number

sequences. Over time, extend the quantity of numbers or letters.

Numbers: 458 589 247 2568 1469 12687

Letters: kje drq mqk lpfb gtrd spmzf

Note: Auditory drills are used primarily to reinforce short-term memory and to train young minds

to be able to hold sequential information in their memories. This activity is not used to

recognize patterns in words but to strengthen a student’s ability to retain long strings of

information. When reading, students will need a strong short-term memory in order to retain

the details and main idea of a passage.

Dictation GRA Task: short-term memory, writing, and auditory processing

Materials:

AT

Lesson Plan lists of real and nonsense words

Paper/pencil, dry erase marker and board, or tactile medium (ex.

shaving cream, sand paper, carpet square, etc.) Directions:

1. Dictate real and nonsense words from the dictation lists (denoted

by the pencil icon in each Lesson Plan).

2. Have students write on the window or a piece of paper. Students

can also write in sand, finger paint, shaving cream, pudding, hair

gel, or any other tactile medium.


Sound Tapping

GRA Task: phonemic awareness

Materials:

ATK

List of real and nonsense words

Directions: 1. Students tap a finger for every sound they hear in a word.

2. Have students use their non-dominant hand to tap so they can

write at the same time without losing count.

3. They should tap from left to right with the finger on that hand, the

same direction as a word is spelled. For example, h-a-t. If he is left

handed, his pointer, middle, and ring finger should be on the table;

if he is right handed, his pinky, ring and middle finger should be on

the table. Other examples: sh-i-p, 3 fingers, s-l-i-p, 4 fingers.

4. Students should write the word on paper as they tap.

Hot Lava GRA Task: sound matching, visual recognition, auditory processing, concept review

Materials:

AVK

List of real or nonsense words or lists of sounds in isolation

Cards with the words or sounds you want to review

Stopwatch (optional) Directions:

1. Place the words or sounds you want to review on the floor,

scattered in any order (face up), making a path across the room.

2. Explain to the students that they are going to make their way across

the “hot lava” by safely jumping to the words or sounds you call.

They must jump on the correct sound or word. If they do not step

on the correct sound or word, they have fallen in the hot lava and

must go to the end of the line.

NOTE: You can make this an expressive timed activity by asking

students to read the cards as fast as they can while crossing the

lava. The student with the fastest time wins!


Beach Ball Pass GRA Task: review sounds, Criminal sight words or syllables types (Just about anything can be reviewed this way.)

Materials:

VK

Beach ball with review terms written all over it.

Directions: Toss the ball around the classroom. Each student who catches the ball

reads the sound, real or nonsense word his or her thumb touches.

Review Sounds: The student who catches the ball says the sound his

thumb touches, along with the label and/or key word.

Review Criminal Sight Words: Add Criminal words to the ball as your

class learns them. Students practice reading the word and/or using it in

a sentence.

Review Syllables: Write one-syllable real or nonsense words

representing the syllable types. When the student catches the ball, she

reads the syllable under her left thumb and then the one under her

right thumb, then blends them together to make a two-syllable word.

The student should also identify the syllable types.

Note: Make sure students read from left to right during reinforcement

activities.


Criminal Sight

Word Dot and Jot

GRA Task: review of sounds or Criminal sight words Materials:

AVT Criminal Sight Word list from Lesson Plan page

Red Crayon

Red Grid

Index cards

Pen or pencil

Dot and Jot page from Activity Book Directions:

1. Review previous Criminal sight words (Cops & Criminals Sight Word Card Games

Deck available for purchase).

2. Introduce a new Criminal word (non-phonetic sight word); write the new word on

the board. Brainstorm sentences orally. See if students can use the word in

context. Do not write these sentences.

3. Write the new Criminal word using the red grid and red crayon. Say the letters as

you write the word (w-a-s). Underline the word from left to right as you say “spells

was.”

4. Map the new word on the Dot and Jot page. Point out the reason(s) this word is

not phonetic (mapping symbols are included for each word in each Lesson Plan).

w a ~

s ~

5. Arm tap three times. Start at the shoulder and tap once for each letter as you

move down your arm spelling the word.

6. Write the word in the air three times while spelling it out loud. Make sure the

students are writing in the air with big, bold strokes. Give extra points for

volunteers who can spell the word in the air forward and backward (ex. again,

niaga). This exercise will help students to develop their short-term memory and

visualization of the word which will improve spelling, recall and sight word

recognition. Or you can ask questions, “Who can tell me the second letter, the

third to last letter, etc.?”

7. Turn the paper over; write the word three times.

8. Write the word in red on a card; add it to their folders or sight word rings.


Fluency Drills

F Task: fluency development

A fluency drill should be read three or more times in order for a

student to experience fluent (fast and accurate) reading.

Fluency must be built from the ground up, and the first step is to

develop efficient and accurate retrieval of sounds, then words

and finally passages. Repeated readings of the same text are

necessary to increase the total amount of text read while

decreasing errors.

Materials:

AV

Timer

Fluency Drill Book (consonant, vowel, phonetic sight word, Criminal sight word or

story page)

Directions: Class: Sets a timer for 1 minute and have students read the page quietly aloud to

themselves (or silently as the situation permits). At the end of one minute, the student

marks where he stopped on the page with either a 1, 2 or 3. Repeat the activity for one

minute at least three times. If time permits, continue until time and errors plateau. The

total number of items read should be recorded at the bottom along with the date.

Pair: Student pairs take turns reading. One student reads aloud while the other student

keeps time. Both students should have a copy of the page. At the end of one minute,

the student marks where she stopped on the page with either a 1, 2 or 3. Repeat the

activity for one minute at least three times. If time permits, continue until time and errors

plateau. The total number of items read should be recorded at the bottom along with

the date.

Remember to tell students to:

read the text from left to right.

use a guide if needed. (ex. finger, pointer, EZ Reader, etc.)

keep sounds short and clear. (ex. /p/ not “puh”)

say the sounds as quickly and accurately as they can.

Task: visual discrimination development The fluency drills are also designed to build visual perceptual skills such as visual

discrimination and scanning.

Directions: Visual Letter Recognition: Have students circle the letter(s) at the top of the drill sheet

that you would like them to find and circle. Example: “At the top of the page circle the

letter ‘p’, now find every ‘p’ on the page and put a circle around it.”

Following Directions: Have students practice following directions. Example: “At the top

of the page, circle the letter ‘f’ with an orange crayon. Draw a green square around

the ‘v’, draw a purple triangle around the ‘s’, and draw a blue diamond around the ‘z’.

Now put the same shape around the same letter on the page.”

Speed Drill: Have the students circle the letter(s) within a given time limit. Example:

“Circle as many ‘p’s as you can in 10 seconds.”


Consonant Drill

F Task: practice quick and automatic retrieval of previously introduced consonant sounds

Materials:

AV

Timer

Code Quest Consonant Party Cards Super Sized Sounds

Directions: Class: Use the Super Sized Sounds binder to pull consonant sounds to which the class has

been introduced. For example, if the class has learned the Poppers and Leakers, pull

sounds /p/-/th/ in random order. Stand at a place in which you are visible to the entire

class. Start the timer. Show students one sound at a time and have them say it in chorus.

Cards can either be held in your hand or held by the lip at the base of a whiteboard.

Once students have said each of the sounds in the stack stop the timer. The class can

also be split in half; ask the non-speaking team to write down the errors of the team

doing the drill, then switch. The half with the fastest time and least errors wins!

Pair: Student pairs take turns flipping cards from the Consonant Deck, timing each other

and separating mispronounced sounds. Walk around the room and review the most

frequently missed sounds as a class (include articulation and quiet/loud label).

One-on-One: Separate out sounds to which the student has been introduced; if the

student has learned all poppers, leaker and neighbors, leave out the “borrowers”. Hand

the appropriate cards to the student and time him as he flips through the deck one

sound at a time. Write down any mispronounced sounds (ex. Student says /b/ for /d/,

write b/d). Review correct articulation of the missed sound(s) and reinforce with a

different activity if several sounds were missed.

Remember to:

Correct any errors after completing the drill.

See the GRA section for activity ideas if a student consistently misses certain

sounds.

Reinforce if a student fails to keep sounds short and clear (ex. /p/ not “puh”).


Vowel Drill

F Task: practice quick and automatic retrieval of previously introduced vowel sounds

Materials:

AV

Timer

Code Quest Vowel Adventure Cards

Super Sized Sounds

Directions:

Class: Use the Super Sized Sounds binder to pull vowel sounds to which the class has been

introduced. For example, if the class has learned the Smileys and Opens, pull sounds /ee/-/aw/

in random order. Stand at a place in which you are visible to the entire class. Start the timer.

Show students one sound at a time and have them say it in chorus. Cards can either be held in

your hand or held by the lip at the base of a whiteboard. Once students have said each of the

sounds in the stack stop the timer. The class can also be split in half; ask the non-speaking team

to write down the errors of the team doing the drill, then switch. The half with the fastest time

and least errors wins!

Pair: Student pairs take turns flipping cards from the Vowel Deck, timing each other and

separating mispronounced sounds. Walk around the room and review the most frequently

missed sounds as a class (include articulation, label and key word).

One-on-One: Separate out sounds to which the student has been introduced; if the student has

learned all Smileys and Opens, leave out the Rounds and Sliders. Hand the appropriate cards

to the student and time him as she flips through the deck one sound at a time. Write down any

mispronounced sounds (ex. Student says /ee/ for /e/, write ee/e). Review correct pronunciation

of the missed sound(s) and reinforce with a different activity if several sounds were missed.

Remember to:

Correct any errors after completing the drill.

See the GRA section for activity ideas if a student consistently misses certain sounds.


Activity Books

SMART Searches

Task: sound matching, directionality and short-term memory development

Materials: • SMART Search worksheets found in Level A Activity Books

Directions: 1. Introduce target sounds and review picture names.

2. Hand out the selected SMART Search worksheet.

3. Explain to students that they should match the circled picture patterns

(containing the same target sound) to the same combinations in the

search above.

4. Starting at the top left corner, have students follow the pictures from left to

right and repeat at the beginning of the next line.

5. Explain to students they will find the pattern from left to right ONLY.

Students may use a guide if needed (finger, EZ Reader, etc.)

How SMART Searches develop skills:

Directionality: Students name each picture while moving from left to right.

Directionality allows a student to read a line of text from left to right and then

easily continue to the next line. When students have difficulty keeping their

place while reading, their fluency is affected. Fluency is a student’s ability to

read quickly and accurately.

Phonological Awareness: Searches also develop phonological awareness.

Students must determine the initial sound of each picture or find rhyming

patterns. Students match the target sound with the pictures. Phonological

awareness is the understanding that language consists of sounds combining to

form words and sentences to create meaning.

Short-term Memory: The SMART Searches also work on memory as the student

must hold the combinations in their short term memory while looking for the

patterns. Students circle the pattern in the SMART Search with the pattern given

in the boxes below.

Each SMART Search practices one to two target sounds. While working on the

consonant sounds, students must begin by determining the name of each

picture while keeping in mind that the picture must start with the target sound(s).

While working on vowels, vowel teams, and r-controlled vowels, students will look

for rhyming pairs, and then circle them in the box above.


Activity Books

SMART Squares

Task: sound-symbol awareness, vocabulary development

Materials: • SMART Squares Crossword Puzzle page

Directions: 1. Introduce target sounds and review previously introduced sounds.

2. Hand out the selected SMART Squares worksheet.

3. Explain to students that they will match the picture with the correct word

then write the word in the squares either across or down. Remind students

that one sound goes in each box. For example, ‘th’ is written in one box.

Criminal Sight Word Searches Task: directionality, Criminal word identification and spelling

Materials: • Criminal Sight Word Search page

Directions: 1. Introduce new Criminal words and review previously introduced words.

2. Hand out the selected Criminal sight word search.

3. Starting at the top left corner, have students follow the letters from left to

right and repeat at the beginning of the next line.

4. Explain to students they will find the Criminal word from left to right ONLY

(or diagonally from left to right). Students may use a guide if needed

(finger, EZ Reader, etc.)


Card Games

Consonant Party WAR Object: The player with the most cards at the end wins the game.

Set Up: Deal out the entire deck. All players should have the same number of

cards.

Play: Players keep their cards face-down in a pile in front of them.

Simultaneously, each player flips a card face-up, and they take turns saying the

sound on their card. The player with the higher number on his or her card wins

that pair and takes both cards. If the numbers are the same, it’s WAR! Each

player then turns over another card, and the player with the higher number wins

all cards. When all cards are played, the player with the most cards wins.

Alternatively, players can set a time limit. The player with the most cards at the

end of the set time wins.

Consonant Party GO FISH

Object: The player with the most pairs* at the end wins the game.

Set Up: Deal each player 5 cards. Place the remaining cards face-down in a GO

FISH pile.

Play: Players begin by identifying any pairs in their hands and placing the pairs

face-up in front of them. The first player tells the next player which sound he or

she is holding and asks for a match. For example, “I have /v/. Do you have /f/?”

The player being asked gives up the requested card or says “Go Fish” if he or she

does not have it. If a match is made, the first player takes a second turn. If a

match is not made, the first player must then take a card from the GO FISH pile,

and it is the next player’s turn. Each time players make a match, the pairs should

be placed face-up in front of them. Play continues until someone runs out of

cards and wins the game.



Special Cards:

Wild Cards should be removed from the deck for these games.

*See Consonant Key Cards for examples.


Card Games

Consonant Party MEMORY


Set Up: Sort the deck into pairs of target sounds, shuffle those cards, and spread

out up to 9 pairs in rows and columns.

Play: Players take turns turning over 2 cards, one at a time. Players should say the

next card they are looking for after turning over the first. For example, if a player

turns over ‘ch’ he or she should read the sound then say, “I’m looking for /j/”

before choosing another card. If the second card does not reveal a match,

both cards are placed face-down in their original spots, and the next player

takes a turn. The game continues until all matches have been found. The player

with the most pairs at the end of the game wins.

Special Cards:

Wild Cards should be removed from the deck for this game.

*See “What is the Consonant Party?” Explanation Card and Consonant Key

Cards for examples.

Consonant Party GRAB

Object: The player with the GRAB pile at the end wins the game.

Set Up: Place the deck face-down in the middle of the table. Turn over the top

card to begin a DISCARD pile. If the top card is a Wild card, return it to the pile

and turn over a different card.

Play: Players take turns flipping over one card at a time from the pile and

reading the sound on that card. If a Wild card is turned over, that player takes

the DISCARD pile and any other player’s winnings. Play continues until all cards

have been turned over; the player with the GRAB pile wins.

If using the full curriculum, players can also name the label and/or brainstorm a

word containing that sound. For example, if /th/ is turned over, the player would

say “loud tongue leaker” and might say “those.”


Card Games

Consonant Party CRAZY SOUNDS (similar to

Crazy Eights)

Object: The first player to run out of cards wins the game.

Set Up: Deal each player 7 cards. Place the remaining cards face-down in a

DRAW pile. Turn over the top card of the DRAW pile to begin a DISCARD pile. If

the top card is a Wild card, return it to the pile and turn over a different card.

Play: Match the top card on the DISCARD pile either by shape or sound type.

For example, if the top card is ‘■ b,’ the next player may play another square,

another Popper*, or a Wild card. The player must also read and name the sound

type correctly. If the player does not have anything that matches, he or she

chooses a card from the DRAW pile, and the turn ends. When a player is down to

just one card, he or she should say “Last one!” If the player forgets to say “Last

one” and another player catches it and calls “Last one,” the first player must

draw a card from the DRAW pile. The first person to play all of his or her cards

wins.

Special Cards:

Wild Card = When a Wild card is played, the player can choose a new sound

type. For example, Nosey Neighbors can be changed to Poppers.

Consonant Party SORT

Object: Sort the deck into sound types or pairs* as quickly as possible.

Set Up: Pull out the Wild cards and place them face-up in a line on the table.

Shuffle the deck.

Play: Start the timer. Sort the deck by category into 4 piles – Poppers, Leakers,

Neighbors, and Borrowers – as fast as possible. On the second attempt, have the

player try to beat his or her previous time. When finished, check answers using

the Consonant Key cards.

If using the full curriculum, sort Poppers and Leakers into pairs by label.

*See “What is the Consonant Party?” Explanation Card and Consonant Key

Cards for examples.


Card Games

Vowel Adventure WAR

Object: The player with the most cards at the end wins the game.


cards.



sound on their card. The player with the higher number card wins that pair and

takes both cards. If the numbers are the same, it’s WAR! Each player then turns

over another card, and the player with the higher number wins all cards. When

all cards are played, the player with the most cards wins.



Consonant/Vowel/Consonant WAR

For use with both the consonant and vowel decks:


Set Up: Deal out both decks (consonant and vowel) to both players. Each player

should have the same number of cards. Then, each player splits his or her

consonant deck in half and places the stack of vowels between the 2 half stacks

of consonants.

Play: Players keep their cards face-down in 3 stacks. Simultaneously, each player

reveals 1 card from each stack, and they take turns reading their consonant-

vowel-consonant nonsense word. The borders around the cards must be

complete for the word to be read. This keeps the nonsense words within the

guidelines of the English language. Players then play on each of the 3 pairs. The

player with the higher number on his or her card wins that pair and takes both

cards. If the numbers are the same, it’s WAR! Each player then turns over another

card and reads the new nonsense word. The player with the higher number on

his or her card wins all cards. If a player’s consonant-vowel-consonant

combination makes a real word, he or she wins all the cards in that hand. When

all cards are played, the player with the most cards wins.

Special Cards:

Wild Cards should be removed from the deck for these games.


Card Games

Vowel Adventure MEMORY


Set Up: Sort the deck into pairs of target sounds, shuffle those cards, and spread

out up to 9 pairs in rows and columns.

Play: Players take turns flipping over 2 cards, one at a time. Players should read

the sound aloud and name the sound type. For example, if a player turns over

‘ie’ he or she should say “/ie/ is a slider” and look for the other ‘ie’ card. If the

second card does not reveal a match, both cards are placed face-down in their

original spots, and the next player takes a turn. The game continues until all

matches have been found. The player with the most pairs at the end of the

game wins.

Special Cards:


*A pair is made up of any two cards with the same vowel – ‘ay’ and ‘ay’ for

example. See “What is the Vowel Adventure?” Explanation Card and Vowel Key

Cards for examples.

Vowel Adventure GRAB






reading the sound on that card. If a Wild card is turned over, that player takes



If using the full curriculum, players can name the sound type, keyword, and/or

brainstorm a word containing that sound. For example, if /oo/ is turned over, the

player would say “round sound, foot” and might say “shook.”


Card Games

Vowel Adventure CRAZY SOUNDS (similar to

Crazy Eights)





Play: Match the top card on the DISCARD pile either by shape or sound type.

For example, if the top card is ‘■ a,’ the next player may play another square,

another Smiley*, or a Wild card. The player must also read and name the sound

type correctly. If the player does not have anything that matches, he or she

chooses a card from the DRAW pile, and the turn ends. When a player is down to

just one card, he or she should say “Last one!” If the player forgets to say “Last

one” and another player catches it and calls “Last one,” the first player must

draw a card from the DRAW pile. The first person to play all of his or her cards

wins.

Special Cards:

Wild Card = When a Wild card is played, the player can choose a new sound

type. For example, Sliders can be changed to Opens.

Vowel Adventure SORT

Object: Sort the deck into sound types* as quickly as possible.


Shuffle the deck.

Play: Start the timer. Sort the deck by category into 7 piles – Smileys, Opens,

Rounds, Sliders, Growling ‘r,’ Boat Trip, and Borrower ‘y’ – as fast as possible. On

the second attempt, have the player try to beat his or her previous time. When

finished, check answers using the Vowel Key cards.

If using the full curriculum, sort the vowel sounds into story order.

*See “What is the Vowel Adventure?” Explanation Card and Vowel Key Cards for

examples.


Card Games

Cops and Criminals Sight Word WAR



cards.



word on their card. The “cop” card (black, phonetic word) wins over the

“criminal” card (red, non-phonetic word) *. If both cards are the same word

type, it’s WAR! Each player then turns over another card, and the player with the

“cop” card wins all cards. When all cards are played, the player with the most

cards wins.



Special Cards:

Cop Wild Card = This card wins over a regular “cop” card.

Criminal Wild Card = This card wins over a regular “criminal” word card.

Jailbreak Wild Card = When this card is played, the opponent must give one

card from his or her winnings to the player.

Cops and Criminals GRAB



card to begin a DISCARD pile. If the top card is a Special card, return it to the

pile and turn over a different card.

Play: Players take turns flipping a card from the pile and reading the word on

that card. If a Special card is turned over, that player gets to take the DISCARD

pile and any other player’s winning cards. Play continues until all cards have

been turned over; the player with the GRAB pile at the end wins.

Additionally, players can be required to use their words orally in a sentence.

* See “What are Cop and Criminal Words?” Explanation Card


Card Games

Cops and Criminals LINE UP

Object: The player with the most cards in his or her LINE UP wins the game.


DRAW pile. You may want to limit the number of word cards in the DRAW pile.

Play: The first player reads a word* from his or her hand and uses it in a sentence;

the next player attempts to spell it. If the word is spelled correctly, the speller

takes the card and places it face-up in front of him or her, creating a LINE UP. If

the word is spelled incorrectly, the card is placed face-up in the DISCARD pile.

Each time a card is given up, players must take another card from the DRAW

pile, keeping 5 cards in hand at all times. Play continues until the last card in the

DRAW pile is played.

Special Cards:

Cop Wild Card = When this card is played, the player takes all the “cops” (black,

phonetic words) in his or her opponent’s hand without having to spell them.

Criminal Wild Card = When this card is played, the player takes all the “criminals”

(red, non-phonetic words) in his or her opponent’s hand without having to spell

them.

Jailbreak Wild Card = This card gives the player a chance to spell 2 cards in his or

her opponent’s hand.

* See “What are Cop and Criminal Words?” Explanation Card

BLANK CARDS

Use the blank cards to add Cop or Criminal words of your own to the deck.


Card Games

Tiger Trek R-controlled Vowel WAR



cards.

Play: Players can choose from three WAR game options:

1). R-controlled vs. Closed = A word containing an R-controlled vowel* beats a

closed syllable. For example, “terk” beats “tron.”

2). Real vs. Nonsense = A real word beats a nonsense word. For example, “scarf”

beats “fram.”

3). Number of Sounds = The word with the highest number of sounds wins. For

example, “thirst” has 4 sounds and beats “arm” which has 2. For this version,

players should say each sound aloud and count the sounds on their fingers. For

example, a player reads “thirst” then says, “/th/ - /ir/ - /s/ - /t/. Four,” and the

opponent reads “arm” and says, “/ar/ - /m/. Two.”

Players keep the cards face-down in a pile. Simultaneously, each player flips a

card face-up, and they take turns saying the word on their card. If the cards are

a tie, it’s WAR! Each player turns over another card, and the winner takes all

cards. When all cards are played, the player with the most cards wins.



Special Cards:


* See “What are Tiger Trek Words?” Explanation Card


Card Games

Tiger Trek GO FISH



FISH pile.


face-up in front of them. The first player tells the next player a card he or she is

holding and asks for a match. For example, “I have ‘start.’ Do you have ‘strat’?”




and it is the next player’s turn. Each time players get a match, the pair should be

placed face-up in front of them. Play continues until someone runs out of cards

and wins the game.



Special Cards:


* A pair is comprised of a word with an R-controlled vowel and its closed syllable

counterpart. See R-controlled Vowel Pair Key Card for examples and “What are

Tiger Trek Words?” Explanation Card.

BLANK CARDS

Use the blank cards to replace lost cards or to create a game of your own.


Card Games

Tiger Trek MEMORY


Set Up: Choose 11 pairs (22 total cards) from the deck, shuffle them, and place

them face-down on a table in rows and columns.

Play: Players take turns turning over 2 cards, one at a time. Players should say the


turns over “sport,” he or she should read the word then say, “I’m looking for

‘sprot’” before choosing another card. If the second card does not reveal a

match, both cards are placed face-down in their original spots, and the next

player takes a turn. The game continues until all matches have been found. The

player with the most pairs at the end of the game wins.

Special Cards:


Tiger Trek SORT

Object: Sort the deck by R-controlled vowel as quickly as possible.

Set Up: Pull out the Wild Cards and place them face-up in a line on the table.

Shuffle the deck.

Play: Start the timer. Sort the deck into 5 piles, one for each R-controlled vowel

sound, as quickly as possible. Place the words that do not contain an R-

controlled vowel in a DISCARD pile. On the second attempt, have the player try

to beat his or her previous time.

* A pair is comprised of a word with an R-controlled vowel and its closed syllable

counterpart. See R-controlled Vowel Pair Key Card for examples and “What are

Tiger Trek Words?” Explanation Card.


Card Games

Tiger Trek RUMMY

Object: The first player with a complete hand* wins the game.


DRAW pile. Turn over the top card of the DRAW pile to begin a DISCARD pile.

Play: The first player chooses to pick up a card from either the DISCARD or the

DRAW pile and decides whether to keep or discard it. If the card is kept, the

player must choose another card from his or her hand to place face-up in the

DISCARD pile. Each time a card is discarded the player must read the word

aloud and correctly identify the vowel sound. One card must be discarded on

every turn, and players will always have 7 cards in hand. Play continues until

someone has 4 cards with one vowel and 3 with another. When a player has a

complete hand, he or she calls out, “Rummy!” and places the cards face-up on

the table. The other players then read each word, and, if the sets are complete,

declare the winner.

Special Cards:

Wild Cards can be used to complete a set.

*A complete hand is 4 cards with the same vowel sound and 3 cards with

another. For example, “sport,” “tort,” “stork,” and “torn” – all words with the /or/

sound, and “prep,” “trek,” and “breg” – all words with the /e/ sound. See “What

are Tiger Trek Words?” Explanation Card


Card Games

Unlock REVLOC Syllable Type WAR



cards.


Simultaneously, each player flips a card face-up, and they take turns reading the

syllable aloud. Cards are valued from highest to lowest in the following order:*

R = R-controlled

E = Bridge ‘e’

V = Vowel Team

L = Consonant ‘le’

O = Open

C = Closed

The higher card wins. If the syllable types are the same, it’s WAR! Each player

then turns over another card, and the player with the most valuable syllable type

wins all cards. When all cards are played, the player with the most cards wins.



Variation: This game can be played with multisyllabic words by turning over 2 or

more syllable cards at a time. This way, students can read the multisyllabic

nonsense word, then play WAR with each card separately.

Special Cards:

Wild Card = A REVLOC Wild card automatically wins the hand.

* See “What is REVLOC?” Syllabication Explanation Card and Syllable Type Key

Card for examples.


Card Games

Unlock REVLOC (similar to Crazy Eights)




the top card is a Wild, return it to the pile and turn over a different card.

Play: Match the top card on the DISCARD pile either by shape or syllable type*.

For example, if the top card is ‘ dir,’ the next player may play another starfish,

another R-controlled syllable, or a REVLOC Wild card. The player must also read

the syllable and name the syllable type correctly. If the player does not have

anything that matches, he or she chooses a card from the DRAW pile, and the

turn ends. When a player is down to just one card, he or she should say

“REVLOC!” If the player forgets to say “REVLOC” and another player catches it

and calls “REVLOC,” the first player must draw a card from the DRAW pile. The

first person to play all of his or her cards wins.

Special Cards:

Wild Card = When a REVLOC Wild card is played, the syllable type is changed to

the type on the card.

Unlock REVLOC Syllable SORT

Object: Sort the deck by syllable type in the shortest amount of time possible.

Set Up: Pull out the Wild cards and place them face-up on the table in order.

Shuffle the deck.

Play: Start the timer. Sort the deck by category into 6 piles, one for each syllable

type *, as fast as possible. On the second attempt, have the player try to beat

his or her previous time.


Card


Card Games

Multisyllabic Unlock REVLOC (similar to Crazy

Eights)



DRAW pile. Turn over 2 cards from the DRAW pile and place them side by side on

the table. These will be the DISCARD piles. If one of the cards is a Wild, return it to

the pile and turn over a different card. Consonant ‘le’ syllable types are played

only at the end of a nonsense word.

Play: Match cards on the DISCARD piles by shape or syllable type*. For example,

if the cards are ‘ dir’ and ‘● libe,’ the player may play a starfish, another R-

controlled syllable, or a REVLOC Wild card on ‘ dir’ and a coin, another Bridge

‘e’ syllable, or a REVLOC Wild card on ‘● libe.’ The goal is to play 2 cards per turn

– one on each DISCARD pile. If the player has only one card that matches, he or

she may play that card. If the player does not have anything that matches, he or

she chooses a card from the DRAW pile, and the turn ends. Each time a card is

discarded, the player must identify the syllable type(s) and read the whole

nonsense word aloud. The word should be seamlessly blended even if it is not a

real word. For example, the player must say “dirlibe” instead of “dir” pause

“libe.” When a player is down to just one card, he or she should say “REVLOC!” If

the player forgets to say “REVLOC” and another player catches it and calls

“REVLOC,” the first player must draw a card from the DRAW pile. The first person

to play all of his or her cards wins.

Variation: This game can be played with 3 or more cards to practice blending

longer words. Begin the game by dealing the cards and creating 3 or more

DISCARD piles. The goal is to play as many cards as possible on each turn.

Players must identify the syllable types and read the whole nonsense word aloud

each time a new word is made.

Special Cards:

Wild Card = When a REVLOC Wild card is played, the syllable type is changed to

the type on the card.


Card


Card Games

Strawberry SMASH

Object: The player with the SMASH pile at the end wins the game.


card to begin a DISCARD pile. If the top card is a SMASH card, return it to the



reading the word on that card. If a SMASH card is turned over, that player takes


have been turned over; the player with the most cards wins.

Strawberry SMASH Small Group Object: The player with the most cards at the end wins the game.

Set Up: Separate the deck by words containing beginning blends, ending

blends, and beginning and ending blends. Use only those concepts the student

has learned. Review the words with the students; place the cards in a bag.

Play: The first player pulls a card from the bag and reads the word aloud. The

player gets to keep that card if the word and the blend are identified correctly. If

a SMASH card is pulled from the bag, the player loses his turn and must pass the

bag to the next person. The player at the end with the most word cards wins the

game.

Strawberry SMASH SORT

Object: Sort the deck by blend type* in the shortest amount of time possible.

Play: Start the timer. Sort the deck into 3 piles – beginning blends, ending blends

and beginning and ending blends – as fast as possible. On the second attempt,

have the player try to beat his or her previous time.

Special Cards:

SMASH Cards should be removed from the deck for this game.

* See “What are Consonant Blends?” Explanation Card and Blend Type Key

Cards for examples.


Card Games

Strawberry SMASH WAR



cards.

Play: Players can choose from three WAR game options:

1). Blend Type * = Cards are valued from highest to lowest in the following order,

and the higher card wins:

- Words with beginning and ending consonant blends

- Words with an ending blend only

- Words with a beginning blend only

2). Real vs. Nonsense * = A real word card beats a nonsense word. For example,

“plum” beats “gresp.”


example, “blaft” has 5 sounds and beats “shelf” which has 4. For this version,


example, a player reads “blaft” then says, “/b/ - /l/ - /a/ - /f/ - /t/. Five,” and the

opponent reads “shelf” and says, “/sh/ - /e/ - /l/ - /f/. Four.”







Special Cards:

SMASH Cards should be removed from the deck for this game.


Cards for examples.


Card Games

Strawberry SMASH Crazy Blends (similar to

Crazy Eights)




the top card is a SMASH card, return it to the pile and turn over a different card.

Play: Match the top card on the DISCARD pile by either blend type* or real vs.

nonsense. For example, if the top card is ‘baft,’ the next player may play

another word with an ending blend, another nonsense word, or a SMASH card.

The player must also read the word and name the blend type correctly. If the

player does not have anything that matches, he or she chooses a card from the

DRAW pile, and the turn ends. When a player is down to just one card, he or she

should say “Last one!” If the player forgets to say “Last one” and another player

catches it and calls “Last one,” the first player must draw a card from the DRAW

pile. The first person to play all of his or her cards wins.

Special Cards:

SMASH Card = When a SMASH card is played, the player can choose a new

blend type. For example, Beginning Blends can be changed to Beginning and

Ending Blends.


Cards for examples.

BLANK CARDS

Use the blank cards to add

words of your own to the deck.


Card Games

Bridge 'e' WAR



cards.

Play: Players can choose from two WAR game options:

Option 1 - Bridge ‘e’ vs. Closed = A word containing Bridge ‘e’* beats a closed

syllable. For example, “cape” beats “cap.”

Option 2 - Number of Sounds = The word with the highest number of sounds wins.

For example, “plan” has 4 sounds and beats “dote” which has 3. For this version,


example, a player reads “plan” then says, “/p/ - /l/ - /a/ - /n/. Four,” and the

opponent reads “dote” and says, “/d/ - /oe/ - /t/. Three.”







Special Cards:

GRAB Cards should be removed from the deck for this game.

* See “What is Bridge 'e'?” Explanation Card and Answer Key Card.


Card Games

Bridge 'e' MEMORY




Play: Players take turns flipping over 2 cards, one at a time. Players should say the


turns over “kit,” he or she should read the word then say, “I’m looking for ‘kite’ ”

before choosing another card. If the second card does not reveal a match,

both cards are placed face-down in their original spots, and the next player

takes a turn. The game continues until all matches have been found. The player

with the most pairs at the end of the game wins.



Special Cards:


Bridge 'e' SORT

Object: Sort the deck by type as quickly as possible.

Set Up: Shuffle the deck. Leave space for two piles.

Play: Start the timer. Sort the deck into 2 piles, one for Bridge ‘e’ words and one

for closed syllables,* as quickly as possible. On the second attempt, have the

player try to beat his or her previous time.

Special Cards:


* See “What is Bridge 'e'?” Explanation Card and Answer Key Card.


Card Games

Bridge 'e' GRAB



card to begin a DISCARD pile. If the top card is a GRAB card, return it to the pile



reading the word on that card. If a GRAB card is turned over, that player takes


have been turned over; the player with the most cards wins.

If using the full curriculum, players can name the sound, identify the keyword,

name the category, and/or brainstorm a word containing that sound. For

example, if “twin” is turned over, the player would say “/i/, igloo, Smiley” and

might think of “swim.”

BLANK CARDS

Use the blank cards to replace lost cards or to create

a game of your own.


Card Games

Bridge 'e' GO FISH



FISH pile.


face-up in front of them. The first player tells the next player a card he or she is

holding and asks for a match. For example, “I have ‘cub.’ Do you have ‘cube’?”




and it is the next player’s turn. Each time players get a match, the pair should be

placed face-up in front of them. Play continues until someone runs out of cards

and wins the game.

Alternatively, players can set a time limit. The player with the most pairs at the


Special Cards:


* A pair is comprised of a Bridge ‘e’ word and its closed syllable counterpart. See

“What is Bridge ‘e’?” Explanation Card and Answer Key Card.


Card Games

Boat Trip WAR



cards.

Play: Players can choose from two WAR game options:

1). Vowel Team vs. Closed = A word containing a vowel team* beats a closed

syllable. For example, “claim” beats “clam.”


example, “cloud” has 4 sounds and beats “met” which has 3. For this version,


example, a player reads “cloud” then says, “/c/ - /l/ - /ou/ - /d/. Four,” and the

opponent reads “met” and says, “/m/ - /e/ - /t/. Three.”







Special Cards:


Reel ’em In Cards should be removed from the deck for this game.

* See “What is The Boat Trip?” Explanation Card and Answer Key Cards


Card Games

Boat Trip MEMORY




Play: Players take turns turning over 2 cards, one at a time. Players should read

the word on the card face before choosing another card. They are looking to

match a vowel team with its Closed syllable counterpart: “rain” with “ran” or

“plain” with “plan.” If the second card does not reveal a match, both cards are

placed face-down in their original spots, and the next player takes a turn. The

game continues until all matches have been found. The player with the most

pairs at the end of the game wins.

Special Cards:



Boat Trip SORT

Object: Sort the deck by vowel type as quickly as possible.

Set Up: Pull out the Wild Cards and place them face-up in a line on the table.

Shuffle the deck.

Play: Start the timer. Sort the deck into 6 piles, one for each vowel team,* as

quickly as possible. Place the words that do not contain a vowel team in a

DISCARD pile. On the second attempt, have the player try to beat his or her

previous time.

Special Cards:


* See “What is The Boat Trip?” Explanation Card and Answer Key Cards


Card Games

Boat Trip Reel ’em In

Object: The player with the most cards wins the game.


DRAW pile.

Play: The first player reads a word from his or her hand and uses it in a sentence;

the next player attempts to spell it. If the word is spelled correctly, the speller

“reels it in” by placing it face-up in front of him or her. If the word is spelled

incorrectly, the card is placed face-up in the DISCARD pile. Each time a card is

given up, players must take another card from the DRAW pile, keeping 5 cards in

hand at all times. Play continues until the last card in the DRAW pile is played.

Special Cards:

Reel ’em In Card = This card gives the player a chance to spell 2 cards in his or

her opponent’s hand.

Wild Cards = When this card is played, the player takes all the cards with that

vowel team from his or her opponent’s hand without having to spell them.

Boat Trip GRAB



card to begin a DISCARD pile. If the top card is a Special card, return it to the



reading the word on that card. If a Special card is turned over, that player takes



If using the full curriculum, players can name the sound type, keyword, and/or

brainstorm a word containing that sound. For example, if “seat” is turned over,

the player would say “Boat Trip vowel, sea” and might think of “please.”


Card Games

Boat Trip Crazy Vowel Teams (Similar to

Crazy Eights)





Play: Match the top card on the DISCARD pile either by shape or vowel type*.

For example, if the top card is ‘ proud,’ the next player may play another

starfish, another /ou/ word, or a Special card. The player must also read the

word and say the sound/vowel team correctly. If the player does not have

anything that matches, he or she chooses a card from the DRAW pile, and the

turn ends. When a player is down to just one card, he or she should say “Boat

Trip!” If the player forgets to say “Boat Trip” and another player catches it and

calls “Boat Trip,” the first player must draw a card from the DRAW pile. The first

person to play all of his or her cards wins.

Special Cards:

Wild Card = When a Wild card is played, the vowel type is changed to the type

on the card.

Reel ’em In = When this card is played, the next player must draw two cards and

forfeit his or her turn.

* See “What is the Boat Trip?” Explanation Card and Answer Key Cards

BLANK CARDS

Use the blank cards to replace lost cards or to create a

game of your own.


Card Games

C’s and G’s WAR



cards.

Play: Players keep the cards face-down in a pile. Simultaneously, each player

flips a card face-up, and they take turns saying the word on their card. Players

can choose from two WAR game options:

1). Hard vs. Soft = A word beginning with a hard sound like “gum” or “clee” beats

a word beginning with a soft sound like “geem” or “cent.” If both cards have

hard sounds or both have soft sounds, the word containing a ‘g’ wins.

2). Nonsense vs. Real = A real word beats a nonsense word. For example “forgot”

beats “cym.” If both are real or both are nonsense, the word containing a ‘g’

wins.

If there is a tie (examples: 2 words with the soft ‘g’ sound or 2 real words with the

‘c’ sound), it’s WAR! Each player turns over another card, and the winner takes

all 4 cards. When all cards are played, the player with the most cards wins.



Special Cards:

Giant Card = This is a trump card. If a Giant card is played, that player

automatically wins the turn.

Cyclops Card = When a Cyclops card is played, the player automatically loses

the turn.


Card Games

C’s and G’s CRAZY SOUNDS (similar to Crazy

Eights)



DRAW pile. Turn over the top card of the DRAW pile to create a DISCARD pile. If

the card is a Wild, return it to the pile and turn over a different card.

Play: Match card on the DISCARD pile by shape or sound. For example, if the

card is ‘■ city,’ the player may play either a square or another word with the soft

‘c’ sound like “cent.” If the player does not have anything that matches, he or

she chooses a card from the DRAW pile, and the turn ends. Each time a card is

discarded, the player must read the word aloud and identify the whether the ‘c’

or ‘g’ is hard or soft. When a player is down to just one card, he or she should say

“Last one!” If the player forgets to say “Last one” and another player catches

him and calls “Last one,” the first player must draw a card from the DRAW pile.

The first person to play all of his or her cards wins.

Special Cards:

Giant Card = This is a Wild card and can be played at any time to change the

category to either hard or soft ‘g’.

Cyclops Card = This is a Wild card and can be played at any time to change the

category to either hard or soft ‘c’.

C’s and G’s SORT

Object: Sort the deck by hard and soft C’s and G’s as quickly as possible.


Shuffle the deck.

Play: Start the timer. Sort the deck into 4 piles, one for hard ‘c’, soft ‘c’, hard ‘g’

and soft ‘g’, as quickly as possible. On the second attempt, have the player try

to beat his or her previous time.

Additionally, players can further divide the deck into real and nonsense words.


Card Games

C’s and G’s RUMMY

Object: The first player with a complete hand* wins the game.


DRAW pile. Turn over the top card of the DRAW pile to begin a DISCARD pile.

Play: The first player chooses to pick up a card from either the DISCARD or the

DRAW pile and decides whether to keep or discard it. If the card is kept, the

player must choose another card from his or her hand to place face-up in the

DISCARD pile. Each time a card is discarded, the player must read the word

aloud and correctly identify whether the ‘c’ or ‘g’ is hard or soft. One card must

be discarded on every turn, and players will always have 7 cards in hand. Play

continues until someone has 4 cards with one sound type and 3 with another.

When a player has a complete hand, he or she calls out, “Rummy!” and places

the cards face-up on the table. The other players then read each word, and, if

the sets are complete, declare the winner.

Special Cards:

Giant Card = This card can be used to complete a set of words with either the

hard or soft ‘g’ sound.

Cyclops Card = This card can be used to complete a set of words with either the

hard or soft ‘c’ sound.

*A complete hand is 4 cards containing the same sound type and 3 cards

containing another. For example, “cym,” “cell,” “cep” and “cish” – all cards with

the soft ‘c’ sound, and “program,” “gash” and “goit” – all cards with the hard ‘g’

sound.

C’s and G’s GRAB





Play: Players take turns flipping a card from the pile and reading the word on

that card. If a Wild card is turned over, that player gets to take the DISCARD pile

and any other player’s winning cards. Play continues until all cards have been

turned over; the player with the GRAB pile at the end wins.

Additionally, players can be required to use the real words in the deck

orally in a sentence.


Card Games

C’s and G’s SLAP

Object: Quickly and correctly identify the sound made by the C’s and G’s. The

player with the most cards wins.


Shuffle the deck. Select one player to be the “reader” and one or two

“slappers.”

Play: The reader flips one card at a time from the pile, reads the word on that

card aloud and places it face-up on the table. The slappers should race to hit

the Wild card representing the correct sound of ‘c’ or ‘g’ found on the card the

reader flipped over. For example, if “center” is flipped over, players should slap

the Cyclops card representing the soft ‘c’ sound. The first player to slap the

correct Wild card gets to keep the word card that was read.

Alternatively, classrooms can be split into two teams. Each student has the

opportunity to earn one point for his/her team. The team with the most points

wins.


SUMMIT Vocabulary Task: Vocabulary Building

SUMMIT is used to build vocabulary skills. It can be found in the lesson plans next to the

closed book icon. This strategy aids in the learning of vocabulary words, prefixes, suffixes

or root words, and their meanings.

Materials:

SUMMIT Clip and Flip Sheet (see materials CD; student book available)

Pencil

Crayons or colored pencils

Scissors

SUMMIT Clip and Flip Sheet Instructions: Say and spell the word (prefix, suffix or root)

Fill in the word on the front of the Clip and Flip sheet.

Understand the word?

Circle how you feel you understand the word.

Smiley Face = You know this word and can use it in your writing

and in conversation.

Straight Face = You know this word, but don’t use it in

conversation or writing.

Sad Face = You don’t know this word well.

Meaning Fill in the definition on the back of the Clip and Flip sheet. You

may use a definition provided by the teacher, a dictionary, or a

textbook.

Match with the part of speech

Circle the part of speech.

Illustrate the word

Draw a picture to remind you of the word’s meaning.

Think of a sentence

Write a sentence using the word correctly.

Think of a sentence

Illustrate the word

Match the part of speech

Meaning

Understand the word?

Say and spell the word


SUMMIT Vocabulary

When choosing words from the Kendore Kingdom Curriculum, please note that the sight

words and vocabulary are broken down into groups based on frequency. Each list

begins with words that are more common and progresses to more difficult words. The

language experiences will vary by child; therefore, the word groups are relative to

individual experience. Each group has then been assigned a mountain peak for

reference. The /u/ lesson list is used below as an example.

Mt. Everest Words:

Highest mountain

in the world.

The least frequent words.

Mt. Kilimanjaro

Words: Highest peak

in Africa.

These words are even less

frequent.

Mt. McKinley Words:

Highest peak in North America.

These words are less frequent than Base Camp

words.

Base Camp Words: These words are the climbing

essentials.

Mt. Everest

Words

Base

Camp

Words

Mt.

Everest Words

Mt.

Kilimanjaro Words

Mt.

McKinley Words


SUMMIT Vocabulary

There are different ways of selecting words from the Vocabulary lists in your lesson plans.

Several options are listed below.

Option 1: Teacher Selects Words

Have students gather their mountain climbing tools: Clip and Flip Book,

pencil, crayons or colored pencils, scissors.

Select 5-10 words you would like students to learn from the Vocabulary

List.

Write the words on the board.

Ask the students to read the words.

Discuss the meanings of the words and orally use them in a sentence.

Have students reach for the SUMMIT! (See instructions on page 42.)

Option 2: Group Decision

Teacher selects 15 – 20 words from the Vocabulary List.

Write the words on the board.

Ask students to read the words.

Discuss the meanings of the words and orally use them in a sentence.

Ask students to rank the words they feel they need to know.

o Have them hold up 1-5 fingers rating how well they know each

word.

Eliminate the easier words from the list.

Have students reach for the SUMMIT! (See instructions on page 42.)

Option 3: Vocabulary Differentiation

Assign students to an appropriate group (Mt. McKinley, Mt. Kilimanjaro, Mt.

Everest).

Assign different words to the students based on vocabulary knowledge.

Select words and write them on the board in different categories.

o For example:

Mt. McKinley Mt. Kilimanjaro Mt. Everest

Have students reach for the SUMMIT!

fun

gum

hug

dug

hut

rush

lug

pun

rut


SUMMIT Vocabulary

Extension Activities:

Use the CLIP and FLIP sheets to learn content area vocabulary, affixes and roots.

Provide pairs of words and have students use the ‘Relationship Flowchart’ in your

Training Manual to figure out the literary relationship.

Additional Literary Terms:

Homophones are words that sound the same but have different meanings and

different spellings. Example: to, two and too.

Homographs are words that are spelled the same but have different meanings.

Example: lie (untruth) and lie (prone). Heteronyms are homographs that are

spelled the same and have different meanings, but also sound different.

Example: tear (in the eye) and tear (rip).

Homonyms are words that sound the same but have different meanings. Since

homonym can be used to describe either a homophone (same sound) or a

homograph (same spelling, same sound), it is best avoided as an individual label.

* Heteronyms are not homonyms.

Synonyms are words that have the same or almost the same meaning. Example:

happy, glad, joyful.

Antonyms are words with opposite meanings. Examples: happy and sad; fast

and slow.

Alliteration is a meaningful phrase of words that begin with the same sound.

Example: big brown bear.

Rhyme refers to words that have the same vowel and ending sounds. Examples:

mind and find, write and light, monkey and chunky.


Picture It with Me Postcards Task: Oral Language and Vocabulary Development

Materials:

Postcard Book

Language Prompt (Sentence)

Glue Stick

Crayons or Colored Pencils

Scissors (If students cut out their own prompts as a center activity)

Teacher Directions:

Have students write their names on the cover. Inside the front cover, they should enter

their personal information and the month and year they start the Picture It with Me

Postcard Journal. They may paste a picture or draw a picture of themselves.

Provide the Oral Language Prompt for the student.

o Option 1: Print the Oral Language prompts from the Materials CD. Students

use the cut out prompts. This is appropriate when they cannot yet form letters

or compose their own sentences. Have students paste the prompt over the

lines on the postcard.

o Option 2: Students copy the prompt from the board. Read the prompt to the

students.

Discuss the meaning of the prompt and brainstorm possibilities. Initially, you will

want to draw a few pictures on the board as examples.

Students should follow the prompt and draw a picture in the blank space

provided.

Encourage students to include details in order to ensure understanding on the

part of the observer. For example: size, shape, color, number, mood,

background, movement, etc.

Have students share what they have created with the class. Ask questions that

elicit quality responses.

For example, if a student drew a shark as his “dream pet” ask:

o Where would you keep a shark?

o Where would you get a shark?

o Why would you want a shark?

o How would you feed it?

o How would your family feel about having a pet shark?

Extension Activities:

20 Questions: (Whole Class, Small Group or Pairs)

Choose a student drawing. Do not show the picture to the class. Have the students ask

questions trying to guess the picture.

Example: If I could have any pet, it would be……

Students ask: Does it have hair? Does it live in the water? Does it have legs?

Picture It with Me: (Whole Class, Small Group or Pairs)

Choose a student drawing, and then describe the picture without showing it to the

students. Have them try to draw the picture based on your description of the picture.

Compare drawings to see who came closest to the picture you described. Discuss the

details some missed by some yet drawn by others. Discuss the uses and interpretation of

language, such as synonyms, antonyms, misinterpretation, need for clarity and correct

usage of words.


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