Reading & Writing: Best of Dr. Jean Best of Dr. Jean

Best of Dr. Jean

Read Re adin ing g & Wr Wr i t in ing g

NEW YORK • MEXICO CITY

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Best of Dr. J ean: Reading & Writing © Dr. Jean Feldman, Scholastic Teaching Resources

To Mrs. Myers, my kindergarten and first-grade teacher

She made me feel special and she made coming to school the most exciting thing in my life! My wish is that the activities in this book will instill the same love of learning learning in your students! students!

No part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012. Cover illustration by Brenda Sexton Cover and interior design by Holly Grundon Interior illustration by Milk and Cookies ISBN: 0-439-59726-9 Copyright © 2005 by Dr. Jean Feldman Published by Scholastic Inc. All rights reserved. reserved. Printed in the U.S.A. 1 2 3 4 5 6 7 8 9 10

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13 12 11 10 09 08 07 06 05

Best of Dr. J ean: Reading & Writing © Dr. Jean Feldman, Scholastic Teaching Resources

Contents Introduction   . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Phonemic Awareness . . . . . . . . . . . . 9

We're Reading! . . . . . . . . . . . . . . . . 33

Gumbal Gumballl Sounds Sounds . . . . . . . . . . . . . . . . . 9

Rime Rime Time Time . . . . . . . . . . . . . . . . . . . . 33

Rhyme Rhyme Farm Farm . . . . . . . . . . . . . . . . . . . 10

Words, Words, Words, Words, Words Words!! . . . . . . . . . . . 35

Phon Phonic icss Phon Phones es . . . . . . . . . . . . . . . . 12

Deco Decodi ding ng Dete Detect ctiv ives es . . . . . . . . . . . . 35 Myster Mysteryy Word Word . . . . . . . . . . . . . . . . . 37

14 Letter Knowledge . . . . . . . . . . . . . . 14

Clipbo Clipboard ardss . . . . . . . . . . . . . . . . . . . . 38

Invisi Inv isible ble Writi Writing ng . . . . . . . . . . . . . . . . 14

Eating Eating & Readi Reading ng . . . . . . . . . . . . . . .38

Giant Keyboard . . . . . . . . . . . . . . . . 15

Rhyt Rhythm hm & Rhym Rhyme e . . . . . . . . . . . . . . . 39

Eight Eight Lit Littl tle e Lett Letter erss . . . . . . . . . . . . . . 16 Finger Finger Spelli Spelling ng . . . . . . . . . . . . . . . . . 17

41 Bookmaking . . . . . . . . . . . . . . . . . . 41

Sing Sing & Sig Sign n . . . . . . . . . . . . . . . . . . . 18

The The Book Book Shop Shop . . . . . . . . . . . . . . . . 41

Lett Letter er Land Land . . . . . . . . . . . . . . . . . . . 19

Collab Collabora orativ tive e Books Books . . . . . . . . . . . . . 42

Name Name Games Games . . . . . . . . . . . . . . . . . . 20

Read Read & Wri Write te . . . . . . . . . . . . . . . . . . 45

Pup, Pup, Pup, Pup, What What's 's Up? Up? . . . . . . . . . . . . 22

Scra Scrap p Bag Bag . . . . . . . . . . . . . . . . . . . . 47

Woof! Woof! Woof Woof!! . . . . . . . . . . . . . . . . . . 22

Poet Poetry ry Song Songbo book ok . . . . . . . . . . . . . . . 48

Magnet Magnetic ic Letter Letterss . . . . . . . . . . . . . . . 23 Alpha Alphabe bett Books Books . . . . . . . . . . . . . . . . 24 Multis Multisens ensory ory Lear Learnin ning g . . . . . . . . . . . . 28

29 Concepts of Print . . . . . . . . . . . . . . 29 Skil Skilll Books Books . . . . . . . . . . . . . . . . . . . . 29 Stor Storyy Sym Symbo bols ls . . . . . . . . . . . . . . . . . 30 Point Pointer erss . . . . . . . . . . . . . . . . . . . . . . 31 Do You Remember . . . . . . . . . . . . . . . . . 32

Best of Dr. J ean: Reading & Writing © Dr. Jean Feldman, Scholastic Teaching Resources

Introduction

Welcome to Be st of Dr. Dr . Jean

Reading & Writing

T

his book is about much more than teaching letters and words. It’s about building a love of letters, words, and language. It’s It’s about creating lifelong readers. It’s It’s about helping children fall in love with language, book s, and learning! The games, books, rhymes, songs, and activities in this book are based on research, but they are also fun. When materials and activities are interesting, engaging, playful, and fun, children will want to “do it again”!

Research-Based As early childhood teachers, the more we know about the latest research in reading and brain development, the better we will be at validating what we know is best for young children! All the things you and your children already love—reading, singing, talking, playing, creating—are in the research. Know that what you are doing is appropriate and effective, believe in what you are doing, and and share the good news from the research research with administrators and parents. Best practices recommended by the International Reading Association (see page 5) include building a class community, community, working with children in small groups, giving children children time to read and write, using high-quality literature, and integrating a word study/phonics program into reading instruction. We can all aspire to employ these best practices daily in their classroom! Highlights from an extensive review of the research by the National Association for the Education of Young Children (see page 5) recommend:         

4

reading aloud to children creating a print-rich environment promoting oral language and vocabulary developing phonemic awareness exposing children to rhymes, traditional songs, and name games developing alphabet knowledge helping children develop strategies for decoding words integrating reading and writing providing children with books

Best of Dr. J ean: Reading & Writing © Dr. Jean Feldman, Scholastic Teaching Resources

Introduction

Literacy Centers Many of the activities in this book are designed for centers. In addition to the traditional reading and writing centers (see page 6), you can infuse literacy into almost any area of the room (see page 7)! In centers, children might work independently, with a partner, or in a small group. So much happens when you integrate literacy into your centers. Take a look at the skills you’ll be building:  print awareness

 phonics

 cooperation

 letter knowledge

 independence

 sharing

 reading fluency

 motivation

 oral language

Meeting the Standards The activities in this book align with the guidelines and recommended teaching practices set out by the National Association for the Education of Young Children and the International Reading Association (1998):



print-rich environments that provide opportunities and tools for children to see and use written language for a variety of purposes, with teachers drawing children’s attention to specific letters and words;



adults’ daily reading of high-quality books to individuals or small groups, including books that positively reflect children’s identity, home language, and culture;



opportunities for children to talk about what is read and to focus on the sounds and parts of  language as well as the meaning;



teaching strategies and experiences that develop phonemic awareness, such as songs, fingerplays, games, poems, and stories in which phonemic patterns such as rhyme and alliteration are salient;



opportunities to engage in play that incorporates literacy tools, such as writing grocery lists in dramatic play, making signs in block building, and using icons and words in exploring a computer game; and



firsthand experiences that expand children’s vocabulary, such as trips in the community and exposure to various tools, objects, and materials.

Recommended teaching practices: 

share books with children and model reading behaviors



talk about letters by name and sounds



establish a literacy-rich environment



reread favorite stories



engage children in language games



promote literacy-related play activities



encourage children to experiment with writing

 Young children need developmentally appropriate experiences and teaching to support literacy learning. To this end, teachers can provide: 

positive, nurturing relationships with adults who engage in responsive conversations with children, model reading and writing behavior, and foster children’s interest in and enjoyment of reading and writing;

Source: Learning to Read and Write: Developmentally Appropriate Practices for Young Children © 1998 by the National  Association for the Education of Young Children.

Best of Dr. J ean: Reading & Writing © Dr. Jean Feldman, Scholastic Teaching Resources

5

Introduction

Headline Here

Materials for a Reading Center 

 picture books

 catalogs

 interactive books

 magazines

 collaborative class books

 brochures

 book bags

 posters

Text here  headphones & player with tapes or CDs  flannel board & felt pieces  leveled books  maps

 menus  puppets & stuffed animals to read to  pillows  beanbag chairs  rocking chair

And…

 Create a “cool reading pool” with an old plastic swimming pool, pillows, a quilt, and stuffed animals.  Let children decorate an appliance box to become a “reading clubhouse.”

 whisper phones*

Materials for a  Writing Center   pens & pencils

 junk mail

 dictionary

 crayons

 picture file

 markers

 stamps & nontoxic ink pad

 colored pencils

 chalkboard

 magnetic letters

 colored paper

 dry erase board & markers

 computer

 blank paper  lined paper  notepads  notebooks  office stationery  blank checkbooks  carbon paper  envelopes

 magic slate  clipboard  scissors  hole punch  tape  glue

 Rolodex

 printer  manual typewriter  blank books

And…  An old desk would be a great attraction!

 stapler

* See page 12.

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Best of Dr. J ean: Reading & Writing © Dr. Jean Feldman, Scholastic Teaching Resources

Introduction

Headline Here

Creating Literacy-Rich Learning Centers

Add these materials to the other learning centers in your classroom to encourage children to read and write in meaningful ways:

Math Center Text here          

paper pens & pencils adding machine tape coupons calculator play money graphs posters counting books shape books

Science Center  nonfiction books on science topics  science magazines  labeled pictures of  animals, plants, flowers, and so on  clipboard  pens & pencils  notebooks

Dramatic Play Center    

shopping list chalkboard memo pad pens & pencils

       

magazines books puppets stuffed animals & dolls to read to junk mail menus catalogs class phone book

Block Center  paper & markers to make labels & signs  sticky notes  photos of different homes & buildings  maps & blueprints  alphabet blocks

Art Center  rebus direction charts or cards  labels for materials  variety of art media  markers  paint

Fine-Motor Table  play dough

        

letter cookie cutters play dough book sewing cards letter beads to string paper hole punch scissors letter stencils colored pencils

Sand and Water Center  magnetic letters (to hide in sand)  Ping-Pong balls (write letters and words on them and have children scoop them from the water with a fishnet)  craft sticks (to write in sand)

Playground  beach balls (print on letters with permanent marker)  chalk & chalkboard for keeping score  sidewalk chalk

Best of Dr. J ean: Reading & Writing © Dr. Jean Feldman, Scholastic Teaching Resources

7

Introduction

Authentic Literacy Activities Authentic literacy experiences show children that print serves important purposes. Have children participate in the activities below  frequently to:  Make the connection between spoken word and print  Build small-motor skills

 Build confidence

 Integrate reading and writing

 Recognize the importance of reading and writing

 Build alphabet knowledge

 Develop oral language

 r t  S i g n - I n C h a  to  sig n t hei r  na me  c hi ld re n  r t

 c ha  I n vi te  he r  p a pe r  o r  tc  u  b  f  o e c ie o n  a  p e c lass roo m  t h  r  te  n  e  y e  t h  pa pe r  w he n eac h  da y.

 T a k e a T u r n  u se sig n- u p  s hee ts

 n  Ha ve  c hi ld re  co m p u te r, p la y  i n  a e  to  wo r k  o n  t h e  a  c o l la bo ra ti ve  h o m ce n te r, ta ke  o n.  boo k, a nd  so

 i e s C h a r t   t  i  i l  i b  s  n o  p  s  R i g h t s & R e g o f t he yea r, ma ke a

 ni n A t t he begi n  e x pec ta tio ns. W he n o m  lis t o f c lass ro a vi ng i na p p ro p ria te l y,  be h  t c hi ld re n a re  x t a nd read i  te  te a  ri  p  ro  p  a p  poi n t to t he  w ha t to do.  m e  t h d   n i  m  re a lo ud as yo u

 e s  S t i c k y No t  tes ha nd y  fo r  p s tic k y  n o

 Kee  a nd so  o n. s,  u o  y  k a n  t h  n ’s  re mi nde rs, g h t  to  c hi ld re  ri  m e  t h  k ic  Yo u c a n  s t c lo t hes!

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 Develop print awareness

D a il y  S c h e d  u

le 

P os  t  a  daily   schedule  (ill ust ra  t ed w it  pho to  s   o r  pic h t ur es f ro  m    scho ol   cat alo  and r ev iew  it  gs  )  w it h childr e n ev er y day .

M o r n ing  M  e s s a

g e  O n char t  p a per ,  w r it e  a  m essag e  abo  special  a ct iv  ut  it ies  e ach  m o rn   ing  b ef or   e childr en  a r r  iv e  a t  scho o  l. C l a s s r o o m C  o nc e r n s  N o  Se t

e b o o k  t  o ut  a  n o te  bo ok     in  w  hich c hildr e w ri  t e  c o mm n  c an ent s  o r  c o nc er ns.  ( T his f or    c hildr en  is  g r eat   w ho  t at tl  e!) M e s s ag e  C e  nt e r 

Set  o ut  d r y  e r ase  o r  c hal k bo ar d  f or    c t o  w ri  t e  n o t  hildr en es  t o  e ach  o  th   er  w it h  m o r  c halk . ar ke  r s

L a b e l s  a nd 

S ig 

n s  M ak e  labels  w it h  p ict ur e s  so  c hildr en w her e  t oy  s   k no w   a nd  c lassr oo     m  m at er ials be  st or  e  d.  Y   sh o uld ou    m ig ht  u se  p ict ur es  c ut  scho ol   supp  f ro  m   ly  c at alo gs  .

Best of Dr. J ean: Reading & Writing © Dr. Jean Feldman, Scholastic Teaching Resources

Phonemic Awareness

Phonemic Awareness Being able to recognize the different sounds that make up spoken language is a key element in literacy development. These activities build that awareness with rhythm, rhyme, and word-play.

Gumball Sounds Have fun with alliteration!

Materials: none How To: 1. Sing the song at right to the tune of “Good Night, Ladies.” Use initial consonant substitution to alliterate the phrases.

2. Continue, substituting other consonant sounds.

And...

I put a penny in the gum slot. I watched the gum roll down. I get the gum and you get the wrapper, ‘Cause I put the penny in the gum slot. Now put a /b/ in front of each word. Bi but a benny bin be bum bot. Bi batched be bum boll bown. Bi bet be bum band bou bet ba bapper, Bause bi but ba benny bin be bum bot. Now try the /n/ sound. Ni nut a nenny nin ne num not…

 When a child has a birthday, sing the birthday song by “alliterating” every word with the sound that begins his or her name!  Say familiar nursery rhymes and other songs by alliterating beginning sounds. For example: Bumpty bumpty bat on a ball. Bumpty bumpty bad a breat ball…

 Say this chant about “Pepperoni Pizza.” Substitute a different vowel sound each

time you repeat it! I like to eat, eat, eat pepperoni pizza. I like to eat, eat, eat pepperoni pizza. Long -a sound:  A lake tay ate, ate, ate papparanay pizzay.  A lake tay ate, ate, ate papparanay pizzay. Continue with /e/, /i/, /o/, and /u/.

Best of Dr. J ean: Reading & Writing © Dr. Jean Feldman, Scholastic Teaching Resources

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Phonemic Awareness

Rhyme Farm Build listening and critical-thinking skills as you help kids develop phonological awareness.

Materials: none How To: Read the riddles below and on page 11 to children. Explain that the answer will rhyme. Practice rhyming words to get children warmed up (red, bed, fed).

i l k.  I  g i ve  y o u  m  t  so me n o w?  Do y o u  wa n oo. ”  I  sa y, “ Moo m __  _  _  _  _  _  .   I ’ m a  _ __  _  _  _   

In the dirt, I play and dig. “Oink, oink, oink!” I am a _____________.

I’ll g ive  y ou a  r ide on  m y  back, o f  cour se. “Neig h, n eig h, n eig h!” I’m  a _ _ _ _ _ _ _ _ _ _ _ _ _.

10

I h ave h or ns and  a b ear d  on  m y  thr o at. “Naa-naa-naa!” I’m  a _ _ _ _ _ _ _ _ _ _ _ _ _.

 k,  c l uc k, ”  “ C l uc k,  c l uc  t he p e n,  I  la y  e ggs  i n  a  p re t t y  beca use  I  a m __  .  _ __  _  _  _  _  _  _  _  _   

Who would like My wool to keep? “Baa-baa-baa.” I’m a _____________.

Best of Dr. J ean: Reading & Writing © Dr. Jean Feldman, Scholastic Teaching Resources

Phonemic Awareness

Rhyme Farm  te o r  b lac k  I  c a n  be w hi  t. S ki n n y  o r  fa  w,  meo w! ”  “ Meo w, m eo __  _  _  _  _  _  .   I ’ m  a  _ __  _  _  _   

In  “Little  M iss  Muf f et,” I s at  dow n  beside h er . I c an  spin  w ebs. I’m  a _ _ _ _ _ _ _ _ _ _ _ _ _.

You always swat me. I don’t know why! “Zzzz! Zzzz! Zzzz!” I’m a _____________.

s,  W he n  i t  rai n  I ’ m  i n  l uc k. c k! ”  “ Q uac k, q  ua __  _  _  _  _  _  .   I ’ m  a  _ __  _  _  _   

.  I’ m  yo u r b est  f  rie nd  I’ m  not a  hog!  f ! ”  “ Woo f !  Woo f !  Woo __  .   I’ m  a  _ __  _  _  _  _  _  _  _  _   

“Tweet-tweet-tweet” are my sweet words. I fly all around. I’m a _____________.

And...  Set out plastic farm animals (or pictures of them) and let children

select the one that answers the riddle.  Say a series of three words and have children select the two that rhyme. For example: kitten, house, mitten or log, hog, car.  Share other riddle books and joke books with children. Have a “Comedy Circle” in which children stand up and tell jokes and riddles to their classmates.

Best of Dr. J ean: Reading & Writing © Dr. Jean Feldman, Scholastic Teaching Resources

11

Phonemic Awareness

Phonics Phones Also called “whisper phones,” these devices amplify children’s voices. They’re great for independent work at centers, building reading confidence, and helping children really hear the sounds they are decoding.

Materials: two one-inch PVC elbows, one two-inch section of PVC pipe (one inch in diameter)

How To: 1. Insert the section of PVC pipe between the two elbows to make a “phone.”

2. Hold the phone to your mouth and demonstrate how to whisper into it. Use it for any of these activities (pages 12–13).

Alliteration Have children repeat a sound and a corresponding alliterative phrase (for instance, short e: Elmo enjoys eggs).

 S y l l a b l e s

o rds  s lo w l y  sa y  w  n  re   ld i  h  c e  v s  Ha  ma n y  s y l la b le  w o  h   y   f  ti  n e a nd  id o rd. a re i n  e ac h  w

12

Rh y m e 

I nv it e  c hild r en  t o  r epeat   n ur ser y  r hy m o r  a  ser ies  o  es f  w o rd   s  t hat  r hy  me.

S e p a r at e S ou nd s Separ ate  individual  ph onemes  in  w or ds, such  as  / c /  / a /  / t / .  C hild r en l ike  to  call this “ w or d  str etching ”!

Best of Dr. J ean: Reading & Writing © Dr. Jean Feldman, Scholastic Teaching Resources

Phonemic Awareness

 t  n  e d  n  e  p  e d  I n  R e a d i n g

 t he mse l ves  to  n  te s  li   y  l  p  C hi ld re n  si m  a lo ud. as  t he y  read

Invented Spelling Children say a word slowly and write the sounds they hear. This is great for journal writing.

Tele p hone Sw it ch bo ar d

T ie o ne e nd  of  an o ld p hone cor d  ar ound  the  whisper  phone.  Use  duc t tape to a ttach t he o ther  end  of  the  cor d  to a  f ile f older  on  which  you  have w r itten each l etter  of  the  alphabet.  C hildr  en put the w hisper  phone  to t heir   ear s, close their  eyes, put their  f inger  down on  the  folder ,  open their  eyes, then r epr oduce the sound on  which  they landed.

And…  For health reasons, children should each have his or her own phone.  Clean the phones frequently by running them in a dishwasher.  If you don’t have phonics phones, show children how to make a “hand phone”

by cupping one hand behind an ear and the other hand around the mouth.  Give children hand mirrors so they can observe their lips and tongues as they

reproduce different sounds.

Best of Dr. J ean: Reading & Writing © Dr. Jean Feldman, Scholastic Teaching Resources

13

Letter Slug Here Knowledge

Letter Knowledge The ability to recognize, identify, and form letters, as well as associate them with their sounds, is key to literacy development. Whether you are teaching uppercase letters, lowercase letters, or  both, these activities will build letter recognition skills as well as children’s interest in print.

Invisible Writing By adding large movements to letter writing, it will be easier for children to remember the strokes involved in each letter’s formation.

Materials: none

And...  To enhance cross-lateral learning, use

How To: 1. Have children stand (face away from them so that you will demonstrate the letter correctly). Raise your index finger, middle finger, and thumb in the air as if holding a pencil.

2. Slowly write a letter in the air as you explain the strokes you’re demonstrating. For instance, Slant down. Slant down. Connect them in the middle to make an A. Erase each letter by “swishing” your hand in the air!

the left and right hand at the same time as you do invisible writing.  Use invisible writing for making shapes,

numerals, words, or anything else you’re working on.  Give children a wet sponge and

let them write letters on the chalkboard using large strokes. The letters will slowly disappear as the water evaporates. This is also a great way to clean the chalkboards!

3. Have children try it themselves. Children can also do “invisible writing” on the palms of their hands or on each other’s backs. They can also write on the floor with their feet!

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Letter Slug Here Knowledge

Giant Keyboard Build gross-motor and letter-recognition skills at the same time!

Materials: shower curtain liner,

And...

flyswatter, permanent marker

 Let children work with the giant

How To: 1. In advance, cut a shower curtain in half  lengthwise. Lay it out on the floor and draw out a keyboard. Cut the flyswatter so that it resembles a hand or mitten. Attach the keyboard to a wall.

2. With the flyswatter, “swat” letters and spell out words as children identify them. Then let individual children have turns swatting!

keyboard in pairs. One child holds up a sight word or spelling word on an index card. His or her partner “types” out the word with the flyswatter. Children take turns typing and checking each other.  Remind children to hit the “return”

button when they’ve completed a word.  Divide the class into two teams and

give each a different color flyswatter. One child from each team takes a flyswatter and stands to the side of the keyboard, then you call out a letter. The first child to swat that letter gets a point for his or her team. Children take turns being the “swatter”!

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Letter Knowledge

Eight Little Letters Get physical learners involved with letter recognition as you focus on commonly confused letters.

Materials: eight file folders (in different colors if possible), marker, hole punch, string

How To: 1. In advance, cut folders in half along the fold. Punch holes in the top of each half  and thread through a 24-inch piece of  string. Tie to make a “sandwich board” or vest children can wear. Write the lowercase letter on the front and the uppercase letter on the back for these letters: n, m, t, f, g, d, s, p. (Put a sticker on the side with the lowercase letter so children will know to wear it in front.)

2. Choose eight children to wear the file folders. Have children show off their letters and invite children to name them, identifying upper- and lowercase as the wearers turn around.

3. After they have named the eight letters and made their sounds, ask the whole group to walk in a circle as you sing this song to the tune of  “Five Little Ducks:”

Eight little letters went out one day (Hold up eight fingers.) Over the hills and far away. (Move hands up and down.) When the teacher called /m/, /m/, /m/, /m/ (Cup hands by mouth.) Only the letter M came back. (Make /m/ sound. The child wearing  the m sits in the middle of the circle.) Continue with /n/, /t/, /f/, /g/, /d/, /s/, and /p/.

And...  Try this with vowels, blends, or

digraphs.  If you have 26 children in your group,

have children wear letter vests for all 26 letters. Call out different letters and have children come up, hold hands, and make words!  Use the letters to demonstrate onset and

rime (chunking). Have children wearing a and t stand together to form at. Have different children come up with their letter and stand in front of at to make rat, fat, bat, mat, sat, and so on.  Say a word very slowly, clearly enunci-

ating each sound. If children hear the sound of their letter, they come up to the front of the group and make the word.

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Letter Knowledge

Finger Spelling Here’s an all-time favorite!

Materials: three pairs of cloth garden gloves (two in one color, one in a different color), permanent markers in different colors

And…  Demonstrate “magic fingers.” Change

one letter at a time to make different words, such as cat, bat, bit, big, pig .

How To: 1. In advance, cut the fingers off the gloves. Write a lowercase consonant on the fingers of one color glove. Write lowercase vowels on the fingers of the other color glove. (Write the same letter on the front and back of each finger.)

 Make nonsense words as well as real

ones (children like to call the nonsense words “alien” words)!  Have children use finger letters to show

word families.  Use to reinforce high-frequency words.

2. Demonstrate how to put the letters on your fingers to spell a word. Make the sound for each letter as you do so; then, as a group, blend the sounds to make a word.

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Letter Knowledge

Sing & Sign Introduce sign language by singing this song to the tune of “Where Is Thumbkin?” What do you say, A? (Children repeat.)

Materials: none How To:

/a/, /a/, /a/. (Make short-a sound.)

1. Sing: Where is A? (Hands behind back.)

/a/, /a/, /a/. (Children repeat short -a sound.)

Where is A? (Children repeat.)

2. Repeat, using other letters.

Here I am. (With your hand, make sign for a.)

And...  Teach each child the sign for

the first letter of his or her name. For a silent transition to line up or dismiss children, simply make the different signs.

Here I am. (Children repeat and mimic sign.) What do you say, A? (Wiggle sign for a.)

 Spell out high-frequency words in

sign language.

18

Aa

Bb

Cc

Dd

Ee

Ff

Ii

Jj

Kk

Ll

Mn

Nn

Qq

Rr

Ss

Tt

Uu

Vv

Gg

Oo

Ww

Hh

Pp

Xx

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Yy

Zz

Letter Knowledge

Letter Land Involve children in making one of these meaningful alphabets to display in the classroom.

Materials: poster board, large index cards, markers, crayons, glue, photographs, pictures, and other art supplies

Photo Alphabet Write a letter of the alphabet on each of 26 large index cards. Glue on photos of children whose names start with each letter. (You can use first or last names.) Have children print their names at the bottom. Let children decide what to do for letters without names! (They might think of characters in books or movies.) Display as an alphabet frieze.

The Real ABCs Glue real objects that begin with each letter onto large index cards. For instance, Aa is for acorn, Bb is  for a bit of branch. Cc is for crayon, and so on. Display as a frieze.

E nv i r on m e nt a

 G i a n t A B C s

 c o ns t r uc tio n  m   ro  f  rs e  t t  le  C u t  o u t  la rge  c hi ld re n  e ac h e   v i  G .  rd a o  r  b  pa pe r  o r  pos te  me a nd d eco ra te w i t h  ke h o a le t te r  to  ta  t he m to  use e g  n   le  l a  h  C s.  t hei r  fa mi lie i n  wi t h  t ha t g e  b s e a m  n ose  nd  fo r  S ),  ma te ria ls  w h  sa d  re  lo o  c , s ta nce egi n so u nd  ( fo r  i n  b jec ts  t ha t  b  o  f  o s  re  u  t ic  p o r  to  c u t  o u t  l lage. Yo u  co  a  te a  re  c  nd  to e  wi t h  t he so u  le t te r  a t  a  ti m e  n  o  n  o s  u c  mig h t  a lso  fo ss  p ro jec t.  la  c  a s  a is  t h a nd  do

l

P r i nt Assig n  each  child  a  let t er  and  hav e childr en  look  t hr  oug h  old  m ag azin es t o  f ind  sev er al e xa mples  of  t he  let t e r  (t he  lar g er ,  t he  be t te  r )  and  cut  t hem out .  G lue  t heir  f ind ing s  in  alphabet ica l or der  ont o  post er   boar d, o r  g lue  each ont o  a  separ at e  in dex  car d.

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Letter Knowledge

Name Games Kids love recognizing their own names —— and the names of their classmates!

Materials: a photo of each child, sentence strips, markers, basket or box How To: 1. Make a name card for each child by printing his or her first and last name on a sentence strip. 2. Glue his or her photograph onto the strip. 3. Store the name cards in a box or basket and use them for any o f the activities below.

Alliteration

Syllables Clap out each child’s name to determine the number of syllables.

 L e t t e r s

 e ac h  c hi ld ’s  i n  rs e  t t  le e  Co u n t  t h s  t he m os t? a  h o  h  W . e  na m .  h  t he res u l ts  Fe wes t?  G ra p

Think of an adjective that begins with the first letter of each child’s name (Kind Kara, Awesome Alan, and so on).

S o u nd  A l i k  e 

So rt    n ames  int o  p iles:  W  h ose  f ir   st  na mes  b e g in    w it   h t he   sa  me  sou nd ? W ho  se  l a st  n a mes  b e g in    t h e  sa me?

Rhymes Change the first letter of children’s names to make silly rhymes (Jamey/Wamey, Pablo/Wablo, Jenny/Penny, and so on).

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Letter Knowledge

Sign In

Writing Center

Have children find their name in the basket and use it as a model to write their name when they sign in each day.

Store cards in the writing center for children to refer to if they want to include classmates’ names in their writing.

Helpers

 T r a n s i t i o n s r

Pick names at random to choose a special helper, decide which child to call on, and so on.

 fo r  t he o rde  Pic k  n a mes i ld re n  s ho u ld i n  w hic h  c h  a  c e n te r,  li ne  u p, g o  to  k pac ks,  a nd ge t  t hei r  bac so o n.

C h e e r 

C heer  child r en’ s  n ames. (Gi ve   m e  a   T —T    !  Gi v e me  a n  A— A !  Gi v e  m e  a  D —D   !   W ha  t   ’ s  i t  s p el l?  T a d!   S a y  i t  a   g ai  n.  T ad  !  O ne  m or e  t i  me!  T ad  !  )

Hickety Pickety Bumbleebee Clap, snap, or slap the beat! Hickety pickety bumbleebee, Who can say their name for me? (Hold up name card. That child says name.) (Class repeats name.)

Whisper it. (Whisper name with distinct syllables.)  No sound. (Mouth name.) (Continue holding up name cards and clapping, snapping, and whispering.)

Clap it. (Clap syllables in name.) Snap it. (Snap syllables.)

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21

Letter Knowledge

 ?  p U  s  ’  t a  h W ,  p  u P ,  P u p  t ion  ga me  T h i s  le t ter-recogn i  hec k.  ha s  a  bu i l t- in  se l f-c

 uctio n  pa pe r,  M a t e r ia l s : co nst r  ma r ke rs, s cisso rs

Children will “eat up” this exercise!

Materials: plastic bowl, scissors, construction paper, markers

How To:

 Ho w To :

 y  s ha pes  o ut o f   1. C ut  si m p le  p u p p  n  r u si ng  t he  patte r co nst r uctio n  pa pe  o n  n  t he  ea r  a nd  d ra w  w  do d e n  B  w.  lo  be  a nd  a  nose. a  m o ut h, a n e ye,  o n  t he  p u p p y’s e r tt  le se ca e r  w  lo  2. W rite  a e e  ea r a nd  w rite  t h  t h t   f   li  n  he ; t d y  bo de r neat h.  u p pe rcase  lette r  u n  r e rs,  vis ua lize  t hei tt  le  y ti f  e n  id  n  re  3. C hi ld c hec k  b y  li f ti ng   f   l  se e n  t h ,  r m o  f   u p pe rcase t he  ea r.

A nd…

e  p u p p y  a nd  t he  n ni ng  so u nds co r res po ndi ng  begi  u nde r  its  ea r.

 o n  t h  P ut p ict u res

22

Woof! Woof!

1. Cut 26 dog bones from construction paper. Write a different letter on each bone. Put the bones in the “dog bowl.”

2. Pass the bowl around and have each child choose a bone and identify the letter on it. Ask each child to make the sound the letter makes, then think of a word that begins with that sound.

And...  Cut out 25 bones and write high-frequency words on 22 of them. Write “WOOF!” on the other three bones. Place the bones in the dog bowl. Pass the bowl around the room. Children select a bone and read the word on it. If they select one that says “WOOF!” they stand up and bark like a dog!

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Letter Knowledge

Magnetic Letters Try any or all of these magnetic ideas!

Materials: assortment of magnetic letters, jumbo craft sticks, glue, metal cookie sheet, magnet  Place the letters on a table. Have each child find the letter that begins his or her name.  Glue magnetic letters to jumbo craft sticks. Children can use these to match letters on print they see around the classroom. They can also take letter sticks and find something in the room beginning with that sound.  Demonstrate how to build words with magnetic letters. (This is really neat on the overhead projector!)  Use magnetic letters on a cookie sheet or file cabinet. What a fun way for children to make word families!  Hide magnetic letters in your sand table. Children can hold a magnet and try to identify letters that they attract.  Place several letters you are working on around the door frame. As children leave the room, ask them to touch the letter they hear at the beginning of any given word.

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23

Letter Knowledge

Alphabet Books Children love creating their own ABC books and want to read them again and again. Try any of these ideas on pages 24–27.

Sweet ABCs

Hidden Letters

Have children bring in candy wrappers. Take 26 sheets of paper, write a different letter on each page, and put the pages between two sheets of construction paper to make a book. Hole-punch and bind with yarn. Children take their wrappers and glue them on the page with the matching beginning sound (for instance, M: M&M’s.) Write silly comments on the pages that don’t have wrappers (for instance, “H: Help! I need some candy,” “U: Uh-oh! I ate too much candy!”).

Scramble the letters of the alphabet on a page similar to the one below. Make 26 copies. Write “Where is A?” with a marker at the top of the first page, “Where is B?” on the second page, and so on. Bend a pipe cleaner to look like a magnifying glass. (You can also use a bubble wand to frame the letters.) Use construction paper to make the front and back cover of the book. Holepunch and bind the pages with book rings. Children take the “magnifying glass” and find the hidden letter on each page. For younger children, use fewer letters on each page and limit the number of pages in the book. You can also make a similar book with lowercase letters, vocabulary words, children’s names, and so on.

 T e x t u r e d  k o o B  t  e  b  a A l p h  fe l t,

 ro m  fo r m le t te rs  f , e g a  p  h c a  e  O n  foa m, a nd  so  r, e   t t  li  g ,  n  r a sa nd pa pe r,  y  c lose t hei r  to  n  re   ld i  h  c e o n. E nco u rag  l  t he  le t te rs. e yes  a nd fee

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Letter Knowledge

Peek a boo Put a picture for each letter of the alphabet on a different page. (You can cut these from magazines or let children draw them.) Cover the picture with a piece of construction paper and tape it at the top so you can lift and see what the picture is. Write the word for the picture on the construction paper flap. Children try to sound out the word, then “take a peek” to confirm their guess.

ABC Camouflage Write a large letter of the alphabet on a sheet of paper for each child. Challenge them to “camouflage” their letter by turning it into an object, animal, or person. Put their pages together and see if they can find the letter on each page. To make this activity more difficult, ask children to create something out of their letter that begins with the sound their letter makes (for instance, S for snake.)

B o d y    L e tt e r s  C halleng e  ch

ildr en  t o  m a k e  let te  r s  o f  t he  a lphabe t  w it h  t heir   b o dies.  T ak e pho to   g  r   aphs  o f  t hem  and  u se  t hese  t o  mak e  a n a lp habet  bo ok   .   W ri  t e  t h e let te  r s  o n  t h e  p ho t os  o f  c hildr en’  s  b o dies so  t hey  c an  see  t he co rr   ect  let te  r .  Y ou   mig ht  w ant   t o  let  each  child  m ak e t he  f ir st  let t  er  in h is o r  her  n ame .

A l p h a b e t  Y e a r b o o k

 re n,  s pecia l   ld i  c h  f  o s  re es,  Co l lec t  p ic t u  p a r ties, t he m s,   p i  t r  ld e  fi ac ti vi ties, ea r.  To wa rd  y  l o o  h  sc e o u t  t h e tc., t h ro ug h  is  fo r  .  .  . ”  “A e  p  t y  r, a e  y e  t he  e nd  o f  t h  a nd  c hi ld re n  ts  n e  v  e  f  o s  t u re  t a nd  g l ue p ic i t h  A o n  t ha  w   n i g e  b s e  w hose n a m  le t te r  o f t he  h c a  e  r  fo e g a ,  page.  Do  a  p  r  eac h  c hi ld  fo  y  p o  c  a   f  f  n  o  ke t a l p ha be t. R u co ra te a  p oc e  d  r e  h  r  o   m  t he n  le t  h i  to  ma ke a e g a  p e  t h  t  r se  fo lde r  a nd i n  “a u tog ra p h ”  a n e  v a  H .  k o  r bo  pe rso na l yea o l lec t  t hei r  c  n  re   ld i  h  c  pa r t y  w he re  t u res.  f rie nds ’  sig na

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Letter Knowledge

Magnetic Matchup 1. Write a sentence for each letter of the alphabet on a sheet of paper. For example: “A is for _______,” “B is for _______.” Let each child choose a d ifferent letter and draw an object for that letter.

2. Encourage the child to write the name of his or her object on the line or d ictate it to an adult. Next, place magnetic letters on the copy machine and print a copy of  them. Cut apart the letters and have children glue their letter on the page. Put the pages together in alphabetical order and make a front and back cover. As children read the book, ask them to select the actual magnetic letter and hold it up to the page. You can also sing this book to the tune of “Twinkle, Twinkle, Little Star.” “ A is for alligator. B is for bear. C is for car. D is for doughnut . . .”

 e  g  a  u  g  n  a L  n  S i g

s  o f  t he sig n ).  E n la rge c o pie  (see p age 18  t e  b a  h   p  l  a e  la ng uag  n  le t te r  a nd  sig  t  n  re   fe   f i  d  a  P u t  n t e n  le t  di f fe re  t h , e g a  p  h c o n  ea a t  w a  p ic t u re t h  ra  d  n  re   ld i  h c  t  so u nd. B i nd a  t h   t h i  w s   n i  beg  a  boo k. Yo u e  k a  m  to  r e  toge t h o k  wi t h  t he o  b  a e  k a  m ca n  a lso . n b p.co m).  w  w  ( w  t e  b a  h  B rai l le  a l p e  l  g l ue to  ma k o o  h  sc   te i  h  Use  w e a te do ts  fo r  t h  ri  p  ro  p  p  a e  t h .  B rai l le le t te rs

26

E at Y o u r  W  a y  T h r o ug h t h e  A l p h a b e t Ass

ig n  each  c h ild  a  let te  r  o  f  t he alphabet  ( y  ou    m ig ht  u se  t he  f ir st  let t er  o f  his  o r  h er  name ).  O n  a desig nat ed  d ay , a sk  him  o r  her  t o  br ing  a  snack   f or    t he  c lass  t hat  beg ins  w it h  t hat  let t er .  T  ak e  a pho to     o f  e ach  c hild  w it h h is  o r  her  f oo  d    a nd  w r it  e  a  sent ence such  a s  O we  n  b ro  u  g ht    o r  an    g es. C ol  lect  p ict  ur es  a nd  b in d  t o  m ak e a  b o ok     o f  y ou   r  y ummy   m emo r ies!

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Letter Knowledge

Alphabet Art

P: Make “point prints”! Use the points of markers only.

Do an art project for each letter of the alphabet. Collect these through the year, then put them together so that each child has an alphabet book he or she will treasure! Here are some activities to try for each letter:

Q: Paint with Q-tips

A: Make prints with cut apples and tempera paint.

T: Make a collage out of torn paper.

B: Make prints with wooden blocks and paint.

V: Make prints with cut vegetables and tempera paint.

C: Make a collage from cotton balls!

W: Do a watercolor wash. Use crayon on white paper, then paint over it with watercolors.

D: Make pictures using only dots. E: Create art with an eyedropper and tempera paint. F: Finger-paint or experiment with fingerprints. G: Use colored glue to make drawings. H: Make handprints. I:

Put powdered tempera paint on white paper and use ice as a brush!

 J:

Drizzle glue onto paper and sprinkle dry Jell-O over it.

K: Cut colored tissue paper into small pieces, paint a thin layer of glue on paper, and lay down shapes to create a “kaleidoscope collage.” L: Make prints with leaves and tempera paint. M: Make prints with marshmallows and food coloring.  N: Paint on newspaper.

R: Make texture rubbings (place paper over coins) and rub with the side of a crayon. S: Print with sponges and tempera paint. U: Draw pictures upside down.

X: Make an “X marks the spot” treasure map! Y: Use pieces of yarn as paintbrushes. Dip the yarn into the paint and lay onto paper to make a print. Z: Cover a sheet of paper with zigzags of every color.

M  y s t e r y    W o r d 

W r it e  w or  d   s  o r  let te  r  s  o n  p aper  w  plain scho o  it h l  g lue.  W he n  it    d r ies,  h av e childr en  f ee l  t hem  a nd  t  r   y   t o  ident if y  t hem.  T hey   c an  a lso  p la ce  a  sheet  o  paper  o n  t o  f  p  t o  m ak e  a  r ubbing  w it h a  c r ay o  n.

O: Make prints with oranges or onions and tempera paint.

Best of Dr. J ean: Reading & Writing © Dr. Jean Feldman, Scholastic Teaching Resources

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Letter Knowledge

Multisensory Learning All of these kinesthetic activities provide a unique mode for getting information to the brain and for reinforcing skills.

Lotty Dotty

Scratch & Sniff

Make letters and shapes with little dots of glue and let dry. Have children place a sheet of paper on top and rub over it with a crayon. Then, as they connect the dots, they will form the letter!

Write letters words with glue and sprinkle with dry Jell-O. When it dries, children can touch and sniff!

 g  n  i   t  i  r W  w o  R a i n b  rs, d  wo rds,  le t te

T e x tu r e  W r it i ng 

P lace  a  shee t  o f  p aper  o  ve  r  a piece  o f  scr e en o r  sandp aper  and  w ri  t e  le t te  r s  w it h  c r ay on  .

 n  t race  a ro u n d  Ha ve c hi ld re  fe re n t  c o lo re   f i  d g   n si  u ,  n  so o s ha pes,  a nd i n bo w e f fec t.  ra  a  r  fo s  n c ra yo

Rub Overs On thick paper or cardboard, write letters or words using colored glue and let dry. Place a sheet of paper on top of the glue and rub over with the side of a crayon. (You can also write with a water-soluble marker and trace over with school glue.)

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 e  h t  t  u O  l  l o  R  L e t t e r s

 le t te rs,  o r s, e  v  r  c u s, e   n  a  Ma ke li ce m a ts  w i t h  la  p c  ti s  la  p  re n  wo rds  o n  r.  Ha ve c hi ld e  k  r a  m  t  n e  n se  pe r ma  o r  c la y  a nd  u  h g  u o  d  y  la  p  ro l l o u t  a nd le t te rs. s e   n  li e  t h  ” e i t  to  “ t rac  r  a  c o m p le te  fo  9  2 e ag  p (See desc ri p tio n.)

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Concepts of Print

Concepts of Print  Understanding that print carries meaning, that we read from left to right and top to bottom, that a book has a front cover and a back cover—all are aspects of print awareness. Support children’s growing recognition of characteristics and conventions of written language with these activities.

Skill Books Develop small-motor skills while giving children the opportunity to practice the basic strokes used in printing.

Materials: file folders, markers, hole punch, book rings, laminating sheets, play dough or clay

How To: 1. In advance, take four file folders and draw straight lines, curves, circles, and other shapes (one per sheet) with a marker. Laminate, holepunch, and bind with book rings.

2. Place the book on a table with some play dough or clay.

3. Children roll, mold, and form the dough or clay to fit on the figures on each page.

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Concepts of Print

Story Symbols Reinforce the concept of left-right, top-bottom directionality as well as the concept of beginning and end.  green line at the top of your page. Walk it across your paper. When you get to the red line, stop. Go back to the green line. There are some ducks swimming. Make your crayon swim across the page!

Materials: paper (one sheet per child), crayons, rulers, pencils, chart paper, markers

How To: 1. Give each child a sheet of paper and crayons.

4. Continue telling the story at the bottom of the page as children make the symbols. When you are finished, challenge children to retell the story by looking at the symbols.

2. Demonstrate on chart paper how to draw a green line down the left side of the paper. Say, Green means GO! We’ll always start at the green line . Demonstrate how to draw a red line down the right side. Say, Red means STOP! We’ll always stop when we get to the red line.

3. Explain that children will use their crayons to tell a story. Model the strokes below as you go. Say, First, let’s walk to the zoo. Put your cr ayon on the

And…  Use the overhead to demonstrate the concepts.  Encourage children to make up their own symbol stories and “read” them to you.

Let’s walk to the zoo. See the ducks swim. The monkeys are swinging in circles. The snakes are wiggling. The kangaroos are hopping. The elephants are stomping down. The seals are splashing. The lion roars. Oh, it’s late! We better run home!

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      e       n         i         l       n       e       e       r       g

Best of Dr. J ean: Reading & Writing © Dr. Jean Feldman, Scholastic Teaching Resources

      e       n         i         l         d       e       r

Concepts of Print

Pointers Motivate kids to read by using fun tools. All these items make tracking (following lines of print as you read) lots of fun!

Giant Pointer

Eyes on It

Fill a cloth garden glove with cotton. With a permanent marker, color fingernails on the glove. Stick a wooden dowel (or cardboard roller from a wire hanger) in the glove and twist it in place with a pipe cleaner. Glue down three fingers and the thumb so the index finger is “pointing.” Or simply glue a novelty item (such as a toy, seasonal object, small stuffed animal, and so on) to a dowel.

Glue a large wiggle eye to the end of a craft stick. Remind children to “keep their eye” on the word as they read!

My Own Magic Wand Give each child a wooden chopstick. Let them dip one end in glue, then dip it in glitter. Now each child has his or her own magic reading wand!

Witch’s Nail Kids love to wear these nail “caps,” which can be purchased around Halloween at a costume or party supply store.

Bugle Reading Magic Pointer Cover a cardboard roll (from a wire hanger) with aluminum foil or shiny paper. Dip one end in glue, then roll in glitter!

You’ll certainly capture children’s attention with a bag of bugle-shaped corn chips! Show them how to place the chip onto the end of their finger. After reading with the bugle, they can eat it!

Flyswatter

Bubble Wand

Cut a rectangle out of a plastic flyswatter and use it to frame words.

Bubble wands are perfect for focusing on letters and punctuation. (It’s also fun to use them on the overhead.)

Novelty Pencils Buy playful pencils at a dollar store or party shop. Keep them (unsharpened) in a plastic cup in the reading area and let children choose one when they read.

Magnifying G lass Let children bend a pipe cleaner in the shape of a magnifying glass and use it to “examine” words.

Best of Dr. J ean: Reading & Writing © Dr. Jean Feldman, Scholastic Teaching Resources

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Concepts of Print

Do You Remember? Help children develop visual memory skills as they focus on environmental print.

Materials: empty cereal (or any other food) boxes in the same size, scissors

How To: 1. Cut the front and backs off the boxes. Mix up the pieces, lay them out on the floor, and have children match the ones that belong together.

2.  Next, place the pieces on the floor facedown. Play Concentration. Turn over two at a time. If they match, the player may keep them. If they don’t match, the player turns them over and the next player has a turn to match a pair.

3. Continue until all the boxes are matched.

And...  Start with five pairs, then add more as children become confident.  Either select boxes that are the same size, or trim boxes so pieces are similar. Individual serving size boxes of cereal also work well.

 Place four objects on a table. Tell children to look at them and name the objects in order. Have them close their eyes as you remove an object. Can they identify the missing object? You can do the same with felt pieces on a flannel board.  Cut poster board into 24 four- by six-inch pieces. Draw different shapes on the cards, such as squares, triangles, rectangles, and circles. Make six cards of each shape. Color shapes on two of the cards like colors so you will have 12 pairs. Pass out a shape card to each child, and then have children walk around the room and find the friend whose card matches theirs.  With index cards, create a memory game with upper- and lowercase letters, mother and baby animals, number words and numerals, and so on.  Purchase a set of uppercase letter magnets and lowercase letter magnets and have children find pairs.

 Play Concentration with regular playing cards. Start with a few pairs, then add more to challenge children.

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Best of Dr. J ean: Reading & Writing © Dr. Jean Feldman, Scholastic Teaching Resources

We’re Reading!

 We’re Reading! Teach children various decoding strategies such as chunking, blending sounds, using picture clues and context, and recognizing sight words—and watch reading confidence soar!

 R i m e T i m e 3 4 ) t o

 s  (  p a ge s  3 3 –  a e  id e  s e  t h  f  a nd m a ke  T r y  a n y  o  r s   te  t  le  te   a  l  u   p  m a n i  te  he l p c h i ld re n  c a n m a n i p u l a  n  re   ld  i  c h  g  n  u  o  a t  ne w w o rd s. Y  f  i n f o r m a t i o n  o  s ”  k  n  u  h  “c  rd  o n l y  t w o  h a t ’ s  w h y  w o  T .   n  i  a  r  b   r  i e  a  t i me  i n t h  a  p o we r f u l  h c  s u   s  i  ”  g   n  i  k  f a m i l y  “c h u n  i n g  re ade r s.  n   n  i  g e  b  r  f o  y  te g dec od i n g  s t r a

Egg Words Write onsets (beginning sounds such as b, c, th, fl, r, and so on) on the left half  of a take-apart plastic egg (the kind found in Easter baskets). Write a rime (a phonogram such as at) on the other half. Children rotate the left half and read the words they are forming.

Word Blocks Gather square and rectangular blocks. Using sticky notes, write onsets on the squares and rimes on the rectangles and stick them to the blocks. Children can manipulate the blocks to make words.

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We’re Reading!

Word Family Wheels Cut a pie-piece section out of a paper plate. Write a rime on the plate and use a brad fastener to attach it to a second plate. On the second plate, write onsets so that the wheel makes new words as you turn the top plate around.

F o l d  a W o r d  F o 

ld  o ve  r  sent  ence  st ri  ps  a bo ut  t wo     inches  f r  om    t he  lef t  e nd,  a s sho w n.  W ri  t e  a  w or   d  o  n  t he st r ip,  t hen  f  ol  d  o ve  r  t he  t op   sect io n a nd  w r it e  a no th   er  let te  r  t hat  c an  b e g in t hat  w o  rd  . C hildr en  o p en a nd  c lo s e  t he f lap,  r eading   t he  n ew  w o  r ds.

 k o o B p  l i F y  i l  m a F d  r o  W  i n C ut t h ro ug h a ll  t he c a rds  rd a s pi ral- bo u nd  i ndex  ca  nts,  note boo k.  W rite co nso na  t he  ble nds,  a nd  dig ra p hs  o n  t he le f t  sectio n,  a nd r imes o n  rig ht sectio n.  C halle nge  r c hild re n  to  f o rm real ( o e ve n  no nse nse)  wo rds!

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Best of Dr. J ean: Reading & Writing © Dr. Jean Feldman, Scholastic Teaching Resources

We’re Reading!

Words, Words, Words! Provide children with multiple opportunities to master high-frequency words (sight words) or theme-related vocabulary with any of these activities (pages 35–36).

Decoding Detectives Explicitly model decoding strategies as you share books with the group.

Materials: big books How To: When reading aloud, narrate effective reading strategies. For instance, you might say: 

“When I don’t know a word, sometimes I look at the picture. Let’s look at this picture and see if we can figure out what the word is.”



“I also look at the letters. Let’s say them together slowly as we make the sounds.”



“Sometimes I skip over the word I don’t know, then I come back when I’ve finished the sentence and fill in a word that makes sense. Let’s try it.”

And…  When a child reads a word successfully, ask, How did you know that? Encourage him or her to “think out loud” to share how he or she decodes new words.  Make a list on chart paper called “What Do Good Readers Do?” Have children brainstorm and suggest what to do when they come to a word they don’t know.  Cover up words in big books with sticky notes and challenge children to guess what the word is, using context clues. Reveal one letter at a time to help them refine their guesses.

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We’re Reading!

 s d  r o W  y  g  g  B u  t

 o n  pa pe r  c u s  rd o  w  t  h g  W ri te si e , a nd  ta pe  t h es  p a  s h g  u  b i n to e to  C hi ld re n  lo v   l.  l a  w  a  to  ” s  t te r  “ b ug  w i t h  a  f l ys wa s  rd o  w e  t h  “s wa t ”  t he m! as  t he y  read

Red Rover Write words on index cards and give each child a card to hold. Divide the group into two teams and have them face each other, showing their cards. Teams take turns saying, “Red rover, red rover, send (word) right over.”

 n o  t  h  g  i  l  t o  S p  Wo r d s

Screen Saver Display words on your computer screen so that it provides environmental print even when children are not using it!

W e a r  a W o r  d  C ut  a  p iec

e  o f  p aper  t  o  f it  a  c lear , name  b adg e  p in-o n .  C ho os  e  a  d if  f   e r  e n w ear  in  t he t  w or   d  t o   name  b adg e  e a ch childr en  “ w   d ay .  Let  ear  w or  d   s”  a s  w ell!

S h ou t I t O u t Sing  this t o t he  tune  of   “If  Y ou’r e Happy  and  Y ou K now   It”: “ If  y ou can r ead  this w or d, s ho ut  it out…” ( or  sing  it  out,  w hisper  it out,  and  so  on).

 h t i ne a  f las h lig  s h ,  ts  h g  li e  T u r n  o f f  t h  n  t he roo m,  i  re e  h  w e  m o n  a  wo rd  so  t he w o rd. d a  re  to  n  re i ld a nd i n vi te c h

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Best of Dr. J ean: Reading & Writing © Dr. Jean Feldman, Scholastic Teaching Resources

We’re Reading!

Mystery Word Build sound-symbol awareness as children become letter detectives.

Materials: business envelope, sentence strips cut into eight-inch segments, markers

How To: 1. Seal the envelope, then cut off the left side. Write sight words on the sentence strips. Add a picture clue if you like. Insert the sentence strips in the envelope.

Password Each day, write a word on a sentence strip or sticky note and attach it to the door frame. Every time children leave or enter the classroom, challenge them to read the “password.”

2. Explain that you have a mystery word in the envelope and children will have to be “lettersound detectives” to solve it.

3. Pull out the top strip so the first letter is showing. Ask, What sound does this letter make? What do you think the word could be? Reveal the next letter in the word and blend the two sounds together. Now what do you think it could be?

4. Continue showing one letter at a time, encouraging children to blend the sounds. When a child guesses correctly, show the entire word and illustration.

And…  Try this with children’s names (write “Mystery Friend” on the envelope).

W o r d  A e r o b i c s 

Spell  o ut  w o  rd   s  w it h y ou   r  bo dy !  S t re  t c h  a r ms  u p hig h  f or    t all  let te  r s,  p ut  hands  o n  h ip s  f or    sho rt    let te  r s,  t ou   ch  t he  g r  ou   nd f or    let t er s  w  it h  a  t ail.  F o  r  example:  d   ( hands  in  a ir ), o (hands  o n  hips),  g  (t ou   ch t he  g ro  u   nd).Y ou    c an  a lso  clap  o n c o n so nant s  and snap  o n  v ow    els.

 Use the print around the classroom to play the “mystery word” game: “I spy a word that begins with /m/ and ends with /t/.” Or, “Who can find a word that rhymes with cat and starts with /h/?”

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We’re Reading!

Clipboards Children can use their very own clipboards as they “read and write the room.”

Materials: corrugated cardboard cut into 9- by 12-inch rectangles (one per child), butterfly clip (one per child), paper, markers, pencils

How To: 1. Let each child decorate his or her piece of cardboard with markers.

2. Attach a butterfly clip to each one to create individual clipboards.

3. Clip blank paper onto the clipboards and let children walk around the room and write words they can read.

And...  Send children on a word hunt. First, on a blank sheet of paper, write words that are in the room (calendar words,

children’s names, classroom labels, word wall words, and so on) and copy the page for each child. Children clip their lists to their clipboards, look around the room for the words, then cross off the words when found.  Challenge children to write the letters from A to Z on their clipboards. Can they find a word that begins with each letter somewhere in the classroom?  Have children look for words with one syllable, two syllables, three, and so on.  As a group, walk around the school and record environmental print.  Ask an optician to donate discarded glass frames (without lenses). Children will get a kick out of wearing these as they read and write the room!

Eating & Reading Use high-interest materials to build reading confidence!

Materials: food labels, two index cards, markers, self-sealing bag

How To: 1. Ask children to bring in food labels from foods they like.

2. Write “I” on one index card and “like” on the other.

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3. Place the cards in a pocket chart and read them together. One at a time, have children place their food label after the words “I like” and read the sentence.

And...  Encourage children to exchange food labels with their friends and read each other’s labels.

Best of Dr. J ean: Reading & Writing © Dr. Jean Feldman, Scholastic Teaching Resources

We’re Reading!

Rhythm & Rhyme Nursery rhymes are rich with opportunities to build phonemic awareness and a love of wordplay. Use traditional nursery rhymes to extend literacy skills  with these motivating activities (pages 39–40).

Choral Reading and Singing Write rhymes on chart paper, the overhead, or a pocket chart. Let children take turns pointing to the words as you read together.

 m e  y  h R  y  r  e  s  r  N u  P a r t y

ce  ze  a nd  p rac ti  ri o  m e  m  r   ld i  h es  o r  a no t he   li i  Ha ve eac h  c  m  fa   te i  v  r h y me.  I n  re n  s ta nd u p  reci ti ng  o ne   ld i  h  c  h ic  h  w  t y  t y  a t  S e r ve  H u m p c lass  to  a  p a r . e  m  y  r h  l ia ei r  s pec a n a nd  reci te t h  hes, M u f fi n  M ic  w d  n  sa d  la  sa  D u m p t y  e gg  o r  t he L i t t le ,  za   z i  p s  r ’ e  n  Ho r  m u f fi ns,  Jac k  Tea po t ’s  tea!

C h a r a d e s 

H av e  c hildr  en  a ct  o ut  r  hy mes as  t heir  class mat es  g uess  w hich nur ser y  r hy m e  t hey  a r e  e nact ing .

Dramatizations Let children act out rhymes as you read them aloud.

M ov e I t !  Invite c hildr en t o c lap, s nap,  slap thig hs, s tomp f eet,  mar  ch,  hop,  patty cake  w ith  a f r iend,  and m ake o ther  movements  as  they  say   or  sing  r hy mes.

Same Song, Different Tune Did you know that most nursery rhymes can be sung to the tune of “100 Bottles of  Pop on the Wall” or “Yankee Doodle”? Try it and see!

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We’re Reading!

 e  s o o G  r  e  h  t  Mo  B i g B o o k  r

 te h is  o r  h e  ra  t s   u   l   l  i   ld i  Le t  e ac h  c h  u t  t he p ic t u re  P . e  m  y  r h  r y e  fa vo ri te  n u rs  a  side o f  a  r  o  r e  p a  p  f  o ee t o n  a  la rge s h  ng wi t h  t he  lo  a ,  k c  sa  r y e  pa pe r  g roce e n  b i nd  a l l  t h  t h  r, e  v o  c  a  Read  wo rds. M a ke  a  boo k  ri ng.  h   t i  w  r e  t h  pages  toge  rc le  ti me.  ci g   n  ri  u  d  r e ge t h  t he r h y mes  to

Tape It! Make a class tape of children singing and saying the rhymes. Use it in your listening center, or let one child take the tape home each evening and share it with his or her family. (You might also reproduce a copy of the tape for each family to use at home.)

Silly Versions Try some different voices and styles to add a little humor to the nursery rhymes. Opera Style: Dramatically sing the words and stretch out the sounds like an opera singer! Rock and Roll: Pretend to hold your guitar as you dance and sing. With a Cold: Hold your nose as you sing. Backward: Turn around and face the back of the room as you sing or say rhymes. Mouse Style: Whisper rhymes with a high, soft voice. Monster Style: Say rhymes in a loud, gruff voice.

Mother Goose’s Jukebox Write rhymes on discarded CDs (the kind you get in the mail and throw in the trash) or make your own CDs from cardboard circles. Write the title of a nursery rhyme on one side of the CD and its text on the other. Cover a cereal box with paper and decorate it with “Mother Goose’s Jukebox.” Place the CDs in the box. When you need a transition activity, give a child a pretend quarter and say, “Put your quarter in the jukebox and pull out a rhyme.” Then read aloud the selected rhyme.

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Best of Dr. J ean: Reading & Writing © Dr. Jean Feldman, Scholastic Teaching Resources

Bookmaking

Bookmaking If they make it, they will read it! Kids love creating their own books, telling their own stories, and sharing them with others. It’s a great way to motivate them to read.

 p o  h S  k o o B  T h e  re  a re

 i t a w a y !  T he  w  o  r  t h   t  ’  n  o  D c yc le  g s y o u  c a n  re   n  i  t h  y  n  a  m  s o  t i n g  a l l  t he se  i n v i   h   t  i  W .  s  k  o  o d  i n t o b  i l l  b e m o t i v a te  w  n  re   ld  i  c h ,  f o r m a t s  a i n  me b o o k s  a g  s a e  t h  ad  re  t o  a nd a g a i n.

Sentence Strip Book Write simple, emergent-reader-type sentences on six sentence strips and have children illustrate them. Holepunch each on the left and bind with a book ring. Encourage children to “sweep” their fingers from left to right as they read.

Envelope Book Write a word or sentence on the front of an envelope and slip a corresponding picture inside. Hole-punch several of these together and bind with string or a metal ring. Children can also write their names on the outside, then place their photo on the inside, or you can write math facts or word problems on the front and put the answers inside.

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Bookmaking

Collaborative Books  Whenever you create a class collaborative book, you are building reading motivation and confidence, developing print awareness, and also helping to create a sense of class community. Try some of these ideas (pages 42–44) for whole-group reading experiences!

Materials: You can use almost anything for a cover and pages: construction paper, lunch sacks, greeting cards, self-sealing clear bags, Mylar balloons, gift bags, cereal boxes—the possibilities are endless! Some favorite topics for collaborative books: The Best Thing About Me Our Wish Book Family Celebrations When I Grow Up If I Were in Charge of the World Things That Bug Us/Scare Us My Worst/Best Day Ever What Does the Principal Do All Day? I Like… If I Were the Teacher I Would… I Can… We Would Like to Tell the President… I Know… If Shoes Could Talk

Consider these elements: Dedication: Encourage children to dedicate books they make. Copyright Date: Record the date you make your book.

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Publisher: Add your school, city, and state (or, make up a name for your own “publishing company”). Authors and Illustrators: Have children sign a page as authors and illustrators of  the book. ISBN: Include an ISBN number and bar code on the back of your book, just like a real book! Explain to children that these are used by book stores to keep track of  books and to tell the price. The End: Include a page with two words that everybody can read—“THE END!” Comments & Compliments: Children can take turns bringing the book home for one night. Families can then write their thoughts about the book on a “Comments & Compliments” page.

And...  Older children might do a table of 

contents, index, or glossary.  Donate the book to your class library,

school library, public library, hospital, and so on.  Have a “drawing” at the end of the

year so each child gets to keep one of the books.

Best of Dr. J ean: Reading & Writing © Dr. Jean Feldman, Scholastic Teaching Resources

Bookmaking

 k o o B  e  i  g  g  a  B ea r, se l f-

 c l a pe r  to  fi t  a  p  n o  ti c  u  r  t s  C u t  c o n  t u re  to t he ic  p  a e   u  l  G . c b ag e sea li ng p las ti  t he bag. M a k   n  i   t  i   p i  s l  i t, t he n  o ne side  i n s  le  pa pe r,  la be l o  h e  k o ese,  t he n  p  h se ve ra l  o f  t h  toge t he r  wi t s g a  b e  t h d   n  nd b i  y  f la t  o b jec ts o f t he p i le a  n  a e c  la  p  n a .  Yo u  c  a nd so o n. s, e  v  pi pe  c lea ne rs a  le s,  p  m  p ho tos, s ta i n t he bags:  ne n t ma r ke r. a  m  r e  p  h   t i  w  bags  W ri te o n t he

Cracker Jack Book Cut the front and back off a box of Cracker Jacks. Cut paper the size of the box and give each child a piece to draw a picture of what he or she would like to find for a prize. Punch a hole in the upper left corner and fasten with a pipe cleaner.

Lunch Sack Book Take four or five lunch sacks and fold up the bottom of each. Staple the open ends of the bags together as shown. Glue a picture so that half of it is hidden under the flap. Children guess what it could be, then lift the flap. You can make other books from this format using riddles, words and pictures, children’s names, and so on. Bind sacks with a metal binder ring.

Best of Dr. J ean: Reading & Writing © Dr. Jean Feldman, Scholastic Teaching Resources

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Bookmaking

Gift Bag Book Card shops sell fun, seasonal gift bags. Cut the handle, then the front and back, off of a gift bag. Cut paper the size of the bag and place between the back and front covers. Staple, then punch two holes at the top and reattach handle.

 B a l l o o n  B o o k  De f late  a M yla r  balloo n a nd  lami nate it. e C ut a b ac k co ve r t he  siz  n a nd  s ha pe o f  t he b alloo  f  rom  poste r boa rd. C ut  ne ws p ri nt f o r p ages  i n t t he  boo k.  P u nc h h oles a t he to p a nd  tie wit h  a  ri b bo n.  T hese  a re g reat to  ma ke  o n  c hild re n’s  n  bi rt hda ys! E ac h  c hild  ca ma ke  a page f o r t he  bi rt hda y b o y o r gi rl.

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Animal Cookie Book Cut the front and back off a box of animal cookies. Cut paper the size of the box and place inside. Punch holes at the top and reattach the string handle. Each page might feature a different zoo animal!

Class Phone Book Remove the front and back covers from an old telephone book. Have each child use one sheet of  paper to draw his or her picture and write his or her name, phone number, and address. Place the pages between the front and back cover and bind. Let children pretend to call their friends as they match up numbers on a play telephone, or write letters to each other. This is a great addition to your dramatic play, writing, or math center!

Best of Dr. J ean: Reading & Writing © Dr. Jean Feldman, Scholastic Teaching Resources

Bookmaking

Read & Write Use any of these bookmaking ideas (pages 45–46) to extend literature. You’ll be integrating reading and writing, increasing children’s interest in print, and giving children a sense of ownership.

Materials: For all these books, you’ll need plain paper or colored paper, pencils, markers, crayons, colored pencils, and other writing materials, plus whatever is specified below.

 S n i p - S n a p B o o k

 r  ree  s heets  o f  pa pe   t h  o f   k ac  st  a e a k  1. M  i n  ha l f . a nd  f o ld  t he  stac k  f   s ni ps)  a bo ut a  h a l  2. Ma ke tea rs  (o r e  f o ld. i nc h  a pa rt  do w n t h a rd,  t he n  t he  Be nd  o ne  ta b  f o r w d  so  o n, t o  bi nd  ne xt  bac k wa rd, a n . U se  t he m  f o r e r t h ge  to s ge  pa e t h o ks, o rigi na l jo u r na ls,  A BC  bo  w o rds, l ists  o f  sto ries, lists o f  n e w  m o re.  wo rd  f a mi lies,  a nd

Brochures Fold a sheet of paper into thirds to create a brochure.You can use these brochures to illustrate anything that has three “pieces”: story elements (beginning, middle, end); letters (capital, lowercase, pictures); letters with lines, curves, or lines and curves; or words sorted into lists (two-letter, three-letter, four-letter).

Best of Dr. J ean: Reading & Writing © Dr. Jean Feldman, Scholastic Teaching Resources

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Bookmaking

Step Book Layer two sheets of paper about one inch apart as shown. Fold backward to create a step book with four layers. Staple at fold. Children can create books about four seasons, four steps in cooking, or doing an art project. You can use more sheets of paper to create books with six, eight, or ten pages (for colors in the rainbow, the five senses, days in the week, and so on).

 F l ip B o o k

 a “ garage door ” boo k!  his l t  cal  to   ke  li en dr  hil C  r, m a ke a  hot d og  1. Wit h  o ne s heet o f  pa pe  ise.)  f old.  (Fold  i n h al f  le n g thw

fold

House Book 1. Fold a square sheet of paper in half, crease, and open. Bring upper left corner to the center. Bring upper right corner to the center. Fold up the bottom edge to make a house.

2. Inside, children can write their

 f o u r f la ps.  2. C ut a s s ho w n  to ma ke at f o r s o  ma n y  3. Yo u c a n  use t his f o rm es  t hat begi n t hi ngs: l ette rs a nd p ict u r  p posites, b e f o re  wit h  t he s ame s o u nd, o  y a nimals, a nd  a f te r, a d ult a nd b a b les o r  q  uestio ns seq  ue nce o f  t he d a y, r idd  ns, a nimals  a nd a nd a ns we rs,  f o u r seaso  Fo r d u ra bilit y, t hei r h omes,  a nd s o o n.  pa pe r. gl ue  o nto  co nst r uctio n

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address, draw pictures of their families, write words they can read around their house (such as “milk” on a carton in the refrigerator), even lists of word “families”!

Best of Dr. J ean: Reading & Writing © Dr. Jean Feldman, Scholastic Teaching Resources

Bookmaking

Scrap Bag These “book bags” are great for assessment purposes ——and kids love to show off an “armful” of learning at the end of the year!

Materials: large paper grocery sacks (ten per child for the whole year); crayons, markers, and other art supplies; hole punch; yarn, string, or metal binder rings

How To: 1. At the beginning of each month, give each child a grocery sack and have him or her decorate it with a self-portrait and his or her name. Help children add the name of the month.

2. As children complete projects during the month, have them file their work in the sacks. They might add self-portraits, writing samples, drawings, photos, anecdotal records, lists of books read, reading logs, cutting and pasting samples, journal entries, and so on. Encourage children to add work they are proud of.

3. At the end of the year, give each child a blank sack to decorate for a cover. They can add a photograph of themselves. Put the sacks in order, hole-punch, and tie them together with string or yarn (or metal binder rings).

And...  Store paper sacks in a plastic milk crate or box, open end up. Print each child’s

name at the top and file alphabetically. Use a date stamp to date work.  Use these bags for parent conferences throughout the year, and share the giant

book with families at the end of the year!  You can also use clasp envelopes

or large self-sealing bags to make portfolios. Simply have children decorate the covers and save samples each month in these. At the end of the year, punch holes and fasten with book rings or string.

Best of Dr. J ean: Reading & Writing © Dr. Jean Feldman, Scholastic Teaching Resources

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