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The Phonics/Linguistic Method

of Teaching Beginning Reading




Phonics Component
Linguistic Word Lists

From the 1963 Lippincott Basic Reading
by Charles C. Walcutt and Glenn McCracken





Prepared by Donald L. Potter
April 11, 2010
Basic Reading

Pre-Primer



by
Glenn McCracken
and Charles C. Walcutt




This is the first reader
From the 1963 Lippincott 1
st
Edition


a A (Apple)
e E (Elephant)
i I (Indian)
o O (Ostrach)
u U (Umbrella)

m M (Moon)

man

n N (Nest)


Nan an Ann man men in on

r R (Rabbit)

ran ram rim run
a

s S (Sun)

sun Sam sum us muss
miss mess as is runs

d D (Dog)

Dan dam den din did dim Don
add mad sad Ed Ned red rid

n d (Sand)
and mend end sand send
t T (Tiger)

Tom Ted tan Tim ten tin
tot it set at sit sat
nut met net not mat rat
to

st nt (Stem, Ant)
stem ant dust rent dent
mast nest must tent mint
the test rest rust sent

g G (Goat)
get Gus gun gum gag
got sag dug dig mug
rag tug tag rug dog
p P (Piano)
pat pad Pam pen pin pig
Pat pass sap pet pit sip
tap dip pod pot top rip
nap map pan rap gap tip
pest punt past stop step peg
put
gr dr (grass, drag)

grass grin grit
grunt drug drag
grip drip drop

sp mp (spin, stump)
span stamp spent spin
gasp stump spit spot
c C (Cat)
cat can cap cot crop
crisp crept cog cup cost
cast camp cut act cross

h H (Horse, hay, hat)

had has hat ham hit hunt
hop hot hum hut hug hand
him hid hip his

f F (Fish)

fan fit fast fat fist frog off
fun fig Fred fed fact from sift
fad fog fret fin raft front drift
for




Basic Reading

Primer



by
Glenn McCracken
and Charles C. Walcutt


This is the second reader
Phonics Components Only
From the 1963 Lippincott 1
st
Edition
ar (cart)
arm darn tar dart tart cart
art card mar hard harm part
are star car farm far scarf
er (farmer)
fast faster start starter
tend tender hunt hunter
damp damper camp camper
farm farmer mend mender
her
ed (Ed)
hand handed mend mended
start started hunt hunted
dent dented dart darted
upon under forest tennis pepper
into garden
w W (wagon)

wet went west wig wag
win were winter western wagon

saw paw raw caw war wart draw
dawn warm swarm fawn swat
want wasp was water

ow (Ow!)

how now cow down town







l L (light, log)


lag lip clan slat flat plant
lad last class slap flag plot
log less clap slit glad plug
lap lint slip slop flip helmet
let list clod slot flop canal
leg lost calm slam plan

ll (tall)

all tall fall call hall stall
wall well will ill till still
mill pill sill small
pull full pullet




b B (balloon)

ban bat bar bad Ben best
bed beg bin bid big bond
but bug rob rub rib tub
cob cub hub stab stub bog
bit bled blimp blot barn belt
dab bib brim crab slab bass
bet bag bald bump brag bulb
bull bun cab ball Bob bend


le (little)
bottle little apple rattle





k K (King)
kit kill kept kiss kid keg
milk silk task mask risk brisk
kin dark lark park bark mark
ask kilt kitten

ck (sock, lock)
rack sack tack pack lack back
neck deck peck nick sick tick
pick wick lick mock rock sock

dock lock tuck luck buck stack
stick stock stuck pluck smack snack
black track truck trick flock kick





nk (pink, drink)
rank tank sink ink pink
sank bank drink rink mink
Frank drank sunk link wink

cane
a A (Magic e)
can cane mat mate
at ate fat fate
rat rate fat fate
cap cape pan pane

care
car care bar bare
mar mare star stare
par pare far fare

dare hare ware fare
a A (skate, gate)
name late Kate safe base bake
tale date blame make sake lake
taste same came slate fade male
gale bale stale take sale hate

gate state grate game pale mane
tame skate rake

ee (deer, bee, E!)

he be we Pete here

bee see seem seed seek steel
flee beet beef meet deer reel
deep keep peek peel feel tree
feed feet need steep week keen
deeper feeler keeper fifteen steed
been

ea (Seal)
ear bean leak meat reap neat
eat fear lean pea seam read
east feast leap peak seat near
ease heat lease tea bead beak
beat heal least seal team please
beam leaf meal rear tease beard
beast lead mean sea dear pleat
repeat retreat steam defeat
ai (sail, sailor)
aim raise rain waist hair grain

air gain main lair maid braid
faint fail bail rail hail mail
pail tail claim drain brain train
sail pain Spain gait slain stain
plain pail nail bait wait trailer
again sprain praise strain paint sailor
i I (I, pie)
ie

mine ride pile swine bite spike
pine side pike tile dime strike
nine hide time like pipe spite
fine wide life stile smile bride
line ripe mile lime stride diner
kite wife spine dike crime finer

find kind mind bind grind behind

tie lie die pie cried dried tried

ir

sir fir firm bird girl dirt

sire fire spire hire tire first
o O (nose)
go no so

hole mole sole lone pole home
bone cone alone stone rode robe
smoke globe hope note poke stole
rose rope dose dome lope nose
tone drone
come some done
post most colt bolt host
holster revolt old hold told







ore or (horn)

ore sore or torn
more bore for worn
core snore nor cord
pore before fork cork
wore horse corn lord
fore tore horn ford
lore born


oa (boat)

oat roam cloak board boat goal
oak loaf soap hoarse soar moan
oar road coat coarse roar groan
goat toad croak soak foam coal


oe (hoe)
toe foe hoe woe goes
does

j J (jet)

jet jig jar jag
job Jeff jog jam
just jug jog jam
just jug James jerk
jump Jess jaw jot
Jack Jim Jones joke
Jill Jean jab junk
Jan jeep jail Joan





v V (van)

van stove five save
vent alive wave over
vest dive wove Rover
vile gave leave diver
vote pave weave vacant
volt cave cove silver
vow hive eave silver

live give love move

liver have glove dove.










Basic Reading

Reader 1-1



by
Glenn McCracken
and Charles C. Walcutt

Phonics Words Only


This is the third reader
From the 1963 Lippincott 1
st
Edition


sh (Ship)

she ship shin shaft shed shot

shun shut short sheep sheet

shine shape shade shock shall

share shirt shell shone rash splash

rush sash dash dish gash cash hash

hush lash plush flash flush trash

fish wish

wash push


ch (chicks)
chat chap Chet chin chip chill
chop chow chum cheek cheer chess
cheat chirp chase check cheese
charm chose chalk chick chest each
punch pinch bench bunch lunch
hunch rich such much teach reach
peach beach porch scorch torch

tch
pitch patch ditch Dutch catch
match hatch hitch batch watch
snatch latch pitcher fetch






th (Thrush)
the then this that these those thus
them than thin thick thank think
thump throat thrush three thrift
throb with oath teeth bath
thirst third girth mirth
thorn forth north

other brother mother
father together

there they






wh (whip)
when wheat wheel whip while which
white whirl whether whisper
what where
who

qu (quaint)

queen quilt quit quick quail quack

quill


x (Fox)

tax fox box ox ax six wax Max
sox fix mix



y (yellow)
yes yell yelp yet you yard year yarn

z (buzz)

zip zest zero zone zebra fizz buzz fuzz

ng (King)
sing sang sung song ring rang rung
ding dong tong ting ping pong
pang hang hung fang wing long lung
spring sprang sprung strong string
strung









Two-Syllable Words
into milkman bedtime cupcake
streetcar pancake lipstick shotgun
sunshine oatmeal himself herself
sunspot dishpan rainstorm inside
railroad roadside dustpan hailstorm
wheatcake flapjack topcoat baseball
milkmaid topmost raincoat bedside
overcoat pineapple peppermint
butterfly grandmother grandfather
suppertime baseball supermarket








ing (marching)
singing dressing jumping bringing
helping selling pitching standing
sending thinking catching checking
sticking packing licking locking
smacking tracking asking locking
patching matching hatching marching
listing longing stalling planting
quilting quacking thanking whirling
ringing hanging sinking swinging
winking chirping camping willing


feeding seeding meeting needing
keeping peeking peeling feeling peeping
reading eating leaning seating leaping
heating beating feasting dreaming

reaching teaching fearing leading
beaming steaming sealing floating
bloating roaring groaning roaming
boating roaring groaning roaming
soaking foaming soaping soaring
roasting toasting coasting boasting
ing
digging hopping rubbing running
spinning sitting letting skipping
patting tapping cutting planning
sunning chopping stopping getting
slapping shutting robbing winning
napping popping pinning hitting
humming dipping mapping mopping
nodding ripping rotting sagging
setting tipping grinning gripping
petting fanning fitting hugging
flapping flopping

ing (hiking)

chasing riding smoking hoping poking
snoring voting diving waving paving
saving dining hiding baking taking
tasting taming staring waking shining
biting smiling naming making gazing
raking joking dozing liking pasting
shaking quaking spading gliding
blazing trading blaming flaming
stoning sloping teasing















ed (toasted /ed/)

toast last plant coast
toasted lasted planted coasted

fold load rest boast
folded loaded rested boasted

need start list land
needed started listed landed

add print call kill
added printed called killed

form harm dream burn
formed harmed dreamed burned






ed (pitched /t/)

charm peel jump mark
charmed peeled jumped marked

march wish thank splash
marched wished thanked splashed

hitch pitch chirp pinch
hitched pitched chirped pinched

puff sniff stuff fuss
puffed sniffed stuffed fussed







ed (potted /d/)
pot rot dot spot
potted rotted dotted spotted
plot plan pin flop
plotted planned pinned flopped
stop skip trip flip
stopped skipped tripped flipped
tip rip sip dip
tipped ripped sipped dipped
trade taste hate date fade
traded tasted hated dated faded
state note shade waste
stated noted shaded wasted
name flame blame tame tape
named flamed blamed tamed taped
pare snore smile wave save
pared snored smiled waved saved
blaze gaze shine shame shape
blazed gazed shined shamed shaped
share tease care dare chase
shared tease cared dared chased
rope spare hope snare like
roped spared hoped snared liked
smoke poke bake joke
smoked poked baked joked
er (jumper)

her jerk herd term fern clerk
faster longer shorter floater helper
planter sender loader farmer printer
killer camper jumper pitcher starter
catcher marker thicker sicker picker
pincher richer steeper reader feeler
eater neater beater leader leaner
quicker buzzer older hunter singer
stronger blacker colder kinder

rider riper miner finer taster timer
hate chaser maker riser smoker
trader baker driver diner poker

winter summer better under letter
corner dinner never sister supper
ever mister

shopper thinner spinner redder
clapper chopper slipper flatter flipper
hotter cutter fitter swimmer upper
robber winner digger planner rubber
runner sitter drummer sipper bigger

ar
dollar popular beggar grammar
forward backward



ir (girl, thirst)
sir fir stir dirt first girl birth third
thirst chirp
or
word work worth world worse doctor
favor tailor sailor armor actor harbor

ur
fur burn turn hurt curb purr curl

y
happy chilly funny pity rainy fifty
every lovely windy rocky study Polly
candy cherry merry kitty penny
sorry sunny puppy carry empty
dusty twenty copy folly foggy Betty
Henry lively softly bitterly
any many only

by my cry dry fly fry pry sly spy
try why shy sky buy

ay

day may play bay say hay lay pay
ray way clay delay tray gray spray

ey

key valley turkey they obey


ce

cell cent since fence brace trace
space pace race face fleece slice rice
twice place cedar center cement
central certain celery cease cellar
century celebrate success



ci

city circus cigar cinch cider cinder

circle cinnamon pencil

cy

cycle bicycle Lucy spicy fleecy



ge (cage)
age rage cage page stage
range change strange singe hinge
fringe plunge twinge college manage
ranger danger Roger manager stranger
germ gentle general


gi (giant)
giant ginger giblet gigantic magic
gy (gypsy)
dingy stingy Egypt Gypsy gym

dg dge (edge, ledge)

badge edge ledge hedge wedge sledge
pledge ridge bridge dodge lodge budge
nudge judge judgment fudge trudge
smudge


tion (station)
station action mention position
portion addition attention nation
condition vacation education promotion
motion collection correction section

sion (television)
expression mansion permission mission

confusion television admission

oo as in cook
food soot good hood book stood
wood cook hook shook took look
brook crook wool

oo as in food
food moon boot hoot loot root toot
mood too proof cool pool tool stool
spool room bloom boom gloom spoon
soon loop droop stoop hoop goose
loose broom shoot coop scoop boost
groove smooth troop tooth choose
coo poor
ow as in snow

bow low blow flow row grow stow
crow mow show snow throw bowl
thrown growth yellow window elbow
hollow window shadow slow


ow as in cow
owl howl fowl scowl growl brow cow
how now plow down town gown
clown frown crown brown drown
crowd drowsy






ou stands for a number of sounds
house mouse pound sound found
round abound loud pouch cloud proud
bound mound ground count mount
our sour scour flour blouse out pout
spout stout trout shout south mouth
four pour court course mourn soul
soup group tour tourist your

young touch trouble southern double
country couple







oi (point of knife)

joint oil toil soil spoil loin noise moist
boil coin joint poise point noisy voice
foil hoist broil choice
oy (toy)

boy Roy oyster enjoy toy boyhood

joy royal Joyce







































Basic Reading

Reader 1-2



by
Glenn McCracken
and Charles C. Walcutt

Phonics Portions Only
Stories Deleted

This is the fourth reader for first-grade
From the 1963 Lippincott 1
st
Edition
Long u sounds

menu Ruth ruby

Long u with magic e

cut tub us cub duck hug
cute tube use cube Duke huge

tune cure dune mule June crude
brute rule prune flute rude pure

ue

true blue due cue glue Tuesday hue

ui

suit fruit bruise cruise



ew (flew)
drew grew crew strew threw chew
blew flew screw new mew dew
stew few pew
eau

beauty beautiful

aw (squaw)
saw law claw jaw paw hawk squaw

awning yawn awe shawl dawn lawn

yawning awful bawl crawl straw
au (haul)
saucer cause gauze pause author haul

Paul fault haunt launch
caught taught daughter

f sound as ph (Elephant)

photograph telephone elephant nephew

pharmacy Philip pamphlet orphan

phonograph telegraph phantom Ralph

Phyllis autograph

hard ch (Christmas tree)
character chemistry chemical chemist
chorus Christmas chrome school
scholar ache stomach echo scheme
schooner anchor orchestra

sh sound as ch (machine)

Chicago machine chute Charlotte


wr (write)

wrap wren wrench wring wringer

wringing wrist wrong write writer

writing wrote wreath wreck

kn (knit)

knob knot knee kneel knit knitted

knife know knew known kneed

kneading knack knock knocked

knocking




Silent b (comb)

comb bomb limb climb dumb thumb
numb crumb plumber lamb debt
doubt

Silent l (palm tree)

talk talking walk walking sidewalk

stalk chalk folks calm palm halt

calf could would should


silent g (sign)
gnat gnats gnaw gnash gnashes sign
signboard reign foreign gnarl



silent h (ghost)

John hour honor honest ghost ghastly
exhaust herb Thomas


silent gh (light)

right night might sight light flight
fight fright slight sigh high thigh
bright straight
caught taught daughter

gh says f (laugh)
laugh laughter



ea says short e (feather)
thread head dead read ready dread
dreadful lead bread spread deaf
breast health healthy wealthy meant
feather leather weather heavy sweat
breath meadow pleasant

ear says er
learn search earth heard pearl earn

ea says long a (bear)
break breaks breaking daybreak great
greater steak beefsteak bear pear tear
tearing wear

ear says ar
heart hearth

ie says long e (bunnies)

chief thief thieves brief field priest

yield shield grief grieve

cities kitties daisies stories candies
ponies ladies Annie pennies empties
fifties puppies sixties carries berries
copies pansies bunnies Bessie

believe fierce shriek belief niece relief

pierce achieve piece

ie says long e (receive)

receive perceive conceive ceiling

either neither

ei says long a (reindeer)

reins reindeer veil vein reign their

eigh says long a (weight)

neigh sleigh freight eight eighteen

eighty weigh weight neighbor

ey says long a (prey)

they grey whey prey














ough

muff enough Thats enough soup.
rough Thats a rough sea.

off cough A cold makes you cough.
trough Pigs eat from a trough.

awt ought I ought to be careful.
thought He thought about it.

so dough Mother kneeded the dough.
thought He thought about it.

cow bough The bird sat on a bough.
too through I can see through it.









176 Basic Reading Pre-Primer Words (1963 1
st
edition)
in Alphabetical Order

Irregular words are highlighted in yellow, red in the original. All the letters in the
irregular words have been presented before an irregular words is presented. The words
are taught in isolation and practiced in context. There are so few that the program would
still rank as CODE 10 or at the least a very strong Code 9. No words are encountered in
the reading sections that have not been taught in isolation, a nice feature which eliminates
the need for any guessing.

a add an and Ann ant as at

dam Dan den dent did dig dim din dip dog Don drag drift drip drop drug dug
dust

Ed end

fact fad fan fast fat fed fig fin fist fit fog for Fred fret frog from front fun gag
gap gasp get got grass grin grip grit grunt gum gun Gus

had ham hand has hat hid him hip his hit hop hot hug hum hunt hut

in is it

mad man map mast mat men mend mess met mint miss mug muss must

Nan nap Ned nest net not nut

off on

pad Pam pan pass past pat Pat peg pen pest pet pig pin pit
pod pot punt put

raft rag ram ran rap rat red rent rest rid rim rip rug run runs rust

sad sag Sam sand sap sat send sent set sift sip sit span spent spin spit spot
stamp stem step stop stump sum sun

tag tan tap Ted ten tent test the Tim tin tip to Tom top tot tug

us



The 663 Words Taught in the 1963 Walcutt-McCracken Primer
Phonics/Linguistic Method.

again aim air alive all alone apple are arm art ask at ate

back bad bag bail bait bake bald bale ball ban bank bar bare bark barn base bass bat be
bead beak beam bean beard beast lad beat bed bee beef been beet before beg behind belt
Ben bend best bet bib bid big bin bind bird bit bite black blame bled blimp blot board oat
Bob bog bolt bond bone bore born bottle brag braid brain bride brim brisk buck bug bulb
bull bump bun but

cab call calm came camp camper can canal cane cap cape car card care cart cave caw
claim clan clap class cloak clod coal coarse coat cob colt come cone cord core cork corn
cove cow crab cried crime croak cub

dab damp damper dare dark darn dart darted date dawn dear deck deep deeper deer defeat
dent dented die dike dime diner dirt dive diver dock does dome done dose dove down
drain drank draw dried drink drone

ear ease east eat eave

fade fail faint fall far fare farm farmer fast faster fat fate fawn fear feast feed feel feeler
feet fifteen find fine finer fir fire five firm first flag flat flee flip flock flop foam foe for
ford
fore forest fork Frank full

gain gait gale game garden gate gave girl give glad globe glove go goal goat goes grain
grate grind groan

hail hair hall hand handed hard hare harm hate have he heal heat helmet her here hide
hire hive hoarse hoe hold hole holster home hope horn horse host how hub hunt hunted
hunter ill

ink into

jab Jack jag jail jam James Jan jar jaw Jean jeep Jeff jerk Jess jet jig Jill Jim Joan job jog
joke Jones jot jug jump junk just

Kate keen keep keeper keg kept kick kid kill kilt kin kind kiss kit kite kitten

lack lad lag lair lake lap lark last late leaf leak lean leap lease least leave leg less let lick
lie life like lime line link lint lip list little live liver loaf lock log lone lope lord lore lost
love luck

maid mail main make male mane mar mare mark mask mat mate meal mean meat meet
mend mended mender mile milk mill mind mine mink moan mock mole more most move
my
nail name near neat neck need nick nine no nor nose note now

oak oar oat old once or ore

pack pail pain paint pale pan pane par pare park part pave paw pea peak peck peek peel
pepper Pete pick pie pike pile pill pine pink pipe plain plan plant please pleat plot pluck
plug poke pole pore post praise pull pullet

rack rail rain raise rake rank rat rate rattle raw rad reap rear reel repeat retreat revolt rib
ride rink ripe risk road roam roar rob robe rock rode rope rose Rover rub

sack safe said sail sailor sake sale same sank save saw scarf sea seal seam seat see seed
seek seem sick side silk sill silver sink sir sire skate slab slain slam slap slat slate slip slit
slop slot smack small smile smoke snack snore so soak soap soar sock sole some sore
Spain spike spine spire spite sprain stab stack stain stale stall star stare start started starter
state steam steed steel steep stick stile still stock stole stone stove strain stride strike stub
stuck sunk swarm swat swine

tack tail take tale tall tame tank tar tart task taste tea team tease tend tender tennis tick tie
tile till time tire toad toe told tone tore torn town track trailer train tree trick tried truck
tub tuck under upon

vacant van vent vest vile volt vote vow

wag wagon waist wait wall want war ware warm wart was wasp water wave over we
weave week well went were west western wet wick wide wife wig will win wink winter
woe wolf wore worn wove












1,046 Words in Alphabetical Order Taught in the 1963 Walcutt-
McCracken Reader 1-1 Lippincott Basic Reading

Prepared by Donald L. Potter, 3/25/10

The 10 words in yellow are sight-words
2

abound action actor add added addition admission age any armor asking attention ax

backward badge bake baked baker baking baseball batch bath bay beach beaming bear
beater beating bedside bedtime beggar bench better Betty bicycle bigger birth biting
bitterly blacker blame blamed blaming blaze blazed blazing bloating bloom blouse blow
boast boasted boasting boating boil book boom boost boot bound bow bowl box boy
boyhood brace bridge broil brook broom brother brow brown budge bunch burn burned
butterfly buy buzz buzzer by

cage call called camper camping candy care cared carry cash catch catcher catching cease
cedar celebrate celery cell cellar cement cent center central century certain chalk change
chap charm charmed chase chased chaser chasing chat cheat check checking cheek cheer
cheese cherry chess chest Chet chick chill chilly chin chip chirped chirping choice choose
chop chopper chopping chose chow chum cider cigar cinch cinder cinnamon circle circus
city clapper clay clerk cloud clown coast coasted coasting coin colder collection college
condition confusion coo cook cool coop copy corner correction count country couple
course court cow crook crow crowd crown cry cupcake curb curl cutter cutting cycle

danger dare dared dash date dated day delay digger digging diner ding dingy dining
dinner dip dipped dipping dirt dish dishpan ditch diving doctor dodge dollar dong dot
dotted double down dozing dream dreamed dreaming dressing driver droop drown
drowsy drummer dry dustpan dusty Dutch

each eater eating edge education Egypt elbow empty enjoy ever every expression

face fade faded fang fanning farmer faster father favor fearing feasting feeding feeler
feeling fence fern fetch fifty finer fir first fish fitter fitting fix fizz flame flamed flaming
flapjack flapping flash flatter fleece fleecy flip flipped flipper floater floating flop
floppedflopping flour flow flush fly foaming foggy foil fold folded folly food forehead
form formed forth forward found four fowl fox fringe frown fry fudge funny fur fuss
fussed fuzz

gash gaze gazed gazing general gentle germ getting giant giblet gigantic ginger girl girth
gliding gloom good goose gown grammar grandfather grandmother gray grinning
gripping groaning groove ground group grow growl growth gym Gypsy




hailstorm hang hanging happy harbor harm harmed hash hatch hatching hate hated hay
heating hedge helper helping Henry her herd herself hiding himself hinge hitch hitched
hitting hoist hollow hood hook hoop hoot hope hoped hoping hopping hotter house how
howl hugging humming hunch hung hunter hurt hush inside into

jerk joint joke joked joking joy Joyce judge judgment jump jumped jumper jumping
bringing keeping key kill killed killer kinder kitty land landed lash last lasted latch lay
leader leading leaner leaning leaping ledge letter letting licking like liked liking lipstick
list listed listing lively load loaded loader locking lodge loin long longer longing look
loop loose loot loud lovely low Lucy lunch lung

magic maker making manage manager mansion many mapping march marched marching
mark marked marker match matching Max may meeting mention merry milkmaid
milkman miner mirth mission mister mix moist mood moon mopping mother motion
mound mount mourn mouse mouth mow much mule my

name named naming napping nation neater need needed needing never nodding noise
noisy north note noted now nudge

oath oatmeal obey oil older one only other our out overcoat owl ox oyster

pace packing page pancake pang pare pared pasting patch patching patting paving pay
peach peeking peel peeled peeling peeping pencil penny peppermint permission petting
picker pin pinch pinched pincher pineapple ping pinned pinning pitch pitched pitcher
pitching pity place plan planned planner planning plant planted planter planting play
pledge plot plotted plow plunge plush point poise poke poked poker poking Polly pong
pool poor popping popular porch portion position pot potted pouch pound pour pout print
printed printer promotion proof proud pry puff puffed punch puppy purr push

quack quacking quail quaking queen quick quicker quill quilt quilting quit

race rage railroad raincoat rainstorm rainy raking rang range ranger rash ray reach
reaching reader reading redder rest rested rice rich richer rider ridge riding ring ringing
rip riper ripped ripping riser roadside roaming roaring roasting robber robbing rocky
Roger room root rope roped rot rotted rotting round row Roy royal rubber rubbing rung
runner running rush

sagging sailor sang sash save saved saving say scoop scorch scour scowl sealing seating
section seeding selling sender sending setting shade shaded shadow shaft shaking shall
shame shamed shape shaped share shared she shed sheep sheet shell shepherd shin shine
shined shining ship shirt shock shone shook shoot shopper short shorter shot shotgun
shout show shun shut shutting shy sicker since sing singe singer singing sinking sip
sipped sipper sir sister sitter sitting six skip skipped skipping sky slapping sledge slice
slipper sloping slow sly smacking smile smiled smiling smoke smoked smoker smoking
smooth smudge snare snared snatch sniff sniffed snore snored snoring snow soaking
soaping soaring softly soil song soon soot sorry soul sound soup sour south southern sox
space spading spare spared spicy spinner spinning splash splashed spoil spool spoon spot
spotted spout sprang spray spring sprung spy stage stalling standing staring start started
starter state stated station steaming steeper sticking stingy stir stoning stood stool stoop
stop stopped stopping stout stow strange stranger streetcar string strong stronger strung
study stuff stuffed success such summer sung sunning sunny sunshine sunspot
supermarket supper suppertime swimmer swinging

tailor taking tame tamed taming tape taped tapping taste tasted taster tasting tax teach
teaching tease teasing teeth television term than thank thanked thanking that the them
then there these they thick thicker thin think thinking thinner third thirst this thorn those
three thrift throat throb throw thrown thrush thump thus timer ting tip tipped tipping toast
toasted toasting together toil tong too took tool toot tooth topcoat topmost torch touch
tour tourist town toy trace tracking trade traded trader trading trash tray trip tripped troop
trouble trout trudge try turkey turn twenty twice twinge two

under upper

vacation valley voice voting

waking wash waste wasted watch wave waved waving wax way wedge what wheat
wheatcake wheel when where whether which while whip whirl whirling whisper white
who why willing window windy wing winking winner winning winter wish wished with
wood wool word work world worse worth

yard yarn year yell yellow yelp yes yet you young your

zebra zero zest zip zone


















Vocabulary taught in the 1963 Lippincott Basic Reading Reader 1-2

324 Words No sight-words

Prepared by Donald L. Potter, 4/6/10

ache achieve anchor Annie author autograph awe awful awning

bawl bear beautiful beauty beefsteak belief believe berries Bessie blew blue bomb bough
bread break breaking breaks breast breath brief bright bruise brute bunnies

calf calm candies carries caught cause ceiling chalk character chemical chemist chemistry
chew chief chorus Christmas chrome cities claw climb comb conceive copies cough
could crawl crew crude cruise crumb cub cube cue cure cut cute

daisies daughter dawn daybreak dead deaf debt dew doubt dough dread dreadful drew
duck due Duke dumb dune

earn earth echo eight eighteen eighty either elephant empties enough exhaust

fault feather few field fierce fifties fight flew flight flute folks foreign freight fright fruit

gauze ghastly ghost glue gnarl gnash gnashes gnat gnats gnaw great greater grew grey
grief grieve

halt haul haunt hawk head health healthy heard heart hearth heavy herb high honest honor
hour hue hug huge

jaw John June

kitties knack kneading knee kneed kneel knew knife knit knitted knob knock knocked
knocking knot know known ladies

lamb laugh laughter launch law lawn lead learn leather light limb

meadow meant menu mew might mule

neigh neighbor neither nephew new niece night numb

orchestra orphan ought

palm pamphlet pansies Paul pause paw pear pearl pennies perceive pew phantom
pharmacy Philip phonograph photograph Phyllis piece pierce pleasant plumber ponies
prey priest prune puppies pure

Ralph read ready receive reign reindeer reins relief right rough ruby rude rule Ruth
saucer saw scheme scholar school schooner screw search shawl shield should shriek
sidewalk sigh sight sign signboard sixties sleigh slight spread squaw stalk steak stew
stomach stories straight straw strew suit sweat

talk talking taught tear tearing telegraph telephone their they thief thieves thigh Thomas
thought thread threw through thumb trough true tub tube Tuesday tune

us use

veil vein walk walking wealthy wear weather weigh weight whey would wrap wreath
wreck wren wrench wring wringer wringing wrist write writer writing wrong wrote yawn
yawning yield









































Sound-Spelling Sequence in Grade 1
Walcutt-McCracken Phonic/Linguistic Method

Pre-Primer Primer Reader 1-1 Reader 1-2





m
n
r
s
d
nd
t
st, nd
hard g
p
dr, gr
sp, mp
hard c
h
f
r
r
ed /d/
w
ow (cow)
l
ll
b
le
k
ck
magic e
a (care)
long a
long e, ee
a
ai
long i, ie
ir
long o
ore, or
oa, oe
j
v
sh
ch, tch
th
wh
qu
x
y
z
ng
-ing
-ed (t,d,ed)
er as er
ar as er
ir/or/ur as er
-y, -ay
-ey
soft c
soft g
dg, dge
-tion, -sion
oo (cook)
oo (food)
ow (snow)
ow (cow)
long u
long ue
long ui
ew, eau
aw, au
ph as f
hard ch
ch as sh
wr, kn
silent b
silent l
silent g
silent gh
gh as f
ea as short e
ea as long a
ear
ie as long e
ei as long e
eigh as long a
ey as long a
ough



ou
oi, oy


Basic Sounds of the English Language
Unvoiced Consonants Voiced Consonants
f
h
k (c)
p
s
t
ch (tch)
sh
th
wh

fat
hat
kit cat
pan
set
ten
chin match
ship
thin
when

b
d
g
j (dg)
l
m
n
ng
r
th
v
w
y
z
zh
bat
dig
get
jet edge
lad
man
net
sing
ran
then
van
wet
yes
zoo
measure

Pure Vowels Diphthongs
a
a
a
a
e
e
i
o
u
u
bat
father barn
ball saw water
chair dare wear
best
Pete theme
sit
got
cut
put book
a
ou ow
oi oy
i
o
u

hate
out cow
soil boy
time
go
use mute few
u
a
er
boot
above
cedar her third
word burn
Walcutt-McCracken Lippincott Basic Reading (1963)
Cumulative Word Count for First Grade
2,119 Words taught BEFORE the Stories
Prepared by Donald L. Potter
April 5, 2010
Introductory Note
Sight-Words
2
(the superscript indicates word-taught as wholes, but with a knowledge of
the letter and their usual sounds) are highlighted in yellow. Note many words, first
presented as Sight-Words
2
in a Reader, are taught as decodable-words in later lessons. I
did not list them twice, although they appeared twice in the list of words. There are so
few Sight-Words
2
that they do not, in the least, affect the overwhelming phonic/linguistic
nature of the program. The program unquestionable merits Geraldine Rodgers Code 10
(pure phonics) rating. Note that these are words that are expressly taught before the
stories. I did not count new words in the stories, which are not taught before the stories so
the total vocabulary may be more than the figure given here. In 1966 Walcutt and
McCracken claimed that there were 2,197 in the entire Basic Reading first-grade
program. I get 2,118 words in my count. They may have counted words twice that were
first introduced as sight-word
2
and then taught as decodable words. They may also have
counted words in the stories, but not in the word lists. (Sight-Words
1
= high-frequency
words taught as whole words without concern for letter knowledge: Look-and-Say.
Sight-Words
2
= sight-words taught with letter knowledge but with a letter that has a
different sound from that taught to-date in the program. These words are used to make the
story more fluent. Sight-Word
3
= any word which has been identified/decoded so many
times that it is identified instantly (rauding, after Ronald Carver). There are NO sight-
words
1
in Basic Reading. Walcutt-McCracken would expect that all the words in the
program would become Sight-Words
3
. Most people mean Sight-Words
1
when they speak
of sight-words, without any qualification. The phonic-linguistic method is totally apposed
to all Sight-Word
1
instruction.
The number of Sight-Words
1
is zero. There are 23 Sight-Words
2
in the entire first-grade
program. This contrasts significantly and starkly with the typical +/-350 Sight-Words
1
in
the Look-and-Say reading programs of that era. It also contrasts sharply with the far
higher numbers in the current so-called phonics basals. Revolutionary is the only word
that accurately describes the Walcutt-McQueen phonics/linguistic program. Notice also
the rich vocabulary and the large number of inflectional endings that grace the
vocabulary. No account is taken here of words used in the stories that were not pre-taught
in the phonic/linguistic words taught BEFORE the stories. That would increase the
overall vocabulary somewhat.



a abound ache achieve act action actor add added addition admission again age aim air
alive all alone an anchor and Ann Annie ant any apple are arm armor art as ask asking at
ate attention author autograph awe awful awning ax

back backward bad badge bag bail bait bake baked baker baking bald bale ball ban bank
bar bare bark barn base baseball bass bat batch bath bawl bay be beach bead beak beam
beaming bean bear beard beast beat beater beating beautiful beauty bed bedside bedtime
bee beef beefsteak been beet before beg beggar behind belief believe belt Ben bench
bend berries Bessie best bet better Betty bib bicycle bid big bigger bin bind bird birth bit
bite biting bitterly black blacker blame blamed blaming blaze blazed blazing bled blew
blimp bloating bloom blot blouse blow blue board boast boasted boasting boating Bob
bog boil bolt bomb bond bone book boom boost boot bore born bottle bough bound bow
bowl box boy boyhood brace brag braid brain bread break breaking breaks breast breath
bride bridge brief bright brim bringing brisk broil brook broom brother brow brown
bruise brute buck budge bug bulb bull bump bun bunch bunnies burn burned but butterfly
buy buzz buzzer by

cab cage calf call called calm came camp camper camping can canal candies candy cane
cap cape car card care cared carries carry cart cash cast cat catch catcher catching caught
cause cave caw cease cedar ceiling celebrate celery cell cellar cement cent center central
century certain chalk change chap character charm charmed chase chased chaser chasing
chat cheat check checking cheek cheer cheese chemical chemist chemistry cherry chess
chest Chet chew chick chief chill chilly chin chip chirp chirped chirping choice choose
chop chopper chopping chorus chose chow Christmas chrome chum cider cigar cinch
cinder cinnamon circle circus cities city claim clan clap clapper class claw clay clerk
climb cloak clod cloud clown coal coarse coast coasted coasting coat cob cog coin colder
collection college colt comb come conceive condition cone confusion coo cook cool coop
copies copy cord core cork corn corner correction cost cot cough could count country
couple course court cove cow crab crawl crept crew cried crime crisp croak crook crop
cross crow crowd crown crude cruise crumb cry cub cube cue cup cupcake curb cure curl
cut cute cutter cutting cycle

dab daisies dam damp damper Dan danger dare dared dark darn dart darted dash date
dated daughter dawn day daybreak dead dear debt deck deep deeper deer defeat delay den
dent dented dew did die dig digger digging dike dim dime din diner ding dingy dining
dinner dip dipped dipping dirt dish dishpan ditch dive diver diving dock doctor dodge
does dog dollar dome Don done dong dose dot dotted double doubt dough dove down
dozing drag drain drank draw dread dreadful dream dreamed dreaming dressing drew
dried drift drink drip driver drone droop drop drown drowsy drug drummer dry duck due
dug Duke dumb dune dust dustpan dusty Dutch

each ear earn earth ease east eat eater eating eave echo Ed edge education Egypt eight
eighteen eighty either elbow elephant empties empty end enjoy enough ever every
exhaust expression



face fact fad fade faded fail faint fall fan fang fanning far fare farm farmer fast faster fat
fate father fault favor fawn fear fearing feast feasting feather fed feed feeding feel feeler
feeling feet fence fern fetch few field fierce fifteen fifties fifty fig fight fin find fine finer
fir fire five firm first fish fist fit fitter fitting fix fizz flag flame flamed flaming flapjack
flapping flash flat flatter flee fleece fleecy flew flight flip flipped flipper floater floating
flock flop flopped flopping flour flow flush flute fly foam foaming foe fog foggy foil fold
folded folks folly food for ford fore forehead foreign forest fork form formed forth
forward found four fowl fox Frank Fred freight fret fright fringe frog from front frown
fruit fry fudge full fun funny fur fuss fussed fuzz

gag gain gait gale game gap garden gash gasp gate gauze gave gaze gazed gazing general
gentle germ get getting ghastly ghost giant giblet gigantic ginger girl girth give glad
gliding globe gloom glove glue gnarl gnash gnashes gnat gnats gnaw go goal goat goes
good goose got gown grain grammar grandfather grandmother grass grate gray great
greater grew grey grief grieve grin grind grinning grip gripping grit groan groaning
groove ground group grow growl growth grunt gum gun Gus gym Gypsy

had hail hailstorm hair hall halt ham hand handed hang hanging happy harbor hard hare
harm harmed has hash hat hatch hatching hate hated haul haunt have hawk hay he head
heal health healthy heard heart hearth heat heating heavy hedge helmet helper helping
Henry her herb herd here herself hid hide hiding high him himself hinge hip hire his hit
hitch hitched hitting hive hoarse hoe hoist hold hole hollow holster home honest honor
hood hook hoop hoot hop hope hoped hoping hopping horn horse host hot hotter hour
house how howl hub hue hug huge hugging hum humming hunch hung hunt hunted
hunter hurt hush hut

I ill in ink into inside into is it

jab Jack jag jail jam James Jan jar jaw Jean jeep Jeff jerk Jess jet

jig Jill Jim Joan job jog John joint joke joked joking Jones jot joy Joyce judge judgment
jug jump jumped jumper jumping June junk just

Kate keen keep keeper keeping keg kept key kick kid kill killed killer kilt kin kind kinder
kiss kit kite kitten kitties kitty knack kneading knee kneed kneel knew knife knit knitted
knob knock knocked knocking knot know known

lack lad ladies lag lair lake lamb land landed lap lark lash last lasted latch late laugh
laughter launch law lawn lay lad lad leader leading leaf leak lean leaner leaning leap
leaping learn lease least leather leave ledge leg less let letter letting lick licking lie life
light like liked liking limb lime line link lint lip lipstick list listed listing little live lively
liver load loaded loader loaf lock locking lodge log loin lone longer longing look loop
loose loot lope lord lore lost loud love lovely low luck Lucy lunch lung


mad magic maid mail main make maker making male man manage manager mane
mansion many map mapping mar march marched marching mare mark marked marker
mask mast mat match matching mate Max may meadow meal mean meant meat meet
meeting men mend mended mender mention menu merry mess met mew might mile milk
milkmaid milkman mill mind mine miner mink mint mirth miss mission mister mix moan
mock moist mole mood moon mopping more most mother motion mound mount mourn
mouse mouth move mow much mug mule muss must my

nail name named naming Nan nap napping nation near neat neater neck Ned need needed
needing neigh neighbor neither nephew nest net never new nick niece night nine no
nodding noise noisy nor north nose not note noted now nudge numb nut

oak oar oat oath oatmeal obey off oil old older on once one only or orchestra ore orphan
other ought our out over overcoat owl ox oyster

pace pack packing pad page pail pain paint pale palm Pam pamphlet pan pancake pane
pang pansies par pare pared park part pass past pasting pat Pat patch patching patting
Paul pause pave paving paw pay pea peach peak pear pearl peck peek peeking peel
peeled peeling peeping peg pen pencil pennies penny pepper peppermint perceive
permission pest pet Pete petting pew phantom pharmacy Philip phonograph photograph
Phyllis pick picker pie piece pierce pig pike pile pill pin pinch pinched pincher pine
pineapple ping pink pinned pinning pipe pit pitch pitched pitcher pitching pity place plain
plan planned planner planning plant planted planter planting play pleasant please pleat
pledge plot plotted plow pluck plug plumber plunge plush pod point poise poke poked
poker poking pole Polly pong ponies pool poor popping popular porch pore portion
position post pot potted pouch pound pour pout praise prey priest print printed printer
promotion proof proud prune pry puff puffed pull pullet punch punt puppies puppy pure
purr push put

quack quacking quail quaking queen quick quicker quill quilt quilting quit

race rack rail raft rag rage railroad rain raincoat rainstorm rainy raise rake raking Ralph
ram ran rang range ranger rank rap rash rat rate rattle raw ray reach reaching rad rad
reader reading ready reap rear receive red redder reel reign reindeer reins relief rent
repeat rest rested retreat revolt rib rice rich richer rid ride rider ridge riding right rim ring
ringing rink rip ripe riper ripped ripping riser risk road roadside roam roaming roar
roaring roasting rob robber robbing robe rock rocky rode Roger room root rope roped
rose rot rotted rotting rough round Rover row Roy royal rub rubber rubbing ruby rude rug
rule run rung runner running runs rush rust Ruth








sack sad safe sag sagging said sail sailor sake sale Sam same sand sang sank sap sash sat
saucer save saved saving saw say scarf scheme scholar school schooner scoop scorch
scour scowl screw sea seal sealing seam search seat seating section see seed seeding seek
seem selling send sender sending sent set setting shade shaded shadow shaft shaking shall
shame shamed shape shaped share shared shawl she shed sheep sheet shell shepherd
shield shin shine shined shining ship shirt shock shone shook shoot shopper short shorter
shot shotgun should shout show shriek shun shut shutting shy sick sicker side sidewalk
sift sigh sight sign signboard silk sill silver since sing singe singer singing sink sinking
sip sipped sipper sir sire sister sit sitter sitting six sixties skate skip skipped skipping sky
slab slain slam slap slapping slat slate sledge sleigh slice slight slip slipper slit slop
sloping slot slow sly smack smacking small smile smiled smiling smoke smoked smoker
smoking smooth smudge snack snare snared snatch sniff sniffed snore snored snoring
snow so soak soaking soap soaping soar soaring sock softly soil sole some song soon soot
sore sorry soul sound soup sour south southern sox space spading pain span spare spared
spent spicy spike spin spine spinner spinning spire spit spite splash splashed spoil spool
spoon spot spotted spout sprain sprang spray spread spring sprung spy squaw stab stack
stage stain stale stalk stall stalling stamp standing star stare staring start started starter
state stated station steak steam steaming steed steel steep steeper stem step stew stick
sticking stile still stingy stir stock stole stomach stone stoning stood stool stoop stop
stopped stopping stories stout stove stow straight strain strange stranger straw streetcar
strew stride strike string strong stronger strung stub stuck study stuff stuffed stump
success such suit sum summer sun sung sunk sunning sunny sunshine sunspot
supermarket supper suppertime swarm swat sweat swimmer swine swinging

tack tag tail tailor take taking tale talk talking tall tame tamed taming tan tank tap tape
taped tapping tar tart task taste tasted taster tasting taught tax tea teach teaching team tear
tearing tease teasing Ted teeth telegraph telephone television ten tend tender tennis tent
term test than thank thanked thanking that the their them then there these they thick
thicker thief thieves thigh thin think thinking thinner third thirst this Thomas thorn those
thought thread three threw thrift throat throb through throw thrown thrush thumb thump
thus tick tie tile till Tim time timer tin ting tip tipped tipping tire to toad toast toasted
toasting toe together toil told Tom tone tong too took tool toot tooth top topcoat topmost
torch tore torn tot touch tour tourist town toy trace track tracking trade traded trader
trading trailer train trash tray tree trick tried trip tripped troop trouble trough trout truck
trudge true try tub tube tuck Tuesday tug tune turkey turn twenty twice twinge two

under upon upper us use

vacant vacation valley van veil vein vent vest vile voice volt vote voting vow







wag wagon waist wait waking walk walking wall want war ware warm wart was wash
wasp waste wasted watch water wave waved waving wax way we wealthy wear weather
weave wedge week weigh weight well went were west western wet what wheat
wheatcake wheel when where whether whey which while whip whirl whirling whisper
white who why wick wide wife wig will willing win window windy wing wink winking
winner winning winter wish wished with woe wolf wood wool word wore work world
worn worse worth would wove wrap wreath wreck wren wrench wring wringer wringing
wrist write writer writing wrong wrote

yard yarn yawn yawning year yell yellow yelp yes yet yield you
young your

zebra zero zest zip zone



23 Sight-Words
2
Taught in the 1963
Lippincott Basic Reading Phonic/Linguistic Program

Pre-primer:

a, to, the, put, for

Primer:

her, said, been, I, my, does, once, self

Reader 1-1:

two, one, two, mule, you, bear, snow, burn, forehead, shepherd

Reader 1-2:

No Sight-Words
2
, or any other kind of sight-words, are taught in Reader 1-2.

Note that the Sight-Words
2
are taught with their word patterns, i.e. does is introduced
with the oe spelling pattern, although it is not a long sound. No sight-word
2
is
introduced before all its letters are taught. This is very important and accords with my
precise definition of Sight-Words
2
contrasted with Sight-Words
1
. The Dolch List Sight
Vocabulary would be a good example of Sight-Words
1
, which is generally taught by
whole-word memorization with an effort to teach the students to identify the words
instantly without letter or sound-to-symbol correspondence knowledge.

Sight-Words
1
are totally avoided in the phonic-linguistic model of reading, especially as
taught by the 1963 Lippincott Basic Reading program.

For the best in reading and phonics information visit my website: www.donpotter.net

A Message to the Teacher from the Authors
WHAT IS READING?
At first glance, it would hardly seem worth the trouble to answer this question
because, in a sense, everybody knows perfectly well what reading is. But definitions
underlie all intellectual enterprises, and since definitions are also assumptions, they
control the activities that are based on them. Until modern times, medical
knowledge was controlled by the assumption that there were four humours
(blood, phlegm, yellow bile, and black bile), which determined a persons health and
temperament. With these assumptions, it was impossible for a doctor to see many
facts that remained invisible because the theory of humours did not permit them to
exist.
To define reading, we must try to get at the element that sets it apart from other
similar activities. It will not do, for example, to define reading as a thoughtgetting
process because we get thoughts just as surely from a lecture or a conversation.
There is, to put it another way, no difference between reading a page of difficult
philosophy and trying to understand itand simply hearing the same page read to
us by another. The problem of understanding is virtually identical for both reader
and listener.
Nobody would deny that the purpose of reading is to get information of some sort
from the printed page. But since we get information in the same way from spoken
language, this purpose does not define reading in a way that distinguishes it from
talking. As soon as we grasp this point, however, the problem resolves itself
immediately. If we see that meaning resides in language, then we can ask how
writing (which we read) is related to language (which we hear). If language, which is
sound, carries the meanings, what is writing? It seems obvious that writing is a
device, a code, for representing the sounds of language in visual form. The written
words are in fact artificial symbols of the spoken words, which are sounds.
So reading must be the process of turning these printed symbols into sounds. The
moment we say this, however, someone is sure to ask (and probably in a tone of the
greatest anxiety), But what about meaning? Do you propose to define reading as
mere wordcalling, without regard for meaning?
Yes, we do. Reading is first of all, and essentially, the mechanical skill of decoding,
of turning the printed symbols into the sounds, which are language. Of course the
reason we turn the print into sound (that is, read) is to get at the meaning. We
decode the printed symbols in order to hear what they say.
Now, what is the value of our definition as regards the teaching of reading? We
believe its value is that it enables us to put first things first and approach the task of
learning to read, with our children, in an orderly and effective manner. We are
intensely concerned that our children understand what they read, but the
mechanical decoding skill must come first if we are to get them started properly.
In the earliest stages of learning to read, the child needs constant practice in
mastering a decoding skilla skill that gives access to language and unlocks the
doors to meaning, thinking, and reasoning.
For the fact is that the language, the imagination, the experience, and the
conversation of a typical sixyearold child are enormously far beyond anything he
is going to be able to read for some time. It will be quite a few months before
anything he can read will even approach the vocabulary and thought of what he has
heard or even spoken himself. We believe this is more true today than it was in the
past. What the child hears on radio or television is often very advanced linguistically
compared to what he will read in his first books.
So the faster we teach him the skill, the faster will his ability to read catch up with
his language, which, of course, has had a sixyear headstart. Once he has mastered
the skill, this relation changes radically: reading becomes the prime source of
growth in vocabulary, in language, and in intellect. Within a very few years the child
who has learned to read properly will be reading and understanding hundreds and
hundreds of words that he may never use or hear until he is attending lectures in
college!
In view of these facts, we do not hesitate to say that the rewards of the first steps
in reading are not impressive growth in experience or vocabulary. There are
rewards, however, of two sorts. First, there is the great satisfaction of mastering a
skill in orderly fashion. If an analogy will help here, we might say that first steps in
reading are like first steps in learning to drive an automobile. Both skills have
enormous attractions to the young learner, for they are gateways to many joys. The
learning cardriver has these rewards in mind, but at the start he is totally
engrossed simply in the activity of learning to drive. At this stage he has no thought
of going anywhere; learning to operate the automobile is reward and interest
enough in itself. And so with reading. The reward of emulating the grownups, for
whom reading is obviously very important, is the longrange goal; but the skill itself
is reward and delight for the beginner.
On top of this delight in learning for itself, we seek to reward the young learner
with amusing or exciting stories as fast as we have the words for them; and in fact,
we accumulate vocabulary very much more rapidly than has been done with the
standard basal readers in recent years. Yet, even though this program accumulates a
vocabulary well in excess of 2,000 words (as contrasted with as few as 325 words in
standard basal readers) in the first; grade and proceeds in a similar fashion in
subsequent grades, the teacher will be surprised to discover how very elementary it
is and how very far beneath the actual speaking and hearing vocabularies of her
pupils it is.
The pleasure and confidence of the child are reinforced by the outstanding
feature of this program: With the exception of a handful of special words, every
story contains only the lettersounds that have been taught at any point. No letter or
spelling appears until after the lesson in which it is presented.
WHY PHONICS?
The argument against beginning with sounds and letters is too complex for us to
take it up in full. We should, rather, prefer to dispose of it as simply as possible. Let
us just touch on what may seem to be the strongest pointthat much English
spelling is so irregular so unphonic, that it defies a phonics approach. But we
begin with the most regular spellings, the short vowels and the sounded consonants,
and with these alone we accumulate vocabulary very quickly.
We believe, in short, that these results dispose of the problem. It is true that a
great many of the simplest English words have the most irregular spellings (eye,
knee, one, wrist, sugar), but we have found it possible to write stories or the Pre
Primer and Primer that do not use these words.
This brings us to what may at first glance seem a startling contradiction: We
contend that the unphonic spelling of so many common words constitutes the
strongest argument for beginning with the regular phonics of English spelling! Why?
Simply because if our spelling system is 85 to 90 per cent regular, it would seem
proper to begin with the regular system before taking up the exceptions; and this is
the whole key to our approach. We find that when the child learns, at the beginning,
one consistent thing after another, he rapidly gains understanding and confidence.
There are no mysterious configurations that he must memorize without clues, so
that he may confuse words like offer and alter, or even little words like then and
good. Rather, he learns why and how the letters represent the sound of the word.
With this clue, his learning is vastly simplified and accelerated. Our aim is to make
him recognize words instantly, and we find that he does this with the least drill
when he knows why the letters that make up a certain word are there. If we give
him a dozen words as pure configurations, he may confuse then and good; but when
he knows the letters first, he understands why these letters spell the word, and his
recognition of the whole word at a glance is easier for him than it would have been if
he had learned the same word only as a total shape, without benefit of the previous
training in letters.
At this point we should like to refine our definition of reading a bit further. If
learning language is learning the meanings of sounds (i.e., words), learning to read
is learning letter meanings, for the entire system of alphabetic writing is based on
the use of letters to indicate individual sounds. English spelling seems very
imperfect when we look at the strange words like might, cough, should, colonel,
sleigh, and machine; and indeed it is needlessly bad, for we use 26 letters to spell 44
basic sounds in more than 250 different ways. That is one side of the matter; but if
we look at all the words that are spelled regularly, and then set about organizing the
irregular spellings into groups and patterns, we find that it is not so bad after all.
And if we begin with the regular system, it is not at all difficult to master the
exceptions when they are taken one at a time.

SOUND AND SENSE
Many teachers wonder whether the mechanical process of sounding out a
strange word will not interfere with a childs ability to attend to its meaning. They
know that a child may have trouble putting two isolated sounds together, and they
fear that the struggle may drive all thought of meaning out of his mind. This is a real
problem. We have solved it by virtually eliminating the laborious sounding out of
isolated sounds.
Impossible?
Not at all. Indeed, very simple. It is merely a question of method.
As you will see in the detailed instructions for the teacher, we first demonstrate to
the child how the two lettersounds of a and m are brought together to make the
word am. Thereafter, with every letter taught we make new words; but instead of
asking the child to gasp the letters together into a word, we consistently show him
how the lettersounds appear in the new words. Having taught a, n, and then r, we
demonstrate ran . . . ran by showing how the sounds appear in the word. To put it
another way, we teach the words as wholes while we lead the child to see how the
sounds that he knows appear in each word and are systematically represented by
the letters in it.
You will see, as you work with the system, that the steady accumulation of new
words, first in lists and then in stories, which, let us emphasize again, use only the
lettersounds that have been taught up to any point, comes as the child learns to
recognize lettersounds in words. He gets the word as a whole while he recognizes
the letter elements that spell it on the page.
This procedure not only avoids the dangers inherent in labored sounding out, but
also from the very beginning, teaches the children to see words as wholes. The
whole phonicpattern and the whole meaningpattern are joined into a single unit of
perception. This is another way of saying that we want every word the child learns
to become a sight word for him, in the sense that he recognizes it instantly as a
whole. This goal is tremendously simplified and expedited if the child, while seeing
the word as a whole, also knows the letters that make it and knows why those
particular letters make it. He need not pronounce the word either aloud or to
himself, but he recognizes the printed word as a systematic representation of the
spoken wordbecause he knows the system.
In short, following this program the child learns from the beginning to see words
exactly as the most skillful adult readers see them: not as configurations or
silhouettes, but as whole images of complete words with all their letters. We have
these images of thousands and thousands of wordsalready in our minds, and it
is these perfect images of the whole words that we see as we read rapidly. So
remarkable is the triggermechanism of the brain that a good reader, going at top
speed, will actually see answer when the word on the page is misprinted as ansmer.
What clues the human perceptive apparatus uses in perceiving words so rapidly is
still a mystery.
We should like to take this occasion to clear up a myth about reading that recurs
with surprising frequency. It is that people who believe in phonics teach what is
termed word calling and do not care about reading for meaning. If we stress
phonics, it is precisely because we are deeply concerned to cut the most direct and
reliable path to meaning. As we have said earlier, printing is a visual means of
representing the sounds, which are language. Meaning is in these sounds. We want
to equip the child to turn the written word into a spoken word (whether he actually
utters it or not) so he will hear what it says, that is, get its meaning: If a child looks at
a picture or thinks about the contextand then says dish when the printed word
is bowl, he is not reading for meaning: he is guessing. And guessing is not good
enough.
Furthermore, in all our experience we have never found anybody who did not
think that the purpose of reading was to get the meaning. The only possible defense
of skipping sound and going directly from print to meaning would be that printed
words are directly meaningfulthat the printed word green means the color, but
this is not so. It is the spoken word green that designates the color, while the
printed word designates the sound of the spoken word. Various linguistics
specialists have recently been stressing this fact.

SOME SPECIAL ASPECTS OF THE PROGRAM

In the firstgrade program, the readiness skills are developed at the same time that
the child is learning the first letters. Thus the first steps of reading are taken on the
first day, and the accompanying readiness exercises may be dropped as soon as
they are no longer needed.
Words presented before their phonic elements have all been taught (to make story
writing easier) were called Special words in Grade One. There were five in the Pre
Primer, eight in the Primer, eleven in Reader 11, and none in Reader 12, for by that
book, we did not include any words whose elements had not been taught already.
This program has been particularly designed to meet the needs of a wide range of
learning abilities. The advanced child will read all the words in the stories and word
lists; but the slower child will not have to master every word in a lesson before
going on to the next lesson, because he will have learned the letter or spelling
presented in that lessonand that is all he needs in order to go on.
THE SECONDGRADE PROGRAM
In Reader 21 (first level of second reader) we review the phonic presentation of
Grade One in exactly the same order, but instead of more than a hundred elements,
taught in more than ninety lessons and stories, we have condensed the same
materials into twelve Phonic Units. Thus the stories rapidly become longer and
more rewarding, as they should in a secondgrade reader. If a class has mastered the
system in Grade One, it can go through this reader rapidly; but wherever review or
reteaching is necessary, you will find full treatment in this Manual of any spelling
and many further exercises in the workbook. Phonics Unit 12 introduces some new
spellings, such as guide, mountain, and whistle.
In Reader 22, we may assume that the elements of English phonics have been
successfully presented, and so we proceed with an enriched vocabulary. For review
or reference, however, we have included in the back a Phonics Guide, which lists the
phonic elements of the twelve units of Reader 21 with exemplary words for each
letter and spelling. The teacher will find this Phonics Guide useful when she needs an
illustrative word beyond what is given in this Manual with the various lessons.
The stories and poems in Reader 22 are grouped into six sections, which reflect a
certain unity of tone, style, or subject. The Manual suggests a considerable variety of
activities and projects that can make use of these groupings; but no teacher need be
controlled by them if she wishes at any point in the term to relate her reading
activities to some other aspect of the curriculum.
THE THIRDGRADE PROGRAM
The stories and poems in the ThirdGrade Readers are presented in sections, the
titles of which indicate the themes that unify them. As before, each Part in the
Teachers Manual opens with a general discussion of its contents; from this, the
teacher can plan the extended activities toward which she will work. Suggestions for
Correlated Activities come at the end of each section. The groupings need not
prevent the teacher from taking stories up in an order that fits in with other studies
in the curriculum.
The thirdgrade materials are particularly rich in literary value. We have drawn
upon classics to provide rewarding literary experiences; however, a balance
between contemporary selections and stories by famous authors has been
maintained.
For those teachers who desire to integrate the appreciation of literary values with
language arts, activities involving composition, grammar, phonics, punctuation, and
sentence structure are included in the Manual.
As in the Reader 22, a Phonics Guide has been included at the back of each
students book. The teacher will find this guide useful in reinforcing important
phonic generalizations, when necessary.
FOURTH, FIFTH, AND SIXTH GRADE PROGRAM
These volumes turn a corner in the BASIC READING series. The books for the first
three grades were designed primarily to help you teach children to read as
effectually as possible. The system involved a carefully graded sequence of sound
spellings, beginning with short vowels, proceeding to the regularlysounded
consonants and digraphs, and finally dealing with the oddities and irregularities of
English spelling. (Even the irregularities progressed from simple to difficult and
were presented in such an order. The long vowels of mate and need follow a simpler
rule than the long vowels of night and height, which were presented much later in
the program.) The soundspellings, furthermore, were presented always in words
after a preliminary five pages in which the short vowels were presented along with
reading readiness exercisesso that the learning child did not have to cope with
meaningless sounds or syllables or with irregular spellings until he had mastered
the basic patterns of regular English soundspellings.
The four readers in the firstgrade program accumulated a vocabulary of 2,197
words. These words occurred in both stories and in lists illustrating the new
spellings as they appeared. The words in these lists did not have to be completely
mastered before a pupil could go on to the next lesson. Experience has shown that
there is generally more danger of overteaching than of going too fast: the most
successful teachers spend minimal time on the first five pages of short vowels and
go right ahead to page 6, where the first word appears. There is, after all, a short
vowel in every word in the PrePrimer and in every word of the Primer up to page
31.
The first secondgrade reader (21) recapitulated the same soundspelling
sequence in 12 teaching units, each presenting about ten major new items, with
words and stories using them. In 22 the vocabulary is limited only by the typical
childs understanding of language. Since the latest researches indicate that the six
yearold child will, on the average, know by ear more than 20,000 words, the
vocabulary used by the end of the second grade would not seem to be excessive,
even though it is several times greater than that appearing in most basic reading
series. The thirdgrade books moved into a combination of established classics and
the most interesting contemporary writing available.
In the Manuals for Grades 2 and 3, we stressed comprehension; fluent oral
reading; vocabulary building; typical reading skills, such as identifying details,
making deductions, synonyms, and antonyms; and the first elements of grammar:
nouns, verbs, adjectives, adverbs, etc.
With Grades 4, 5, and 6, we assume that the pupil has learned the basic reading
skills and is more than ready to be introduced to a series of substantial pieces of
traditional and contemporary literature. Every selection has been chosen for the
quality of its writing, rather than for its subject; but of course we have been able to
cover a range and variety of subjects that will complement the areas of study in, for
example, social studies and science in these grades.
Our first concern in these Manuals is to help the teacher guide her class into
constantly enriching reading experiences. To this end, every selection is presented
with an introductory discussion dealing with the values and problems that the
selection offers for class discussion. A systematic approach is suggested, with
detailed procedures that the teacher may use as class needs require. Questions are
listed both to enable the teacher to stimulate attentive and thoughtful reading and
to check on the results after the piece has been read.
The questions are generally presented in a Guided Reading section, so that the
pupils will be shown what to look for as they read silently. But we are also
convinced that provision for oral reading should be included right up through the
grades. The Guided Reading questions can always be used for discussions after the
selection has been read aloud at sight, and we frequently suggest this procedure. We
do so because the standard forms of the English sentence will be most easily learned
by ear. Anyone who can read formal eighteenth or nineteenthcentury prose aloud
with the proper cadences, so that the form of the sentence is expressed by the voice,
will seldom have trouble writing effective and graceful sentences himself. We have
found that students who write formless, incoherent sentences very often do not
hear the cadences of good English prose because they have never read it aloud or
heard it read properly. Reading aloud also provides an easy and reliable test of
reading performance. Saying all the words correctly is not necessarily
understanding them, but it is the essential preliminary step. Students who skip
some of the words while hurrying on to find the word that answers the question
will never read correctly except by chance. Guessing the meaning is not good
reading for meaning.
Beyond the Guided Reading for comprehension, there are questions and exercises
dealing with the basic reading skills that are customarily stressed at the level. These
include reading for details, finding main ideas, establishing correct sequence of
topics, reading maps and charts, reviewing phonics, dramatizing, skimming, and
interpreting figures of speech. For Grades 4 and 5, the Language Arts questions deal
with punctuation, compound words, usage, root words, and matters of grammar










Note from Internet Publisher: Donald L. Potter
March 26, 2010
The information here is taken from the 1966 Basic Reading Grade 8 Teachers
Edition. It gives us some insight into the earlier portions of the program and the
various levels relate. Basic Reading was a stellar example of the phonic/linguistic
approach to teaching reading and high literary levels. I understand that the program
became watered down in later editions, perhaps beginning around 1981 or a little
later.
I am publishing this as a part of my effort to reengineer the program, discovering
the logic behind it so that future editors may take advantage of its great merits by
applying them to future basal reading programs.
Somewhere, somehow the basal publishing industry got off track, and American
students have suffered ever since. I should be well paid if a major publishing
company would take the phonic/linguistic method to the next level. The will require
a visit through the past to the 1963 edition to determine what it was that Walcutt
McCracken did to produce such an strong reading method.
There is an amazing amount of wisdom in this brief Message to Teachers. Note
especially how their definition of reading guides their approach and avoids the
pitfalls of inferior definitions, which are rampant in the profession.
Other information on the Walcutt/McCracken phonic/linguistic method can be
found on my website: www.donpotter.net.
Donald Potter, Odessa, TX














A Comparative Study of the
Sound-Symbol (Grapheme-Phoneme) Sequence
in the 1963 and the 1981
Lippincott Basic Reading Series
by Dr. Glenn McCracken & Dr. Charles C. Walcutt








Prepared by Donald L. Potter
March 14, 2010


www.donpotter.net



Sound-Spelling Sequence in Grade 1
Walcutt-McCracken Phonic/Linguistic Method 1963

Pre-Primer Primer Reader 1-1 Reader 1-2





m
n
r
s
d
nd
t
st, nd
hard g
p
dr, gr
sp, mp
hard c
h
f
r
r
ed /d/
w
ow (cow)
l
ll
b
le
k
ck
magic e
a (care)
long a
long e, ee
a
ai
long i, ie
ir
long o
ore, or
oa, oe
j
v


sh
ch, tch
th
wh
qu
x
y
z
ng
-ing
-ed (t,d,ed)
er as er
ar as er
ir/or/ur as er
-y, -ay
-ey
soft c
soft g
dg, dge
-tion, -sion
oo (cook)
oo (food)
ow (snow)
ow (cow)
ou
oi, oy
long u
long ue
long ui
ew, eau
aw, au
ph as f
hard ch
ch as sh
wr, kn
silent b
silent l
silent g
silent gh
gh as f
ea as short e
ea as long a
ear
ie as long e
ei as long e
eigh as long a
ey as long a
ough



Grapheme-Phoneme Sequence for Grade 1
Walcutt-McCracken Phonic/Linguistic Method 1981

Starting Out, A Exploring, B Reaching Higher, C
a (ant)
n (nest)
r (run)
d (dog)
u (up)
m (map)
p (pin)
i (in)
s (sun)
o (on)
t (ten)
e (egg)
g (games)
k (can)
h (hat
f (fan
ar (art)
-er (farmer runner)
-ed (ed/d/t)
w (win)
wa (warm swan)
aw (saw)
l, ll (let all)
b (bed)
-le (apple)
k (kitten)
nk (bank)
a-e (made)
are (care)
e, ee (we see)
ai (rain)
i, i-e, ie (find nine pie)
ir bird
o, o_e (go note)
or, ore (for more)
oa, oe (coat toe)
j (jam)
v (vote)


sh (she)
ch, tch (chin catch)
th (then)
wh (what)
qu (queen)
x (box
y (yes)
z (zip)
ng (son)
-ing (wishing)
-ed (loaded joked shined)
-er (pitcher over)
ar, or, ur (dollar, work fur)
ay (day)
y, ey (happy key)
y (my)
soft c (cent circus fancy)
soft g (germ giant stingy)
-dge (ege)
-tion, ion
short oo (book)
long oo (moon)
ow (slow)
ou (out, four, soup,
young your)
u, u_e (menu rule)
ue, ui (blue suit)
Grapheme-Phoneme Sequence for Grade 2
Walcutt-McCracken Phonic/Linguistic Method 1981

Jumping Up, D Rolling Along, E
Formal Review of
Sound/symbols in Texts A, B, C
oi, oy (oil, boy)
ew, eau (few, beauty)
aw, au (saw, pause)
ph (photo)
gh (laugh)
ch (echo, machine)
silent w (write)
silent k (knit)
Silent b, l (comb, talk)
silent g, h, gh (sign hour right)
ea (head, great)
ear (earn, bear, heart)
ir, ei (field, ceiling)
ei, eigh, ey (vein eight they)
ough (rough, cough, bought
though, bough, through)
y (myth)
uy, ui (buy, guide)
ui (build)
ai (captain)
ue (guess)
ile (missile)
silent t (listen)
silent n (autumn)
Formal review of
sound/symbols in Text D.


The Titles of the 1981 Basic Reading readers are:

Grade 1: Starting Out, Exploring, Reaching Higher
Grade 2: Jumping Up, Rolling Along
Grade 3: Sailing Along, Zooming Ahead
Grade 4: Taking Off
Grade 5: Soaring
Grade 6: Flying High

Note from Internet Publisher: Donald L. Potter
March 14, 2010
I think someone should formulate a rule that would explain why almost every phonics
program ever written gets watered down in successive editions. This appears to be the
case with McCracken and Walcutts Basic Reading. It was true of Open Court and other
programs.
It is very interesting, and not a little depressing, to see how the inventory of sound-
symbol correspondences (grapheme-to-phoneme correspondences) in the 1963 first grade
program experienced significant reduction in the 1981 program. This was accomplished
by moving some significant correspondences to the second grade program.
This reduction is puzzling in the light of my personal experiences. I have never
experienced any difficulty completing an inventory similar to the 1963 Basic Reading
phonics inventory in a school year. Good examples that I have taught are Sam
Blumenfelds Alpha-Phonics and Hazel Lorings Reading Made Easy with Blend Phonics
in First Grade. Walcutt claims that he taught a reading vocabulary of 2,000 words in first
grade. That is right in between the 1,440 of Loring and the 3,500 of Blumenfeld. That is
quite doable if the teacher is diligent in presenting the lessons. The original Open Court
(and the Headway Program, which I have taught) for many decades covered a very
similar list of items in the beginning of first grade with no problem.
Students at the end of first grade with the 1963 Basic Reading would have significantly
better reading skills than 1981 students. I consider this a major reduction in program
efficiency.
It would be very beneficial if the 1963 Basic Reading readers could be reproduced for the
use today. I am presently preparing a set (without illustrations) to use with my tutoring
students at the Odessa Christian School in Odessa, TX. By using them with my tutoring
students, I will be able to determine if their classroom effectiveness matches their high
theoretical potential. They would seem to match the NCLB and RF criterion for a
scientific based program better than the programs, which have been created to match the
criterion. I will not hazard a guess as to why this should be true.
I would love to hear from teachers who have taught any of the editions of Basic Reading.
Reading Researcher Miss Geraldine Rodgers has published some oral reading test scores
from her very important1977 -1978 oral reading study, Why Jacques, Johann and Jan
CAN Read.
I have had the 1963 Primer, Reader 1-1 and Reader 1-2 since 4/23/96, when the librarian
Burnet Elementary library in Odessa, Texas gave me their discarded copies. I ordered the
Pre-Primer on the Internet 3/13/10 to complete my set.
For more information on the phonic/linguistic method of teaching beginning read, visit
the Education Page of my website: www.donpotter.net
Lippincott Basic Reading, 1981
Notes from Auckermans The Basal Reading Approach (1981)
Basic Reading was the first of the so-called linguistic reading series that emerged
during the decade of the 1960s. Its purpose was not to provide teaches with an elaborate
basal series, but rather to help the child learn to read by means of a sequential step-by-
step controlled phonics program followed at each step by equally controlled material. The
sequence of these materials, as well as the case with the two or three other linguistic
reading programs launched in that era, is limited by certain linguistic constraints,
especially the policy of introducing only one new variable at a time. Another restraint is
on the type of words to be studied as part of the language patterns that are used as bases.
Three-letter words in the consonant/short vowel/consonant pattern comprise the major
part of the beginning reading program of any so called linguistic reading program, and
this is the case with Basic Reading.
The 1981 revision of this program is one in a sequence of several revisions that have
taken place since 1963. (1969, 1973, 1975, 1978), yet the original and basic nature of the
series has remained unchanged.
In addition to being a controlled phonics approach to reading, the authors of the series
made a conscious effort to provide excerpts from the classics of childrens literature.
This was due in part to the scholarly background of one of the major authors, plus the fact
that classics are in the pubic domain and were, therefore, more easily available for
immediate use and/or for whatever adaptations were needed to conform to the rigid
vocabulary control of the series.
These two features, phonics, and the classics, plus the title of the series, Basic Reading,
appealed immediately to the educational traditionalist who were calling for a return to
basics. Consequently, immediately upon publication in 1963, Basic Reading became
popular with the conservative school of thought in the reading world.
Authors: The late Dr. Glenn McCracken, Onetime principal and Director of Audio-Visual
Programs, New Castle, Pennsylvania Public Schools. Dr. Charles C. Walcutt, Professor
Emeritus of English, Queens College of the University of the City of New York.
In the first- and second-grade books there are two types of lessons: (1) pages containing
new linguistic elements, and (2) pages containing a story or poem I which the new
linguistic element is practiced in context. The pupil progresses though the first- and
second-grade programs from the most regular, must-useful sound-spelling patterns to the
less frequently used and most irregular sound-spellings. The pupils also meet other
elements such as punctuation marks, dialogue, story titles, paragraphing, and so on, just
as in an other basal reader series.
These phonics elements have been delineated in sequence here for several reasons: (1) To
point out the fact that the sequence is not happenstance, but one dictated by the
linguistic constraint of moving form the simple to the complex, one-step-at-a-time. (2) To
assure the reader, that although the principle of presenting regularly spelled phonics
elements is a paramount consideration in any linguistic phonics reading system, Basic
Reading moves the students into the irregular spellings after mastery of the basic regular
language patterns. (3) To show that the basic language patterns are covered by the time
the pupils reach the end of the second grade. This is a great advantage, for from then on
pupils can attempt advanced reading with considerable ease. [Note that Auckerman says,
by the time the pupils reach the end of the second grade. This is in reference to the
1981 program. It is vitally important to know that with the 1963 program the first-graders
would possess all this knowledge BEFORE going to second grade. Don]
Because of the rigid linguistic controls imposed on the first- and second-grade program, it
is only logical that all the sections of the readers, A through E, should be devised to
conform to those restraints. Even so, the stories do achieve some degree of interest and
quality commencing with book C, Rolling Along. One of the unique features of the
literary selections in the second-grade books is the fact that the two major authors, Dr.
McCracken and Dr. Walcutt, did much of the writing and adapting themselves. This is
unusual. Most authors of major series merely act as anthologists, selecting the work
of others and contracting for free-lance writers to produce materials according to
specifications. [This last sentence explains why famous reading experts get their
names on reading series for which they did precious little writing themselves, yet the
public purchasing the series think the authors actually did the writing. Mr. William
Carroll pointed this out to me.]
There are several features of Lippincott Basic Reading, 1981 that are noteworthy. First,
the phonic linguistic control in the beginning-reading materials is based upon a carefully
designed sequence of step-by-step learning, with mastery built into each step. Second, the
reading selections, although devised to conform to rigid vocabulary control are more
normal than those in some of the other linguistically controlled basal readers. Third, the
phonics program moves quickly, with the result that the major language patterns are
mastered by the end of second grade. [In the 1963 edition, by the end if first grade. Don],
at which time a child is rather well prepared to move into individualized reading
materials. Fourth, the literary anthologies contain a good balance of selections and
literary genre of increasing quality and from the works of many of our well-known
writers of childrens literature. Most other linguistic programs do not rate so well on this
point. Fifth, in an attempt to wed a strong sequential phonics and language-pattern
program with a good collection of literary selections, the authors have to a large degree
succeeded in devising a tandem program in which the best of two worlds have been
coupled together. And, finally the authors of Basic Reading have not been ashamed to
present such basic human values as: courage, perseverance, happiness, responsibility,
appreciation, for the contributions of all ethnic groups, thoughtfulness beauty of nature,
joy wonder, patriotism, and service to others, and the integrity of those values has not
been compromised. My final observation is that Lippencott Basic Reading, has finally
found itself. It has, in a sense, come of age and has emerged from a somewhat dated
collection of materials to a new look and a more widely acceptable reader format.


Concluding Observations
by Don Potter:
Readers of this Comparative Study of Basic Reading 1963 and 1981 will profit greatly
from Robert Auckermans remarks on the 1981 program. I do not know how the 1981
edition compares with the Lippincott Readers that McGraw-Hill has in their current
catalogue. They are probably related. The thrust of this study is a simple comparison of
the grapheme-to-phonemes correspondences taught in the beginning levels of the
program. The charts will clearly demonstrate that the 1963 program taught significantly
more correspondences in first grade than the 1981 program. This change was brought
about by moving some of the first grade correspondences to second grade, and taking
most of the year to teach them. I am not sure what motivated the authors to make this
change. Note that there was no change of authors so the change was made under their
watchful eyes. I have heard that some teachers complained that Basic Reading moved too
fast for the slower learners. Maybe the authors thought a more leisure rate of presentation
of the phonics would help the slower learners. There may have been some pressure to
conform to other basals. I do know that Open Court taught about the same inventory (but
long-vowels first) in the Foundation Program, and taught it in the first few months of
first grade. Of programs with a similar phonics inventory that I have taught in one school
year, Sam Blumenfelds Alpha-Phonics and Hazel Loring Reading Made Easy for First
Grade with Blend Phonics come to mind as well as Spaldings Writing Road to Reading
and Frank Rogers TATRAS program. The Phonovisual Charts provide a very easy way
to teach all the basic correspondences in a short period of time. We will probably never
know for sure why the change was made. I believe that first graders completing the
1963 program would be significantly ahead of the first-grade students completing
the 1981 program. Since the 1963 students were taught far more correspondences, there
would be far less chance of them developing the guessing habit.
I am curious to know when upper level phonics in the 1963 first-grade program was
shifted to second grade. Auckerman mentions the following editions: 1963, 1969, 1973,
1975, 1978 and 1981. Auckerman does not mention the change. I would appreciate it if
anyone reading this will send me information on the date of the change.
If one of todays first-graders were to meet a successful first-grade Basic Reading student
from 1963, he would think he had met Shakespeare himself.
My next report will concern how my students have improved their reading with my
privately typed edition of the First Grade 1963 Lippincott Basic Reading program.
This document was last updated on 10/22/11.

K-1 Student Center Activities: Comprehension
Comprehension
2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will identify the meaning of a sentence.
Materials
Pocket chart
Picture cards
Use picture cards from core curriculum reading program or print media.
Sentence strips
Write sentences that describe the pictures.
Activity
Students match sentences which describe pictures on a pocket chart.
1. Place picture cards vertically down the left side of the pocket chart. Place sentence strips face
down in a stack.
2. Taking turns, students select a sentence strip and read it.
3. Determine which picture on the pocket chart corresponds to the sentence and place the
sentence strip next to that picture.
4. Continue until all sentences and pictures are matched.
5. Peer evaluation
Extensions and Adaptations
Extend the sentences using descriptive words.
Write other sentences to match pictures.
Make and use other picture cards and sentence strips.
Sentence Meaning
Sentence-Picture Match
C.001
The boy is playing with a fire truck.
K-1 Student Center Activities: Comprehension
Comprehension
2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will identify the meaning of a sentence.
Materials
Nursery rhyme title cards (Activity Master C.002.AM1)
Nursery rhyme event sentence strips (Activity Master C.002.AM2a - C.002.AM2b)
Activity
Students match nursery rhyme sentences to related titles.
1. Place nursery rhyme title cards face up in rows. Place nursery rhyme event sentence strips
face down in a stack.
2. Taking turns, students select a nursery rhyme event sentence strip and read it aloud (e.g.,
The cow jumped over the moon.).
3. Read each nursery rhyme title card and determine which title corresponds to the sentence
(i.e., Hey Diddle, Diddle). Place the title card next to that sentence strip.
4. Continue until all nursery rhyme sentence strips are matched with corresponding title cards.
5. Peer evaluation
Extensions and Adaptations
Write and match other sentences from the nursery rhymes.
Write and match content area topics with factual sentences.
Sentence Meaning
Name That Rhyme
C.002
Hey Diddle
Diddle
The cow jumped over the moon.
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Name That Rhyme C.002.AM1
nursery rhyme title cards
Little Bo Peep
London Bridge
Five Little
Speckled Frogs
Jack Be Nimble
Hey Diddle
Diddle
The Eency,
Weency Spider
Twinkle, Twinkle
Little Star
Jack and Jill
Star Light,
Star Bright
Little Boy Blue
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Name That Rhyme C.002.AM2a
nursery rhyme event sentence strips
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l
o
g
.
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Name That Rhyme C.002.AM2b
nursery rhyme event sentence strips
J
i
l
l

c
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e

t
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b
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g

a
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.
J
a
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k

j
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.
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m
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n
.
C
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b
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r

h
o
r
n
.
K-1 Student Center Activities: Comprehension
Comprehension
2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will identify the meaning of a sentence.
Materials
Sentence strips (Activity Master C.003.AM1a - C.003.AM1b)
Activity
Students read and pantomime (silently act out) sentences.
1. Place the sentence strips face up in rows at the center.
2. Taking turns, student one selects a sentence without touching it, reads it silently, and
pantomimes the sentence.
3. Student two watches the pantomime, finds, and reads the corresponding sentence aloud.
4. If correct, takes sentence strip. If incorrect, makes another attempt.
5. Continue until all sentences are acted out and identified.
6. Peer evaluation
Sentence Meaning
Sentence Pantomime
C.003
Extensions and Adaptations
Make and pantomime other sentences.
Snap your fingers.
Jump two times. Read a book.
Pet a cat. Hold a baby.
Make a sandwich.
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Sentence Pantomime C.003.AM1a
sentence strips
M
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k
e

a

s
a
n
d
w
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c
h
.
S
n
a
p

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f
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.
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k
.
P
e
t

a

c
a
t
.
H
o
l
d

a

b
a
b
y
.
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Sentence Pantomime C.003.AM1b
sentence strips
B
l
o
w

s
o
m
e

b
u
b
b
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s
.
S
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f
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r
.
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p

a

b
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.
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a

p
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z
z
a
.
B
u
t
t
o
n

a

j
a
c
k
e
t
.
K-1 Student Center Activities: Comprehension
Comprehension
2005 The Florida Center for Reading Research (Revised, 2008)
Extensions and Adaptations
Rerrange strips so that there are no silly sentences.
Make other sentence strips and exchange with partner to make sentences.
Objective
The student will identify the meaning of a sentence.
Materials
Sentence strips (Activity Master C.004.AM1a - C.004.AM1b)
Cut and sort strips by number.
Student sheet (Activity Master C.004.SS)
Crayons or markers
Pencils
Activity
Students arrange groups of words to make a sentence.
1. Place the sentence strips face down in three separate stacks. Place crayons at the
center. Provide each student with a student sheet.
2. Taking turns, students choose one sentence strip from each stack, place the strips in
numerical order, read the sentence, and place it aside.
3. Continue making sentences selecting strips from each stack until all strips are used.
4. Select two meaningful and two silly sentences, record, and illustrate on student sheet.
Placenext to each silly sentence.
5. Teacher evaluation
Sentence Meaning
Silly Sentence Mix-Up
C.004
Hungry birds
1
were ringing
2
in outer space.
3
The student
1
ate cookies
2
at the table.
3
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Silly Sentence Mix-Up C.004.AM1a
sentence strips
H
u
n
g
r
y

b
i
r
d
s
G
r
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n

f
r
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g
s
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t
r
a
i
n
s
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b
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l
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.
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Silly Sentence Mix-Up C.004.AM1b
sentence strips
T
h
e

b
o
y
s
T
h
e

s
t
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w
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n

t
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.
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Name
Silly Sentence Mix-Up C.004.SS
1
.
3
.
2
.
4
.
K-1 Student Center Activities: Comprehension
Comprehension
2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will produce meaningful sentences.
Materials
Who word cards (Activity Master C.005.AM1)
Action word cards (Activity Master C.005.AM2)
What word cards (Activity Master C.005.AM3)
Function word and punctuation cards (Activity Master C.005.AM4)
Paper
Pencils
Activity
Students make sentences using selected words.
1. Place the who, action, and what word cards face up in separate stacks. Place the
function word and punctuation cards face up in rows. Provide each student with paper.
2. Working in pairs, students select a card from each stack and place them in sentence order
(i.e., who, action, and what).
3. Read the words on the cards (e.g., Sally swims beach). Identify and insert function words
and punctuation cards needed to make a meaningful sentence (e.g., at, the, .).
4. Read the sentence (i.e., Sally swims at the beach.) and record on paper. If the sentence is
silly, put anext to it.
5. Continue until at least five sentences are recorded.
6. Teacher evaluation
Extensions and Adaptations
Rearrange cards so that there are no silly sentences.
Make and use other word cards (Activity Master C.005.AM5).
Sentence Meaning
Build a Sentence
C.005
Sally
swims beach at . the
Sally swims at the beach.
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Build a Sentence C.005.AM1
"who" word cards
Sally
brother
dishes
dog
team
Goldilocks
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Build a Sentence C.005.AM2
"action" word cards
swims
lost
fell
chewed
won
broke
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Build a Sentence C.005.AM3
"what" word cards
beach
book
shelf
bone
game
chair
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Build a Sentence C.005.AM4
function word and punctuation cards
at
My
.
Her
Our
a
his
the
off
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Build a Sentence C.005.AM5
blank word cards
K-1 Student Center Activities: Comprehension
Comprehension
2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will produce meaningful sentences.
Materials
Picture cube (Activity Master C.006.AM1)
Copy on card stock, cut, and assemble.
Sentence building word cards (Activity Master C.006.AM2a - C.006.AM2b)
Student sheet (Activity Master C.006.SS)
Pencils
Activity
Students arrange word cards into sentences to describe a picture.
1. Place the picture cube at the center. Place the sentence building word cards face up in rows.
Provide each student with a student sheet.
2. Taking turns, students roll the cube and look at the picture.
3. Select the sentence building word cards to make a sentence that describes the picture and
arrange them in order (e.g., The three bears went for a walk.).
4. Read the sentence and record it next to the corresponding picture on the student sheet.
5. Return the cards to their original positions.
6. Continue until student sheet is complete.
7. Teacher evaluation
Extensions and Adaptations
Make other sentences using the word cards.
Make other word cards to extend the sentences in the story (Activity Master C.006.AM2b).
Make picture cubes using other stories (Activity Master C.006.AM3).
Sentence Meaning
Picture Cube
C.006
Picture Cube
C.006.SS
2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Comprehension
Name
The three bears went for a walk.
. walk a for
went
bears three The
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Picture Cube C.006.AM1
picture cube
1
1
1
1
1
1
glue glue
glue
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Picture Cube C.006.AM2a
sentence building word cards
Goldilocks
porridge
the
a
went
three
walk
ate
broke
for
bears
The
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Picture Cube C.006.AM2b
sentence building cards and blank cards
home
found
in
fell
ran
.
bed
asleep
chair
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Name
Picture Cube C.006.SS
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Picture Cube C.006.AM3
blank cube
1
1
1
1
1
1
glue glue
glue
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Picture the Character
C.007.SS1
Title
Author
Character
Clifford
big
red
drinks
eats
falls
Clifford the Big
Red Dog
Norman Bridwell
2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Comprehension
Name
Objective
The student will describe characters.
Materials
Narrative text
Choose text within students instructional-independent reading level range or teacher read-aloud.
Student sheet (Activity Master C.007.SS1)
Pencil
Activity
Students describe a character using a graphic organizer.
1. Place text at the center. Provide the student with a student sheet.
2. The student reads the text or reviews the teacher read-aloud.
3. Names a character in the story and writes the name in the center square of the student sheet.
Illustrates the character above the name.
4. Writes words that describe the characters appearance and actions in the frame on the
student sheet.
5. Continues until student sheet is complete.
6. Teacher evaluation
Extensions and Adaptations
Use another graphic organizer to describe character (Activity Master C.007.SS2).
Describe other characters in the story.
Narrative Text Structure
Picture the Character
C.007
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Name
Picture the Character C.007.SS1
Title Author
Character
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Name
Picture the Character C.007.SS2
K-1 Student Center Activities: Comprehension
Comprehension
2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will identify similarities and differences between characters.
Materials
Narrative text
Choose text within students instructional-independent reading level range or teacher read-aloud.
Student sheet (Activity Master C.008.SS1)
Pencil
Activity
Students compare characters using a graphic organizer.
1. Place text at the center. Provide the student with a student sheet.
2. The student reads the text or reviews the teacher read-aloud.
3. Names two characters in the story and writes each name on the student sheet.
4. Writes attributes that are shared by both characters on the lines between the boxes. Writes
attributes that are unique to just one character on the lines under the corresponding name.
5. Continues until student sheet is complete.
6. Teacher evaluation
Extensions and Adaptations
Use another graphic organizer to compare characters (Activity Master C.008.SS2).
Compare characters from a different story.
Narrative Text Structure
Character Compare
C.008
Character Compare
C.008.SS1
Character A
Character B
Shared Characteristics
2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Comprehension
Name
Baby Bear
Goldilocks
young
girl
bear
like porridge
blonde hair
brown fur
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Name
Character Compare C.008.SS1
Character A Character B
Shared Characteristics
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Name
Character Compare C.008.SS2
C
h
a
r
a
c
t
e
r

#
1
S
h
a
r
e
d

C
h
a
r
a
c
t
e
r
i
s
t
i
c
s
C
h
a
r
a
c
t
e
r

#
2
T
i
t
l
e
:
A
u
t
h
o
r
:
U
n
i
q
u
e

C
h
a
r
a
c
t
e
r
i
s
t
i
c
s
U
n
i
q
u
e

C
h
a
r
a
c
t
e
r
i
s
t
i
c
s
K-1 Student Center Activities: Comprehension
Comprehension
2005 The Florida Center for Reading Research (Revised, 2008)
Extensions and Adaptations
Write additional sentences from the story and sequence them with the original sentences.
Write and sequence sentence strips from other stories.
Objective
The student will sequence events in a story.
Materials
Pocket chart
Sentence strips
Choose a familiar story and write the story title on a sentence strip.
Write the story events on sentence strips.
Activity
Students order the events of a story by sequencing sentences on a pocket chart.
1. Place the sentence strip with the title in the top row of the pocket chart. Place the sentence
strips with the story events face up in rows beside the pocket chart.
2. Working in pairs, students read the title and the sentences.
3. Select the sentence strip that tells about the first event in the story, reread the sentence, and
place it in the row under the title (e.g., Three billy goats loved to eat green grass.).
4. Continue until all sentence strips are placed in order.
5. Retell the story by reading the sentence strips in order.
6. Peer evaluation
Narrative Text Structure
Sequence-A-Story
C.009
The Three Billy Goats Gruff
Three billy goats loved to eat green grass.
They needed more green grass.
They trip-trapped across a bridge.
K-1 Student Center Activities: Comprehension
Comprehension
2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will sequence events in a story.
Materials
Narrative text
Choose text within students instructional-independent reading level range or teacher read-aloud.
Student sheet (Activity Master C.010.SS1)
Pencil
Activity
Students write the main events of a story in sequential order using a graphic organizer.
1. Place text at the center. Provide the student with a student sheet.
2. The student reads the text or reviews the teacher read-aloud.
3. Writes the title and author on the student sheet.
4. Identifies events which took place in the beginning, middle, and end of the story. Writes
descriptive sentences in each of the corresponding sections of the student sheet.
5. Continues until student sheet is complete.
6. Teacher evaluation
Extensions and Adaptations
Use other graphic organizers to record the events (Activity Master C.010.SS2 -
C.010.SS3).
Narrative Text Structure
Story Sequence Organizer
C.010
Beginning (What happened first?)
Story Sequence Organizer
C.010.SS1
Title:
2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Comprehension
Name
There was a ground hog named Phil.
Middle (What happened next?)
Phil could tell when there would be bad
weather.
End (What happened last?)
Phil saved the animals by warning them
about the storm.
Author:
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Name
Beginning (What happened first?)
Middle (What happened next?)
End (What happened last?)
Story Sequence Organizer C.010.SS1
Title:
Author:
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Name
1. Cut on dotted lines.
2. Hot dog fold on the fold line.
3. Lift each section, write sentence,
and draw picture that corresponds
to the beginning, middle, and end
of the story.
C.010.SS2 Story Sequence Organizer
E
n
d
M
i
d
d
l
e
B
e
g
i
n
n
i
n
g
T
i
t
l
e
:
A
u
t
h
o
r
:
f
o
l
d
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Name
Story Sequence Organizer C.010.SS3
C
o
m
i
c

S
t
r
i
p

C
r
e
a
t
i
o
n
s
B
o
o
k

T
i
t
l
e
:
K-1 Student Center Activities: Comprehension
Comprehension
2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will identify story elements.
Materials
Narrative text
Choose text within students instructional-independent reading level range or teacher read-aloud.
Question cube (Activity Master C.011.AM1)
Copy on cardstock, cut, and assemble.
Student sheet (Activity Master C.011.SS)
Pencils
Activity
Students discuss the parts of a story using a question cube.
1. Place text and question cube at the center. Provide each student with a student sheet.
2. The students read the text or review the teacher read-aloud.
3. Taking turns, roll the question cube, read the question, and answer it in relation to the text.
4. Discuss and write or illustrate the answer on the student sheet.
5. Continue until student sheet is complete.
6. Teacher evaluation
Extensions and Adaptations
Discuss story elements from a different text.
Narrative Text Structure
Story Question Cube
C.011
W
here does
the story take
place?
H
o
w
w
a
s th
e

p
ro
b
le
m
so
lve
d
?
W
ha
t ha
p
p
e
ns
in the
sto
ry
(b
e
g
inning
,
m
id
d
le
, e
nd
)?
Story Question Cube
C.011.SS
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Name
When does the
story take place
(time)?
How was the
problem solved?
Why did the
problem happen?
What happens
in the story
(beginning,
middle, end)?
Who are the
characters?
Where does the
story take place?
Title:
The story takes place in the
woods.
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
C.011.AM1 Story Question Cube
question cube
glue glue
glue
When does the
story take place
(time)?
How was the
problem solved?
Why did the
problem
happen?
What happens
in the story
(beginning,
middle, end)?
Who are the
characters?
Where does
the story take
place?
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Name
Story Question Cube C.011.SS
When does the
story take place
(time)?
How was the
problem solved?
Why did the
problem happen?
What happens
in the story
(beginning,
middle, end)?
Who are the
characters?
Where does the
story take place?
Title:
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Extensions and Adaptations
Retell the story to a partner using a felt board and story pieces.
Read another story and record the story elements.
Objective
The student will identify story elements.
Materials
Narrative text
Choose text within students instructional-independent reading level range or teacher read-aloud.
Student sheet (Activity Master C.012.SS)
Pencil
Activity
Students record story elements using a story grammar graphic organizer.
1. Place text at the center. Provide the student with a student sheet.
2. The student reads the text or reviews the teacher read-aloud.
3. Writes the title and author on the student sheet.
4. Identifies the setting, characters, problem, important events, and solution. Writes descriptive
sentences in each of the corresponding sections of the student sheet.
5. Continues until student sheet is complete.
6. Teacher evaluation
Narrative Text Structure
Story Grammar
C.012
Problem
Important Events
Solution
Setting Characters
Title:
Author:
Story Grammar
C.012.SS
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Name
Gus is found in the garage right before the storm arrived.
Mom searched in the car and Steven and Dad searched by
walking around and knocking on doors.
A storm is coming and Gus is lost.
The story takes place in
a house in Florida.
Steven
Mom
Dad
Gus the Dog
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Name
Story Grammar C.012.SS
Problem
Important Events
Solution
Setting Characters
Title:
Author:
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Objective
The student will identify similarities and differences between stories.
Materials
Narrative texts
Choose two texts within students instructional-independent reading level range or teacher read-aloud.
Student sheet (Activity Master C.013.SS1)
Pencils
Activity
Students compare stories using a Venn Diagram.
1. Place texts at the center. Provide the student with a student sheet.
2. The student reads the texts or reviews the teacher read-alouds.
3. Writes the title and author of each text on the student sheet.
4. Writes story elements (e.g., character, character attributes, setting, plot, problem, resolution)
that are shared by both texts in the overlapping area of the circles on the Venn Diagram. Writes
story elements that are unique to just one of the texts in the corresponding circle.
5. Continues until there are at least three story elements in each of the three sections of the Venn
Diagram.
6. Teacher evaluation
Extensions and Adaptations
Use a Venn Diagram to compare three texts (Activity Master C.013.SS2).
Narrative Text Structure
Hoop-A-Story Venn Diagram
C.013
H
o
o
p
-
A
-
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Title: ______________________
Author: ______________________
Title: ____________________
Author: ______________________

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The Three Little Pigs
Little Red Riding Hood
built three houses
Little Red Riding Hood
three pigs
Grandma
Took goodies to
grandma
bad wolf
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Name
Hoop-A-Story Venn Diagram C.013.SS1










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2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Name
Hoop-A-Story Venn Diagram C.013.SS2
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K-1 Student Center Activities: Comprehension
Comprehension
2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will retell a story.
Materials
Narrative text
Choose text within students instructional-independent reading level range or teacher read-aloud.
Retell Wheel (Activity Master C.014.AM1a - C.014.AM1b)
Brad
Attach wheels using brad.
Activity
Students repeat a story using a question retell wheel.
1. Place text and retell wheel at the center.
2. Students read the text or review the teacher read-aloud.
3. Taking turns, student one holds the retell wheel and asks student two to name the title and
author of the story.
4. Hands wheel to student two who positions the wheel opening on question one. Reads
question one and student one answers. If unable to answer question, goes back and reviews
story for answer.
5. Continue until all questions on wheel are answered.
6. Peer evaluation
Extensions and Adaptations
Use another retell wheel to record the story (Activity Master C.014.SS1a C.014.SS1b).
Narrative Text Structure
Retell Wheel
C.014
1
. W
h
o

a
r
e

t
h
e

m
a
in

c
h
a
r
a
c
t
e
r
s
?
What is the title?
Who is the author?
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
retell wheel
Retell Wheel C.014.AM1a
What is the title?
Who is the author?
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
retell wheel
Retell Wheel C.014.AM1b
1
. W
h
o

a
r
e

t
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m
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c
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s
?
2
.
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a
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3
.
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4
.
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p
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m
5
.
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p
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6
.
H
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w

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s

t
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s
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r
y

e
n
d
?
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Name
Retell Wheel C.014.SS1a
Title:
Author:
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Name
C.014.SS1b Retell Wheel
Characters and Setting
M i d d l e
E
n
d
B
e
g
i
n
n
i
n
g
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Objective
The student will identify details in text.
Materials
Expository text
Choose text within students instructional-independent reading level range or teacher read-aloud.
12 x 18 construction paper
Cut paper in half lengthwise to make 6 x 18 strips.
Fold into desired number of sections.
Crayons or markers
Pencil
Activity
Students locate information in expository text and record on a fact strip.
1. Place text and crayons at the center. Provide the student with one construction paper strip.
2. The student reads the text or reviews the teacher read-aloud.
3. Writes or illustrates the topic in the first square.
4. Identifies the important facts in the text and writes or illustrates them in each section.
5. Continues until all sections are complete.
6. Teacher evaluation
Expository Text Structure
Expository Fact Strip
C.015
Extensions and Adaptations
Use a graphic organizer to record topic and facts from this story or a different one
(Activity Master C.015.SS).
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Name
C.015.SS Expository Fact Strip
Topic
FACTS
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Objective
The student will identify main idea and supporting details in text.
Materials
Expository text
Choose text within students instructional-independent reading level range or teacher read-aloud.
Student sheet (Activity Master C.016.SS1a - C.016.SS1b)
Brad
Attach wheels with brad.
Crayons or markers
Pencil
Activity
Students write or illustrate the main idea and three supporting details on a text wheel.
1. Place text and crayons on a flat surface. Provide the student with the text wheel.
2. The student reads the text or reviews the teacher read-aloud.
3. Writes the title and author on the front of the wheel.
4. Turns the wheel so that the main idea section is showing. Identifies and writes or illustrates the
main idea.
5. Turns the wheel to one of the supporting detail sections. Identifies and writes or illustrates a
supporting detail.
6. Continues until each section on wheel is complete.
7. Teacher evaluation
Extensions and Adaptations
Use another graphic organizer to record main idea and details (Activity Master C.016.SS2).
Expository Text Structure
Expository Text Wheel
C.016
Main Idea
Title:
Author:
Oceans
cover 70%
of the
earth.
The Oceans
Edwin Michaels
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Name
C.016.SS1a Expository Text Wheel
Title:
Author:
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Name
Expository Text Wheel C.016.SS1b
Main Idea
S u p p o r t i n g D e t a i l
S
u
p
p
o
r
t
i
n
g

D
e
t
a
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l
S
u
p
p
o
r
t
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n
g

D
e
t
a
i
l
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Name
Expository Text Wheel C.016.SS2
M
a
i
n

I
d
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S
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p
p
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t
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n
g

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t
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K-1 Student Center Activities: Comprehension
Comprehension
2005 The Florida Center for Reading Research (Revised, 2008)
Extensions and Adaptations
Use narrative text.
Objective
The student will identify main idea and supporting details in text.
Materials
Expository text
Choose text within students instructional-independent reading level range.
Transparency film
Select and copy multiple paragraphs from text onto the transparencies.
Overhead projector
Vis--Vis markers
Paper
Pencils
Activity
Students identify the main idea and supporting details in paragraphs on an overhead projector.
1. Place the transparencies and Vis--Vis markers near the overhead projector. Provide each
student with paper.
2. Taking turns, students select a transparency and read the paragraph. Use a Vis--Vis marker to
circle the main idea and underline supporting details.
3. Continue until all paragraphs are read and marked.
4. Each student chooses one paragraph and records the main idea and supporting details on paper.
5. Teacher evaluation
Expository Text Structure
Projected Paragraphs
C.017
K-1 Student Center Activities: Comprehension
Comprehension
2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will summarize expository text.
Materials
Expository text
Choose text within students instructional-independent reading level range or teacher read-aloud.
Student sheet (Activity Master C.018.SS)
Pencil
Activity
Students record the main idea and supporting details, then summarize.
1. Place text at the center. Provide the student with a student sheet.
2. The student reads the text or reviews the teacher read-aloud.
3. Rereads the first paragraph of the text and records the main idea and supporting details on
the student sheet.
4. Continues rereading each paragraph and recording the main idea and supporting details on
the student sheet.
5. Reviews recorded information and writes a summary of the entire text.
6. Teacher evaluation
Extensions and Adaptations
Illustrate the written summary.
Expository Text Structure
Summarizing
C.018
Main Idea
Main Idea
C.018.SS
Summarizing
Main Idea
Supporting Detail
Supporting Detail
Supporting Detail
Supporting Detail
Supporting Detail
Supporting Detail
Summary of text
2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Comprehension
Name
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Name
Main Idea
Main Idea
C.018.SS Summarizing
Main Idea
Supporting Detail
Supporting Detail
Supporting Detail
Supporting Detail
Supporting Detail
Supporting Detail
Summary of text
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Objective
The student will identify fiction and nonfiction text.
Materials
Pocket chart
Fiction and Nonfiction header cards (Activity Master C.019.AM1)
Books
Fiction and nonfiction books within students independent reading level range.
Index cards
Pencils
Activity
Students sort story titles into fiction and nonfiction categories on a pocket chart.
1. Place the Fiction and Nonfiction header cards across the top row of the pocket chart.
Place the index cards and books at the center.
2. Taking turns, the students select a book, read the title, review it, and determine if it is
fiction or nonfiction.
3. Write the title of the book on an index card and place it under the corresponding header
card on the pocket chart.
4. Continue until all the books are reviewed and title cards are placed on the pocket chart.
5. Peer evaluation
Extensions and Adaptations
Add more books and sort by genre (e.g., biography, poetry, folktale, fairy tale).
Text Analysis
Fiction and Nonction Sort
C.019
Nonfiction
header
Fiction
header
The Three Little Pigs All About Turtles
Snow White Bears
Wintertime
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Fiction and Nonction Sort C.019.AM1
fiction and nonfiction header cards
Fiction
Nonfiction
header
header
K-1 Student Center Activities: Comprehension
Comprehension
2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will identify facts and opinions.
Materials
Pocket chart
Fact and Opinion header cards (Activity Master C.020.AM1)
Fact and Opinion statement cards (Activity Master C.020.AM2a - C.020.AM2b)
Activity
Students sort statements into fact and opinion categories on a pocket chart.
1. Place the Fact and Opinion header cards across the top row of the pocket chart. Place the
fact and opinion statement cards face down in a stack.
2. Taking turns, student one selects the top card and reads it.
3. Student two determines if the statement is fact or opinion and places the card under the
corresponding header card on the pocket chart.
4. Reverse roles and continue until all cards are placed on the pocket chart.
5. Peer evaluation
Extensions and Adaptations
Make other fact and opinion statement cards, read, and sort.
Text Analysis
Fact Versus Opinion
C.020
Opinion
header
Fact
header
Chocolate is
yummy.
Chocolate is made
from cocoa beans.
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Fact Versus Opinion C.020.AM1
fact and opinion header cards
Fact
Opinion
header
header
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Fact Versus Opinion C.020.AM2a
fact and opinion statement cards
Cities are fun
to visit.
Cookies are made
with sugar.
Yogurt is a
milk product.
Cats are
good pets.
Chocolate is made
from cocoa beans.
Cities have
tall buildings.
Cookies are
delicious.
Yogurt is good
for breakfast.
Cats have whiskers.
Chocolate is
yummy.
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
fact and opinion statement cards
Fact Versus Opinion C.020.AM2b
Water freezes
at 32F.
Cars have engines.
Crayons are
different colors.
Whales are
mammals.
Alligators are
reptiles.
Water tastes
better cold.
Cars are better
than trucks.
Crayons make it
easy to draw.
Whales are lazy.
Alligators are nice.
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Objective
The student will identify the relationship between cause and effect.
Materials
Cause cards (Activity Master C.021.AM1a - C.021.AM1b)
Effect cards (Activity Master C.021.AM2a - C.021.AM2b)
Small ball
Activity
Students read a cause and select an effect while playing a ball game.
1. Place the cause cards face down in a stack and the effect cards face up in rows. Place the
ball at the center.
2. Taking turns, student one selects a cause card, reads it (e.g., When the sun is shining),
and rolls the ball to another student who chooses and reads the corresponding effect card
(e.g., we go to the beach.).
3. Continue the activity until all cards are read and corresponding effect cards are chosen.
4. Peer evaluation
Extensions and Adaptations
Provide an original effect for each cause card.
Write and illustrate some of the causes and effects from a story.
Text Analysis
Cause and Effect Roll
C.021
When the sun is shining...
... we go to the beach.
... I like to fly my kite.
... sio I had to clean it up.
... the cat runs and hides.
"We go to the beach."
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Cause and Effect Roll C.021.AM1a
cause cards
Since it is raining outside...
When the dog barks...
When the sun is shining...
When the wind is blowing...
My milk spilled...
Jack fell down...
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Cause and Effect Roll C.021.AM1b
cause cards
Dad forgot to put gas in the car...
Suzy burned the dinner...
The rabbit's cage was left open...
Tommy ate all the candy in the bag...
Kewana was late to soccer practice...
John's boat had a hole in the bottom...
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Cause and Effect Roll C.021.AM2a
effect cards
... I need my rubber boots.
... the cat runs and hides.
... we go to the beach.
... I like to fly my kite.
... so I had to clean it up.
... and broke his crown.
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Cause and Effect Roll C.021.AM2b
effect cards
... and it came to a stop.
... so we had to go out to eat.
... and he ran to the garden to find lettuce.
... and then his belly hurt.
... so she had to run laps.
... and it filled up with water.
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Objective
The student will identify the relationship between cause and effect.
Materials
Expository or narrative text
Choose text within students instructional-independent reading level range.
Sticky notes
Divide the text into passages using sticky notes to indicate where students are to stop and identify
cause and effect relationships.
Student sheet (Activity Master C.022.SS)
Crayons or markers
Pencil
Activity
Students identify cause and effect relationships in text and record on a graphic organizer.
1. Place text and crayons at the center. Provide the student with a student sheet.
2. The student reads the selected passage up to the first sticky note.
3. Identifies the cause and effect relationships and writes or illustrates them in the
corresponding boxes on the student sheet.
4. Continues until student sheet is complete.
5. Teacher evaluation
Extensions and Adaptations
Write possible alternative effects.
Text Analysis
Cause and Effect Organizer
C.022
Cause and Effect Organizer
C.022.SS
Cause:
Cause:
Cause:
Cause:
Effect:
Effect:
Effect:
Effect:
2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Comprehension
Name
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Name
Cause and Effect Organizer C.022.SS
Cause:
Cause:
Cause:
Cause:
Effect:
Effect:
Effect:
Effect:
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Comprehension
Extensions and Adaptations
Write two more things under What I want to know after reading text.
Use another graphic organizer to monitor comprehension (Activity Master C.023.SS2).
Objective
The student will use background knowledge to comprehend text.
Materials
Expository text
Choose text within students instructional-independent reading level range.
Student sheet (Activity Master C.023.SS1)
Pencil
Activity
Students monitor comprehension before, during, and after reading text using a K-W-L chart.
1. Place text at the center. Provide the student with a student sheet.
2. The student reads the text cover and records topic on the student sheet.
3. Writes things that he knows about the topic on the student sheet in the "What I Know"
column.
4. Generates questions and records them in the "What I Want to Know" column.
5. Reads the text and records what has been learned in the "What I Have Learned" column.
6. Teacher evaluation
Monitoring for Understanding
K-W-L
C.023
K
-
W
-
L
C
.
0
2
3
.
S
S
1
K
What I already know
W
What I want to know
L
What I learned
Topic:

2
0
0
5
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g
R
e
s e
a
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h
( R
e
v
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d
, 2
0
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8
)
K
- 1
S
t u
d
e
n
t C
e
n
t e
r
A
c
t i v
i t i e
s : C
o
m
p
r e
h
e
n
s i o
n
N
a
m
e
Whales
Whales are mammals What do whales eat?
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Name
K-W-L C.023.SS1
K
W
h
a
t

I

a
l
r
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a
d
y

k
n
o
w
W
W
h
a
t

I

w
a
n
t

t
o

k
n
o
w
L
W
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a
t

I

l
e
a
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n
e
d
T
o
p
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c
:
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Name
K-W-L C.023.SS2
K
W
h
a
t

I

a
l
r
e
a
d
y

k
n
o
w
W
W
h
a
t

I

w
a
n
t

t
o

k
n
o
w
H
H
o
w

I

c
a
n

f
i
n
d

w
h
a
t

I

w
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t
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k
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L
W
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d
K-1 Student Center Activities: Comprehension
Comprehension
2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will use prediction to comprehend text.
Materials
Expository or narrative text
Choose text within students instructional-independent reading level range.
Sticky notes
Divide the text into passages using sticky notes to indicate where students are to stop and make
a prediction.
Student sheet (Activity Master C.024.SS)
Crayons or markers
Pencil
Activity
Students make, write or illustrate, and check story predictions.
1. Place text and crayons at the center. Provide the student with a student sheet.
2. The student reads the selected passage up to the first sticky note.
3. Makes and writes or illustrates a prediction on the left-hand side of the student sheet.
4. Continues reading the text until prediction is verified. Writes or illustrates what actually
happens in the story on the right-hand side of the student sheet.
5. Continues until student sheet is complete.
6. Teacher evaluation
Extensions and Adaptations
Discuss predictions and results with a partner.
Monitoring for Understanding
Make-and-Check-A-Prediction
C.024
M
a
k
e
-
a
n
d
-
C
h
e
c
k
-
A
-
P
r
e
d
i
c
t
i
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n
C
.
0
2
4
.
S
S
I predict
I found

2
0
0
5
T
h
e
F
l o
r
i d
a
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e
n
t e
r
f o
r
R
e
a
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g
R
e
s e
a
r c
h
( R
e
v
i s e
d
, 2
0
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8
)
K
- 1
S
t u
d
e
n
t C
e
n
t e
r
A
c
t i v
i t i e
s : C
o
m
p
r e
h
e
n
s i o
n
N
a
m
e
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Name
Make-and-Check-A-Prediction C.024.SS
I

p
r
e
d
i
c
t
I

f
o
u
n
d
K-1 Student Center Activities: Comprehension
Comprehension
2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will classify information to comprehend text.
Materials
Expository text
Choose text within students instructional-independent reading level range or teacher read-aloud.
Student sheet (Activity Master C.025.SS)
Write the initial topic in the center of the organizer and the categories relating to the topic on the
line in each of the four squares.
Pencil
Activity
Students write words or phrases that describe and/or relate to a category of a topic.
1. Place text at the center. Provide the student with a student sheet.
2. The student reads the text or reviews the teacher read-aloud.
3. Writes words or phrases that describe and/or relate to the categories in each box.
4. Continues until each box has at least four words or phrases.
5. Teacher evaluation
Extensions and Adaptations
Use to classify narrative text.
Monitoring for Understanding
Classifying Information
C.025
Classifying Information
C.025.SS
2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Comprehension
Name
Lion
Food
Appearance
Home
Behavior
zebra
antelope
gazelle
impala
large
mane
brown
whiskers
Africa
grassy plains
savannah
open woodland
social
live in groups
nocturnal
territorial
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Name
Classifying Information C.025.SS
K-1 Student Center Activities: Comprehension
Comprehension
2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will summarize text.
Materials
Expository or narrative text
Choose text within students instructional-independent reading level range or teacher read-aloud.
Student sheet (Activity Master C.026.SS)
Pencil
Activity
Students summarize text using a graphic organizer.
1. Place text at the center. Provide the student with a student sheet.
2. The student reads the text or reviews the teacher read-aloud.
3. Writes topic or title in top circle. Records information on student sheet based on the type
of text. If expository text, writes the main ideas in the boxes and the supporting details in
the ovals. If narrative text, writes story elements or story events in the boxes and related
information in the ovals.
4. Reviews recorded information and writes a summary on student sheet.
5. Teacher evaluation
Monitoring for Understanding
Sum It Up
C.026
Extensions and Adaptations
Discuss details and summary with partner.
C
.
0
2
6
.
S
S
S
u
m
m
a
r
i
z
i
n
g
Summary:

2
0
0
5
T
h
e
F
l o
r
i d
a
C
e
n
t e
r
f o
r
R
e
a
d
i n
g
R
e
s e
a
r c
h
( R
e
v
i s e
d
, 2
0
0
8
)
K
- 1
S
t u
d
e
n
t C
e
n
t e
r
A
c
t i v
i t i e
s : C
o
m
p
r e
h
e
n
s i o
n
N
a
m
e
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Comprehension
Name
C.026.SS Sum It Up
S
u
m
m
a
r
y
:
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Extensions and Adaptations
Match lowercase alphabet letters to the Alphabet Arc in three minutes or less.
Complete the partial Alphabet Arc in three minutes or less (Activity Master F.001.AM2).
Objective
The student will gain speed and accuracy in letter recognition.
Materials
Alphabet Arc (Activity Master F.001.AM1)
Enlarge 200 percent.
12 x 18 construction paper
Glue Alphabet Arc to construction paper.
Set of uppercase letters (e.g., foam or plastic)
Timer (e.g., digital)
Activity
Students match letters of the alphabet to the Alphabet Arc in a timed activity.
1. Place the Alphabet Arc and set of letters on a flat surface. Place the timer at the center.
2. The student sets the timer for one minute. Chooses a letter, names it (e.g., P), and places
it on the corresponding letter on the Alphabet Arc.
3. Continues until the timer goes off. Repeats the activity attempting to match all letters in
less than one minute.
4. Self-check
F.001 Letter Recognition
Speedy Alphabet Arc
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
F.001.AM1 Speedy Alphabet Arc
alphabet arc
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
F.001.AM2 Speedy Alphabet Arc
partial alphabet arc
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Aa Ee Cc Gg Bb Ff Dd Hh I i J j Nn L l Pp Kk Oo Mm Qq Rr
Extensions and Adaptations
Say the sound of each letter.
Say a word that begins with the initial sound of each letter.
Use high-frequency words.
Objective
The student will gain speed and accuracy in letter recognition.
Materials
Erasers
Mouse covers (Activity Master F.002.AM1)
Copy, cut, and tape to erasers.
Alphabet strip (Activity Master F.002.AM2)
Copy, cut, assemble, and laminate.
Counters
Whiteboards
Vis--Vis markers
Activity
Students quickly write and name letters of the alphabet.
1. Place the alphabet strip and counters at the center. Provide each student with a
whiteboard, Vis--Vis marker, and eraser.
2. Taking turns, student one looks at the alphabet strip, selects a letter, writes it on the
whiteboard, shows it to student two, and begins counting to three. Student two names
the letter.
3. If correct, and named within three seconds, student one places a counter on the
corresponding letter on the alphabet strip. If incorrect, or if the letter is not identified
within three seconds, student one wipes the letter with the eraser allowing the mouse to
eat the letter.
4. Continue until all letters on the alphabet strip are covered with counters.
5. Peer evaluation
F.002 Letter Recognition
Hungry Letter Mouse
p
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Hungry Letter Mouse F.002.AM1
mouse covers
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Hungry Letter Mouse F.002.AM2
glue glue
A
a
J

j
S
s
E
e
N
n
W
w
C
c
L

l
U
u
G
g
P
p
Y
y
B
b
K
k
T

t
F
f
O
o
X
x
D
d
M
m
V
v
H
h
Q
q
Z
z
I

i
R
r
alphabet strip
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Objective
The student will gain speed and accuracy in letter recognition.
Materials
Letter cards (Activity Master F.003.AM1a - F.003.AM1i)
Choose six target letters, copy on card stock six times, and cut into cards.
Time record student sheet (Activity Master F.003.SS)
Timer (e.g., digital)
Pencils
Activity
Students identify letters while playing a card game.
1. Place the letter cards face down in a stack. Place the timer at the center. Provide the students
with one time record.
2. Working in pairs, student one selects the top card from the stack as the target letter and places
it face up on the table. Student two divides the remaining letter cards into two stacks and each
student gets one stack.
3. Student one starts the timer and says begin. Each student turns over one card, says the letter
as quickly as possible, and taps his card if it matches the target letter.
4. If a match is made, places the card below the target letter. If a match is not made, places the
card to the side.
5. Play until each student uses all his cards. Student one stops timer and records time on student
sheet.
6. Reverse roles and repeat the activity attempting to increase speed and accuracy.
7. Continue until student sheet is complete.
8. Teacher evaluation
F.003 Letter Recognition
Tap Stack
Extensions and Adaptations
Use other target letters.
Use target words.
h
b
x
y
h
h
h
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Tap Stack F.003.AM1a
A B
C
D E F
letter cards
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Tap Stack F.003.AM1b
G H
I
J K L
letter cards
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Tap Stack F.003.AM1c
M N
O
P Q R
letter cards
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Tap Stack F.003.AM1d
S T
U
V W X
letter cards
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Tap Stack F.003.AM1e
Y Z
a
b c d
letter cards
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Tap Stack F.003.AM1f
e f
g
h i j
letter cards
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Tap Stack F.003.AM1g
k l
m
n o p
letter cards
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Tap Stack F.003.AM1h
q r
s
t u v
letter cards
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Tap Stack F.003.AM1i
w x y
z
letter cards
Name
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Tap Stack F.003.SS
1
st
Try
2
nd
Try
3
rd
Try
4
th
Try
5
th
Try
Minutes Seconds
Time Record
:
:
:
:
:
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Objective
The student will gain speed and accuracy in recognizing letter-sounds.
Materials
Initial sound picture cards (Activity Master P.LSC.I.1 - P.LSC.I.22 in Phonics)
Choose eight to 12 target sound picture cards.
Letter cards (Activity Master F.003.AM1a - F.003.AM1i)
Choose corresponding target sound letter cards.
Timer (e.g., digital)
Activity
Students match initial sounds of words to letters while playing a timed memory game.
1. Separate initial sound picture cards and letter cards. Place cards face down in different
rows. Place the timer at the center.
2. Students set the timer for one minute. Taking turns, students select a picture card and a
letter card. Name the picture and say its initial sound (e.g., tire, /t/). Name the letter
and say its sound (e.g., t, /t/). Determine if the initial sound of the picture matches the
selected letter.
3. If there is a match (e.g., tire, t letter card), pick up cards, place to the side, and take
another turn. If cards do not match (e.g., cat, b letter card), return cards to their original
positions and allow partner to take a turn.
4. Continue until the timer goes off.
5. Peer evaluation
Extensions and Adaptations
Play using other initial sound picture cards and letter cards.
Time how long it takes to make all matches.
Use medial or final sound picture cards (Activity Master P.LSC.M.1-P.LSC.M.13 or
P.LSC.F.1-P.LSC.F.16 in Phonics) and corresponding letter cards (Activity Master
F.003.AM1a - F-003.AM1i).
F.004 Letter-Sound Correspondence
Make a Match
t
b
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Extensions and Adaptations
Use other letter wheel spinners. (Activity Master F.005.AM2a F.005.AM2c)
Make and use a wheel spinner with other letter combinations (F.005.AM3).
Objective
The student will gain speed and accuracy in recognizing letter-sounds.
Materials
Letter wheel spinner (Activity Master F.005.AM1)
Copy on card stock and cut.
Brad
Attach arrow to the spinner with the brad.
Letter-sound graph student sheet (Activity Master F.005.SS)
Cup
Counters
Timer (e.g., digital)
Pencils
Activity
Students say sounds of letters on a spinner in a timed activity.
1. Place the letter wheel spinner, cup, counters, and timer at the center. Provide the students
with one letter-sound graph.
2. Working in pairs, student one sets the timer for one minute and says begin. Student two
spins the arrow on the spinner, names the letter, and says its sound (e.g., t, /t/).
3. If correct, student one places one counter in the cup. If incorrect, no counter is placed in
the cup.
4. Reverse roles and continue until the timer goes off. Count and graph the number of
counters in the cup.
5. Repeat the activity attempting to increase speed and accuracy.
6. Continue until student sheet is complete.
7. Teacher evaluation
F.005 Letter-Sound Correspondence
Fluency Letter Wheel
h
a
p
l
t
c
h
o
t
h
1
32
31
30
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
2
4 3
Round
Fluency Letter Wheel
F.005.SS
Name
2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Fluency
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
h
a
p
l
t
c
h
o
t
h
Fluency Letter Wheel F.005.AM1
letter wheel spinner
Name
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Fluency Letter Wheel F.005.SS
1
32
31
30
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
2 4 3
Round
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Fluency Letter Wheel F.005.AM2a
b
n
x
c
k
e
r
m
q
letter wheel spinner
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
w
h
d
p
h
k
f
u
i
z
letter wheel spinner
Fluency Letter Wheel F.005.AM2b
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
c
g
v
y
s
w
s
h
j
letter wheel spinner
Fluency Letter Wheel F.005.AM2c
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Fluency Letter Wheel F.005.AM3
blank spinner
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Objective
The student will gain speed and accuracy in recognizing letter-sounds.
Materials
Letter cards (Activity Master F.003.AM1a - F.003.AM1i)
Choose a complete set of uppercase or lowercase letters.
YES and NO header cards (Activity Master F.006.AM1)
YES and NO graph student sheet (Activity Master F.006.SS1a - F.006.SS1c)
Choose or make a graph appropriate to students fluency level.
Timer (e.g., digital)
Pencils
Activity
Students identify letters and their sounds in a timed activity.
1. Place the letter cards face down in a stack. Place the YES and NO header cards face up next
to each other. Place the timer at the center. Provide each student with a YES and NO graph.
2. Working in pairs, student one sets the timer for one minute and tells student two to begin.
Student two selects the top card, names the letter, and says its sound (e.g., p, /p/).
3. If correct, places the card in a pile under the YES header card. If incorrect, places it in a pile
under the NO header card.
4. Continue until the timer goes off. Graph the number of cards in each pile in the
corresponding columns on the student sheet.
5. Together, name the letters and say the sounds of the cards in the NO pile.
6. Reverse roles and repeat the activity attempting to increase speed and accuracy.
7. Continue until student sheet is complete.
8. Teacher evaluation
Extensions and Adaptations
Combine uppercase and lowercase letters and repeat activity.
F.006 Letter-Sound Correspondence
Letter Flash
NO
header
YES
header
m q
Round
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
1
YES NO
2
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
YES NO
3
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
YES NO
Letter Flash
F.006.SS
Name
2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Fluency
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
YES
NO
header
header
header cards
Letter Flash F.006.AM1
Name
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Letter Flash F.006.SS1a
Round
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
1
YES NO
2
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
YES NO
3
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
YES NO
Name
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Letter Flash F.006.SS1b
Round
52
51
50
49
48
47
46
45
44
43
42
41
40
39
38
37
36
35
34
33
32
31
30
29
28
27
1
YES NO
2
52
51
50
49
48
47
46
45
44
43
42
41
40
39
38
37
36
35
34
33
32
31
30
29
28
27
YES NO
3
52
51
50
49
48
47
46
45
44
43
42
41
40
39
38
37
36
35
34
33
32
31
30
29
28
27
YES NO
Name
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Letter Flash F.006.SS1c
Round
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
1
YES NO
2
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
YES NO
3
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
YES NO
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Extensions and Adaptations
Use different words for these rimes.
Use other rimes and words.
Objective
The student will gain speed and accuracy in reading words.
Materials
Rime word practice sheets (Activity Master F.007.AM1a - F.007.AM1b)
Select target practice sheet, make two copies, and laminate.
Words correct per minute graph student sheet (Activity Master F.007.SS1a - F.007.SS1d)
Choose or make a graph appropriate to students fluency level.
Timer (e.g., digital)
Vis--Vis markers
Pencils
Activity
Students quickly read words with the same rime in a timed activity.
1. Place two copies of the target rime word practice sheet, timer, and Vis--Vis marker at the
center. Provide each student with a words correct per minute graph.
2. Taking turns, students practice reading the rimes and words aloud to each other before
beginning the timing.
3. Student one sets the timer for one minute and tells student two to begin. Student two reads
down the page while student one follows on his copy and uses a Vis--Vis marker to mark any
words that are read incorrectly. If all the words on the sheet are read, goes back to the top and
continues reading.
4. When the timer goes off, student one circles the last word read. Counts the number of rimes
and words read correctly.
5. Student two graphs the number of rimes and words read correctly on his words correct per
minute graph.
6. Reverse roles and repeat the activity attempting to increase speed and accuracy.
7. Continue until student sheet is complete.
8. Teacher evaluation
F.007 Words
Speedy Rime Words
-at
cat
bat
hat
fat
mat
rat
-an
pan
fan
can
man
tan
ran
-in
bin
fin
pin
tin
win
chin
-it
bit
sit
hit
fit
lit
pit
-ot
dot
cot
lot
not
pot
hot
-ap
cap
lap
nap
map
tap
gap
rime and words
Speedy Rime Words F.007.AM1a
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
1
st
try 2
nd
try 3
rd
try
30
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
Words Correct Per Minute
Speedy Rime Words
F.007.SS1a
Name
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
-at
cat
bat
hat
fat
mat
rat
-an
pan
fan
can
man
tan
ran
-in
bin
fin
pin
tin
win
chin
-it
bit
sit
hit
fit
lit
pit
-ot
dot
cot
lot
not
pot
hot
-ap
cap
lap
nap
map
tap
gap
rime and words
Speedy Rime Words F.007.AM1a
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
-ake
cake
rake
bake
lake
make
take
-op
hop
top
mop
pop
shop
stop
-et
bet
wet
set
get
met
let
-ug
bug
hug
dug
rug
tug
jug
-ock
sock
rock
lock
dock
clock
block
-ip
sip
rip
tip
hip
lip
dip
rime and words
Speedy Rime Words F.007.AM1b
Name
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Speedy Rime Words F.007.SS1a
Words Correct Per Minute
1
st
try 2
nd
try 3
rd
try
30
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
Name
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Speedy Rime Words F.007.SS1b
1
st
try 2
nd
try 3
rd
try
60
59
58
57
56
55
54
53
52
51
50
49
48
47
46
45
44
43
42
41
40
39
38
37
36
35
34
33
32
31
Words Correct Per Minute
Name
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Speedy Rime Words F.007.SS1c
1
st
try 2
nd
try 3
rd
try
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
Words Correct Per Minute
Name
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Speedy Rime Words F.007.SS1d
Words Correct Per Minute
1
st
try 2
nd
try 3
rd
try
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Extensions and Adaptations
Use other high frequency words (Activity Master P.HFWC.001-P.HFWC.050 in Phonics).
Time how long it takes to read all the cards.
Objective
The student will gain speed and accuracy in reading words.
Materials
High frequency word cards (Activity Master P.HFWC.001 - P.HFWC.050 in Phonics)
Choose 50 target words.
Words correct per minute record student sheet (Activity Master F.008.SS)
Timer (e.g., digital)
Pencils
Activity
Students take turns reading high frequency words in a timed activity.
1. Place the word cards face down in a stack. Place the timer at the center. Provide the
students with one words correct per minute record.
2. Students set the timer for one minute. Taking turns, student one selects the top card from
the stack and reads the word.
3. If correct, places the card aside. If incorrect, makes attempts while student two counts to
three. If still unable to read it, places it at the bottom of the stack.
4. Continue taking turns until the timer goes off. Count and record the number of words
read correctly on the words correct per minute record.
5. Reverse roles and repeat the activity attempting to increase speed and accuracy.
6. Continue until student sheet is complete.
7. Teacher evaluation
F.008 Words
Word Relay
F.008.SS
Word Relay
Words Correct Per Minute
1
st
try
3
rd
try
2
nd
try
4
th
try
5
th
try
words correct per minute
words correct per minute
words correct per minute
words correct per minute
words correct per minute
Name
2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Fluency
Name
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
F.008.SS Word Relay
Words Correct Per Minute
1
st
try
3
rd
try
2
nd
try
4
th
try
5
th
try
words correct per minute
words correct per minute
words correct per minute
words correct per minute
words correct per minute
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Objective
The student will gain speed and accuracy in reading words.
Materials
High frequency word cards (Activity Master P.HFWC.001 - P.HFWC.050 in Phonics)
Choose 10-15target words.
Copy two sets.
Time record student sheet (Activity Master F.003.SS)
Timer (e.g., digital)
Pencils
Activity
Students read and match words in a timed card game.
1. Provide each student with a set of word cards. Place the timer at the center. Provide the
students with one time record.
2. Working in pairs, students place their word cards face up in a row and start the timer.
3. Student one looks at the cards, says a word (e.g., water), and student two quickly finds
the matching word in his row.
4. If a match is made, student one picks up both cards, reads them (i.e., water, water), and
places the matching cards in a shared stack. If a match is not made, student one reads
another word.
5. Reverse roles and continue until all cards are matched. Stop the timer and record the time
on the student sheet.
6. Repeat the activity attempting to increase speed and accuracy.
7. Continue until student sheet is complete.
8. Teacher evaluation
Extensions and Adaptations
Use other high frequency words (Activity Master P.HFWC.001-P.HFWC.050 in Phonics).
Words
Fast Match
F.009
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Objective
The student will gain speed and accuracy in reading words.
Materials
High frequency word practice sheets (Activity Master F.010.AM1a - F.010.AM1b)
Select target practice sheet, make two copies, and laminate.
Words correct per minute graph student sheet (Activity Master F.007.SS1a - F.007.SS1d)
Choose or make a graph appropriate to students fluency level.
Timer (e.g., digital)
Vis--Vis markers
Pencils
Activity
Students quickly read words on a practice sheet in a timed activity.
1. Place two copies of the target word practice sheet, timer, and Vis-a-Vis markers at the
center. Provide each student with a words correct per minute graph.
2. Taking turns, students practice reading the words aloud to each other before beginning
the timing.
3. Student one sets the timer for one minute and tells student two to begin. Student two
reads the words across the page while student one follows on his copy and uses a Vis--
Vis marker to mark any words that are read incorrectly. If all the words on the sheet are
read, goes back to the top and continues reading.
4. When the timer goes off, student one circles the last word read. Counts the number of
words read correctly.
5. Student two graphs the number of words read correctly on his words correct per minute
graph.
6. Reverse roles and repeat the activity attempting to increase speed and accuracy.
7. Continue until student sheet is complete.
8. Teacher evaluation
Extensions and Adaptations
Use other high frequency words (Activity Master P.HFWC.001-P.HFWC.050 in Phonics).
Time and record how long it takes to read all the words (Activity Master F.003.SS).
F.010
Fast Words
Words
Speedy Rime Words
F.007.SS1b
2
nd
try 3
rd
try
1
st
try
60
59
58
57
56
55
54
53
52
51
50
49
48
47
46
45
44
43
42
41
40
39
38
37
36
35
34
33
32
31
60
59
58
57
56
55
54
53
52
51
50
49
48
47
46
45
44
43
42
41
40
39
38
37
36
35
34
33
32
31
Words Correct Per Minute
Name
2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Fluency
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
F.010.AM1a Fast Words
the
to
that
for
with
at
from
by
of
in
it
on
his
be
or
word
and
is
he
are
they
this
one
but
a
you
was
as
I
have
had
not
high frequency words
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
F.010.AM1b Fast Words
what
when
there
which
their
other
then
some
all
your
use
she
if
about
them
her
were
can
and
do
will
out
these
would
we
said
each
how
up
many
so
make
high frequency words
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Objective
The student will gain speed and accuracy in reading words.
Materials
High frequency word cards (Activity Master F.011.AM1a - F.011.AM1b)
List of words (Activity Master F.011.AM2)
Note: There are 16 words that are repeated on this sheet.
Time record student sheet (Activity Master F.003.SS)
Timer (e.g., digital)
Pencils
Activity
Students quickly identify words as they are read to them by a partner.
1. Place high frequency word cards face up in rows on a flat surface. Place the list of words
and timer at the center. Provide each student with a time record.
2. Working in pairs, student one picks up the list of words and student two sits in front of
the word cards.
3. Student one starts the timer and reads the first word on the list of words. Student two
looks for and points quickly to the corresponding word card.
4. If correct, student one reads the next word. If incorrect, student one provides assistance.
5. Continue until all words are read and identified. Student one stops timer and student
two records the time on his student sheet.
6. Reverse roles and repeat the activity attempting to increase speed and accuracy.
7. Continue until student sheet is complete.
8. Teacher evaluation
Extensions and Adaptations
Make and use other words (Activity Master F.011.AM3) and list of words
(Activity Master F.011.AM4).
Use word cards as flash cards.
F.011 Words
I Read, You Point
write number him see
more time go could
him
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
like
into
has
two
him
time
look
more
high frequency word cards
F.011.AM1a I Read, You Point
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
write
see
no
could
go
number
way
people
high frequency word cards
F.011.AM1b I Read, You Point
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
F.011.AM2 I Read, You Point
like
has
write
no
see
him
into
more
him
look
go
way
time
no
people
two
into
two
see
could
like
way
look
could
time
more
number
people
write
number
has
go
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
blank cards
F.011.AM3 I Read, You Point
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
F.011.AM4 I Read, You Point
blank word list
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Extensions and Adaptations
Exchange game boards and play again.
Make and use other game boards (Activity Master F.012.AM3) and words
(Activity Master F.011.AM.3).
Use word cards as flash cards.
Objective
The student will gain speed and accuracy in reading words.
Materials
High frequency word cards (Activity Master F.012.AM1a - F.012.AM1e)
Game boards (Activity Master F.012.AM2a - F.012.AM2b)
Note: There are 40 high frequency word cards provided. Only 18 are represented on the
game boards.
Time record student sheet (Activity Master F.003.SS)
Timer (e.g., digital)
Game pieces (e.g., counters)
Pencils
Activity
Students quickly read and match words on a game board.
1. Place high frequency word cards face down in a stack. Place the timer and game pieces at
the center. Provide each student with a different game board and a time record.
2. Students place game pieces on START on their game boards.
3. Taking turns, student one starts the timer, selects the top card, and holds it up. Student
two reads the word with student one providing assistance as needed.
4. If the word on the card matches the word in the first box on the game board (e.g., me,
me), moves game piece into that box. If the word on the card does not match the word in
the box (e.g., me, too), keep reading cards as they are shown until a match is made. Return
the cards to the bottom of the stack.
5. Continues until student reaches the END of the game board. Student one stops the timer
and student two records time on his time record.
6. Reverse roles and repeat the activity attempting to increase speed and accuracy.
7. Continue until student sheet is complete.
8. Teacher evaluation
Words
Word Climb
F.012
F.012.AM2b Word Climb
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
END
just
after
thing
most
live
than
sentence
my
me
START
Word Climb F.012.AM2a
END
back
though
say
good
think
very
name
man
our
START
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
me
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
me
sentence
live
thing
my
than
most
after
high frequency word cards
F.012.AM1a Word Climb
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Word Climb F.012.AM1b
just
man
very
good
our
name
think
say
high frequency word cards
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
though
give
much
before
back
great
where
help
high frequency word cards
F.012.AM1c Word Climb
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
mean
old
any
same
line
right
too
follow
high frequency word cards
Word Climb F.012.AM1d
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
tell
boy
farm
three
came
want
show
also
high frequency word cards
F.012.AM1e Word Climb
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Word Climb F.012.AM2a
END
back
though
say
good
think
very
name
man
our
START
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
F.012.AM2b Word Climb
END
just
after
thing
most
live
than
sentence
my
me
START
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Word Climb F.012.AM3
END
START
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Extensions and Adaptations
Write and use other phrases.
Graph individual words read correctly per minute (Activity Master F.007.SS1a-F.007.SS1d).
Objective:
The student will gain speed and accuracy in reading phrases.
Materials:
Phrase cards (Activity Master F.013.AM1a - F.013.AM1f )
Phrases correct per minute record student sheet (Activity Master F.013.SS)
YES and NO header cards (Activity Master F.006.AM1)
Timer (e.g., digital)
Pencils
Activity
Students read phrases in a timed activity.
1. Place the set of phrase cards face down in a stack. Place the timer at the center. Place the YES
and NO header cards face up next to each other. Provide each student with a phrases correct
per minute record.
2. Working in pairs, student one sets the timer for one minute and tells student two
to begin. Student two selects the top card and reads the phrase aloud while student one
follows along silently.
3. If all the words in the phrase are read correctly, student one places the card in a pile under the
YES header card. If one or more words in the phrase are read incorrectly, places it in a pile
under the NO header card.
4. Continue activity until the timer goes off. Count the phrase cards in the YES pile and record
the number on the phrases correct per minute record. Read phrases in the NO pile together.
5. Reverse roles and repeat the activity attempting to increase speed and accuracy.
6. Continue until student sheet is complete.
7. Teacher evaluation
F.013 Connected Text
Speedy Phrases
F.013.SS
Speedy Phrases
Phrases Correct Per Minute
1
st
try
3
rd
try
2
nd
try
4
th
try
5
th
try
phrases correct per minute
phrases correct per minute
phrases correct per minute
phrases correct per minute
phrases correct per minute
Name
2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Fluency
NO
header
YES
header
you and I
Write his name.
one of us
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
F.013.AM1a Speedy Phrases
phrase cards
one of us
It is time.
She called me.
I like them.
these people
This is my dog.
We have some.
you and I
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
F.013.AM1b Speedy Phrases
phrase cards
a long day
You may go.
How old are you?
in the water
my number is
how many
Look at me.
by the time
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
F.013.AM1c Speedy Phrases
phrase cards
There you are.
The cat is little.
some of you
it has been
She will go.
Look for them.
it could be
Write her name.
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
F.013.AM1d Speedy Phrases
phrase cards
one or the other
about the time
Look at this.
one at a time
Write his name.
You can go.
I made some
What are these?
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
F.013.AM1e Speedy Phrases
phrase cards
Write the word.
they have been
Call her now.
some of them
some may get
What time is it?
She said that.
look at each
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
F.013.AM1f Speedy Phrases
phrase cards
Write the number.
What could it be?
Who are you?
he would like
They are with him.
We will use this.
Now we will go.
Who said that?
Name
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
F.013.SS Speedy Phrases
Phrases Correct Per Minute
1
st
try
3
rd
try
2
nd
try
4
th
try
5
th
try
phrases correct per minute
phrases correct per minute
phrases correct per minute
phrases correct per minute
phrases correct per minute
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Objective
The student will read with proper phrasing, intonation, and expression in chunked text.
Materials
Passage, book, or text
Choose passages within students instructional-independent reading level range. Divide text into
one-to-five word chunks (phrases) by placing slash marks where students should pause. Single
slashes may denote short pauses within sentences and double slashes may denote longer pauses at
the end of sentences.
Activity
Students read text which has been divided into meaningful phrases by slash marks.
1. Rank students by reading ability from highest performing to lowest performing. Split the
class in half and pair the top ranked high-performing student with the top ranked low-
performing student. Continue pairing in that order.
2. Provide each student with a copy of the text.
3. Working in pairs, student one (higher performing student) reads the entire text pausing
briefly between chunks (or phrases) as denoted by slash marks.
4. Student two (lower performing student) repeats the reading by chunks, emphasizing the
pauses at slash marks.
5. Continue until able to read the passage fluently.
6. Peer evaluation
Extensions and Adaptations
Use a timer to quicken the pace.
Partner read the passage, taking turns reading sentences.
Use longer and/or more difficult passages within instructional-independent reading
level range.
F.014 Connected Text
Chunking
Once upon a time, a little boy
went to fy his kite in the open
feld. As he ran with the kite,
it got caught in a tall, tall tree.
He didnt know what to do. So
he ran to his brother shouting,
Help me, help me! Please
help me get my kite down.
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Objective
The student will gain speed and accuracy in reading connected text.
Materials
Set of decodable books or passages
Select previously introduced text which focuses on target letter-sound correspondences.
Activity
Students practice rereading decodable text with a partner.
1. Provide each student with a copy of the text.
2. Taking turns, student one reads the first sentence of the text aloud. Student two reads
along silently providing assistance when needed.
3. Continue to read alternating sentences until the entire text is read.
4. Reverse roles and reread the text several times attempting to gain speed and accuracy.
5. Peer evaluation
Extensions and Adaptations
Make copies of the text and circle target letter-sound correspondences.
Read other decodable texts with targeted letter-sound correspondences.
Use a timer to quicken the pace.
F.015 Connected Text
Rereading Decodable Text
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Objective
The student will gain speed and accuracy in reading connected text.
Materials
Passage, book, or text
Choose books or passages within students instructional-independent reading level range.
Sticky notes
Divide the text into passages using sticky notes to indicate the length of text to be read.
Activity
Students practice reading fluently by reading text with a partner.
1. Rank students by reading ability from highest performing to lowest performing. Split the
class in half and pair the top ranked high-performing student with the top ranked low-
performing student. Continue pairing in that order.
2. Provide each student with a copy of the text.
3. Taking turns, student one (the higher-performing student) reads the assigned length of
text aloud. Student two (the lower-performing student) reads along silently, providing
assistance when needed.
4. Student two rereads the same text while student one assists.
5. Continue until the entire text has been read.
6. Reread the text several times attempting to increase speed and accuracy.
7. Peer evaluation
Extensions and Adaptations
After reading, answer comprehension questions.
Retell the story with a partner. For example, student one asks, What happened first?
Student two answers. Student one asks, What happened next? Student two answers.
Student one continues questioning until student two has retold the entire story in sequence.
F.016 Connected Text
Partner Reading
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Title:
Date:
Pages Read:
Number of words read:
Subtract number of errors:
Number of words correct per minute:
1
st
Reading
Number of words read:
Subtract number of errors:
Number of words correct per minute:
2
nd
Reading
Number of words read:
Subtract number of errors:
Number of words correct per minute:
3
rd
Reading
F.017.SS
Repeated Timed Readings Name
2005 The Florida Center for Reading Research (Revised, 2008)
K-1 Student Center Activities: Fluency
Extensions and Adaptations
Use other books or passages.
Objective
The student will gain speed and accuracy in reading connected text.
Materials
Books or passages
Choose books or passages within students instructional-independent reading level range.
Make two copies and laminate. Indicate the number of words in text.
Reading record student sheet (Activity Master F.017.SS)
Words correct per minute graph student sheet (Activity Master F.007.SS1a - F.007.SS1d)
Choose or make a graph appropriate to the students fluency level.
Timer (e.g., digital)
Vis--Vis marker
Pencils
Activity
Students time repeated readings and graph words correct per minute.
1. Provide each student with a copy of the text, reading record, and words correct per minute
graph. Place the timer and Vis--Vis marker at the center.
2. Working in pairs, student one sets the timer for one minute and orally reads the text.
Student two follows along, using a Vis--Vis marker to mark words read incorrectly.
3. Continues reading until timer goes off. Student two circles the last word read. Student one
completes the reading record and words per minute graph with the assistance of student two.
4. Student one rereads the text two more times, attempting to increase speed and accuracy.
5. Reverse roles and continue until student sheet is complete.
6. Teacher evaluation
F.017 Connected Text
Repeated Timed Readings
Name
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
F.017.SS Repeated Timed Readings
Title:
Date: Pages Read:
Number of words read:
Subtract number of errors:
Number of words correct per minute:
1
st
Reading
Number of words read:
Subtract number of errors:
Number of words correct per minute:
2
nd
Reading
Number of words read:
Subtract number of errors:
Number of words correct per minute:
3
rd
Reading
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Objective
The student will read with proper phrasing, intonation, and expression in connected text.
Materials
Book or paper copy of reading passage
Tape player
Place a green sticker on play, red sticker on stop, and yellow sticker on rewind.
Headphones
Cassette tape
Choose or make tapes of a book or passage on students instructional reading level.
Activity
Students practice reading fluently by reading along with a tape-recorded book.
1. Place the tape player, headphones, and cassette tape at the center. Provide the student
with a copy of the text.
2. The student listens to the tape and follows along in the text tracking under the words
with a finger.
3. Rewinds and reads with the tape, emphasizing phrasing, intonation, and expression.
4. Practices reading the text without the tape, emphasizing phrasing, intonation, and
expression.
5. Continues until able to read the passage fluently.
6. Self-check
Extensions and Adaptations
Read the text or passage to other students at the center.
Choral read the text with a partner.
Partner read the text.
F.018 Connected Text
Tape-Assisted Reading
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Fluency
Extensions and Adaptations
Copy text on overhead transparency and one student leads the choral reading by tracking under
the words.
Use a big book and students take turns leading the choral reading by tracking under the words.
Objective
The student will read with proper phrasing, intonation, and expression in connected text.
Materials
Books or passages
Choose books or passages within students instructional-independent reading level range.
Activity
Students read text in unison.
1. Provide each student with a copy of the text.
2. Taking turns, student one begins reading.
3. The other students choral read along with student one.
4. Continue until the text is complete.
5. Change roles, allowing each student to lead the group, and reread.
6. Peer evaluation
F.019 Connected Text
Choral Reading
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Extensions and Adaptations
Read the sentences chorally.
Write and read other sentences (Activity Master F.020.AM1c).
Use longer sentences or passages.
F.020 Connected Text
Express It!
Objective
The student will read with proper phrasing, intonation, and expression in connected text.
Materials
Sentence strips (Activity Master F.020.AM1a - F.020.AM1c)
Copy on card stock, laminate, and cut.
Activity
Students read sentences with expression.
1. Place the sentence strips face up in a stack at the center.
2. Working in pairs, student one selects the top sentence strip and reads it silently. Reads the
sentence(s) again, this time orally, using proper phrasing, intonation, and expression.
3. Student two then reads the same sentence(s) aloud. If the sentence(s) is read with different
phrasing, intonation, or expression, students discuss why.
4. Reverse roles and continue until all sentences are read.
5. Peer evaluation
The lion roared loudly, Mouse, please help me
get this thorn out of my paw!
The lion roared loudly,
Mouse, please help me get
this thorn out of my paw!
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
F.020.AM1a Express It!
Little Red Riding Hood said, Grandmother, what
big eyes you have! The wolf replied in a high
voice, The better to see you with, my dear.
This bowl of porridge is too cold! This one is too
hot! But this one is just right, said Goldilocks.
Little pig let me come in or Ill huff and puff and
blow your house down! yelled the wolf.
TRIP! TRAP! TRIP! TRAP! Whos that trip-trapping
over my bridge? shouted the troll.
sentence strips
The lion roared loudly, Mouse, please help me
get this thorn out of my paw!
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
F.020.AM1b Express It!
The mouse was very afraid. Please let me go,
the mouse begged.
Oh, Turkey-Lurkey, the sky is falling! We are going
to tell the king, cried Goosey-Loosey.
Somebody has been sitting in my chair!
growled Papa Bear.
Run, run as fast as you can! You cant catch me!
Im the Gingerbread Man!
Somebody has been sitting in my chair and they
broke it! whined Baby Bear.
sentence strips
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
F.020.AM1c Express It!
The goose said, Stop Gingerbread Man! I would
like to eat you!
The first little pig shouted, Not by the hair on my
chinny, chin, chin!
Grandmother, what big teeth you have! said
Little Red Riding Hood.
The third goat had a big voice. IT IS I, THE
BIGGEST BILLY GOAT GRUFF! he bellowed.
sentence strips
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Fluency
Objective
The student will read with proper phrasing, intonation, and expression in connected text.
Materials
Readers Theater script (Activity Master F.021.AM1a - F.021.AM1d)
Optional: Choose stories with dialogue-rich text and develop scripts within students instructional-
independent reading level range or locate appropriate scripts on the Internet.
Activity
Students rehearse and read text using a Readers Theater format.
1. Provide scripts for each student with his character highlighted in a specific color.
2. Taking turns, students read assigned parts of the script while providing assistance to one
another with unknown words and/or phrasing, intonation, and expression.
3. Change characters and continue until every student has a turn reading each part.
4. Peer evaluation
F.021 Connected Text
Readers Theater
Extensions and Adaptations
Increase the reading difficulty of the scripts.
Students write plays to use for Readers Theater.
The Three Bears
Characters:
Narrator
Baby Bear
Momma Bear
Papa Bear
Goldilocks
Narrator: Once upon a time there were three bears who lived in a house
in the woods.
Baby Bear: One of them was Baby Bear.
Momma Bear: One was Momma Bear.
Papa Bear: And the other was Papa Bear.
Narrator: They each had a bowl for their porridge.
Baby Bear: The Baby Bear had a little wee bowl.
Momma Bear: The Momma Bear had a medium-sized bowl.
Papa Bear: And the Papa Bear had a great big bowl.
Narrator: They each had a chair to sit in.
Baby Bear: The Baby Bear had a little wee chair.
Momma Bear: The Momma Bear had a medium-sized chair.
Papa Bear: And the Papa Bear had a great big chair.
Narrator: And they each had a bed to sleep in.
F.021.AM1a Readers Theater
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
The Three Bears
Characters:
Narrator
Baby Bear
Momma Bear
Papa Bear
Goldilocks
Narrator: Once upon a time there were three bears who lived in a house
in the woods.
Baby Bear: One of them was Baby Bear.
Momma Bear: One was Momma Bear.
Papa Bear: And the other was Papa Bear.
Narrator: They each had a bowl for their porridge.
Baby Bear: The Baby Bear had a little wee bowl.
Momma Bear: The Momma Bear had a medium-sized bowl.
Papa Bear: And the Papa Bear had a great big bowl.
Narrator: They each had a chair to sit in.
Baby Bear: The Baby Bear had a little wee chair.
Momma Bear: The Momma Bear had a medium-sized chair.
Papa Bear: And the Papa Bear had a great big chair.
Narrator: And they each had a bed to sleep in.
F.021.AM1a Readers Theater
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Baby Bear: The Baby Bear had a little wee bed.
Momma Bear: The Momma Bear had a medium-sized bed
Papa Bear: And the Papa Bear had a great big bed.
Narrator: One morning, the three bears made porridge for breakfast,
but it was too hot to eat! So they decided to go for a walk in the woods
until it cooled.
While the three bears were walking, a little girl named Goldilocks came
to their house. First, she looked in at the window, and then she peeked
through the keyhole.
Goldilocks turned the handle of the door. The door was not locked, so
Goldilocks opened the door and went right in.
There was the porridge on the table. It smelled very, very good! She
went straight to it.
First, she tasted the porridge of the Papa Bear.
Goldilocks: Um, this is too hot.
Narrator: Then she tasted the porridge of the Momma Bear.
Goldilocks: Um, this is too cold.
Narrator: Then she tasted the porridge of the Baby Bear.
Goldilocks: Oh, this is just right. I like it so much I think Ill eat it all up!
Narrator: Then Goldilocks went into the living room to see what else she
could fnd. There were the three chairs.
First, she sat down in the chair of the Papa Bear.
Goldilocks: Um, this is too hard.
F.021.AM1b Readers Theater
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Narrator: Then she sat down in the chair of the Momma Bear.
Goldilocks: Um, this is too soft.
Narrator: Then she sat down in the chair of the Baby Bear.
Goldilocks: Oh, this is just right. I like it so much I think Ill rock and rock!
Narrator: BUT, the bottom of the chair fell out! Down she went onto the
foor with a CRASH!
Goldilocks went into the bedroom where the three bears slept.
First, she lay upon the bed of the Papa Bear.
Goldilocks: Um, this bed is too high at the head for me.
Narrator: Then she lay upon the bed of the Momma Bear.
Goldilocks: Um, this bed is too high at the foot for me.
Narrator: Then she lay down upon the bed of the Baby Bear.
Goldilocks: Oh, this is just right! I like it so much I think Ill go to sleep!
Narrator: By this time, the three bears thought their porridge would be cool
enough. So they came home for breakfast.
Goldilocks had left the spoons of the bears in their porridge bowls and
they all noticed right away!
Papa Bear: Somebody has been eating my porridge!
Baby Bear: Somebody has been eating my porridge and its all gone!
Narrator: Goldilocks had left the chair cushions a mess.
F.021.AM1c Readers Theater
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Papa Bear: Somebody has been sitting in my chair!
Momma Bear: Somebody has been sitting in my chair!
Baby Bear: Somebody has been sitting in my chair and it is broken!
Narrator: The three bears went into the bedroom.
Goldilocks had left all of the bed pillows out of place.
Papa Bear: Somebody has been lying in my bed!
Momma Bear: Somebody has been lying in my bed!
Baby Bear: Somebody has been lying in my bed and here she is!
Narrator: All three bears let out a long yell.
All Three Bears: Aaaaahhhhhh!
Narrator: This woke Goldilocks up. The three bears were all staring at
her.
Goldilocks was so frightened that she jumped out of bed and ran away
as fast as she could and never came back!
F.021.AM1d Readers Theater
Fluency
2005 The Florida Center for Reading Research (Revised, 2008) K-1 Student Center Activities: Fluency
Objective
The student will gain speed and accuracy and read with proper phrasing, intonation,
and expression in connected text.
Materials
Computer
Headphones
Computer software
Choose fluency-based computer software on students instructional level.
Activity
Students interact with fluency passages at the computer center.
1. Place the computer software and headphones at the computer center.
2. The student listens to passages and interacts with fluency-based software.
3. Progresses to the next level as directed, and continues to follow instructions.
4. Self-check
Extensions and Adaptations
Use various reading-related computer software programs.
F.022 Connected Text
Computer-Based Reading
Kindergarten and First Grade
Student Center Activities
Phonological Awareness
and
Phonics
Produced by the Florida Center for Reading Research
Copyright Florida Department of Education 2005
Revised June, 2008
371-2115A-5CA01
2005 The Florida Center for Reading Research (Revised June, 2008)
Acknowledgements
We would like to thank the following individuals and
organizations for their contributions to this project.
Just Read Florida! Oce at the Florida Department of Education
Mary Laura Openshaw, M.A.
Miranda Free, Ph.D.
K-1 Development Team at FCRR
Marcia Kosanovich, Ph.D.
Jeannie Keaton, Ed.S.
Teresa Logan, B.A.
Kelly Magill, M.S.
Sarah Staord, Ed.S.
Curriculum Review Team at FCRR
Georgia Jordan, M.S.
Lila Rissman, M.S.
Mary Van Sciver, M.S.
Michelle Wahl, M.S.
Technical Projects Group at FCRR
Karl Hook, M.S.
Pete Lenkway, Ph.D.
Kristopher Bice, B.F.A.
Danny Brooke, B.S.
Ryan Ziglar, B.S.
FCRR Senior Sta
Joseph Torgesen, Ph.D.
Jack R. Brown, M.S.B.A., M.A., M.M.A.
Marcia Kosanovich, Ph.D.
Pat Howard, Ph.D.
Karl Hook, M.S.
Steve Nettles, M.S.
Tricia Curran, Ph.D.
Graphics Support
Scholastic Inc.
2005 The Florida Center for Reading Research (Revised June, 2008)
Introduction
During the Spring 2004 Florida Reading First school site visits, sta from the Florida Center for
Reading Research (FCRR) determined that teachers may benet from classroom materials that
would be immediately useful in implementing independent student center activities.
In 2004-2005, a team of teachers at FCRR collected ideas and created materials for use in
kindergarten and rst grade classrooms.
Tere are three books:
1. Phonological Awareness and Phonics Student Center Activities
2. Fluency, Vocabulary, and Comprehension Student Center Activities
3. Teacher Resource Guide
Te rst two books are activity plans and activity masters ready for immediate use in classrooms.
Te third book is an informative guide oering important insight on dierentiated instruction
and how to use the student center materials.
In 2005-2006, similar materials for second and third grade classrooms were developed. Also in
2006-2007, similar materials for fourth and fth grade classrooms were developed.
When considering Floridas formula, 5 + 3 + ii + iii = No Child Left Behind, please note that
each instructional component is covered in the student center activities books. In addition, the
activities will directly support your eorts to provide eective initial instruction, because they
will help you to provide dierentiated instruction to meet the needs of every child.
Te Student Center Activities (K-5), Teacher Resource Guides, and accompanying Professional
Development DVDs can be accessed online at www.fcrr.org.
I hope you and your students enjoy these activities,
Marcia L. Kosanovich, Ph.D.
Director of Curriculum and Instructional Projects
Florida Center for Reading Research
2005 The Florida Center for Reading Research (Revised June, 2008)
Phonological Awareness
Rhyme
PA.001 Rhyme or No Rhyme
PA.002 Matching Rhyme Time
PA.003 Rhyming A-LOT-OH!
PA.004 Pocket Rhymes
PA.005 Rhyme Closed Sort
PA.006 Rhyme Pie
PA.007 Rhyme Memory Match
PA.008 Rhyming Game
PA.009 Rhyme Flip Book
Alliteration
PA.010 Alliteration Action
PA.011 Popular Pals
PA.012 Silly Sentence Big Book
Sentence Segmentation
PA.013 Nursery Rhymes
PA.014 Sentence Game
PA.015 Sentence Graph
Syllables
PA.016 Clapping Names
PA.017 Feed the Animals
PA.018 Syllable Hopscotch
PA.019 Syllable Graph
PA.020 Syllable Say
Onset and Rime
PA.021 Quick Pick
PA.022 Rime House
PA.023 Sound Detective
PA.024 Guessing Game
Phoneme Matching
PA.025 One Card Out
PA.026 Sound Snacker - Sound Smacker
PA.027 Sound Train
PA.028 Pack-A-Backpack
PA.029 Phoneme Go Fish
PA.030 Phoneme Dominoes
PA.031 Sound It - Bag It
PA.032 Final Sound Match-Up
PA.033 Sound Pie
PA.034 Sound Bags
PA.035 Sound Pictures and Picture Puzzles
Phoneme Isolating
PA.036 See It - Sound It
PA.037 Te Last Sound Is
PA.038 Move and Tell
PA.039 Sound Quest
Phoneme Segmenting
PA.040 Say and Slide Phonemes
PA.041 Phoneme Photos
PA.042 Phoneme Closed Sort
PA.043 Phoneme Hopscotch
PA.044 Te Sound Game
PA.045 Sound Spin
PA.046 Phoneme Feud
Phoneme Segmenting
and Blending
PA.047 Treasure Chest
PA.048 Picture Slide
Phoneme Manipulating
PA.049 Drop and Say
PA.050 Name Changes
Contents
2005 The Florida Center for Reading Research (Revised June, 2008)
Phonics
Letter Recognition
P.001 Alphabet Borders
P.002 Letter Cards
P.003 Alphabet Arc
P.004 Clip-A-Letter
P.005 Sorting Letters
P.006 Pasta Names
P.007 Poetry Pen
P.008 Alphabet Memory Game
P.009 Alphabet Tiles Name Sort
P.010 Venn Diagram Letter Name Sort
P.011 Lettercritter
Letter-Sound Correspondence
P.012 Brown Bag It
P.013 Photo Chart
P.014 Letter-Sound Place Mats
P.015 Words Around Us Memory Game
P.016 Letter-Sound Dominoes
P.017 Letter Bag
P.018 Letter-Sound Pyramid
P.019 Letter-Sound Folder Sort
P.020 Letter-Sound Train
P.021 Letter-Sound Mobile
P.022 Letter-Sound Bingo
P.023 Medial Phoneme Spin
P.024 Wheres That Sound?
P.025 Letter-Sound Match
Onset and Rime
P.026 Onset and Rime Slide
P.027 Picture the Word
P.028 Say It Now
P.029 Rime Closed Sort
P.030 Word Swat
P.031 Change-A-Word
P.032 Word Roll-A-Rama
P.033 Word Maker Game
Encoding and Decoding
P.034 Vowel Stars
P.035 Word Steps
P.036 Letter Cube Blending
P.037 Three-In-One
P.038 Digraph Delight
P.039 Make-A-Word
P.040 A Digraph A Word
High Frequency Words
P.041 Sandpaper Words
P.042 Word Checkers
P.043 Word Fishing
P.044 Word Baseball
P.045 Word Memory Game
P.046 Word Bowling
Variant Correspondences
P.047 Canned Sort
P.048 Silent e Changes
P.049 Vowel Slide
P.050 Flip Manipulating Books
P.051 R-Controlled Spin
P.052 Say and Write Letters
Syllable Patterns
P.053 Picture It In Syllables
P.054 Piece It Together
P.055 Syllable Closed Sort
P.056 Word Syllable Game
P.057 Compound Word Puzzles
Morpheme Structures
P.058 Infection Toss
P.059 Prefx and Suffx Flip Book
P.060 Break Apart
Contents
Kindergarten and First Grade
Student Center Activities
Fluency, Vocabulary,
and
Comprehension
Produced by the Florida Center for Reading Research
Copyright Florida Department of Education 2005
Revised June, 2008
371-2115A-5CA01
2005 The Florida Center for Reading Research (Revised June, 2008)
Acknowledgements
We would like to thank the following individuals and
organizations for their contributions to this project.
Just Read Florida! Oce at the Florida Department of Education
Mary Laura Openshaw, M.A.
Miranda Free, Ph.D.
K-1 Development Team at FCRR
Marcia Kosanovich, Ph.D.
Jeannie Keaton, Ed.S.
Teresa Logan, B.A.
Kelly Magill, M.S.
Sarah Staord, Ed.S.
Curriculum Review Team at FCRR
Georgia Jordan, M.S.
Lila Rissman, M.S.
Mary Van Sciver, M.S.
Michelle Wahl, M.S.
Technical Projects Group at FCRR
Karl Hook, M.S.
Pete Lenkway, Ph.D.
Kristopher Bice, B.F.A.
Danny Brooke, B.S.
Ryan Ziglar, B.S.
FCRR Senior Sta
Joseph Torgesen, Ph.D.
Jack R. Brown, M.S.B.A., M.A., M.M.A.
Marcia Kosanovich, Ph.D.
Pat Howard, Ph.D.
Karl Hook, M.S.
Steve Nettles, M.S.
Tricia Curran, Ph.D.
Graphics Support
Scholastic Inc.
2005 The Florida Center for Reading Research (Revised June, 2008)
Introduction
During the Spring 2004 Florida Reading First school site visits, sta from the Florida Center for
Reading Research (FCRR) determined that teachers may benet from classroom materials that
would be immediately useful in implementing independent student center activities.
In 2004-2005, a team of teachers at FCRR collected ideas and created materials for use in
kindergarten and rst grade classrooms.
Tere are three books:
1. Phonological Awareness and Phonics Student Center Activities
2. Fluency, Vocabulary, and Comprehension Student Center Activities
3. Teacher Resource Guide
Te rst two books are activity plans and activity masters ready for immediate use in classrooms.
Te third book is an informative guide oering important insight on dierentiated instruction
and how to use the student center materials.
In 2005-2006, similar materials for second and third grade classrooms were developed. Also in
2006-2007, similar materials for fourth and fth grade classrooms were developed.
When considering Floridas formula, 5 + 3 + ii + iii = No Child Left Behind, please note that
each instructional component is covered in the student center activities books. In addition, the
activities will directly support your eorts to provide eective initial instruction, because they
will help you to provide dierentiated instruction to meet the needs of every child.
Te Student Center Activities (K-5), Teacher Resource Guides, and accompanying Professional
Development DVDs can be accessed online at www.fcrr.org.
I hope you and your students enjoy these activities,
Marcia L. Kosanovich, Ph.D.
Director of Curriculum and Instructional Projects
Florida Center for Reading Research
2005 The Florida Center for Reading Research (Revised June, 2008)
Fluency
Letter Recognition
F.001 Speedy Alphabet Arc
F.002 Hungry Letter Mouse
F.003 Tap Stack
Letter-Sound Correspondence
F.004 Make a Match
F.005 Fluency Letter Wheel
F.006 Letter Flash
Words
F.007 Speedy Rime Words
F.008 Word Relay
F.009 Fast Match
F.010 Fast Words
F.011 I Read, You Point
F.012 Word Climb
Connected Text
F.013 Speedy Phrases
F.014 Chunking
F.015 Rereading Decodable Text
F.016 Partner Reading
F.017 Repeated Timed Readings
F.018 Tape-Assisted Reading
F.019 Choral Reading
F.020 Express It!
F.021 Readers Teater
F.022 Computer-Based Reading
Contents
2005 The Florida Center for Reading Research (Revised June, 2008)
Contents
Vocabulary
Word Knowledge
V.001 Memory Word Match
V.002 Contraction Connection
V.003 Synonym Spider
V.004 Overhead Antonyms
V.005 Go Fish for Homophones
V.006 About Me
V.007 Choose and Chat
V.008 Action Word Ring Sort
Morphemic Elements
V.009 Compound Word Hunt
V.010 Compound Word Flip Book
V.011 Prex-O
Word Meaning
V.012 Multiple Meaning Bugs
V.013 Four Square Vocabulary Map
V.014 Semantic Map
V.015 Word Wizard
V.016 Word-O-Nary
Word Analysis
V.017 Transportation Key Sort
V.018 Cube Word Sort
V.019 Categor-Ring
V.020 Word Connections
V.021 Same and Dierent
V.022 Semantic Feature Analysis
Words in Context
V.023 Another Word
V.024 Word Fill-In
V.025 If the Word Fits
2005 The Florida Center for Reading Research (Revised June, 2008)
Contents
Comprehension
Sentence Meaning
C.001 Sentence-Picture Match
C.002 Name Tat Rhyme
C.003 Sentence Pantomime
C.004 Silly Sentence Mix-Up
C.005 Build A Sentence
C.006 Picture Cube
Narrative Text Structure
C.007 Picture the Character
C.008 Character Compare
C.009 Sequence-A-Story
C.010 Story Sequence Organizer
C.011 Story Question Cube
C.012 Story Grammar
C.013 Hoop-A-Story Venn Diagram
C.014 Retell Wheel
Expository Text Structure
C.015 Expository Fact Strip
C.016 Expository Text Wheel
C.017 Projected Paragraphs
C.018 Summarizing
Text Analysis
C.019 Fiction and Nonction Sort
C.020 Fact Versus Opinion
C.021 Cause and Eect Roll
C.022 Cause and Eect Organizer
Monitoring for Understanding
C.023 K-W-L
C.024 Make-and-Check-A-Predicition
C.025 Classifying Information
C.026 Sum It Up
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Extensions and Adaptations
Use other Onset and Rime Slides.
Objective
The student will blend onsets and rimes to make words.
Materials
Onset and Rime Slides (Activity Master P.026.AM1a - P.026.AM1c)
Cut and assemble.
Student sheet (Activity Master P.026.SS)
Pencil
Activity
Students make words using a variety of onsets and a sliding rime strip.
1. Provide the student with Onset and Rime Slides and a student sheet.
2. The student selects an Onset and Rime Slide. Reads the rime (e.g., /ag/). Slides the rime
until the first onset can be seen through the window. Reads the onset and rime, blends
them, and says the word (e.g., "/b//ag/, bag").
3. Determines if the word is a real or nonsense word and records it in the appropriate
column on the student sheet.
4. Continues until all words are recorded.
5. Teacher evaluation
P.026 Onset and Rime
Onset and Rime Slide
P.026.SS
Onset and Rime Slide
Real Words
Nonsense Words
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Name
K-1 Student Center Activities: Phonics
2005 The Florida Center for Reading Research (Revised, 2008)
b p t n s d fl sh sl cr
1
ag
1
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.026.AM1a Onset and Rime Slide
ag
ail
1
2
b


p


t


n


s


d


f
l


s
h


s
l


c
r
n


k


s


t


w


p


d


s
n


s
h


q
u
12
onset and rime slides
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.026.AM1b
im
ate
Onset and Rime Slide
d


h


b


T


f


g
r


s
t


s
w


t
r


w
h
d


n


l


k


p


t


g
r


p
l


s
k


s
t
3
3
4
4
onset and rime slides
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.026.AM1c Onset and Rime Slide
eat
oom
5
6
b


n


d


s


h


c
h


t
r


s
t


p
l


c
l
f


b


g


l


r


z


p
l


b
r


g
l


s
w
56
onset and rime slides
Name
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.026.SS Onset and Rime Slide
Real Words Nonsense Words
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will blend onsets and rimes to make words.
Materials
Onset and rime work boards (Activity Master P.027.AM1a - P.027.AM1e)
Student sheet (Activity Master P.027.SS)
Small plastic letters
Pencil
Activity
Students select onsets to complete words using pictures as clues.
1. Place the onset and rime work boards face up in a stack at the center. Place the plastic
letters beside the boards. Provide the student with a student sheet.
2. The student selects the top work board from the stack, names the picture, and reads the
rime (e.g., "jug, /ug/"). Says the initial sound of the word and its corresponding letter
(i.e., "/j/, j").
3. Looks for and places the matching plastic letter in the onset position on the work board.
4. Records word on student sheet.
5. Continue until all boards and student sheet are complete.
6. Teacher evaluation
P.027 Onset and Rime
Picture the Word
Extensions and Adaptations
Make other rime work boards using short or long vowel rimes (Activity Master P.027.AM2).
Picture the Word
P.027.SS
Name
K-1 Student Center Activities: Phonics
2005 The Florida Center for Reading Research (Revised, 2008)
j u g
u g
j
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Picture the Word P.027.AM1a
onset and rime work boards: fan, pan, man, ran
an
an
an
an
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Picture the Word P.027.AM1b
onset and rime work boards: hen, men, pen, ten
e n
e n
e n
e n
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Picture the Word P.027.AM1c
onset and rime work boards lip, ship, rip, whip
i p
i p
i p
i p
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Picture the Word P.027.AM1d
onset and rime work boards: fog, dog, log, jog
og
og
og
og
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Picture the Word P.027.AM1e
onset and rime work boards
u g
u g
u g
u g
Name
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Picture the Word P.027.SS
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Picture the Word P.027.AM2
blank onset and rime work boards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Extensions and Adaptations
Record both real and nonsense words (Activity Master P.026.SS).
Use magnetic boards (e.g., cookie sheet) and magnetic letters to make words.
Objective
The student will blend onsets and rimes to make words.
Materials
Rime cards (Activity Master P.028.AM1)
Onset cards (Activity Master P.028.AM2)
Whiteboards
Vis--Vis markers
Activity
Students select onsets to complete words.
1. Place the rime cards face up in a stack at the center. Place the onset cards face up in rows.
Provide each student with a whiteboard and Vis--Vis marker.
2. Taking turns, student one selects the top rime card from the stack and reads the rime
(e.g., /ag/).
3. Student two selects an onset card, names the letter, says its sound (e.g., b, /b/), and
places it to the left of the rime.
4. Student one blends the onset and rime and reads the word (i.e., /b//ag/, bag).
5. Determine if the word is real, and if so, each student writes it on the whiteboard.
6. Make more words with same rime and different onsets.
7. Continue until all rimes are used.
8. Peer evaluation
Onset and Rime P.028
Say It Now
e
ll
t s r
c l
w
m n
p
d
ag
b
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.028.AM1 Say It Now
rime cards
a
n
e
l
l
o
t
e
d
a
g
i
p
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Say It Now P.028.AM2
b
w
d
m
t
h
s
n
p
r
c
l
onset cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Extensions and Adaptations
Record on student sheet (Activity Master P.029.SS).
Complete open sort with word cards.
Use other picture cards as headers.
Objective
The student will blend onsets and rimes to make words.
Materials
Rime picture header cards (Activity Master P.029.AM1)
Rime word cards (Activity Master P.029.AM2a - P.029.AM2b)
Pocket chart
Activity
Students sort words by rimes on a pocket chart.
1. Place the picture header cards across the top row of the pocket chart. Place the word
cards face down in a stack.
2. Working in pairs, students name each picture header card and segment the onset and
rime (e.g., lamp, /l//amp/).
3. Select the top card from the stack, read the word, say its rime (e.g., camp, -amp), and
look for the picture with the matching rime on the pocket chart (i.e., lamp).
4. Place the card in the corresponding column. Read all the words in that column
(i.e., ramp, damp, camp).
5. Continue until all cards are sorted.
6. Peer evaluation
Onset and Rime P.029
Rime Closed Sort
header header header header
damp
trap back
camp
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.029.AM1 Rime Closed Sort
rime picture header cards: fan, cap, tack, lamp
header
header
header
header
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.029.AM2a Rime Closed Sort
rime word cards
man
tan
can
ran
plan
cap
lap
sap
nap
trap
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.029.AM2b Rime Closed Sort
rime word cards
pack
rack
sack
back
track
camp
ramp
damp
champ
stamp
Name
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.029.SS Rime Closed Sort
1. 1.
1. 1.
2. 2.
2. 2.
3. 3.
3. 3.
4. 4.
4. 4.
5. 5.
5. 5.
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Extensions and Adaptations
Use other rime flies (Activity Master P.030.AM2).
Objective
The student will blend onsets and rimes to make words.
Materials
Flyswatters
Rime flies (Activity Master P.030.AM1a - P.030.AM1b)
Onset cards (Activity Master P.028.AM2)
Tape
Attach an onset card to each side of the flyswatters.
Student sheet (Activity Master P.026.SS)
Pencil
Activity
Students match onsets and rimes to make words using a flyswatter.
1. Tape the rime flies in a column on a blank surface. Place the flyswatters at the center.
Provide the student with a student sheet.
2. Student points to and reads each rime.
3. Selects a flyswatter, names the letter on one side, and says its sound (e.g., h, /h/).
4. Swats the first fly by placing the onset next to the rime.
5. Blends the onset and rime and reads the word (e.g., /h//ay/, hay).
6. Determines if the word is real or nonsense and records in the appropriate column on the
student sheet.
7. Swats all the flies in the column and records words.
8. Continues until all onsets are used.
9. Teacher evaluation
Onset and Rime P.030
Word Swat
P.026.SS
Onset and Rime Slide
Real Words Nonsense Words
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Name
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
hut
ut
un
ug
ump
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.030.AM1a Word Swat
ut
un
rime flies
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.030.AM1b Word Swat
ug
ump
rime flies
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.030.AM2 Word Swat
blank rime flies
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will blend onsets and rimes to make words.
Materials
Double rime picture cards (Activity Master P.031.AM1a - P.031.AM1b)
Onset and rime cards (Activity Master P.031.AM2)
Note: Some onsets will be used more than once.
Activity
Students make words using one rime and different onsets.
1. Place the double rime picture cards face down in a stack on a flat surface. Place the onset
and rime cards face up in rows.
2. Taking turns, student one selects a double rime picture card, names the picture on the left
side of the card, and segments the onset and rime orally (e.g., hat, /h/, /at/). Chooses the
onset and rime cards that correspond and places them under the picture on the left. Reads
the word (i.e., hat).
3. Student two names the picture on the right side of the card and segments the onset and
rime orally (e.g., cat, /k/, /at/). Moves the rime under the picture on the right. Chooses
the onset that corresponds with the new word. Places it under the picture on the right next
to the rime. Reads the word (i.e., cat).
4. Continue until all double rime picture cards are used.
5. Peer evaluation
Onset and Rime P.031
Change-A-Word
Extensions and Adaptations
Record words on paper.
Use other double rime picture cards (Activity Master P.031.AM3a - P.031.AM3b) and
onset and rime cards (Activity Master P.031.AM4). Note: Some onsets will be used more
than once.
h
c at
at
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.031.AM1a Change-A-Word
double rime picture cards: hop/mop, hat/cat, rug/mug, pig/wig, dog/log, cot/pot
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.031.AM1b Change-A-Word
double rime picture cards: pen/hen, pet/net, fox/box, run/sun, ham/jam, cub/tub
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.031.AM2 Change-A-Word
b
h
n
t
op
ox
ug
c
j
p
w
at
un
ot
d
l
r
og
en
am
f
m
s
ig
et
ub
onset and rime cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.031.AM3a Change-A-Word
double rime picture cards: toy/boy, rose/nose, hug/bug, trunk/skunk,
lamp/stamp, snore/core
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.031.AM3b Change-A-Word
double rime picture cards: shell/bell, crib/bib, knee/bee, cap/map, fan/pan, bed/sled
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.031.AM4 Change-A-Word
b
h
n
sk
t
ug
ell
ee
c
m
p
sl
tr
amp
ap
ed
cr
kn
r
sn
ose
unk
ib
f
l
sh
st
oy
ore
an
onset and rime cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Extensions and Adaptations
Write words on cards and complete an open sort.
Use other onset and rime cubes (Activity Master P.032.AM2).
Make other onset and rime cubes (Activity Master P.032.AM3).
Objective
The student will blend onsets and rimes to make words.
Materials
Onset and rime cubes (Activity Master P.032.AM1)
Copy on card stock, laminate, cut, and assemble.
Student sheet (Activity Master P.032.SS)
Pencils
Activity
Students make words using onset and rime cubes.
1. Place cubes at the center. Provide each student with a student sheet.
2. Taking turns, students roll the onset and rime cubes.
3. Say the sound of the onset and rime, blend, and read the word orally (e.g., /g//ap/, gap).
Record the onset, rime, and word in the appropriate columns.
4. Determine if the word is real or nonsense. If it is a nonsense word, cross it out.
5. Continue until five or more words are recorded.
6. Teacher evaluation
Onset and Rime P.032
Word Roll-A-Rama
Word Roll-A-Rama
P.032.SS
Cubes Word
onset rime
onset rime
onset rime
onset rime
onset rime
onset rime
Name
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
g ap gap
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.032.AM1a Word Roll-A-Rama
c
g
f
t
h
n
s
glue
glue
glue
ab
ap
a m e
a
r
a
n
k
at
glue
glue
glue
2a 1a
1a
1a
1 a
1
a
1
a2a
2a
2
a
2
a
2 a
onset and rime cubes
Name
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Word Roll-A-Rama P.032.SS
Cubes Word
onset rime
onset rime
onset rime
onset rime
onset rime
onset rime
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Word Roll-A-Rama P.032.AM2
b
l
s p
w
t
r
glue
glue
glue
ed
end
e s t
e
t
e
a
r
ent
glue
glue
glue
2b 1b
1b
1b
1 b
1
b
1
b2b
2b
2
b
2
b
2 b
onset and rime cubes
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
glue glue
glue glue
glue glue
P.032.AM3 Word Roll-A-Rama
blank cubes
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will blend onsets and rimes to make words.
Materials
Onset cards (Activity Master P.033.AM1)
Rime cards (Activity Master P.033.AM2)
Paper bags
Label one bag onsets and one bag rimes" and place the cards in the corresponding bag.
Student sheet (Activity Master P.033.SS)
Pencils
Activity
Students make words from selected onsets and rimes.
1. Place the onset and rime bags at the center. Provide each student with a student sheet.
2. Taking turns, students select four cards from the onset bag and two cards from the rime
bag. Say the sounds of the selected onsets and rimes and record on the student sheet.
3. Manipulate the cards to make as many words as possible by combining onset and rime
cards one at a time.
4. Read each word as it is made. If it is real, record it on the student sheet.
5. Place onsets and rimes back in the bags and select new cards from the bags.
6. Continue until student sheet is complete.
7. Teacher evaluation
P.033 Onset and Rime
Word Maker Game
Extensions and Adaptations
Make and use more onset and rime cards.
Onsets Rimes
s
sh
dr
l
ink
ain
P.033.SS
Word Maker Game
Onsets
Words
Rimes
Onsets
Words
Rimes
Name
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
dr
l
s
sh
drink
ink
ain
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.033.AM1 Word Maker Game
b
s
p
fl
r
sh
dr
d
l w
onset cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.033.AM2 Word Maker Game
ug
eck
ob
ig
ink
ew
ell
ake
ain aw
rime cards
Name
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.033.SS Word Maker Game
Onsets
Words
Rimes
Onsets
Words
Rimes
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will blend sounds of letters to make words.
Materials
Vowel Stars (Activity Master P.034.AM1a - P.034.AM1d)
Copy on card stock, laminate, and cut.
Vis--Vis marker
Paper
Pencil
Activity
Students combine vowels with consonant combinations to make words.
1. Place the Vowel Stars face down in a stack at the center. Provide the student with paper and
a Vis--Vis marker.
2. The student selects the top card and writes a vowel in the blank using the Vis--Vis marker.
3. Says the sounds of each letter, blends them, and reads the word orally (e.g., /d//i//g/, dig).
4. Determines if it is a real word or a nonsense word. If it is a real word records it on the paper.
5. Wipes the vowel off and writes another one.
6. Continue until all cards are used.
7. Teacher evaluation
Extensions and Adaptations
Make stars with other consonants (Activity Master P.034.AM2).
Exchange sheets with another student and compare words.
Encoding and Decoding P.034
Vowel Stars
dig
dog
dug a
u
e
o
i
d g
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.034.AM1a Vowel Stars
a
u
h t
e
o i
a
u e
o i
d g
vowel stars
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.034.AM1b Vowel Stars
a
u
s p
e
o i
a
u e
o i
b g
vowel stars
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.034.AM1c Vowel Stars
a
u
g t
e
o i
a
u e
o i
s t
vowel stars
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.034.AM1d Vowel Stars
a
u
j g
e
o i
a
u e
o i
p t
vowel stars
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.034.AM2 Vowel Stars
a
u e
o i
a
u e
o i
vowel stars
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will blend sounds of letters to make words.
Materials
Student sheets (Activity Master P.035.SS1a - P.035.SS1d)
Choose a target word student sheet.
Pencil
Scissors
Activity
Students make new words by manipulating one letter at a time.
1. Provide the student with scissors and a target word student sheet.
2. The student cuts the letters from the bottom of the student sheet and places them in a row.
3. Selects the corresponding letters to make the word on the bottom step. Says the sounds of
each letter, blends them, and reads the word orally (e.g., /t//i//p/, tip).
4. Exchanges one of the letters to make a new real word. Blends them, and reads the new word
(e.g., /n//i//p/, nip).
5. Records the word on the next step.
6. Continues until all the steps are filled.
7. Teacher evaluation
Extensions and Adaptations
Add letters and/or steps.
Use other target word steps (Activity Master P.035.SS1a - P.035.SS1d)
Make word steps with other words (Activity Master P.035.SS2).
P.035 Encoding and Decoding
Word Steps
t
i
s
p
d
a
n
P.035.SS1a
Word Steps
tip
Name
nip
Name
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.035.SS1a Word Steps
tip
t
a n i s
p
d
Name
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.035.SS1b Word Steps
mop
m u o
h t i
p g
Name
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.035.SS1c Word Steps
cot
c u g o
h l t
d
Name
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.035.SS1d Word Steps
c
p
t
a
m
b
i
s e
cat
Name
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.035.SS2 Word Steps
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Extensions and Adaptations
Complete an open sort with the words from the compiled lists.
Use a timer to make as many real words as possible in a minute.
Letter Cube Blending
P.036 Encoding and Decoding
Objective
The student will blend sounds of letters to make words.
Materials
Letter cubes (Activity Master P.036.AM1a - P.036.AM1c)
Copy on card stock, laminate, cut, and assemble.
Student sheet (Activity Master P.036.SS)
Pencils
Activity
Students make words using consonant and vowel cubes.
1. Place the three cubes on a flat surface. Provide each student with a student sheet.
2. Taking turns, students roll the cubes. Place each cube on the matching number on the
student sheet. Say the sound of each letter, blend them, and read the word orally (e.g.,
"/k//o//b/, cob).
3. Determine if the word is real or nonsense and record it in the corresponding column on
the student sheet.
4. Continue until at least ten words are recorded.
5. Teacher evaluation
Letter Cube Blending
Real words Nonsense words
1 2 3
P.036.SS
Cubes
Name
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
b
cot
cob
c o
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.036.AM1a Letter Cube Blending
m
f
d
b
t
c
1
1
1
1
1
1
glue glue
glue
letter cube 1
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
a
e
u
o
i
i
P.036.AM1b Letter Cube Blending
2
2
2
2
2
2
glue glue
glue
letter cube 2
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.036.AM1c Letter Cube Blending
n
3
3
3
3
3
3
d
r
m
b
s
glue glue
glue
letter cube 3
Name
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Letter Cube Blending
Real words Nonsense words
1 2 3
P.036.SS
Cubes
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Extensions and Adaptations
Switch letters with other students to change nonsense words to real words.
Sort the words by vowel.
Objective
The student will blend sounds of letters to make words.
Materials
Letter cards (Activity Master P.037.AM1a - P.037.AM1c)
Student sheet (Activity Master P.037.SS)
Pencils
Activity
Students use consonant and vowel cards to make words.
1. Place the consonant cards face down in one stack and vowel cards face down in another stack.
Provide each student with a student sheet.
2. Taking turns, students select two cards from the consonant stack and one card from the
vowel stack.
3. Place the vowel card between the two consonant cards. Say the sound of each letter, blend
them, and read the word orally (e.g., /b//u//g/, bug).
4. Determine if the word is real or nonsense and record it in the corresponding column on the
student sheet. Return the cards to the bottom of the appropriate stacks. Select two more
consonant cards and one more vowel card.
5. Continue until at least ten words are recorded.
6. Teacher evaluation
P.037 Encoding and Decoding
Three-In-One
g
b u
Real Words Nonsense Words
P.037.SS
Three-In-One
Name
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
pot
can
dog
bug
taz
mig
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.037.AM1a Three-In-One
d
letter cards
h i
e
b
f
c
g
a
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
q
P.037.AM1b Three-In-One
m
letter cards
r
n
k
o
l
p
j
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
v
P.037.AM1c Three-In-One
letter cards
z
w
t
x
u
y
s
Name
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Real Words Nonsense Words
P.037.SS Three-In-One
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will blend sounds of letters to make words.
Materials
Letter spinners (Activity Master P.038.AM1a - P.038.AM1c)
Copy spinners on card stock and cut.
Brads
Attach arrows to the spinners with the brads.
Paper
Pencil
Activity
Students make words using digraph and letter spinners.
1. Place spinners at the center. Provide each student with paper.
2. The student spins each spinner in order and writes the letters on the paper.
3. Says the sound of each letter, blends them, and reads the word orally (e.g., /ch//i//n/, chin).
4. Determines if the word is real or nonsense. If it is a nonsense word crosses it out.
5. Continues until at least ten words are recorded.
6. Teacher evaluation
P.038 Encoding and Decoding
Digraph Delight
Extensions and Adaptations
Make spinners with other letters (Activity Master P.038.AM2).
that
shut
chin
a
i
o
e
u
2
2
2
2
2
w
h
s
h
t
h
c
h
1
1
1
1
t
p
m
n
c
k
3
3
3
3
3
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.038.AM1a Digraph Delight
letter spinner 1
w
h
s
h
t
h
c
h
1
1
1
1
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.038.AM1b Digraph Delight
letter spinner 2
a
i
o
e
u
2
2
2
2
2
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.038.AM1c Digraph Delight
letter spinner 3
t
p
m
n
c
k
3
3
3
3
3
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.038.AM2 Digraph Delight
blank spinner
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will blend sounds of letters to make words.
Materials
Picture cards (Activity Master P.039AM1a - P.039.AM1d)
Magnetic letters
Magnetic board
Paper
Pencil
Activity
Students segment names of pictures into phonemes and use the corresponding magnetic
letters to make the word.
1. Place the picture cards at the center. Place the magnetic letters face up in rows. Provide the
student with a magnetic board and paper.
2. The student selects the top card from the stack, names it, and segments it into individual
phonemes (e.g., hat, /h//a//t/).
3. Selects the magnetic letters that correspond to the phonemes and places them in the
correct order on the magnetic board (i.e., h-a-t). Says the sounds of each letter, blends
them, and reads the word orally (i.e., /h//a//t/, hat).
4. Records the word on paper.
5. Continues until all words are recorded.
6. Teacher evaluation
Extensions and Adaptations
Use other picture cards or objects.
Use picture cards with blends and digraphs (e.g., flag, dish).
Encoding and Decoding
Make-A-Word
P.039
hat
h
a
t
k
r
z
b
i x
o j
q
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.039.AM1a Make-A-Word
picture cards: cat, sun, tub, rip, hat, rug
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Make-A-Word P.039.AM1b
picture cards: ten, hop, map, lip, run, leg
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.039.AM1c Make-A-Word
picture cards: net, cap, pan, hug, mop, cot
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Make-A-Word P.039.AM1d
picture cards: ant, mug, pin, bed, ham, bag
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will blend sounds of letters to make words.
Materials
Picture cards (Activity Master P.040.AM1a - P.040.AM1c)
Letter tile cards (Activity Master P.009.AM1a - P.009.AM1b)
Digraph tile cards (Activity Master P.040.AM2)
Paper
Pencils
Activity
Students segment names of pictures into phonemes and use the corresponding letter tiles
to spell the word.
1. Place the picture cards face down in a stack. Place the letter and digraph tile cards face
up in rows. Provide each student with paper.
2. Taking turns, student one selects the top card from the stack, names it, and segments it
into individual phonemes (e.g., fish, /f//i//sh/).
3. Student two selects the letter tiles that correspond to the phonemes and places them in
the correct order (i.e., f-i-sh).
4. Student one says the sounds of each letter(s), blends them, and reads the word orally
(i.e., /f//i//sh/, fish).
5. Both students record the word on their paper.
6. Continue until all words are recorded.
7. Teacher evaluation
Extensions and Adaptations
Write the word and record the number of graphemes and phonemes.
Identify the blends.
Use other picture cards.
P.040 Enocding and Decoding
A Digraph A Word
sh
f
i
e
ch
ck
th
wh
k
r
o
n
p
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.040.AM1a A Digraph A Word
picture cards: whip, chin, check, dish, fish, duck
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
A Digraph A Word P.040.AM1b
picture cards: rock, lock, ship, brush, inch, clock
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
A Digraph A Word P.040.AM1c
picture cards: sled, chick, brick, block, truck, bath
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
th
TH
ch
CH
A Digraph A Word P.040.AM2
sh
SH
wh
WH
ck
CK
digraph tile cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will read high frequency words.
Materials
Tactile word patterns (Activity Master P.041.AM1a - P.041.AM1d)
Make word cards using sandpaper, corrugated cardboard, salt, rice, or textured fabric.
Student sheet (Activity Master P.041.SS)
Print resources (e.g., magazines and catalogs)
Review the print resources to ensure the information is appropriate for young children.
Scissors
Glue
Pencil
Activity
Students practice reading high frequency words made from tactile letters, then find them in print.
1. Place the tactile words, print resources, scissors, and glue on a flat surface. Provide the student
with a student sheet.
2. The student selects a tactile word and reads it. Says each letter while tracing it with "lead finger."
3. Writes the word on the student sheet.
4. Finds the target word in the print resource, cuts it out, and glues it beside the matching word on
the student sheet.
5. Continues until all target words are found and glued on student sheet.
6. Teacher evaluation
Extensions and Adaptations
Search for target words in the classroom.
Practice spelling the words.
Use other high frequency words.
P.041 High Frequency Words
Sandpaper Words
P.041.SS
Sandpaper Words
Word Board
Name
K-1 Student Center Activities: Phonics
2005 The Florida Center for Reading Research (Revised, 2008)
her
was
the
that
said
is
her
was
the
that
said
is
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.041.AM1a Sandpaper Words
tactile word patterns
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.041.AM1b Sandpaper Words
tactile word patterns
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.041.AM1c Sandpaper Words
tactile word patterns
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.041.AM1d Sandpaper Words
tactile word patterns
Name
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.041.SS Sandpaper Words
Word Board
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will read high frequency words.
Materials
High frequency word cards (Activity Master P.HFWC.001 - P.HFWC.050)
Select target words.
Checkerboard (Activity Master P.042.AM1)
Make four copies of the checkerboard on card stock, connect to make a full size checkerboard,
and laminate.
Checkers (Activity Master P.042.AM2)
Vis--Vis marker
Write target high frequency words on the squares of the game board.
Activity
Students practice reading high frequency words while playing a checker game.
1. Place the checkerboard on a flat surface with the corner white square to the students left.
Place checkers on the board in the traditional manner.
2. Taking turns, students move a checker to a word (either directly or by jumping and taking
an opponents piece) and orally read the word on the square.
3. If able to read the word correctly, keeps the checker on that square. If unable to read the
word, returns to the previous square.
4. Continue until one student reaches the opposite side of the board.
5. Peer evaluation
Extensions and Adaptations
Use other high frequency words.

P.042 High Frequency Words
Word Checkers
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
glue/tape glue/tape
g
l
u
e
/
t
a
p
e
g
l
u
e
/
t
a
p
e
P.042.AM1 Word Checkers
checker board section
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.042.AM2 Word Checkers
checkers
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will read high frequency words.
Materials
High frequency word cards (Activity Master P.HFWC.001 - P.HFWC.050)
Select target words.
Fish pattern (Activity Master P.043.AM1)
Make multiple copies, laminate, and cut.
Attach a high frequency word to each fish.
Paper clips
Punch hole near each fish nose and attach paper clip.
Container for a pond (e.g., plastic fish bowl, paper bag)
Place fish in the container.
Fishing pole (e.g., tie string to a ruler and attach a magnet)
Activity
Students practice reading high frequency words while playing a fishing game.
1. Place pond and fishing pole at the center.
2. Taking turns, students use the fishing pole to catch a word fish. Read the word.
3. If able to read the word, keep the word fish. If unable to read the word, return the word
fish back to the pond.
4. Continue until all word fish are caught.
5. Peer evaluation
Extensions and Adaptations
Write the words that are caught.
Use the word fish as flash cards.
High Frequency Words P.043
Word Fishing
sometimes
its
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.043.AM1 Word Fishing
fish patterns
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will read high frequency words.
Materials
High frequency word cards (Activity Master P.HFWC.001 - P.HFWC.050)
Select target words.
Baseball pattern (Activity Master P.044.AM1)
Make multiple copies, laminate, and cut. Attach a high frequency word card to each baseball.
Word Baseball game board (Activity Master P.44.AM2)
Game pieces (e.g., counters)
Activity
Students practice reading high frequency words while playing a baseball game.
1. Place the game board and game pieces on a flat surface. Place the baseball cards face down
in a stack.
2. Student one, the pitcher, picks up the first baseball and shows it to student two, the batter,
who reads the word.
3. If correct, advances to first base. If incorrect, batter receives an out and the card is placed
at the bottom of the pile.
4. Continues to move around the bases as words are correctly read.
5. After three outs or two runs, switch roles.
6. Continue until all target words are read.
7. Peer evaluation
Extensions and Adaptations
Use other high frequency words.
High Frequency Words P.044
Word Baseball
would
many
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.044.AM1 Word Baseball
baseball patterns
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.044.AM2 Word Baseball
word baseball game board
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Extensions and Adaptations
Use other high frequency words.
Use word and picture cards (Activity Master P.045.AM1a - P.045.AM1c).
P.045 High Frequency Words
Word Memory Game
Objective
The student will read high frequency words.
Materials
High frequency word cards (Activity Master P.HFWC.001 - P.HFWC.050)
Select eight to twelve target words.
Copy twice.
Activity
Students practice reading high frequency words while playing a memory game.
1. Place the high frequency word cards face down in rows.
2. Taking turns, students select two cards, read them orally, and determine if they match.
3. If there is a match (e.g., would, would), pick up cards and place to the side. If cards do not
match (e.g., me, tell), return them to their original places.
4. Continue until all matches are made.
5. Peer evaluation
would
would
start
start
m
e
t
e
l
l
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
c
a
r
b
o
y
t
r
e
e
P.045.AM1a Word Memory Game
word memory game cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
h
o
u
s
e
c
a
n
p
l
a
n
t
P.045.AM1b Word Memory Game
word memory game cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
b
o
o
k
e
a
r
t
h
t
h
r
e
e
P.045.AM1c Word Memory Game
word memory game cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will read high frequency words.
Materials
High frequency word cards (Activity Master P.HFWC.001 - P.HFWC.050)
Select target words.
Bowling ball pattern (Activity Master P.046.AM1)
Make multiple copies, laminate, and cut.
Attach a high frequency word to each ball. Write a score from one-to-ten on the back of each ball.
Bag
Place the balls in the bag.
Student sheet (Activity Master P.046.SS)
Activity
Students practice reading high frequency words while playing a bowling game.
1. Place the bag of bowling word cards on a flat surface. Provide students with a student sheet.
2. Taking turns, students select a bowling ball word out of the bag and read it orally.
3. If able to read the word, receives the score written on the back of the card. If unable to read
the word, receives no points for a "gutter ball."
4. Record points on the score card.
5. Continue until student sheet is complete.
6. Peer evaluation
Extensions and Adaptations
Use other high frequency words.
High Frequency Words P.046
Word Bowling
Word Bowling Score Card
Name 1 2 3 4 5 6 7 8 9 10 Total
Danny
8
9
0
5
7
0
6
Keisha
sometimes
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.046.AM1 Word Bowling
bowling ball patterns
Name
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
W
o
r
d

B
o
w
l
i
n
g

S
c
o
r
e

C
a
r
d
P.046.SS Word Bowling
N
a
m
e
1
2
3
4
5
6
7
8
9
1
0
T
o
t
a
l
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.HFWC.001 High Frequency Word Cards
t
h
e
a
n
d
y
o
u
t
h
a
t
i
s
o
f
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.HFWC.002 High Frequency Word Cards
a
i
n
w
a
s
i
t
t
o
h
e
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.HFWC.003
f
o
r
o
n
a
r
e
h
i
s
a
s
w
i
t
h
High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.HFWC.004 High Frequency Word Cards
t
h
e
y
b
e
I
a
t
t
h
i
s
h
a
v
e
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.HFWC.005
f
r
o
m
o
n
e
b
y
h
a
d
o
r
w
o
r
d
High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.HFWC.006 High Frequency Word Cards
b
u
t
n
o
t
a
l
l
w
h
a
t
w
e
r
e
w
e
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.HFWC.007 High Frequency Word Cards
w
h
e
n
s
a
i
d
t
h
e
r
e
c
a
n
y
o
u
r
u
s
e
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.HFWC.008 High Frequency Word Cards
a
n
e
a
c
h
w
h
i
c
h
d
o
s
h
e
h
o
w
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.HFWC.009 High Frequency Word Cards
t
h
e
i
r
i
f
w
i
l
l
w
a
t
e
r
f
i
r
s
t
b
e
e
n
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.HFWC.010 High Frequency Word Cards
c
a
l
l
u
p
o
t
h
e
r
a
b
o
u
t
o
i
l
w
h
o
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
i
t
s
g
e
t
p
a
r
t
m
a
y
m
a
d
e
c
o
m
e
P.HFWC.011 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
d
o
w
n
n
o
w
d
a
y
l
o
n
g
d
i
d
f
i
n
a
l
P.HFWC.012 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
o
v
e
r
t
a
k
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n
e
w
s
o
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o
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l
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l
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P.HFWC.013 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
k
n
o
w
w
o
r
k
p
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a
c
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a
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a
n
y
P.HFWC.014 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
l
i
k
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m
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P.HFWC.015 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
t
h
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s
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s
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s
o
t
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n
P.HFWC.016 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
l
o
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k
t
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o
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r
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P.HFWC.017 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
s
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p
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P.HFWC.018 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
m
e
b
a
c
k
g
i
v
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t
h
a
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P.HFWC.019 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
m
o
s
t
a
f
t
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r
v
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r
y
j
u
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o
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P.HFWC.020 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
m
a
n
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P.HFWC.021 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
t
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P.HFWC.022 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
m
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P.HFWC.023 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
s
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P.HFWC.024 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
f
a
r
m
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P.HFWC.025 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
d
o
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P.HFWC.026 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
e
v
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a
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P.HFWC.027 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
t
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P.HFWC.028 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
n
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P.HFWC.029 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
m
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P.HFWC.030 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
c
h
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P.HFWC.031 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
a
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P.HFWC.032 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
e
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P.HFWC.033 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
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P.HFWC.034 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
b
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P.HFWC.035 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
l
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P.HFWC.036 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
s
t
a
r
t
e
a
r
t
h
l
i
g
h
t
e
y
e
c
i
t
y
t
h
o
u
g
h
P.HFWC.037 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
h
e
a
d
u
n
d
e
r
s
a
w
s
t
o
r
y
d
o
n
'
t
l
e
f
t
P.HFWC.038 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
f
e
w
a
l
o
n
g
c
l
o
s
e
m
i
g
h
t
w
h
i
l
e
s
o
m
e
t
h
i
n
g
P.HFWC.039 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
s
e
e
m
b
e
g
i
n
e
x
a
m
p
l
e
n
e
x
t
o
p
e
n
h
a
r
d
P.HFWC.040 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
l
i
f
e
t
h
o
s
e
p
a
p
e
r
b
o
t
h
a
l
w
a
y
s
t
o
g
e
t
h
e
r
P.HFWC.041 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
g
r
o
u
p
o
f
t
e
n
u
n
t
i
l
r
u
n
g
o
t
i
m
p
o
r
t
a
n
t
P.HFWC.042 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
c
h
i
l
d
r
e
n
f
e
e
t
m
i
l
e
c
a
r
s
i
d
e
n
i
g
h
t
P.HFWC.043 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
w
a
l
k
g
r
o
w
s
e
a
t
o
o
k
w
h
i
t
e
b
e
g
a
n
P.HFWC.044 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
r
i
v
e
r
c
a
r
r
y
o
n
c
e
s
t
a
t
e
f
o
u
r
b
o
o
k
P.HFWC.045 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
h
e
a
r
w
i
t
h
o
u
t
l
a
t
e
r
s
e
c
o
n
d
s
t
o
p
m
i
s
s
P.HFWC.046 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
i
d
e
a
e
n
o
u
g
h
e
a
t
w
a
t
c
h
f
a
c
e
f
a
r
P.HFWC.047 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
c
o
l
o
r
a
l
m
o
s
t
a
b
o
v
e
l
e
t
r
e
a
l
l
y
g
i
r
l
P.HFWC.048 High Frequency Word Cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.HFWC.049 High Frequency Word Cards
s
o
o
n
s
o
m
e
t
i
m
e
s
c
u
t
t
a
l
k
m
o
u
n
t
a
i
n
y
o
u
n
g
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.HFWC.050 High Frequency Word Cards
l
i
s
t
f
a
m
i
l
y
i
t
'
s
l
e
a
v
e
s
o
n
g
b
e
i
n
g
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Extensions and Adaptations
Record words on paper.
Use other header and word cards (Activity Master P.047.AM2a - P.047.AM2c).
Make and use other header and word cards (Activity Master. P.047.AM3).
Sort more than one vowel pair at a time.
Objective
The student will identify variant correspondences in words.
Materials
Header and word cards (Activity Master P.047.AM1a - P.047.AM1e)
Choose target header and corresponding word cards for the same vowel (e.g., short and long a).
Cans
Attach the header cards to the cans.
Activity
Students read and sort words by vowel sounds.
1. Place cans on a flat surface. Place the word cards face down in a stack.
2. Taking turns, students select a card, read the word orally, and say the sound of the vowel
(e.g., beet, //).
3. Read the word on each can and say the sound of each vowel (e.,g., bed, /e/, see, //).
Place the word card in the can that has the corresponding vowel sound (i.e., beet goes in
the // can).
4. Continue until all words are sorted.
5. Peer evaluation
P.047 Variant Correspondences
Canned Sort
h
e
l
p
e
n
d
header
bed
s
e
e
d
header
see
beet
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.047.AM1a Canned Sort
header header
cat late
fast
and
back
camp
trash
ape
fame
make
shake
base
header and word cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Canned Sort P.047.AM1b
header header
bed see
went
pet
them
help
end
sleep
eel
beet
seed
queen
header and word cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.047.AM1c Canned Sort
header header
big five
pick
fish
itch
fix
him
ice
slide
nine
time
kite
header and word cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Canned Sort P.047.AM1d
header header
got home
lock
shop
dog
spot
ox
note
phone
rope
owe
code
header and word cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.047.AM1e Canned Sort
header header
dug cube
duck
us
jump
must
rush
use
fume
cute
mule
huge
header and word cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
header header
far flare
arm
start
part
farm
yard
rare
bare
dare
hare
square
Canned Sort P.047.AM2a
header and word cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
header header
any cry
very
easy
only
many
story
deny
July
fry
dry
sly
Canned Sort P.047.AM2b
header and word cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
header header
down own
town
brow
now
cow
brown
bowl
tow
mow
low
grow
Canned Sort P.047.AM2c
header and word cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
header header
Canned Sort P.047.AM3
blank header and word cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Extensions and Adaptations
Make more silent e word strips (Activity Master P.048.AM2).
Objective
The student will identify variant correspondences in words.
Materials
Silent e word strips (Activity Master P.048.AM1a - P.048.AM1e)
Copy, laminate, cut, and fold strips on the dotted line.
Student sheet (Activity Master P.048.SS)
Pencils
Activity
Students read words with and without the silent e pattern.
1. Place silent e word strips standing up with e folded toward back on a flat surface.
Provide each student with a student sheet.
2. Taking turns, students select one of the strips and read the word orally (e.g., plan).
3. Turn the e to the front of the strip and read the new word orally (i.e., plane).
4. Write both words in the corresponding columns on the student sheet. Determine if
each word is real or nonsense. If nonsense, cross it out.
5. Continue until all strips are read and recorded.
6. Teacher evaluation
Variant Correspondences P.048
Silent "e" Changes
at
mad
plan
rub
P.048.SS
Silent "e" Changes
Short Vowel Words
Silent "e" Words
1.
3.
5.
7.
9.
11.
13.
15.
2.
4.
6.
8.
10.
12.
14.
16.
1.
3.
5.
7.
9.
11.
13.
15.
2.
4.
6.
8.
10.
12.
14.
16.
Name
K-1 Student Center Activities: Phonics
2005 The Florida Center for Reading Research (Revised, 2008)
at
plan
rub
ate
plane
rube
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.048.AM1a Silent "e" Changes
made
hade
shape
ate
plane
name
silent "e" word strips
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.048.AM1b Silent "e" Changes
state
pete
gete
cane
ase
lete
silent "e" word strips
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.048.AM1c Silent "e" Changes
bite
five
ine
ride
slide
side
silent "e" word strips
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
slope
home
rocke
rode
note
hote
P.048.AM1d Silent "e" Changes
silent "e" word strips
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.048.AM1e Silent "e" Changes
cute
upe
sune
cube
use
rube
silent "e" word strips
Name
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.048.SS Silent "e" Changes
Short Vowel Words Silent "e" Words
1.
3.
5.
7.
9.
11.
13.
15.
2.
4.
6.
8.
10.
12.
14.
16.
1.
3.
5.
7.
9.
11.
13.
15.
2.
4.
6.
8.
10.
12.
14.
16.
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.048.AM2 Silent "e" Changes
blank silent "e" word strips
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Extensions and Adaptations
Use short vowel slides (Activity Master P.049.AM2a - P.049.AM2c).
Make slides with other letters (Activity Master P.049.AM2c).
Variant Correspondences P.049
Vowel Slide
Objective
The student will identify variant correspondences in words.
Materials
Vowel Slides (Activity Master P.049.AM1a - P.049.AM1d)
Select target vowel slides.
Thread vertical strips through the horizontal strip to create slides.
Paper
Pencil
Activity
Students blend sounds to make words while manipulating a slide.
1. Provide the student with vowel slides and paper.
2. The student selects a vowel slide and reads the medial vowel pattern (e.g., /ar/). Slides
vertical strips until letters can be seen through the windows. Blends the sounds and reads the
word (e.g., /d//ar//t/, dart).
3. Determines if it is a real or nonsense word. If real, records on the paper. Manipulates both
slides until all possible combinations are made.
4. Continues until all real words are recorded.
5. Teacher evaluation
dark
dart
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.049.AM1a Vowel Slide
d
f
y
p
k
d
m
t
r
p
w
ch
d
l
n
t
ai
ar
vowel slides
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.049.AM1b Vowel Slide
m
s
h
b
t
n
m
l
s
t
w
f
k
l
th
n
ee
ea
vowel slides
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.049.AM1c Vowel Slide
g
l
s
f
t
d
m
p
j
c
s
v
d
l
ce
n
oi
oa
vowel slides
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
m
r
c
t
th
l
f
n
h
sh
f
c
m
d
t
n
or
oo
P.049.AM1d Vowel Slide
vowel slides
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
h
m
th
b
t
s
ck
n
g
r
wh
t
t
ll
d
n
a
e
P.049.AM2a Vowel Slide
vowel slides
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
w
d
th
b
d
th
g
s
i
P.049.AM2b Vowel Slide
f
h
p
r
t
x
ck
p
o
vowel slides
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.049.AM2c Vowel Slide
b
r
s
c
p
t
b
n
u
vowel and blank word slides
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will identify variant correspondences in words.
Materials
Letter/letter combination flip cards (Activity Master P.050.AM1a - P.050.AM1k)
Select target letter/letter combination cards and add continuously as they are introduced.
Copy, laminate, and cut.
Three ring binder
Hole punch the letter/letter combination card(s) and place in the first, second, or third ring of the
binder dependent upon the position of the sound (e.g., the letter combination ay always follows
a consonant or consonant blend, therefore, the ay card should be placed in the second and third
binder rings).
In addition, place a blank card on each ring so that students have the option of forming words
with two cards.
Paper
Pencil
Activity
Students blend sounds to make words while manipulating cards in a binder.
1. Provide the student with a Flip Manipulating Book (binder with letter/letter combination
cards) and paper.
2. The student flips the cards in each stack (initial, medial, and final sound positions) to a
desired letter/letter combination. Blends the sounds and reads the word (e.g., /k//l///,
clay).
3. Determines if it is a real or nonsense word. If real, records on the paper.
4. Continues until at least ten real words are recorded.
5. Teacher evaluation
Extensions and Adaptations
Use the letters/letter combinations to make or sort words on a pocket chart.
Add other target letters/letter combinations (Activity Master P.050.AM1p).
Variant Correspondences P.050
Flip Manipulating Books
c l ay
pay
stay
hay
clay
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.050.AM1a Flip Manipulating Books
letter/letter combination flip cards
a
i
a
w
a
a
u
a
r
a
y
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.050.AM1b Flip Manipulating Books
letter/letter combination flip cards
c
c
i
b
c
h
c
e
c
k
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.050.AM1c Flip Manipulating Books
letter/letter combination flip cards
d
g
e
e
e
d
e
a
e
e
r
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Flip Manipulating Books P.050.AM1d
letter/letter combination flip cards
f
g
i
e
w
g
e
g
h
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.050.AM1e Flip Manipulating Books
letter/letter combination flip cards
i
e
j
i
i
r
i
g
h
k
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Flip Manipulating Books P.050.AM1f
letter/letter combination flip cards
l
n
g
k
n
n
m
o
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.050.AM1g Flip Manipulating Books
letter/letter combination flip cards
o
e
o
u
o
a
o
o
o
i
o
w
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Flip Manipulating Books P.050.AM1h
letter/letter combination flip cards
p
r
o
y
q
u
p
h
s
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.050.AM1i Flip Manipulating Books
letter/letter combination flip cards
t
u
s
h
t
h
t
c
h
u
e
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Flip Manipulating Books P.050.AM1j
letter/letter combination flip cards
u
s
w
h
u
r
w
v
x
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.050.AM1k Flip Manipulating Books
letter/letter combination flip cards
z
y
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Extensions and Adaptations
Place cards face up in each square on the game board and turn over as their sound appears on
the spinner.
Make spinners with other variant correspondences (Activity Master P.051.AM4).
Objective
The student will identify variant correspondences in words.
Materials
Game board (Activity Master P.051.AM1)
R-controlled vowel spinner (Activity Master P.051.AM2)
Copy spinner on card stock and cut.
Brad
Attach arrow to the spinner with the brad.
R-controlled vowel word cards (Activity Master P.051.AM3)
Game pieces (e.g., two different colored counters or x and o shapes)
Activity
Students practice reading words with r-controlled vowels while playing a tic-tac-toe type game.
1. Place the spinner and game board on a flat surface. Spread the word cards face up in rows.
Provide each student with different game pieces.
2. Taking turns, students spin the spinnner and say the sound of the r-controlled vowel on which
it lands (e.g., /ar/).
3. Select and orally read a word that contains the corresponding vowel sound (e.g., car).
4. If correct, place a game piece on the game board. If incorrect, no game piece is placed.
5. Put card back in its original position.
6. Continue until one student gets tic-tac-toe or until all spaces are covered.
7. Peer evaluation
P.051 Variant Correspondences
R-Controlled Spin
Game Board
ear
ar ir
or are
car
care
scare
for
stir
farm
hear
horse
bird
near smart
share
born
shirt
fear
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Game Board
P.051.AM1 R-Controlled Spin
game board
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
ear
ar ir
or are
P.051.AM2 R-Controlled Spin
r-controlled vowel spinner
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
car
care
scare
for
stir
farm
hear
horse
bird
near
smart
share
born
shirt
fear
P.051.AM3 R-Controlled Spin
r-controlled vowel word cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.051.AM4 R-Controlled Spin
blank spinner
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will identify variant correspondences in words.
Materials
Elkonin Box picture cards (Activity Master P.052.AM1a - P.052.AM1l)
Copy, laminate, and cut.
Student sheet (Activity Master P.052.SS1a - P.052.SS1b)
Can be copied back to back.
When writing graphemes for a long vowel made by v-c-e, the e is placed below the final grapheme
with a slash and an arrow is drawn leading back to the vowel that it is making long.
Vis--Vis markers
Pencils
Activity
Students orally segment words and write corresponding letters on spaces in Elkonin Boxes.
1. Place the Elkonin Box picture cards in a stack at the center. Provide each student with student
sheets and Vis--Vis marker.
2. Working in pairs, student one says the name of the picture on the picture card and orally
segments the word (e.g., boat, /b////t/).
3. Student two repeats the sounds while writing the corresponding grapheme for each phoneme
in the box with the Vis-a-Vis marker (i.e., b-oa-t).
4. Both students record the word on their student sheets.
5. Continue until student sheets are complete.
6. Teacher evaluation
Extensions and Adaptations
Use other target Elkonin Box picture cards (Activity Master P.052.AM2).
P.052 Variant Correspondences
Say and Write Letters
b o a t
a p
e
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.052.AM1a Say and Write Letters
elkonin box picture card: ape
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.052.AM1b Say and Write Letters
elkonin box picture card: nail
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.052.AM1c Say and Write Letters
elkonin box picture card: seal
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.052.AM1d Say and Write Letters
elkonin box picture card: kiss
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.052.AM1e Say and Write Letters
elkonin box picture card: kite
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.052.AM1f Say and Write Letters
elkonin box picture card: saw
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.052.AM1g Say and Write Letters
elkonin box picture card: bell
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.052.AM1h Say and Write Letters
elkonin box picture card: feet
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Say and Write Letters P.052.AM1i
elkonin box picture card: stove
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.052.AM1j Say and Write Letters
elkonin box picture card: boat
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.052.AM1k Say and Write Letters
elkonin box picture card: cube
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.052AM1l Say and Write Letters
elkonin box picture card: moon
Name
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Say and Write Letters P.052.SS1a
Name
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.052.SS1b Say and Write Letters
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.052.AM2 Say and Write Letters
blank elkonin box picture card
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.053 Syllable Patterns
Picture It In Syllables
Extensions and Adaptations
Make and use other two syllable cards (Activity Master P.053.AM2).
Objective
The student will blend syllables in words.
Materials
Syllable cards (Activity Master P.053.AM1a - P.053.AM1b)
Student sheet (Activity Master P.053.SS)
Pencils
Activity
Students combine syllables to form words while playing a matching game.
1. Place the syllable cards face down in rows. Provide each student with a student sheet.
2. Taking turns, students select two cards, read the syllable on each card, blend them, and read
the word orally (e.g., pa per, paper).
3. Determine if they make a word that corresponds to one of the pictures on the student sheet.
4. If a match is made, place the cards aside and record the word next to the picture on the
student sheet. If a match is not made (e.g., "mon-bot, monbot"), return cards to their
original positions.
5. Continue until student sheet is complete.
6. Teacher evaluation
pa
per
P.053.SS
Picture It In Syllables
Name
K-1 Student Center Activities: Phonics
2005 The Florida Center for Reading Research (Revised, 2008)
paper
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
pa
mon
ro
bas
per
key
bot
ket
syllable cards
P.053.AM1a Picture It In Syllables
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
ba
rac
chick
sand
by
coon
en
wich
syllable cards
P.053.AM1b Picture It In Syllables
Name
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.053.SS Picture It In Syllables
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
blank cards
P.053.AM2 Picture It In Syllables
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will blend syllables in words.
Materials
Puzzle pieces (Activity Master P.054.AM1a - P.054.AM1d)
Copy on card stock, laminate, and cut.
Bag
Place all puzzle pieces in the bag.
Paper
Pencils
Activity
Students make words from syllable puzzle pieces.
1. Place bag of puzzle pieces on a flat surface. Provide each student with paper.
2. Taking turns, students pull one puzzle piece from the bag until all pieces are distributed.
Combine pieces with the same number.
3. Say the syllable on each puzzle piece, blend, and read the word (e.g.,. sand - wich, sandwich)
4. Write the word and circle the syllables.
5. Continue until all puzzles are complete, recorded, and syllables are circled.
6. Teacher evaluation
Extensions and Adaptations
Complete three syllable puzzles (P.054.AM 2a P.054.AM2b).
Make other word puzzles (Activity Master P.054.AM3).
P.054 Syllable Patterns
Piece It Together
sandwich
shampoo
wagon
poo
9
sham
9
wich
10
sand
10
on
4
wag
4
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Piece It Together P.054.AM1a
h
a
m
j
a
c
k
o
m
e
r
e
t
p
e
n
1
1
2
2
3
3
puzzle pieces
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Piece It Together P.054.AM1b
w
a
g
p
e
n
e
l
o
n
c
i
l
b
o
w
4
4
5
5
6
6
puzzle pieces
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Piece It Together P.054.AM1c
p
i
l
w
i
n
s
h
a
m
l
o
w
d
o
w
p
o
o
7
7
8
8
9
9
puzzle pieces
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Piece It Together P.054.AM1d
s
a
n
d
c
a
m
t
i
w
i
c
h
e
l
g
e
r
1
0
1
0
1
1
1
1
1
2
1
2
puzzle pieces
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Piece It Together P.054.AM2a
o
c
h
a
m
p
o
t
a
t
o
p
u
s
e
r
b
u
r
g
t
o
1
3
1
3
1
3
1
4
1
4
1
4
1
5
1
5
1
5
puzzle pieces
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Piece It Together P.054.AM2b
v
o
l
u
m
e
n
v
e
c
a
n
o
l
a
b
r
e
l
l
o
p
e
1
6
1
6
1
6
1
7
1
7
1
7
1
8
1
8
1
8
puzzle pieces
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Piece It Together P.054.AM3
blank puzzle pieces
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will segment syllables in words.
Materials
Pocket Chart
Header cards (Activity Master P.055.AM1)
Syllable word cards (Activity Master P.055.AM2a - P.055.AM2d)
Student sheet (Activity Master P.055.SS)
Pencils
Activity
Students sort words by the number of syllables.
1. Place the header cards across the top row of the pocket chart. Place the word cards face
down in a stack. Provide each student with a student sheet.
2. Taking turns, students select the top card and read the word (e.g., basket).
3. Say the word again segmenting it by syllables (i.e., bas-ket). Count the number of
syllables (i.e., 2).
4. Place the word in the column on the pocket chart that corresponds to the number of
syllables. Record the word in the corresponding column on the student sheet.
5. Continue until all words are sorted and recorded.
6. Teacher evaluation
Extensions and Adaptations
Sort by number of phonemes.
Make and use other word cards (Activity Master P.055.AM2d).
P.055 Syllable Patterns
Syllable Closed Sort
P
.
0
5
5
.
S
S
"
H
o
w

M
a
n
y
?
"

C
l o
s
e
d

S
o
r
t
1
3
2
4
N
a
m
e
K
- 1 S t u d e n t C
e n t e r A
c t i v i t i e s : P h o
n i c s

2 0 0 5 T
h e F l o
r i d a C
e n t e r f o
r R
e a d i n g R
e s e a r c h ( R
e v i s e d , 2 0 0 8 )
horse
silly butterfly motorcycle
pencil telephone understanding
2 4 1 3
horse silly butterfly motorcycle
pencil telephone understanding
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.055.AM1 Syllable Closed Sort
1
3
2
4
h
e
a
d
e
r
h
e
a
d
e
r
h
e
a
d
e
r
h
e
a
d
e
r
header cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Syllable Closed Sort P.055.AM2a
syllable word cards: five - 1, frog - 1, horse - 1, meet - 1, spot - 1, baby - 2
f
i
v
e
m
e
e
t
f
r
o
g
s
p
o
t
h
o
r
s
e
b
a
b
y
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.055.AM2b Syllable Closed Sort
syllable word cards: peanut - 2, pencil - 2, silly - 2,
window - 2, tomorrow - 3, elephant - 3
p
e
a
n
u
t
w
i
n
d
o
w
p
e
n
c
i
l
t
o
m
o
r
r
o
w
s
i
l
l
y
e
l
e
p
h
a
n
t
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.055.AM2c Syllable Closed Sort
syllable word cards: butterfly - 3, telephone - 3, banana - 3,
watermelon - 4, caterpillar - 4, alligator - 4
b
u
t
t
e
r
f
l
y
w
a
t
e
r
m
e
l
o
n
t
e
l
e
p
h
o
n
e
c
a
t
e
r
p
i
l
l
a
r
b
a
n
a
n
a
a
l
l
i
g
a
t
o
r
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.055.AM2d Syllable Closed Sort
syllable and blank word cards: understanding - 4, motorcycle - 4
u
n
d
e
r
s
t
a
n
d
i
n
g
m
o
t
o
r
c
y
c
l
e
Name
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.055.SS Syllable Closed Sort
1
3
2
4
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will segment syllables in words.
Materials
Syllable game board (Activity Master P.056.AM1a - P.056.AM1b)
Copy on card stock, connect, and laminate.
Syllable word cards (Activity Master P.056.AM2a - P.056.AM2c)
Write the number of syllables on the back side of the word cards for self-check.
Game pieces (e.g., counters)
Activity
Students count the number of syllables in words while playing a board game.
1. Place the game board and stack of word cards face up on a flat surface. Place game pieces
at START on the game board.
2. Taking turns, students select the top card and read the word (e.g., picnic).
3. Say the word again segmenting it by syllables (i.e., pic-nic). Count the number of
syllables (i.e., 2). Check the back of the card for the number of syllables.
4. If correct, move game piece the same number of spaces on game board. If incorrect, leave
game piece where it is.
5. Place word card at bottom of stack.
6. Continue until students reach the end.
7. Peer evaluation
Extensions and Adaptations
Make other word cards to use in game (Activity Master P.056.AM3).
P.056 Syllable Patterns
Word Syllable Game
"Pic-nic. That's two syllables!"
picnic
2
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
c
a
r
d
s
START
Word Syllable Game P.056.AM1a
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.056.AM1b Word Syllable Game
END
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Word Syllable Game P.056.AM2a
often
happy
teach
through
people
chilly
chicken
scratch
syllable word cards: through - 1, scratch - 1, teach - 1, chicken - 2,
happy - 2, chilly - 2, often - 2, people - 2
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.056.AM2b Word Syllable Game
magnetic
astronaut
chocolate
triangle
escalator
tomorrow
Saturday
hospital
syllable word cards: triangle - 3, hospital - 3, chocolate - 3, Saturday - 3,
astronaut - 3, tomorrow - 3, magnetic - 3, escalator - 4
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Word Syllable Game P.056.AM2c
hippopotamus
caterpillar
tarantula
harmonica
encyclopedia
watermelon
helicopter
rhinoceros
syllable word cards: harmonica - 4, rhinoceros - 4, tarantula - 4, helicopter - 4,
caterpillar - 4, watermelon - 4, hippopotamus - 5, encyclopedia - 6
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.056.AM3 Word Syllable Game
blank cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will form compound words.
Materials
Compound word cards (Activity Master P.057.AM1a - P.057.AM1c)
Copy on card stock, laminate, and cut.
Student sheet (Activity Master P.057.SS)
Pencils
Activity
Students make compound words by putting puzzles pieces together.
1. Place puzzle pieces face up in rows on a flat surface. Provide each student with a student
sheet.
2. Taking turns, student one selects a card and reads it orally (e.g., pop).
3. Student two selects a word that, when combined with the word student one chose, makes
a compound word and reads it orally (i.e., corn). Read the compound word
(i.e., popcorn) and record on student sheet.
4. Continue until all compound words are formed and recorded.
5. Teacher evaluation
Extensions and Adaptations
Make puzzles using base words, inflections, suffixes, or prefixes (Activity Master P.057.AM2).
P.057 Morpheme Structures
Compound Word Puzzles
P.057.SS
Compound Word Puzzles
Word
Word Compound Word
+
=
=
+
=
+
=
+
=
+
=
+
=
+
=
+
=
+
=
+
=
+
=
+
=
+
Name
K-1 Student Center Activities: Phonics
2005 The Florida Center for Reading Research (Revised, 2008)
pop
corn popcorn
g
ra
ss
hopper
hom
e
w
o
rk
pop corn
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.057.AM1a Compound Word Puzzles
compound word cards
pop
grass
foot
apple
corn
hopper
ball
sauce
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.057.AM1b Compound Word Puzzles
compound word cards
black
earth
home
sun
board
quake
work
flower
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.057.AM1c Compound Word Puzzles
compound word cards
grand
play
butter
fire
mother
ground
fly
fighter
Name
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.057.SS Compound Word Puzzles
Word Word Compound Word + =
= +
= +
= +
= +
= +
= +
= +
= +
= +
= +
= +
= +
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.057.AM2 Compound Word Puzzles
blank compound word cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will blend base words and inflections to make words.
Materials
Base word and inflection grids (Activity Master P.058.AM1a - P.058.AM1b)
Shallow boxes (e.g., shoe boxes, small plastic containers)
Place each grid in the bottom of a box.
Two small bean bags
Paper
Pencils
Activity
Students make words combining base words and inflections by playing a bean bag game.
1. Place boxes side by side with the base word box on the left and inflection box on the right.
Place small bean bags at the center. Provide each student with paper.
2. Taking turns, students toss a small bean bag into each box. Say the base word and
inflection on which the bags land (e.g., walking). Blend them and read the word
(i.e., walking).
3. Determine if the word is real or nonsense. If real, write the word on paper.
4. Continue until at least ten real words are listed on paper.
5. Teacher evaluation
Extensions and Adaptations
Use other base words (Activity Master P.058.AM2).
Morpheme Structures P.058
Inection Toss
Base Words
toss
smart
short
walk
eat
look
Inflections
s
est
ing
es
ed
er
tosses
smartest
walking
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.058.AM1a Inection Toss
B
a
s
e

W
o
r
d
s
t
o
s
s
s
m
a
r
t
s
h
o
r
t
w
a
l
k
e
a
t
l
o
o
k
base word grid
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.058.AM1b Inection Toss
I
n
f
l
e
c
t
i
o
n
s
s
e
s
t
i
n
g
e
s
e
d
e
r
inflection grid
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.058.AM2 Inection Toss
B
a
s
e

W
o
r
d
s
c
o
o
k
f
a
s
t
p
l
a
y
f
i
s
h
s
i
n
g
t
a
l
l
base word grid
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Extensions and Adaptations
Make and use additional base words (Activity Master P.059.AM2).
P.059 Morpheme Structures
Prex and Sufx Flip Book
Objective
The student will blend base words and affixes to make words.
Materials
Base word and affix flip cards (Activity Master P.059.AM1a - P.059.AM1b)
Copy, laminate, and cut around borders. Compile and cut pages up to the gray lines. Staple to card
stock or poster board.
Student sheet (Activity Master P.059.SS)
Pencil
Activity
Students make words using base words, prefixes, and suffixes.
1. Place flip book at the center. Provide the student with a student sheet.
2. The student flips through the base words in the flip book, selects, and reads the word orally
(e.g., pack).
3. Flips through the prefixes to form a real word and reads it orally (e.g., unpack). Records
word on the student sheet. Continues making and recording words by blending prefixes and
the base word.
4. Flips through the suffixes to form a real word and reads it orally (e.g., packs). Records word
on the student sheet. Continues making and recording words by blending suffixes and the
base word.
5. Flips both prefixes and suffixes to form a real word using the same base word and reads
it orally (e.g., unpacked). Records word on the student sheet. Continues making and
recording words by blending prefixes and suffixes with the base word.
6. Chooses another base word.
7. Continues until two or more base words are used.
8. Teacher evaluation
P.059.SS
Prex and Sufx Flip Book
Base Word
New Words
1.
2.
3.
4.
5.
6.
7.
8.
Base Word
New Words
1.
2.
3.
4.
5.
6.
7.
8.
Base Word
New Words
1.
2.
3.
4.
5.
6.
7.
8.
Base Word
New Words
1.
2.
3.
4.
5.
6.
7.
8.
Name
K-1 Student Center Activities: Phonics
2005 The Florida Center for Reading Research (Revised, 2008)
pack
unpacked
un pack ed
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.059.AM1a Prex and Sufx Flip Book
u
n
r
e
l
i
k
e
f
r
i
e
n
d
s
e
r
base word and affix flip cards
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.059.AM1b Prex and Sufx Flip Book
d
i
s
m
i
s
p
a
c
k
r
e
a
d
i
n
g
l
y
base word and affix flip cards
Name
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.059.SS Prex and Sufx Flip Book
Base Word
New Words
1.
2.
3.
4.
5.
6.
7.
8.
Base Word
New Words
1.
2.
3.
4.
5.
6.
7.
8.
Base Word
New Words
1.
2.
3.
4.
5.
6.
7.
8.
Base Word
New Words
1.
2.
3.
4.
5.
6.
7.
8.
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.059.AM2 Prex and Sufx Flip Book
blank flip pages
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will identify base words and affixes.
Materials
Word cards (Activity Master P.060.AM1a - P.060.AM1b)
Student sheet (Activity Master P.060.SS)
Whiteboards
Vis--Vis markers
Pencils
Activity
Students segment words by isolating the base word and affixes.
1. Place word cards face down in a stack on a flat surface. Provide each student with a
whiteboard, Vis--Vis marker, and student sheet.
2. Taking turns, students select the top card from the stack, read it orally (e.g., tallest), and
write the word on their whiteboards.
3. Determine the base word and the affix (i.e., tall - est). Put a line between the base word
and affix.
4. Record on student sheet.
5. Continue until all words are recorded.
6. Teacher evaluation
Extensions and Adaptations
Make and use compound words (Activity Master P.056.AM3).
P.060 Morpheme Structures
Break Apart
Prex and Sufx Word Pins
P.060.SS
Word
Prefix Base Word Suffix
=
+
+
=
+
+
=
+
+
=
+
+
=
+
+
=
+
+
=
+
+
=
+
+
=
+
+
=
+
+
=
+
+
=
+
+
=
+
+
Name
K-1 Student Center Activities: Phonics
2005 The Florida Center for Reading Research (Revised, 2008)
tallest
tall
est
tallest
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Break Apart P.060.AM1a
word cards
d
i
s
c
o
l
o
r
e
d
u
n
d
o
m
i
s
u
s
e
r
e
t
u
r
n
i
n
g
l
a
n
d
e
d
t
a
l
l
e
s
t
Phonics
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
P.060.AM1b Break Apart
word cards
h
e
l
p
f
u
l
u
n
s
u
r
e
a
s
k
i
n
g
t
r
a
i
n
e
r
r
e
m
o
v
e
s
w
i
s
h
e
s
Name
K-1 Student Center Activities: Phonics 2005 The Florida Center for Reading Research (Revised, 2008)
Break Apart P.060.SS
Word Prefix Base Word Suffix = + +
= + +
= + +
= + +
= + +
= + +
= + +
= + +
= + +
= + +
= + +
= + +
= + +
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will recognize rhyming words.
Materials
CD or tape player
CD or tape with rhyming songs
Headphones
Gloves
Optional: Use paper hands on popsicle sticks (Activity Master PA.016.AM2)
Paper
Crayons or markers
Activity
Students interact with rhyming songs.
1. Place the tape player, headphones, and the rhyming tape at the center. Provide each
student with gloves, paper, and crayons.
2. The student puts on the gloves and headphones.
3. Listens to a rhyming song.
4. Interacts with the song (claps when the words rhyme).
5. Shakes head no when the words do not rhyme.
6. Draws pictures of one of the rhyming pairs in the song (e.g., cat and hat) on paper.
7. Teacher evaluation
Rhyme or No Rhyme
PA.001 Rhyme
Extensions and Adaptations
Draw additional rhyming pictures to match the rhyme pair (e.g., rat).
Illustrate other rhyming pairs.
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will recognize rhyming words.
Materials
Rhyme and time picture cards (Activity Master PA.002.AM1a - PA.002.AM1f )
Select target rhymes.
Activity
Students match rhyming picture cards.
1. Separate and place the rhyme and time picture cards face down in two stacks on a flat surface.
2. Working in pairs, student one selectes the top card from each stack and names the pictures
(e.g., fox, box).
3. If a match is made, says "rhyme time" and keeps the pair. If a match is not made, returns the
cards randomly to the appropriate stack and student two takes a turn.
4. Continue until all matches are made.
5. Peer evaluation
Matching Rhyme Time
Extensions and Adaptations
State a word or draw a picture that rhymes with the match.
Match words with the same initial sound.
Rhyme PA.002
"Yes, fox and box rhyme! Rhyme time!"
"No, dog and hat do not rhyme!"
rhyme time
rhyme time
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
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rhyme and time picture cards: hook, jar, boat, cook, car, goat
PA.002.AM1a Matching Rhyme Time
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Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
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rhyme and time picture cards: box, frog, house, fox, dog, mouse
Matching Rhyme Time PA.002.AM1b
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
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rhyme and time picture cards: cake, chain, sun, snake, train, run
PA.002.AM1c Matching Rhyme Time
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
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rhyme and time picture cards: fan, hide, mop, pan, slide, hop
Matching Rhyme Time PA.002.AM1d
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
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rhyme and time picture cards: stick, truck, rug, chick, duck, bug
PA.002.AM1e Matching Rhyme Time
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
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rhyme and time picture cards: bee, whale, hat, tree, tail, cat
Matching Rhyme Time PA.002.AM1f
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Extensions and Adaptations
Exchange rhyming boards and play again.
Play using other picture cards.
Objective
The student will recognize rhyming words.
Materials
Rhyming A-LOT-OH! boards (Activity Master PA.003.AM1a - PA.003.AM1f )
Copy on card stock, cut out, and laminate.
Rhyming picture cards (Activity Master PA.003.AM2a - PA.003.AM2c)
Activity
Students match rhyming picture cards to picture boards.
1. Provide each student with a different Rhyming A-LOT-OH! board. Place rhyming picture
cards face down in a stack.
2. Taking turns, student one selects the top picture card from the stack, names it (e.g., coat)
and looks on his rhyming board for a match (i.e., boat).
3. If there is a match, says the rhyming word and places the picture on top of the picture on
the board. If there is no match, or if the rhyming picture is already covered, returns the
picture card to the bottom of the stack.
4. Continue until a student matches all of the pictures on a page or until all the cards in the
stack are used.
5. Peer evaluation
Rhyme
Rhyming A LOT OH!
PA.003
RHYMING A LOT OH!
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Rhyming A LOT OH! PA.003.AM1a
rhyming a-lot-oh! board: goat, cab, chair, lock, gum, horn, soap, map, moose
RHYMING A LOT OH!
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
rhyming a-lot-oh! board: boat, clock, bed, duck, kite, crown, saw, feet, shell
Rhyming A LOT OH! PA.003.AM1b
RHYMING A LOT OH!
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
RHYMING A LOT OH!
rhyming a-lot-oh! board: fan, skate, swing, dock, bib, mice, pig, vest, gold
PA.003.AM1c Rhyming A LOT OH!
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
RHYMING A LOT OH!
rhyming a-lot-oh! board: pan, glass, ring, nail, cone, star, bug, sheep, chick
PA.003.AM1d Rhyming A LOT OH!
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
RHYMING A LOT OH!
rhyming a-lot-oh! board: clap, coach, pea, skunk, grill, pool, tree, dish, cook
PA.003.AM1e Rhyming A LOT OH!
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
RHYMING A LOT OH!
rhyming a-lot-oh! board: mail, rain, rose, bride, top, frog, sink, n, lamp
Rhyming A LOT OH! PA.003.AM1f
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.003.AM2a Rhyming A LOT OH!
rhyming picture cards: coat, crab, hair, rock, drum, corn, rope, snap, goose, oat, sock,
bread, truck, light, clown, paw, beet, bell
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
rhyming picture cards: can, gate, wing, block, crib, dice, wig, nest, cold, man, grass, king,
tail, bone, car, rug, jeep, stick
Rhyming A LOT OH! PA.003.AM2b
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.003.AM2c Rhyming A LOT OH!
rhyming picture cards: tap, roach, tea, trunk, hill, school, key, sh, book, snail, chain,
nose, slide, stop, log, drink, chin, stamp
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Extensions and Adaptations
Segment the onset and rime of matching pairs (e.g., /d/ /og/ and /l/ /og/).
Sort pictures by initial sound.
Objective
The student will recognize rhyming words.
Materials
Pocket chart
Rhyming picture cards (Activity Master PA.004.AM1a - PA.004.AM1g)
Separate into two sets by the circle and triangle icons on the cards.
Bag
Place circle set in the bag.
Activity
Students match rhyming picture cards on a pocket chart.
1. Place the bag containing the circle set of rhyming picture cards next to the pocket chart.
Display the triangle set of rhyming picture cards on the pocket chart.
2. Taking turns, student one selects a card from the bag, names the picture (e.g., cook), and
looks for the rhyming match on the pocket chart.
3. Places it next to the rhyming picture on the pocket chart and names both pictures (i.e.,
cook, hook).
4. Reverse roles and continue until all matches are made.
5. Peer evaluation
Rhyme
Pocket Rhymes
PA.004
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Pocket Rhymes PA.004.AM1a
rhyming picture cards: dog, bag, can, log, ag, fan
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.004.AM1b
rhyming picture cards: re, hook, school, tire, cook, pool
Pocket Rhymes
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Pocket Rhymes
rhyming picture cards: dish, groom, bone, sh, broom, cone
PA.004.AM1c
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Pocket Rhymes PA.004.AM1d
rhyming picture cards: map, bear, door, cap, chair, four
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.004.AM1e
rhyming picture cards: duck, cry, horn, truck, y, corn
Pocket Rhymes
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.004.AM1f
rhyming picture cards: crumb, tie, rake, thumb, pie, snake
Pocket Rhymes
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
rhyming picture cards: ice, skate, dice, plate
Pocket Rhymes PA.004.AM1g
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Extensions and Adaptations
Play using other rhyming pictures (Activity Master PA.005.AM3a - PA.005.AM3d).
Complete closed sort using initial sound picture cards (Activity Master PA.005.AM4a -
PA.005.AM4d).
Objective
The student will recognize rhyming words.
Materials
Pocket chart
Rhyming picture header cards (Activity Master PA.005.AM1)
Rhyming picture cards (Activity Master PA.005.AM2a - PA.005.AM2d)
Activity
Students sort rhyming picture cards on a pocket chart.
1. Place the four rhyming picture header cards across the top row of the pocket chart. Place the
rhyming picture cards face down in a stack.
2. Taking turns, students select the top card from the stack, name the picture (e.g., mail),
and look for the rhyme match on the pocket chart.
3. Place the card in the correct column. Name all of the pictures in that column (i.e., snail,
pail, mail).
4. Continue until all cards are sorted.
5. Peer evaluation
Rhyme
Rhyme Closed Sort
PA.005
header header header header
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
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rhyming picture header cards: snake, bat, tree, snail
PA.005.AM1 Rhyme Closed Sort
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.005.AM2a
rhyming picture cards: steak, rake, cake, lake, bake
Rhyme Closed Sort
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
rhyming picture cards: knee, bee, tea, key, pea
PA.005.AM2b Rhyme Closed Sort
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
rhyming picture cards: cat, hat, mat, rat, pat
PA.005.AM2c Rhyme Closed Sort
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
rhyming picture cards: nail, pail, tail, sail, mail
PA.005.AM2d Rhyme Closed Sort
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
rhyming picture cards: bug, rug, jug, plug, sheep, jeep
PA.005.AM3a Rhyme Closed Sort
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
rhyming picture cards: sleep, dice, rice, mice, cab, crab
PA.005.AM3b Rhyme Closed Sort
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
rhyming picture cards: lab, block, clock, lock, rock, sock
PA.005.AM3c Rhyme Closed Sort
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
rhyming picture cards: dog, frog, fog, log, jog
PA.005.AM3d Rhyme Closed Sort
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
initial sound picture cards: peanut, purse, present, popcorn, peach, bee
PA.005.AM4a Rhyme Closed Sort Extension (initial sound)
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.005.AM4b
initial sound picture cards: bat, bag, basket, bottle, gate, gum
Rhyme Closed Sort Extension (initial sound)
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
initial sound picture cards: glue, goat, hair, hat, house, hamburger
PA.005.AM4c Rhyme Closed Sort Extension (initial sound)
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
initial sound picture cards: hammer, horse, snail, star, submarine, spoon
PA.005.AM4d Rhyme Closed Sort Extension (initial sound)
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Extensions and Adaptations
Use rhyming pictures from print media.
Draw objects that rhyme.
Rhyme
Rhyme Pie
PA.006
Objective
The student will recognize rhyming words.
Materials
Rhyming picture cards (Activity Master PA.006.AM1a - PA.006.AM1c)
Paper plates or construction paper circles
Scissors
Glue
Markers
Activity
Students group picture cards into rhyming sets.
1. Provide the student with the rhyming picture card pages, paper plates, scissors,
glue, and a marker.
2. The student cuts out the pictures.
3. Groups rhyming pictures and glues in sets on paper plates.
4. Circles the matching rhyming picture sets.
5. Teacher evaluation
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.006.AM1a
rhyming picture cards: bag, ag, tag, crown, clown, bell, shell, well
Rhyme Pie
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
rhyming picture cards: moose, goose, caboose, hand, band, sand, ring, wing
PA.006.AM1b Rhyme Pie
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
rhyming picture cards: king, hose, nose, rose
PA.006.AM1c Rhyme Pie
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will recognize rhyming words.
Materials
Rhyming picture cards (Activity Master PA.007.AM1a - PA.007.AM1g)
Select target rhymes.
Activity
Students match rhyming pairs of picture cards.
1. Place the rhyming picture cards face down in rows.
2. Taking turns, students select two cards, name the picture on each (e.g., crown, clown), and
determine if there is a match.
3. If there is a match, pick up the cards and place to the side. If cards do not match, return
them to their original positions.
4. Continue until all rhyming pairs are made.
5. Peer evaluation
Rhyme
Rhyme Memory Match
PA.007
Extensions and Adaptations:
Sort cards on a pocket chart and review rhyming pairs.
Play using initial sound picture cards (Activity Master PA.007.AM2a - PA.007.AM2e).
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Rhyme Memory Match
rhyming picture cards: cat, moon, book, hat, spoon, cook
PA.007.AM1a
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
rhyming picture cards: bread, beach, can, thread, peach, pan
Rhyme Memory Match PA.007.AM1b
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
rhyming picture cards: bee, star, sock, knee, car, lock
Rhyme Memory Match PA.007.AM1c
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
rhyming picture cards: clown, mouse, sheep, crown, house, jeep
Rhyme Memory Match PA.007.AM1d
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
rhyming picture cards: egg, one, bow, leg, sun, toe
Rhyme Memory Match PA.007.AM1e
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
rhyming picture cards: mitten, key, bed, kitten, pea, sled
Rhyme Memory Match PA.007.AM1f
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
rhyming picture cards: pie, dish, hose, tie, sh, nose
Rhyme Memory Match PA.007.AM1g
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
initial sound picture cards: pig, penguin, monkey, motorcycle, kangaroo, key
Rhyme Memory Match Extension (initial sound) PA.007.AM2a
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Rhyme Memory Match Extension (initial sound) PA.007.AM2b
initial sound picture cards: toothbrush, tea, sock, soccerball, nail, net
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
initial sound picture cards: cupcake, comb, jump, jeans, uniform, United States
Rhyme Memory Match Extension (initial sound) PA.007.AM2c
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Rhyme Memory Match Extension (initial sound) PA.007.AM2d
initial sound picture cards: desk, doll, ox, octopus, dragon, deer
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
initial sound picture cards: guitar, gate, eagle, ear, horse, head
Rhyme Memory Match Extension (initial sound) PA.007.AM2e
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will recognize rhyming words.
Materials
Rhyming Game board (Activity Master PA.008.AM1a - PA.008.AM1b)
Copy on card stock, assemble, and laminate.
Rhyming picture cards (Activity Master PA.008.AM2a - PA.008.AM2d)
Number cube (Activity Master PA.008.AM3)
Copy on card stock and assemble.
Game pieces (e.g., counters)
Activity
Students match rhyming words while playing a game.
1. Place Rhyming Game board, number cube, and rhyming picture cards face up in rows on
a flat surface. Place game pieces on the START space.
2. Taking turns, students roll the number cube and move game piece according to the
number shown.
3. Name the picture where the game piece lands (e.g., lamp) and look at the cards to find a
rhyming match.
4. If a match is made, say the match (i.e., stamp, lamp). If unable to make a match, then
return the game piece to its previous space.
5. Continue until all students reach the END space.
6. Peer evaluation
Rhyme
Rhyming Game
PA.008
Extensions and Adaptations
Play using print media or illustrate additional picture cards.
Play by stating rhyming words.
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Rhyming Game PA.008.AM1a
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Rhyming Game

PA.008.AM1b
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Rhyming Game PA.008.AM2a
pictures on the game board: pie, hand, hen, king, dish, jam
rhyming picture cards: eye, sand, pen, ring, sh, ham
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Rhyming Game PA.008.AM2b
pictures on the game board: sheep, nut, wink, walk, skate, bow
rhyming picture cards: sleep, hut, sink, chalk, gate, snow
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Rhyming Game PA.008.AM2c
pictures on the game board: cat, lip, lamp, crib, lock, mop
rhyming picture cards: hat, ship, stamp, bib, dock, hop
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Rhyming Game PA.008.AM2d
pictures on the game board: gum, paw, ball, mail, fox, bag
rhyming picture cards: drum, straw, wall, sail, box, tag
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
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Rhyming Game PA.008.AM3
glue glue
glue
1. Cut along solid line
2. Fold along dotted lines
number cube
1
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Extensions and Adaptations
Exchange books with a partner and compare rhyming words.
Make additional flip book pages (Activity Master PA.009.AM2).
Objective
The student will recognize and produce rhyming words.
Materials
Rhyme picture book pages (Activity Master PA.009.AM1a - PA.009.AM1g)
Stapler
Crayons or markers
Activity
Students find two rhyming pictures and illustrate a third picture.
1. Place stapler and crayons at the center. Provide the student with a set of rhyme picture
book pages.
2. The student makes a flip book using the rhyme book pages. Cuts, compiles, and staples
the book.
3. Flips through the pages in the book and finds two pictures that rhyme.
4. Draws a picture of a word that rhymes with the two pictures on a blank page.
5. Chooses a crayon and marks a line across all three rhyming pictures (Note: Uses a different
color for each set of rhyming pictures).
6. Continues until there are three pictures for each rhyme.
7. Teacher evaluation
Rhyme
Rhyme Flip Book
PA.009
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Rhyme Flip Book PA.009.AM1a
rhyme picture book pages: pig, hat
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Rhyme Flip Book PA.009.AM1b
rhyme picture book pages: fan, jar
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Rhyme Flip Book PA.009.AM1c
rhyme picture book pages: bell, frog
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Rhyme Flip Book PA.009.AM1d
rhyme picture book pages: star, net
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Rhyme Flip Book PA.009.AM1e
rhyme picture book pages: wet, wig
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Rhyme Flip Book PA.009.AM1f
rhyme picture book pages: dog, can
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Rhyme Flip Book PA.009.AM1g
rhyme picture book pages: cat, well
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Rhyme Flip Book PA.009.AM2
blank ip book pages
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Extensions and Adaptations
Write and illustrate silly sentences.
Develop an alliterative tape.
Listen to and repeat alliterative (or silly) sentences with a partner.
Change the initial sound to make another silly sentence (e.g., Seter Siper sicked a seck of
sickled seppers.).
Objective
The student will repeat and produce alliterative phrases.
Materials
CD or tape player
CD or tape with alliterative songs
Headphones
Gloves
Optional: Use paper hands on popsicle sticks (Activity Master PA.016.AM1)
Paper
Crayons or markers
Activity
Students interact with alliterative music.
1. Place the tape player, headphones, and the alliterative tape at the center. Provide student
with gloves, paper, and crayons.
2. The student puts on the gloves and headphones.
3. Claps hands or finger taps to the beat.
4. Interacts with the song (repeats alliterative sentences).
5. Draws a picture illustrating an alliterative sentence on paper.
6. Teacher evaluation
Alliteration
Alliteration Action
PA.010
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will produce alliterative phrases.
Materials
Popular Pal cut-out (Activity Master PA.011.AM1)
Items for decorating (e.g., yarn for hair, wiggle eyes, buttons, etc.)
Scissors
Glue
Crayons or markers
Activity
Students use their names and alliterative phrases to describe themselves and decorate
their pals.
1. Provide the student with a Popular Pal cut-out, crayons, decorative items, scissors, and
glue.
2. The student produces an alliterative phrase that matches her name and describes a self
characteristic (e.g., Happy Holly). Students may also use likes to describe themselves
(e.g., Mikey likes milkshakes.").
3. Decorates Popular Pal cut-out to illustrate the description or statement.
4. Teacher evaluation
Alliteration
Popular Pals
PA.011
Extensions and Adaptations
Add other adjectives.
Describe a friend.
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Popular Pals PA.011.AM1
popular pal cut-out
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Alliteration
Silly Sentence Big Book
PA.012
Objective
The student will produce alliterative phrases.
Materials
12 by 18 construction paper
Alphabet picture cards (Activity Master PA.012.AM1a - PA.012.AM1d)
Glue each alphabet picture card on separate pieces of construction paper.
Items for decorating (e.g., yarn for hair, wiggle eyes, buttons, etc.)
Binder (e.g., plastic spirals or book rings)
Create a Big Book using 28 pieces of 12 by 18 construction paperone for the cover, one for
the backing, and one for each letter that the student illustrates.
Scissors
Glue
Crayons or markers
Activity
Students say and illustrate an alliterative phrase based on a target sound picture.
1. Provide the student with a piece of construction paper labeled with a target initial sound
picture card, crayons or markers, items for decorating, scissors, and glue.
2. The student names picture and says initial sound (e.g., banana, /b/).
3. Creates an alliterative sentence for the sound of the letter on her page.
4. Illustrates the sentence using decorative items. For example, if the students target sound
picture begins with /b/ she might make an illustration for the sentence, Baker Bob
bakes brown bread.
5. Teacher evaluation
Extensions and Adaptations
Extend the alliterative descriptions to include words using other target sounds
(e.g., /sh/, /ch/).
Baker Bob bakes brown bread.
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
alphabet picture cards:
alligator, banana, carrot, dog, elephant, feather, goat, hammer
PA.012.AM1a Silly Sentence Big Book
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Silly Sentence Big Book PA.012.AM1b
alphabet picture cards:
inch, jam, kite, ladder, mirror, necklace, octopus, pillow
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.012.AM1c Silly Sentence Big Book
alphabet picture cards:
quarter, rabbit, sandwich, triangle, unicorn, volcano, watch, x-ray
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Silly Sentence Big Book PA.012.AM1d
alphabet picture cards: yarn, zebra
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.013 Sentence Segmentation
Nursery Rhymes
Objective
The student will segment sentences into words.
Materials
Nursery rhyme picture cards (Activity Master PA.013.AM1a - PA.013.AM1c)
Write the number of words in the first sentence of each rhyme on the back of each card.
Interlocking cubes
Activity
Students count the words in sentences and stack interlocking cubes to equal the number of
words counted.
1. Place nursery rhyme picture cards face up in a stack. Place the cubes on a flat surface.
2. The student selects the top nursery rhyme picture card and says the rhyme.
3. Repeats the first sentence and stacks the number of cubes to equal the number of words
(e.g., Humpty Dumpty sat on a wall. There are six words in the sentence and the student
stacks six cubes).
4. Places the stack of cubes below the matching picture.
5. Turns card over and checks the number on the back to see if it corresponds to the number
of cubes.
6. Continues until all nursery rhyme cards are used.
7. Self check
Extensions and Adaptations
Name the rhyme that has the most words in the first sentence.
Make other nursery rhyme cards to use in the activity.
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Nursery Rhymes PA.013.AM1a
nursery rhyme picture cards:
humpty dumpty, eency-weency spider, london bridge, twinkle, twinkle little star
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.013.AM1b Nursery Rhymes
nursery rhyme picture cards:
ve little speckled frogs, jack and jill, jack be nimble, star light star bright
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Nursery Rhymes PA.013.AM1c
nursery rhyme picture cards: hey diddle diddle, little boy blue
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Extensions and Adaptations
Listen to and extend sentences to advance more spaces (e.g., Puppies are cute.
Student expands to, The spotted puppies are super cute.).
Play using additional sentences.
Objective
The student will segment sentences into words.
Materials
Tape player
Blank cassette tape
Script (Activity Master PA.014.AM1a - PA.014.AM1b)
Record on tape.
Headphones
Sentence Game board (Activity Master PA.014.AM2a - PA.014.AM2b)
Copy on card stock, assemble, and laminate.
Game pieces (e.g., counters)
Activity
Students count words in sentences while playing a listening game.
1. Place the tape player, headphones, and scripted tape at the center. Place the Sentence
Game board on a flat surface. Place game pieces on the START space.
2. Students put on the headphones and listen to the directions on the tape.
3. Taking turns, students listen to the sentence once. Listen again while moving the game
piece one space per word.
4. Continue until all students reach the END space.
5. Peer evaluation
PA.014 Sentence Segmentation
Sentence Game
The baby cried.
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Sentence Game PA.014.AM1a
Teacher Script
Preparation:
Record each item and allow time for student to move game piece, or instruct student to pause the tape
before listening to the next sentence.
Please note: It is important to say sentences at an even rate; not to emphasize each word.
Teacher begins recording:
I will say a sentence two times. Te rst time I will say listen and you will listen very carefully. Ten
I will say listen and move. I will repeat the sentence and you will move your game piece one space
for every word I say. After you have taken your turn, it will be the next players turn. If you run out of
sentences and still have not reached the end, rewind the tape and play the sentences again.
Place your game pieces on start and lets begin.
Listen: Puppies are cute.
Listen and move: Puppies are cute.
Listen: Cookies are easy to bake.
Listen and move: Cookies are easy to bake.
Listen: Reading is fun.
Listen and move: Reading is fun.
Listen: Te man wore a hat.
Listen and move: Te man wore a hat.
Listen: He laughed.
Listen and move: He laughed.
Listen: She helped the teacher.
Listen and move: She helped the teacher.
Listen: It was raining.
Listen and move: It was raining.
Listen: I sang.
Listen and move: I sang.
Listen: Te baby cried.
Listen and move: Te baby cried.
Listen: He saw his mother.
Listen and move: He saw his mother.
Listen: Squirrels climb trees.
Listen and move: Squirrels climb trees.
Listen: Grandpa rode the train.
Listen and move: Grandpa rode the train.
Listen: My sister danced.
Listen and move: My sister danced.
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Sentence Game PA.014.AM1b
Listen: All animals eat.
Listen and move: All animals eat.
Listen: Te sun was bright.
Listen and move: Te sun was bright.
Listen: Mice are nice.
Listen and move: Mice are nice.
Listen: Birds y.
Listen and move: Birds y.
Listen: Mike ran home.
Listen and move: Mike ran home.
Listen: A balloon oated high.
Listen and move: A balloon oated high.
Listen: Grandmother hugs me.
Listen and move: Grandmother hugs me.
Listen: Te children played games.
Listen and move: Te children played games.
Listen: We wear coats.
Listen and move: We wear coats.
Listen: Mom cooks.
Listen and move: Mom cooks.
Listen: She pets the cat.
Listen and move: She pets the cat.
Listen: Fish swim in the pond.
Listen and move: Fish swim in the pond.
Listen: An elephant is big.
Listen and move: An elephant is big.
Listen: Dogs chase cats.
Listen and move: Dogs chase cats.
Listen: I like to read.
Listen and move: I like to read.
Listen: We eat lunch at noon.
Listen and move: We eat lunch at noon.
Listen: A girae is tall.
Listen and move: A girae is tall.
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.014.AM2a Sentence Game
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.014.AM2b Sentence Game
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Sentence Segmentation
Sentence Graph
PA.015
Objective
The student will segment sentences into words.
Materials
Tape player
Blank tape
Script (Activity Master (PA.015.AM1a - PA.015.AM1b)
Record on tape.
Headphones
Student sheet (Activity Master PA.015.SS1)
Pencil
Activity
Students count and graph words while listening to taped sentences.
1. Place the tape player, headphones, and scripted tape at the center. Provide the student with a
student sheet.
2. The student puts on the headphones and listens to the directions on the tape.
3. Listens to the sentence. Listens again while marking one box per word. Listens a third time while
checking marks.
4. Continues until student sheet is complete.
5. Teacher evaluation
Extensions and Adaptations
Graph other sentences.
Make and use other graphs (Activity Master PA.015.SS2).
Sentence Graph
PA.015.SS1
1
5 3
7 9
2
6 4
8 10
K-1 Student Center Activities: Phonological Awareness
Name
2005-2008 The Florida Center for Reading Research
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Sentence Graph PA.015.AM1a
Teacher Script
Preparation:
Record each item and allow time for student to answer, or instruct student to pause the tape before
listening to the next sentence.
Please note: It is important to say sentences at an even rate; not to emphasize each word.
Teacher begins recording:
On your student sheet you will nd 12 pictures. I will say nd a picture. You will put your pencil in the
rst box next to that picture. I will then say a sentence three times. Te rst time I will say listen and
you will listen very carefully. Ten I will say mark and I will repeat the sentence. You will put one X
in a box for every word I say. Te rst X goes in the box under number 1, the second X goes in the
box under number 2, and so on. Ten I will say listen and check. I will say the sentence a third time
while you check your marks.
Lets try one.
Find the jet. When you nd it, put your pencil in the box next to it.
Listen: Te jet was very loud.
Mark: Te jet was very loud.
Listen and check: Te jet was very loud.
Did you make ve Xs?
Now we will begin.
Find the dog.
Listen: Te dog is brown with white spots.
Mark: Te dog is brown with white spots.
Listen and check: Te dog is brown with white spots.
Find the baseball.
Listen: Te team ran to the playground to play baseball.
Mark: Te team ran to the playground to play baseball.
Listen and check: Te team ran to the playground to play baseball.
Find the insect.
Listen: Insects always have three body parts and six legs.
Mark: Insects always have three body parts and six legs.
Listen and check: Insects always have three body parts and six legs.
Find the ower.
Listen: Yellow and blue owers grew in the yard.
Mark: Yellow and blue owers grew in the yard.
Listen and check: Yellow and blue owers grew in the yard.
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Sentence Graph PA.015.AM1b
Find the clown.
Listen: Clowns wear funny clothes and shoes.
Mark: Clowns wear funny clothes and shoes.
Listen and check: Clowns wear funny clothes and shoes.

Find the book.
Listen: She likes to read every night before going to sleep.
Mark: She likes to read every night before going to sleep.
Listen and check: She likes to read every night before going to sleep.
Find the cat.
Listen: Te cat jumped over the log.
Mark: Te cat jumped over the log.
Listen and check: Te cat jumped over the log.
Find the zebra.
Listen: We saw a zebra at the zoo.
Mark: We saw a zebra at the zoo.
Listen and check: We saw a zebra at the zoo.
Find the ag.
Listen: Tere are fty stars on the ag.
Mark: Tere are fty stars on the ag.
Listen and check: Tere are fty stars on the ag.
Find the cake.
Listen: Grandmother will bake a special chocolate cake for my birthday.
Mark: Grandmother will bake a special chocolate cake for my birthday.
Listen and check: Grandmother will bake a special chocolate cake for my birthday.
K-1 Student Center Activities: Phonological Awareness
Name
2005 The Florida Center for Reading Research (Revised, 2008)
Sentence Graph PA.015.SS1
1 5 3 7 9 2 6 4 8 10
K-1 Student Center Activities: Phonological Awareness
Name
2005 The Florida Center for Reading Research (Revised, 2008)
Sentence Graph PA.015.SS2
1 5 3 7 9 2 6 4 8 10
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Syllables
Clapping Names
PA.016
Objective
The student will segment syllables in words.
Materials
Student photographs
Make multiple copies.
Clapping hands (Activity Master PA.016.AM1)
Copy twice, cut, attach to popsicle sticks, and decorate.
Student sheet (Activity Master PA.016.SS)
Glue
Pencils
Activity
Students clap and chart the number of syllables in classmates names.
1. Place student photographs, glue, and clapping hands at the center. Provide each student
with a student sheet.
2. Taking turns, students name a classmate, find the classmate's photograph, and glue it on
his student sheet.
3. Use the "clapping hands" to count the syllables in the name.
4. Say the name again while segmenting each syllable. Make an X in each box for every
corresponding syllable.
5. Continue activity until student sheets are complete.
6. Teacher evaluation
Extensions and Adaptations
Use interlocking cubes to count syllables.
Use pictures of animals.
Clapping Names
PA.016.SS
K-1 Student Center Activities: Phonological Awareness
Name
2005-2008 The Florida Center for Reading Research
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Clapping Names PA.016.AM1
clapping hands
K-1 Student Center Activities: Phonological Awareness
Name
2005 The Florida Center for Reading Research (Revised, 2008)
Clapping Names PA.016.SS
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will segment syllables in words.
Materials
Animal picture header cards (Activity Master PA.017.AM1)
Three shoeboxes or containers
Attach each animal picture header card to a shoebox.
Two-to-four syllable picture cards (Activity Master PA.017.AM2a PA.017.AM2c)
Activity
Students count the syllables in words and place cards in corresponding boxes.
1. Place the shoeboxes left to right (i.e., lion, octopus, alligator) at the center. Place the
two-to-four syllable picture cards face down in a stack.
2. Taking turns, students select the top card, name the picture, and clap the syllables.
3. Feed the picture card to the hungry animal with the same number of syllables
(e.g., place the picture of the hamburger in the octopus box).
4. Continue until all picture cards are fed to the animals.
5. Peer evaluation
Syllables
Feed the Animals
PA.017
Extensions and Adaptations
Make and use other two-to-four syllable picture cards.
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Feed the Animals PA.017.AM1
h
e
a
d
e
r
h
e
a
d
e
r
h
e
a
d
e
r
h
e
a
d
e
r
animal picture header cards
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Feed the Animals PA.017.AM2a
syllable picture cards: pretzel-2, candy-2, cookies-2, carrot-2, apple-2, lettuce-2
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Feed the Animals PA.017.AM2b
syllable picture cards:
banana-3, cereal-3, tomato-3, hamburger-3, lollipop-3, spaghetti-3
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Feed the Animals PA.017.AM2c
syllable picture cards:
cauliower-4, pepperoni-4, harmonica-4, motorcycle-4, watermelon-4, macaroni-4
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will segment syllables in words.
Materials
Hopscotch board
Use a hopscotch mat, tape off a hopscotch board, or draw with sidewalk chalk.
One-to-five syllable picture cards (Activity Master PA.018.AM1a - PA.018.AM1d)
Activity
Students segment the syllables in a word and hop to the corresponding number.
1. Place the cards face down in a stack. Arrange the hopscotch board on the floor.
2. Taking turns, student one selects the top card, names the picture, segments it into syllables,
and counts the number of syllables (e.g., hamburger...ham-bur-ger...three syllables).
3. Student two repeats the segments and hops to the corresponding number.
4. Reverse roles and continue until all picture cards are used.
5. Peer evaluation
Extensions and Adaptations
Use other one-to-five syllable picture cards.
Syllables
Syllable Hopscotch
PA.018
135
24
24
Hamburger ... Ham-bur-ger ...
Three syllables
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
syllable picture cards: king-1, fork-1, lock-1, top-1, soap-1, tire-1
Syllable Hopscotch PA.018.AM1a
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
syllable picture cards:
stapler-2, pocket-2, bacon-2, caboose-2, spaghetti-3, popsicle-3
PA.018.AM1b Syllable Hopscotch
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
syllable picture cards:
hamburger-3, tornado-3, gorilla-3, television-4, caterpillar-4, tarantula-4
Syllable Hopscotch PA.018.AM1c
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
syllable picture cards: thermometer-4, rhinoceros-4, hippopotamus-5
PA.018.AM1d Syllable Hopscotch
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will segment syllables in words.
Materials
One-to-four syllable picture cards (Activity Master PA.019.AM1)
Student sheet (Activity Master PA.019.SS)
Scissors
Glue
Activity
Students count syllables in words and graph them.
1. Place scissors and glue at the center. Provide the student with a student sheet and picture
cards page.
2. The student cuts apart the pictures and places them in a stack.
3. Selects the top card from the stack and names it. Says it again while finger tapping to
count the syllables in the word.
4. Glues the picture above the corresponding number on the graph.
5. Continues until student sheet is complete.
6. Teacher evaluation
Syllables
Syllable Graph
PA.019
Extensions and Adaptations
Sort words by number of phonemes.
Make other syllable pictures to graph.
Use student pictures to graph.
Syllable Graph
PA.019.SS
K-1 Student Center Activities: Phonological Awareness
2005-2008 The Florida Center for Reading Research
Name
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Syllable Graph PA.019.AM1
syllable picture cards: wolf-1, foot-1, dress-1, cloud-1, ice-1, ower-2, monkey-2, dragon-2,
crayon-2, iron-2, basketball-3, microscope-3, lollipop-3, triangle-3, newspaper-3,
watermelon-4, helicopter-4, harmonica-4, tarantula-4
K-1 Student Center Activities: Phonological Awareness
Name
2005 The Florida Center for Reading Research (Revised, 2008)
Syllable Graph PA.019.SS
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will segment and blend syllables in words.
Materials
One-to-four syllable picture cards (PA.020.AM1a - PA.020.AM.1d)
Activity
Students segment and blend syllables in words using picture cards.
1. Place the picture cards face down in a stack on a flat surface.
2. Working in pairs, student one selects the top card and names the picture. Says the
word again, pausing between syllables, while student two holds a finger up for each
syllable (e.g., student one says har-mon-i-ca and student two raises four fingers).
3. Student two says how many syllables the word has and blends the word (e.g., four
syllables harmonica).
4. Reverse roles and continue until all cards are used.
5. Peer evaluation
Syllables
Syllable Say
PA.020
Extensions and Adaptations
Use phonic phones or make small construction paper megaphones to segment sounds.
Use simple puppets (e.g., made out of paper bags or socks) to say syllables in words.
Graph or categorize the picture cards by number of syllables.
Har-mon-i-ca
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Syllable Say PA.020.AM1a
syllable picture cards: scarf-1, shoe-1, kite-1, plant-1, clock-1, spider-2
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Syllable Say PA.020.AM1b
syllable picture cards: zipper-2, balloon-2, peanut-2, dragon-2, rainbow-2, button-2
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
syllable picture cards: giraffe-2, parachute-3, octopus-3, domino-3, family-3, dinosaur-3
Syllable Say PA.020.AM1c
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
syllable picture cards:
telephone-3, watermelon-4, tarantula-4, harmonica-4, helicopter-4, caterpillar-4
Syllable Say PA.020.AM1d
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will segment and blend onsets and rimes in words.
Materials
Onset and rime picture cards (Activity Master PA.021.AM1a - PA.021.AM1c)
Activity
Students use onset clues to guess the picture card.
1. Place the cards face down in a stack on a flat surface.
2. Taking turns, one student selects and places three cards face up on the table.
3. Says the onset for one of the picture cards (e.g., This word begins with /b/.").
4. The first student to find the picture for that onset and say the rime (e.g., /ed/) gets that
card. All students say the full name of the target picture (e.g., bed). The two remaining
cards are placed at the bottom of the stack.
5. Continue until all cards are used.
6. Peer evaluation
Onset and Rime
Quick Pick
PA.021
Extensions and Adaptations
Play by naming a matching rhyming word.
"This word begins with /b/."
/ed/
Bed!
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Quick Pick PA.021.AM1a
onset and rime picture cards: yarn, skunk, bed, ring, duck, lamp
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Quick Pick PA.021.AM1b
onset and rime picture cards: kite, jam, map, pan, hop, tub
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Quick Pick PA.021.AM1c
onset and rime picture cards: nut, game, fork, queen, wall, vase
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Extensions and Adaptations
Use other rimes.
Onset and Rime
Rime House
PA.022
Objective
The student will segment, blend, and match onsets and rimes in words.
Materials
Rime House work board (Activity Master PA.022.AM1)
Copy six times on card stock and laminate.
Rime picture header cards (Activity Master PA.022.AM2)
Glue one header card in the top section of each of the six Rime House work boards.
Onset and rime picture cards (PA.022.AM3a - PA.022.AM3c)
Activity
Students match rime picture cards to corresponding Rime House.
1. Place the six Rime House work boards and the onset and rime picture cards face down in a
stack on a flat surface.
2. Taking turns, students name each picture header card, and segment the onset and rime
(e.g., cat, /k//at/).
3. Repeat the rime (i.e., /at/), select the top card, look at the target rime pictures, and place
the picture on the matching Rime House.
4. Continue until all rime cards are sorted onto corresponding Rime House.
5. Peer evaluation
header
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Rime House PA.022.AM1
rime house work board
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Rime House PA.022.AM2
rime picture header cards: cat, dog, bug, mop, map, pig
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h
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Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
onset and rime picture cards: hat, mat, bat, rat, log, fog, jog, frog
Rime House PA.022.AM3a
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.022.AM3b Rime House
onset and rime picture cards: rug, hug, jug, plug, hop, top, chop, stop
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Rime House
onset and rime picture cards: cap, clap, lap, tap, dig, wig, twig, big
PA.022.AM3c
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Onset and Rime
Sound Detective
PA.023
Objective
Te students will segment, blend, and match onsets and rimes in words.
Materials
Detective hat or detective hat pattern (Activity Master PA.023.AM1)
Enlarge, copy twice, color, laminate, and attach to headband.
Two magnifying glasses
Rime picture boards (Activity Master PA.023.AM2a - PA.023.AM2b)
Copy on card stock, cut on the outside line, and laminate.
Rime picture cards (Activity Master PA.023.AM3a - PA.023.AM3b)
Copy on card stock and cut apart.
Activity
Students match rimes while playing a dectective game.
1. Place rime picture cards face down in a stack. Place rime picture boards on a flat surface.
Students put on detective hats and hold magnifying glasses.
2. Taking turns, student one selects the top card and silently names the picture (e.g., cat).
Then, orally segments the word into onset and rime (i.e., /k/ /at/").
3. Student two says the word by blending the sounds (i.e., "cat") and uses a magnifying glass
to search on the rime picture board for the picture with the matching rime.
4. Names the matching rime board picture, orally segments the word into onset and rime (i.e.,
hat, /h/ /at/), places card on the picture, and says, Mystery solved!
5. Reverse roles and continue until all cards are placed on rime board.
6. Peer evaluation
Extensions and Adaptations
Write rhyming rebus sentences using the small rime picture cards.
Cat, /k/ /at/
Cat!
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Sound Detective PA.023.AM1
detective hat
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Sound Detective PA.023.AM2a
rime picture board: man, hen, nest, knee, jet, dig, mat, pop, dog, pet, mouse, pen,
hip, hat, can, bone
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.023.AM2b Sound Detective
rime picture board: mop, ring, wall, bug, wheel, hole, goat, dish, lip, swing, zip,
clock, pig, star, wheat, moon
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
rime picture cards: van, net, log, ship, men, twig, wet, cat, vest, house, bee, bat, fan,
hop, ten, cone
Sound Detective PA.023.AM3a
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
rime picture cards: top, heel, chip, wig, king, pole, string, rock, ball, boat, rip, meat,
mug, sh, car, spoon
Sound Detective PA.023.AM3b
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Onset and Rime
Guessing Game
PA.024
Objective
The student will manipulate onsets and rimes in words.
Materials
Onset and rime picture cards (Activity Master PA.024.AM1a - PA.024.AM1b)
Activity
Students use onset and rime clues to guess words.
1. Place onset and rime picture cards face down in a stack on a flat surface.
2. Working in pairs, student one selects the top card so that student two cannot see it.
3. Gives clues one at a time describing onset and rime (e.g., It begins with /r/ and rhymes
with bug.") until student two guesses a word (i.e., rug).
4. If correct, student one gives card to student two. If incorrect, student one gives another clue.
5. Reverse roles and continue until all picture cards are used.
6. Peer evaluation
Extensions and Adaptations
Play using other picture cards (e.g., draw or cut pictures from print resources).
Play with all picture cards face up in rows.
"Rug!"
Clue 1: It begins with /r/ and rhymes with bug.
Clue 2: It begins like "ran" and ends like tug.
Clue 3: It ends with /ug/ and begins like robot.
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Guessing Game PA.024.AM1a
onset and rime picture cards: mop, bat, fox, ball, book, cake
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Guessing Game PA.024.AM1b
onset and rime picture cards: bear, duck, rug, moon, nail, pot
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Matching
One Card Out
PA.025
Objective
Te student will match initial phonemes in words.
Materials
Initial sound picture cards (Activity Master PA.025.AM1a - PA.025.AM1e)
card (Activity Master PA.025.AM2)
Make two copies for a total of 12 cards.
Pocket chart
Activity
Students determine which words have the same initial sound and place a card over the
picture that does not.
1. Place initial sound picture cards with the same numbers in separate rows on the pocket
chart. Place the cards face up in a stack.
2. Taking turns, students name the pictures in a given row and say each initial sound
(e.g., house /h/, helicopter /h/, zebra /z/).
3. Place the card over the picture that does not have the same initial sound as the other two
cards (i.e., zebra).
4. Continue until one picture on each row is covered by a card.
5. Peer evaluation
Extensions and Adaptations
Use medial or nal sounds (Activity Masters P.LSC-M.1 - P.LSC-M.13 or
P.LSC-F.1 - P.LSC-F.16).
1 1 1
2 2 2
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
One Card Out PA.025.AM1a
initial sound picture cards: house, zebra, helicopter, lion, goat, lizard
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2
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2
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
3
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One Card Out PA.025.AM1b
initial sound picture cards: fan, popsicle, parrot, bed, bug, window
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
5
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5
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One Card Out PA.025.AM1c
initial sound picture cards: turkey, pencil, turtle, hand, ladder, lamp
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
7
8
7
8
7
8
initial sound picture cards: balloon, bike, clown, bracelet, paint, penny
One Card Out PA.025.AM1d
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
9
10
9
10
9
10
initial sound picture cards: violin, needle, newspaper, grapes, skateboard, grass
One Card Out PA.025.AM1e
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
One Card Out PA.025.AM2
cards
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Extensions and Adaptations
Use target and non-target initial sound objects.
Use final and medial target and non-target sound objects.
Sort objects that do and do not have the same rime.
Phoneme Matching
Sound Snacker Sound Smacker
PA.026
Objective
The student will match initial phonemes in words.
Materials
Construction paper
Make two "faces" one happy and one sad.
Label the happy face Sound Snacker (target sound) and label the sad face Sound Smacker.
Two plastic containers, baskets, or trash cans with swinging lids
Attach a face to the front of each container.
Initial sound picture cards (Activity Master PA.026.AM1a - PA.026.AM1b)
Choose a target picture (e.g.,monkey) and attach it to the "Sound Snacker container.
Non-target initial sound picture cards (Activity Master PA.026.AM2)
Activity
Students sort objects by initial sounds into containers.
1. Place the sorting containers and picture cards face down in a stack at the center.
2. Taking turns, students selectthe top card, name it, and say its intial sound (e.g., moon, /m/).
Determine if initial sound matches target sound (i.e., /m/).
3. If it matches, place picture card in Sound Snacker container. If it does not match, place in
Sound Smacker container.
4. Continue until all picture cards are sorted.
5. Peer evaluation
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Sound Snacker Sound Smacker PA.026.AM1a
initial sound picture cards: monkey, mice, mat, motorcycle, moon, mirror
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.026.AM1b Sound Snacker Sound Smacker
initial sound picture cards: mitten, mop, marble, mask, moose, milk
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
non-target initial sound picture cards: ower, pie, crayon, fox, lion, table
Sound Snacker Sound Smacker PA.026.AM2
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Matching
Sound Train
PA.027
Objective
The student will match initial phonemes in words.
Materials
Sound Train engine and caboose (Activity Master PA.027.AM1)
Sound Train cars (Activity Master PA.027.AM2)
Copy five times.
Construction paper
Use as the platform.
Initial sound objects or picture cards (Activity Master PA.027.AM3a - PA.027.AM3b)
Choose a target picture (e.g., toothbrush) and attach it to the train engine.
Non-target initial sound objects or picture cards (Activity Master PA.027.AM4)
Activity
Students sort objects by target initial sound on the sound train.
1. Place the engine, cars, and caboose in a line on a flat surface. Place the platform and objects at
the center.
2. Taking turns, students select an object, name the object, and say the initial sound
(e.g., tiger, /t/). Determine if initial sound matches target sound (i.e., /t/).
3. If it matches, place object on a train car. If it does not match, place on the platform.
4. Continue until all objects are sorted.
5. Peer evaluation
Extensions and Adaptations
Include objects with digraphs as initial sounds.
Use final or medial target and non-target sound picture cards (Activity Master P.LSC-M.1
- P.LSC-M.13 or P.LSC-F.1 - P.LSC-F.16).
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Sound Train PA.027.AM1
sound train engine and caboose
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.027.AM2 Sound Train
sound train cars
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.027.AM3a Sound Train
initial sound picture cards: tiger, toothbrush, telephone, tie, two, ten
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Sound Train PA.027.AM3b
initial sound picture cards: tree, table, turtle, toothpaste, train, ticket
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
non-target initial sound picture cards: six, sh, slide, heart, wall, sock
PA.027.AM4 Sound Train
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Matching
Pack A Backpack
PA.028
Objective
The student will match initial phonemes in words.
Materials
Backpack (Activity Master PA.028.AM1)
Make two copies on card stock and laminate.
Initial sound objects or picture cards (Activity Master PA.028.AM2a - PA.028.AM2c)
Choose one picture for each target sound and attach it to the top flap of the backpack
(e.g., car, dragon).
Student sheet (Activity Master PA.028.SS)
Crayons or markers
Activity
Students sort objects by initial sound on the backpacks.
1. Place backpacks, initial sound objects, and crayons at the center. Provide each student with a
student sheet.
2. Taking turns, students select an object, name the object, and say the initial sound
(e.g., cow, /k/).
3. Determine which target sound picture (i.e., /k/ or /d/) matches the selected object.
Place object on the corresponding backpack.
4. Continue until all objects are sorted.
5. Choose one target sound and illustrate corresponding objects on student sheet.
6. Teacher evaluation
Extensions and Adaptations
Add non-target sound pictures or objects.
Use other target sound picture cards (Activity Master P.LSC-I.1 - P.LSC-I.22,
P.LSC-M.1 - P.LSC-M.13, and P.LSC-F.1 - P.LSC-F.16)
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.028.AM1 Pack A Backpack
backpack
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.028.AM2a Pack A Backpack
initial sound picture cards: car, carrot, cloud, cat, cow, comb
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Pack A Backpack PA.028.AM2b
initial sound picture cards: crayon, coat, dog, door, duck, dragon
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Pack A Backpack PA.028.AM2c
initial sound picture cards: deer, donut, doll, dice, drum, domino
K-1 Student Center Activities: Phonological Awareness
Name
2005 The Florida Center for Reading Research (Revised, 2008)
Pack A Backpack PA.028.SS
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Matching
Phoneme Go Fish
PA.029
Objective
The student will match initial phonemes in words.
Materials
Initial sound picture cards (Activity Master PA.029.AM1a - PA.029.AM1f ).
Activity
Students group initial sound pictures while playing a Go Fish game.
1. Mix picture cards into three separate and equal stacks. Each student gets one stack and the
remaining stack is the pond.
2. Working in pairs, students name their cards, pair by initial sound, and put aside the
matching sets.
3. Student one looks at his remaining cards and asks for a picture card that begins with a
certain letter-sound (e.g., Do you have a picture that begins with /r/?).
4. If yes, student one takes the card, names the card, and says the initial sound of both pictures,
places match aside, and takes another turn. If no, student two says, Go fishing for a match!
5. Student one then selects a card from the pond.
6. Continue until all cards are matched.
7. Peer evaluation
Extensions and Adaptations
Play with other intial sound picture cards (Activity Master P.LSC-I.1 - P.LSC-I.22).
Play with final or medial sound picture cards (Activity Master P.LSC-F.1 - P.LSC-F.16 or
Activity Master P.LSC-M.1 - P.LSC-M.13).
"Do you have a picture
that begins with /r/?"
"No. Go shing for
a match!"
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Go Fish PA.029.AM1a
initial sound picture cards: bear, cat, dog, banana, car, duck
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
initial sound picture cards: fence, goat, hat, sh, garden, horse
Phoneme Go Fish PA.029.AM1b
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
initial sound picture cards: jacket, kangaroo, leaf, jam, king, lunchbox
Phoneme Go Fish PA.029.AM1c
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
initial sound picture cards: necklace, penny, quilt, nickel, piano, queen
Phoneme Go Fish PA.029.AM1d
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
initial sound picture cards: raccoon, seahorse, turtle, ring, sandwich, tooth
Phoneme Go Fish PA.029.AM1e
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Go Fish PA.029.AM1f
initial sound picture cards: vase, yo-yo, zipper, van, yarn, zebra
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Matching
Phoneme Dominoes
PA.030
Objective
The student will match initial phonemes in words.
Materials
Domino picture cards (Activity Master PA.030.AM1a - PA.030.AM1c)
Copy on card stock, cut, and laminate.
Activity
Students match pictures with the same initial sound while playing a domino game.
1. Scatter domino picture cards face up on a flat surface.
2. Taking turns, student one places the START domino on the table, names the picture on the
other side of the domino and says its initial sound (i.e., plant, /p/).
3. Looks for a domino with a picture that has the same initial sound, names it, and says its
initial sound (i.e., pig, /p/). Connects the two dominoes.
4. Student two names the picture on the other side of the domino (i.e., six), says its initial
sound (i.e., /s/), and finds the domino with the matching sound. Names the picture and
says its initial sound (i.e., sun, /s/). Connects it to the domino.
5. Continue until all dominoes are connected.
6. Peer evaluation
Extensions and Adaptations
Make and use medial sound dominoes (Activity Master PA.030.AM2).
START
STO
P
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
S
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Phoneme Dominoes PA.030.AM1a
domino picture cards: START/plant, pig/six, sun/dress, duck/brush, bell/inch, igloo/ten
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Dominoes PA.030.AM1b
domino picture cards: tent/kite, kiss/ag, fox/apple, ant/clock, cat/bus, box/mop
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
S
T
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Phoneme Dominoes PA.030.AM1c
domino picture cards: map/nest, needle/lamp, ladder/STOP
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
S
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Phoneme Dominoes PA.030.AM2
blank domino cards
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Matching
Sound It Bag It
PA.031
Objective
The student will match initial phonemes in words.
Materials
Alphabet sound picture cards (Activity Master PA.031.AM1a - PA.031.AM1c)
26 Small brown paper bags
Glue a sound picture card to each bag.
Print resources (e.g., magazines and catalogs)
Scissors
Activity
Students identify and sort pictures by initial sounds into labeled bags.
1. Alphabetize the paper bags in a line on a flat surface. Place print resources and scissors
at center.
2. Students cut out magazine pictures that match the target initial sounds on the bags.
3. Taking turns, students name each cut-out picture and say its inital sound (e.g., duck,
/d/).
4. Find the corresponding bag, name the picture, say its initial sound (i.e., dinosaur, /d/),
and place picture in bag.
5. Continue until cut-out pictures are sorted.
6. Teacher evaluation
Extensions and Adaptations
Check pictures in bags during whole group activity.
Use pictures to make class sound book.
Sort pictures by final sounds.
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.031.AM1a Sound It Bag It
alphabet sound picture cards:
apple, ball, camera, dinosaur, egg, fan, gorilla, hug, igloo
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.031.AM1b Sound It Bag It
alphabet sound picture cards:
jug, kangaroo, lion, monkey, nose, ostrich, popcorn, queen, robot
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.031.AM1c Sound It Bag It
alphabet sound picture cards:
snail, tiger, umbrella, vacuum, wheel, x-ray, yak, zipper
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Matching
Final Sound Match-Up
PA.032
Objective
The student will match final phonemes in words.
Materials
Final sound picture boards (Activity Master PA.032.AM1a - PA.032.AM1d)
Final sound picture cards (Activity Master PA.032.AM2a - PA.032.AM2b)
Activity
Students match final sounds of picture cards to a picture board.
1. Place final sound picture cards face down in a stack on a flat surface. Provide each
student with a different picture board.
2. Taking turns, students select the top card, name it, and say its final sound (e.g., swim,
/m/).
3. Find the picture on the board with the same final sound and name it (i.e., vacuum,
/m/). Place the card on that picture.
4. Continue until all pictures are matched.
5. Peer evaluation
Extensions and Adaptations
Exchange picture boards and repeat activity.
Make and use other target picture boards (Activity Master PA.032.AM3).
Use objects with corresponding final sounds to match to pictures on boards.
Picture Board
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
P
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PA.032.AM1a Final Sound Match-Up
nal sound picture board: eight, violin, bike, well, pie, soap
8
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
P
i
c
t
u
r
e

B
o
a
r
d
nal sound picture board: kangaroo, key, nose, tiger, gorilla, vacuum
Final Sound Match-Up PA.032.AM1b
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
P
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t
u
r
e

B
o
a
r
d
nal sound picture board: ostrich, rainbow, bread, cube, ring, bag
PA.032.AM1c Final Sound Match-Up
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
P
i
c
t
u
r
e

B
o
a
r
d
Final Sound Match-Up PA.032.AM1d
nal sound picture board: stove, brush, car, tooth, wolf, octopus
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.032.AM2a Final Sound Match-Up
nal sound picture cards:
peanut, pen, clock, nickel, buttery, map, igloo, baby, cheese, zipper, umbrella, swim
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
nal sound picture cards:
watch, cub, card, radio, swing, log, cave, sh, star, bath, elf, kiss
Final Sound Match-Up PA.032.AM2b
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
blank picture board
P
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t
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B
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PA.032.AM3 Final Sound Match-Up
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Matching
Sound Pie
PA.033
Objective
The student will match final phonemes in words.
Materials
Final sound picture cards (Activity Master PA.033.AM1)
Cut out picture wedges to use as target sounds.
Construction paper circles or paper plates
Print resources (e.g., magazines and catalogs)
Scissors
Glue
Activity
Students group pictures containing the same final sound creating a collage.
1. Provide the student with one target sound picture and paper circle. Place print resources,
scissors, and glue at the center.
2. The student glues the target sound picture on the paper circle. Names the picture and says
its final sound (e.g., dog, /g/).
3. Finds and cuts out pictures from print resources that have the same final sound as the target
picture. Names the picture and says its final sound (e.g., mug, /g/).
4. Glues pictures to paper circles.
5. Continues until at least six pictures are glued on the circles.
6. Teacher evaluation
Extensions and Adaptations
Use a different final sound picture card.
Use target initial and medial sounds.
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Sound Pie PA.033.AM1
nal sound picture cards: dog, girl, farm, map, ant, bus
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Matching
Sound Bags
PA.034
Objective
The student will match medial phonemes in words.
Materials
Paper bag
Pairs of objects with the same medial sounds
Place one object from each pair in the bag.
Activity
Students match objects with the same medial sound.
1. Place the bag and the objects at the center.
2. Taking turns, student one pulls out an object, names it, and says the medial sound
(e.g., comb, //).
3. Student two finds the object that has the matching medial sound, names it, and says
the medial sound (i.e., goat, //). Puts the matching pair aside.
4. Continue until all objects are paired.
5. Peer evaluation
Extensions and Adaptations
Use initial or final sound objects.
Use medial sounds of a pair of objects as clues and partner identifies objects.
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Matching
Sound Pictures and Picture Puzzles
PA.035
Objective
The student will match medial phonemes in words.
Materials
Poster board
Draw a T-chart.
Medial sound header cards (Activity Master PA.035.AM1)
Place at the top of the T-chart.
Medial sound picture puzzles (Activity Master PA.035.AM2a - PA.035.AM2b)
Copy on card stock and cut.
Activity
Students sort medial sound pictures and assemble to create puzzles.
1. Place the T-chart on a flat surface. Scatter the pieces of the medial sound picture puzzles
around the chart.
2. Taking turns, students select a puzzle picture, name the picture, and say its medial sound
(e.g., mail, //). Place in column under corresponding header card (i.e., cake).
3. Continue until all pieces are placed under corresponding header card. Assemble each puzzle.
4. Peer evaluation
Extensions and Adaptations
Illustrate other pictures with the same medial sounds as those on the student T-chart
(Activity Master PA.035.SS).
Make other target sound picture puzzles to match (Activity Master PA.035.AM3).
header header
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Sound Pictures and Picture Puzzles PA.035.AM1
header
header
medial sound header cards: bird, cake
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
medial sound picture cards: nurse, shirt, girl, dirt, third, surf, purse, fern
Sound Pictures and Picture Puzzles PA.035.AM2a
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
medial sound picture cards: rain, nail, mail, cane, pail, vase, rake, gate
Sound Pictures and Picture Puzzles PA.035.AM2b
K-1 Student Center Activities: Phonological Awareness
Name
2005 The Florida Center for Reading Research (Revised, 2008)
Sound Pictures and Picture Puzzles PA.035.SS
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
blank puzzle pieces
Sound Pictures and Picture Puzzles PA.035.AM3
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Isolating
See It Sound It
PA.036
Objective
The student will isolate initial phonemes in words.
Materials
Box
Cut a hole in the end of the box large enough to fit a childs hand.
Target sound objects
Place objects inside the box.
Activity
Students determine and say initial sounds of objects as they are taken out of a box.
1. Place the box of objects on a flat surface.
2. Working in pairs, student one selects an object from the box and shows the object.
3. Student two names the object and says its initial sound (e.g., domino, /d/). Place
object aside.
4. Continue until all objects and their initial sounds are identified.
5. Peer evaluation
Extensions and Adaptations
Say the final sound of each object.
Count the number of syllables of each object.
domino
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Isolating
The Last Sound Is...
PA.037
Objective
The student will isolate final phonemes in words.
Materials
Final sound objects
Activity
Students use final sound clues to identify objects.
1. Place final sound objects on a flat surface.
2. Taking turns, student one chooses and silently names an object. Isolates and says the final
sound aloud (e.g., Find the object that ends in /l/.).
3. Student two looks at the objects and selects the one with the designated final sound. Names
the object and says its final sound (i.e., turtle, /l/).
4. Reverse roles and continue until all objects are identified.
5. Peer evaluation
Extensions and Adaptations
Include several objects with the same final sound.
Use initial sound objects.
Find the object that ends in / l /.
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Isolating
Move and Tell
PA.038
Objective
The student will isolate medial phonemes in words.
Materials
Move and Tell game board (Activity Master PA.038.AM1a - PA.038.AM1b)
Copy on card stock, assemble, and laminate.
Note: Pictures on the game board are: six, rock, pan, hive, bug, cake, moon, fin, cheese,
house, hook, cone, tree, chain, girl, kite, book, fish, glue, bed, rope, dice, purse, mouse, ant,
shell, feet, fork, duck, mop, and bell.
Number cube (Activity Master PA.008.AM3)
Game pieces (e.g., counters)
Activity
Students isolate medial sounds of pictures while playing a board game.
1. Place Move and Tell game board and number cube on a flat surface. Place game pieces
on the START space.
2. Taking turns, students roll the number cube and move game piece the number of
spaces shown.
3. Name the picture on which it lands and say its medial sound (e.g., moon, //).
4. If correct, leave game piece on the space. If incorrect, place game piece back on the
previous space.
5. Continue until both students reach the END space.
6. Peer evaluation
Extensions and Adaptations
Make and play game using initial or final sound pictures (Activity Master PA.038.AM2a -
PA.038.AM2b)
I landed on moon and /oo/ is the middle sound.
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
START
Move and Tell PA.038.AM1a
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
END
PA.038.AM1b Move and Tell
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
START
Move and Tell PA.038.AM2a
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
END
PA.038.AM2b Move and Tell
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Isolating
Sound Quest
PA.039
Objective
The student will isolate initial, final, and medial phonemes in words.
Materials
Double-picture cards (Activity Master PA.039.AM1)
Student sheet (Activity Master PA.039.SS)
Note: The head of the shark denotes the beginning sound, the body of the shark denotes the medial
sound, and the tail denotes the final sound.
Scissors
Glue
Activity
Students sort pictures according to initial, medial, and final sounds.
1. Provide the student with a set of double-picture cards and a student sheet. Place scissors and
glue at the center.
2. The student cuts out a double-picture card, names both pictures, and determines if the two
pictures share the same initial, medial, or final sound (e.g., soap, boat; both words have the
same middle sound //).
3. Glues the card under the correct heading (i.e., the middle of the shark).
4. Continues until all double-picture cards are glued on student sheet.
5. Teacher evaluation
Extensions and Adaptations
Illustrate other double-picture cards with matching initial, final, or medial phonemes sort.
Sound Quest
PA.039.SS
K-1 Student Center Activities: Phonological Awareness
2005-2008 The Florida Center for Reading Research
Name
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Sound Quest PA.039.AM1
5
duck/dog
rooster/rainbow
grape/whale
mule/cube
mop/ship
marble/map
skeleton/smoke
feet/cheese
ax/box
stick/rock
table/tractor
soap/boat
bike/ve
bus/glass
elf/leaf
K-1 Student Center Activities: Phonological Awareness
Name
2005 The Florida Center for Reading Research (Revised, 2008)
Sound Quest PA.039.SS
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Segmenting
Say and Slide Phonemes
PA.040
Objective
The student will segment phonemes in words.
Materials
Elkonin Box picture cards (Activity Master PA.040.AM1a - PA.040.AM1l)
Copy on card stock, cut on the outside line, and laminate.
Chips or counters
Activity
Students orally segment words using counters and Elkonin Boxes.
1. Place the picture cards face up in a stack. Place the chips on a flat surface.
2. Working in pairs, student one selects the top card, names the picture, and orally
segments the sounds (e.g., cheese, /ch/ // /z/).
3. Student two repeats the sounds while moving a chip into each box, then says the
word quickly.
4. Reverse roles and continue until all pictures are named and segmented.
5. Peer evaluation
Extensions and Adaptations
Make other Elkonin Box picture cards (Activity Master PA.040.AM2).
Segment classmates names.
Segment the words using phones (use two curved and one straight piece of PVC pipe to
make phones).
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Say and Slide Phonemes PA.040.AM1a
tea
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Say and Slide Phonemes PA.040.AM1b
saw
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Say and Slide Phonemes PA.040.AM1c
pin
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.040.AM1d Say and Slide Phonemes
ax
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Say and Slide Phonemes PA.040.AM1e
rain
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.040.AM1f Say and Slide Phonemes
cheese
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Say and Slide Phonemes PA.040.AM1g
shirt
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.040.AM1h Say and Slide Phonemes
train
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Say and Slide Phonemes PA.040.AM1i
drum
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.040.AM1j Say and Slide Phonemes
paper
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Say and Slide Phonemes PA.040.AM1k
spoon
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Say and Slide Phonemes PA.040.AM1l
fork
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Say and Slide Phonemes PA.040.AM2
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Objective
The student will segment phonemes in words.
Materials
Student photographs
Copy the photographs (school pictures).
Label the back with the number of phonemes in each student's name.
Interlocking cubes
Activity
Students sound out phonemes in classmates names.
1. Place the student photographs and interlocking cubes on a flat surface.
2. Taking turns, student one selects a photograph.
3. Student two names the student in the photograph and finger taps the phonemes in the
name. Student one counts the taps and checks the back of the card.
4. Student two makes an interlocking cube tower that corresponds to the number of
phonemes in the name and places it beside the photograph.
5. Reverse roles and continue until all photographs are used.
6. Peer evaluation
Phoneme Segmenting
Phoneme Photos
PA.041
Extensions and Adaptations
Sort photographs by number of phonemes.
Use two - four phoneme picture cards (Activity Master PA.041.AM1a - PA.041.
AM1b).
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Photos PA.041.AM1a
picture cards: owl-2, car-2, cup-3, bat-3, log-3, foot-3
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Photos PA.041.AM1b
picture cards: shirt-3, drum-4, tiger-4, hand-4, penny-4, crib-4
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
3
header
6
header
5
header
4
header
2
header
Objective
The student will segment phonemes in words.
Materials
Pocket chart
Arrange number header cards in a row at the top of the chart.
Number header cards (Activity Master PA.042.AM1)
Two-to-six phoneme picture cards (Activity Master PA.042.AM2a - PA.042.AM2d)
Activity
Students count phonemes in words and sort them on a pocket chart.
1. Place the phoneme picture cards face down in a stack next to the pocket chart.
2. Taking turns, students select a picture card and name the picture (e.g., kite).
3. Finger tap the number of phonemes while segmenting the word orally (i.e., /k/ // /t/).
Place the picture card under the corresponding number on the pocket chart (i.e., the picture
card of kite is placed under the 3).
4. Continue until all picture cards are sorted.
5. Peer evaluation
Phoneme Segmenting
Phoneme Closed Sort
PA.042
Extensions and Adaptations
Clap syllables in other picture cards (Activity Master PA.042.AM3a - PA.042.AM3d).
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
2
Phoneme Closed Sort PA.042.AM1
3 4
5 6
header cards
header
header
header
header
header
header
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.042.AM2a
phoneme picture cards: cow-2, knee-2, pea-2, saw-2, sew-2, star-3
Phoneme Closed Sort
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Closed Sort PA.042.AM2b
phoneme picture cards: rope-3, kite-3, roach-3 ant-3, clown-4, turtle-4
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.042.AM2c
phoneme picture cards: bottle-4, bridge-4, paper-4, plant-5, rooster-5, lettuce-5
Phoneme Closed Sort
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Closed Sort PA.042.AM2d
phoneme picture cards: skunk-5, ticket-5, dinosaur-6, backpack-6, snowman-6, violin-6
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.042.AM3a Phoneme Closed Sort Extension (syllables)
syllable picture cards: boy-1, girl-1, spoon-1, doll-1, coat-1, lamp-1
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.042.AM3b Phoneme Closed Sort Extension (syllables)
syllable picture cards: table-2, apron-2, crayon-2, wagon-2, window-2, baby-2
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.042.AM3c
syllable picture cards:
radio-3, computer-3, buttery-3, kangaroo-3, skeleton-3, astronaut-3
Phoneme Closed Sort Extension (syllables)
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.042.AM3d
syllable picture cards:
motorcycle-4, alligator-4, rhinoceros-4, elevator-4, thermometer-4, caterpillar-4
Phoneme Closed Sort Extension (syllables)
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Segmenting
Phoneme Hopscotch
PA.043
Objective
The student will segment phonemes in words.
Materials
Hopscotch board
Use a hopscotch mat, tape off a hopscotch board, or draw with sidewalk chalk.
Two-to-six phoneme picture cards (Activity Master PA.043.AM1a - PA.043.AM1b)
Activity
Students segment the number of phonemes in a word and hop to the corresponding number.
1. Place the phoneme picture cards face down in a stack and arrange the hopscotch board on
the floor.
2. Taking turns, student one selects the top card, names the picture, segments it into
phonemes, and counts the number of phonemes (e.g., domino, /d/ /o/ /m/ /i/ /n/ //.
Thats six sounds.).
3. Student two repeats the segments and hops to the corresponding number.
4. Reverse roles and continue until all picture cards are used.
5. Peer evaluation
Extensions and Adaptations
Play using other phoneme picture cards (Activity Master PA.046.AM1a - PA.046.AM1d).
13
246
246
5
"Domino.../d/.../o/.../m/.../i/.../n/.../o/.
That's six sounds!"
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.043.AM1a
phoneme picture cards: hay-2, jar-2, tack-3, mice-3 snail-4, bread-4
Phoneme Hopscotch
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Hopscotch PA.043.AM1b
phoneme picture cards: tent-4, rabbit-5, koala-5, robot-5, domino-6, dragon-6
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Segmenting
The Sound Game
PA.044
Objective
The student will segment phonemes in words.
Materials
The Sound Game board (Activity Master PA.044.AM1a - PA.044.AM1b)
Copy on card stock, assemble, and laminate.
Two-to-five phoneme picture cards (Activity Master PA.044.AM2a - PA.044.AM2b)
Game pieces (e.g., counters)
Activity
Students count phonemes in words while playing a board game.
1. Place the Sound Game board and phoneme picture cards face down in a stack on a flat
surface. Place game pieces at START.
2. Taking turns, students pick up a picture card, name the picture, and segment the word into
phonemes (e.g., tie, /t/ //).
3. Move game piece the corresponding number of spaces.
4. Continue until all students reach the END space.
5. Peer evaluation
Extensions and Adaptations
Play using other phoneme picture cards.
Count syllables in words.
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
The Sound Game PA.044.AM1a
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.044.AM1b The Sound Game
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
The Sound Game PA.044.AM2a
phoneme picture cards: tie-2, eight-2, key-2, lock-3, cry-3, ve-3
8
5
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
The Sound Game PA.044.AM2b
phoneme picture cards: paint-4, box-4, giraffe-4, apron-5, peanut-5, seven-5
7
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Segmenting
Sound Spin
PA.045
Objective
The student will segment phonemes in words.
Materials
Two-to-five phoneme picture cards (Activity Master PA.045.AM1a - PA.045.AM1b)
Sound spinner (Activity Master PA.045.AM2)
Copy on card stock.
Brad
Attach arrow to the spinner with the brad.
Student sheet (Activity Master PA.045.SS)
Crayons or markers
Activity
Students count phonemes in words while playing a spinner game.
1. Place phonemepicture cards face up in rows. Place spinner and crayons at the center. Provide
each student with a student sheet.
2. Taking turns, students spin the arrow to identify a number.
3. Locate one picture card with the corresponding number of phonemes. Point to and name
the picture. Orally segment it into phonemes (e.g., icicle, // /s/ /i/ /k/ /l/).
4. Illustrate the picture under the corresponding number on the student sheet.
5. Continue until student sheets are complete.
6. Teacher evaluation
Extensions and Adaptations
Play using other phoneme picture cards.
Draw other phoneme pictures corresponding with the numbers in each section of the
student sheet (Activity Master PA.045.SS).
"icicle.../ /.../s/.../i/.../k/.../l/.
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Sound Spin PA.045.AM1a
phoneme picture cards: tie-2, four-2, owl-2, ball-3, leaf-3, boat-3
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Sound Spin PA.045.AM1b
phoneme picture cards: six-4, block-4, ag-4, icicle-5, puppet-5, radio-5
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Sound Spin PA.045.AM2
spinner
K-1 Student Center Activities: Phonological Awareness
Name
2005 The Florida Center for Reading Research (Revised, 2008)
Sound Spin PA.045.SS
3
5
2
4
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Segmenting
Phoneme Feud
PA.046
Extensions and Adaptations
Sort picture cards by number of phonemes.
Play using other picture cards.
"/k/.../e/. That's two."
"/k/.../l/.../o/.../k/ That's four!"
Objective
The student will segment phonemes in words.
Materials
Two-to-five phoneme picture cards (Activity Master PA.046.AM1a - PA.046.AM1d)
Activity
Students count the phonemes in words while playing a word game.
1. Mix and place phoneme picture cards face down in two stacks on a flat surface.
2. Taking turns, students turn over a card from the stack, name the picture, segment the
sounds, and count the phonemes (e.g., key, /k/ //, two phonemes).
3. The student with the picture card containing the highest number of phonemes takes
the cards.
4. If the students have the same number then they have a phoneme feud. Each student
selects one more card, and places it face up. Names the picture, segments the sound,
and counts the phonemes. Student who has the card with the highest number of
phonemes takes all the cards.
5. Continue until all cards are used.
6. Peer evaluation
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Feud PA.046.AM1a
2
phoneme picture cards: key-2, arm-2, hay-2, two-2, saw-2, pie-2
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
PA.046.AM1b
phoneme picture cards: bat-3, sh-3, nail-3, hose-3, coach-3, rope-3
Phoneme Feud
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Feud PA.046.AM1c
phoneme picture cards: penny-4, baby-4, spoon-4, snail-4, ladder-4, clock-4
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Feud PA.046.AM1d
phoneme picture cards: gorilla-5, racoon-5, bucket-5, candy-5, plant-5, cracker-5
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Extensions and Adaptations
Use other picture cards.
Write the initial letter under the corresponding picture on the student sheet.
Phoneme Segmenting and Blending
Treasure Chest
PA.047
Objective
The student will segment and blend phonemes in words.
Materials
Two-to-four phoneme picture cards (Activity Master PA.047.AM1a - PA.047.AM1c)
Student sheet (Activity Master PA.047.SS)
Box
Decorate as a treasure chest.
Pennies
Crayons or markers
Activity
Students segment words into phonemes to use as clues and blend together to play a treasure
chest game.
1. Place phoneme picture cards face down in a stack. Place treasure chest, pennies, and
crayons on a flat surface. Provide each student with a student sheet.
2. Taking turns, student one selects a picture card and silently names the picture (e.g., tree).
Orally segments the word into phonemes (e.g., /t/ /r/ //) and turns the card face down.
3. Student two blends the phonemes together and says the word (i.e., tree).
4. If correct, puts one penny for each phoneme in the treasure chest. If not correct, places
card at the bottom of the stack.
5. Both students find the corresponding picture on their student sheet and record the
number of phonemes.
6. Continue until all picture cards are used.
7. Teacher evaluation
"/t/.../r/.../e/."
T
r
e
a
s
u
r
e

C
h
e
s
t
P
A
.
0
4
7
.
S
S
1
3
2
4
K
-1 Student C
enter A
ctivities: Phonological A
w
areness
N
a
m
e

2005 T
he Florida C
enter for R
eading R
esearch (R
evised, 2008)
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Treasure Chest PA.047.AM1a
phoneme picture cards: toe-2, door-2, shoe-2, egg-2
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Treasure Chest PA.047.AM1b
phoneme picture cards: nose-3, sock-3, shark-3, tree-3
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Treasure Chest PA.047.AM1c
phoneme picture cards: baby-4, tiger-4, snail-4, ladder-4
K-1 Student Center Activities: Phonological Awareness
Name
2005 The Florida Center for Reading Research (Revised, 2008)
Treasure Chest PA.047.SS
1 32 4
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Segmenting and Blending
Picture Slide
PA.048
Objective
The student will segment and blend phonemes in words.
Materials
Two-to-five phoneme picture cards (Activity Master PA.048.AM1a - PA.048.AM1h)
Copy on card stock, laminate, and cut on dotted lines.
Activity
Students blend phonemes to make words while sliding pieces together to make pictures.
1. Place picture card parts in individual stacks on a flat surface.
2. The student chooses a stack of picture parts and puts in order leaving spaces between
the parts.
3. Names the picture and segments the word into phonemes while slowly sliding the parts
together (e.g., frog, /f/ /r/ /o/ /g/). Repeats the word (i.e., frog).
4. Continues until all pictures are assembled.
5. Self-check
Extensions and Adaptations
Use photographs of students.
Use other picture cards.
"leaf,
/l/.../e/.../f/,
leaf"
"frog,
/f/.../r/.../o/.../g/,
frog.
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Picture Slide PA.048.AM1a
phoneme picture cards: cow-2, egg-2
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Picture Slide PA.048.AM1b
phoneme picture cards: bow-2, bee-2
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Picture Slide PA.048.AM1c
phoneme picture cards: sh-3, leaf-3
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Picture Slide PA.048.AM1d
phoneme picture cards: star-3, pen-3
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Picture Slide PA.048.AM1e
phoneme picture cards: frog-4, tiger-4
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Picture Slide PA.048.AM1f
phoneme picture cards: turtle-4, mask-4
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Picture Slide PA.048.AM1g
phoneme picture cards: candy-5, crayon-5
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Picture Slide PA.048.AM1h
phoneme picture cards: lizard-5, rainbow-5
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Manipulating
Drop and Say
PA.049
Objective
The student will manipulate phonemes in words.
Materials
Drop and Say triangles (Activity Master PA.049.AM1a - PA.049.AM1b)
Drop and Say picture cards (Activity Master PA.049.AM2a - PA.049.AM2b)
Answer key (Activity Master PA.049.AM3a - PA.049.AM3b)
An answer key is provided.
Game pieces (e.g., counters)
Activity
Students delete initial phonemes and match the new word to a picture.
1. Place Drop and Say picture cards face down in a stack at the center. Provide each student
with game pieces and a different Drop and Say triangle.
2. Taking turns, students select the top picture card from the stack and name the picture (e.g.,
deer).
3. Delete initial phoneme and say resulting word (i.e., deer becomes ear). Look for picture of
new word on triangle (i.e., ear).
4. If found, place game piece on that picture. If not found, place picture card at the bottom of
the stack.
5. Continue until all pictures on triangle are covered.
6. Peer evaluation
Extensions and Adaptations
Play by deleting final phonemes (Activity Master PA.049.AM4a - PA.049.AM4b; Activity
Master PA.049.AM5a - PA.049.AM5b; Activity Master PA.049.AM6a - PA.049.AM6b)
Deer becomes ear
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
8
Drop and Say PA.049.AM1a
drop and say triangle: eat, arm, owl, eight, eel, ape
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Drop and Say PA.049.AM1b
drop and say triangle: egg, ox, ice, ear, eye, ants
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
drop and say picture cards: feet, farm, towel, gate, seal, tape
Drop and Say PA.049.AM2a
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
drop and say picture cards: leg, fox, mice, deer, tie, pants
Drop and Say PA.049.AM2b
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
8
Answer Key
Drop and Say PA.049.AM3a
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Answer Key
Drop and Say PA.049.AM3b
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Drop and Say Extension (final sound) PA.049.AM4a
drop and say triangle: shell, car, bow, bee, pie, eye
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Drop and Say Extension (final sound) PA.049.AM4b
drop and say triangle: doll, pill, play, bow, boy, tea
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
drop and say picture cards: shelf, cart, boat, bean, pipe, ice
Drop and Say Extension (final sound) PA.049.AM5a
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Drop and Say Extension (final sound) PA.049.AM5b
drop and say picture cards: dollar, pillow, plane, bowl, boil, team
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Answer Key
Drop and Say Extension (final sound) PA.049.AM6a
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Drop and Say Extension (final sound) PA.049.AM6b
Answer Key
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Phoneme Manipulating
Name Changes
PA.050
Objective
The student will manipulate phonemes in words.
Materials
Tape player
Blank tapes
Script (Activity Master PA.050.AM1a PA.050.AM1c)
Record each script on a different tape.
Note: Each script addresses phonemes in a different position within the word (i.e., initial, final,
and medial).
Choose target position tape.
Headphones
Student sheet (Activity Master PA.050.SS1a PA.050.SS1c)
Choose corresponding target position student sheet.
Pencil
Activity
Students substitute phonemes in words using taped instructions.
1. Place the tape player, headphones, and scripted tape at the center. Provide the student with a
student sheet.
2. The student puts on headphones and listens to the directions on the tape (e.g., Say fan.
Now change the /f/ to /k/.).
3. Says the new word and pauses tape (i.e., ...the new word is can.)
4. Decides which picture represents the new word. Draws a line from the beginning picture
(i.e., fan) to the picture of the new word that is formed (i.e., can).
5. Continues until student sheet is complete.
6. Teacher evaluation
Extensions and Adaptations
Listen to tape (Activity Master PA.050.AM2) and complete mixed phoneme position student
sheet (Activity Master PA.050.AMSS2)
initial phoneme
Name Changes
PA.050.SS1a
K-1 Student Center Activities: Phonological Awareness
Name
2005-2008 The Florida Center for Reading Research
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Name Changes PA.050.AM1a
Teacher Script
Preparation: Record the bold text.
After recording each item, allow wait time for student to say words at the ellipses (. . .).
An answer key is provided at the bottom of the page.
Teacher begins recording:
Listen to each word, follow the directions, and say the new word. For example say, cat. Now
change /k/ to /h/. Say the new word . . . hat. Ten pause the tape. Find the picture of the new
word and draw a line from the beginning word (cat) to the new word (hat). Begin the tape again
and go on to the next picture.
Lets begin.
Number 1. Say fan . . . Now change the /f/ to /k/ . . . Say the new word . . .
Number 2. Say pen . . . Now change the /p/ to /h/ . . . Say the new word . . .
Number 3. Say goat . . . Now change the /g/ to /b/ . . . Say the new word . . .
Number 4. Say rug . . . Now change the /r/ to /j/ . . . Say the new word . . .
Number 5. Say cake . . . Now change the /k/ to /r/ . . . Say the new word . . .
Number 6. Say bee . . . Now change the /b/ to /n/ . . . Say the new word . . .
Number 7. Say sock . . . Now change the /s/ to /l/ . . . Say the new word . . .
Number 8. Say mop . . . Now change the /m/ to /t/ . . . Say the new word . . .
Number 9. Say hose . . . Now change the /h/ to /n/ . . . Say the new word . . .
Number 10. Say nail . . . Now change the /n/ to /p/ . . . Say the new word . . .
Answer Key:
1. can 2. hen 3. boat 4. jug 5. rake 6.knee 7.lock 8. top 9. nose 10. pail
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Name Changes PA.050.AM1b
Teacher Script
Preparation: Record the bold text.
After recording each item, allow wait time for student to say words at the ellipses (. . .).
An answer key is provided at the bottom of the page.
Teacher begins recording:
Listen to each word, follow the directions, and say the new word. For example say, bat. Now
change /t/ to /k/. Say the new word . . . back. Ten pause the tape. Find the picture of the new
word and draw a line from the beginning word (bat) to the new word (back). Begin the tape again
and go on to the next picture.
Lets begin.
Number 1. Say cake . . . Now change the /k/ to /n/ . . . Say the new word . . .
Number 2. Say ve . . . Now change the /v/ to /l/ . . . Say the new word . . .
Number 3. Say can . . . Now change the /n/ to /t/ . . . Say the new word . . .
Number 4. Say bat . . . Now change the /t/ to /j/ . . . Say the new word . . .
Number 5. Say kiss . . . Now change the /s/ to /ng/ . . . Say the new word . . .
Number 6. Say bus . . . Now change the /s/ to /g/ . . . Say the new word . . .
Number 7. Say cow . . . Now change the /ow/ to // . . . Say the new word . . .
Number 8. Say doll . . . Now change the /l/ to /k/ . . . Say the new word . . .
Number 9. Say pig . . . Now change the /g/ to /n/ . . . Say the new word . . .
Number 10. Say rope . . . Now change the /p/ to /ch/ . . . Say the new word . . .
Answer Key:
1. cane 2. le 3. cat 4. badge 5. king 6.bug 7.key 8. dock 9. pin 10. roach
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Name Changes PA.050.AM1c
Teacher Script
Preparation: Record the bold text.
After recording each item, allow wait time for student to say words at the ellipses (. . .).
An answer key is provided at the bottom of the page.
Teacher begins recording:
Listen to each word, follow the directions, and say the new word. For example say, hot. Now
change the /o/ to /a/. Say the new word . . . hat. Ten pause the tape. Find the picture of the new
word and draw a line from the beginning word (hot) to the new word (hat). Begin the tape again
and go on to the next picture.
Lets begin.
Number 1. Say cub . . . Now change the /u/ to /a/ . . . Say the new word . . .
Number 2. Say cart . . . Now change the /ar/ to // . . . Say the new word . . .
Number 3. Say bell . . . Now change the /e/ to /aw/ . . . Say the new word . . .
Number 4. Say pin . . . Now change the /i/ to /e/ . . . Say the new word . . .
Number 5. Say bike . . . Now change the // to // . . . Say the new word . . .
Number 6. Say chalk . . . Now change the /aw/ to /e/ . . . Say the new word . . .
Number 7. Say pail . . . Now change the // to // . . . Say the new word . . .
Number 8. Say bat . . . Now change the /a/ to // . . . Say the new word . . .
Number 9. Say moon . . . Now change the // to /a/ . . . Say the new word . . .
Number 10. Say phone . . . Now change the // to /i/ . . . Say the new word . . .
Answer Key:
1. cab 2. kite 3. ball 4. pen 5. bake 6. check 7. pool 8. beet 9. man 10. n
K-1 Student Center Activities: Phonological Awareness
Name
2005 The Florida Center for Reading Research (Revised, 2008)
initial phoneme
Name Changes PA.050.SS1a
1
3
5
7
9
2
4
6
8
10
K-1 Student Center Activities: Phonological Awareness
Name
2005 The Florida Center for Reading Research (Revised, 2008)
Name Changes PA.050.SS1b
nal phoneme
5
1
3
5
7
9
2
4
6
8
10
K-1 Student Center Activities: Phonological Awareness
Name
2005 The Florida Center for Reading Research (Revised, 2008)
medial phoneme
Name Changes PA.050.SS1c
1
3
5
7
9
2
4
6
8
10
Phonological Awareness
K-1 Student Center Activities: Phonological Awareness 2005 The Florida Center for Reading Research (Revised, 2008)
Teacher Script
Preparation: Record the bold text.
After recording each item, allow wait time for student to say words at the ellipses (. . .).
An answer key is provided at the bottom of the page.
Teacher begins recording:
Listen to each word, follow the directions, and say the new word. For example say, bat. Now
change the /t/ to /k/. Say the new word . . . back. Ten pause the tape. Find the picture of the new
word and draw a line from the beginning word (bat) to the new word (back). Begin the tape again
and go on to the next picture.
Lets begin.
Number 1. Say bat . . . Now change the /b/ to /h/ . . . Say the new word . . .
Number 2. Say match . . . Now change the /ch/ to /p/ . . . Say the new word . . .
Number 3. Say cane . . . Now change the / / to /a/ . . . Say the new word . . .
Number 4. Say mice . . . Now change the /m/ to /r/ . . . Say the new word . . .
Number 5. Say boat . . . Now change the /t/ to /n/ . . . Say the new word . . .
Number 6. Say back . . . Now change the /a/ to // . . . Say the new word . . .
Number 7. Say dog . . . Now change the /d/ to /l/ . . . Say the new word . . .
Number 8. Say kite . . . Now change the // to // . . . Say the new word . . .
Number 9. Say dive . . . Now change the /v/ to /s/ . . . Say the new word . . .
Number 10. Say sax . . . Now change the /a/ to /i/ . . . Say the new word . . .
Answer Key:
1. hat 2. map 3. can 4. rice 5. bone 6. bike 7. log 8. coat 9. dice 10. six
Name Changes PA.050.AM2
K-1 Student Center Activities: Phonological Awareness
Name
2005 The Florida Center for Reading Research (Revised, 2008)
initial, nal, and medial phonemes
Name Changes PA.050.SS2
1
3
5
7
9
2
4
6
8
10
2005 The Florida Center for Reading Research
Teacher Resource Guide
K-1 Student Center Activities: Teacher Resource Guide
45
Introduction
Te following crosswalks map the relationships between each Activity, the corresponding DIBELS
Measure(s), and the newly adopted Florida Sunshine State Standard Benchmark(s). Te crosswalks
were developed to support teachers in using assessments to drive instruction.
Te crosswalks are sorted by:
1. Activity Number and Subcomponent
2. DIBELS Measure (sorted from more simple to complex measures: LNF, ISF, PSF, NWF, and
ORF)
3. Kindergarten Benchmarks
4. First Grade Benchmarks
Note: Tese crosswalks relate to the K-1 Student Center Activities (revised, 2008) and do not include
the previous Sunshine State Standard Grade Level Expectations.
2005 The Florida Center for Reading Research
Teacher Resource Guide
K-1 Student Center Activities: Teacher Resource Guide
46
Crosswalk Sorted By Activity Number and Subcomponent
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Teacher Resource Guide
K-1 Student Center Activities: Teacher Resource Guide
47
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2005 The Florida Center for Reading Research
Teacher Resource Guide
K-1 Student Center Activities: Teacher Resource Guide
48
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k
2005 The Florida Center for Reading Research
Teacher Resource Guide
K-1 Student Center Activities: Teacher Resource Guide
49
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B
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n
c
h
m
a
r
k
2005 The Florida Center for Reading Research
Teacher Resource Guide
K-1 Student Center Activities: Teacher Resource Guide
50
P
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0
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k
2005 The Florida Center for Reading Research
Teacher Resource Guide
K-1 Student Center Activities: Teacher Resource Guide
51
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k
2005 The Florida Center for Reading Research
Teacher Resource Guide
K-1 Student Center Activities: Teacher Resource Guide
52
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k
2005 The Florida Center for Reading Research
Teacher Resource Guide
K-1 Student Center Activities: Teacher Resource Guide
53
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c
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B
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n
c
h
m
a
r
k
2005 The Florida Center for Reading Research
Teacher Resource Guide
K-1 Student Center Activities: Teacher Resource Guide
54
C
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n
c
h
m
a
r
k
2005 The Florida Center for Reading Research
Teacher Resource Guide
K-1 Student Center Activities: Teacher Resource Guide
55
Crosswalk Sorted By DIBELS

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2005 The Florida Center for Reading Research
Teacher Resource Guide
K-1 Student Center Activities: Teacher Resource Guide
56
Crosswalk - Sorted By DIBELS

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y

G
a
m
e
L
e
t
t
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r
-
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o
u
n
d

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o
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e
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K
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1
.
4
.
1
P
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0
1
6
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e
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-
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n
d

D
o
m
i
n
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s
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e
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n
d

C
o
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e
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F
L
A
.
K
.
1
.
4
.
1
P
.
0
1
7
L
e
t
t
e
r

B
a
g
L
e
t
t
e
r
-
S
o
u
n
d

C
o
r
r
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s
p
o
n
d
e
n
c
e
N
W
F
L
A
.
K
.
1
.
4
.
1
P
.
0
1
8
L
e
t
t
e
r
-
S
o
u
n
d

P
y
r
a
m
i
d
L
e
t
t
e
r
-
S
o
u
n
d

C
o
r
r
e
s
p
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n
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n
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e
N
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F
L
A
.
K
.
1
.
4
.
1
P
.
0
1
9
L
e
t
t
e
r
-
S
o
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n
d

F
o
l
d
e
r

S
o
r
t
L
e
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r
-
S
o
u
n
d

C
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A
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K
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1
.
4
.
1
P
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0
2
0
L
e
t
t
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n
d

T
r
a
i
n
L
e
t
t
e
r
-
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d

C
o
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s
p
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n
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e
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.
K
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1
.
4
.
1
P
.
0
2
1
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o
b
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K
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1
.
4
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1
P
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0
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2
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A
.
K
.
1
.
4
.
1
P
.
0
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3
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e
d
i
a
l

P
h
o
n
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m
e

S
p
i
n
L
e
t
t
e
r
-
S
o
u
n
d

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o
r
r
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s
p
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n
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c
e
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F
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A
.
K
.
1
.
4
.
1
P
.
0
2
4
W
h
e
r
e

s

T
h
a
t

S
o
u
n
d
?
L
e
t
t
e
r
-
S
o
u
n
d

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o
r
r
e
s
p
o
n
d
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c
e
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A
.
K
.
1
.
4
.
1
P
.
0
2
5
L
e
t
t
e
r
-
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o
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n
d

M
a
t
c
h
L
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t
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r
-
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o
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n
d

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o
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p
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c
e
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A
.
K
.
1
.
4
.
1
P
.
0
2
6
O
n
s
e
t

a
n
d

R
i
m
e

S
l
i
d
e
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n
s
e
t

a
n
d

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i
m
e
N
W
F

L
A
.
1
.
1
.
4
.
1




L
A
.
1
.
1
.
4
.
4
A
c
t
i
v
i
t
y

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u
m
b
e
r
A
c
t
i
v
i
t
y

N
a
m
e
S
u
b
c
o
m
p
o
n
e
n
t
D
I
B
E
L
S


M
e
a
s
u
r
e
N
e
w

K
i
n
d
e
r
g
a
r
t
e
n

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e
n
c
h
m
a
r
k
N
e
w

F
i
r
s
t

G
r
a
d
e

B
e
n
c
h
m
a
r
k
2005 The Florida Center for Reading Research
Teacher Resource Guide
K-1 Student Center Activities: Teacher Resource Guide
57
Crosswalk - Sorted By DIBELS

Measure
P
.
0
2
7
P
i
c
t
u
r
e

t
h
e

W
o
r
d
O
n
s
e
t

a
n
d

R
i
m
e
N
W
F

L
A
.
1
.
1
.
4
.
1




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A
.
1
.
1
.
4
.
4
P
.
0
2
8
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a
y

I
t

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w
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n
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t

a
n
d

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i
m
e
N
W
F

L
A
.
1
.
1
.
4
.
1




L
A
.
1
.
1
.
4
.
4
P
.
0
2
9
R
i
m
e

C
l
o
s
e
d

S
o
r
t
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n
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e
t

a
n
d

R
i
m
e
N
W
F

L
A
.
1
.
1
.
4
.
1




L
A
.
1
.
1
.
4
.
4
P
.
0
3
0
W
o
r
d

S
w
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t
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t

a
n
d

R
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e
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W
F

L
A
.
1
.
1
.
4
.
1




L
A
.
1
.
1
.
4
.
4
P
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0
3
1
C
h
a
n
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e
-
A
-
W
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r
d
O
n
s
e
t

a
n
d

R
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m
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F

L
A
.
1
.
1
.
4
.
1




L
A
.
1
.
1
.
4
.
4
P
.
0
3
2
W
o
r
d

R
o
l
l
-
A
-
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a
m
a
O
n
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e
t

a
n
d

R
i
m
e
N
W
F

L
A
.
1
.
1
.
4
.
1




L
A
.
1
.
1
.
4
.
3




L
A
.
1
.
1
.
4
.
4
P
.
0
3
3
W
o
r
d

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a
k
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r

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a
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n
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t

a
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d

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m
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L
A
.
1
.
1
.
4
.
1




L
A
.
1
.
1
.
4
.
4
P
.
0
3
4
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o
w
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l

S
t
a
r
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E
n
c
o
d
i
n
g

a
n
d

D
e
c
o
d
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g
N
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L
A
.
K
.
1
.
4
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2
L
A
.
1
.
1
.
4
.
1
P
.
0
3
5
W
o
r
d

S
t
e
p
s
E
n
c
o
d
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n
g

a
n
d

D
e
c
o
d
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n
g
N
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F
L
A
.
K
.
1
.
4
.
2
L
A
.
1
.
1
.
4
.
1
P
.
0
3
6
L
e
t
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r

C
u
b
e

B
l
e
n
d
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n
g
E
n
c
o
d
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g

a
n
d

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e
c
o
d
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n
g
N
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L
A
.
K
.
1
.
4
.
2
L
A
.
1
.
1
.
4
.
1
P
.
0
3
7
T
h
r
e
e
-
I
n
-
O
n
e
E
n
c
o
d
i
n
g

a
n
d

D
e
c
o
d
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n
g
N
W
F
L
A
.
K
.
1
.
4
.
2
L
A
.
1
.
1
.
4
.
1
P
.
0
3
8
D
i
g
r
a
p
h

D
e
l
i
g
h
t
E
n
c
o
d
i
n
g

a
n
d

D
e
c
o
d
i
n
g
N
W
F
L
A
.
K
.
1
.
4
.
2
L
A
.
1
.
1
.
4
.
1
P
.
0
3
9
M
a
k
e
-
A
-
W
o
r
d
E
n
c
o
d
i
n
g

a
n
d

D
e
c
o
d
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n
g
N
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F
L
A
.
K
.
1
.
4
.
2
L
A
.
1
.
1
.
4
.
1
P
.
0
4
0
A

D
i
g
r
a
p
h

A

W
o
r
d
E
n
c
o
d
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n
g

a
n
d

D
e
c
o
d
i
n
g
N
W
F
L
A
.
K
.
1
.
4
.
2
L
A
.
1
.
1
.
4
.
1
P
.
0
4
7
C
a
n
n
e
d

S
o
r
t
V
a
r
i
a
n
t

C
o
r
r
e
s
p
o
n
d
e
n
c
e
s
N
W
F
L
A
.
K
.
1
.
4
.
1
L
A
.
1
.
1
.
4
.
1




L
A
.
K
.
1
.
4
.
2
L
A
.
1
.
1
.
4
.
2





L
A
.
1
.
1
.
4
.
3
P
.
0
4
8
S
i
l
e
n
t


C
h
a
n
g
e
s
V
a
r
i
a
n
t

C
o
r
r
e
s
p
o
n
d
e
n
c
e
s
N
W
F
L
A
.
K
.
1
.
4
.
1
L
A
.
1
.
1
.
4
.
1




L
A
.
K
.
1
.
4
.
2
L
A
.
1
.
1
.
4
.
2
P
.
0
4
9
V
o
w
e
l

S
l
i
d
e
V
a
r
i
a
n
t

C
o
r
r
e
s
p
o
n
d
e
n
c
e
s
N
W
F
L
A
.
K
.
1
.
4
.
1
L
A
.
1
.
1
.
4
.
1




L
A
.
K
.
1
.
4
.
2
L
A
.
1
.
1
.
4
.
2






L
A
.
1
.
1
.
4
.
3
P
.
0
5
0
F
l
i
p

M
a
n
i
p
u
l
a
t
i
n
g

B
o
o
k
s
V
a
r
i
a
n
t

C
o
r
r
e
s
p
o
n
d
e
n
c
e
s
N
W
F
L
A
.
K
.
1
.
4
.
1
L
A
.
1
.
1
.
4
.
1




L
A
.
K
.
1
.
4
.
2
L
A
.
1
.
1
.
4
.
2





L
A
.
1
.
1
.
4
.
3
A
c
t
i
v
i
t
y

N
u
m
b
e
r
A
c
t
i
v
i
t
y

N
a
m
e
S
u
b
c
o
m
p
o
n
e
n
t
D
I
B
E
L
S


M
e
a
s
u
r
e
N
e
w

K
i
n
d
e
r
g
a
r
t
e
n

B
e
n
c
h
m
a
r
k
N
e
w

F
i
r
s
t

G
r
a
d
e

B
e
n
c
h
m
a
r
k
2005 The Florida Center for Reading Research
Teacher Resource Guide
K-1 Student Center Activities: Teacher Resource Guide
58
Crosswalk - Sorted By DIBELS

Measure
P
.
0
5
1
R
-
C
o
n
t
r
o
l
l
e
d

S
p
i
n
V
a
r
i
a
n
t

C
o
r
r
e
s
p
o
n
d
e
n
c
e
s
N
W
F
L
A
.
K
.
1
.
4
.
1
L
A
.
1
.
1
.
4
.
1




L
A
.
K
.
1
.
4
.
2
L
A
.
1
.
1
.
4
.
2





L
A
.
1
.
1
.
4
.
3
P
.
0
5
2
S
a
y

a
n
d

W
r
i
t
e

L
e
t
t
e
r
s
V
a
r
i
a
n
t

C
o
r
r
e
s
p
o
n
d
e
n
c
e
s
N
W
F
L
A
.
K
.
1
.
4
.
1
L
A
.
1
.
1
.
4
.
1




L
A
.
K
.
1
.
4
.
2
L
A
.
1
.
1
.
4
.
2
F
.
0
0
4
M
a
k
e

a

M
a
t
c
h
L
e
t
t
e
r
-
S
o
u
n
d

C
o
r
r
e
s
p
o
n
d
e
n
c
e
N
W
F
L
A
.
K
.
1
.
4
.
1
F
.
0
0
5
F
l
u
e
n
c
y

L
e
t
t
e
r

W
h
e
e
l
L
e
t
t
e
r
-
S
o
u
n
d

C
o
r
r
e
s
p
o
n
d
e
n
c
e
N
W
F
L
A
.
K
.
1
.
4
.
1

F
.
0
0
6
L
e
t
t
e
r

F
l
a
s
h
L
e
t
t
e
r
-
S
o
u
n
d

C
o
r
r
e
s
p
o
n
d
e
n
c
e
N
W
F
L
A
.
K
.
1
.
4
.
1

P
.
0
4
1
S
a
n
d
p
a
p
e
r

W
o
r
d
s
H
i
g
h

F
r
e
q
u
e
n
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y

W
o
r
d
s
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R
F

L
A
.
1
.
1
.
4
.
5




L
A
.
1
.
1
.
4
.
6
P
.
0
4
2
W
o
r
d

C
h
e
c
k
e
r
s
H
i
g
h

F
r
e
q
u
e
n
c
y

W
o
r
d
s
O
R
F

L
A
.
1
.
1
.
4
.
5




L
A
.
1
.
1
.
4
.
6
P
.
0
4
3
W
o
r
d

F
i
s
h
i
n
g
H
i
g
h

F
r
e
q
u
e
n
c
y

W
o
r
d
s
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R
F

L
A
.
1
.
1
.
4
.
5




L
A
.
1
.
1
.
4
.
6
P
.
0
4
4
W
o
r
d

B
a
s
e
b
a
l
l
H
i
g
h

F
r
e
q
u
e
n
c
y

W
o
r
d
s
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R
F

L
A
.
1
.
1
.
4
.
5




L
A
.
1
.
1
.
4
.
6
P
.
0
4
5
W
o
r
d

M
e
m
o
r
y

G
a
m
e
H
i
g
h

F
r
e
q
u
e
n
c
y

W
o
r
d
s
O
R
F

L
A
.
1
.
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k
2005 The Florida Center for Reading Research
Teacher Resource Guide
K-1 Student Center Activities: Teacher Resource Guide
59
Crosswalk - Sorted By DIBELS

Measure
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3
2005 The Florida Center for Reading Research
Teacher Resource Guide
K-1 Student Center Activities: Teacher Resource Guide
60
Crosswalk - Sorted By DIBELS

Measure
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3
2005 The Florida Center for Reading Research
Teacher Resource Guide
K-1 Student Center Activities: Teacher Resource Guide
61
Crosswalk Sorted By Kindergarten Benchmark
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2005 The Florida Center for Reading Research
Teacher Resource Guide
K-1 Student Center Activities: Teacher Resource Guide
62
Crosswalk Sorted By Kindergarten Benchmark
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2005 The Florida Center for Reading Research
Teacher Resource Guide
K-1 Student Center Activities: Teacher Resource Guide
63
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Teacher Resource Guide
K-1 Student Center Activities: Teacher Resource Guide
66
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Crosswalk Sorted By First Grade Benchmark
2005 The Florida Center for Reading Research
Teacher Resource Guide
K-1 Student Center Activities: Teacher Resource Guide
68
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Crosswalk Sorted By First Grade Benchmark
2005 The Florida Center for Reading Research
Teacher Resource Guide
K-1 Student Center Activities: Teacher Resource Guide
69
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Crosswalk Sorted By First Grade Benchmark
2005 The Florida Center for Reading Research
Teacher Resource Guide
K-1 Student Center Activities: Teacher Resource Guide
72
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2005 The Florida Center for Reading Research
Teacher Resource Guide
K-1 Student Center Activities: Teacher Resource Guide
75
Initiatives Supporting Reading Throughout Floridas Schools
Just Read, Florida!: Governor Bushs statewide reading initiative involving parents, educators,
businesses, and the community to ensure all children can read at or above grade level by 2012 and to
create reading as a core value for every Floridian.
Reading First: Reading First is the K-3 component of Just Read, Florida! It is the largest and most
focused, scientifically based K-3 federal reading initiative this country has ever undertaken.
Florida Center for Reading Research: An organization whose purpose is four-fold:
1. To serve as part of Floridas Leadership Triangle for the Just Read, Florida! Initiative and to
provide technical assistance and support to districts and schools receiving a Reading First
Award;
2. To conduct applied research that will impact policy and practices related to reading
instruction;
3. To disseminate information about research-based practices related to reading
instruction and assessment; and
4. To conduct research on reading, reading growth, reading assessment, and reading instruction
that will contribute to the scientific knowledge of reading.
Reading First Professional Development (RFPD) at University of Central Florida: Reading
First Professional Development (RFPD) is responsible for the creation and implementation of
a comprehensive, systemic plan for statewide professional development in reading based upon
scientifically-based reading research (content) and the principles of effective professional development
(process) to assure continuous, high quality implementation of research based methods and strategies
for all K-3 educators in Florida.
Glossary
2005 The Florida Center for Reading Research
Teacher Resource Guide
K-1 Student Center Activities: Teacher Resource Guide
76
Glossary
Accuracy (part of fluency): Reading words in text with no errors.
Academically Engaged: Students are academically engaged when they are participating in activities/
instruction in a meaningful way and understanding the tasks in which they are involved.
Advanced Phonics: Strategies for decoding multisyllabic words that include morphology and
information about the meaning, pronunciation, and parts of speech of words gained from
knowledge of prefixes, roots, and suffixes.
Affix: A general term that refers to prefixes and suffixes.
After Reading Comprehension Strategies: Strategies that require the reader to actively transform
key information in text that has been read (e.g., summarizing, retelling).
Aligned Materials: Student materials (texts, activities, manipulatives, homework, etc.) that reinforce
classroom instruction of specific skills in reading.
Alliteration: The repetition of the initial phoneme of each word in connected text (e.g., Harry the
happy hippo hula-hoops with Henrietta).
Alphabetic Principle: The concept that letters and letter combinations represent individual
phonemes in written words.
Ample Opportunities for Student Practice: Students are asked to apply what they have been
taught in order to accomplish specific reading tasks. Practice should follow in a logical relationship
with what has just been taught. Once skills are internalized, students are provided with more
opportunities to independently implement previously learned information.
Antonym: A word opposite in meaning to another word.
Automaticity: Reading without conscious effort or attention to decoding.
Background Knowledge: Forming connections between the text and the information and
experiences of the reader.
Before Reading Comprehension Strategies: Strategies employed to emphasize the importance of
preparing students to read text (e.g., activate prior knowledge, set a purpose for reading).
Blending: The task of combining sounds rapidly, to accurately represent the word.
Blooms Taxonomy: A system for categorizing levels of abstraction of questions that commonly
occur in educational settings. Includes the following competencies: knowledge, comprehension,
application, analysis, synthesis, and evaluation.
Chunking: A decoding strategy for breaking words into manageable parts (e.g, yes ter day).
Chunking also refers to the process of dividing a sentence into smaller phrases where pauses might
occur naturally (e.g., When the sun appeared after the storm, / the newly fallen snow /shimmered
like diamonds).
Coaching: A professional development process of supporting teachers in implementing new
classroom practices by providing new content and information, modeling related teaching strategies,
and offering on-going feedback as teachers master new practices.
Cognates: Words that are related to each other by virtue of being derived from a common origin
(e.g., decisive and decision).
Coherent Instructional Design: A logical, sequential, plan for delivering instruction.
Comprehension: Understanding what one is reading, the ultimate goal of all reading activity.
2005 The Florida Center for Reading Research
Teacher Resource Guide
K-1 Student Center Activities: Teacher Resource Guide
77
Glossary
Comprehension Questions: Questions that address the meaning of text, ranging from literal to
inferential to analytical.
Concept Definition Mapping: Provides a visual framework for organizing conceptual information
in the process of defining a word or concept. The framework contains the category, properties, and
examples of the word or concept.
Connected Text: Words that are linked (as opposed to words in a list) as in sentences, phrases, and
paragraphs.
Consonant Blend: Two or more consecutive consonants which retain their individual sounds (e.g.,
bl in block; str in string).
Consonant Digraph: Two consecutive consonants that represent one phoneme, or sound
(e.g., ch, sh).
Context Clue: Using words or sentences around an unfamiliar word to help clarify its meaning.
Continuous Sounds: A sound that can be held for several seconds without distortion (e.g., /m/, /s/).
Continuum of Word Types: Words can be classified by type according to their relative difficulty to
decode. Typically this continuum is listed from easy to difficult, beginning with VC and CVC words
that begin with continuous sounds and progressing to CCCVC and CCCVCC words.
Cumulative: Instruction that builds upon previously learned concepts.
Decodable Text: Text in which a high proportion of words (80%-90%) comprise sound-symbol
relationships that have already been taught. It is used for the purpose of providing practice with
specific decoding skills and is a bridge between learning phonics and the application of phonics in
independent reading.
Decodable Words: Words containing phonic elements that were previously taught.
Decoding: The ability to translate a word from print to speech, usually by employing knowledge of
sound-symbol correspondences; also the act of deciphering a new word by sounding it out.
Derivational Affix: A prefix or suffix added to a root or stem to form another word (e.g., -ness in
likeness, un- in unhappy).
Diagnostic: Diagnostic tests can be used to measure a variety of reading, language, or cognitive
skills. Although they can be given as soon as a screening test indicates a child is behind in reading
growth, they will usually be given only if a child fails to make adequate progress after being given
extra help in learning to read. They are designed to provide a more precise and detailed picture of
the full range of a childs knowledge and skill so that instruction can be more precisely planned.
Dialogic Reading: During story reading, the teacher/parent asks questions, adds information, and
prompts student to increase sophistication of responses by expanding on his/her utterances.
Differentiated Instruction: Matching instruction to meet the different needs of learners in a given
classroom.
Difficult Words: Some words are difficult because they contain phonic elements that have not yet
been taught. Others are difficult because they contain letter-sound correspondences that are unique
to that word (e.g., yacht).
Digraphs: A group of two consecutive letters whose phonetic value is a single sound (e.g., ea in
bread; ch in chat; ng in sing).
2005 The Florida Center for Reading Research
Teacher Resource Guide
K-1 Student Center Activities: Teacher Resource Guide
78
Glossary
Diphthong: A vowel produced by the tongue shifting position during articulation; a vowel that feels
as if it has two parts, especially the vowels spelled ou and oi.
Direct Instruction: The teacher defines and teaches a concept, guides students through its
application, and arranges for extended guided practice until mastery is achieved.
Direct Vocabulary Instruction: Planned instruction to pre-teach new, important, and difficult
words to ensure the quantity and quality of exposures to words that students will encounter in their
reading.
During Reading Comprehension Strategies: Strategies that help students engage the meanings
of a text (e.g., asking questions at critical junctures; modeling the thought process used to make
inferences; constructing mental imagery).
Elkonin Boxes: A framework used during phonemic awareness instruction. Elkonin Boxes are
sometimes referred to as Sound Boxes. When working with words, the teacher can draw one box
per sound for a target word. Students push a penny or a marker into one box as they segment each
sound in the word.
Emergent Literacy: The skills, knowledge, and attitudes that are developmental precursors to
conventional forms of reading and writing.
Empirical Research: Refers to scientifically based research that applies rigorous, systematic, and
objective procedures to obtain valid knowledge. This includes research that: employs systematic,
empirical methods that draw on observation or experiment; has been accepted by a peer-reviewed
journal or approved by a panel of independent experts through a comparably rigorous, objective and
scientific review; involves rigorous data analyses that are adequate to test the stated hypotheses and
justify the general conclusions drawn; relies on measurements or observational methods that provide
valid data across evaluators and observers and across multiple measurements and observations; and
can be generalized.
Error Correction: Immediate corrective feedback during reading instruction.
Etymology: The origin of a word and the historical development of its meaning (e.g., the origin of
our word etymology comes from late Middle English: from Old French ethimologie, via Latin from
Greek etumologia, from etumologos student of etymology, from etumon, neuter singular of etumos
true).
Explicitly:
1. Teacher Models and Explains
2. Teacher provides Guided Practice
Students practice what the teacher modeled and the teacher provides prompts and feedback
3. Teacher provides Supported Application
Students apply the skill as the teacher scaffolds instruction
4. Independent Practice
Expository Text: Text that reports factual information (also referred to as informational text) and
the relationships among ideas. Expository text tends to be more difficult for students than narrative
text because of the density of long, difficult, and unknown words or word parts.
Expressive Language: Language that is spoken.
Fidelity of Implementation: The degree to which instruction follows the lesson plan of a Teachers
Guide.
2005 The Florida Center for Reading Research
Teacher Resource Guide
K-1 Student Center Activities: Teacher Resource Guide
79
Glossary
Figurative Meanings: Language that means more than what it says on the surface; it departs from
its literal meaning (e.g., The snow sparkled like diamonds; That child is a handful.).
Five Components of Reading: Phonemic awareness, Phonics, Fluency, Vocabulary,
Comprehension.
Flexible Grouping: Grouping students according to shared instructional needs and abilities and
regrouping as their instructional needs change. Group size and allocated instructional time may vary
among groups.
Fluency Probe: An assessment for measuring fluency, usually a timed oral reading passage at the
students instructional reading level.
Fluency: Ability to read text quickly, accurately, and with proper expression. Fluency provides a
bridge between word recognition and comprehension.
Follow-Up: Assistance and/or resources provided to ensure implementation of new knowledge or
skills.
Formal Assessment: Follows a prescribed format for administration and scoring. Scores obtained
from formal tests are standardized, meaning that interpretation is based on norms from a
comparative sample of children.
Frayer Model: An adaptation of the concept map. The framework of the Frayer Model includes: the
concept word, the definition, characteristics of the concept word, examples of the concept word, and
non-examples of the concept word. It is important to include both examples and non examples, so
students are able to identify what the concept word is and what the concept word is not.
Frustrational Reading Level: The level at which a reader reads at less than a 90% accuracy (i.e., no
more than one error per 10 words read). Frustration level text is difficult text for the reader.
Graphic Organizers: A visual framework or structure for capturing the main points of what is being
read, which may include concepts, ideas, events, vocabulary, or generalizations. Graphic organizers
allow ideas in text and thinking processes to become external by showing the interrelatedness
of ideas, thus facilitating understanding for the reader. The structure of a graphic organizer is
determined by the structure of the kind of text being read.
Graphophonemic Knowledge: Knowledge of the relationships between letters and phonemes.
Guided Oral Reading: Instructional support including immediate corrective feedback as students
read orally.
Guided Practice: Students practice what the teacher modeled and the teacher provides prompts and
feedback.
High Frequency Irregular Words: A small group of words (300-500) that account for a large
percentage of words in print and contain letters that stray from the most common sound
pronunciation because they do not follow common phonic patterns (e.g., were, was, laugh, been).
High Frequency Words: A small group of words (300-500) that account for a large percentage of
the words in print and can be regular or irregular words. Often, they are referred to as sight words
since automatic recognition of these words is required for fluent reading.
Homonym: Words that sound the same but are spelled differently (e.g., cents/sense, knight/night)
Idiom: A phrase or expression that differs from the literal meaning of the words; a regional or
individual expression with a unique meaning (e.g., Its raining cats and dogs).
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Immediate Corrective Feedback: When an error occurs, the teacher immediately attends to it by
scaffolding instruction.
Immediate Intensive Intervention: Instruction that may include more time, more opportunities
for student practice, more teacher feedback, smaller group size, and different materials. It is
implemented as soon as assessment indicates that students are not making adequate progress in
reading.
Implicit Instruction: The opposite of explicit instruction. Students discover skills and concepts
instead of being explicitly taught. For example, the teacher writes a list of words on the board that
begin with the letter m (mud, milk, meal, and mattress) and asks the students how the words are
similar. The teacher elicits from the students that the letter m stands for the sound you hear at the
beginning of the words.
Important Words: Unknown words that are critical to passage understanding and which students
are likely to encounter in the future.
Independent Reading Level: The level at which a reader can read text with 95% accuracy (i.e.,
no more than one error per 20 words read). Independent reading level is relatively easy text for the
reader.
Indirect Vocabulary Instruction: Words learned through independent reading and conversation.
Inflectional Suffix: In English, a suffix that expresses plurality or possession when added to a noun,
tense when added to a verb, and comparison when added to an adjective and some adverbs. A
major difference between inflectional and derivational morphemes is that inflections added to verbs,
nouns, or adjectives do not change the grammatical role or part of speech of the base words (-s, -es
,-ing, -ed).
Informal Assessment: Does not follow prescribed rules for administration and scoring and that has
not undergone technical scrutiny for reliability and validity. Teacher-made tests, end-of-unit tests
and running records are all examples of informal assessment.
Informational Text: Non-fiction books, also referred to as expository text, that contain facts and
information.
Intervention: Highly skilled teachers in a small pupil-teacher ratio classroom provide explicit and
systematic instruction that is tailored to meet the identified needs of struggling readers. Teachers
will utilize assessment to guide accelerated instruction, use teacher modeling and scaffolding with
gradual release of responsibility to students, and provide extensive practice opportunities.
Initial Instruction: First line of defense to prevent reading failure for all students. A core reading
program is the instructional tool used for initial instruction in Floridas Reading First initiative.
Instructional Design: The way in which a curriculum is constructed. A solid instructional design
maps out a blueprint that is logically organized before instruction and activities are developed.
Instructional Reading Level: The level at which a reader can read text with 90% accuracy (i.e.,
no more than one error per 10 words read). Instructional reading level engages the student in
challenging, but manageable text.
Instructional Routines: Standard routine procedures for instruction.
Intensity: Focused instruction where students are academically engaged with the content and the
teacher and receive more opportunities to practice with immediate teacher feedback.
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Invented Spelling: An attempt to spell a word based on a students knowledge of the spelling system
and how it works (e.g., kt for cat).
Irregular Words: Words that contain letters that stray from the most common sound pronunciation;
words that do not follow common phonic patterns (e.g., were, was, laugh, been).
K-W-L: A technique used most frequently with expository text to promote comprehension. It can
be used as a type of graphic organizer in the form of a chart, and it consists of a 3-step process: What
I know (accessing prior knowledge), What I Want to Know (setting a purpose for reading), and
What I Learned (recalling what has been read).
Learning Communities: A group in which educators commit to ongoing learning experiences with
a deliberate intent to transform teaching and learning at their school or within their district.
Letter Combinations: Also referred to as digraphs, a group of consecutive letters that represents a
particular sound(s) in the majority of words in which it appears (e.g., ai in maid; ch in chair; ar in
car; kn in know; ng in ring).
Linked: A clear connection among the objectives of what is taught within and across reading
components (e.g., students learn some common letter sounds during phonics instruction, then read
words that use those same letter sounds to practice fluency and develop vocabulary).
Listening Vocabulary: The words needed to understand what is heard.
Literal Comprehension: Understanding of the basic facts that the student has read.
Main Idea: The central thought or message of a reading passage.
Metacognition: An awareness of ones own thinking processes and how they work. The process of
consciously thinking about ones learning or reading while actually being engaged in learning or
reading. Metacognitive strategies can be taught to students; good readers use metacognitive strategies
to think about and have control over their reading.
Modeling: Teacher overtly demonstrates a strategy, skill, or concept that students will be learning.
Morpheme: The smallest meaningful unit of language.
Morphemic Analysis: An analysis of words formed by adding prefixes, suffixes or other meaningful
word units to a base word.
Most Common Letter Sounds: The sound that is usually pronounced for the letter when it appears
in a short word, such as man or sit.
Multisyllabic Words: Words with more than one syllable. A systematic introduction of prefixes,
suffixes, and multisyllabic words should occur throughout a reading program. The average number
of syllables in the words students read should increase steadily throughout the grades.
Narrative Text: Text that tells a story about fictional or real events.
Objectives: Measurable statements detailing the desired accomplishments of a program.
Onset and Rime: In a syllable, the onset is the initial consonant or consonants, and the rime is the
vowel and any consonants that follow it (e.g., the word sat, the onset is s and the rime is at. In the
word flip, the onset is fl and the rime is ip).
Oral Language: Spoken language.
Orthographic Units: The representation of the sounds of a language by written or printed symbols.
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Glossary
Orthography: A writing system for representing language.
Outcome Assessment: Given at the end of the year for two purposes. First, they can help the
principal and teachers in a school evaluate the overall effectiveness of their reading program for all
students. Second, they are required in Reading First schools to help districts evaluate their progress
toward meeting the goal of every child reading on grade level by third grade. Schools must show
regular progress toward this goal to continue receiving Reading First funds.
Pacing: The pace of a lesson should move briskly, but not so fast as to rush students beyond their
ability to answer correctly. The purposes for a fast pace are to help students pay close attention to the
material being presented, and provide students more practice time which increases the opportunity
for greater student achievement, keeps students actively engaged, and reduces behavior management
problems by keeping students on-task.
Partner/Peer reading: Reading aloud taking turns with a partner who provides word identification
help and feedback.
Pedagogy: How instruction is carried out or the method and practice of teaching.
Phases of Word Learning: Pre-alphabetic-sight word learning at the earliest period. Children do
not form letter-sound connections to read words; if they are able to read words at all, they do so by
remembering selected visual features.
Partial alphabetic-Children learn the names or sounds of alphabet letters and use these to
remember how to read words. However, they form connections between only some of the letters
and sounds in words, often only the first and final letter-sounds.
Full alphabetic-Children can form complete connections between letters in written word and
phonemes in pronunciations.
Consolidated alphabetic-Readers operate with multi-letter units that may be
morphemes, syllables, or subsyllabic units such as onsets and rimes. Common spelling patterns
become consolidated into letter chunks, and these chunks make it easier to read words.
Phoneme: The smallest unit of sound within our language system. A phoneme combines with other
phonemes to make words.
Phoneme Isolation: Recognizing individual sounds in a word (e.g., /p/ is the first sound in pan).
Phoneme Manipulation: Adding, deleting, and substituting sounds in words (e.g., add /b/ to oat to
make boat; delete /p/ in pat to make at; substitute /o/ for /a/ in pat to make pot).
Phonemic Awareness: The ability to notice, think about, or manipulate the individual phonemes
(sounds) in words. It is the ability to understand that sounds in spoken language work together to
make words. This term is used to refer to the highest level of Phonological Awareness: awareness of
individual phonemes in words.
Phonic Analysis: Attention to various phonetic elements of words.
Phonics: The study of the relationships between letters and the sounds they represent; also used to
describe reading instruction that teaches sound-symbol correspondences.
Phonograms: A succession of letters that represent the same phonological unit in different words,
such as ight in flight, might, and tight.
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Phonological Awareness: Ones sensitivity to, or explicit awareness of, the phonological structure
of words in ones language. This is an umbrella term that is used to refer to a students sensitivity
to any aspect of phonological structure in language. It encompasses awareness of individual words in
sentences, syllables, and onset-rime segments, as well as awareness of individual phonemes.
Prefix: A morpheme that precedes a root and that contributes to or modifies the meaning of a word
as re- in reprint.
Prior Knowledge: Refers to schema, the knowledge and experience that readers bring to the text
Progress Monitoring: Tests that keep the teacher informed about the childs progress in learning to
read during the school year. They are a quick sample of critical reading skills that will tell the teacher
if the child is making adequate progress toward grade level reading ability at the end of the year.
Pronunciation Guide: A key or guide consisting of graphic symbols that represent particular speech
sounds.
Prosody: Reading with expression, proper intonation, and phrasing. This helps readers to sound as
if they are speaking the part they are reading. It is also this element of Fluency that sets it apart from
automaticity.
Readability Level: Refers to independent, instructional, and frustrational levels of text reading.
Reading Centers: Special places organized in the classroom for students to work in small groups or
pairs, either cooperatively or individually. Students work in centers while the teacher is conducting
small group reading instruction. Each center contains meaningful, purposeful activities that are an
extension and reinforcement of what has already been taught by the teacher in reading groups or in
a large group. Reading Centers offer students the opportunity to stay academically engaged as they
apply the skills they have been learning. They are an excellent way for teachers to determine whether
or not students know what they have been taught. It is important to develop a system and organize
your classroom in such a way that you can provide feedback to students in a timely manner. Waiting
until the end of the week to look at what students have worked on all week is not a productive use of
instructional time, as students may have been practicing errors all week. Some examples of Reading
Centers: Students practice phonics skills at the Phonics center, sort word cards at the Vocabulary
center, and at the Reading Center, they read books, listen to taped books, record the reading of a
book, and read in pairs. The Reading Center would contain a variety of books at various reading
levels to meet the needs of all students. Other centers may consist of writing and spelling activities,
pocket charts, white boards, magnetic letters to practice word building, sentence strips and word
cards to create stories, sequencing activities with pictures, story boards, or sentence strips to retell
a story that has been read. Some centers may be permanent; others will change according to the
skills, books, and activities being currently addressed. It is recommended that teachers not bring in
material from other content areas unless the activity from science or math, for example, specifically
focuses on a skill that is being addressed in reading instruction. Reading Centers require careful
planning.
Reading Fluency Prorating Formula: When students are asked to read connected text for more
than one minute or less than one minute, their performance must be prorated to give a Fluency rate
per minute. The prorating formula for this is the following: words read correctly x 60 divided by the
number of seconds = Reading Fluency Score.
Reading Vocabulary: The words needed to understand what is read.
Glossary
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Glossary
Receptive Language: Language that is heard.
Regular Words: Any word in which each letter represents its respective, most common sound
(e.g., sat, fantastic).
Repeated Reading: Rereading of text until the reader is able to read at a predetermined rate to
produce fluency.
Retelling: Recalling the content of what was read.
Rhyming: Words that have the same ending sound.
Root: A bound morpheme, usually of Latin origin, that cannot stand alone but is used to form a
family of words with related meanings.
Scaffolded Instruction: The process of modeling and encouraging strategic, successful reading by
providing structure, organization, questioning, clarification, summarizing, or tying information to
what is known or what will be found out. Students are given all the support they need to arrive at
the correct answer. For example, after an error occurs, the support or assistance a teacher offers may
include cues, giving reminders or encouragement, breaking the problem down into steps, providing
an example, or anything else so that students can arrive at the correct answer instead of the teacher
giving the answer.
Schema: Refers to prior knowledge, the knowledge and experience that readers bring to the text.
Scientifically Based Reading Research (SBRR): Refers to empirical research that applies rigorous,
systematic, and objective procedures to obtain valid knowledge. This includes research that: employs
systematic, empirical methods that draw on observation or experiment; has been accepted by a peer-
reviewed journal or approved by a panel of independent experts through a comparably rigorous,
objective and scientific review; involves rigorous data analyses that are adequate to test the stated
hypotheses and justify the general conclusions drawn; relies on measurements or observational
methods that provide valid data across evaluators and observers and across multiple measurements
and observations; and can be generalized.
Scope and Sequence: A roadmap or blueprint for teachers that provides an overall picture of an
instructional program.
Screening: Tests that provide the teacher a beginning assessment of the students preparation for
grade level reading instruction. They are a first alert that a child will need extra help to make
adequate progress in reading during the year.
Segmenting: Separating the individual phonemes, or sounds, of a word into discrete units.
Self-Monitoring: Refers to metacognition. When students use self-monitoring strategies, they
actively think about how they are learning or understanding the material, activities, or reading in
which they are engaged.
Semantic Feature Analysis: Uses a grid to help explore how a set of things are related to one
another. By analyzing the grid one can see connections, make predictions and master important
concepts.
Semantic Maps: Portray the schematic relations that compose a concept; a strategy for graphically
representing concepts.
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Sight Words: Words that are recognized immediately. Sometimes sight words are thought to
be irregular, or high frequency words (e.g., the Dolch and Fry lists). However, any word that is
recognized automatically is a sight word. These words may be phonetically regular or irregular.
Sound to Symbol: Phonics instruction that matches phoneme to grapheme.
Speaking Vocabulary: The words used when speaking.
Speed: The rate at which a student reads.
Spelling Patterns: Refers to digraphs, vowel pairs, word families and vowel variant spellings.
Stop Sounds: A stop sound can only be said for an instant, otherwise its sound will be distorted: b,
c, d, g, h, j, k, p, q, t, x. Words beginning with stop sounds are more difficult for students to sound
out than words beginning with a continuous sound.
Story Elements: Characters, objects, themes, settings, and plot.
Story Grammar: The general structure of stories that includes story elements.
Story Maps: A strategy used to unlock the plot and important elements of a story. These elements
can be represented visually through various graphic organizers showing the beginning, middle, and
end of a story. Answering the questions of who, where, when, what, and how or why, and listing the
main events is also part of story mapping. These elements are also referred to as story grammar.
Strategic Learners: Active learners. While reading they make predictions, organize information, and
interact with the text. They think about what they are reading in terms of what they already know.
They monitor their comprehension by employing strategies that facilitate their understanding.
Strategy: A means to enhance understanding of text.
Structural Analysis: A procedure for teaching students to read words formed with prefixes, suffixes,
or other meaningful word parts.
Student Friendly Explanation: An explanation of the words meaning rather than a definition. 1)
Characterizes the word and how it is typically used. 2) Explains the meaning in everyday language.
Suffix: An affix attached to the end of a base, root, or stem that changes the meaning or grammatical
function of the word, as -en in oxen.
Summarizing: Reducing large selections of text to their bare essentials: the gist, the key ideas, the
main points that are worth noting and remembering.
Syllable: A segment of a word that contains one vowel sound. The vowel may or may not be
preceded and/or followed by a consonant.
Symbol to Sound: Matching grapheme to phoneme.
Synonym: Words that have similar meanings.
Systematic Instruction: A carefully planned sequence for instruction, similar to a builders blueprint
for a house. A blueprint is carefully thought out and designed before building materials are gathered
and construction begins. The plan for instruction that is systematic is carefully thought out,
strategic, and designed before activities and lessons are planned. Instruction is clearly linked within,
as well as across the five components (Phonemic Awareness, Phonics, Fluency, Vocabulary, and
Comprehension). For systematic instruction, lessons build on previously taught information, from
simple to complex.
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Systematic Phonics Instruction: Systematic Phonics programs teach children an extensive, pre-
specified set of letter-sound correspondences or phonograms.
Systematic Review: A planned review of previously learned materials.
Text Structure: The various patterns of ideas that are embedded in the organization of text (e.g.,
cause-effect, comparison-contrast, story grammar).
Think-Alouds: During shared read aloud, teachers reveal their thinking processes by verbalizing:
connections, questions, inferences, and predictions.
Timed Reading: Student reads appropriate text with a predetermined number of words to be read
within a specific amount of time.
Trade Book: A book intended for general reading that is not a textbook.
Train-the-Trainer Model: A capacity-building plan to develop master trainers who then deliver the
program information to users.
Useful Words: Words that might be unknown to the student, but critical to passage understanding
and words that students are likely to encounter in the future.
Useful Letter Sounds: Letters that appear frequently in words. Beginning readers can decode
more words when they know several useful letters. Knowing the sounds of m, a, t, and i is more
advantageous than the sounds x, q, y, and z. Vowels are considered the most useful letters. Other
useful consonants are b, c, d, f, g, h, k, l, n, p, and r.
Utility: Degree of usefulness.
Vocabulary: Refers to all of the words of our language. One must know words to communicate
effectively. Vocabulary is important to reading comprehension because readers cannot understand
what they are reading without knowing what most of the words mean. Vocabulary development
refers to stored information about the meanings and pronunciation of words necessary for
communication.
Vowel Digraph or Vowel Pair: Two vowels together that represent one phoneme, or sound (e.g., ea,
ai, oa).
Writing Vocabulary: Words that a student might use while writing.
Word Families: Phonograms or chunks (e.g, at, ike, ate, am); a group of words that share a rime (a
vowel plus the consonants that follow).
Word Learning Strategies: Strategies students use to learn words such as: decoding, analyzing
meaningful parts of words, using analogy, using context clues, using a dictionary (student friendly
definitions), glossary, or other resources.
Word Study: The act of deliberately investigating words (e.g., vocabulary-building exercises, word-
identification practice, and spelling).
Writing Vocabulary: The words used in writing.
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