Phonics Stationery

Transcription

Phonics Stationery

Phonics
Stationery
by Marilyn Myers Burch
NEW YORK • TORONTO • LONDON • AUCKLAND • SYDNEY
M E X I C O C I T Y • N E W D E L H I • H O N G KO N G • B U E N O S A I R E S
Phonics Stationery © Scholastic Teaching Resources
Special thanks to Betsy Yarbrough, Danielle Blood,
Maxie Chambliss, Jacqueline Swensen, and John Furlong
for their contributions to this book.
BLEND
Word Bank
snowman snack sneeze sniff snore snug
Phonics Stationery
Scholastic Teaching Resources
sn
26
Scholastic Inc. grants teachers permission to photocopy the reproducible pages from this book for classroom use.
No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or
transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without
written permission of the publisher. For information regarding permission, write to Scholastic Teaching Resources,
557 Broadway, New York, NY 10012.
Cover design by Solas
Cover and interior illustrations by Maxie Chambliss
Interior design by Solutions by Design, Inc.
Edited by Betsy Yarbrough
ISBN: 0-439-51771-0
Copyright © 2003 by Scholastic.
All rights reserved. Printed in the U.S.A.
1 2 3 4 5 6 7 8 9 10
40
10 09 08 07 06 05 04 03
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
How to Use This Book
..................................................
4
Phonics Stationery
Vowels
Long a
(snail) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Long e
(tree)
Long i
(pie) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Long o
(boat) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Long u
(unicorn) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Short a
(basket) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Short e
(tent) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Short i
(pig) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Short o
(frog) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Short u
(duck) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
........................................................
9
Blends
cl
(clown) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
fl
(flag)
pl
(plate) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
br
(bridge) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
cr
(crayons) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
dr
(dragon) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
tr
(trophy)
sk
(skunk) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
sn
(snowman)
sp
(spider) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
st
(stage)
sw
(swan) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
.............................................................
..........................................................
......................................................
...........................................................
19
24
26
28
Digraphs
ch
(cheese) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
ph
(phone) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
sh
(shell) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Introduction
12
W
VOW E L
Long u
Word Bank
Phonics Stationery
Scholastic Teaching
unicorn bug
le cute hug
e music use
Resources
VOW E L
Short o
16
elcome to Phonics Stationery—a delightful way to make
writing time extra special and help children build phonics
skills! Each lined sheet of reproducible stationery is in the
shape of an object or creature whose name includes the featured
vowel, blend, or digraph. You’ll find a unicorn for long u, a frog for
short o, a clown, dragon, and snowman for blends, a phone and a
shell for digraphs, and many more. The illustration provides a frame
for students’ writing and gives them an image to link to the sound.
Below each image is a short word bank to provide additional
examples of words that include the same sound and spark ideas
for a variety of writing assignments. Emergent writers might
expand the word bank and draw a small illustration for each word.
More advanced writers might write short stories, poems, letters, or
even tongue twisters! Additional ideas for using the stationery
sheets in learning-rich activities appear in the next section.
BLEND
rock
plop pond cl
frog hop log
Word Bank
Phonics Stationery
Scholastic Teaching
Resources
23
Phonics Stationery
Scholastic Teaching
Scholastic Teaching
BLEND
dr
Word Bank
18
Word Bank
clown clap
clever clim
b clothes
clue
Phonics Stationery
The 25 stationery sheets in this book provide a variety of ways to enliven
phonics study by helping children create personal links to written letters
and their sounds. Phonics Stationery helps reinforce long and short
vowels, as well as several consonant blends and digraphs. In this
book, the term blend is used to describe both the spoken and
written form of the letter clusters in which each consonant
sound is heard. A digraph is a cluster of consonants that stand
for one sound.
These pages are designed for flexible use. In addition to their
primary function as stationery, they can also be used in many
different lessons, games, and activities. Suggestions are provided
below, but you and your students are bound to develop your own
unique ways to put Phonics Stationery to use in your classroom.
Resources
How to Use This Book
drive drum
dream dress
dragon draw
Resources
DIGRAPH
ph
Scholastic
Teaching
Phonics Statione
ry
Look through the table of contents to choose a stationery sheet for a
particular vowel, blend, or digraph that you would like to reinforce,
for example st. Before distributing the stationery sheets, introduce
children to the format with a mini-lesson such as the one that follows
for the s-blend st.
Resources
Getting Started
Word Ban
k
phone alp
habet ele
phant lau
gh nephew
photo
31
4
1. Write the letters st on chart paper. Ask if
anyone can identify the letters and say the
sounds they represent.
2. Below the letters, write the word star and
draw a picture. Blend the word out loud,
sweeping your finger beneath each letter.
Ask a volunteer to come up and underline
or highlight the letters st and say the sounds
they represent.
3. Enlarge the st stationery sheet and display
it. You might cover up or cut off the word
bank for this step. Have the class brainstorm
a list of words that begin with st as you
record the words on the sheet.
4. Give each child a copy of the st stationery
sheet. Challenge students to list words that
begin with st. (You might have children list
words that include rather than begin with
the featured sound.) They can choose words
from the class-generated list or choose other
words. Have students draw a small
illustration for some or all of the words.
5. Ask children to work with a partner and
make up sentences about the words on their
list. Challenge them to include as many
words as they can in a single sentence.
Encourage children to be imaginative and
even a little silly as they think of ways to
incorporate the words on the list into a few
sentences. (It might be necessary to conduct
a similar mini-lesson to introduce vowels
and digraphs.)
6. When children are ready for more of a
challenge, have them write sentences on
their stationery sheet that include words
with the featured sound. You might also
have them write letters, poems, riddles,
tongue twisters, or descriptions inspired by
the illustration on the stationery sheet.
Word Bank
backpack black
Imaginary Journeys
Create a list of real or imaginary locations to
accompany the blends. For example, you might
write Florida, Pleasantville, Snowflake Mountain,
Starfish Cove, and Swan Lake. Or you might let
students explore maps and globes to generate
their own list. Next, tell students to put on their
“walking shoes” and accompany you on a trip.
Taking turns, describe what you “see” on your
way to each location. You might start the class off
by stating, “On our flight to Florida I saw a flag,
but that’s not what Sally saw. Let’s hear what
Sally saw.” Sally would then repeat what you saw,
describe a new fl sight, and call on someone else.
She might say, “On our flight to Florida, Ms.
Smith saw a flag and I saw a flattened fly, but
that’s not what James saw. Let’s hear what James
saw.” Have a student come to the chalkboard and
record the items that have been seen. When the
class gets stumped for new words, change to a
different blend and start again with students who
have not yet had a turn.
Word Builders
Make a set of pink flashcards with a blend or
digraph on each. Make another set of blue
flashcards with a word family on each, such as:
-ick
-eck
-ace
-ip
-ag
-im
-ed
-op
-ight
-ot
-in
-ain
Let students work in pairs to create as many
words as they can by combining one pink and
one blue card. You might also have students
create “new” words and give them original
definitions. Ask volunteers to stand in front of
the class and present the invented words with
exaggerated movements. Have them place the
beginning sound in one hand and the ending
sound
in the
other. Instruct
themtrack
to say each
rack
snack
tack
5
sound separately while holding up the appropriate
card, and then to blend together the sounds.
Phonics Collage Posters
Display several large sheets of posterboard
around the classroom. Attach a sheet of
stationery to each sheet of posterboard.
Distribute magazines to students and let them
work alone or in pairs to find and cut out images
whose names feature each displayed vowel,
blend, or digraph. After allowing time to find
some images, have students share what they have
cut out. If an image fits with a displayed sound,
invite the student to glue or tape the image to the
appropriate poster and to write the name of the
image beneath the picture.
example, you might use the long e stationery
(tree) for a unit on trees or as part of a seasonal
study. The sn stationery of a snowman works
well for winter, short a (basket) for spring, and
long o (boat) and digraph sh (shell) for summer.
You might also tie the stationery into children’s
experiences at school. For example, children
could write about their experience in a school
performance on the s-blend sheet of a stage. Or
you could compile all of the animal images to
form a phonics zoo. Have fun as you find ways to
use the stationery in ways that best meet the
needs of your students.
VOW E L
Long e
VOW E L
Short a
Professional
Scholastic
Scholastic Professional Books
9
Word Bank
sh
Phonics
Stationery
basket add glad grass hatch quack
13
DIGRAPH
Word Ba
nk
Scholastic
Professional
Books
Stationery for Any Occasion
Before you begin using the stationery, look
through the illustrations to get ideas for
additional ways to use the sheets. You might use
the stationery to connect to other lessons. For
6
sleep
Phonics Stationery
ry
Phonics Statione
en
near que
am leaf
tree dre
k
Word Ban
32
Make a copy of each stationery sheet and write
the vowel, blend, or digraph in large, colorful
letters in the center of the page (for example,
long a). For this activity, you will also need a
soft foam ball and a large open space. Select
enough stationery sheets so that each child has
one and place these sheets in a large circle on the
floor. Ask children to select a sheet and stand or
sit behind it. Toss the ball to a student. Explain
that this student should say the sound(s)
represented by the vowel, blend, or digraph in
front of him or her. For a greater challenge, have
students say one or more words that begin with
or include this sound. Once a player completes a
turn, the player tosses the ball to someone who
has not yet had a turn.
Books
Sound Circle
shell sha
llow sha
rp shiny
shout sho
vel
Here are other high-utility vowel, blend, and digraph lists you may want to review
with your class:
Long a
face
grape
maze
place
same
take
tale
wave
Long e
beach
feet
green
leap
mean
peek
sheep
teach
Long i
bike
dime
fire
hide
kite
light
mice
wife
Long o
bone
cold
go
joke
old
pillow
shadow
toad
Long u
argue
cube
fuse
future
January
menu
mule
pupil
Short a
cat
crack
grab
hat
match
pal
splash
stamp
Short e
bed
chest
dress
egg
nest
peck
sell
wet
Short i
big
dip
fish
gill
kiss
six
slip
swim
Short o
box
clock
doll
fog
hot
pot
soft
stop
Short u
bump
cup
dunk
fuss
hug
luck
suds
up
l-blends
cl
clam
class
clear
cling
cloud
fl
flame
flat
flight
flood
floss
Digraphs
ch
chair
change
chart
cherry
chill
pl
plan
plane
planet
pleasant
plug
r-blends
br
brave
bread
brick
broom
brush
cr
crab
creek
crib
cross
crowd
ph
dolphin
pharmacy
photocopy
Ralph
trophy
dr
drew
drift
drink
drop
dry
s-blends
sk
sketch
skid
skill
skin
skit
sp
spark
spell
spoon
sport
spout
tr
trash
tree
trip
truck
trust
sn
snail
snake
snap
sneak
snow
st
stack
stay
steep
stir
story
sw
swap
sweep
swell
swing
swoop
sh
shake
shape
shark
show
ship
7
snail day lake name play rain
Word Bank
VOW E L
Long a
8
VOW E L
Long e
Word Bank
tree dream leaf near queen sleep
9
pie dine five like slice smile
Word Bank
VOW E L
Long i
10
VOW E L
Long o
Word Bank
boat coast coat float rode row
11
12
Word Bank
unicorn bugle cute huge music use
Long u
VOW E L
VOW E L
Short a
Word Bank
basket add glad grass hatch quack
13
14
Word Bank
tent best help rest slept spent
Short e
VOW E L
Short i
VOW E L
pig brick hill mix twig wish
Word Bank
15
frog hop log plop pond rock
Word Bank
VOW E L
Short o
16
Short u
VOW E L
duck bug fun mud stuck tug
Word Bank
17
BLEND
cl
Word Bank
18
clown clap clever climb clothes clue
flag flap flew flip flower fly
Word Bank
BLEND
fl
19
plate place play please plenty plum
Word Bank
BLEND
pl
20
21
Word Bank
bridge breeze bright bring brook brother
br
BLEND
BLEND
cr
Word Bank
22
crayons cradle craft cricket crown cry
dragon draw dream dress drive drum
Word Bank
dr
BLEND
23
BLEND
tr
Word Bank
24
trophy trade travel treasure true try
skunk skate ski skip skirt sky
Word Bank
BLEND
sk
25
BLEND
sn
Word Bank
26
snowman snack sneeze sniff snore snug
BLEND
sp
Word Bank
spider space speak speed spin spy
27
28
Word Bank
stage stand star stomach stop student
st
BLEND
swan swamp sway sweet swiftly swim
Word Bank
sw
BLEND
29
DIGRAPH
ch
Word Bank
30
cheese chase cheer chew chicken chunk
DIGRAPH
ph
Word Bank
phone alphabet elephant graph nephew photo
31
32
Word Bank
shell shallow sharp shiny shout shovel
sh
DIGRAPH

Phonics Stationery

Transcription

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