Teacher’s Guide - Knowledge Adventure

Knowledge Adventure™

Teacher’s Guide0253810 © Knowledge Adventure, Inc. and its licensors.

All Rights Reserved.

JumpStart Phonics © Knowledge Adventure, Inc. and its licensors.All Rights Reserved.

PRODUCER WRITERBrian Duncan Erin Lewis

DESIGN AND LAYOUT ARTISTLaurie Galvan Marianne Garcia

COORDINATOR ASSOCIATE PRODUCERStephanie Wise Brenda Lindsay

COPYRIGHTUnder the copyright laws, neither the documentation nor the software may be copied, photocopied, reproduced,translated, or reduced to any electronic medium or machine readable form, in whole or in part, without the priorwritten consent of Knowledge Adventure, Inc. except in the manner described in the documentation.

© Knowledge Adventure, Inc. and its licensors.All Rights Reserved.JumpStart Phonics is a trademark of Knowledge Adventure, Inc. and its licensors.All Rights Reserved.

All trademarks referenced herein are the property of their respective owners.


INTRODUCTION TO THE TEACHER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

JUMPSTART LEARNING SYSTEM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

PROGRESS REPORTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

ALPHABETIZINGOur Friends Name Sort. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

INITIAL SOUNDS Wild Turtles Wander Off . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13JumpStart Character Puppets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Casey Rafts to the Ocean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Eleanor Makes a Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Casey Looks for Sounds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

INITIAL, MIDDLE,AND ENDING SOUNDSCecil Sings Sounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

ENDING SOUNDSCasey Looks for Sounds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

LONG VOWEL SOUNDSFrankie Needs Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Eleanor Gets Dressed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Kisha Practices Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

SHORT VOWEL SOUNDSHelp Frankie Find His Way . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

HOMOPHONESCasey’s Homophone Fun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

LETTER RECOGNITIONPierre Learns His Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Our Friends Name Sort. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17JumpStart Character Puppets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Frankie Plays Alphabet Bingo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

PHONEMIC AWARENESS/ BLENDING/ SEPARATION Eleanor’s Dice Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Kisha Plays I-Spy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Silly Casey Gets All Mixed Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Wild Turtles Wander Off . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Draw It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

SOUND RECOGNITIONKisha Plays I-Spy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Frankie Plays Alphabet Bingo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

TABLE OF CONTENTS


TABLE OF CONTENTS

WORD FAMILIESEleanor’s Dice Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Eleanor Makes a Bookmark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Silly Casey Gets All Mixed Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Wild Turtles Wander Off . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Draw It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Eleanor’s Word Family Wheels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

WORD RECOGNITIONCasey’s Homophone Fun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Kisha Practices Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

WORD STUDYEleanor Makes a Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

WORDS WITHIN WORDSEleanor Finds New Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

SUGGESTED READING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44


TO T H E T E A C H E R :

The JumpStart Phonics™ program, a step in the JumpStart Elementary

Learning System™, is a proven tool in supplementing the classroom

curriculum. As students use the program, they build a strong foundation in

the areas of letter and word recognition, sound recognition, word building,

and phonics. Before introducing the software to your students, take time to

become acquainted with it by reading the User's Guide and trying each

module yourself.

This Teacher's Guide offers a wide range of off-computer activities that

complement students' experience with the JumpStart Phonics™

software. The activities readily connect the JumpStart Phonics™ modules

to your classroom curriculum. All activities have easy-to-follow lesson

plans, are based on a JumpStart™ curriculum module, and can be used in

any order you wish. Reproducible activity sheets accompany many of the

lessons. Most of the activities use materials found in the classroom.

Abook list has been provided to supplement some of the activities.

This bibliography directs you to stories that can enhance the students'

classroom experience and fit nicely with the JumpStart™ lesson plans.

JumpStart™ will quickly entice your students to utilize the computer for

more than just game play. Students are motivated to explore the program

as they develop their curriculum skills.

1

INTRODUCTION


Ages

Computer Mouse SkillsLetters & NumbersVocabularyMusic

Ages 2 – 4

ComprehensionPhonics & Letter SoundsComputer Mouse SkillsLetters & NumbersVocabularyMusic

Ages 3 – 5

Letter OrderQuantitiesProblemSolvingDecisionMakingSocial RolesPhonics & Letter SoundsCountingVocabularyMusic

Ages 4 – 6

Letter CombinationsReading & SentencesSimilarities & DifferencesSequencing &OrderingCounting & QuantitiesArt & CreativityTime ConceptsComprehensionListening SkillsVocabularyMusic

Ages 5 – 7

SpellingLiteratureEarly MathScienceGeographyVocabularyMusicReading &SentencesArt & CreativitySequencing & OrderingComprehensionPhonics & Letter Sounds

Ages 6 – 8

Basic GrammarHigher MathSocial StudiesScienceGeographyVocabularyWritingSpellingLiterature Reading & SentencesArt & CreativitySequencing & OrderingComprehensionPhonics Review

Ages 7 – 9

HistoryEarth ScienceLife ScienceGeographySpellingGrammarSentence Structure DivisionColumn MultiplicationAdditionSubtractionUnits of MeasurementArt StylesMusical ScoresLogicAstronomyPhysicalScience

Ages 8 – 10

HistoryFamous PeopleEarth ScienceNatural ScienceGeographyParts of SpeechSpelling GrammarStory CreationEquationsDivision withRemaindersMultiplicationAdditionSubtractionDecimalsFractionsUnits of MeasurementArt HistoryMusical Clefs

Ages 9 – 11

U.S.HistoryLogicProblemSolvingDeductive ReasoningMap ReadingEarth ScienceGeographyCompound WordsPrepositionsPronounsVerb TensesPrefixes & SuffixesFractionsDecimalsEquationsLong DivisionMultiplicationGeometryRatiosPhysicalScienceArt History

Ages 10 – 12

VocabularyAnalogiesGrammarSpellingWriting CompositionLiteraturePoetryReadingComprehensionNatural HistoryAncient CivilizationsHistorical FiguresGeographyMusicFine ArtsEstimationLong Division with DecimalsPercentGeometryBiology ZoologyPhysical ScienceGeology

2

3JumpStart Phonics © Knowledge Adventure, Inc. and its licensors.All Rights Reserved.

KNOWLEDGE ADVENTURE®

is dedicated to creating multimedia products that work with you, the teacher, to encourageeducational success. By using the latestadvances in computer technology andeducational innovations, the JumpStartLearning System does just that.

Its patented Advanced Learning Technologyhelps your students develop self-esteem. Theprogram’s difficulty levels automatically adjust to match a student’s abilities, or levels can becustomized from within each activity by you.

Our exclusive printable Progress Reportmanages the accomplishments of up to 99students. This allows you to monitor the skilllevels of individual students and give specialfocus to those curriculum areas that need it. It allows you to reward students for theirsuccesses too! Printing the Progress Report is a tangible means of showing parents andadministrators your class’s accomplishments.

PROGRESS REPORTS

S U B J E C T

G R O U P I N G

J U M P S TA RT M O D U L E S

4 JumpStart Phonics © Knowledge Adventure, Inc. and its licensors.All Rights Reserved.

Letter Recognition

Individual or Pairs

Raft, Cave

PIERRE LEARNSHIS LETTERS

D E S C R I P T I O N Students match capitalletters to lowercase letters.

M AT E R I A L S Copies of Pierre LearnsHis Lettersactivity sheets,pencils. Optional: scissors,crayons or markers

P R E PA R AT I O N Duplicate the activity sheet for each student or each pair of students.

P R O C E D U R E Tell the class that Pierre has his capital letters and lowercase letters all mixedup and needs help sorting them out. Students must draw a line from thecapital letter to its matching lowercase letter. If students are having difficulty,have them cut out the letter characters. Students can then place the matchinglowercase letter next to the capital letter. Sometimes actually moving theletters around helps students match the alphabets.

E X T E N S I O N Prior to cutting out the letters, students color the characters so that the capitalletter and the lowercase letter are the same color. Once the characters are allcut out, give students a plastic bag to keep their characters in for furtherpractice in the classroom or at home.


5

PIERRE LEARNS HIS LETTERS

NAME _____________________________

Draw a line from each capital letter on the left to its matching lowercase letter on the right.

F

H

O

Z

h

f

z

e

b

B k

o

K

E

S U B J E C T

G R O U P I N G

J U M P S TA RT M O D U L E

Word Families, PhonemicBlending

Pairs or Small Groups

Totem, Shipwreck

D E S C R I P T I O N Students make large InitialLetter Dice and WordFamily Dice, then play agame to see who can makethe most words.

M AT E R I A L S Four small empty milkcartons for each pair orsmall group, permanentmarker,Eleanor’s ScoreCard activity sheet.Optional: white contactpaper, child’s dictionary


P R E PA R AT I O N Copy the activity sheet for each small group or pair. Cut off the tops of themilk cartons and push one milk carton into the other one to make a 6-sideddie. Cover with white contact paper (if you don’t mind the look of the milkcartons, then the white contact paper is not necessary). On one die, write adifferent initial letter on each side. Blends can also be included, for example,D, L, Bl, B, Dr, T. On the other die, write a different rhyme or word familyon each side (e.g., -ike, -ool, -all, -ish, -ire, -and). Each of the Initial LetterDice and Word Family Cubes can be different, so that once a small groupplays the game, they can trade dice with another group to play again.

P R O C E D U R E Students in small groups or in pairs write their name at the top of their sideof the score card. The first player, or team, rolls an Initial Letter die and aWord Family die. The player writes the word, created by placing the initialletter in front of the word family on the die, on his side of the score card. Thegroup then discusses if the word created is a real one. If it is a real word, theplayer who rolled the dice gets one point. If it is not a word, the other teamgets one point. Play continues as time allows or until each team has a chanceto create ten words.

E X T E N S I O N Have teams switch dice to play the game with new words. Students can use achild’s dictionary to look up definitions or to see if the words are real.

ELEANOR’S DICEGAME


ELEANOR’S SCORE CARD

NAME(S) ___________________ NAME(S) ___________________

____________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ____________________________

Points _________ Points _________

NAME(S) ___________________ NAME(S) ___________________

____________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ____________________________

Points _________ Points _________


8

S U B J E C T

G R O U P I N G


Word Families

Individual

Totem, Shipwreck

ELEANOR MAKESA BOOKMARK

D E S C R I P T I O N Students draw pictures ofword families to makebookmarks.

M AT E R I A L S Eleanor Makes a Bookmarkactivity sheet, crayons andmarkers, hole punch,scissors, glue, yarn.Optional: laminatingmachine

P R E PA R AT I O N Cut yarn into 5-inch lengths, and duplicate the activity sheet for each student.

P R O C E D U R E Tell students that Eleanor needs a bookmark because she keeps losing herplace in her journal. Pick a word family or an ending rhyme (such as -ike,-ool, -all, -and) that the class is learning. Brainstorm with the students,words that make up that word family. On both sides of the bookmark, have students draw and color pictures of the words they brainstormed. When they have finished their drawings, students cut out the bookmarks, fold them in two, and glue them together. Punch a hole in the circle at the top of the bookmark, thread yarn through it, and make a loop. Optional:Laminate the bookmarks.

E X T E N S I O N Make creating a bookmark the reward for students who learn to read anentire word family or read a certain number of books independently. Or, havestudents make bookmarks as gifts for Mother’s Day, Father’s Day, and otherseasonal holidays.


ELEANOR MAKES A BOOKMARK

1. Draw pictures of your words on both sides of the bookmark.2. Color the pictures.3. Cut out the bookmark. Fold it on the dotted line.4. Glue it together, then punch a hole in the top.5.Thread a piece of yarn through the hole, and tie it in a loop.


10

S U B J E C T

G R O U P I N G


Sound Recognition,Phonemic Blending

Whole Class

Totem, Beehive

KISHA PLAYSI SPY

D E S C R I P T I O N Teacher plays I Spy withstudents giving them letter-sound clues to help themguess a chosen object.

M AT E R I A L S None

P R E PA R AT I O N None

P R O C E D U R E Tell students that one of Kisha’s favorite games is I Spy. The teacher pretendsto be Kisha and picks out an object in the classroom without telling studentswhat it is. The teacher then gives the students phonetic clues to help themguess the object. For example, “I spy an object whose initial sound is s.”After each clue, call on students to guess the chosen object. The student whocorrectly guesses the I Spy object gets to be Kisha next.

E X T E N S I O N Once a student has guessed the I Spy word, have him give another word fromthe same word family. Students can play in teams. The team that guesses theI Spy object gets a point. An additional point is given if the team can giveanother word in the same word family.


S U B J E C T

G R O U P I N G


11

Word Families, PhonemeRecognition

Individual

Totem

SILLY CASEY GETSALL MIXED UP

D E S C R I P T I O N Students complete anactivity sheet to practiceword families and reading.

M AT E R I A L S Silly Casey Gets All MixedUp activity sheet, pencils,crayons or markers

P R E PA R AT I O N Duplicate the activity sheet for each student.

P R O C E D U R E Tell students that silly Casey has gotten his word families all mixed up. Theymust draw lines to connect the words in each word family, that is, words thatend the same way and rhyme. For example, -ike, -ook, and -all are wordfamilies. Once the words have been connected, students color the picturesillustrating each word family.

E X T E N S I O N Have students cut out the words and pictures, and separate them. They canthen test their reading and word-recognition skills by matching each word tothe proper picture.


SILLY CASEY GETS ALL MIXED UP

NAME _____________________________

Draw lines to connect the pictures that rhyme.Then color the pictures!

hosecake

rose

nose

rake

boat

mansnake

can

goat

pan

fan

12


13

S U B J E C T

G R O U P I N G

J U M P S TA RT M O D U L E S

Initial Sounds,Word Families,Phoneme Separation

Individual

Totem

WILD TURTLESWANDER OFF

D E S C R I P T I O N Students draw lines froman initial sound turtle to aword family turtle topractice making words.

M AT E R I A L S Wild Turtles Wander Offactivity sheet, pencils


P R O C E D U R E Tell students that the turtles swimming down the river with Casey havebecome separated from their initial sounds. To help the turtles find their wayto their friends, students must draw a line from an initial sound turtle to aword family turtle.

E X T E N S I O N Students continue to practice initial sounds and word reading by completingthe practice at the bottom of the activity page.


WILD TURTLES WANDER OFFNAME _____________________________

Help each turtle find a friend! Complete words by drawing lines fromturtles on the left to turtles on the right.

____ op ____ ice ____ ain ____ ate ____ ear____ op ____ ice ____ ain ____ ate ____ ear____ op ____ ice ____ ain ____ ate ____ ear____ op

t

ate

ch

g

st

ice

op

ear

tr

pl

14

ain

d


S U B J E C T

G R O U P I N G


15

Words Within Words

Individual

Cave

ELEANOR FINDSNEW WORDS

D E S C R I P T I O N Students circle words foundwithin words, then compareanswers with their classmates.

M AT E R I A L S Eleanor Finds New Wordsactivity sheet, pencils


P R O C E D U R E Tell students that Eleanor has found a new way to learn words. She has foundsome words within words. To help Eleanor, students should circle the wordwithin each word.

E X T E N S I O N Students can cut out words and keep them in a word bank or take them homefor reading practice.

A N S W E R S us to, top in, winis an, plan, ant, a on, toin, kin all ledme, at, eat, a can, an, and, a pin, inkme, men, end is box, oxfar, arm, a ten ran, an, rank, aan, and, a lip case, as, aup, set on pie, pi, pier, err out in, win lip


bus

list

skin

meat

mend

farm

hand

upset

pout

ELEANOR FINDS NEW WORDS

NAME _____________________________

Circle words hiding within each word on this page.Hint:There may be more than one!

stop

plant

call

candy

fist

tent

slip

pond

twin

wins

onto

sled

pink

boxer

Frankie

Casey

Pierre

slip16


S U B J E C T

G R O U P I N G


17

Alphabetizing, LetterRecognition

Individuals or Small Groups

Raft, Cave

OUR FRIENDSNAME SORT

D E S C R I P T I O N Students use pictures of theirclassmates to learn theirnames, letter recognition,and basic alphabetizing.

M AT E R I A L S Index cards, permanent marker, picture of each student

P R E PA R AT I O N Glue a picture of each student to each index card. Write the student’s nameunder the picture. If you want to do more than one name sort, duplicate thepictures on a copy machine then glue them to index cards. On blank indexcards, write each letter of the alphabet.

P R O C E D U R E Students place the alphabet cards on the floor in alphabetical order withspaces between them. Students then sort the pictures by initial letter, stackingthem in the spaces next to the appropriate alphabet cards.

E X T E N S I O N Glue each picture card to a larger sheet of paper. Seat students in a circle andgive a picture page to each student (not their own). Each student writes onegood thing about the person whose picture they have. Then the pages arepassed around the circle until each page is filled with good things about eachstudent. Collect the picture pages and return them to the students. Let thestudents keep the Good Things Picture Pages to read whenever they’d like.


S U B J E C T

G R O U P I N G


Word Families, PhonemicAwareness

Whole Class

Totem

DRAW IT

D E S C R I P T I O N Students work in teams toguess a picture thatrepresents a word in aword family.

M AT E R I A L S Chalk, chalkboard


P R O C E D U R E Divide students into two groups. Write a word family at the top of thechalkboard. The teacher acts as timekeeper. A student has 45 seconds to drawa picture representing a word in the chosen word family while the student’steam tries to guess the word. If they guess correctly before the teacher callstime, their team gets a point and the next team takes a turn. Once most of thewords for that word family are used up, the teacher writes another wordfamily at the top of the chalkboard and the game continues. The winner is theteam with the most points at the end of the time period.

E X T E N S I O N Throughout the game, the teacher keeps track of words used by the studentsto represent each word family. These words are then used for the weeklyspelling test.

18


S U B J E C T

G R O U P I N G


19

Long Vowel Sounds: A

Individual

Beehive

FRANKIE NEEDSHELP

D E S C R I P T I O N Students circle pictureswhose words have long asounds.

M AT E R I A L S Frankie Needs Helpactivity sheet, pencil, crayons and markers


P R O C E D U R E Tell students that Frankie needs help with his letters. Students should circleeach picture with a long a sound and cross out each picture without a long asound. Once students have completed the worksheet, they color in the long apictures.

E X T E N S I O N Make a class LongA Book, and have students glue in the pictures and writethe name underneath.


FRANKIE NEEDS HELP

NAME _____________________________

Circle each picture that has a long a sound, and cross out each picturethat doesn’t. Color the long a sound pictures.

20


S U B J E C T

G R O U P I N G


21

Homophones,WordRecognition

Individual

Cave

CASEY’SHOMOPHONE FUN

D E S C R I P T I O N Students comparehomophones and circlewords that match thepictures.

M AT E R I A L S Casey’s Homophone Funactivity sheet, pencil, crayon and markers


P R O C E D U R E Tell students that Casey has found some words that sound the same, but don’tlook or mean the same. He is having a hard time deciding which word goeswith each picture. Students should read each word, look at the picture, andcircle the correct word. Students can then color the pictures.

E X T E N S I O N Have students make homophone rhymes; for example, “I would like to be abee.” Write them on large pieces of paper and illustrate them. Hang therhymes around the room to help students remember homophones.


CASEY’S HOMOPHONE FUNNAME _____________________________

Circle the word that names the picture.

auntor

ant?

knowsor

nose?

planeor

plain?

bareor

bear?

beor

bee?

flouror

flower?

dearor

deer?

sunor

son?


S U B J E C T

G R O U P I N G


Long Vowel Sounds

Individual

Beehive

ELEANOR GETSDRESSED

D E S C R I P T I O N Students color Eleanor’sclothes according to vowelsounds.

M AT E R I A L S Eleanor Gets Dressedactivity sheet, crayon and markers


P R O C E D U R E Tell students that Eleanor needs help making her clothes colorful. Students readeach word and color Eleanor’s clothes according to the color key at the bottomof the page.

E X T E N S I O N Have students copy words on scratch paper. Cut the words out and sort them byvowel sounds.

23


ELEANOR GETS DRESSED

Long a = pinkLong u = grayLong i = greenLong e = blueLong o = red

Color Key

NAME _____________________________


S U B J E C T

G R O U P I N G


25

Word Recognition,Long Vowel Sounds

Individual

Beehive,Totem

KISHA PRACTICESREADING

D E S C R I P T I O N Students match pictureswith the correspondingwords.

M AT E R I A L S Kisha Practices Readingactivity sheet, crayons and markers


P R O C E D U R E Tell students that Kisha needs help matching words with pictures. Studentsmust draw a line from the word to the picture it names.

E X T E N S I O N Have students brainstorm other words with the same vowel sound as each ofthe words on the page. Students can then draw pictures and write the namesin mixed-up order to create activity pages for their classmates.


KISHA PRACTICES READING

NAME _____________________________

Draw a line from the word to the matching picture.

skate

goat

fruit

stamp

feet

stone

field

whale

bee

five

glue

nose

26


S U B J E C T

G R O U P I N G


27

Initial Sounds, ConsonantLetter Recognition

Whole Class, Small Group,Individual

Totem, Raft, Cave

JUMPSTARTCHARACTER

PUPPETSD E S C R I P T I O N Students make character

paper bag puppets torepresent the letters E, C, P,K andF.

M AT E R I A L S Five paper lunch sacks for each student, glue, scissors,crayons or markers,JumpStart Character Puppets activity sheetsfor each student. Optional

for extension: old magazines

P R E PA R AT I O N Duplicate the activity sheets for each student.

P R O C E D U R E Show students each character: Eleanor, Casey, Pierre, Kisha, and Frankie.Together, brainstorm other words that start with the first letter in eachcharacter’s name. Then ask each student to choose a puppet sheet. Have themcolor the characters, cut them out, and glue to paper bags to make puppets.Glue the head to the bottom part of the paper bag and glue the body underthe flap. Small groups of students can then create puppet shows for theirclassmates.

E X T E N S I O N Have students cut from old magazines pictures that begin with the same letteras the name of their puppet. Students may glue the picture to the back oftheir paper bag puppet to help them remember words that begin with thatletter.


JUMPSTART CHARACTER PUPPETS

CASEY

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ELEANOR

29


FRANKIE


30


KISHA


31



PIERRE

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S U B J E C T

G R O U P I N G


Word Families

Individual

Shipwreck,Totem

ELEANOR’S WORDFAMILY WHEELS

D E S C R I P T I O N Students make wheels thatconnect initial sounds to wordendings to make wordfamilies.

M AT E R I A L S Eleanor’s Word Family Wheelsactivity sheet and a brad for each student, crayons and markers, scissors


P R O C E D U R E Have students paste the wheels on construction or heavy paper. Then, have themcut out Wheels A, B and C. Follow the directions on the activity sheets andconnect all three wheels by pushing a brad through the centers where marked.They can then turn both wheels to practice reading and recognizing words.

E X T E N S I O N Have students record the words they are able to make using their Word FamilyWheels and use them for the weekly spelling test.

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ELEANOR’S WORD FAMILY WHEELS

Wheel A

ick

ot

out ong

anop

eat

ale

at

am

art

ad

Cut out the wheels (and their notches) on the dotted lines. Put Wheel A on top,then Wheel B, and Wheel C on the bottom. Join all three wheels together byfastening a brad through the center of each wheel.

Wheel B

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ELEANOR’S WORD FAMILY WHEELS

Wheel C

R

Sh

S

L

Ch

T P

Cl

C

H

St

M

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S U B J E C T

G R O U P I N G


Cave, Raft

Letter Recognition, SoundRecognition

Whole Class

FRANKIE PLAYSALPHABET BINGO

D E S C R I P T I O N Students play alphabet bingousing either letter names orletter sounds.

M AT E R I A L S Frankie’s Alphabet Bingogame board, bingo markers or scratch paper, pencil or crayon

P R E PA R AT I O N Duplicate the game board for each student. Have students rip up scratchpaper to use as bingo markers if bingo chips are not available. Write eachletter of the alphabet on a piece of paper and place in a small bag.

P R O C E D U R E Have students use a crayon or a pencil to write one letter in each box of the game board in any combination of letters they choose. The caller (teacher) takes a letter out of the bag and calls it out to the students. The students then place a marker on the square with that letter. The first student who covers a row of letters wins the game.

E X T E N S I O N Instead of calling out letters, call out letter sounds. Students could also makegame boards using blends. For variety, have students fill in the game boardwith word families. The caller calls out the initial sound. Students place amarker over each word family that makes a real word when linked with theinitial sound.

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FRANKIE’S ALPHABET BINGO

Free

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S U B J E C T

G R O U P I N G


Beehive

Short Vowel Sounds

Small Groups

HELP FRANKIEFIND HIS WAY

D E S C R I P T I O N Students try to make wordsthat rhyme with the wordson the game board.

M AT E R I A L S Help Frankie Find His Way game board, dice or game spinner, paper, pencils

P R E PA R AT I O N Copy the game board and paste onto cardboard or heavy paper for each smallgroup of students.

P R O C E D U R E Students roll dice or spin a spinner to see who will go first. The first player rolls or spins, moves the indicated number of spaces, and reads the word. All of the players write a word that rhymes with it on a separate sheet of paper, numbering the words as they play. If a student lands on a Frankie space, he must follow the directions on that space. Play continues until one player reaches the end of the game board. Then that player reads the words on his page. If the other players have words that player does not have, they may circle those words. Play continues until all the players have read their words and circled the ones that are different. Each circled word counts as one point. The winner is the student with the most points.

E X T E N S I O N Make game boards with different words, long vowel words, words withdifferent initial consonants, etc. Have students sort the words they create byvowel sound, (e.g., all the short i words, all the short a words).

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HELP FRANKIE FIND HIS WAY



S U B J E C T

G R O U P I N G


Raft,Totem

Initial Sounds: S

Individual,Whole Class

CASEY RAFTS TOTHE OCEAN

D E S C R I P T I O N Students find pictures ofocean objects that beginwith s. The pictures are usedto create a diorama.

M AT E R I A L S Shoe boxes, old magazines,glue, scissors, sand, blue plastic wrap, string, paper,shells, crayons and markers

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P R E PA R AT I O N Pass out materials to students. Make sure that each student has a shoe box.

P R O C E D U R E Show students pictures of rivers that lead to the ocean. Explain to the class that Casey is rafting down the river and will reach the ocean. As a whole class, brainstorm words that begin with s.Narrow the brainstorming by eliminating words that do not have an ocean theme. Have students cut pictures from magazines that represent thes andshocean words. Students then glue the pictures to the inside of the box. They cut holes in the top ofthe box, hang string, and attach seals, sharks, or swordfish. Students can alsodraw pictures to add to their diorama. They can spread glue on the floor ofthe box, sprinkle sand, and glue shells. Students can draw Casey on his raftin the top corner of the diorama to show him rafting from the river into theocean. Once students have finished their boxes, blue plastic wrap can betaped across the opening to make the diorama appear blue.

E X T E N S I O N Have students make other letter-theme dioramas. This project can also bedone in small groups, with each group making one diorama.


S U B J E C T

G R O U P I N G


Raft, Cave,Totem

Initial Sounds,Word Study

Individual,Whole Class

ELEANOR MAKESA BOOK

D E S C R I P T I O N Students create books basedon the sound, letter, or wordbeing studied.

M AT E R I A L S Old magazines, markers and crayons, scissors, glue,paper, stapler

P R E PA R AT I O N Fold three or four papers and staple them to form a book for each student.

P R O C E D U R E Tell the students that one of Eleanor’s favorite activities is writing in her journal. Students are going to make special theme journals. Help students write the title (whatever the word study for that student is). Examples are My B Book, The -all book(focusing on the word family -all), and My Zoo Book(with zoo-related words in it). The student can then draw, write, and glue pictures about the theme of the book on its pages. Once the student is finished, arrange a time for the student to share the book with the rest of the class. These books can then be added to the classroom library for other students to look at and enjoy.

E X T E N S I O N This activity can be adjusted for any unit of study, including letters, blends,word families, or themes.

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S U B J E C T

G R O U P I N G


Beehive,Totem

Initial, Middle, and EndingSounds

Whole Class

CECIL SINGSSOUNDS

D E S C R I P T I O N Students use the song“Head, Shoulders, Kneesand Toes” to analyzebeginning, middle andending sounds.

M AT E R I A L S None


P R O C E D U R E Sing the song “Head, Shoulders, Knees and Toes” with the class. Explain thatthe children are going to practice words using the song. Say the word sofa,for example, and tell the students what sound to look for. For example:“Where is the s sound?” Students put their hands on their head if they think the s sound is in the beginning, on their shoulders if they think the sound is in the middle, on their knees if they aren’t sure where the sound is, and on their toes if they think the sound is at the end. The activity continues using different words and sound positions as long as time permits.

E X T E N S I O N To add to the activity, include blends and middle sounds, and build on thecomplexity of the words.

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S U B J E C T

G R O U P I N G


Totem, Raft

Initial Sounds or EndingSounds

Small Groups,Whole Class

CASEY LOOKSFOR SOUNDS

D E S C R I P T I O N Students go on a soundscavenger hunt.

M AT E R I A L S Paper bags, objects whose names begin with the following sounds:t, s, l, r,d, and k

P R E PA R AT I O N Write on each bag an initial sound listed above. Hide objects around theclassroom.

P R O C E D U R E Tell students that Casey really likes to find hidden objects. Divide students into six groups, and give each group a bag. Students must find all the hidden objects that correspond to the initial sound on their bag. After 8 to 10 minutes, the teacher calls for students to stop and sit in a circle. Each team shares the items they have found. Give one point for each item found. Give an additional point for each object the students find that is not one of the objects the teacher hid. The team with the most points wins.

E X T E N S I O N While students are at recess or lunch, the teacher hides the objects again.Groups switch bags and play the game again. This game can also be playedusing ending sound bags and corresponding objects.

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A Bear Ate My Pear,Kent Salisbury, McClanahan Books, 1998.

Alligators All Around,Maurice Sendak, Harper Trophy, 1991.

Alphabet Soup,Scott Gustafson, Greenwich Workshop Press, 1996.

Anna Banana: 101 Jump-Rope Rhymes, Joanna Cole, Morrow, 1989.

Baby Beluga,Raffi, Crown, 1997.

Busy Buzzing Bumblebees,Alvin Schwartz, Harper Collins, 1992.

Each Peach Pear Plum, Janet and Allan Ahlberg, Viking, 1986.

Eency Weency Spider, S. Schindler, Bantam, 1991.

Fiddle–I–Fee,Jakki Wood, Simon & Schuster, 1994.

I Was Walking Down the Road, Sarah Barchas, Scholastic, 1993.

In the Tall, Tall, Grass,Denise Fleming, Holt, 1991.

Inside a Barn in the Country, Alyssa Capucilla, Scholastic Trade, 1995.

Mice Are Nice, Judy Nayer, McClanahan Books, 1996.

Rebus Riot,Bonnie Christensen, Penguin, 1997.

Sheep in a Jeep,Nancy Shaw, Houghton Mifflin, 1997.

Singing Bee! A Collection of Favorite Children’s Songs,Jane Hart, Lothrop, 1982.

The Monster Book of ABC Sounds,Alan Snow, Puffin, 1994.

The War Between the Vowels and the Consonants,Priscilla Turner, Farrar Straus & Giroux, 1999.

SUGGESTED READING

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Documents

Teacher’s Guide - Knowledge Adventure