Where's the Sound? - Really Good Stuffs the Sound? ... • Demonstrate how to tidy the center when the activity is ... ghost dice fence heart leaf insect lock wagon paint nine

Congratulations on your purchase of the Really Good LiteracyCenter-in-a-Bag™ Where's the Sound? Game–a fun,educational center game that you can use to sharpen yourstudents' phonological awareness skills.

ObjectiveUsing picture cues, students will isolate beginning, middle, andending phonemes in words.

This Really Good Stuff® product includes:• 30 Where's the Sound? Picture Tiles• 2 Where's the Sound? Mats• Center Task Card• This Really Good Stuff® Activity Guide

The Where's the Sound? Game offers emergent readers a funway to isolate phonemes in words. To play the game, studentscompare the sounds of two words and identify how they soundthe same–at their beginning, middle or end. This activity givesstudents practice segmenting words into phonemes, or sounds,and identifying different sound positions within a word.

Managing the Center-in-a-Bag™• Display the Center Task Card.• Demonstrate how to tidy the center when the activity is

complete.• Store the center materials in the bag and hang it

alongside other Centers-in-a-Bag™.

Introducing the Where's the Sound? GameThe Where's the Sound? Game provides ample opportunitiesfor students to practice segmenting and isolating phonemes inwords. Each Picture Tile has two pictures that share abeginning, middle, or ending sound. Students determine how thetwo words are similar by saying which phoneme they share; forexample, cub and gum both have the short u sound in themiddle position, while leaf and elf have the same ending sound,/f/. Once students determine the location of the sharedphoneme, they place the Picture Tile into the correct column onthe Where's the Sound? Mat. The first column, with the fishhead, is for words that share a beginning sound, such as horseand heart. The middle column, with the fish body, correspondsto a shared middle sound, as in bone and soap. The finalcolumn, with the fish tail, corresponds to a shared endingsound, as in hug and bag.

Students can play the Where's the Sound? Game individually or in pairs, making it a perfect literacy center activity. TwoWhere's the Sound? Mats make it possible for students to sorttogether or race against each other. They can also pair up andshare a Mat, making it possible for up to four students to playat once. Included are 30 Picture Tiles, 10 each for sharedbeginning, middle, and ending sounds.

Center Task CardPost this at the literacy center in a visible position. The studentor helper can refer to the Center Task Card for instructions.

Refer to the shaded section at the top of the Card for centerpreparation, including needed materials.

Model the ActivityGather a Where’s the Sound? Mat and the Picture Tiles andplay the Where’s the Sound? Game. Review the pictures on theTiles or use the Answer Key to make sure that students caneasily identify each picture. Explain that students will segmenteach of the two words into their individual sounds anddetermine how the words are similar. Place the Picture Tile in astack face down and turn over the top Tile. Name each picture,bell…boots. Say each word slowly, tapping your finger for eachphoneme as necessary. Use the Where's the Sound Mat as areference point for your tapping so that students can see howeach column represents a position in the words. Ask students ifthe words share the beginning, middle, or ending sound. Sort thePicture Tile accordingly.

After modeling the Where's the Sound? Game, use it as anindependent literacy center activity. The ease of theinstructions and fun pictures make the game accessible to allstudents, especially English language learners, who benefit fromhaving picture cues to acquire new vocabulary.

Where's the Sound? GameOne to four playersObject: To isolate phonemes in words.Materials: Picture Tiles, Where's the Sound? Mats, Center Task Card1. Place the Mats in front of the players, one or two

students per Mat. Place all the Picture Tiles face down ina stack. Decide on the order of play.

2. Player 1 turns over the top Picture Tile and names bothpictures, stating whether they share a beginning, middle,or ending sound. Player 1 places the Tile in thecorresponding column of his or her Mat.

3. Players continue taking turns in this way. 4. Play continues until all the Picture Tiles are used.Variation• Supply a timer and have players speed sort the Picture

Tiles. Students race against their partner's time or, ifplaying alone, their own time.

Answer KeySame Beginning Same Middle Same Endingbell, boots back, pad ship, lipcow, corn leg, bed ball, nailyawn, yell chin, zip nut, pothorse, heart block, pot glove, hivejar, jet cub, gum sneeze, rosemap, mug cake, face leaf, elfnest, nose sheep, feet hug, bagpen, pumpkin dice, pipe cloud, beardring, rat bone, soap sock, tacksock, sun mule, cube ten, spine

Where's the Sound?

Helping Teachers Make A Difference® © 2009 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304084

All activity guides can be found online:

Where’s the Sound? Worksheet Reproducible


Congratulations on your purchase of Really Good LiteracyCenter-in-a-Box™ Beginning Sound Dominoes Game–a fun and exciting way to reinforce your students' study of beginning sounds.

ObjectiveUsing picture cues, students will match initial phonemes in words.

This Really Good Stuff® product includes:• 46 Beginning Sound Dominoes• Center Task Card• This Really Good Stuff® Activity Guide

With the Beginning Sound Dominoes Game, emergent readershave fun while matching pictures that illustrate words that havethe same beginning sound. Students sharpen their phonologicalawareness skills by listening for and identifying the beginningsounds of words. Through repeated play, students will noticehow words are made up of individual sounds, an essentialprecursor to developing phonemic awareness.

Managing the Center-in-a-Box™• Display the Center Task Card.• Demonstrate how to tidy the center when the activity is

complete.• Store the center materials in the box and store it with

other Centers-in-a-Box™.

Introducing the Beginning Sound Dominoes GameMainly following the rules of the classic game of dominoes,Beginning Sound Dominoes Game provides ample opportunitiesfor students to practice newly acquired beginning soundrecognition skills in a fun setting. The Beginning SoundDominoes Game meets the following instructional goals:

• Recognizing and identifying beginning consonant and vowel sounds

• Comparing and contrasting beginning sounds• Sorting and classifying beginning sounds

In this set, there are 46 Dominoes, each displaying a picture cuewith a beginning sound. Students get practice hearing andidentifying 23 beginning sounds, each as four different picturerepresentations.

Center Task CardPost this at the literacy center in a visible position. The studentor helper can refer to the Center Task Card for instructions.Refer to the shaded section at the top of the Card for centerpreparation, including needed materials.

Matching by Beginning Sound Before playing the Beginning Sound Dominoes Game,familiarize students with the concept of matching sounds.Select a beginning sound, hold up a Domino that displays apicture representing that sound, and ask students to identifyobjects or think of other words that begin with the same sound.

Record student words, highlighting the common beginning soundof each word. Practice doing this with a few beginning soundsuntil students are familiar with the concept.

Playing the Beginning Sound Dominoes GameGo over the pictures on the Beginning Sound Dominoes,making sure that students are able to identify each one.Explain that they will only need to listen for and focus on thebeginning sound of the word that names each picture. For acomplete list of the Dominoes and their pictures, see theBeginning Sound Dominoes List provided at the end of thisReally Good Stuff® Activity Guide.

Model the Beginning Sound Dominoes Game with a small groupof students. Rules for the game are similar to those of theclassic domino game, with a few exceptions. Choose anappropriate place to play—either at a large table or on thefloor. Pass out six Dominoes to each player and place the rest ofthe Dominoes face down in a pile where all players can reachthem. Select one Domino and place it face up in middle of thetable. The first player starts the game by placing a Domino witha picture that has a name matching the beginning sound on thedomino played. Players can build on the chain horizontally orvertically. (There are no points in this game as there are in thetraditional game.) The game continues until one player runs outof Dominoes.

Independent Center ActivityAfter modeling the Beginning Sound Dominoes Game, use it asan independent literacy center activity. The familiarity of thegame, ease of instruction, and picture cues make the gameaccessible to all students. Tactile learners will enjoy moving theDominoes, while visual learners will benefit from the picture cues.

Beginning Sound Dominoes GameTwo to four playersObject: To match pictures of words with the same beginningsounds.Materials: Beginning Sound Dominoes, Center Task Card1. Pass out six Dominoes to each player. Players place them

face up in front of them. 2. Place one Domino face up in middle of the table. The rest of

the dominoes go face down in a pile where everyone canreach them. Decide on the order of play.

3. Player 1 selects a Domino with a picture to match thebeginning sound of the Domino played. Player 1 names thepictures and says their beginning sound.

4. Players take turns adding to the Domino chain. 5. If players do not have a match, they take a Domino from

the pile and play continues.6. The first player to use all of his or her Dominoes is the

winner. 7. If players draw all the Dominoes from the pile and still

cannot make a match, the player with the fewest numberof Dominoes is the winner.

Beginning Sound Dominoes


All activity guides can be found online:

Beginning Sound Dominoes List


Beginning Sound Domino

alligator bear

duck bib

hair elf

key horse

jeep cat

octopus whale

moon zero

pineapple otter

snore roots

back yarn

egg fish

helicopter guitar

face jet

magnet under

yawn milk

olive rainbow

rose table

vase umbrella

zebra ant

bus zip

elephant girl

jam iguana

gum jaw

wing mask

zookeeper yo-yo

ox sandwich

teapot van

yell ax

ghost dice

fence heart

leaf insect

lock wagon

paint nine

underline nut

skateboard pumpkin

tooth violin

apple door

desk feet

igloo elk

ill kite

comb lion

needle window

nose volcano

rake pool

soccer tie

umpire lollipop

Helping Teachers Make A Difference® © 2015 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in China #306699

All teaching guides can be found online.

WHuzzlesCongratulations on your purchase of this Really Good Literacy Center-in-a-Bag™ WHuzzles, a comprehension activity that strengthens your students’ ability to identify characters, setting, and major events in a story and improves their narrative writing skills.

ObjectiveIdentify “who,” “what,” and “where” in a picture story, and describe the characters, setting, and major events in a story, using key details in discussion and in writing.

Meeting Common Core State StandardsWHuzzles aligns with the following English Language Arts Standards: Key Ideas & DetailsRL.K.3 With prompting and support, identify characters, settings, and major events in a story.RL.1.3 Describe characters, settings, and major events in a story, using key details.

Text Types & PurposesW.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

This Really Good Stuff product includes:•2Puzzle Frames•8 Five-Piece WHuzzles (40 Puzzle Pieces)• 1 Center Task Card•ThisReallyGoodStuff TeachingGuide

Simple picture stories depicting the 3 W’s—“who,” “what,” and “where”—provide perfect practice for nonreaders and emergent readers as they develop their sense of story elements and the gist of astory.Thiscenterisahelpfulspringboard for retelling and writing simple narratives using key details.

Managing the Center-in-a-Bag •8 Five-piece color-coded, self-checking WHuzzles have numbers on the backs•2Die-cutframeshaveholesforself-checking.•YoumaychoosetoputtheWHuzzle sets in baggies.•YoumaychoosetomakecopiesoftheWhuzzles Reproducible and store them in the bag.•YoumaychoosetomakecopiesoftheProgress Monitoring Sheet.• Visit our Web site www.reallygoodstuff.com to

downloadReallyGoodStuff TeachingGuides.

Model the ActivityBegin by modeling the activity, discussing every step with students. Select a WHuzzle set and a frame and tell students that they will be looking carefully atapicturethattellsashortstory.Remind students that stories have characters (the “who”), a setting (the “where”), and a major event (the“what”).Youmightpointoutthatthethree W question words all begin with wh and that is why these puzzles are called WHuzzles.

WHuzzles


Begin with the largest piece, the story piece, and either think aloud or ask a student to tell you what happens in this story. Include, or encourage the student to include, the 3 W’s—“who,” “what,” and “where” as the story is told. Check the text piece and compare it to the shared version of the story. Work together to find the pieces that correspond to the designated spaces in the frame.Turntheframe over to check your work, using the self-checking holes with numbersshowing(1,2,and3ifcorrect).

WHuzzles ReproduciblesUse the WHuzzles Reproducible for students to draw and write their own stories or retell WHuzzles. Thereproduciblealsoallowsmorestudentsto participate at once. Use the Progress Monitoring Sheet to keep track of which WHuzzles students have completed and their scores (one point each for “who,” “what,” “where” and retelling the gist of the story).

Center Task CardA helper can refer to the Center Task Card for instructions.

Related Really Good Stuff ProductsComprehensionGigglers:Emergent(#306704)ComprehensionGigglers:Beginner(#306585)QuestionClowns(#306609)Author’sReasonsRaceCars(#306698)Sequence&RetellingPuzzles(#306747)MakingMeaningMatchups(#306700)ShadesofMeaningShuffle(#306706)ThisGoesWithThat(#306744)PunctuationPirates(#306738)ReallyGoodLiteracyCenters™ Comprehension Set Grades2-3(#305493)ReallyGoodLiteracyCenters™ Comprehension Set Grades4-5(#305510)


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WHuzzles Progress Monitoring Sheet


Name fishing reading pigs milk tea party lemonade sledding sandcastle

1. /4 /4 /4 /4 /4 /4 /4 /4

2. /4 /4 /4 /4 /4 /4 /4 /4

3. /4 /4 /4 /4 /4 /4 /4 /4

4. /4 /4 /4 /4 /4 /4 /4 /4

5. /4 /4 /4 /4 /4 /4 /4 /4

6. /4 /4 /4 /4 /4 /4 /4 /4

7. /4 /4 /4 /4 /4 /4 /4 /4

8. /4 /4 /4 /4 /4 /4 /4 /4

9. /4 /4 /4 /4 /4 /4 /4 /4

10. /4 /4 /4 /4 /4 /4 /4 /4

11. /4 /4 /4 /4 /4 /4 /4 /4

12. /4 /4 /4 /4 /4 /4 /4 /4

13. /4 /4 /4 /4 /4 /4 /4 /4

14. /4 /4 /4 /4 /4 /4 /4 /4

15. /4 /4 /4 /4 /4 /4 /4 /4

16. /4 /4 /4 /4 /4 /4 /4 /4

17. /4 /4 /4 /4 /4 /4 /4 /4

18. /4 /4 /4 /4 /4 /4 /4 /4

19. /4 /4 /4 /4 /4 /4 /4 /4

20. /4 /4 /4 /4 /4 /4 /4 /4

21. /4 /4 /4 /4 /4 /4 /4 /4

22. /4 /4 /4 /4 /4 /4 /4 /4

23. /4 /4 /4 /4 /4 /4 /4 /4

24. /4 /4 /4 /4 /4 /4 /4 /4

25. /4 /4 /4 /4 /4 /4 /4 /4


All teaching guides can be found online.

Comprehension Gigglers: EmergentCongratulations on your purchase of the Really Good Literacy Center-in-a-Bag™ Comprehension Gigglers: Emergent, a funny comprehension activity that offers very-first test-taking practice and helps students develop an awareness of story elements such as “who,” “what,” and “where.”

ObjectiveAnswer text-based comprehension questions by the process of elimination and show a colored ring or circle the correct answer.

Meeting Common Core State StandardsComprehension Gigglers: Emergent aligns with the following English Language Arts Standards: Key Ideas & Details RI.K.1 With prompting and support, ask and answer questions about key details in a text.RI.1.1 Ask and answer questions about key details in a text.RL.K.3 With prompting and support, identify characters, settings, and major events in a story.RL.1.3 Describe characters, settings, and major events in a story, using key details.

This Really Good Stuff product includes:•20Two-sided, Write Again™ Text Cards (20 white nonfiction passages and 20 green fiction

passages)•10 Response Rings (5 of each color, 2 per student)•1 Answer Choices/Strategies Card• 1 Center Task Card•ThisReallyGoodStuff TeachingGuide

Why not giggle and learn at the same time, especially when preparing such young students for testing?Readaloudshort,simplepassagesandpresent three multiple-choice questions with two pictorial answer choices. One is an obvious, text-based, correct answer and the other is a very silly answer that will bring giggles to your comprehension

lessons! Students then hold up the corresponding colored ring to show their answer. Textcards are dry erase for marking text or for readers to work independently, circling answers.

Managing the Center-in-a-Bag •UsetheAnswer Choices/Strategies Card to teach reading strategies and to clarify that one answer choice is a text-based, correct answer and the other choice is silly.•YoumaychoosetomakecopiesoftheStudent and Class Progress Monitoring Sheets.• Visit our Web site www.reallygoodstuff.com to

downloadReallyGoodStuff TeachingGuides.

Introducing Comprehension Gigglers: EmergentBegin by teaching comprehension strategies using the “Good Readers…” Card. Explain to students that they need to listen for important key details in the text, such as “who,” “what,” and “where” in order to answer questions about the text. Next, explain that in this activity, selecting the correct answer will be fun because they will discover that one answer is very silly—a giggler—and the other answer is correct and can be found in the text.

Comprehension Gigglers: Emergent


Model the ActivityBegin by modeling the activity, discussing every step with students. Provide each student with two different colored Response Rings. Students will indicate their responses by holding up the correct colorringduringquestioning.Readafiction(green)ornonfiction(blue)text card aloud.

Discuss the textual clues that support the correct answer, and discuss the reasons that the giggler is silly. Have fun!

Extension Activities: 1. Invite readers to circle correct answers using a dry erase marker on the text cards.2.Markuporinvitereaderstomarkupthetext card

to show textual evidence.

Comprehension Gigglers ReproduciblesTrackwhichtext cards students have completed and their scores using the Student and Class Progress Monitoring Sheets.

Center Task CardA helper can refer to the Center Task Card for instructions.

Related Really Good Stuff ProductsComprehensionGigglers:Beginner(#306585)QuestionClowns(#306609)Author’sReasonsRaceCars(#306698)Sequence&RetellingPuzzles(#306747)WHuzzles(#306699)ShadesofMeaningShuffle(#306706)MakingMeaningMatchups(#306700)ThisGoesWithThat(#306744)PunctuationPirates(#306738)ReallyGoodLiteracyCenters™ Comprehension Set Grades2-3(#305493)ReallyGoodLiteracyCenters™ Comprehension Set Grades4-5(#305510)


Comprehension Gigglers: Emergent Class Progress Monitoring Sheet

Comprehension Gigglers: Emergent Student Progress Monitoring Sheet


Name:

Fiction Date Score Nonfiction Date Score

1. /3 1. /3

2. /3 2. /3

3. /3 3. /3

4. /3 4. /3

5. /3 5. /3

6. /3 6. /3

7. /3 7. /3

8. /3 8. /3

9. /3 9. /3

10. /3 10. /3

11. /3 11. /3

12. /3 12. /3

13. /3 13. /3

14. /3 14. /3

15. /3 15. /3

16. /3 16. /3

17. /3 17. /3

18. /3 18. /3

19. /3 19. /3

20. /3 20. /3

Documents

Where's the Sound? - Really Good Stuffs the Sound? ... • Demonstrate how to tidy the center when the activity is ... ghost dice fence heart leaf insect lock wagon paint nine