18
Teacher Resource File Michele Wilhelm Teacher Resource File Michele Wilhelm
Teacher Resource File
Michele W
ilhelm
Teacher Resource File
Michele Wi lhelm
Alphabet
Alphabet Fishing at Letter LakeAlphabet Alliteration Activity
Word Play
Bird DayDon’t Forget the Word Play!
Rhyming
Kid SoupRhyming Over the Meadow
Blending
Blending with The OgsBlending with Iggy
Beginning Consonant Sounds
Seginning Sonsonant SoundsBeginning Bonsonant Bounds
Segmenting
S e g m e n t ingTap the Sounds
Phonemes
Phonemes on the MoonMonster Sounds Phonemes
Introducing Letters and Spel l ings
Introducing DogMore Letters, I Say!
Contents
AlphTeacher Re
Michele W
Martin, D
Materials
4 1 26
1 Pa
B
Direction
1) R
2) D
3) A
4) Th
h
5) In
6) In
go
le
7) A
8) R
st
9) A
le
10) Th
11) A
‘c
12) Le
b
ac
habetesource File
Wilhelm
. (2005). Pigg
s
Fishing polesfelt alphabet6 Paper clips felt board maper with A‐Zlue fabric (2 y
s
ead “Piggy aniscuss that Pinnounce thathe rules are ias been caugntroduce Lettnvite 2‐3 studood comman
etterfish. fter a letterfiemind the stutudent’s lettesk the class toetterfish on thhe ‘fisherman
fter the entircaught’ the ‘Aead the line oack in Letter ctivity by brin
Fishi
gy and Dad Go
s made of dowt (letters from(one for eacharked off witZ listed down yards) and str
nd Dad Go Fisggy feels badt we are goinnclude that sht, give it to ter Lake by layents to go fisd of the alph
sh has been cudent to remer on your A‐Zo sing the alphe felt board.n’ will then plre alphabet is A’ would line uof students toLake (Note: anging sides of
ng at
o Fishing. Cam
wels, string, am A‐Z) h letter)—clip
h at least 26 s1 column ring
shing” to the d about hookig to go “frientudents will tthe teacher.ying down theshing at Letteabet first), ha
caught, have ember his/heZ list. phabet song t Point to the ace the lettecomplete, haup first,”B” seo the felt boarafter all letterf the blue fab
Lette
Un i v e r s i t
mbridge, Mas
and magnets
p paperclip onsquares
entire class fong the wormndly fishing” ttake turns fish
e blue fabric r Lake (it is beand them a fis
the student aer letter and t
ogether to heappropriate sr on the correave each studecond, “C” thrd so they ma
rfish have beeric ‘lake’ toge
er Lak
t y o f R i c hm
ss.: Candlewic
nto letter
or story time
m and doesn’t too. hing 2‐3 at a t
and dumping
est to call on shing pole, an
announce its then write his
elp identify thsquares as thect square of dent line up inird, etc.) ay ‘rescue’ then thrown baether and tie
ke
mond—Teac
ck Press.
. want to hurt
time and afte
g the letters othose studennd let them f
letter name ts/her name n
he proper plahe class sings.f the felt boarn order (i.e., w
eir letterfish ck in Letter Lwith a string.
h i n g t o Rea
t the fish eithe
er a letterfish
on top. nts who have ish for one
to the class.next to that
acement of th rd. whomever
and throw it ake, clean up. Voila!)
ad | 1
er.
a
he
p
AlphTeacher Re
Murphy, R
Geisel, T.S
Materials
Er
Direction
1) R
2) A
w
3) Se
ex
b
habetesource File
eynolds, Wilhe
S. (1963). Dr.
s
rasable board
s
ead Dr. Seusssk the studen
words on the eee if the kids xample. Mod
reak bats.)
All ite
elm, and Willia
Seuss’s ABC.
d or newsprin
s’s ABC to thents to brainstoerasable boarcan make upel the activity
eratio
ams
New York: Ra
nt
e entire class form words thrd or newspri silly sentency with selecte
on Act
Un i v e r s i t
andom House
for story time
hat begin withnt. es by stringined words from
t ivity
t y o f R i c hm
e.
e. h the letters B
ng together sem the brainst
mond—Teac
B, M, and R. W
everal of the ormed list (e
h i n g t o Rea
Write down t
B words, for .g., Bad boys
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he
BirdTeacher Re
Michele W
Lester, H.
Materials
W
A
Direction
1) R
as
2) Ta
th
p
3) Te
so
4) G
go
5) In
“R
o
w
h
6) Te
se
sh
h
Day esource File
Wilhelm
(1995). Liste
s
White board oppropriate m
s
ead “Listen Bs possible—se
alk about thehe mix ups ween = hen) ell the kids thome funny seive students oing on a snanvite kids to cRaise your hautside” (Net t
write down theaving a difficuell students tentences to mhoes” and wham and chees
n Buddy. Bost
or large papermarker for me
Buddy” to the ee #6 below.)e difficult time
ere because t
hat, like Buddentences. the example ck cruise”. change the foands please” (the goats, wee final choiceult time comi
hat for the remean the realhen I need to se), etc.
ton: Houghto
r dium
entire class f) e Buddy had lthe words sou
y, they’re goi
of how “Wen
llowing: “Kee(Icy hot ham ae’re having piees. The sentenng up with thest of the dayl thing (e.g., wremind you t
Un i v e r s i t
on Mifflin.
for story time
listening and unded similar
ing to misund
ndy has on bla
ep your handsand cheese); e). Have fun cnces in parentheir own. (week, if youwhen it’s time
to “raise your
t y o f R i c hm
e. (Begin this
mixing up thr (e.g., slice o
derstand som
ack shoes” ca
s to yourself”and “Get youcoming up witheses are su
u’re brave), we for snack, I’r hands, pleas
mond—Teac
activity as ea
e words he hf bread = slic
me common w
an be turned
” (Put your friur coats, we’rith some funnuggestions if t
we’ll be using ll say “Wendy
se”, I’m going
h i n g t o Rea
rly in the day
eard. Many oe of bed;
words and ma
into “We’re
ends on a shere going ny stuff and the kids are
the fun y has on blackg to say “Icy h
ad | 1
y
of
ke
elf);
k hot
DonTeacher Re
Murphy, R
Hutchins,
Materials
W
A
Direction
1) R
2) En
o
3) Ex
p
“D
4) G
5) So
6) B
st
’ t Foresource File
eynolds, Wilhe
P. (1976). Do
s
White board oppropriate m
s
ead “Don’t Foncourage stun each page. xplain to the erson or animDon’t forget tather story idort the class ie sure to bindtory time!
rget th
elm, and Willia
on’t Forget th
or large papermarker for me
orget the Bacdents to chim
children thatmal of their chthe _____!” rdeas from then small groupd and assemb
he Wo
ams
he Bacon! New
r dium
con” to the enme in for the r
the class is ghoice on a jouemain the sae class and deps and have eble the pages
ord Pl
Un i v e r s i t
w York: Green
ntire class at srepeated “Do
going to come
urney to fetchme on each pecide on the ceach group illand read the
lay!
t y o f R i c hm
nwillow Book
story time. on’t forget the
e up with theih items from page. content. ustrate a page story aloud
mond—Teac
ks.
e bacon!” sen
ir own story, a short list, h
ge of the storyduring the ne
h i n g t o Rea
ntence
sending a having
y. ext day’s
ad | 1
Kid Teacher Re
Michele W
Lobel, A. (
Materials
27
m
Li
B
M
Direction
1) R
2) A
3) H
4) H
ar
5) H
re
6) C
in
si
7) A
h
th
8) B
9) A
th
w
10) Th
th
11) C
ge
12) W
w
13) Ta
h
Soup esource File
Wilhelm
(2005). Mous
s
7 picture cardmitt, mat, rat, ist of the worig kitchen spo
Masking tape c
s
ead “Mouse Snnounce thatave studentsold up each pre understooand each chieally yummy sall the first wnto the tapedt down. sk the class ifolding “hid” ahe child with e sure to men
lthough therehat rhyme anywith the same
hree studentshe order of yoontinue the aet the next stWhen every stwas to make Kake out your ow they are a
se Soup. New
ds, each depiccat, key, beerds above in toon circle on the f
Soup” to the t we are goin form a large picture card fd the same bld a picture casoup.
word, “kid”. Th off circle (i.e
f anyone has and “lid” will “lid” to join “ntion frequene are no more
yway. When beginning sos have pictureour list, choosactivity and evtudent in the tudent is in thKid Soup with big spoon anall to be devo
w York: Barnes
cting one of t, see, stop, pohat exact ord
floor with a 4
entire class fg to make oucircle aroundor all studenty everyone). ard and tell th
he child who ., the soup po
a picture of aspeak out. Be“kid” in the sontly how delice words with it is determin
ound as “hid”es that start wse the child wvery time yousoup pot. he soup pot, tthem. Pretend tell them thoured soon!
Un i v e r s i t
s and Noble P
the following op, hop, hen,der
4‘ diameter
or story time
ur own soup, Kd the taped ots to see and hem that all o
has the pictuot). Lead the
a word that rhe sure follow oup pot. The ccious this southe /‐id/ rimned there is n? Remind stuwith an /h/ sowith the pictuu’ve exhauste
tell them whand to taste tehat it was too
t y o f R i c hm
Publishing.
words (kid, li, ten, pen, pe
e. Kid Soup! off circle on thname it alou
of them will g
re card of a “child to the s
hymes with “the order of child who hasp is going to e, ask studennot, ask if therudents of the ound (e.g., hore card of a “ed the rime, m
at a nice job test and add soo bad they we
mond—Teac
id, hid, hog, det, wet, net, n
he floor. d (to make su
get a chance t
“kid” will be tsoup pot and
kid”. Hopefulthe list aboves “hid” will jobe. nts if there arere are any pic/h/ sound. og, hop, and h“hog”. move to begin
they’ve done ome salt. ere such good
h i n g t o Rea
dog, frog, fit, nice, rice, slice
ure the pictur
to make som
he first to gethave him/he
lly, the childree and chooseoin next.
e any words ctures that be
hen). Followin
nning sound t
and how eas
d kids seeing
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kit, e)
res
e
t er
en
egin
ng
to
y it
as
RhymTeacher Re
Murphy, R
Langstaff,
Materials
3 b
Direction
1) R
2) Si
3) Sh
4) P
(e
5) Pa
st
ming esource File
eynolds, Wilhe
, J. (1953). Ov
s
pictures of eogs, polliwog
s
ead “Over in ing the story how the illustull out the pice.g., tree needass out the catand up and h
elm, and Willia
ver in the Mea
ach of the rhygs, pine, and d
the Meadow
set to the tuntrations to thctures of the ds to be distinards and tell thold the pictu
ams
adow. New Yo
yming words den)
w” to the entirne by Marsha
e students anrhyming wornguished fromthem that if ture for all to s
Un i v e r s i t
ork: Voyage B
from the boo
re class for stoall Woodbridg
nd encouragerds and reviewm sycamore).
they have thesee.
t y o f R i c hm
Book.
ok (sun, tree,
ory time. ge (last page)e the studentsw what each . e picture of th
mond—Teac
sycamore, h
. s to sing alonpicture repre
he word that
h i n g t o Rea
ive, sticks,
g. esents
is being sung
ad | 1
BlenTeacher Re
Michele W
Everett, F
Materials
La
9 4 Sa
Direction
1) R
2) Pa
th
3) H
2 p
4) In
ca
h
“d
5) R
D
6) C
nding esource File
Wilhelm
. (1994). The
s (26 participa
arge paper cupaper cutoutpaper cutoutafety pins
s
ead “The Ogsass out the lehem out and ave studentsletter rime inresented abonvite the first an see) and his/her rime /‐dog” begins tepeat activity
Discover Fire). ontinue activ
Ogs Discover
ants)
utouts of the ts of the –og ts of the –ip r
s Discover Fireetters and helpinning them form 2 lines n the other linove. The studestudent in eaave the lette‐og/. Have theo be heard. y forming the
vity forming th
r Fire. London
following lettrime (black crime (black co
e” to the entilp students sam on, have eac(students whne). The studeents with –ogach line to joir student sayem repeat th
e words cog, f
he words tip,
Un i v e r s i t
n: Usborne Pu
ters (D, C, F, Jonstruction ponstruction p
ire class for stafety pin themch student prho have just oents with justg should line un you at the y his/her soune sounds fast
fog, jog, bog,
sip, rip, and y
t y o f R i c hm
ublishing Ltd.
J, B, L, H, M, Zpaper) aper)
tory time. m to their shiractice the soone letter in ot letters needup first, then head of the cnd /d/ followeter and closer
log, hog, Mog
yip.
mond—Teac
Z, T, S, R, and
rt. While youound of his/heone line and sd to line up instudents witclass (make sued by the rimr together un
g, and Zog (fr
h i n g t o Rea
Y)
u are passing er cutout. students with the order h –ip. ure everyone e student sayntil the word
rom The Ogs
ad | 1
h a
ying
BlenTeacher Re
Michele W
Rader, Lau
Materials
2 fe
Direction
1) R
2) In
b
3) Te
n
4) Ig
5) “n
6) Ig
“p
7) R
8) Im
an
9) En
10) R
fr
nding esource File
Wilhelm
ura. (2005). S
s
socks with buelt cutouts of
s
ead “Silly Pig”ntroduce Iggyelly. (Have thell the studenew friends rigggy is in luck b“P” runs right ame). ggy excitedly spuh” (said by epeat segme
mmediately fond Iggy and bncourage theepeat this seqriends (e.g., “’
with
Silly Pig. New
utton eyes an‐ig, p, b, d, r,
” to the entiry, one of the se second socnts that Iggy ight away. because “p” wover and say
says his name
the “p” puppnting “puh‐igollowing the sblending the we class to segmquence with t’buh’ wants t
Iggy
York: Sterling
nd sewn‐on V w, and j with
e class for stosock puppets,ck puppet reas very nervou
wants to be hys, “Hi! I’m “p
e, “I’m “–ig! Wpet) “‐ig!” (sag”. segmenting oword to make
ment and blenthe rest of thto be friends t
Un i v e r s i t
g.
Velcro dots (seh sewn‐on ma
ory time. , to the groupdy with a Velus; it is his firs
is first friendpuh!” (use the
We can be beid by Iggy).
of “puh‐ig” bye “pig”. nd “pig.” e onset consotoo!”—chang
t y o f R i c hm
ee sample) atching Velcro
p while placinlcro “p” on itst day at Sock
! e sound of “p”
est friends be
y decreasing t
onants so thage the “p” cut
mond—Teac
o dots
ng the Velcro ts belly.) k School. He w
” rather than
cause togeth
the physical d
at Iggy has ma
tout to the “b
h i n g t o Rea
“–ig” on his
wants to mak
the letter
er we make
distance of “p
ade lots of b” cutout).
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ke
p”
SegiTeacher Re
Michele W
Sacks J. (2
Materials
n
Direction
1) R
cr
2) G
st
3) Po
4) G
Pe
5) P
th
6) Th
To
th
7) Th
P
su
8) Th
h
th
9) If le
if
nningesource File
Wilhelm
2005). Hallow
s
one
s
ead “Hallowereature—see o back to thetarts with a “bonder the quo back to theeter Pumpkin
ull out the cohat Peter Pumhe next page ommy. Unleshat he is greehe next page ull out Suzy’surple. he last page sim and say what he is yellotime permits
etter of their nyou are wea
g Sons
ween Party. Ne
een Party” to image—the
e page with Bb”. Enunciateestion: What
e beginning ofn was…? Are tolor slide to shmpkin is poranshows a colo
ss someone knn. Invite studshows a colo slide to show
shows a frienhat color he cow. Have kidss, go around tname. Give thring black, Vic
sonan
ew York: Ster
the entire clareader must illy Bat and pe the /b/ in Bit if all the othf the book anthere any colohow that he inge! orless Tommy
nows teal, thdents to say thorless Suzy Spw that she is p
dly ghost whocould be (e.g say that Garythe class and hem an examcky is wearing
nt Sou
Un i v e r s i t
rling Publishin
ass for story tpull a slide tooint out that lly Bat is brower creatures hnd point to Peors that starts not pink, bu
y Toad. Ask stis one’s reallyhat Tommy Tpider. Ask studpurple. Invite
o doesn’t eve., Gary Ghosty Ghost is gelask students
mple using youg vink—if she
unds
t y o f R i c hm
ng Co.
time. (Note: eo show the creBilly Bat’s cown. had a color theter Pumpkin
t with a /p/? (ut orange. We
udents to comy hard, so pulToad is treen.dents to come students to s
en have a namt is gray). Pull llow. s what color tur name (e.g.e is wearing p
mond—Teac
each page haseature in full olor is brown.
hat started w. Ask student(e.g., pink, puell then we’ll
me up with all out Tommy
e up with a csay that Suzy
me! Ask studeout ghost’s s
hey are wear, Wilhelm is wpink, etc.).
h i n g t o Rea
s a no‐color color.) Everything
with their lettes, “What if urple, etc.) have to say
color for y’s slide to sho
olor for Suzy.y Spider is
ents to name slide to show
ring using thewearing wack
ad | 1
er?
ow
.
e k—
BegiTeacher Re
Michele W
Berenstai
Materials
p
va
to
Direction
1) R
2) H
3) P
4) Po
5) R
n
6) C
sh
al
7) A
w
to
w
8) St
w
inningesource File
Wilhelm
n, S. and J. (1
s
aper grocery arious pictureoy cat and a m
s
ead “The Berave studentsresent the gr
a. Inside like mo
b. When c. When
with ad. You w
name is Wad
e. If a stuour the conteemind studenames. all on the firshe hands it tollotted, you mfter all stude
would sound lio point out thword “bug”. tress that souwouldn’t want
g Bon
1971). The Ber
bag (preferabes and toys, smug (see #7)
renstains’ B B form a large ocery bag fulthe bag thereost of the wowe’re ready,I call your na“b” and has till need to listwith a “b” sode, point to hudent’s name
ents of the bants to listen c
st student (e.go you. Collect may call on 2‐nts have had ike if they stahat the cat be
unds really ma
t to pet a bat
sonan
renstains’ B B
bly plain) witome of which
ook” to the ecircle, sittingl of items ande are a wholeords in the bo I am going toame, you may
the “buh” soten carefully ound at the beim and call hie already begiag in the centcarefully, as yo
g., Bicky). Afteitems and re3 students ata turn, pick u
arted with a “ecomes the re
ake a big diffeor put your h
nt Bou
Un i v e r s i t
Book. New Yo
h the letter “h start with “b
entire class fog crisscross apd give studene bunch of thiok we just reo dump the cy reach into thund at the befor your nameginning. Giveim Bade—bew
ns with “b” per of the circou’ll be callin
er she chooseeturn them tot a time until up the remain
b”. Most will eal word “bat”
erence when hot cocoa in a
unds
t y o f R i c hm
ork: Random H
B” cut out anb” —at least
or story time.
pplesauce. ts the followiings, some stad. Some woontents ontohe pile and cheginning of itsme because I’me example to ware of studepoint that outle. ng on the quie
es, ask her too the grocery all the items ning items onbe funny and” and that th
you’re talkina bug!
mond—Teac
House.
nd glued on one for each
ing instructioart with the lon’t start witho the carpet ahoose an items name. m going to prclass (e.g., if ents named Mt and have a c
etest ones an
o say the nambag. Dependhave been chne by one andd nonsensicale mug becom
ng and readin
h i n g t o Rea
student
ons: etter “b” justh a “b”. nd call name
m that begins
onounce youstudent’s naMitch!) chuckle.
d using their
e of the iteming on time hosen. d ask what thel, but make sumes another r
g! You proba
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t
s.
r me
“b”
as
ey ure real
bly
S e Teacher Re
Michele W
Wang, Ma
Materials
La
m
B
w
W
A
Direction
1) R
N
m
2) Ex
3) H
4) G
5) Ta
6) G
7) Th
8) H
fu
p
9) Ex
p
p
10) M
S 11) Po
12) P
to
‘y
13) R
14) If (b
15) Fe
g mesource File
Wilhelm
argaret. (2005
s
arge letters (2more than 20 slack construc
who stole the White board oppropriate m
s
ead “The Wh
OT READ THEme? Yes, you! xplain that, aand out one roup the Ys, ake the otherroup Was is che last groupave Group Yeurthest to theosition. xplain to themoint, you wanut it down un
Model this acthigh over youoint to the Ysraise them foogether, is theyes’ together epeat this actthings are goblended) in oreign surprise
m e
5). Who Stole
2 each of YSITstudents) ction paper cocookie) or large papermarker for me
o Stole the CE ENTIRE BOOCouldn’t be! s a class, we aletter to eachhalf of the Esr half of the Ecomprised of , Group It wiles approach te left, Es in th
m that you arnt them to spntil you say soivity by borrour head and ss and say /y/, or being the fie word ‘yes’. as a group. tivity with Groing well, andrder to get that their admi
n t
e the Cookie fr
TWAM and 4
overing the pa
r dia
ookie from thOK. Stop afterThen who?”are going to fh student. , and half of tEs and the Ms
the Ws, As, al be all those the front of the middle, and
re going to poring upward o). owing an S ansaying /s/. point to the irst group andTry the segm
oup It, Groupd there’s time
he sentence, “ission of stea
ing
Un i v e r s i t
from the Cook
of E and S—m
age showing
he Cookie Jarr “Mousy stol
figure out wh
the Ss togeths and group thand the rest owho are holdhe room so evd Ss last and t
oint to each leand hold thei
nd squat down
Es and say /ed be sure to tmenting squat
p Was, and Gre, have each g“Yes, it was mling the cook
t y o f R i c hm
kie Jar? Los A
make more o
2 cookies left
?” to the ente the cookie
ho stole those
er and call thhem togetherof the Ss. ding Is and Tsveryone can stell them all t
etter and mak
ir letter high
n. Say /s/ and
e/, and point ttell them theit again and th
roup Me. group jump ume!” kies from the
mond—Teac
ngeles: Piggy
f some letter
t (where it alm
ire class for sfrom the coo
e cookies.
hem Group Yer. They will be
s. see them. Plato crouch dow
ke its letter soin the air (tel
d pop up prou
to the Ss andr word, whenhis time have
p and say the
cookie jar!!!
h i n g t o Rea
y Toes Press.
rs if you have
most reveals
tory time. DOokie jar! Who
es. e Group Me.
ace the Ys wn in a squatt
ound. When yl them not to
udly holding t
say /s/. n blended bacthem all blen
eir word
ad | 1
O
ting
you o
the
ck nd
Tap Teacher Re
Murphy, R
Geisel, T.S
Materials
n
Direction
1. R
co
2. R
3. R
h
4. M
yo
5. H
6. H
the Sesource File
eynolds, Wilhe
S. (1973). Hop
s
one
s
ead the title oover and predead and enjoemind studenear each soun
Model the actiour hands onave all the stave students
Sound
elm, and Willia
p on Pop. New
of the book adict what they the book. nts that wordnd. ivity with the your shouldeudents partic suggest word
s
ams
w York: Rando
and the authoy think the st
ds are made u
word “hop”.ers and say /ocipate with thds to segmen
Un i v e r s i t
om House for
or and illustratory is about.
up of many so
Place your ho/, then placehe next wordsnt.
t y o f R i c hm
r Young Read
ator’s names.
ounds. If we b
ands on youre your hands s.
mond—Teac
ders.
Have studen
break up the w
r head and saon your knee
h i n g t o Rea
ts look at the
words, we ca
ay /h/, place es and say /p/
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n
/.
PhoTeacher Re
Michele W
Milbourne
Materials
W
C
Direction
1) R
2) H
it 3) Te
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4) To
w
5) A
6) B
o
7) St
sa
d
8) R
9) C
h
tr
nemeesource File
Wilhelm
e, A. (2006). O
s
Worksheet (sehubbie marke
s
ead “On the Mand out the wis read. Mod
ell the class twinning word o figure out hword. The mor
sk the class toegin lesson bn a separate tart with “on”ay the word aot for the /n/epeat the actonclude withome, and it srip it won!
s on t
On the Moon
ee Figure 1) ers or Do‐a‐D
Moon” to theworksheet andel this as youhat the wordwill have the how many dore sounds, tho guess whichy giving eachpiece of pape” and break dagain, segmen
/. tivity until the determining
tarts to get d
Fig
the M
. London: Usb
Dot markers (o
e entire class nd read the wu read the wos on the workmost dots filts get filled ine more dots. h word will w child a mark
er. down the 2 sonting it slowly
e entire workg the winner oark, look up i
ure 1: Works
Moon
Un i v e r s i t y
borne Publish
one for each
for story time
ords; have storksheet. ksheet are tryled in. n, we have to
win (remind ther and have t
ounds /o/ andy. Each child s
sheet is filledof the trip (thn the sky and
heet
o f R i chmo
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child)
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ying to win a
o figure out ho
hem of the wothem practice
d /n/. Have thshould fill in o
d in. e moon) and d see if the m
nd—Teach i
e their finger o
trip to outer
ow many sou
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hem close theone dot for th
tell them whmoon is there
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space. The
nds are in ea
worksheet). s with one pu
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hen they go enjoying the
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as
ch
ush
u ne
MonTeacher Re
Murphy, R
Cuyler, M
Materials
M
Direction
1) R
co
2) R
3) Ex
h
4) Te
m
5) Ex
in
fo
th
6) G
m
7) A
nster esource File
eynolds, Wilhe
. (2008). Mon
s
Monster cutou
s
ead the title oover and predead and enjoxplain to studear each sounell students tmonster cutouxplain that fon the word. Mor the /m/, onhe word mess
ive students monsters and fter the activ
Sound
elm, and Willia
nster Mess! N
uts (enough fo
of the book adict what they the book. dents that wond. hey are goinguts. or each word, Model this witne for the /e/s. words with thpush them foity, have stud
ds Pho
ams
New York: Mc
or each child
and the authoy think the st
ords are made
g to play a gam
they will be ph the word “m/, and one for
hree or four porward for evdents suggest
onem
Un i v e r s i t
Elderry Book
to have 3‐4)
or and illustratory is about.
e up of many
me with the w
pushing theirmess”. Segme
r the /s/. Tell
phonemes froery sound thet words to try
es
t y o f R i c hm
ks.
ator’s names.
sounds. If we
words from t
r monsters foent the soundstudents that
om the book.ey hear in a py out.
mond—Teac
Have studen
e break up th
he story and
rward for eveds and push ot there are th
Have them lparticular wor
h i n g t o Rea
ts look at the
e words, we
show them t
ery sound heaone monster hree sounds in
ine up their rd.
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can
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IntroTeacher Re
Michele W
Dodd, E. (
Materials
A
W
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Direction
1) Sh
2) A
w
3) Te
th
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4) R
m
5) Te
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th
6) Bth
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8) A
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fo
10) R
oduciesource File
Wilhelm
(2000). Dog’s
s
large cutout Worksheet on arent assistan
s
how the kids gree that the
with the word ell the kids thhat after readDog” every tiead the story
many times thell them that,Dog” is read. he word. Begin readinghe assistant rofter the 5th oro make tally mach time. fter the next tudents to sayote: Studentsor a grand toteview if anyo
ng Le
Colorful Day
of the word lined paper wnt or adult cla
the book cove story is abou“Dog” at the
hat we are abding the storyme it is said. y and exclaim e word “Dog”, using their wTell them tha
the book, paoam around ar 6th “Dog” citmarks every t
10‐12 times y the word “Ds will have wrtal of 29 time
one guessed t
tters
. New York: D
“Dog,” glued with the wordassroom help
ver and ask thut a dog, show top. out to see exy once, we wil
at the numb
” was used. Aworksheet, that you will ho
ause and holdand check onting, announcime “Dog” is
“Dog” is readDog” with youritten the wos! he correct nu
and S
Un i v e r s i t
Dutton Childre
to a handle, d “Dog” printper
hem what thew them the D
xactly how mu
ll read it thro
er of times “DAsk them if thhey are going ld up your Do
d up the Dog S progress. ce that this wread (VA SOL
d exclaim agaiu every time (rd “Dog”, use
umber of time
Spell i
t y o f R i c hm
en’s Books.
to use as a sited neatly at t
ey think the stDog Sign, and
uch this storyugh again an
Dog” was reahey are up forto write dowog Sign and p
Sign after eve
was a terrible L K.14) instea
in that this is (still using theed tally marks
es “Dog” was
ngs
mond—Teac
gn. the top as a m
tory is about.hand out the
y is about a dod write down
ad! Invite kidsr the challengwn “Dog” everause for them
ery mention o
idea and invitd of writing t
going to takee Dog Sign). s, and ‘read’ t
s in the book.
h i n g t o Rea
model.
. e worksheet
og. Tell them n the word
s to guess howge! ry time the wm to complet
of “Dog”. Hav
te the studenthe whole wo
e forever! Inv
the word “Do
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w
word e
ve
nts ord
vite
og”
MorTeacher Re
Murphy, R
Gelman, R
Materials
C
C
Direction
1) R
2) G
3) Ex
b
4) P
ch
st
5) Le
ci
6) C
re Lettesource File
eynolds, Wilhe
Rita. (1992). M
s
opies of selecrayons
s
ead and enjoive each childxplain to the e going on a lick a letter thhoice for the tudents to finead a buddy circled. ontinue activ
ters,
elm, and Willia
More Spaghe
cted pages fro
y the book. d stapled, colclass that theletter hunt tohat appears atpage with thend the letter ‘check or have
vity using diffe
I Say!
ams
tti, I Say! New
om the book
lated copies oey have some
ogether. t the beginnine text “Now yN’ and circle e everyone ho
erent letters a
!
Un i v e r s i t
w York: Schola
(enough for a
of the selectee of the pages
ng of a word you can do it.it with their rold up their p
and different
t y o f R i c hm
astic.
all students t
ed pages of ths of the book
in the text (e. Now you canred crayon. papers to mak
t colors for ea
mond—Teac
o have one p
he book. in front of th
.g., ‘N’ wouldn play.”), and
ke sure the co
ach letter.
h i n g t o Rea
age of each c
em and we w
d be a good d tell the
orrect letters
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