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Workshop ResourceBook

LevelPre-K

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Copyright © 2008 SRA/McGraw-Hill.

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Permission is granted to reproduce the printed material contained on pages with a permission-to-reproduce copyright line on the condition that such material be reproduced only for classroom use; be provided to students, teachers, or fami-lies without charge; and be used solely in conjunction with Imagine It! an Open Court Curriculum.

Printed in the United States of America.

Send all inquiries to this address:SRA/McGraw-Hill4400 Easton CommonsColumbus, OH 43219-6188

ISBN: 978-0-07-618215-2MHID: 0-07-618215-0

2 3 4 5 6 7 8 9 ILG 15 14 13 12 11 10 09 08

Table of Contents

Activity 1 Animal Crackers.............................................................. 2Activity 2 Word Sounds .................................................................. 4Activity 3 Rhyme Time!.................................................................. 5Activity 4 Match It! ........................................................................ 6Activity 5 Photo Fun!...................................................................... 7

Phonemic Awareness

Activity 12 Alphabet Train .............................................................15Activity 13 Shop with Lucy ...........................................................17Activity 14 What Happens Next? ...................................................21Activity 15 Write a Story................................................................23Activity 16 Color Game .................................................................27Activity 17 ABC Order ....................................................................29

Letter Recognition

High-Frequency Words

Activity 6 Go Find It! .......................................................................8Activity 7 Letter Toss ......................................................................9Activity 8 Letter Match................................................................. 10Activity 9 Find the Letter...............................................................11Activity 10 Alphabet Soup .............................................................12Activity 11 Letter Hop....................................................................14

Activity 18 Build-a-Word.................................................................30Activity 19 Give Me a Clue! ...........................................................31Activity 20 Group Search .............................................................32Activity 21 Finish the Word ............................................................33Activity 22 Word Scramble ............................................................36

Print and Book Awareness

Sequencing

Activity 23 Word Count..................................................................37Activity 24 My Friend....................................................................39Activity 25 Show Me What You Know .............................................41Activity 26 My Menu.....................................................................42Activity 27 Rainbow Lines ............................................................45

Introduction iv

The Workshop Resource Book will help you use the many resources provided in the Workshop Kit and will give you opportunities to help children practice a variety of skills with game-oriented activities. You can use the Workshop Kit as an option to keep children engaged in fun, meaningful skills practice.

Each kit contains the following items:

• One set each of Uppercase and Lowercase Sandpaper Letters• Four sets of Alphabet Sound Picture Cards• Four sets of Alphabet Sound Letter Cards• Two sets each of Uppercase and Lowercase Letter Cards • Two sets of Letter Cubes• One Individual Pocket Chart• One set of Wikki Stix• One set of Game Pieces, Cubes, and Markers• One SRA Imagine It! Photo Library CD, to be used as a

• source of graphics children can use for their writing activities• vocabulary help for English Learners (especially those children whose first

language is Spanish, Vietnamese, Hmong, Cantonese, Korean, Haitian Creole, Arabic, Russian, Tagalog, or Khmer)

• guide for children to practice map skills by relating the photos to a particular geographical area

• One Workshop Resource Book that includes additional games to play in the classroom

Use the Workshop Resource Book not only with the Workshop Kit components, but also with dozens of other activities and games that will enrich the learning experience for children by helping them practice the following:

• Phonemic Awareness• Letter Recognition• Sequencing• High-Frequency Words• Print and Book Awareness

Introduction to the Workshop Kit

Each activity has the following:

• An Objective, to clarify which skill is being practiced• The number of players needed, if the activity is a game• A Materials list, which includes items from the Workshop Kit or from the Workshop Resource Book

itself• An indication of when to use the activity• Directions for how children can play the game or how they can complete the activity

In addition, ideas for differentiating instruction for some of the games and activities have been provided.

APPROACHING LEVEL

children need extra practice,

have them work together in groups of four, with each member drawing one animal in the animal cracker box on page 3.

ABOVE LEVEL

children need a challenge,

have them draw additional animals whose names begin with each sound.

1. Select four Alphabet Sound Letter Cards that each represent an initial sound in an animal name; for example, /m/ for monkey. Place the cards in the Individual Pocket Chart.

2. Distribute one copy of page 3 to each child.

3. Point to the first card. Say the sound, and have the children repeat it. Then say the name of an animal whose name begins with the sound and letter.

4. Have each child draw a picture of that animal in one section of the animal cracker box on page 3.

5. Repeat with each card, giving the children time to draw.

6. Ask volunteers to share their drawings with the class. Have them pronounce the name of each animal as they point to the appropriate picture.

Children willdemonstrate phonemic awareness by matching sounds to letters.

Activity 1

OBJECTIVE MATERIALS

Children willdemonstrate phonemic awareness by matching sounds to letters.

Alphabet Sound Picture CardsIndividual Pocket ChartOne copy of page 3 for each childCrayons

Animal Crackers

Directions Use this activity after Unit 5 to review sounds you have introduced.

Activity 1

2 ACTIVITY 1 • Phonemic Awareness Workshop Resource Book

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Workshop Resource Book ACTIVITY 1 • Phonemic Awareness 3

Activity 1 Animal Crackers

OBJECTIVE MATERIALS

Children willdemonstrate phonemic awareness by identifying words that begin with a sound.

Alphabet Sound Picture Cards

Word Sounds

Directions

1. Have all the children sit in a circle.

2. Have the first child choose an Alphabet Sound Picture Card.

3. Pronounce the sound for the class, and have all the children repeat the sound.

4. Have the first child say a word that begins with that sound. Have all the children repeat the word.

5. Continue around the circle until every child has had a turn.

Use this activity after Unit 6.

Activity 2


APPROACHING LEVEL


have small groups choose a card together and help each other think of an appropriate word.

ABOVE LEVEL


have them pronounce the sound on their own.

1. Have the children sit in a circle.

2. Select and pronounce two vowel Alphabet Sound Picture Cards.

3. Explain that you will say two rhyming words. Then you will show and say two vowel sounds. The children will have to choose which card matches the rhyming words.

4. Tell the children to listen carefully. Then say two rhyming words that include only one of the sounds from the cards you chose. Have the children repeat the words aloud.

5. Hold up the first card, and say its sound. Tell children to show thumbs-up or thumbs-down if it is the same sound as the rhyming words.

6. Repeat with the second card.

7. Continue the activity, using different pairs of vowel cards and different rhyming words as time allows.

Example:Choose the Aa card and the Ee card. Say Day. Play. The children should show thumbs-up for the Aa card because it is the same sound as the rhyming words day and play.The children should show thumbs-down for the Ee card because it does not match the sound in the rhyming words.

Rhyme Time!Activity 3

Children willdemonstrate phonemic awareness by matching vowel sounds with pairs of rhyming words.

Vowel Alphabet Sound Picture Cards

MATERIALS

Directions Use this activity to review vowel sounds after Unit 6.


OBJECTIVE

Rhyme Time!

APPROACHING LEVEL


show only the correct card, and have the children repeat its sound aloud after you say the rhyming words.

ABOVE LEVEL


have volunteers suggest another word that includes the same sound as the rhyming words.

OBJECTIVE MATERIALS

Children willdemonstrate phonemic awareness by matching sound and letter cards.

Alphabet Sound Letter CardsLowercase Letter Cards

Match It!

Directions

1. Before class, make one set of three Alphabet Sound Letter Cards and another set of their corresponding Lowercase Letter Cards. Each card should have a match in the other set.

2. Put the children in small groups (approximately four).

3. Distribute a set of Alphabet Sound Letter Cards to two children in each group.

4. Distribute the corresponding set of Lowercase Letter Cards to the other two children in each group.

5. Have the children in each group find and pair the matching cards.

6. Have volunteers stand and say their sound and letter names. Repeat the activity with new cards as time allows.

Use this activity to review letter sounds after Unit 5.

Activity 4

APPROACHING LEVEL


have them play the game for letter recognition only.

ABOVE LEVEL


put them in larger groups.



1. Distribute several Lowercase Letter Cards to each child.

2. Project the SRA Imagine It! Photo Library CD onto the projection screen.

3. Select a category from the photo library. Depending on your preference, turn the speaker on or off.

4. Click the individual photos of your choice.

5. Pronounce each photo name.

6. Have the children hold up the first letter of each photo’s name.

Computer with an LCD projectorProjection screenSRA Imagine It! Photo Library CDLowercase Letter Cards

Use this activity after Unit 5 to review sounds you have introduced.

Children willlisten for initial sounds.

OBJECTIVE

Activity 5 Photo Fun!

Directions

APPROACHING LEVEL


give them each several matching Lowercase Letter Cards,and show only photos that begin with these letters.

ABOVE LEVEL


have them respond as a group or individually and verbalize which letter the image on the photo begins with.

MATERIALS

OBJECTIVE MATERIALS

Children willdemonstrate letter recognition by matching uppercase and lowercase letters.

Uppercase and Lowercase Letter Cards, two decks

Go Find It!

Directions

1. Put the children in groups of two or four.

2. Divide the decks of Uppercase and Lowercase Letter Cards into several stacks (for example, A–F, G–L, M–R, and T–Z) so each group has one stack of cards.

3. Give two to three cards to each child, and place that group’s remaining cards in a pile in the center of their table.

4. Have the children check to see whether they have any matching cards in their hands. If they do, put the matching cards aside in a separate pile.

5. One child starts by asking the group for a card with a particular capital or small letter. For example, “Does anyone have a small a?”

6. If a child has a match, that child gives the matching card to the first child. If no one has a match, the group tells the first child to “Go find it!”

7. The first child “searches” for a match by picking up a card from the middle pile.

8. Players take turns in a clockwise order. The game is finished when all the cards are matched.

Use this activity after Unit 3 to review letters you have introduced.

Activity 6

8 ACTIVITY 6 • Letter Recognition Workshop Resource Book

APPROACHING LEVEL


have them play the game with Lowercase Letter Cards only.

ABOVE LEVEL


have them use a larger selection of Uppercase andLowercase Letter Cards.

Letter Toss

Children willpractice letter recognition

Letter CubesCD player with music CD

Use this activity after Unit 3 to review letters you have introduced.

1. Put the children in groups of four to six, and have them form a circle. Give one child in each group a Letter Cube.

2. Instruct the children to begin passing the Letter Cube when you begin playing the music.

3. When you stop the music, the child with the cube in his or her hand chooses a letter from the cube. That child pronounces the letter while displaying the cube to the class.

4. Play the music again, and repeat the game.

APPROACHING LEVEL


pronounce each chosen letter first, and have the child holding the cube repeat the letter name after you.

ABOVE LEVEL


have them name more than one letter.

Workshop Resource Book ACTIVITY 7 • Letter Recognition 9

Activity 7

MATERIALSOBJECTIVE

Directions

OBJECTIVE MATERIALS

Children willmatch uppercase and lowercase letters.

Lowercase Sandpaper LettersUppercase Sandpaper Letters

Letter Match

Directions

1. With a small group of children, place the Lowercase and Uppercase Sandpaper Lettersfacedown on a table.

2. Ask a child to turn over two cards.

3. Have the child trace each letter with his or her finger as you say the letter’s name aloud.

4. If the two cards are an uppercase and lowercase match, the child keeps the cards, and it is the next child’s turn.

5. If the cards do not match, the child returns the cards to the table, and the next child takes a turn.

6. Continue the game until all letter cards are matched.

Use this activity for review after you have introduced several letters.

Activity 8


APPROACHING LEVEL


use a smaller group of matching uppercase and lowercase letters.

ABOVE LEVEL


do not say each letter’s name, and have the children decide on their own whether the cards match.

Find the LetterActivity 9

1. Put the children in groups of two or more.

2. Distribute one Letter Card or Sandpaper Letter to each group.

3. When each group has a card, direct the children to look at the letter they have. Have each group say aloud what sound the letter makes.

4. When you say Go! each group should look around the classroom for something with their letter on it and go stand by that object or the wall near the object. For example, if a group’s letter is B and your building blocks center has the word Blocks on the sign, the children should stand by the building blocks center.

5. When you say Stop! have groups share which letter they have and show the class where they found it.

6. Repeat the game by distributing different Letter Cards or Sandpaper Letters to each group.

Uppercase and Lowercase Sandpaper Letters (optional)Uppercase and Lowercase Letter Cards

MATERIALS

Directions You may incorporate music into this activity. Use after Unit 3.


Children willlocate letters from various spots around the classroom.

OBJECTIVE

APPROACHING LEVEL


show one letter at a time to the entire class, and have the class help you find something with the letter on it.

ABOVE LEVEL


distribute one Letter Cardto each child, and have him or her work independently to find the letter in the classroom.

Alphabet Soup


Activity 10

One copy of page 13 for each groupLowercase Letter CardsLetter Cubes

Children willrecognize lowercase letters.

Use this activity after Unit 2. With the appropriate Letter Cube,review specific groups of letters.

1. Put the children in small groups. Give one copy of page 13 and a Letter Cube to each group.

2. Choose five different Lowercase Letter Cards, and place them in each group’s soup bowl on their copy of page 13. Make sure the cards you choose correspond with letter choices on the group’s Letter Cube.

3. The first child rolls the Letter Cube. If he or she rolls a letter that is in the soup bowl, then the child takes that letter, and the next player rolls.

4. If the first child rolls a letter that is not in the bowl, no letter is removed, and the next player rolls.

5. Continue playing until all letters have been removed.

APPROACHING LEVEL


have them play in pairs with only three Letter Cards in each soup bowl.

ABOVE LEVEL


use Uppercase Letter Cards so children can practice matching uppercase and lowercase letters.

MATERIALSOBJECTIVE

Directions

Alphabet Soup

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Activity 10 Alphabet Soup


OBJECTIVE MATERIALS

Directions

Activity 11 Letter Hop

Children willdemonstrate letter recognition by naming specific letters.

Uppercase and Lowercase Letter Cards

Use this activity for review after you have introduced several letters in Unit 3.

1. Clear an area in which the children can move freely. Place six different Uppercase and Lowercase Letter Cards on the floor to form a path, spacing each card about one foot from the next.

2. Have the children line up behind you at the beginning of the path.

3. Hop from one letter to the next. (Place your foot next to the card rather than on it.) As you hop, sing the name of each letter using the beginning of the tune “Three Blind Mice.” For example, sing D, J, H; A, L, G.

4. Have each child imitate your hops, singing the letter names as you did. (If hopping is difficult for some children, have them step or move slowly from letter to letter instead.) If you are playing this game with a large group, consider allowing a pair of children to each hop along one side of the row of letters.

5. Repeat the game with a new group or order of letters.

APPROACHING LEVEL


decrease the number of letters or use only Uppercase or Lowercase Letter Cards.

ABOVE LEVEL


have volunteers take turns creating the path and naming the letters.


OBJECTIVE

Alphabet TrainActivity 12

Children willdemonstrate their knowledge of alphabetic order.

One copy of page 16 for each childConstruction paperCrayonsGlueSafety scissors

MATERIALS

Use this activity for review after Unit 4.Directions

1. Cut several sheets of construction paper into strips. Glue strips together to form one long strip. If possible, copy and cut out the Alphabet Train strips on page 16 before class.

2. Distribute one construction paper strip and one set of Alphabet Train strips to each child.

3. Have the children color in each square of the Alphabet Train strip.

4. Have the children glue the Alphabet Train strips in order on their construction paper strips.

Workshop Resource Book ACTIVITY 12 • Sequencing 15

APPROACHING LEVEL


refer them to the Alphabet Sound Wall Cards posted in your classroom to use as a guide.

ABOVE LEVEL


have them cut the letters on the train into pairs instead of in entire strips and then glue them in order.

16 ACTIVITY 12 • Sequencing Workshop Resource Book

AB

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Alphabet TrainActivity 12C

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Name Date


1. Before class, cut out all the food circles and storyboards on the copies of pages 18–20.

2. Distribute one set of circles and storyboards to each child.

3. Show the children the storyboards, and read aloud the question on page 19 and the clerk’s response on page 20.

4. Have the children paste each storyboard on construction paper.

5. Have the children paste the food circles on the storyboard with the empty grocery cart.

6. Have the children put the storyboards in order.


Shop with LucyActivity 13

OBJECTIVE MATERIALS

Children willplace a story in sequential order.

One copy of pages 18–20 for each childSafety scissorsGlueConstruction paperCrayons or markers

APPROACHING LEVEL

children need extra help with sequencing,

place all but one of the storyboards in order, and have the children complete the story by adding the last storyboard.

ABOVE LEVEL

students need a challenge,

eliminate the last storyboard, and have the children draw their own story endings.

Directions


Shop with LucyActivity 13C

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What did Lucy buy?



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Children willidentify the last step in a sequence.

One copy of page 22 for each child, plus one extra copyCrayonsWrite-On Board or chart paper


1. Before class, draw two simple pictures on the board to provide an example of a sequence. Be sure to draw the sequence vertically so it matches the style on page 22.

2. Give each child a copy of page 22, and discuss a sequence of three events that happens every day in the classroom. For example, say Every day we line up, walk down the hall, and go outside to play. Point to the two simple pictures on the board as a model for the sequence. Have a volunteer tell you what to draw for the last event.

3. Hold up your copy of page 22, and describe the first two events in the sequence. If necessary, review the steps in plant growth.

4. Have volunteers share ideas for the final event in the sequence.

5. Allow each child to draw a final event in the empty box on page 22. Have volunteers share their drawings with the class.

Activity 14 What Happens Next?

APPROACHING LEVEL

children need extra practice understanding sequence,

have them perform a sequence of events, and discuss why these events have to happen in a certain order.

ABOVE LEVEL


have them draw the final event without a class discussion of possibilities.


MATERIALSOBJECTIVE

Directions

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Activity 14 What Happens Next?


1

2

3

Write a StoryActivity 15

Children willtell a story by illustrating a sequence of events.

1. Distribute one copy of pages 24–26 to each child.

2. Review the sequence of events in a familiar story with the entire class. Use the words beginning, middle, and end.

3. Help each child place his or her Beginning, Middle, and End pages in order.

4. Ask the children to think of what they did that morning, during their favorite weekend, or on their last vacation.

5. Have the children illustrate the beginning, middle, and end of the event on the activity sheets.

6. Have the children share their stories with the class or with a partner.

One copy of pages 24–26 for each childCrayonsMarkers


MATERIALSOBJECTIVE

Directions Use this activity after Unit 3.

APPROACHING LEVEL


choose a common event to discuss and illustrate as a class.

ABOVE LEVEL


have them draw pictures to show two stories.

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Activity 15 Write a Story


Beg

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Activity 16 Color Game


Children willreproduce a sequence of colors.

One copy of page 28 for each child, plus one extra copyCrayonsGame Pieces and Markers

Use after you have introduced color names.

1. Place the extra copy of page 28 where the children can see it.

2. Give a copy of page 28 to each child. Make sure each child has access to crayons that match all the colors of the Game Pieces and Markers.

3. Place a different colored Game Marker in each square on the extra copy of page 28.

4. Point to the marker in the first square, and say The first color is . Allow the children to finish the sentence by calling out the color’s name.

5. Repeat with the second and third colors.

6. Have each child color his or her first square to match the first game piece, the second to match the second game piece, and the third to match the third game piece. The children may choose to draw pictures in the squares or simply color in the squares.

Directions

APPROACHING LEVEL

children need extra help with color recognition,

review the name of each Game Marker’s color before placing it on a square.

ABOVE LEVEL


place the Game Markers on the squares without verbalizing the order of the colors.

MATERIALSOBJECTIVE

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Activity 16 Color Game


1

2

3

Activity 17


ABC Order

Children willdemonstrate their knowledge of alphabetical order.

Lowercase Letter CardsUppercase Letter CardsCD player and music CD

1. Put children into groups of five. Give each group Uppercase or Lowercase Letter Cards a,b, c, d, and e.

2. Have the children place the cards facedown. Then have each child choose a card.

3. When you turn on the music, players in each group should look at their cards and put themselves in a line in alphabetical order.

4. When you stop the music, tell the children to freeze where they are. During the first round, give children plenty of time to form a line in the correct order.

5. Have the children place the cards facedown again and repeat the game, gradually giving the children less and less time to put themselves in order.

APPROACHING LEVEL

children need extra practice with alphabetical order,

play the game as a class, with five children holding the cards and all the children helping to place them in order.

ABOVE LEVEL


give each group five new sequential letters for each round of play, or divide one deck of cards among the entire class.

Based on letters you have covered, you may choose to use letters other than a, b, and c in this activity. Use after Unit 4.

Directions

OBJECTIVE MATERIALS

OBJECTIVE MATERIALS

Directions

Activity 18

30 ACTIVITY 18 • High-Frequency Words Workshop Resource Book

Children willpractice recognizing high-frequency words by spelling them.

Lowercase Letter CardsHigh- Frequency Flash Cards

1. Arrange the children into small groups.

2. Hold up the Lowercase Letter Cards to spell a high-frequency word.

3. Ask a group to say the name of each letter.

4. When the group finishes spelling the word, ask whether anyone knows which word they just spelled.

APPROACHING LEVEL

children need extra practice with high-frequency words,

say the names of each letter and word with the children.

ABOVE LEVEL


have them work independently or in pairs.

Build-a-Word

Activity 19

Workshop Resource Book ACTIVITY 19 • High-Frequency Words 31

Use this activity after introducing several high-frequency words.

Give Me a Clue!

Children willidentify high-frequency words.

Chart paper or board

1. Choose three high-frequency words, and write them on the board.

2. Point to each word, and read it aloud. Have the children repeat the word after you.

3. Explain that you have chosen one secret word. It is the children’s job to determine which of the three is the secret word. You will give clues to help them.

4. Ask a volunteer to raise his or her hand and give a first guess without a clue.

5. If the child does not guess the secret word, give the first clue. For example, The secret word begins with the letter a.

6. Have a volunteer raise his or her hand and give a second guess.

7. If needed, give one more clue before a volunteer gives a third guess.

8. Discuss how the children were able to guess the word, based on your clues.

APPROACHING LEVEL

children need extra practice with high-frequency words,

have them work in groups to discuss clues and decide on guesses.

ABOVE LEVEL


have them try writing their guesses on sheets of lined paper.

OBJECTIVE MATERIALS

Directions

OBJECTIVE MATERIALS

Activity 20


Children willrecognize and identify high-frequency words in print.

Crayons or markersCopies of book pages, newspapers, or magazines

1. Put the children into groups of two or three. Distribute pages from books, newspapers, or magazines, as well as crayons or markers, to each group.

2. Assign each group a high-frequency word.

3. Instruct each group to search through their materials and underline their assigned high-frequency word.

4. When each group is finished, have them exchange print materials and repeat the activity.

5. Discuss as a class how important these words are in everyday life.

APPROACHING LEVEL

children need extra practice locating high-frequency words,

provide them with copies of pages from familiar books.

ABOVE LEVEL


have them search for more than one word at a time.

Group Search

Directions

One copy of pages 34−35 for each childSandpaper Letters a and IPencils or crayons

MATERIALS

Children willtrace a letter to complete high-frequency words.

OBJECTIVE

Finish the WordActivity 21

Directions Use this activity after introducing handwriting and several high-frequency words.

1. Put the children in small groups. Distribute one copy of pages 34–35 to each child.

2. Read each sentence aloud.

3. For each group, spell a using the Sandpaper Letter. Have the children trace the letter with their fingers.

4. Have the children use pencils or crayons to trace each a on page 34.

5. For each group, spell I using the Sandpaper Letter, and have the children trace the letter with their fingers.

6. Have the children use pencils or crayons to trace each I on page 35.


APPROACHING LEVEL

children need extra practice forming letters,

have them trace the letters on pages 34–35 with their fingers rather than with pencils.

ABOVE LEVEL


have them trace the letters on the activity sheets without first tracing the Sandpaper Letters.

Name Date

Activity 21 Finish the Word


I ride a bike.

I fly a kite.

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Activity 21 Finish the Word


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I run.

I jump.

Activity 22 Word Scramble

Children willform copies of high-frequency words.

Lowercase Letter CardsLowercase Sandpaper Letters

MATERIALSOBJECTIVE

Directionsat, go, he, is, up.

1. Put the children in two to four groups.

2. Use the Lowercase Letter Cards to spell one high-frequency word for each group. Say the name of each letter, and then read the word.

3. Give the first child in a group the Lowercase Sandpaper Letters that spell the high-frequency word.

4. Have the first child use the letters to form the Letter Card word.

5. Have the child trace each letter with his or her finger while saying the letter’s name aloud. If he or she is able, the child should then name the word.

6. Each child should take a turn making the word with the Sandpaper Letters, tracing and saying the letters, and repeating the word.

APPROACHING LEVEL

children need extra help copying the word,

have them work in pairs to form the Letter Card word.

ABOVE LEVEL


cover the Letter Cardword before children attempt to reproduce it.


OBJECTIVE MATERIALS

Children willidentify and count the number of words in each sentence.

A transparency of page 38 (optional)Overhead projector (optional)Chart paper or board

Directions

1. Make and display a transparency of page 38. Alternatively, you may write the sentences on chart paper or on a board.

2. Tell the children they are going to count the number of words in each sentence.

3. Have all the children count with you as you point to each word in the first sentence.

4. Have a volunteer share how many total words are in the sentence.

5. Repeat the procedure for each sentence.

Use this activity after introducing several high-frequency words.

APPROACHING LEVEL

children are having difficullty identifying the total number of words,

say the total number of words for them, and have the children repeat the number.

ABOVE LEVEL


have children count the words on their own.

Workshop Resource Book ACTIVITY 23 • Print and Book Awareness 37

Activity 23 Word Count

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Name Date

Activity 23 Word Count

Help me count the number of words

in each sentence. I will write the number of

words on the line next to each sentence.

Directions

I like to read.We go to the zoo.I run.She runs fast.He sings.

38 ACTIVITY 23 • Print and Book Awareness Workshop Resource Book

Activity 24 My Friend


Children willpractice print and book awareness.

One copy of page 40 for each childCrayons or markersWikki StixSandpaper Letters (optional)

Use this activity after the children begin writing their names.

1. Distribute one copy of page 40 to each child.

2. Have each child choose a friend from the class to draw.

3. Have the children use the crayons, markers, and Wikki Stix to illustrate their friends.

4. When the children have completed their drawings, assist the children in filling in the “Illustrated by” line with their names.

5. Have the children give their drawings to the person whose picture they drew. Help their friends write their own names in the “My Friend” space.

APPROACHING LEVEL

children need extra practice forming letters in their names,

have them trace each letter on a Sandpaper Letter card before attempting to write it.

ABOVE LEVEL

students need a challenge,

have them write their names or their friends’ names without any assistance.

Directions

MATERIALSOBJECTIVE

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Name Date

Activity 24 My Friend


My Friend Illustrated by

Show Me What You Know

Children willidentify the various parts of a book.

Activity 25

Wikki StixOne picture book for each child from the classroom library

OBJECTIVE MATERIALS

Use this activity after introducing the parts of a book, such as the author, the illustrator, and the title.

1. Distribute Wikki Stix to the children.

2. Distribute one picture book to each child.

3. Ask the children to identify the title of their book by underlining it with their Wikki Stix.

4. Next ask the children to identify the author and underline his or her name.

5. Continue identifying the various parts of a book. Have the children demonstrate theirawareness by underlining each part.

Directions


APPROACHING LEVEL

children are having difficulty identifying the parts of a book,

model this exercise in front of the class.

ABOVE LEVEL


provide them with more advanced books.

Children willpractice print awareness by building a menu.

One copy of pages 43–44 for each childCard stock, one sheet for each childCrayons or markersGlueSafety scissors

My MenuMATERIALS

Activity 26

OBJECTIVE

Directions Use this activity throughout the year.

1. Before class, cut around the boxes on page 43 so the children can paste them on themenu on page 44.

2. Distribute one copy of the boxes and the menu to each child.

3. Have the children decide which of their favorite foods should go on their menus. Then askthe children to draw those foods in the boxes.

4. Next have the children paste the boxes onto their menus.

5. Help the children write their names on their menus before they share them with theirclassmates.

APPROACHING LEVEL

children need extra

help,

work as a group to

create a class menu of favorite

foods.ABOVE LEVEL

children need a

challenge,

during discussion, have

them try to identify the first letter

of each of their favorite foods.


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My MenuActivity 26

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My MenuActivity 26


Use this activity throughout the year.

1. Distribute one copy of pages 46–47 to each child.

2. Ask the children to start at the dot and follow the arrow to trace each line with a crayon.Have the children use a different color of crayon for each tracing.

Children willpractice directionality and formation.

One copy of pages 46–47 for each childCrayons or markersWikki Stix (optional)


MATERIALSOBJECTIVE

Rainbow LinesActivity 27

Directions

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APPROACHING LEVEL

children need extra

help tracing the lines,

bend the Wikki Stix to

match each line, and have children

use them as a guideline.ABOVE LEVEL

children need a

challenge,

trace each line several

times with different colored crayons

to create rainbows.

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Activity 27 Rainbow Lines


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Activity 27 Rainbow Lines

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