Student Center Activities
Phonological Awareness Part 1
Produced by the Florida Center for Reading Research Copyright Florida Department of Education ©2005 371-2115A-5CA01
Acknowledgements We would like to thank the following individuals and organizations for their contributions to this project.
Just Read Florida! Office at the Florida Department of Education Mary Laura Openshaw, M.A. Miranda Free, Ph.D.
K-1 Development Team at FCRR Marcia Kosanovich-Grek, Ph.D. Jeannie Keaton, Ed.S. Teresa Logan, B.A. Kelly Magill, M.S. Sarah Stafford, Ed.S.
Curriculum Review Team at FCRR Georgia Jordan, M.S. Lila Rissman, M.S. Mary Van Sciver, M.S. Michelle Wahl, M.S.
Technical Projects Group at FCRR Karl Hook, M.S. Pete Lenkway, Ph.D. Kristopher Bice, B.F.A. Danny Brooke, B.S. Ryan Ziglar, B.S.
FCRR Senior Staff Joseph Torgesen, Ph.D. Jack R. Brown, M.S.B.A., M.A., M.M.A. Marcia Kosanovich-Grek, Ph.D. Pat Howard, Ph.D. Karl Hook, M.S. Steve Nettles, M.S. Tricia Curran, Ph.D.
Graphics Support Scholastic Inc.
2005 The Florida Center for Reading Research
Introduction During the Spring 2004 Florida Reading First school site visits, staff from the Florida Center for Reading Research (FCRR) determined that teachers may benefit from classroom materials that would be immediately useful in implementing independent student center activities. Over the past year, a team of teachers at FCRR has been collecting ideas and creating materials for use in kindergarten and first grade classrooms. There are three books: 1. 2. 3.
Phonological Awareness and Phonics Student Center Activities Fluency, Vocabulary, and Comprehension Student Center Activities Teacher Resource Guide
The first two books are activity plans and activity masters ready for immediate use in classrooms. The third book is an informative guide offering important insight on differentiated instruction and how to use the student center materials. Next year (2005-2006), similar materials for second and third grade classrooms will be developed. When considering Florida’s formula, 5 + 3 + ii + iii = No Child Left Behind, please note that each instructional component is covered in the student center activities books. In addition, the activities will directly support your efforts to provide effective initial instruction, because they will help you to provide differentiated instruction to meet the needs of every child. Marcia L. Kosanovich-Grek, Ph.D. Director of Curriculum and Instructional Projects Florida Center for Reading Research
2005 The Florida Center for Reading Research
Contents
Phonological Awareness Rhyme PA.001 Moving with Rhyme PA.002 Matching Rhyme Time PA.003 Rhyming A-LOT-OH! PA.004 Rhyming Game PA.005 Memory Match PA.006 Pocket Rhymes PA.007 Rhyme Pie PA.008 Rhyme Closed Sort PA.009 Rhyme Flip Book Alliteration PA.010 Alliteration Action PA.011 Saying Silly Sounding Sentences PA.012 Popular Pals PA.013 Silly Sentence Big Book
2005 The Florida Center for Reading Research
Phonological Awareness PA.001
Rhyme Recognition Moving with Rhyme
Objective The student will recognize rhyming words.
Materials CD or tape player Headphones CD or tape with rhyming songs Gloves (or paper hands on popsicle sticks - Activity Master PA.020.AM2) Paper Crayons or markers
Activity Students interact with rhyming songs at the listening center. 1. Set up the listening center and place the gloves beside it. 2. Student puts on the gloves and headphones. 3. Listens to a rhyming song. 4. Interacts with the song (claps when the words rhyme). 5. Shakes head “no” when the words do not rhyme. 6. Draws pictures of the rhyming pairs in the song (e.g., cat and hat). 7. Teacher evaluation
Extensions and Adaptations Illustrate new rhyming pairs. Develop a rhyming tape.
2005 The Florida Center for Reading Research
Phonological Awareness Rhyme Recognition
PA.002
Matching Rhyme Time
Objective The student will recognize rhyming words.
Materials Set of "rhyme" and "time" picture cards (Activity Master PA.002.AM1a - PA.002.AM1f ) Separate pairs of rhyming cards into two stacks.
Activity Students play a game by matching rhyming picture cards. 1. Place the two separate stacks of “rhyme” and “time” cards face down on a flat surface. 2. Working in pairs, student one turns over a card from each stack and names the pictures. 3. If a match is made says, "rhyme time" and keeps the pair. If a match is not made, returns the cards randomly to the appropriate stack and student two takes a turn. 4. Continue until all matches are made. 5. Peer evaluation
"Yes, box and fox rhyme!"
"No, bug and dog do not rhyme!"
Extensions and Adaptations State a word or draw a picture that rhymes with the match. Match words with the same initial sound.
2005 The Florida Center for Reading Research
Phonological Awareness PA.002.AM1a
Matching Rhyme Time
Rhyme cards: pan, slide, hop, cook, car, goat 2005 The Florida Center for Reading Research
Phonological Awareness Matching Rhyme Time
Rhyme cards: chick, duck, bug, fox, dog, mouse 2005 The Florida Center for Reading Research
PA.002.AM1b
Phonological Awareness PA.002.AM1c
Matching Rhyme Time
Rhyme cards: tree, tail, cat, snake, train, run 2005 The Florida Center for Reading Research
Phonological Awareness Matching Rhyme Time
Time cards: fan, hide, mop, hook, jar, boat 2005 The Florida Center for Reading Research
PA.002.AM1d
Phonological Awareness PA.002.AM1e
Matching Rhyme Time
Time cards: stick, truck, rug, box, frog, house 2005 The Florida Center for Reading Research
Phonological Awareness Matching Rhyme Time
Time cards: bee, whale, hat, cake, chain, sun 2005 The Florida Center for Reading Research
PA.002.AM1f
Phonological Awareness PA.003
Rhyme Recognition Rhyming A – LOT – OH!
Objective The student will recognize rhyming words.
Materials Rhyming A-LOT-OH! board (Activity Master PA.003.AM1a - PA.003.AM1f ) Copy on card stock, cut out, and laminate. Set of rhyming picture cards (Activity Master PA.003.AM2a - PA.003.AM2c)
Activity Students match rhyming picture cards to picture boards. 1. Provide each student with a rhyming A-LOT-OH! board. Place set of rhyming picture cards in a stack face down. 2. Taking turns, students choose a picture card from the stack, say the name, and look on their rhyming boards for a match. 3. If there is a match, say the rhyming word and place the picture on top of the picture on the board. If there is no match, or if the picture is already covered, return the picture card to the bottom of the stack. 4. Continue until a student matches all of the pictures on a page or until all the cards in the stack are used. 5. Peer evaluation
Extensions and Adaptations Use corresponding word cards.
2005 The Florida Center for Reading Research
Phonological Awareness Rhyming A – LOT – OH!
goat, cab, chair, lock, gum, horn, soap, map, moose 2005 The Florida Center for Reading Research
PA.003.AM1a
Phonological Awareness PA.003.AM1b
Rhyming A – LOT – OH!
RHYMING A – LOT – OH!
boat, clock, bed, duck, kite, crown, saw, feet, shell 2005 The Florida Center for Reading Research
Phonological Awareness Rhyming A – LOT – OH!
PA.003.AM1c
RHYMING A – LOT – OH!
fan, skate, swing, dock, bib, mice, pig, vest, gold 2005 The Florida Center for Reading Research
Phonological Awareness PA.003.AM1d
Rhyming A – LOT – OH!
RHYMING A – LOT – OH!
pan, glass, ring, nail, cone, star, bug, sheep, chick 2005 The Florida Center for Reading Research
Phonological Awareness Rhyming A – LOT – OH!
PA.003.AM1e
RHYMING A – LOT – OH!
clap, coach, pea, skunk, grill, pool, tree, dish, cook 2005 The Florida Center for Reading Research
Phonological Awareness PA.003.AM1f
Rhyming A – LOT – OH!
RHYMING A – LOT – OH!
mail, rain, rose, bride, top, frog, sink, fin, lamp 2005 The Florida Center for Reading Research
Phonological Awareness Rhyming A – LOT – OH!
PA.003.AM2a
coat, crab, hair, rock, drum, corn, rope, snap, goose, float, sock, bread, truck, light, clown, paw, beet, bell 2005 The Florida Center for Reading Research
Phonological Awareness PA.003.AM2b
Rhyming A – LOT – OH!
can, gate, wing, block, crib, dice, wig, nest, cold, man, grass, king, tail, bone, car, rug, jeep, stick 2005 The Florida Center for Reading Research
Phonological Awareness Rhyming A – LOT – OH!
PA.003.AM2c
tap, roach, tea, trunk, pill, school, key, fish, book, snail, chain, nose, slide, stop, log, drink, chin, stamp 2005 The Florida Center for Reading Research
Phonological Awareness PA.004
Rhyme Recognition Rhyming Game
Objective The student will recognize rhyming words.
Materials Rhyming Game board (Activity Master PA.004.AM1a - PA.004.AM1b) Set of rhyming picture cards (Activity Master PA.004.AM2a - PA.004.AM2d) Cube (Activity Master PA.004.AM3) Copy on card stock. Game pieces (e.g., counters)
Activity Students play a game by matching rhyming words. 1. Place Rhyming Game board, cube, and cards in a stack on a flat surface. Place game pieces at the START space on the game board. 2. Taking turns, the students roll the cube and move game piece according to the number shown. 3. Name the picture where the game piece lands and look through the deck of cards to find a rhyming match. 4. If a match is made, say the match and leave the game piece on the space. If a match is not made, then return the game piece to its previous space. 5. Place all cards back in the stack. 6. Continue until all students are at the END. 7. Peer evaluation
Extensions and Adaptations Use print media or illustrate additional picture cards.
2005 The Florida Center for Reading Research
Phonological Awareness Rhyming Game
2005 The Florida Center for Reading Research
PA.004.AM1a
Phonological Awareness PA.004.AM1b
Rhyming Game
2005 The Florida Center for Reading Research
Phonological Awareness Rhyming Game
Pictures on the game board:bag, fox, mail, ball, paw, gum Pictures on this page: tag, box, sail, wall, straw, drum 2005 The Florida Center for Reading Research
PA.004.AM2a
Phonological Awareness PA.004.AM2b
Rhyming Game
Pictures on the game board: mop, lock, crib, lamp, lip, cat Pictures on this page: hop, dock, bib, stamp, ship, hat 2005 The Florida Center for Reading Research
Phonological Awareness Rhyming Game
PA.004.AM2c
Pictures on the game board: bow, skate, walk, wink, nut, sheep Pictures on this page: snow, gate, chalk, sink, hut, sleep 2005 The Florida Center for Reading Research
Phonological Awareness PA.004.AM2d
Rhyming Game
Pictures on the game board: jam, dish, king, hen, hand, pie Pictures on this page: ham, fish, ring, pen, sand, eye 2005 The Florida Center for Reading Research
Phonological Awareness PA.004.AM3
Rhyming Game
glue
glue
glue
1. Cut along solid line 2. Fold along dotted lines 2005 The Florida Center for Reading Research
Phonological Awareness PA.005
Rhyme Recognition Memory Match
Objective The student will recognize rhyming words.
Materials Set of rhyming picture cards (Activity Master PA.005.AM1a - PA.005.AM1g) Clothespin Chart or Pocket Chart Clothespins or paper clips Paper Crayons
Activity Students match rhyming pairs of picture cards and clip to the chart. 1. Place rhyming cards face down in rows next to the clothespin chart. 2. Taking turns, students turn over two cards. 3. If there is a rhyme match, clip the pairs to the chart. If there is not a match, return cards to their original positions. 4. Continue until all rhyming pairs are matched. 5. Draw pictures of rhyming pairs. 6. Teacher evaluation
Extensions and Adaptations: Label the illustrations. Play Memory Match on a table using small rhyming cards (Activity Master PA.005.AM2a - PA.005.AM2d). Play Memory Match using initial sounds (Activity Master PA.005.AM3a - PA.005.AM3e). 2005 The Florida Center for Reading Research
Phonological Awareness Memory Match
cat, hat, moon, spoon, book, cook 2005 The Florida Center for Reading Research
PA.005.AM1a
Phonological Awareness PA.005.AM1b
Memory Match
bread, thread, beach, peach, can, pan 2005 The Florida Center for Reading Research
Phonological Awareness Memory Match
bee, knee, star, car, sock, lock 2005 The Florida Center for Reading Research
PA.005.AM1c
Phonological Awareness PA.005.AM1d
Memory Match
clown, crown, mouse, house, sheep, jeep 2005 The Florida Center for Reading Research
Phonological Awareness Memory Match
egg, leg, one, sun, bow, toe 2005 The Florida Center for Reading Research
PA.005.AM1e
Phonological Awareness PA.005.AM1f
Memory Match
mitten, kitten, key, bee, bed, sled 2005 The Florida Center for Reading Research
Phonological Awareness Memory Match
pie, tie, dish, fish, hose, nose 2005 The Florida Center for Reading Research
PA.005.AM1g
Phonological Awareness PA.005.AM2a
Memory Match
dog, log, tail, pail, rake, cake, straw, paw, sheep, jeep 2005 The Florida Center for Reading Research
Phonological Awareness Memory Match
PA.005.AM2b
nest, vest, ice, mice, vine, nine, coat, throat, block, sock 2005 The Florida Center for Reading Research
Phonological Awareness PA.005.AM2c
Memory Match
mug, bug, hook, book, dish, fish, hose, rose, cone, bone 2005 The Florida Center for Reading Research
Phonological Awareness Memory Match
lake, snake, clip, lip, snail, nail, bag, flag, rock, clock 2005 The Florida Center for Reading Research
PA.005.AM2d
Phonological Awareness PA.005.AM3a
Memory Match
pig, penguin, monkey, motorcycle, kangaroo, key 2005 The Florida Center for Reading Research
Phonological Awareness Memory Match
toothbrush, tea, sock, soccerball, nail, net 2005 The Florida Center for Reading Research
PA.005.AM3b
Phonological Awareness PA.005.AM3c
Memory Match
cupcake, comb, jump, jeans, uniform, United States 2005 The Florida Center for Reading Research
Phonological Awareness Memory Match
desk, doll, ox, octopus, dragon, deer 2005 The Florida Center for Reading Research
PA.005.AM3d
Phonological Awareness PA.005.AM3e
Memory Match
guitar, gate, eagle, ear, horse, head 2005 The Florida Center for Reading Research
Phonological Awareness Rhyme Recognition
PA.006
Pocket Rhymes
Objective The students will recognize rhyming words.
Materials Set of rhyming picture cards (Activity Master PA.006.AM1a - PA.006.AM1g) Separate into two sets by the shape icons on the cards (circle and triangle). Pocket Chart Bag Place circle set in the bag.
Activity Students match rhyming picture cards on a pocket chart. 1. Place the bag of cards containing the circle set next to the pocket chart. Display the triangle set on the pocket chart. 2. Taking turns, student one selects a card from the bag, names the picture, and looks for the rhyming match on the pocket chart. 3. If a match is made, places it next to the rhyming picture on the pocket chart. If a match is not made, returns cards to the bag. 4. Reverse roles and continue the game until all matches are made. 5. Peer evaluation
Extensions and Adaptations Illustate and label rhyming pairs. Segment the onset and rime of matching pairs (e.g., /d/ /og/ and /l/ /og/). Sort pictures by initial sound. 2005 The Florida Center for Reading Research
Phonological Awareness PA.006.AM1a
Pocket Rhymes
dog, log, bag, flag, can, fan 2005 The Florida Center for Reading Research
Phonological Awareness Pocket Rhymes
fire, tire, hook, cook, school, pool 2005 The Florida Center for Reading Research
PA.006.AM1b
Phonological Awareness PA.006.AM1c
Pocket Rhymes
dish, fish, groom, broom, bone, cone 2005 The Florida Center for Reading Research
Phonological Awareness Pocket Rhymes
map, cap, bear, chair, door, four 2005 The Florida Center for Reading Research
PA.006.AM1d
Phonological Awareness PA.006.AM1e
Pocket Rhymes
duck, truck, cry, fly, horn, corn 2005 The Florida Center for Reading Research
Phonological Awareness Pocket Rhymes
crumb, thumb, tie, pie, rake, snake 2005 The Florida Center for Reading Research
PA.006.AM1f
Phonological Awareness PA.006.AM1g
Pocket Rhymes
ice, dice, skate, plate 2005 The Florida Center for Reading Research
Phonological Awareness Rhyme Recognition Rhyme Pie
Objective The student will recognize rhyming words.
Materials Rhyming page (Activity Master PA.007.AM1a - PA.007.AM1c) Construction paper circles or paper plates Scissors Glue Markers or crayons
Activity Students make collages of rhyming words. 1. Provide the student with a rhyming page, scissors, glue, and a marker. 2. Student cuts out the pictures. 3. Groups rhyming pictures and glues in sets on construction paper. 4. Circles the matching rhyming picture sets. 5. Teacher evaluation
Extensions and Adaptations Use rhyming pictures from print media. Draw objects that rhyme.
2005 The Florida Center for Reading Research
PA.007
Phonological Awareness PA.007.AM1a
Rhyme Pie
bag, flag, tag, crown, clown, bell, shell, well 2005 The Florida Center for Reading Research
Phonological Awareness Rhyme Pie
moose, goose, caboose, hand, band, sand, ring, wing 2005 The Florida Center for Reading Research
PA.007.AM1b
Phonological Awareness PA.007.AM1c
Rhyme Pie
king, hose, nose, rose 2005 The Florida Center for Reading Research
Phonological Awareness Rhyme Recognition
PA.008
Rhyme Closed Sort
Objective The student will recognize rhyming words.
Materials Pocket chart Set of rhyming picture cards (Activity Master PA.008.AM1a - PA.008.AM1h) Basket
Activity Students sort rhyming picture cards on a pocket chart. 1. Place one picture card from each rhyme on the top row of the pocket chart. Place the remaining picture cards in the basket under the chart. 2. Taking turns, students draw a card from the basket, name the picture, and look for the rhyme match on the pocket chart. 3. Place the card in the correct column. 4. Peer evaluation
Extensions and Adaptations Use other rhyme families. Complete closed sort with initial sounds (Activity Master PA.008.AM2a PA.008.AM2d). 2005 The Florida Center for Reading Research
Phonological Awareness PA.008.AM1a
Rhyme Closed Sort
snake, cake, rake, lake, steak, bake 2005 The Florida Center for Reading Research
Phonological Awareness Rhyme Closed Sort
dog, log, frog, jog, fog 2005 The Florida Center for Reading Research
PA.008.AM1b
Phonological Awareness PA.008.AM1c
Rhyme Closed Sort
tree, knee, bee, tea, key, pea 2005 The Florida Center for Reading Research
Phonological Awareness Rhyme Closed Sort
bat, mat, cat, rat, hat, pat 2005 The Florida Center for Reading Research
PA.008.AM1d
Phonological Awareness PA.008.AM1e
Rhyme Closed Sort
snail, nail, pail, tail, sail, mail 2005 The Florida Center for Reading Research
Phonological Awareness Rhyme Closed Sort
bug, rug, jug, plug, sheep, jeep 2005 The Florida Center for Reading Research
PA.008.AM1f
Phonological Awareness PA.008.AM1g
Rhyme Closed Sort
sleep, dice, rice, mice, cab, crab 2005 The Florida Center for Reading Research
Phonological Awareness Rhyme Closed Sort
lab, block, clock, lock, rock, sock 2005 The Florida Center for Reading Research
PA.008.AM1h
Phonological Awareness PA.008.AM2a
Rhyme Closed Sort - Extension (initial sound)
peanut, purse, present, popcorn, peach, bee 2005 The Florida Center for Reading Research
Phonological Awareness Rhyme Closed Sort - Extension (initial sound)
bat, bag, basket, bottle, gate, gum 2005 The Florida Center for Reading Research
PA.008.AM2b
Phonological Awareness PA.008.AM2c
Rhyme Closed Sort - Extension (initial sound)
glue, goat, hair, hat, house, hamburger 2005 The Florida Center for Reading Research
Phonological Awareness Rhyme Closed Sort - Extension (initial sound)
hammer, horse, snail, star, submarine, spoon 2005 The Florida Center for Reading Research
PA.008.AM2d
Phonological Awareness PA.009
Rhyme Recognition and Production Rhyme Flip Book
Objective The student will produce rhyming words.
Materials Rhyme book pages (Activity Master PA.009.AM1a - PA.009.AM1g) Pencils, crayons, or markers Stapler
Activity Students find two rhyming pictures and illustrate a third picture. 1. Place crayons and stapler at the center. Provide the student with rhyme book pages. 2. Student makes a flip book using the rhyme book pages. Cuts, compiles, and staples the book. 3. Student flips through the pages in the book and finds two pictures that rhyme. 4. On a blank page, draws a picture of a word that rhymes with the two pictures. 5. The book is finished when there are three rhyming pictures for each set. 6. Teacher evaluation
Extensions and Adaptations Write the rhyming words underneath each picture. Exchange books with a partner and compare rhyming words in the teacher-led group. Make additional flip book pages (Activity Master PA.009.AM1h). 2005 The Florida Center for Reading Research
Phonological Awareness Rhyme Flip Book
2005 The Florida Center for Reading Research
PA.009.AM1a
Phonological Awareness PA.009.AM1b
Rhyme Flip Book
2005 The Florida Center for Reading Research
Phonological Awareness Rhyme Flip Book
2005 The Florida Center for Reading Research
PA.009.AM1c
Phonological Awareness PA.009.AM1d
Rhyme Flip Book
2005 The Florida Center for Reading Research
Phonological Awareness Rhyme Flip Book
2005 The Florida Center for Reading Research
PA.009.AM1e
Phonological Awareness PA.009.AM1f
Rhyme Flip Book
2005 The Florida Center for Reading Research
Phonological Awareness Rhyme Flip Book
2005 The Florida Center for Reading Research
PA.009.AM1g
Phonological Awareness PA.009.AM1h
Rhyme Flip Book
2005 The Florida Center for Reading Research
Phonological Awareness PA.010
Alliteration Alliteration Action
Objective The student will repeat and produce alliterative phrases.
Materials CD or tape player Headphones CD or tape with alliterative songs Gloves (or two paper hands on popsicle sticks) Paper Crayons or markers
Activity Students interact with alliterative music at the listening center. 1. Set up the listening center and place the gloves beside it. 2. Student puts on the gloves and headphones. 3. Claps hands or finger taps to the beat. 4. Interacts with the song (repeats alliterative sentences). 5. Draws a picture illustrating an alliterative sentence. 6. Teacher evaluation
Extensions and Adaptations Write and illustrate silly sentences. Develop an alliterative tape.
2005 The Florida Center for Reading Research
Phonological Awareness Alliteration
PA.011
Saying Silly Sounding Sentences
Objective The student will repeat alliterative phrases.
Materials CD or tape player Headphones CD or tape of silly sentences Pre-record silly sentences and common tongue twisters.
Activity Students repeat silly sentences to each other at listening center. 1. Set up the listening center. 2. Student one puts on headphones, turns on tape player, listens to one silly sentence, and turns off the tape player. 3. Repeats the silly sentence to other students. 4. Other students repeat the silly sentence. 5. Continue the activity until all students have a turn. 6. Peer evaluation
Extensions and Adaptations Create and record silly sentences. Change the initial sound to make another silly sentence (e.g., Seter Siper sicked a seck of sickled seppers). 2005 The Florida Center for Reading Research
Phonological Awareness PA.012
Alliteration Popular Pals
Objective The student will produce alliterative phrases.
Materials Popular Pal cut-out (Activity Master PA.012.AM1) Markers Items for decorating (e.g., yarn for hair, wiggle eyes, buttons, etc.)
Activity Students use their names and alliterative phrases to describe themselves and decorate their pals. 1. Provide the student with a Popular Pal, markers, and decorative items at the center. 2. The student produces an alliterative phrase that matches her name and describes a self-characteristic (e.g., “Happy Holly”). Students may use “likes” to describe themselves. For example, “Mikey likes milkshakes." 3. Decorates Popular Pal to illustrate the adjective or statement. 4. Teacher evaluation
Extensions and Adaptations Write the adjective and name or statement on the Popular Pal. Extend the alliterative descriptions to sentences.
2005 The Florida Center for Reading Research
Phonological Awareness Popular Pals
2005 The Florida Center for Reading Research
PA.012.AM1
Phonological Awareness Alliteration
PA.013
Silly Sentence Big Book
Objective The student will produce alliterative phrases.
Materials 12” by 18” construction paper "A-Z" pictures (Activity Master PA.013.AM1a - PA.013.AM1d) Glue each "A-Z" picture on separate pieces of construction paper. Markers and/or crayons Items for decorating (e.g., yarn for hair, wiggle eyes, buttons, etc.) Binder (e.g., plastic spirals or book rings) Create a Big Book using 28 pieces of 12” by 18” construction paper–one for the cover, one for the backing, and one for each letter that the student illustrates.
Activity Students illustrate a picture depicting an alliterative phrase. 1. Provide the student with a piece of construction paper labeled with a target sound picture. 2. The student creates an alliterative sentence for the sound of the letter on her page. 3. Decorates her paper as an illustration of the sentence. For example, if the student’s target sound picture begins with /b/ she might make an illustration for the sentence, “Baker Bob bakes brown bread.” 4. Teacher evaluation
Extensions and Adaptations Write the sentence on the bottom of the construction paper. Extend the alliterative descriptions to include words using other target sounds.
2005 The Florida Center for Reading Research
Phonological Awareness Silly Sentence Big Book
PA.013.AM1a
alligator, banana, carrot, dog, elephant, feather, goat, hammer 2005 The Florida Center for Reading Research
Phonological Awareness PA.013.AM1b
Silly Sentence Big Book
inch, jam, kite, ladder, mirror, necklace, octopus, pillow 2005 The Florida Center for Reading Research
Phonological Awareness Silly Sentence Big Book
PA.013.AM1c
quarter, rabbit, sandwich, triangle, unicorn, volcano, watch, xylophone 2005 The Florida Center for Reading Research
Phonological Awareness PA.013.AM1d
Silly Sentence Big Book
yarn, zebra 2005 The Florida Center for Reading Research
