1 Intervention & Enrichment Strategies & Activities Kindergarten Unit 10: School’s Out For SummerKey Skills Interventions Enrichment Phonemic Awareness 1. Oddity Tasks – Medial Vowel Sounds Who’s Out? Summer Theme 2. Deletion of Beginning/Ending Sounds Shout It Out! Deletion Sentences Oral Language 1. Speaking in Complete Sentences Conversation Station Phonics/Word Study 1. Decoding Simple Words Letter Cube Blending 2. Exposure to simple sight words Sandpaper Words Sandpaper Words Extension Comprehension 1. Relate verbs and adjectives to opposites for understanding Opposite Memory Opposites Memory Extension 2. Distinguish shades of meaning between action words Let’s Move! Writing for Composing 1. Spell Simple Words Phonetically Shaving Cream Words Roll A Word Submitted by Erinn Eifler
2 Phonemic Awareness: Who’s Out? Oddity Tasks – Medial Vowel SoundsIntervention: Who’s Out? (Whole Group, Small Group) Enrichment: Who’s Out? Extension (Independent Center) Topic: Oddity Tasks – Medial Vowel Sounds Objective: Students will be able to identify medial vowel sounds by identifying the word that does not belong. Materials: Option 1: Word List* Option 2: Pictures* *Teachers can do this activity using just the words OR may present pictures to help students remember words. Teacher preparation: Glue pictures onto construction paper and laminate Procedure: Teacher will present students with 4 words/pictures (3 with the same vowel sound, 1 with a different vowel sound) Students will identify the word that is “out” (The word that does not belong). Ex: Teacher presents the words: ‘bat’, ‘fat’, ‘pig’, and ‘fan’. The word who is out would be “pig” because it does not have the short /a/ sound. Topic: Oddity Tasks – Medial Vowel Sounds Objective: Students will be able to identify medial vowel sounds by identifying the word that does not belong. Materials: Student worksheet Teacher preparation: Create copies of the student worksheets Procedure: Students complete the worksheet by crossing out the picture that does not belong.
3 Word List – Medial Short Vowel Sounds (Summer Theme) Choose 3 words with the same medial vowel sound, then choose one with a different vowel sound (ex: cub, duck, pig, bug) Short /a/ Short /e/ Short /i/ Short /o/ Short /u/ camp wet swim hot sun ball pen picnic golf summer sand red Sing song surf
4 Word List – Medial Long Vowel Sounds (Summer Theme) Choose 3 words with the same medial vowel sound, then choose one with a different vowel sound (ex: bat, pan, fan, fish) Long /a/ Long /e/ Long /i/ Long /o/ Long /u/ lake beach shine grow June rain sea fire float July shade field slice cone
5 Short /a/ and short /i/: camp, ball, sand, swim, sing, picnic
6 Short /e/ and short /o/:wet, pen, red, hot, golf, song
7 Short /u/ and long /a/: sun, summer, surf, lake, rain, shade
8 Long /e/ and long /i/: beach, sea, field, shine, fire, slice
9 Long /o/ and long /u/: grow, float, cone, June, July
10 Phonemic Awareness: Deletion of Beginning and Ending SoundsIntervention: Shout It Out! (taken from Literacy Academy I) Enrichment: Deletion Sentences (Taken from Literacy Academy I) Topic: Initial Sound Deletion Objective: Students will be able to identify words with initial sounds deleted by identifying the picture. Materials: Construction paper, pictures from magazines, websites, etc. Teacher preparation: Glue pictures onto construction paper and laminate Helpful hint: Review pictures and create a list of objects/words for easy reference Procedure: Divide class into small groups Give each group a picture Tell students that you will say a word but the initial sound has run away! Their job is to find the object in their picture and sound out the word with it’s “missing” sound. Say the names of objects in pictures with the initial sounds deleted: Ex: Teacher: “I see a /ish/” Students shout: “I see a Fish!” Topic: Initial and Final Sound Deletion Objective: Students will be able to delete initial and final sounds in a word by chanting Materials: (none) Procedure: Teacher will say a simple CVC word and ask students to repeat it 3 times Ask students to repeat the word, but delete the beginning sound Example : Teacher: “Say sun” (sun) Teacher: “Now say sun without the /s/” (un) Repeat this process with several times After students have mastered deleting beginning sounds, work on deleting ending sounds Example: Teacher: “Say bat” (bat) Teacher: “Now say bat without the /t/” (ba)
11 Oral Language: Conversation StartersIntervention Enrichment Skill Focus: Oral Language: Speaking: use of vocabulary specific to book reading experience (unit vocabulary) Materials: Conversation starter cards (below) Empty shoe box or tissue box Teacher Preparation: Conversation starter cards: Cut out, glue onto thick paper, and laminate Cover empty box with winter-themed paper Place conversation starters into the box Procedure: (conducted with teacher leading activity) Students take turns picking a conversation starter out of the box Using the conversation starter, students take turns discussing the prompt The next student picks a conversation starter and repeats step 2. Students continue the process until each child has had a turn picking a card. (See intervention materials and teacher’s preparation) Enrichment Procedures: (conducted as a center activity) After students have been introduced to the cards, allow 2-3 students to work together in a center. Students take turns picking a conversation starter out of the box Using the conversation starter, students take turns discussing the prompt The next student picks a conversation starter and repeats step 2. Students continue the process until each child has had a turn picking a card
12 Conversation Station cards p.1Have you ever gone on vacation? Where is your favorite place to visit? If you could travel anywhere, where would you want to go on vacation? Why? What are some things you need to do to stay safe in the summer? What is your favorite thing to do outside in the summer? Why?
13 Conversation Station cards p.2What is a graduation for? Why do we celebrate graduation? What do you like to do when the weather is sunny and hot? Have you ever gone swimming? Where are some different places you can swim? How do you feel about transitioning into 1st grade?
14 Phonics/Word Study: Letter Cube BlendingIntervention (use in small group or individual setting) Enrichment (use as a center activity) Objective: Students will be able to blend sounds of letters to make words Materials: Letter cubes (Activity Master P.036.AM1a - P.036.AM1c) Student sheet (Activity Master P.036.SS) FCRR docs\Letter Cube Blending.docx Pencils Teacher Preparation: Copy on card stock, laminate, cut, and assemble letter cube boxes Procedure: Students make words using consonant and vowel cubes. 1. Place the three cubes on a flat surface. Provide each student with a student sheet. 2. Taking turns, students roll the cubes. Place each cube on the matching number on the student sheet. Say the sound of each letter, blend them, and read the word orally (e.g., "/k//o//b/, cob”). 3. Determine if the word is real or nonsense and record it in the corresponding column on the student sheet. 4. Continue until at least ten words are recorded. 5. Teacher evaluation Objective: Students will be able to blend sounds to make words and categorize them as real or nonsense words Materials: 5-10 real word cards, 5-10 nonsense word cards, glue Teacher Preparation: -create real and nonsense word cards using CVC words. -create a t-chart (Real Words, Nonsense Words) for students to paste words on Procedure: 1. Students sort the words on t-chart as “real” or “nonsense” words 2. Students glue words in appropriate column 3. Students re-read and check their work. Activity taken from
15 Comprehension: Opposites MemoryIntervention (small group with adult assistance) Enrichment (small group) Objective: Students will be able to identify opposites by identifying opposites Materials: Opposites cards Teacher Preparation: print, cut, mount on cardstock and laminate the memory cards , create a T-chart on the board Procedure: Students will put down all cards face-up on the table Students will put one card on the left side of the T-chart Students will look for the opposite of their card. When the opposite is identified, student will place it on the right side of the T-chart Students continue to play until all cards and opposites have been identified. Objective: Students will be able to identify opposites by playing “Opposites Memory” Materials: Opposites memory cards Teacher Preparation: print, cut, mount on cardstock and laminate the memory cards Procedure: Students place all memory cards face-down on table Students take turns choosing two cards trying to get an “opposites match” Students who choose two opposite cards keep the cards Students continue to play until all cards are matched to their opposite Student with the most matched opposites wins the game
16 Opposites cards p.1 sunny rainy girl boy open closed
17 Opposites cards p. 2 happy sad stop go small big
18 Opposite cards p. 3 old young hot cold left right
19 Comprehension: Distinguish shades of meaning between action words Let’s Move!Intervention (whole group) Enrichment (independent activity) Objective: Students will be able to distinguish shades of meaning between action words by acting out the words Materials: Action word list Teacher Preparation: review word list and be sure that you can explain the difference between each word (ex: when you leap, you move forward, when you jump, you go straight up) Activity Procedure: Teacher will introduce the concept of shades of meaning in action words by explaining the difference between walk, jog, and run Teacher will say the first word (ex. Walk), and allow the students to complete the action Teacher will say the second word (ex. Jog) and allow the students to complete the action Teacher will ask students to identify the difference between the two words (ex: “Jogging is faster than walking, but slower than running”) Repeat the process with other words jog, run skip, gallop slip, slide hop, jump leap, jump spin, twirl throw, toss stretch, reach laugh, giggle march, walk
20 Writing For Composing: Spelling Simple Words PhoneticallyIntervention: Shaving Cream Words Enrichment: Roll-A-Word Taken from: Objective: Students will be able to spell simple words phonetically by writing the sounds they hear in shaving cream Setting: Small Group Materials: Shaving Cream (not gel), clorox wipes Helpful hint: When it comes time for clean up, have students scrap off as much shaving cream as possible. Rub the remaining cream into the desk until it disappears. Wipe desks down with a Clorox Wipe. DO NOT use water to clean the desks! Teacher Preparation: (none) Procedure: Say a simple CVC word to students, then say each sound in the word As students listen to the word, they write the sounds they hear in the shaving cream Gradually, teacher should only say the whole word (not the individual sounds) so students can practice decoding the whole word Taken from: Objective: Students will be able to read and write simple CVC words by playing “Roll-A-Word” and deciding if each word is a real world or a nonsense word Setting: Center Activity Materials: activity worksheet (http://www.readingresource.net/support-files/rollaword.pdf), three boxes to use as dice. Teacher preparation: Cover each side of the boxes with construction paper. One 2 boxes, write only consonant letters, on the other box, use only vowels Procedure: Using letter cubes, children can "roll" to make new words. Once they have rolled three times, children determine whether or not they have created a real word (or non-sense word). Students use the activity worksheet to record the words they created.