Advanced
Phonics andVocabularyActivities
Show the photo card.Have students identify the landmark shown.After students identify the target term
GoldenGateBridge,
have a volunteer use
it in a complete sentence.Have students engage in an Internet search toÀnd out about other bridges in theUnitedStates.Have them select one and
orally compare it and contrast itwith theGoldenGateBridge.
Intermediate Beginning
Show the photo card.Have students identify the landmark shown.After students identify the target term
GoldenGateBridge,
have them spell it
andwrite it in their notebooks.Youmay use this photo card to practice sentence dictation.Dictate the sentence
All over theworld
theGoldenGate
Bridge is seen as the symbol of SanFrancisco.
After dictation,write the sentence on the board.Have students check for spelling, capitalization,
and end punctuation.
Show the photo card.Have students identify the landmark shown. If students cannot identify the target term
GoldenGateBridge,
voice it for
them:
/g/-/
Ŀ
/-/l/-/d/-/
ϑ
/-/n/ /g/-/
ă
/-/t/; /b/-/r/-/i/-/j/.
Have students repeat and blend the sounds after you.Youmay use this photo card to practice the
consonant digraph
dg.
Model pronunciationwith the targetword
bridge.
Isolate the digraph and practicewith
judge, fudge, budge,
and
grudge.
Etymology:
fromMiddleEnglish, fromOldEnglish; akin toOldHighGerman
gold
gold,OldEnglish
geolu
yellow; fromMiddleEnglish, fromOld
English
geat
; akin toOldNorse
gat
opening;
fromMiddleEnglish
brigge,
fromOldEnglish
brycg
; akin toOldHighGerman
brucka
bridge
.
(Source:m-w.com)
DeÀnition:
a suspension bridge acrossSanFranciscoBay connecting the city ofSanFranciscoon thenorth andSausalito on the south.
From 1937 until1964, itwas the longest suspension bridge in theworld. (Source:Webster’sOnline)
RelatedWords:
adj.
golden;
n.
gold;
n.
gate;
n.
bridge
FluencyPractice:
Golden Gate Bridge
286
Landmarks
TrafÀc did not budgeon theGoldenGateBridge.
JudgeBridges grudginglywaited.
Another carnudged his,whichhe hated.
He Àdgetedwith the stereo... nothing good on the radio.
He saw some people standingabout.
They should be in their cars,not out.
“Look at this beautifulGoldenGateBridge!
Did you ever see sucha sight?”
JudgeBridges looked at the beautiful bridge
Anddecided that personwas right.
5
SKILLS MATCH:
Phonemic Awareness/Phonics, Vocabulary
Development, Fluency Practice
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Advanced Intermediate
Beginning
Phonics andVocabularyActivities
Show students the photo card.Ask themwhichword best describes the image.After students identify the keyword
rainbow,
have volunteers use theword in complete sentences. Introduce students to the sentence:
My friendThomas
isalways chasing rainbows.
Have themwork together to explain in complete sentences how the definition of
rainbow
relates to thefigurativemeaning of the idiom
chasing rainbows
.
Show students the photo card.Ask themwhichword best describes the image.After students identify the keyword
rainbow,
have them spell it andwrite it in their notebooks.Have volunteers use theword in complete sentences.
Verify spelling and ask students to parse theword in two.After reviewing photo cardRain and reading a definition
for
bow
from a dictionary, ask students how thesemeanings relate to the compoundword
rainbow
.
Display the photo card and say:
Where have you seen rainbows?
Allow students to briefly respond and then
w
rite
theword
rainbow
on the board.Slowly pronounce each sound in theword /
r/-/ā/-/n/-/b/-/ō/.
If the length of theword
intimidates students, separate
rain
and
bow
.Ask students to repeat the soundswith you and blend theword together.
Say
:Listen again to the
/
ō
/
sound in
rainbow
?Now listen for the
/ō/
sound in thesewords:mow, blow, sow, grow,
know, crow
.Write thewords on the board and slowly pronounce the sounds in eachword.Have students repeat the
sounds after you and blend thewords together.Remind students that the letters
ow
can sometimes stand for the
sound
/ō/
.
Do you know how to grow a rainbow?
Almost no one knows.
But if youfind a cloudwith a yellow pot of gold,
Youmight be able to sow a seed
Tomake a colorful,magic bow.
But if you can’tfind the cloud you can alwayshope
That after a storm onewill show.
Etymology:
fromOldEnglish
regnboga
, fromOldHighGerman
reganbogo
,
regan,
rain
and
biogo
, bow
.
(Sources:m-w.com;wiktionary)
Definition:
amulticolored arc in the sky caused by rain and light
Forms:
pl.
rainbows
RelatedWords:
adj.
rainbow;
n.
rain;
n.
bow
FluencyPractice:
Rainbow
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Advanced
Intermediate
Beginning
PhonicsandVocabularyActivities
Show students the photo card.Ask themwhichword best describes theweather.After students identify the keyword
snow,
have volunteers use theword in complete sentences.Youmayuse this photo card to practice spelling and
vocabulary strategies through contextualword lists.Have studentsmake a list of all thewords related to snow they
can thinkof in twominutes
.
Have them share their list and use at least three of thewords in complete sentences.
Show students the photo card.Ask themwhichword best describes theweather.After students identify the keyword
snow,
have them spell it andwrite it in their notebooks. Introduce the suffix
–y
as away to form descriptivewords out
of namingwords.Write theword
snowy
on the board, and have volunteers use theword in sentences.As a challenge,
ask students to attach the comparative suffix –
er
and the superlative –
est
to
snowy.
Highlight the spelling change of
–y
to form the newwords
snowier
and
snowiest.
Display the photo card and have students briefly describe snowstorms theymight have experienced or activities they
enjoy in the snow.Thenwrite theword
snow
on the board and slowly pronounce each sound in theword
/s/-n/-/ō/.
Ask students to repeat the soundswith you and blend theword together.Display the following photo cards in pairs:
grocer/baker, river/boat, volcano/desert, ocean/lake, tornado/windy
.Call for volunteers to identify the items in the
photos.Say:
Which of the twowordshas the sound
/ō/?After students have correctly identified theword pairswith
the
/ō/
sound,mix the cards and have students identify thewordswith the sound
/ō/
in random order.
Willowwatched the snow fall outside herwindow.
“Hello,”Willow called to all the children playing below.
“I’llbe right there to follow all of you.”
“Oh! Is that so?” cried aboy named Joe.
“Way to go,Willow!
We’d all love for you to come below
And playwith us in the snow!”
Etymology:
fromMiddleEnglish, fromOldEnglish
sn
+
aw;
akin toOldHigh
German
sn
+
eo
snow,Latin
niv-,nix,
Greek
nipha.
(Source:m-w.com)
Definition:
flakes of frozenwater falling from clouds
Forms:
pl.
snow
RelatedWords:
n.
snowstorm;
n.
snowball;
n.
snowboard;
n.
snowflake;
adj.
snowy;
v.
to snow
FluencyPractice:
Snow
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Advanced Intermediate
Beginning
PhonicsandVocabularyActivities
Show students the photo card.Ask themwhichwordbest describes theweather.After students identify the keyword
sunny,
have volunteers use theword in complete sentences. Introduce students to the sentence:
Iwould likemy eggs
sunny side up.
Have themwork together to explain in complete sentences how themeaning of
sunny
relates to the
meaning of this idiom.
Show students the photo card.Ask themwhichwordbest describes theweather.After students identify the key
word
sunny,
have them spell it andwrite it in their notebooks.Have volunteers use theword in complete sentences.
Introduce the baseword
sun
and have students point out the differences between the two.Call for volunteers to use
thewords in sentences.
Display the photo card and ask studentswhichword bestdescribes theweather on the card.Help students identify
the targetword
sunny
and ask them to repeat theword afteryou.Write theword on the board and slowly pronounce
each sound in theword,
/s/-/u/-/n/-/ē/.
Ask students to repeat the soundswith you andblend theword together.Say:
What is the last sound you hear in theword
sunny?Help students determine that
/ē/
is thefinal sound.Have students
quickly draw a “sunny face” on a piece of paper and then say:
Listen carefully to thewords I call out. If you hear the
sound
/
ē
/
at the endof theword, hold up your drawing
:
bunny,honey, soup,money, zoo, funny, crummy,warm, ferry.
Write thewords ending the sound
/ē/
on the board and read them aloud oncemore, emphasizing thefinal
/ē/.
Call for volunteers to circle the letter
y
at the end of eachword and explain that the sound
/ē/
can be represented by
the letter
y.
Mindy is a ladywith a very sunny smile.
You’ll seldom see herwithout her smile.
That is simply not her style.
Children like her silly, funny stories and honey cookies.
Cindy and Sammy visitMindy every day.
She alwayshas something nice to say.
Everyone leaveswith a sunny smile.
Etymology:
from the older term
sun,
fromMiddleEnglish
sunne,
fromOldEnglish;
akin toOldHighGerman
sunna
sun,Latin
sol.
(Source:m-w.com)
Definition:
having a high quantity of sunlight
Forms:
comparative
sunnier;
superlative
sunniest
RelatedWords:
n.
sun;
n.
sunlight;
v.
to sun;
v.
to sunbathe;
n.
sunshine
FluencyPractice:
Sunny
LZVi]Zg
A library of 300 thematic photo cards develops vocabulary and
provides phonics and fluency practice. Each photo card includes
phonics and vocabulary activities at the beginning, intermediate,
and advanced levels. A CD with images of all photo cards is a great
tool for the interactive whiteboard.
A great intervention tool that supports instruction with phonics
lessons at the beginning level, and practice and reinforcement
through songs, chants, and rhymes in backline master format.
Spotlight on English Phonics
and Vocabulary Photo Cards
Spotlight on English Phonics
and Fluency Handbook
Develop phonics for literacy
Vocabulary Photo Card Kit
978-1-59820-750-7
$349.95
Phonics and Fluency Handbook
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$29.95
Advanced
PhonicsandVocabularyActivities
Show the photo card.Askwhatword bestdescribes the animal shown.After students identify the targetword
bear,
have volunteers use theword in
complete sentences. Introduce students to the compoundword
bearhug
.Have them explain in complete sentences how themeaning of
bear
helps
to determine themeaning of
bear hug.
Ask volunteers to use the compoundword in a sentence.
Intermediate
Beginning
Show the photo card.Askwhatword best describes the animal shown.After students identify the targetword
bear,
have them spell it.Have
volunteers use theword in complete sentences.Youmay use this photo card to practice homophones.Dictate to students the sentence
Thebear has
to bear living in captivity
.Verify spelling of the homophones.Point out that the actionword
to bear
in this contextmeans
“
to put upwith.
”
Show the photo card and ask
Have you seenbears at the zoo or inmovies?
Allow students to brieÁy describewhat they have seen and experienced.
Then,write theword
bear
on the board.Slowly pronounce each sound,
/b/-/e/-/r/.
Have students repeat and blend the soundswith you.Show the
following photo cards:
baker, bus,mail carrier, boat, bulldozer, baseball, goat.
Ask volunteers to identify the items in the cards, then have the entire
class repeat the name of each item.Ask
Do youhear the sound
/b/
in theword
____?List allwordsbeginningwith the sound
/b/
on theboard.Have
volunteers pronounce thewords and circle the letter
b
at the beginning of eachword.Complete the activity by having students repeat the sentences
in theFluencyPractice after you and thenwith you, as they practice pronunciation, intonation, andÁuency.
I’ve never been toBigBearMountain,
But I hear the bears there dine in bistros beside beautiful fountains.
Bears bathe in bubble baths and enjoy ballet.
They even barbecue and go boating all day.
Some have big bikes; othershave cars.
Boy!Bears have the best life by far.
Bear
Etymology:
fromMiddleEnglish
bere,
fromOldEnglish
bera
; akin toOldEnglish
br
ŗ
n
brown
.
(Source:m-w.com)
DeÀnition:
a large, strongwild animalwith a thick furry coat that lives in the colder regions ofEurope,Asia, andNorthAmerica
Forms:
pl.
bears
RelatedWords:
adj.
bearish;
n.
teddy bear;
v.
to bear;
n.
bearhug
FluencyPractice:
32
Animals
PHONEMIC
AWARENESS/
PHONICS
1,2,3,4 6,7,8