-5 - te215th_activities.pdf · record the homophones and circle the spelling differences ... look...

Program: Academy of Reading

Strand: Reading: Foundational Skills

Standard Topic: Phonics and Word Recognition

Focus: Reading

Activities: A series of 4th-5th

Phonics: A method of teaching that emphasizes letter sound relationships. For example, the letter N represents the sound /n/. Two things to remember about phonics is that phonics is an instructional strategy and phonics deals with sounds of speech and the letters of the alphabet (Wren, Sebastian, 2001).

grade level phonics activities from The Florida Center for Reading Research (2005) that can help students discover and practice the connections between letters and the sounds they represent.

Phonics Activities Table of Contents

Part 1………………………………………………….…………….Variant Correspondences Part 2……………………………………………………….……….Syllable Patterns Part 3……………………………………………………………..….Morpheme Structures

Advanced Phonics

2007 The Florida Center for Reading Research4-5 Student Center Activities: Advanced Phonics

AP.001

Extensions and AdaptationsRecord the homophones and circle the spelling differences (Activity Master AP.001.SS1a - AP.001.SS1b).Make other bingo and corresponding word cards (Activity Masters AP.001.AM3, AP.001.AM4).Write sentences to demonstrate the meanings of the homophones.

Variant CorrespondencesHomophone Bingo!

ObjectiveThe student will identify variant correspondences in words.

MaterialsBingo cards (Activity Master AP.001.AM1a - AP.001.AM1b)Each card has different words.Homophone word cards (Activity Master AP.001.AM2a - AP.001.AM2b)

ActivityStudents match homophones by playing a bingo-type game.1. Place the word cards face down in a stack. Provide each student with a different bingo card.2. Taking turns, students select the top card and read the word (e.g., arc). 3. Look for the matching homophone on the bingo card. If there is a match, spell each word and

state the difference in the spelling pattern. For example, “Arc is spelled a-r-c and ark is spelled a-r-k. The /k/ sound is spelled with a ‘c’ in one word and a ‘k’ in the other.” Place the word card on the corresponding word on the bingo card (e.g., ark).

4. If no match, return card to the bottom of the stack.5. The game is finished when one bingo card is covered with word cards and a student says

“Homophone Bingo!”6. Peer evaluation

Homophone Bingo!

ark cent find

guest brake steal

seam grown chews

herd tier coarse

homophone

archomophone

break

2007 The Florida Center for Reading Research 4-5 Student Center Activities: Advanced Phonics

Advanced PhonicsAP.001.AM1aHomophone Bingo!

Homophone Bingo!

ark cent find

guest brake steal

seam grown chews

herd tier coarse

Advanced Phonics


AP.001.AM1b Homophone Bingo!

Homophone Bingo!

locks cymbal chord

knows rain piece

higher doe chute

hanger hear soar


Advanced Phonics

homophone

homophone

homophone

homophone

homophone

homophone

homophone

homophone

homophone

homophone

homophone

homophone

AP.001.AM2aHomophone Bingo!

homophone word cards

arc scent fined

guessed break steel

seem groan choose

heard tear course

Advanced Phonics


homophone

homophone

homophone

homophone

homophone

homophone

homophone

homophone

homophone

homophone

homophone

homophone

Homophone Bingo!

homophone word cards

AP.001.AM2b

lox symbol cord

nose rein peace

hire dough shoot

hangar here sore


NameHomophone Bingo! AP.001.SS1a

Homophone Bingo!

ark cent find

guest brake steal

seam grown chews

herd tier coarse


NameAP.001.SS1b Homophone Bingo!

Homophone Bingo!

locks cymbal chord

knows rain piece

higher doe chute

hanger hear soar


Advanced PhonicsHomophone Bingo! AP.001.AM3

Homophone Bingo!

Advanced Phonics


AP.001.AM4 Homophone Bingo!

blank word cards


Advanced Phonics


MaterialsDomino cards (Activity Master AP.002.AM1a - AP.002.AM1b)

ActivityStudents match same consonant sounds that are spelled differently by playing a domino game.1. Scatter domino cards face up on a flat surface. 2. Taking turns, student one places the START domino on the table and reads the word on the

other end of the domino (i.e., locket). 3. Looks at underlined letters and states consonant sound (i.e., /k/). Selects domino with the

same underlined consonant sound and reads word (i.e., pelican). Connects it to the domino.4. Student two reads the word on the other side of the domino (i.e., blizzard), identifies the

sound for the underlined letter or letters (i.e., /z/), finds the domino with a matching consonant sound, and reads word (i.e., compose). Connects it to the domino.

5. Continue until all the dominoes are connected. 6. Peer evaluation

Variant CorrespondencesDomino Duo

Extensions and AdaptationsFill in the variant correspondences to complete the word (Activity Master AP.002.SS).Make other dominoes (Activity Master AP.002.AM2a - AP.002.AM2b).

AP.002

remarks object

spaghetti

public

locketSTART

pa

rag

rap

hco

mp

ose

pelican blizzard

Advanced Phonics


gru

fflo

cket

Domino Duo

pel

ica

nb

lizza

rd

com

pos

e

essa

y

cent

erkn

uckl

e

STAR

T

AP.002.AM1a

START/locket, pelican/blizzard, compose/paragraph, gruff/essay, center/knuckle, sign/wax

wa

xsig

np

ara

gra

ph


Advanced Phonics

pub

lic

Domino Duo

pol

lute

hike

d

rem

ark

s

kettl

ew

rea

th

AP.002.AM1b

remarks/object, postage/kettle, hiked/pollute, public/spaghetti, guide/wreath, rapid/STOP

rap

idST

OP

spa

ghe

ttiob

ject

gui

de

pos

tag

e


NameDomino DuoAP.002.SS

sna__e/k/

turn__/d/

__ong/r/

bri__/j/

crack__/t/

__ife/n/

__ertain/s/

choo__/z/

__aw/n/

villa__/j/

cli__/m/

publi__/k/


Advanced PhonicsDomino Duo AP.002.AM2a

blank dominoes

STAR

T

Advanced Phonics


Domino Duo AP.002.AM2b

STO

P

blank dominoes

Advanced Phonics



MaterialsWord cards (Activity Master AP.003.AM1a - AP.003.AM1c) Game board (Activity Master AP.003.AM2a - AP.003.AM2b) WhiteboardsGame pieces (e.g., counters) Vis-à-Vis® markers

ActivityStudents spell words and state diphthongs (i.e., ou, ow, oi, oy) by playing a board game.1. Place the game board and game pieces on a flat surface. Place the word cards face down in

a stack on the game board. Provide each student with a whiteboard and Vis-à-Vis® marker.2. Taking turns, student one selects the top card from the stack (without revealing it).

Reads word aloud to student two (e.g., “moisture”).3. Student two writes the word on the whiteboard and underlines the diphthong (i.e., oi). Student one verifies the spelling. 4 If correct, student two places game piece on the next space that has the same diphthong on

the game board. If incorrect, game piece remains on original spot. Return card to the bottom of the stack.

5. Reverse roles and continue until both students reach the end.6. Peer evaluation

Variant CorrespondencesSound Choice

AP.003

Extensions and AdaptationsMake other word cards to play game (Activity Master AP.003.AM3).Use selected diphthong to make words (Activity Master AP.003.AM4). Record on paper.Play new game by using other target words and variant correspondences on game board (Activity Master AP.003.AM5a - AP.003.AM5b).

“The word is ‘moisture’ and the diphthong is spelled o-i.”

moisturemoisture

Advanced Phonics


AP.003.AM1a Sound Choice

sirlointurmoil

poison

disappoint moisture

appoint

destroy employ

word cards


Advanced Phonics

doghouse background

pronounce discount

joyful voyage

announce surround

Sound Choice AP.003.AM1b

word cards

Advanced Phonics


allowcrowded

royal

chowder hometown

disloyal

downhill powder

AP.003.AM1c Sound Choice

word cards


Advanced Phonics

START

Sound Choice AP.003.AM2a

oi

oy

ou

ow

oi

oy

oi

owoi

oy

ow

ou

ou

Advanced Phonics


END

AP.003.AM2b Sound Choice

oyow

ou

ou

oi

oy

ow oy

oi

oi

oi oy

ow

ow

owoy

ou

ou

oi, oy, ou, ow


Advanced PhonicsSound Choice AP.003.AM3

blank word cards

Advanced Phonics


AP.003.AM4 Sound Choice

ouow

oyoi


Advanced Phonics

card

s

START

Sound Choice AP.003.AM5a

Advanced Phonics


END

AP.003.AM5b Sound Choice


Advanced Phonics

Extensions and AdaptationsRecord words and circle the vowel spelling patterns (Activity Master AP.004.SS1).Identify vowel sound, write pattern, and sort (Activity Master AP.004.AM4a - AP.004.AM4c).Write the correct vowel for the schwa sound (/ /) (Activity Master AP.004.SS2).Make other word cards (Activity Master AP.004.AM5).


MaterialsVowel spelling patterns for long vowel sounds tent card (Activity Master AP.004.AM1)Note: This is not a comprehensive listing of long vowel spelling patterns. These are the spelling patterns used in this activity. Copy on card stock, cut out, and fold in half. Header cards (Activity Master AP.004.AM2)Word cards (Activity Master AP.004.AM3a - AP.004.AM3e)Laminate.Vis-à-Vis® markers

ActivityStudents write corresponding spelling patterns for long vowels in multisyllabic words.1. Place header cards face up in a row. Place word cards face down in a stack. Place the tent

card so each student can see it. Provide each student with a Vis-à-Vis® marker.2. Taking turns, students select the top card from the stack and read the word using the long

vowel sound found at the bottom of the card (e.g., / ē /, b__tw__n, between). 3. Write the different vowel patterns in the blanks with the Vis-à-Vis® marker until the

correct spelling patterns are determined (e.g., between). Note: Some words have three blanks, but only two spelling patterns. Refer to vowel spelling pattern tent card, as needed.

4. Place word card in column under matching header card.5. Continue until all cards are sorted.6. Point to and read words in entire column starting with header card.7. Peer evaluation

Variant Correspondences AP.004Double Time

e

/e/

b__tw__n

header

/ u / header

/ o / header

/ e / header

/ a / header

/a/

v__c__t__ sk__l__n__/u/

am__s__/o/

__z__n__a a e y i e o o e u e

e eeVowel Spelling Patterns for Long Vowel Sounds

ueu_e

ewu

yigh

o_eoi

i_e

/ a /

oeoa

ow

e_e

eee

eayieei

a_ea

ayai

ea

/ e / / o / / u /

Advanced Phonics


Double TimeAP.004.AM1

Vowel Spelling Patterns for Long Vowel Sounds

ueu_e

ewu

yigh

o_eoi

i_e

/ a /

oeoa

ow

e_e

eee

eayieei

a_ea

ayai

ea

/ e / / o / / u /

Vowel Spelling Patterns for Long Vowel Sounds

ueu_e

ewu

yigh

o_eo i

i_e

/ a /

oeoa

ow

e_e

eee

eayieei

a_ea

ayai

ea

/ e // o // u /


Advanced Phonics

header header

header header

header header

AP.004.AM2Double Time

header cards

/ u /

/ o /

/ e // a /

Advanced Phonics


/a/

/a/

/a/

/a/

/a/

AP.004.AM3a Double Time

word cards - playmate, daybreak, railway, trailblaze, vacate

pl__m__t__

d__br__k

r__lw__

tr__lbl__z__

v__c__t__


Advanced Phonics

/e/

/e/

/e/

/e/

AP.004.AM3bDouble Time

word cards - ceiling, delete, leafy, belief, between

c__ling

d__l__t__

l__f__

b__l__f

/e/

b__tw__n

Advanced Phonics


Double TimeAP.004.AM3c

word cards - twilight, skyline, nighttime, finite, highlight

tw__l__t

sk__l__n__

n__tt__m__

f__n__t__

h__l__t


Advanced Phonics

/o/

/o/

/o/

/o/

/o/

AP.004.AM3dDouble Time

word cards - ozone, rowboat, homegrown, oboe, slowpoke

__z__n__

r__b__t

h__m__gr__n

__b__

sl__p__k__

Advanced Phonics


/u/

/u/

/u/

/u/

/u/

Double TimeAP.004.AM3e

word cards - utility, curfew, continue, amuse, bugle

__tility

curf__

contin__

am__s__

b__gle


NameAP.004.SS1Double Time

/ u /

/ o /

/ e /

/ a /

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

Advanced Phonics


Double TimeAP.004.AM4a

word cards - answers: receipt, termite, upright, gigantic, envelope

rec__ pt

term__t__

upr__t

g__gantic

envel__ p__


Advanced PhonicsDouble Time AP.004.AM4b

word cards - answers: maintain, estimate, nature, breezy, seaweed

maint__n

estim__t__

n__ture

breez__

s__weed

Advanced Phonics


word cards - proton, shoulders, uniform, parachute, jewel

Double TimeAP.004.AM4c

pr__ton

sh__lders

__niform

parach__t__

j__el


NameDouble Time AP.004.SS2

banan__/e/

arithm__tic/e/

penc__l/e/ radi__m/e/

cal__ndar/e/ __riginal/e/

sens__tive/e/ probl__m/e/

__nother/e/ cany__n/e/

magnesi__m/e/ f__miliar/e/

Advanced Phonics


AP.004.AM5

blank word cards

Double Time


Advanced Phonics


MaterialsR-controlled vowel spelling patterns tent card (Activity Master AP.005.AM1)Copy on card stock, cut out, and fold in half. Word cards (Activity Master AP.005.AM2a - AP.005.AM2b)Whiteboards Vis-à-Vis® markers

ActivityStudents write words with r-controlled vowel sounds using the correct spelling pattern.1. Place the word cards face down in a stack. Place the tent card so each student can see it.

Provide each student with a whiteboard and Vis-à-Vis® marker.2. Taking turns, student one selects top card (without revealing it) and reads the word to

student two (e.g., pearl). 3. Student two repeats the word and identifies the r-controlled vowel sound (i.e., /er/).4. Uses the whiteboard to try various r-controlled patterns, if necessary. Spells the word orally

to student one. 5. Student one checks the spelling. If incorrect, student one prompts student two to try again. 6. Reverse roles until all word cards are used.7. Peer evaluation

Variant Correspondences AP.005Star Search

Extensions and AdaptationsRecord words or write other words with same spelling patterns (Activity Master AP.005.SS1)Use multisyllabic word cards (Activity Master AP.005.AM3a - AP.005.AM3b). Record using student sheet (Activity Master AP.005.SS1).Write various words with r-controlled vowels (e.g., her, mother) (Activity Master AP.005.SS2).Make other word cards and identify r-controlled vowel sounds (Activity Master AP.003.AM3).

pirl perlpearlpearl

R-controlled Vowel Spelling Patterns

errear

airareoar

ar/ar /

oreor

our

er

arear

irorur

ar

/ er / / or / / air /example: car example: her example: for example: chair

Advanced Phonics


Star SearchAP.005.AM1


errear

airareoar

ar

/ar /

oreor

our

er

arear

irorur

ar

/ er / / or / / air /example: car example: her example: for example: chair


errear

airare oar

ar

/ar /

oreor

our

er

arear

irorur

ar

/ er // or // air / example: carexample: herexample: forexample: chair


Advanced PhonicsAP.005.AM2aStar Search

word cards

march cellar

stern pearl

third work

churn warm

Advanced Phonics


Star SearchAP.005.AM2b

word cards

porch chore

coarse pour

repair compare

raspberry bear


NameAP.005.SS1Star Search

Advanced Phonics


Star SearchAP.005.AM3a

word cards

porter harbor

cardboard farmer

border murmur

forward barnyard


Advanced PhonicsAP.005.AM3bStar Search

word cards

armchair terror

courtyard airport

perturb scorecard

further perform


Name

air___ ___are ear___

___oar___ ___err___ ___our___

___or ___ar ___ore___

___ir___ ___or___ ___ur___

Star SearchAP.005.SS2

___ar___ ___er ___er___


Advanced Phonics

Extensions and AdaptationsAdd r-controlled vowels to other letters to make words (Activity Master AP.006.AM2).Write target letters on spinners or cubes and use to make words (Activity Masters AP.006.AM3 and AP.006.AM4). Use the same letters as partner and compare words that are made. Record words on paper.

Variant Correspondences AP.006Word-O-Matic

ObjectiveThe student will produce words with variant correspondences.

MaterialsLetter cards (Activity Master AP.006.AM1a - AP.006.AM1b)Consonants and vowels are printed on different pages. Copy on card stock, laminate, and cut. Use different colored paper to distinguish consonants from vowels. Optional: Use plastic letter tiles.Student sheet (Activity Master AP.006.SS).Paper bagsLabel bags (i.e., consonants and vowels). Timer Pencils

ActivityStudents make words, including those with variant correspondences, by using letter cards.1. Place consonants, consonant digraphs, and other consonant combinations in the bag

labelled consonants. Place vowels, diphthongs, and vowel digraphs in the bag labelled vowels. Provide students with a timer. Provide each student with a student sheet.

2. Students each choose eight tiles from the consonants bag and five vowels from the vowels bag. Record selected letters on the student sheet.

3. Set the timer for three minutes. 4. Use the cards to make as many words as possible. Record words as they are made on the

student sheet. Read words aloud after timer rings.5. Place cards back in the bag and select new cards from the bags and continue to make new words.6. Teacher evaluation

Consonants

Vowels

Consonants

Vowels

Consonants

Vowels

Word

-O-M

atic

AP.0

06.S

S

Nam

e

c m r ssw ch t ne a oai oewintercoachmachine

2007 T

he F

lorid

a C

ente

r fo

r R

eadin

g R

esearch

4-5

Stu

dent C

ente

r A

ctiv

ities: P

honic

s

c r sst w

oa oe

m a ch i n e

Advanced Phonics


Word-O-MaticAP.006.AM1a

b c d d fg h jk lm n n n pq r r r st t t v wx y z ch sh

ck th wh ph ghff ll ss tt zz

kn mb wrletter cards –consonants


Advanced PhonicsWord-O-Matic AP.006.AM1b

a a a a ae e ee ei i i i oo o o u uai ay

ei eigheeea

ey ieigh oa oe

owoo

uiou

au aw

oioy

letter cards – vowels

y


NameWord-O-MaticAP.006.SS

Con

sona

nts

Vow

els

Con

sona

nts

Vow

els

Con

sona

nts

Vow

els


Advanced PhonicsWord-O-Matic AP.006.AM2

ar er ir or urair are oreear erroar our

r-controlled vowels

Advanced Phonics


AP.006.AM3 Word-O-Matic

blank spinners


Advanced PhonicsWord-O-Matic AP.006.AM4

glu

eor

velc

ro

glu

eor

velc

ro

glu

eor

velc

ro

glu

eor

velc

ro

glu

eor

velc

ro

glu

eor

velc

ro

1. Cut along solid line2. Fold along dotted lines3. Glue or velcro flaps together.

blank cubes

Advanced Phonics


Variant CorrespondencesAP.007The Write Word

Extensions and AdaptationsUse other spelling pattern cards (Activity Master AP.007.AM4).Make other cards to play game. For example, use target prefixes, suffixes, roots, and other spelling patterns (Activity Master AP.007.AM5).Count and record the number of syllables in words.

ObjectiveThe student will produce words with variant correspondences.

MaterialsGame board (Activity Master AP.007.AM1a - AP.007.AM1b)Spelling pattern cards (Activity Master AP.007.AM2)Number cube (Activity Master AP.007.AM3)Student sheet (Activity Master AP.007.SS)WhiteboardsDictionaryGame pieces (e.g., counters)Vis-à-Vis® markersPencils

ActivityStudents make words by using various spelling patterns.1. Place spelling pattern cards face down in a stack. Place game board, number cube, game pieces,

and dictionary on a flat surface. Provide each student with a whiteboard, Vis-à-Vis® marker, and student sheet.

2. Taking turns, students select the top card. Read variant correspondence (e.g., ai) and state a multisyllabic word that contains that spelling pattern (e.g., entertainment). Use the whiteboard to try various spellings. Use dictionary to verify words, if necessary.

3. If able to make a word, record spelling pattern and word on student sheet. Roll the number cube, and move game piece the number of spaces shown.

4. If unable to make a word, leave game piece on the original space.5. Place card at the bottom of the stack.6. Continue until all students reach the end. 7. Teacher evaluation

“I selected ‘ai.’ A multisyllabic word with ‘ai’ is entertainment.”

ai


Advanced PhonicsThe Write Word AP.007.AM1a

START

Advanced Phonics


AP.007.AM1b The Write Word

END


Advanced PhonicsAP.007.AM2The Write Word

spelling pattern cards (long vowels and diphthongs)

a_eai

ay eaei ey

ee

e_e

ie

i_e

igh

o_e

oaoe

owoo

u_e

ew

ouoioy

Advanced Phonics


The Write WordAP.007.AM3

glueor

velcro

glueor

velcro

glueor

velcro

5

3

4

34

5

1. Cut along solid line2. Fold along dotted lines3. Glue or velcro flaps together.

number cube


NameThe Write Word AP.007.SS

wordspelling pattern

Advanced Phonics


The Write Word

spelling pattern cards (consonant and vowel digraphs, r-controlled vowels)

AP.007.AM4

aw au thsh ch whph gh ngar er iror ur air

are ear erroar ore our


Advanced PhonicsAP.007.AM5The Write Word

blank cards

Advanced Phonics


AP.008

Extensions and AdaptationsMake other word cards to use in game (Activity Master AP.003.AM3).Use other game board (Activity Master AP.007.AM1a - AP.007.AM1b). Read the words from the activity (or make others), count syllables, move game piece corresponding number of spaces.Sort target words by number of syllables.

Syllable PatternsSyllable Game

“Carbohydrate, car-bo-hy-drate. That’s four syllables.”

4carbohydrate

ObjectiveThe student will segment syllables in words.

MaterialsSyllable game board (Activity Master AP.008.AM1a - AP.008.AM1b)Word cards (Activity Master AP.008.AM2a - AP.008.AM2d)Write the number of syllables on the back of the word cards. Optional: Provide students with a dictionary that shows syllable breaks.Game pieces (e.g., counters)

ActivityStudents count syllables in words by playing a game.1. Place game board on a flat surface and word cards face up in a stack. 2. Students place game pieces at START on the game board.3. Taking turns, students pick the top card and read the word (e.g., carbohydrate).4. Say the word again segmenting it by syllables (i.e., car-bo-hy-drate). Count and state

the number of syllables (i.e., four syllables).5. Check the back of the card for the number of syllables. If correct, move game piece to

the next space with the corresponding number. If incorrect, leave game piece where it is and next student takes turn. Word card is placed at the bottom of the stack.

6. Continue until all students reach the END of the game board.7. Peer evaluation


Advanced PhonicsSyllable Game AP.008.AM1a

2

6

5

4

3

2

2

2

2

23

3

3

34

4

4

3

4

5

5 5

6

6

56

START

Advanced Phonics


AP.008.AM1b Syllable Game

2

2

2

23

3

3

34

4

4

4

45

5

5

5

5

6

6

6

6

6

6

END2, 3, 4, 5, 6


Advanced PhonicsSyllable Game AP.008.AM2a

dolphin employ

fragment inform

unimaginableautobiography

encyclopedia unsatisfactory

word cards - two and six syllable words

Advanced Phonics


AP.008.AM2b Syllable Game

committee headquarters

advertise distinguish

livelihood

festival percussion

foundation

word cards - three syllable words


Advanced PhonicsSyllable Game AP.008.AM2c

emergency constellation

immediate occupation

catastrophebinoculars

administer locomotive

word cards - four syllable words

Advanced Phonics


AP.008.AM2d Syllable Game

denomination precipitation

hydroelectric intermediate

supernatural

quadrilateral vocabulary

perpendicular

word cards - five syllable words


Advanced Phonics

ObjectiveThe student will segment syllables in words.

MaterialsWord cards (Activity Master AP.009.AM1a - AP.009.AM1b)Write word segmented into syllables on the back of the word cards (e.g., har-mon-i-ca). Optional: Provide students with a dictionary that shows syllable breaks.Student sheet (Activity Master AP.009.SS1)Pencils

ActivityStudents segment words and record the number of syllables. 1. Place the word cards face up in a stack. Provide each student with a student sheet.2. Taking turns, students select the top card from the stack, read it, and say the syllables aloud.3. Check the back of the card for syllable segmentation. If incorrect, say the syllables correctly.4. Record word and number of syllables on the student sheet. Use hyphens to indicate syllables

(e.g., har-mon-i-ca). 5. Continue until all words and number of syllables are recorded. Write total number of syllables.6. Peer evaluation

Extensions and AdaptationsWrite other words attempting to increase total number of syllables using student sheet.Make other word cards (Activity Master AP.009.AM2).Sort and write target words by the number of syllables (Activity Master AP.009.SS2).Segment words into syllables and record in boxes (Activity Masters AP.009.SS3, AP.009.SS4).

Syllable Patterns AP.009Syllable Score

AP.009.SS1Syllable Score

Total

SyllablesWord

2007 The Florida Center for Reading Research

4-5 Student Center Activities: Advanced Phonics

Name

af-ter-ward 3harmonica

har-mon-i-ca

Advanced Phonics


character

AP.009.AM1a Syllable Score

word cards - answers: tem-per, pre-cious, char-ac-ter, syn-the-sis, per-cus-sion, af-ter-ward, dy-na-mite, har-mon-i-ca, in-vis-i-ble, par-tic-u-lar

dynamite

percussion

synthesis

precious

harmonica

afterward

invisible

temper

particular


Advanced PhonicsSyllable Score AP.009.AM1b

representative

antibiotics

planetarium

democracy

veterinarian

university

incomprehensible

automatic

agriculture

individual

word cards - answers: au-to-mat-ic, de-moc-ra-cy, in-di-vid-u-al, plan-e-tar-i-um, an-ti-bi-ot-ics, u-ni-ver-si-ty, rep-re-sen-ta-tive, vet-er-i-nar-i-an, in-com-pre-hen-si-ble, ag-ri-cul-ture


NameAP.009.SS1 Syllable Score

Total

SyllablesWord


Advanced PhonicsSyllable Score AP.009.AM2

blank word cards


Name

1.

2.

3.

4.

5.

AP.009.SS2 Syllable Score

1.

2.

3.

4.

5.

21 3

54 6

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.


NameSyllable Score AP.009.SS3

administration

geography

permission

exercise

bibliography

cooperate

obstacle

cottonwood

co op er ate


NameAP.009.SS4 Syllable Score


Advanced Phonics

ObjectiveThe student will identify syllables in words.

MaterialsHeader cards (Activity Master AP.010.AM1)Syllable type is underlined.Word cards (Activity Master AP.010.AM2a - AP.010.AM2c)

ActivityStudents sort words by syllable types.1. Place header cards face up in a row. Place the word cards face down in a stack.2. Taking turns, students select a card from the stack, read the word, note the underlined

syllable, and identify what type it is (e.g., “participate, r-controlled syllable”).3. Place in column under corresponding header card (i.e., market).4. Point to and read words in entire column starting with header card.5. Continue until all cards are sorted.6. Peer evaluation

Syllable PatternsSyllable Sort

Extensions and AdaptationsRecord the sorted words and underline the target syllables on the student sheet (Activity Master AP.010.SS). Add more words.Make other word cards (Activity Master AP.003.AM3) and sort using the headers.Identify and highlight target syllables in a passage.

AP.010

open syllables

devote

vowel-consonant-e syllables

telescope

consonant-le syllables

pineapple

vowel pair syllables

wheelchairmechanic

closed syllables

market

r-controlled syllables

microphone keyboardabsolute

participate

Advanced Phonics


vowel pair syllables consonant-le syllables

vowel-consonant-e syllables

open syllables

mechanic devote

telescope market

pineapplewheelchair

Syllable SortAP.010.AM1

header cards

closed syllables



Advanced PhonicsSyllable Sort AP.010.AM2a

calendar

magnificent chemical

detergent absolute

identity

word cards – closed syllables - calendar, intelligent, magnificent, chemical open syllables - detergent, absolute, imitation, identity

intelligent

imitation

Advanced Phonics


AP.010.AM2b Syllable Sort

penetrate trademark

limelight

entertain

word cards – vowel-consonant-e syllables - penetrate, trademark, microphone, limelight vowel pair syllables - freeway, keyboard, entertain, disagreed

microphone

freeway keyboard

disagreed


Advanced PhonicsSyllable Sort AP.010.AM2c

landmark intersect

rattlesnake

motorcycleresemble

participate passenger

quadruple

word cards – r-controlled syllables - participate, passenger, landmark, intersect consonant-le syllables - rattlesnake, quadruple, resemble, motorcycle


Name

1.

2.

3.

4.

5.

6.

7.

8.

1.

2.

3.

4.

5.

6.

7.

8.

1.

2.

3.

4.

5.

6.

7.

8.

AP.010.SS Syllable Sort

open syllablesclosed

syllablesvowel-consonant-e

syllables

1.

2.

3.

4.

5.

6.

7.

8.

1.

2.

3.

4.

5.

6.

7.

8.

1.

2.

3.

4.

5.

6.

7.

8.





Advanced Phonics

ObjectiveThe student will identify syllables in words.

MaterialsInitial syllable cards (Activity Master AP.011.AM1)Final syllable cards (Activity Master AP.011.AM2a - AP.011.AM2c)Student sheets (Activity Master AP.011.SS1a - AP.011.SS1b)Pencils

ActivityStudents make three words using the same initial syllable.1. Spread the initial syllable cards face up. Place the final syllable cards face down in a stack.

Provide each student with a different student sheet. Students pick up the initial syllable cards that match the initial syllables on their student sheet.

2. Taking turns, students select the top card on the stack and say the final syllable part.3. Match it to each initial syllable card saying initial syllable first, followed by the final

syllable on the card. Do this until the two combined form a word or no word is formed. 4. If word is formed, place final syllable with the initial syllable. Read the word. 5. If no word is formed, place final syllable card on bottom of stack. Note: There will be

three words formed with each initial syllable card.6. Continue until all cards are placed. 7. Record the final syllable and word next to the corresponding initial syllables on the

student sheet. 8. Teacher evaluation

Syllable PatternsSyllable Swap

Extensions and AdaptationsMake other initial and final syllable cards (Activity Master AP.009.AM2).Use final syllables to make words using multiple initial syllables (Activity Master AP.011.SS2).Use other initial and final syllables (Activity Masters AP.011.SS3 and AP.011.SS4).

AP.011

AP.011.SS1aSyllable Swap

con +

+

+

=

=

=

out +

+

+

=

=

=

de +

+

+

=

=

=

fore +

+

+

=

=

=



Name

arm forearm

con

arm

de

out

fore

Advanced Phonics


AP.011.AM1 Syllable Swap

ex

initial syllable cards

com

fore

de

out

can

con

pro


Advanced PhonicsSyllable Swap AP.011.AM2a

final syllables – answers: concert, convince, control, deny, destroy, depend, expect, exhaust, exist, forehead

trol

pect

ny

vince

haust

pend

cert

stroy

ist head

Advanced Phonics


AP.011.AM2b Syllable Swap

final syllables – answers: forearm, foreword, program, proton, protrude, cancel, canteen, canvas, complex, compete

gram

teen

ton

word

vas

cel

arm

trude

plex pete


Advanced PhonicsSyllable Swap AP.011.AM2c

final syllables – answers: combat, outcome, outlaw, outline

law line

comebat


NameAP.011.SS1a Syllable Swap

con +

+

+

=

=

=

out +

+

+

=

=

=

de +

+

+

=

=

=

fore +

+

+

=

=

=


NameSyllable Swap AP.011.SS1b

ex +

+

+

=

=

=

can +

+

+

=

=

=

pro +

+

+

=

=

=

com +

+

+

=

=

=


NameAP.011.SS2 Syllable Swap

=

=

=

=

=

=

=

=

=

=

=

=

bouncacondrib

duimmanob

postretreatum

+

+

+

serve

+

+

+

age

+

+

+

ble

+

+

+

ty


NameSyllable Swap AP.011.SS3

+

+

+

=

=

=

+

+

+

=

=

=

+

+

+

=

=

=

+

+

+

=

=

=


NameAP.011.SS4 Syllable Swap

+

+

+

=

=

=

+

+

+

=

=

=

+

+

+

=

=

=

+

+

+

=

=

=


Advanced Phonics

ObjectiveThe student will match phonemes to graphemes and identify syllables in words.

MaterialsStudent sheet (Activity Master AP.012.SS1a - AP.012.SS1f ) Choose target syllable pattern(s). When mapping vowel-consonant-e (VCE) syllables, the “e” is placed below the final grapheme with a slash and an arrow is drawn leading back to the vowel that it is making long. Answer Key (AP.012.AM1a - AP.012.AM1b)An answer key is provided for optional use.Pencil

ActivityStudents map sounds to letters and mark syllables within words.1. Provide the student with the target student sheet.2. Student writes each word using phoneme-grapheme mapping (i.e., one grapheme per box).3. Underlines each vowel sound. Note: The “e” in “ed” will not be underlined when it combines

with the “d” to make the single sounds /t/ or /d/.4. Makes a swoop underneath the letters of the syllables (e.g., f a n t a s t i c).5. Continues until the student sheet is complete.6. Teacher evaluation

AP.012

Extensions and AdaptationsComplete student sheet consisting of combined syllable types (Activity Master AP.012.SS2).Write target words, map graphemes to phonemes, and mark syllables (Activity Master AP.012.SS3).

Syllable PatternsSyllable Map-It

fantastic

1. instructed

2. malcontent

3. hopscotch

4. baskets

5. washcloth

6. mismatched

7. enrichment

8. insistent

9. Atlantic

10. sandwiches

Syllable Map-ItAP.012.SS1a

closed syllables

f a n t a s t i c



Name


Name

fantastic

1. instructed

2. malcontent

3. hopscotch

4. baskets

5. washcloth

6. mismatched

7. enrichment

8. insistent

9. Atlantic

10. sandwiches

Syllable Map-ItAP.012.SS1a

closed syllables

f a n t a s t i c


NameSyllable Map-It AP.012.SS1b

silo

1. lazy

2. halo

3. Pluto

4. polo

5. yo-yo

6. photo

7. rhino

8. zero

9. we

10. redo

open syllables

s i l o


Name

e e

Syllable Map-ItAP.012.SS1c

milestone

1. snakebite

2. homemade

3. lifelike

4. grapevine

5. pinecone

6. pipeline

7. sideswipe

8. likewise

9. rhinestone

10. nosedive

vowel-consonant-e (VCE) syllables

m i l s t o n


Name

b ar n y ar d

Syllable Map-It AP.012.SS1d

barnyard

1. perturb

2. scorcher

3. forward

4. farmer

5. farther

6. mortar

7. murmur

8. order

9. harbor

10. charter



NameSyllable Map-ItAP.012.SS1e

steamboat

1. toenail

2. railroad

3. eighteen

4. proofread

5. mainstream

6. oatmeal

7. weekday

8. newsbreak

9. reindeer

10. freeload


s t ea m b oa t


NameSyllable Map-It AP.012.SS1f

thimble

1. beagle

2. sample

3. circle

4. comfortable

5. stumble

6. dwindle

7. visible

8. unstable

9. resemble

10. doodle


th i m b le


NameSyllable Map-ItAP.012.SS2

stateroom

1. porcupine

2. screwdriver

3. university

4. prejudge

5. chronicle

6. aftershock

7. moonlight

8. tarnished

9. fortress

10. dragonfly

combined syllables

s t a t r oo me


NameSyllable Map-It AP.012.SS3

Advanced Phonics


silo

1. lazy

2. halo

3. Pluto

4. polo

5. yo-yo

6. photo

7. rhino

8. zero

9. we

10 redo

open syllables

s i l o

l a z y

h a l o

P l u t o

p o l o

y o y o

ph o t o

rh i n o

z e r o

w e

r e d o

fantastic

1. instructed

2. malcontent

3. hopscotch

4. baskets

5. washcloth

6. mismatched

7. enrichment

8. insistent

9. Atlantic

10. sandwiches

closed syllables

f a n t a s t i c

i n s t r u c t e d

m a l c o n t e n t

h o p s c o tch

b a s k e t s

i n s i s t e n t

A t l a n t i c

s a n d w i ch e s

m i s m a tch ed

e n r i ch m e n t

w a sh c l o th

Syllable Map-ItAP.012.AM1a

milestone

1. snakebite

2. homemade

3. lifelike

4. grapevine

5. pinecone

6. pipeline

7. sideswipe

8. likewise

9. rhinestone

10. nosedive

vowel-consonant-e (VCE) Syllables

m i l s t o n

s n a k b i t

h o m m a d

l i f l i k

l i k w i s

rh i n s t o n

n o s d i v

p i p l i n

g r a p v i n

p i n c o n

s i d s w i p

e e

e e

e e

e e

e e

e e

e e

e e

e e

e e

e e

barnyard

1. perturb

2. scorcher

3. forward

4. farmer

5. farther

6. mortar

7. murmur

8. order

9. harbor

10. charter


b ar n y ar d

p er t ur b

s c or ch er

f or w ar d

f ar m er

f ar th er

m ur m ur

or d er

h ar b or

ch ar t er

m or t ar


Advanced PhonicsSyllable Map-It AP.012.AM1b

steamboat

1. toenail

2. railroad

3. eighteen

4. proofread

5. mainstream

6. oatmeal

7. weekday

8. newsbreak

9. reindeer

10. freeload


t oe n ai l

n ew s b r ea k

r ei n d ee r

f r ee l oa d

m ai n s t r ea m

w ee k d ay

s t ea m b oa t

r ai l r oa d

eigh t ee n

p r oo f r ea d

oa t m ea l

thimble

1. beagle

2. sample

3. circle

4. comfortable

5. stumble

6. dwindle

7. visible

8. unstable

9. resemble

10. doodle


th i m b le

b ea g le

c ir c le

c o m f or t a b le

s t u m b le

v i s i b le

u n s t a b le

r e s e m b le

d oo d le

s a m p le

d w i n d le

stateroom

1. porcupine

2. screwdriver

3. university

4. prejudge

5. chronicle

6. aftershock

7. moonlight

8. tarnished

9. fortress

10. dragonfly

combined syllables

p or c u p i n

t ar n i sh ed

f or t r e ss

d r a g o n f l y

m oo n l igh t

s t a t r oo m

s c r ew d r i v er

u n i v er s i t y

a f t er sh o ck

ch r o n i c le

p r e j u dge

e

e

Advanced Phonics


Extensions and AdaptationsUse the same syllables as partner and compare words that are made. Record words on paper.Make syllable cards to construct three and four syllable words (Activity Master AP.007.AM5).Use target syllable patterns and syllable bank to make words (Activity Master AP.013.SS2).Write target words, segment into syllables, and identify syllable types (Activity Master AP.013.SS3).

Syllable PatternsAP.013Select Syllables

ObjectiveThe student will produce words using syllables.

MaterialsSyllable cards (Activity Master AP.013.AM1a - AP.013.AM1b)Copy on card stock, laminate, and cut. Student sheet (AP.013.SS1)Paper bagsLabel bags (i.e., initial syllables and final syllables).TimerPencils

ActivityStudents make words by using syllable cards.1. Place initial syllable cards in bag labelled initial syllables. Place final syllable cards in bag labelled

final syllables. Provide students with a timer. Provide each student with a student sheet.2. Students each choose five cards from the initial syllables bag and five cards from the final

syllables bag. Record syllables on student sheet.3. Set the timer for three minutes. 4. Use the cards to make as many words as possible. Record words as they are made on student

sheet. Read words aloud after timer rings.5. Place cards back in the bag and select new cards from the bags and continue to make new words. 6. Teacher evaluation

re

com

fix

fafectpress

ing

ture

ketmar

Sylla

ble

Tile

sA

P.0

13.S

S1

Initial Syllables

Final Syllables

Initial Syllables

Final Syllables

Initial Syllables

Final Syllables

2007 T

he F

lorid

a C

ente

r fo

r R

eadin

g R

esearch

4-5

Stu

dent C

ente

r A

ctiv

ities: A

dvanced P

honic

s

Nam

e

com fix marre fa

ing press fectture ket

fixingfixturemarket


Advanced Phonics

initial syllables

Select Syllables AP.013.AM1a

re per de

in im com

coun pos fix

pic out mar

ca ex

Advanced Phonics


Select SyllablesAP.013.AM1b

final syllables

tract tain cent

fect port side

press ply ing

ties ter ting

ture ward ket

vel ble

fer

nic


NameSelect Syllables AP.013.SS1

Initi

al S

ylla

ble

s

Fina

l Syl

lab

les

Initi

al S

ylla

ble

s

Fina

l Syl

lab

les

Initi

al S

ylla

ble

s

Fina

l Syl

lab

les


NameAP.013.SS2 Select Syllables

Syllable Bankclosed

iglandmin

openfastapro

VCEnitemite

r-controlledgurvorter

vowel pairmainnow

ceed

consonant-legleple

=

=

=

=

=

=

=

=vowel pairopen

VCEclosed

consonant-ler-controlled

vowel pairclosed

consonant-leopen

VCEr-controlled

closedvowel pair

r-controlledopen+

+

+

+

+

+

+

+


NameSelect Syllables AP.013.SS3

anteaterant - eat - er

closed - vowel pair - r-controlled

Syllable Types:

example

closed r-controlledopen vowel pairVCE consonant-le

Advanced Phonics


tuchdowntouchdown

t

touchdown

AP.014

Extensions and AdaptationsRecord compound words and put a slash between the two words (Activity Master AP.014.SS1).Select words to make compound words. For example, the word down could be used to make touchdown or downtown (Activity Master AP.014.AM2a - AP.014.AM2b).Read and segment multisyllabic compound words into two words (Activity Master AP.014.SS2).

Morpheme StructuresCompound Construction

ObjectiveThe student will produce compound words.

MaterialsLetter cards (Activity Master AP.014.AM1a - AP.014.AM1c)Laminate.WhiteboardsVis-à-Vis® markersDictionary

ActivityStudents state and write a compound word that starts with a selected letter.1. Place letter cards face down in a stack. Provide students with a dictionary. Provide each

student with a whiteboard and a Vis-à-Vis® marker.2. Taking turns, students select one card and state letter (e.g., t).3. State a compound word that starts with the letter (e.g., touchdown). 4. If able to state a word, write the word on the card with the Vis-à-Vis® marker. Use the

whiteboard to practice spelling the word, if needed. If unable to state a word, look in the dictionary for a compound word, then write word on card.

5. Read the word. Place slash marks between the two words that make the compound word (e.g., touch/down). Place card face up.

6. Continue until all letter cards are used.7. Peer evaluation


Advanced PhonicsCompound Construction AP.014.AM1a

a b

c d

hg

e f

letter cards

Advanced Phonics


AP.014.AM1b Compound Construction

i j

m n

p

k l

o

letter cards


Advanced PhonicsCompound Construction AP.014.AM1c

q r

s t

yw

u v

letter cards


NameAP.014.SS1 Compound Construction

a bc de fg hi jk lm no pq rs tu vw y


Advanced PhonicsCompound Construction AP.014.AM2a

back boat

house side

booktime

day work

word cards

Advanced Phonics


AP.014.AM2b Compound Construction

down fish

hand out

water

light stand

over

word cards


NameCompound Construction AP.014.SS2

l o u d s p e a k e r s u p e r m a r k e t

u n d e r g r o u n d m o t o r c y c l e

l e v e l h e a d e d s h i p b u i l d i n g

o v e r a c t i v e w a t e r m e l o n

b o o k m o b i l e g r a n d p a r e n t

n e w s p a p e r q u a r t e r b a c k

t h u n d e r s h o w e r u n d e r e s t i m a t e

c o u n t e r b a l a n c e t e n d e r h e a r t e d

Advanced Phonics


ObjectiveThe student will produce words using inflections.

MaterialsInflection cards (Activity Master AP.015.AM1)Word cards (Activity Master AP.015.AM2a - AP.015.AM2b)Student sheet (Activity Master AP.015.SS1)WhiteboardsVis-à-Vis® markersDictionaryPencils

ActivityStudents make new words by combining words and inflections.1. Place word cards and inflection cards face down in two stacks. Provide each student with a

whiteboard and Vis-à-Vis® marker.2. Taking turns, students pick the top card from each stack and state the word and the inflection

(e.g., modify, ed). 3. Attempt to make a word (i.e., modified). Use whiteboard to practice writing word, if necessary.4. If a word is made, record the word on the student sheet and place cards at the bottom of their

respective stacks. Use dictionary to confirm any disputed words.5. If no word can be made, place cards at the bottom of their respective stacks. 6. Continue until each student records ten words on student sheet.7. Teacher evaluation

AP.015 Morpheme StructuresInflection Reflection

Extensions and AdaptationsMake more word cards (Activity Master AP.009.AM2).Segment and blend words and inflections (Activity Master AP.015.SS2 and AP.015.SS3).Write other words and segment into parts (Activity Master AP.015.SS4).

modify

modifyedmodified

inflection

ed


Advanced Phonics

inflection

Inflection Reflection AP.015.AM1

inflection cards

inflection

er

inflection

ing

inflection

ed

inflection

s or es

estinflection

inflection

er

inflection

ing

inflection

ed

inflection

s or es

est

Advanced Phonics


AP.015.AM2a Inflection Reflection

word cards

decay

crunch

demolish

modify

proof

enthrall

happy

harness

clear narrow


Advanced PhonicsInflection Reflection AP.015.AM2b

word cards

puff

trim

box

half

admire

omit

leaf

stun

experience close


NameAP.015.SS1 Inflection Reflection

Word Inflection New Word

+ =

+ =

+ =

+ =

+ =

+ =

+ =

+ =

+ =

+ =


NameInflection Reflection AP.015.SS2

Word Inflection

+=submitted

=largest

=

=

=

=

=

=

=straighter

happiest

coaches

groceries

obeying

prettier

completing

=relieved

+

+

+

+

+

+

+

+

+


NameAP.015.SS3 Inflection Reflection

colony

hitch

qualify

strict

calf

heavy

trespass

publish

dismiss

Word Inflection New Word

+ =

+ =

+ =

+ =

+ =

+ =

+ =

+ =

+ =

+ =

fret

s/es

s/es

ed

est

s/es

er

ing

ed

s/es

ing


NameInflection Reflection AP.015.SS4

Word Inflection

+=

=

=

=

=

=

=

=

=

=

+

+

+

+

+

+

+

+

+

Advanced Phonics


ObjectiveThe student will identify affixes.

MaterialsHeader cards (Activity Master AP.016.AM1)Word cards (Activity Master AP.016.AM2a - AP.016.AM2b)

ActivityStudents sort words into words that have suffixes, prefixes, both prefixes and suffixes, and those that have no affixes.1. Place header cards face up in a row. Place word cards face down in a stack. 2. Taking turns, students select top word card and read it.3. Determine if the word has a prefix, suffix, both, or no affix.4. Place under the corresponding header.5. Continue until all word cards are sorted.6. Peer evaluation

AP.016

Extensions and AdaptationsRecord sorted words and circle affixes (Activity Master AP.016.SS1). Add more words.Make other word cards to sort (Activity Master AP.003.AM3).Identify the word and any affixes (Activity Master AP.016.SS2).Write other words and identify affixes (Activity Master AP.016.SS3).

Morpheme StructuresAffix Sort

reappear

Prefix Suffix No AffixBoth Prefix and Suffix

indefinitely

sleepier

header header header header


Advanced Phonics

header

header

header

header

Affix Sort AP.016.AM1

Prefix Suffix

No AffixBoth Prefix and Suffix

header cards

Advanced Phonics


AP.016.AM2a Affix Sort

knowledgeable

unsafe

illiterate reappear

constantly exclamation

sleepier

nonspecific

word cards


Advanced PhonicsAffix Sort AP.016.AM2b

cable

restating

irresistible indefinitely

uncle mother

empty

unimpressed

word cards


Name

Both Prefix and SuffixSuffixPrefix No Affix

AP.016.SS1 Affix Sort


Name

irresponsible

Affix Sort AP.016.SS2

Word Suffix

=prehistoric

=miscalculated

=

=

=

=

=

=

=unrecognizable

rededication

decomposition

unequally

disrespectful

insecurity

=nonoperational

Prefix

++

++

++

++

++

++

++

++

++

++


NameAP.016.SS3 Affix Sort

Word Suffix

=

=

=

=

=

=

=

=

=

=

Prefix

++

++

++

++

++

++

++

++

++

++


Advanced Phonics

ObjectiveThe student will identify base words.

MaterialsBase word cards (Activity Master AP.017.AM1)Word cards (Activity Master AP.017.AM2a - AP.017.AM2c)

ActivityStudents group multisyllabic words containing the same base word.1. Place base word cards face down in a stack. Place word cards face down in a separate stack. 2. Students each select four cards from the base word stack. Read the words and place face up

in a row. 3. Taking turns, students select a card from the word stack. Read it (e.g., unconditional).4. Determine if the word is derived from one of their four base words (i.e., condition). If there is a correspondence, read the related words and place word card under

corresponding base word. If there is no match, place card at the bottom of the stack. 5. Continue until all word cards are placed.6. Peer evaluation

Morpheme StructuresFour Word

Extensions and AdaptationsRecord base words and related words (Activity Master AP.017.SS1).Write other base words and related words (Activity Master AP.017.SS2).Write base word or root in square and related words in circles (Activity Master AP.017.SS3).Make other base word and corresponding word cards (Activity Master AP.003.AM3).

AP.017

unconditional

base word

conditionbase word

servebase word

perfectbase word

maintain

pleasant

base word

fortunebase word

pleasebase word

differbase word

similar

Advanced Phonics


base wordbase word

base wordbase word

base wordbase word

base wordbase word

fortune

condition

please

serve

differ

perfect similar

Four Word AP.017.AM1

maintain

base word cards


Advanced PhonicsFour Word AP.017.AM2a

word cards

fortunate

unfortunately

misfortune

pleasant

unpleasing pleasurable

conditioner conditioned

Advanced Phonics


Four WordAP.017.AM2b

unconditional

serviceable

service

disservice

indifferent difference

differently maintenance

word cards


Advanced PhonicsFour Word AP.017.AM2c

word cards

maintained

imperfect

maintainable

perfectly

perfection dissimilar

similarity dissimilarity


NameFour WordAP.017.SS1

base

word

word

word

word

base

word

word

word

word

base

word

word

word

word

base

word

word

word

word

base

word

word

word

word

base

word

word

word

word

base

word

word

word

word

base

word

word

word

word

fortu

nep

lea

seco

nditi

onse

rve

diff

erm

ain

tain

per

fect

simila

r


Name

base

word

word

word

word

base

word

word

word

word

base

word

word

word

word

base

word

word

word

word

Four Word AP.017.SS2

base

word

word

word

word

base

word

word

word

word

base

word

word

word

word

base

word

word

word

word


NameFour WordAP.017.SS3


Advanced PhonicsMorpheme StructuresAffix Fit

AP.018

Extensions and AdaptationsMake other base word and affix cards (Activity Masters AP.003.AM3, AP.018.AM3).Write new words using base words and affixes (Activity Master AP.018.SS2).Write words using common affixes (Activity Master AP.018.SS3).Write words using target base words and affixes (Activity Master AP.018.SS4).

ObjectiveThe student will blend base words with affixes.

MaterialsBase word cards (Activity Master AP.018.AM1a - AP.018.AM1b)Affix cards (Activity Master AP.018.AM2)Student sheet (Activity Master AP.018.SS1)Paper bagsLabel bags (i.e., base words and affixes).TimerPencils

ActivityStudents combine base words and affixes to make new words.1. Place base word cards in bag labelled base words. Place affix cards in bag labelled affixes.

Provide students with a timer. Provide each student with a student sheet.2. Students each choose five cards from the base words bag and five cards from the affixes bag.

Record selected base words and affixes on student sheet.3. Set the timer for three minutes. 4. Use the cards to make as many words as possible. Record words as they are made on the

student sheet. Read words aloud after timer rings.5. Place words and affixes back in the bags and select new cards from the bags and continue

to make new words. 6. Teacher evaluation

un lyim ibleable

ed

direct constructperfect employcollect

P.018.SS1

Affix Fit

Base Words

Affixes

Base Words

Affixes



Name

construct direct perfectcollect employ

un ible, able ed ly imimperfectperfectly

employableunemployed

affixes

Advanced Phonics


base wordbase word

base wordbase word

base wordbase word

base wordbase word

AP.018.AM1a Affix Fit

construct

select

correct

corrupt

direct order

collect perfect

base word cards


Advanced Phonics

base wordbase word

base wordbase word

base wordbase word

base wordbase word

Affix Fit AP.018.AM1b

base word cards

predict

consider

invent

affect

present employ

pass contract

Advanced Phonics


dis ed

in

er

ive ly non

im

or

re

affix cards

AP.018.AM2 Affix Fit

ibleable

ingiontion

ationition

ses un


NameAP.018.SS1Affix Fit

Base Words

Affixes

Base Words

Affixes

Advanced Phonics


AP.018.AM3 Affix Fit

blank affix cards



Affix Bank

adapt compress like attach

form contact success comfort

s, esestinged

re-un-in-dis-non-

-able, -ible-ation-ion-ive-er-or


NameAP.018.SS3 Affix Fitun

--s

, -es

in-,

im-

en-,

em-

-er,

-or

non-

-ed

re-

-ing

-lyd

is--io

n, -t

ion,

-a

tion,

-itio

n



Affix Bank

Advanced Phonics


AP.019 Morpheme StructuresEmbellished Words

Extensions and AdaptationsRecord words made using the affixes and base words during game (Activity Master AP.019.SS1).Make games using other affixes (Activity Master AP.019.AM3a - V.019.AM3b).Make other word cards to use with either game board (Activity Master AP.019.AM4).Identify and write base words and suffixes (Activity Master AP.019.SS2).

ObjectiveThe student will blend base words with affixes.

MaterialsGame board (Activity Master AP.019.AM1a - AP.019.AM1b)Word cards (Activity Master AP.019.AM2a - AP.019.AM2e)Laminate.Number cube (Activity Master AP.006.AM3)Vis-à-Vis® markersGame pieces (e.g., counters)

ActivityStudents make words using base words and affixes by playing a board game.1. Place game board, number cube, and game pieces on a flat surface. Place word cards face

down in a stack on the game board.2. Taking turns, students roll the number cube and move game piece the number of spaces

shown. Read affix on the game board (e.g., dis).3. Pick up a word card and read it (e.g., cover).4. Say the affix with the word (i.e., discover). 5. If the affix and base word make a new word, write it on the card using a Vis-à-Vis® marker.

Note: Combining the base word with affixes and inflections may require deletion or addition of letters (e.g., “organize” plus “ing” is spelled “organizing” without the “e”).

6. Keep the card with the new word. If the affix and word do not make a word, hold the word card until the next turn and try again with a new affix.

7. Continue until all word cards are used to make words. 8. Peer evaluation

“The word is ‘cover,’ and the affix is ‘dis.’ They make the word ‘discover’ when put together.”

coverdiscover


Advanced PhonicsEmbellished Words AP.019.AM1a

ingers uned

ingedun ser

able

ation

ion

ly

dis

un

re

start

Advanced Phonics


AP.019.AM1b Embellished Words

lydisre ationion

ionationable disly

s

er

ing

ed

un

able

re

cards



word cards

combine

color

believe

associate

admire

Advanced Phonics



employ

create

cover

construct

complete

word cards


Advanced PhonicsEmbellished Words AP.019.AM2c

word cards

like

negotiate

form

examine

establish

Advanced Phonics


AP.019.AM2d Embellished Words

word cards

locate

place

perfect

pass

organize


Advanced PhonicsEmbellished Words AP.019.AM2e

word cards

value

stop

sense

read

quote


NameAP.019.SS1 Embellished Words

Base Word Prefix or Suffix New Word

+ =

+ =

+ =

+ =

+ =

+ =

+ =

+ =

+ =

+ =



start

Advanced Phonics



cards


Advanced PhonicsEmbellished Words AP.019.AM4

blank word cards


NameAP.019.SS2 Embellished Words

Word Suffix

+=repetition

=exclamation

=

=

=

=

=

=

=explanation

reception

judicial

curiosity

reliability

pronunciation

succession

=mechanic

+

+

+

+

+

+

+

+

+

Advanced Phonics


Morpheme StructuresRoot Hoot

AP.020

Extensions and AdaptationsSort words by roots or add roots to play game (Activity Master AP.020.AM3a - AP.020.AM3c).Make other word cards to play game (Activity Master AP.020.AM4).Use base words, roots, and affixes to make words (Activity Masters AP.020.SS1 and AP.020.SS2).Write root on tree trunk and related words on branches (Activity Master AP.020.SS3).

ObjectiveThe student will identify roots in multisyllabic words.

MaterialsWord cards (Activity Master AP.020.AM1a - AP.020.AM1l)Change root cards (Activity Master AP.020.AM2a - AP.020.AM2b)

ActivityStudents identify words that share the same root by playing a card game.1. Mix word cards and “change root” cards together and place face down in a stack.2. Each students selects five cards from the stack.3. Taking turns, student one places a card face up on the table (e.g., respect). This forms a

discard pile.4. Student two reads the word aloud, identifies the root (i.e., respect, the root is “spec”), and places another card with the same root face up on top of the card placed by student one (e.g., spectacular).5. If student two does not have a word with the same root, selects cards from the stack until

a word with the same root is selected. Places card on the pile. Or, may use a “change root” card to change root. Places “change root” card plus a word card with selected root on top of the pile. Note: Mix cards in discard pile and turn over when cards in stack are all used.

6. Continue to place cards until one student is out of cards.7. Peer evaluation

RH

RH

RH

RH

RH

RH

respect

RH

RH

spectacular

Advanced Phonics


RH

RH

RH

RH

RH

RH

RH

RH

Root HootAP.020.AM1a

spectacular spectacle

introspect perspective

word cards


Advanced Phonics

RH

RH

RH

RH

RH

RH

RH

RH

Root Hoot AP.020.AM1b

respect dictionary

contradiction predict

word cards

Advanced Phonics


RH

RH

RH

RH

RH

RH

RH

RH

Root HootAP.020.AM1c

verdict dictator

saxaphone microphone

word cards


Advanced Phonics

RH

RH

RH

RH

RH

RH

RH

RH

Root Hoot AP.020.AM1d

megaphone symphony

phonics moped

word cards

Advanced Phonics


RH

RH

RH

RH

RH

RH

RH

RH

Root HootAP.020.AM1e

peddler pedigree

quadruped pedestrian

word cards


Advanced Phonics

RH

RH

RH

RH

RH

RH

RH

RH

Root Hoot AP.020.AM1f

credit credulous

credential incredible

word cards

Advanced Phonics


RH

RH

RH

RH

RH

RH

RH

RH

Root HootAP.020.AM1g

tractor subtract

distract attractive

word cards


Advanced Phonics

RH

RH

RH

RH

RH

RH

RH

RH

Root Hoot AP.020.AM1h

extract porter

import portable

word cards

Advanced Phonics


RH

RH

RH

RH

RH

RH

RH

RH

Root HootAP.020.AM1i

support report

erupt rupture

word cards


Advanced Phonics

RH

RH

RH

RH

RH

RH

RH

RH

Root Hoot AP.020.AM1j

corrupt abrupt

bankrupt enact

word cards

Advanced Phonics


RH

RH

RH

RH

RH

RH

RH

RH

Root HootAP.020.AM1k

transact activity

activate actress

word cards


Advanced Phonics

RH

RH

RH

RH

RH

RH

RH

RH

graphite biography

paragraph cartography

Root Hoot AP.020.AM1l

word cards

Advanced Phonics


RH

RH

RH

RH

RH

RH

RH

RH

changeroot

changeroot

changeroot

changeroot


change root cards


Advanced Phonics

RH

RH

RH

RH

RH

RH

RH

RH

changeroot

changeroot

changeroot

changeroot


change root cards

Advanced Phonics


RH

RH

RH

RH

RH

RH

RH

RH

spec dict

phon ped


root word cards


Advanced Phonics

RH

RH

RH

RH

RH

RH

RH

RH

cred tract

port rupt


root word cards

Advanced Phonics


RH

RH

RH

RH

RH

RH

RH

RH

act graph

Root HootAP.020.AM3c

root word cards


Advanced PhonicsRoot Hoot AP.020.AM4

blank word cards

RH

RH

RH

RH

RH

RH

RH

RH


NameRoot HootAP.020.SS1

re pre

dis

im/in

ab

le

ion

dic

ttra

ctp

ort

fer

Root

s

Affix

es

note

: som

e b

oxes

ma

y no

t ha

ve w

ord

s


NameRoot Hoot AP.020.SS2

Root

s

Affix

es

note

: som

e b

oxes

ma

y no

t ha

ve w

ord

s


NameRoot HootAP.020.SS3

root

root

root

root


Advanced Phonics

ObjectiveThe student will identify affixes, roots, base words, syllables, and variant correspondences in words.

MaterialsIf the Clue Fits triangles (Activity Master AP.021.AM1a - AP.021.AM1b)Clue cards (Activity Master AP.021.AM2a - AP.021.AM2c)Answer key (Activity Master AP.021.AM3a - AP.021.AM3b)An answer key is provided for optional use.Game pieces (e.g., counters)

ActivityStudents identify words by using advanced phonics-related clues.1. Place clue cards face down in a stack. Provide each student with a different triangle and

game pieces.2. Taking turns, students draw a card from the stack and read it (e.g., has three syllables, two

syllables are closed, root is “rupt”).3. Look for word on triangle that fits description (i.e., disruptive). Read word and place game

piece on that spot. Place clue card in a discard pile.4. If no word is found which matches description, place clue card at the bottom of the stack.5. Continue activity until all matches are made.6. Peer evaluation

AP.021

Extensions and AdaptationsMake other clue cards and triangles (Activity Masters AP.003.AM3 and AP.021.AM4).Write words based on clues (Activity Master AP.021.SS).

Morpheme StructuresIf the Clue Fits

“disruptive”

pin

econ

e

A

und

erw

eig

htin

dec

isive

ly

dea

ctiv

ate

unre

liab

leop

pos

ition

elec

trici

tym

isund

erst

and

conv

ersa

tion

rep

lace

men

t

railroa

d

B

superm

arkets

enlightening

disrup

tiveuna

pp

roacha

ble

undercooked

unfinishedp

opulla

tedenterta

inment

forgotten

clue

has three syllables

two syllables are closed

root is “rupt”

***

Advanced Phonics


If the Clue FitsAP.021.AM1a

pin

econ

e

A

und

erw

eig

htin

dec

isive

ly

dea

ctiv

ate

unre

liab

leop

pos

ition

elec

trici

tym

isund

erst

and

conv

ersa

tion

rep

lace

men

t

word triangle A


Advanced PhonicsIf the Clue Fits AP.021.AM1b

railr

oad

B

sup

erm

ark

ets

enlig

hten

ing

disr

uptiv

eun

ap

pro

ach

ab

leun

der

cook

ed

unfin

ished

pop

ula

ted

ente

rtain

men

tfo

rgot

ten

word triangle B

Advanced Phonics


has four syllables

“s” makes the sound /z/

has a suffix

clue clue

clue clue

clue clue

clue clue

clue cards

If the Clue FitsAP.021.AM2a

has two VCE syllables

one syllable has / /

compound word

has three syllables

third syllable has /a/

compound word

has five syllables

has one prefix and two suffixes

base word is “decide”

has four syllables

has a prefix

root is “act”

has five syllables

prefix is a closed syllable

base word is “rely”

has four syllables

has r-controlled syllable

has a suffix

has five syllables

last syllable is open

“c” has two different sounds

***

***

***

***

***

***

***

***


Advanced Phonics

clue clue

clue clue

clue clue

clue clue

If the Clue Fits AP.021.AM2b

clue cards

has four syllables

three syllables are closed

has a prefix

has three syllables

has a VCE syllable

has a prefix and suffix

has two vowel pair syllables

one syllable has /a/

is a compound word

has four syllables

two syllables are r-controlled

is a compound word

has four syllables

has one prefix and two suffixes

base word is “light”

has three syllables

two syllables are closed

root is “rupt”

has five syllables

last syllable is consonant-le

base word is “approach”

has three syllables

affix says /t/

has one vowel pair syllable

***

***

***

***

***

***

***

***

Advanced Phonics


clue clue

clue clue

clue clue

clue clue

If the Clue FitsAP.021.AM2c

clue cards

has four syllables

has one vowel pair syllable

has a suffix

has three syllables

has two affixes

one of the affixes says /t/

has four syllables

second syllable is open

has a suffix

has three syllables

second syllable is closed

has a suffix

***

***

***

***


Advanced PhonicsIf the Clue Fits AP.021.AM3a

has two VCE syllablesone syllable has / /compound word

has three syllables third syllable has /a/compound word

has five syllableshas one prefix and two suffixesbase word is “decide”

has four syllables has a prefix root is “act”

has five syllablesprefix is a closed syllablebase word is “rely”

has four syllables“s” makes the sound /z/has a suffix

has four syllables has r-controlled syllablehas a suffix

has five syllables last syllable is open“c” has two different sounds

has four syllables three syllables are closedhas a prefix

has three syllables has a VCE syllablehas a prefix and suffix

Answer Key Apinecone

underweight

deactivate

indecisively

unreliable

opposition

electricity

conversation

misunderstand

replacement

Advanced Phonics


Answer Key BIf the Clue FitsAP.021.AM3b

railroad

supermarkets

disruptive

enlightening

unapproachable

undercooked

unfinished

entertainment

populated

forgotten

has two vowel team syllablesone syllable has /a/compound word

has four syllables two syllables are r-controlled compound word

has four syllableshas one prefix and two suffixesbase word is “light”

has three syllablestwo syllables are closedroot is “rupt”

has five syllables last syllable is consonant-lebase word is “approach”

has three syllablesaffix says /t/has one vowel pair syllable

has four syllableshas vowel pair syllablehas a suffix

has three syllables has two affixes one of the affixes says /t/

has four syllablessecond syllable is openhas a suffix

has three syllables second syllable is closedhas a suffix


Advanced PhonicsIf the Clue Fits AP.021.AM4

blank triangle


NameIf the Clue FitsAP.021.SS

has two syllables

both syllables have vowel pairs

has three syllables

has a suffix

has three syllables

first syllable is r-controlled

has two syllables

“c” in first syllable says /s/

has four syllables

last syllable is VCE

has three syllables

has a prefix

has three syllables

root is “act”

has three syllables

root is “struct”


Advanced Phonics

ObjectiveThe student will identify affixes, roots, base words, syllables, and variant correspondences in words.

MaterialsText Choose a one-page passage within students’ instructional-independent reading level range.Copy text. Optional: Laminate passage and use a Vis-à-Vis® marker.HighlighterDictionaryNotebook paperPencil

ActivityStudents decode unfamiliar words by analzing their parts.1. Provide the student with a copy of the text, highlighter, and dictionary.2. Student starts to read the text. 3. If unable to read a word, highlights the word, and writes on paper.4. Uses pencil to underline any prefix or suffix. 5. Identifies the vowel sounds and puts slash marks in between the syllables.6. Attempts to pronounce the word. Reads the word again faster. 7. Rereads the sentence with the word. If the word makes sense continues reading. If the

word does not make sense, pronounce word in a different way until it does make sense (e.g., pronounce the “c” in “combination” with a /k/ instead of /s/). Looks up word in dictionary, if necessary.

8. Continues until the entire text is read.9. Teacher evaluation

Extensions and AdaptationsAdd student-friendly definitions or sentences to show meaning of the recorded words. Use tent card as a reference when reading (Activity Master AP.022.AM1).Circle affixes, identify vowel sounds, and make slash marks between the syllables (Activity Master AP.022.SS).

AP.022Morpheme StructuresWord Way

c o m b i n a t i o nt r a n s p o r t a t i o nd e v e l o p e du n b e l i e v a b l e

Mammals are a class of animals that share many characteristics. Most have

babies that are born alive, make milk for their babies, and care for their young more

than other groups of animals. They also have hair on their bodies and they are warm-

blooded which means their body temperature stays about the same no matter what

the weather is like.

Although mammals have a lot in common with each other there are also some

ways in which they differ. One thing that is different is that mammals eat many types

of foods. Some eat only plants, some eat only meat, and some eat a combination of

both meat and plants. Some types of mammals even eat insects.

There are three main groups of mammals. One group lays eggs and includes

the duck-billed platypus. Another group has pouches in which they provide

transportation for their babies. The third group doesn’t have pouches because their

babies are more developed when they are born. Some examples of mammals are

beavers, cows, dogs, tigers, and even whales. Human beings are mammals, too. It’s

almost unbelievable that all these animals belong to the same group.

Advanced Phonics


Word WayAP.022.AM1

How to Read an Unfamiliar Word1. Look at the word.2. Identify prefixes and suffixes.3. Note the vowel sounds in the rest of the word and divide the word

into syllables.5. Say the parts of the word together.6. Say the parts together again fast. 7. Ask, “Is this a word I know? Does it make sense in the sentence?” - If it doesn’t make sense try pronouncing it a different way. For

example, some consonants and vowels can be pronounced differently (e.g., “c” can have the sound of /s/ or /k/, “ea” can have the sound of /e/ or /e/).

- Look the word up in the dictionary, if necessary.8. When the word is identified, read the sentence again with the word.9. Good job! Keep reading.

How to Read an Unfamiliar Word1. Look at the word.2. Identify prefixes and suffixes.3. Note the vowel sounds in the rest of the word and divide the word

into syllables.5. Say the parts of the word together.6. Say the parts together again fast. 7. Ask, “Is this a word I know? Does it make sense in the sentence?” - If it doesn’t make sense try pronouncing it a different way. For

example, some consonants and vowels can be pronounced differently (e.g., “c” can have the sound of /s/ or /k/, “ea” can have the sound of /e/ or /e/).

- Look the word up in the dictionary, if necessary.8. When the word is identified, read the sentence again with the word.9. Good job! Keep reading.


NameWord Way AP.022.SS

i m p o r t e d

i n s c r i p t i o n

p r e d i c t a b l e

d i s r u p t i n g

i m p e d i m e n t

e x p e d i t i o n

e n d o t h e r m i c

d e t r a c t o r

i n a u d i b l e

p e r s p e c t i v e

i n c o m p l e t e n e s s

m i s i n f o r m a t i o n

r e l o c a t i o n

u n d e s i r a b l e

u n e v e n t f u l

s e a m l e s s

References

The Florida Center for Reading Research. (2005). Student center activities. Retrieved from http://www.fcrr.org/Curriculum/studentCenterActivities.shtm Wren, Sebastian. (2001). The phive phones of reading. Topics in early reading coherence. Southwest educational development laboratory.

http://www.fcrr.org/Curriculum/studentCenterActivities.shtm�

-5 - te215th_activities.pdf · record the homophones and circle the spelling differences ... look...

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