inc olor in reading writing file-folder centers t … k... · reading & writing file-folder...

Grades K–1

Just cut and fold standard file folders for

instant centers!

Just cut and fold standard file folders for

instant centers!

12 Irresistible and Easy-to-Make Centers That Help Children Practice and Strengthen Important Reading and Writing Skills

Reading & Writingin COLORFile-Folder Centers

Mini

Reading & Writingin COLORFile-Folder Centers

Mini

T hese unique, easy-to-assemble mini centers will be a big hit with kids! It’s so simple: just cut file folders in half, fold into quarters, glue in the colorful templates—and these fun-filled learning centers are ready to go!

Designed to reinforce important reading and writing skills, the activities are great for students to use independently or in learning centers. And the small size makes them easy to store as well as to send home with students for extra practice. Topics include matching letters, letter-sound relationships, segmentation, vowels, rhyming, sight words, and more!

Look for these other great books:

ISBN-13: 978-0-545-17692-7ISBN-10: 0-545-17692-1

EAN

$17.99 U.S. SC-517692

File-Folder Games in Color: Phonics

Grades K–2 ISBN: 0-439-51767-2

File-Folder Games in Color: Word Families

Grades K–2 ISBN: 0-439-51768-0

Pocket-Folder Centers in Color: Reading

Grades K–1ISBN: 0-545-13038-7

The Most Trusted Name In Learning®

www.scholastic.com

by Betty Jo Evers

This book is dedicated to my husband, David (educator and secondary school administrator),

who has provided consistent support and encouragement throughout my teaching career.

Without his guidance, my life as a teacher, presenter, and writer would not have been possible.

Scholastic Inc. grants teachers permission to photocopy the reproducible pages from this book for classroom use.

No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form

or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher.

For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012.

Edited by Immacula A. Rhodes

Cover design by Jason Robinson

Interior design by Solas

Cover and interior illustrations by Teresa Anderko, Maxie Chambliss, and Rusty Fletcher

ISBN-13: 978-0-545-17692-7

ISBN-10: 0-545-17692-1

Copyright © 2010 by Betty Jo Evers

Illustrations © 2010 by Scholastic Inc.

Published by Scholastic Inc. All rights reserved. Printed in China.

1 2 3 4 5 6 7 8 9 10 16 15 14 13 12 11 10

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ContentsAbout This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

What’s Inside . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Making & Using the Mini File-Folder Centers . . . . . . . . . . . . . . . . 5

What the Research Says . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Meeting the Language Arts Standards . . . . . . . . . . . . . . . . . . . . 8

Mini File-Folder CentersLetter Match (matching letters) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Great Beginnings With Bb and Dd (initial sound of B and D) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Sweet Cc Treats (initial sound of hard C) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Rr and Ww Sound-Sort Webs (initial sound of R and W) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Short Vowel Sound-Out (short vowels) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Word-Building With Consonants (initial and final consonants) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Words Sound-by-Sound (segmentation) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Rhyme Time (word families) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Wonderful Color Words (word configurations) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Out-of-This-World Number Words (word configurations) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sight-Word Speed Read (sight word recognition) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Looking Out for One or More (singular and plural nouns) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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17

21

25

29

33

38

42

47

51

. 56

4

About This BookAs teachers, we realize that children learn at different times and in

different ways . The desire to help every child succeed leads us to

research, learn, and gather information to make teaching as effective as

possible . We are constantly in search of ideas and materials that capture

children’s interest and motivate them to engage in independent reading

and writing activities . Mini File-Folder Centers in Color: Reading & Writing,

Grades K–1 was created for just this purpose .

In the 3rd edition of Best Practice: Today’s Standards for Teaching and

Learning in America’s Schools by Steven Zemelman, Harvey Daniels, and

Arthur Hyde, (Heinemann, 2005), the authors remind us that, “A room

with centers offers kids variety in the day, a chance to engage content

actively, natural occasions for quiet talk, opportunities for spontaneous

collaboration, and the responsibility for making choices .” The classroom-

tested learning centers in this book give children a fun, engaging way to

practice and build skills that help them meet the language arts standards,

including the Big Five—phonemic awareness, phonics, vocabulary,

comprehension, and fluency—the essential components in the Reading

First Program guidelines identified in the No Child Left Behind Act . (See

“What the Research Says” and “Meeting the Language Arts Standards,”

page 8, for more .) In addition, the unique mini file-folder format appeals

to kids of all learning styles, while the self-checking activities encourage

independence and lend support to children who need extra help in

reading and writing .

The mini centers are a snap to set up and store: Just cut out the

templates, glue them inside file folders that have been cut in half and

folded into quarters, and you’ve got twelve instant centers! The activities

are designed to reinforce children’s reading and writing skills and include

topics such as matching letters, letter-sound relationships, vowels,

segmentation, word families, sight words, and more . And they make a

great classroom management tool—whether used as anchor activities

or sponge activities (exercises that support learning by giving children

opportunities to practice, reinforce, or extend skills they already know)—

the centers are perfect for individual or partner work, as well as for small-

group instruction .

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] an introductory page for the

teacher that shows how the

center is assembled

] a list of materials needed to

prepare and use the activity

] step-by-step assembly directions

] extension activities, including

writing activities that continue

reinforcing children’s skills

and interest

] a label with the title of each

center for the file-folder tab

] a pocket to attach to the front

of the file folder for storing the

activity cards

] colorful templates to glue

to the inside of the folder

] directions that explain to

children how to use the center

] activity cards

] an answer key

What’s Inside Everything you need for the mini file-folder centers is included in this resource .

Each center activity includes the following:

Making the Mini File-Folder CentersFollow these easy directions to prepare the mini file folders and

assemble the centers .

How to Prepare the Mini File Folders 1. Cut each extended-tab file folder in half horizontally .

2. Open the folders . Then fold the left side of

each mini file folder toward the center fold .

Fold it to the right two more times .

When finished, you’ll have a foldout mini file folder

that’s divided into four sections by the folds .

first fold second fold third fold

Materials

* 6 extended-tab file folders (in a variety of colors, if available)

* scissors

* glue stick or rubber cement

* craft knife

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How to Assemble the Mini File-Folder Centers 1. Glue the center label onto the file-folder tab .

2. With the tab of the folded folder at the right, glue (or tape) the pocket

to the front . Glue only along the top, bottom, and left edges of the

pocket, leaving the right edge open to serve as the pocket opening .

3. Glue the answer key to the back of the file folder .

4. Open the folder and glue the three templates and directions to the

inside sections . (Glue the directions to the far-right section .)

5. Laminate the assembled folder and activity cards for durability .

After laminating, use a craft knife to carefully slit open the pocket .

Assembly Tips

* Before cutting the activity cards apart, make additional color or black-and-white copies to have on hand in case pieces are lost.

* To help children keep the activity cards in place when using a center, you might affix self-adhesive Velcro® dots to the inside of the folder and on the back of each card.

Template 1 Template 2 Template 3

Directions

Cards

Label

mouseshell

trainhousebee

duck

Answer Key(back of folder)

Pocket Opening

Pocket(front of folder)

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Using the Mini File-Folder Centers

] Before introducing the centers to children, conduct

mini-lessons to review the reading concepts used in

each center .

] Model for children how to use each center .

] Store the mini file-folder activities in a learning center

and encourage children to use them for independent

learning activities before or after school, during

center or free-choice time, when they have finished

other tasks, or while you work with other individuals or

small groups .

] Keep a supply of pencils, markers, and paper

available with the centers . Have children complete

a writing component for each activity . Some center

directions specifically include a step that involves

writing, and you’ll find additional writing activities in

the Extending the Activities section for each center .

] When children complete a center, invite them to

share their work, including the writing component,

with others . Afterward, you might have them place

their writing sample in a specified location . You can

use their work to track progress and assess skills .

] Keep the centers handy for use as quick assessments

or for volunteer tutors to use as instructional tools .

] Send the mini file-folder centers home with children

to give them extra practice and to encourage family

involvement in their learning .

One Step FurtherSharing learning is a key component in using the mini file-folder centers. After children complete an activity, provide the time and opportunity for them to share their responses with a friend, partner, small group, or the entire class. When children share what they learn with others, they get further practice in applying their reading and writing skills as they also build vocabulary, communication, and social skills.

Storage TipA small shoebox makes an ideal storage container for your mini file-folder centers. You might reinforce the corners of the box and lid with strapping tape for durability, then cover both with decorative paper or vinyl. To prepare for use, set the box inside the lid. Then stand the folders tab end up in the box so children can easily see the labels to find the center they’ll work with. For storage after the school year, lay the centers flat in the box and place the lid on top.

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What the Research SaysIn his book The Science of Spelling: The Explicit Specifics That Make Great

Readers and Writers (Heinemann, 2004), Richard Gentry states that “When

we teach the knowledge needed for spelling to the beginning reader—

knowledge about sounds, letter knowledge, concept of what a word is,

phonemic awareness, knowledge of the alphabetic principle for mapping

spoken language to its printed form, knowledge of spelling patterns

(i .e ., phonics), and how phonics brings some pattern and consistency

to a very complex system for mapping printed language to spoken

language—we are teaching the underlying knowledge needed for

reading, and for writing .”

Connections to the McREL Language Arts StandardsMid-continent Research for Education and Learning (McREL), a nationally recognized nonprofit organization, has compiled and evaluated national and state standards—and proposed what teachers should provide for their K–1 students to grow proficient in reading. The activities in this book support the following standards:

ReadingUses the general skills and strategies of the reading process including:

• Uses mental images based on pictures and print to aid in comprehension of text

• Uses basic elements of phonetic analysis (common letter-sound relationships, beginning and ending consonants, vowel sounds, word patterns) to decode unknown words

• Uses basic elements of structural analysis (syllables, spelling patterns) to decode unknown words

• Understands level-appropriate sight words and vocabulary

WritingUses grammatical and mechanical conventions in written compositions including:

• Uses conventions of print in writing

• Uses complete sentences in written compositions

• Uses conventions of spelling in written compositions

• Uses conventions of capitalization and punctuation in writing

Source: Kendall, J. S., & Marzano, R. J. (2004). Content knowledge: A compendium of standards and benchmarks for K-12 education. Aurora, CO: Mid-continent Research for Education and Learning. Online database: http://www.mcrel.org/standards-benchmarks/

Connections to the Reading First ProgramThe activities in this book are also designed to support you in implementing the Reading First Program, authorized by the U.S. Department of Education’s No Child Left Behind Act. The National Reading Panel has identified the five key areas of reading instruction as follows:

Phonemic AwarenessThe ability to hear, identify, and manipulate phonemes—the sounds of spoken language

Phonics DevelopmentThe ability to understand the predictable relationship between phonemes and graphemes—the letters and spellings that represent those sounds in written language—that helps readers recognize familiar words accurately and automatically and to decode unfamiliar words

Vocabulary DevelopmentThe ability to store information about the meanings and pronunciation of words necessary for communicating, including vocabulary for listening, speaking, reading, and writing

FluencyThe ability to read text accurately and quickly that allows readers to recognize words and comprehend at the same time

ComprehensionThe ability to understand and gain meaning from material read

Source: Guidance for the Reading First Program. (U.S. Department of Education Office of Elementary and Secondary Education, 2002).

Meeting the Language Arts Standards

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BANNERHow to Assemble

Materials•

Skill: XXXXXXXX

9

Skill: XXXX

Materials

* pages 11–15

* f oldout mini file folder

* scissors

* glue

Letter MatchHow to Assemble 1. Cut out the mini file-folder label, pocket, and

answer key on page 11 . Glue the label onto the

file-folder tab . Then glue the top, bottom, and left

edges of the pocket to the front of the folder . Glue

the answer key to the back of the folder .

2. Cut out the three templates, directions, and letter

cards on pages 13 and 15 . Open the file folder

and glue each template and the directions to the

inside sections, as shown . When the center is not

in use, store the cards in the pocket on the front

of the folder .

Extending the ActivityTo extend learning, instruct children to do the following:

] Match uppercase and lowercase magnetic letters

on a magnet board .

] Write each letter and use it in a drawing of

something that begins with that letter .

Skill: Matching Letters

9

Template 1

Template 2 Template 3

Directions

Cards



Label

a

e

p

m

r

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swe

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Lette

r Mat

ch •

10

Pocket

Lett

er

Ma

tch

Lab

el

Lett

er

Ma

tch

Ans

we

rs

A :

a

F :

f I :

i

H :

h

B :

b

P :

p R

: r

E :

e

N :

n T :

t

D :

d

M :

m

Let ter Match

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Lette

r Mat

ch •

Tem

pla

te 1

Tem

pla

te 2

AF

BP E

RH

I

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Lette

r Mat

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Directions

Directions1. Take out the cards.

2. Match each lowercase letter to its uppercase letter.

3. Check your answers.

4. Write each letter pair on a sheet of paper.

Template 3

N

D

T

M

a f i h

b p r e

n t d m

Letter Cards

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Skill: INITIAL SouND oF B AND D

Great Beginnings With Bb and Dd

How to Assemble 1. Cut out the mini file-folder label, pocket, and





2. Cut out the three templates, directions, and picture





of the folder .


] Draw five things that begin with the sound for each

letter: B and D .

] Write the words for the picture cards that begin with

B on one side of a sheet of paper and those that

begin with D on the other side .

Materials

* pages 19–23


* scissors

* glue

Template 1


Directions

Cards

Label



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Gre

at B

egin

ning

s W

ith B

b an

d D

d •

Pocket

Gre

at B

egin

ning

s W

ith B

b a

nd D

d

Ans

wer

s

An

swe

rs

Bb

Dd

Gre

at

Be

gin

nin

gs

Wit

h B

b a

nd

Dd

Lab

el

Great Beginnings With Bb and Dd

DdBb

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Gre

at B

egin

ning

s W

ith B

b an

d D

d •

Tem

pla

te 1

Bb

Dd

Tem

pla

te 2

Bb

Dd

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at B

egin

ning

s W

ith B

b an

d D

d •

Template 3

Bb Dd

Directions


2. Name the picture on each card.

3. Which sound does it begin with: B or D?

Place the card under that letter.


Picture Cards

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Skill: INITIAL SouND oF HARD C

Sweet Cc TreatsHow to Assemble 1. Cut out the mini file-folder label, pocket, and










of the folder .


] Write the word for each picture card that begins

with the hard C sound .

] Draw a picture of five other things that begin with

the hard C sound .

Materials

* pages 27–31


* scissors

* glue

TipYou might tell children that four picture

cards show items that do not begin with

the C sound.

Template 1


Directions

Cards



Label

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An

swe

rs

Swee

t Cc

Trea

ts •

Pocket

Swe

et

Cc

Tre

ats

Lab

el

Swe

et

Cc

Tre

ats

Ans

we

rs

Sweet Cc Treats

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Swee

t Cc

Trea

ts •

Tem

pla

te 1

Tem

pla

te 2

Cc

Cc

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Swee

t Cc

Trea

ts •

Template 3 Directions



3. Does it begin with the C sound? • If so, place the card on a

piece of candy. • If not, set the card aside.


Cc

Picture Cards

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Rr and Ww Sound-Sort WebsHow to Assemble 1. Cut out the mini file-folder label, pocket, and










of the folder .


] Write the words for the picture cards that begin with

R on one side of a sheet of paper and those that

begin with W on the other side .

] Group the pictures by whether they are living

or nonliving things, then write the words in

each group .

Materials

* pages 35–39


* scissors

* glue

Skill: XXXXXXXX

Skill: INITIAL SouND oF R AND W

TipTell children to stack the cards that they

move to the webs.

Template 1


Directions

Cards



Label

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Rr a

nd W

w S

ound

-Sor

t Web

s •

Rr

an

d W

w S

ou

nd

-So

rt W

eb

s

Lab

el

Pocket

An

swe

rsRr and Ww

Sound-Sort Webs

Rr

Soun

ds

Ww

So

und

s

Rr a

nd W

w S

oun

d-S

ort

Web

s A

nsw

ers

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Rr a

nd W

w S

ound

-Sor

t Web

s •

Tem

pla

te 1

Tem

pla

te 2

Ww

Rr

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Rr a

nd W

w S

ound

-Sor

t Web

s •

Directions


2. Place a card on the white box.

3. Name the picture. Which sound does it begin with: R or W?

Move the card to the web for that letter.

4. Repeat for each card.


Picture Cards

Template 3

Rr or Ww?

Place card here.

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Short Vowel Sound-OutHow to Assemble 1. Cut out the mini file-folder label, pocket, and










of the folder .


] For each short vowel sound, draw two things (not

on the cards) that have that sound in their names .

] Use the spelling frames as models to write other

short vowel words, such as hit, hot, and hut .

Materials

* pages 43–47


* scissors

* glue

* wipe-off pen

* paper towels

Skill: XXXXXXXX

Skill: SHoRT VoWELS

TipAfter they complete the center, have

children use a paper towel to erase their

writing on the file folder.

Template 1


Directions

Cards



Label

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Pocket

Sho

rt V

ow

el

Sou

nd

-ou

t

Lab

el

Sho

rt V

ow

el S

oun

d-o

ut A

nsw

ers

An

swe

rs

mo

p

pig

be

d

hat

mug tub

Left:

Mid

dle:

Righ

t:

Short Vowel Sound-Out

Shor

t Vow

el S

ound

-Out

•

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Shor

t Vow

el S

ound

-Out

•

Tem

pla

te 1

p

g

h t

Tem

pla

te 2

b

d

m

g

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Picture Cards

Template 3

m p

t b

Directions


2. Name each picture. What vowel sound do you hear?

3. Match the picture to its spelling frame.

4. Write the missing vowel. Use a wipe-off pen.


6. Write each word on a sheet of paper.

Shor

t Vow

el S

ound

-Out

•

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Word-Building With Consonants

Skill: XXXXXXXX











of the folder .


] Use the spelling frames as models to write other

words that begin and end with consonants, such

as tag, leg, mix, dot, and nut .

] Draw pictures to go with as many of their new

words as possible .

Materials

* pages 51–55


* scissors

* glue

* wipe-off pen

* paper towels

Skill: INITIAL AND FINAL CoNSoNANTS

TipAfter they complete the center, have

children use a paper towel to erase

their writing on the file folder.

Template 1Template 2 Template 3

Directions

Cards

Label



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An

swe

rs

Wor

d-Bu

ildin

g W

ith C

onso

nant

s •

Pocket

Wo

rd-B

uild

ing

Wit

h C

on

son

an

ts

Lab

el

__ a

__:

b

at

ma

p

__ e

__:

he

n ne

t

__ i

__:

wig

__ o

__:

c

ot

top

__ u

__:

ru

g

sun

Wo

rd-B

uild

ing

With

Co

nso

nant

s A

nsw

ers

Word-Building

With Consonants

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31

Wor

d-Bu

ildin

g W

ith C

onso

nant

s •

Tem

pla

te 1

Tem

pla

te 2

a

o

u

o

u

e

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d-Bu

ildin

g W

ith C

onso

nant

s •




3. Find a spelling frame that can be used to spell that word.

Place the card next to the frame.

4. Write the missing consonants. Use a wipe-off pen.


6. Write each word on a sheet of paper.

e

i

a

Picture Cards

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32

Words Sound-by-SoundHow to Assemble 1. Cut out the mini file-folder label, pocket, and






cards on pages 61, 63, and 65 . Open the file folder




of the folder .


] Name each picture and identify the beginning

sound of the word .

] Draw a picture of ten things . Name each picture

and count the sounds in it . Write that number next

to the picture .

Materials

* pages 59–65


* scissors

* glue

Skill: XXXXXXXX

Skill: SEGMENTATIoN

Tips• Remind children to say each word

sound by sound, counting each sound

that they hear. For example, sun has

three sounds: /s/ /u/ /n/.

• Tell children to stack the cards

that they move to the 2-, 3-, and

4-sounds columns.

Template 1


Directions



Label

Cards

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Wor

ds S

ound

-by-

Soun

d •

An

swe

rs

Pocket

Wo

rds

Sou

nd

-by-

Sou

nd

Lab

el

Wo

rds

Soun

d-b

y-So

und

Ans

we

rs

1 s

oun

de

ye

2 s

oun

ds

be

eb

ow

co

we

gg

key

tie

3 s

oun

ds

be

db

one

c

at

do

gfly le

gro

pe

4 s

oun

ds

cra

bfla

gfro

gha

ndla

mp

sto

p

Wordssound-by-Sound

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Wor

ds S

ound

-by-

Soun

d •

Tem

pla

te 2

Tem

pla

te 1

3 so

und

s1

so

und

4 s

oun

ds

2 so

und

s

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36

Wor

ds S

ound

-by-

Soun

d •



2. Place a card on the yellow box.

3. Name the picture. Say the word sound by sound. Tap a number to count

each sound that you hear.

4. How many sounds are in the word?

Move the card under that number.

5. Repeat for each card.


1 2 3 4

Tap out each sound.

Place card here.

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ds S

ound

-by-

Soun

d •

Picture Cards

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37

Rhyme TimeHow to Assemble 1. Cut out the mini file-folder label, pocket, and





2. Cut out the three templates, directions, and word





of the folder .


] On their paper, write one more word that rhymes

with each pair of words and uses the same

spelling pattern .

] Use each pair of rhyming words in a sentence .

Materials

* pages 69–73


* scissors

* glue

Skill: XXXXXXXX

Skill: WoRD FAMILIES

Template 1


Directions

Cards



Label

mouseshell

trainhousebee

duck

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Rhym

e Ti

me

•

Pocket

Rhy

me

Tim

e

Lab

el

Rhy

me

Tim

e A

nsw

ers

An

swe

rs

hous

e

m

ous

e

tree

be

e

she

ll

b

ell

train

rain

duc

k

truc

k

fish

dis

h

Rhyme Time

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Rhym

e Ti

me

•

Tem

pla

te 1

Tem

pla

te 2

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Rhym

e Ti

me

•

Directions


2. Read each word. Match the word to its picture.

3. Read the words that are next to each other.

Do they rhyme?


5. Write each word pair on a sheet of paper.

Template 3

Word Cards

house mouse tree bee

shell bell train rain

duck truck fish dish

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Wonderful Color WordsHow to Assemble 1. Cut out the mini file-folder label, pocket, and










of the folder .


] Use magnetic letters to spell out the color words on

a magnet board .

] Write each color word on a sheet of paper using a

matching colored marker .

Materials

* pages 77–83


* scissors

* glue

Skill: XXXXXXXX

Skill: WoRD CoNFIGuRATIoNS

TipUse only one set of word cards in the

center, starting with the cards printed in

color. When children become familiar with

the words and their shapes and meanings,

replace the colored words with those

printed in black.

Template 1


Directions

Cards



Label

red

blueyellow

orangepurple

green

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Won

derfu

l Col

or W

ords

•

An

swe

rs

Wo

nde

rful

Co

lor

Wo

rds

Ans

we

rs

Pocket

Wo

nd

erf

ul

Co

lor

Wo

rds

Lab

el

Wonderful Color Words

bla

ck

red

blu

e

yello

w

gre

en

bro

wn

ora

nge

Left:

Mid

dle:

Righ

t:

pur

ple

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Won

derfu

l Col

or W

ords

•

Tem

pla

te 1

Tem

pla

te 2

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Template 3

Won

derfu

l Col

or W

ords

•

Directions


2. Read each color word. Match the word to its shape.


4. Write each color word on a sheet of paper.

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Won

derfu

l Col

or W

ords

•

Word Cards

black

redblue

yellow

purple

greenbrown

orange

Extra Cards

black

redblue

yellow

purple

greenbrown

whitewhiteorange

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46

Out-of-This-World Number Words

Skill: XXXXXXXX











of the folder .


] Use magnetic letters on a magnet board (or letter

tiles on a tabletop) to spell out each number word .

] Have a partner use the word cards to check their

spelling as they spell out each number word .

Materials

* pages 87–91


* scissors

* glue

Skill: WoRD CoNFIGuRATIoNS

Template 1


Directions

Cards

Label

onethree five

sevennine

twelvePocket(front of folder)


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An

swe

rs

Out

-of-T

his-

Wor

ld N

umbe

r Wor

ds •

Pocket

Out-of-This-World Number Words

ou

t-o

f-Th

is-W

orl

d N

um

be

r W

ord

s

Lab

el

out

-of-T

his-

Wo

rld

Num

ber

Wo

rds

Ans

wer

s

Righ

t:

ten

ele

ven

twe

lve

11:

9:

12:

10:

Mid

dle: se

ven

7:5:

8:6:

Left:

on

eth

ree

fou

r3:1:

4:2:

five

six

eig

ht

nin

e

two

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Tem

pla

te 1

Tem

pla

te 2

Out

-of-T

his-

Wor

ld N

umbe

r Wor

ds •

1 2 3 4

5 6 7 8

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Template 3

Out

-of-T

his-

Wor

ld N

umbe

r Wor

ds •

Directions


2. Read each number word. Match the word to

its number and shape.


4. Write each number word on a sheet of paper.

9

10

11

12

Word Cards

one two threefour five sixseven eight nineten eleven twelve

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Sight-Word Speed ReadHow to Assemble 1. Cut out the mini file-folder label, pocket, and










of the folder .


] Write the sight words from the center on index

cards . Take the cards home to practice reading

the words .

] Have a partner use the word cards to check their

spelling as they spell out each word .

Materials

* pages 95–101


* scissors

* glue

* kitchen timer

Skill: XXXXXXXX

Skill: SIGHT WoRD RECoGNITIoN

Template 1


Directions

CardsPocket

(front of folder)


Label

do

see

aresome

give

they

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Pocket

An

swe

rs

52

Sigh

t-Wor

d Sp

eed

Read

•

Sig

ht-

Wo

rd S

pe

ed

Re

ad

Lab

el

Sig

ht-W

ord

Sp

ee

d R

ea

d A

nsw

ers

Sight-WordSpeed Read

Left

:

I d

o

the

g

et

like

a

m

see

o

f

Mid

dle

:

are

is

have

to

som

e

you

go

m

y

Rig

ht:

giv

e

for

wa

s a

nd

on

said

it th

ey

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Sigh

t-Wor

d Sp

eed

Read

•

Tem

pla

te 1

Tem

pla

te 2

I the

like

see

do

ge

t

am of

are

have

som

e

go

is to you

my

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Sigh

t-Wor

d Sp

eed

Read

•

Directions

Directions1. Take out the cards. Sort them by color.

2. Set the timer to 1 minute. Turn it on.

3. Read the words in each set of color cards.

4. Match each word to the same word on the folder.

5. Stop when the timer goes off.

How many words did you match?


Template 3

give

was

on

it

for

and

said

they

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Sigh

t-Wor

d Sp

eed

Read

•

I do the get

like am see of

are is have some

to you go my

give for was and

they said it on

Word Cards

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Looking Out for One or MoreHow to Assemble 1. Cut out the mini file-folder label, pocket, and






cards on pages 107, 109, and 111 . Open the file

folder and glue each template and the directions

to the inside sections, as shown . When the center is

not in use, store the cards in the pocket on the front

of the folder .


] Use magnetic letters on a magnet board to spell

each singular word . Add s to make it plural .

] Write a sentence with each singular word . Then

rewrite the sentence with its plural form .

Materials

* pages 105–111


* scissors

* glue

Skill: XXXXXXXX

Skill: SINGuLAR AND PLuRAL NouNS

Template 1


Directions

Cards



Label

trees

bird

flowers

owls

stars

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An

swe

rs

57

Look

ing

Out

for O

ne o

r Mor

e •

Pocket

Loo

kin

g o

ut

for

on

e o

r M

ore

Lab

el

Loo

king

out

for o

ne o

r Mo

re A

nsw

ers

Looking Out for One or More

o

ne

Mo

re T

han

one

tre

e

tree

s

st

ar

sta

rs

b

ug

bug

s

b

ird

bird

s

flo

we

r flo

we

rs

c

loud

c

loud

s

sn

ake

sn

ake

s

tu

rtle

tu

rtle

s

o

wl

ow

ls

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Tem

pla

te 1

Tem

pla

te 2

Look

ing

Out

for O

ne o

r Mor

e •

o

ne

Mo

re T

han

one

o

ne

Mo

re T

han

one

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58

Look

ing

Out

for O

ne o

r Mor

e •

tree trees star

stars bug bugs

bird birds flower

flowers cloud clouds

snake snakes turtle

turtles owl owls

Picture Cards

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Template 3

Look

ing

Out

for O

ne o

r Mor

e •

Directions


2. Match the cards that show the same kinds of things.

3. Which card shows only one thing?

Put it under “One.”

4. Which card shows more than one thing?

Put it under “More Than One.”

5. Read the words for each pair.


7. Write each pair of words on a sheet of paper.

one More Than one

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inc olor in reading writing file-folder centers t … k... · reading & writing file-folder...

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