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Kid Phonics 1

© Knowledge Adventure, Inc. and its licensors. All Rights Reserved. Kid Phonics is a trademark of Knowledge Adventure, Inc. and its licensors. All Rights Reserved.

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2 PROGRAM OVERVIEW SHEET

3 INTRODUCTION

5 UNIT 1: PLAYROOM ACTIVITIES

5 Activity 1 – Letters Make Sounds and Sounds Make Words

10 Activity 2 – Rhyme-A-Rooeys15 Activity 3 – Alliteration

Consonant Fun!20 Activity 4 – Delightful and

Delicious Alphabet Starters25 Activity 5 – Words With a Beat30 Activity 6 – Our Favorite Song33 Activity 7 – Playing Together36 Activity 8 – Poetic Patterns

43 UNIT 2: SOUND BUSTER GAME ACTIVITIES43 Activity 1 – Jumping Into a Book

Cover46 Activity 2 – Writing Simple Lists50 Activity 3 – Settings63 Activity 4 – Listening for Action

Sounds66 Activity 5 – Creative Counting70 Activity 6 – Writing a Frame

Story74 Activity 7 – Enjoying Poetry With

the Sound Busters

87 UNIT 3: WORD BUILDER ACTIVITIES87 Activity 1 – Building Sentences91 Activity 2 – Reading and Writing

From Classifications95 Activity 3 – Contrast Sentences

From Classifications99 Activity 4 – Scavenger Hunt

Extravaganza104 Activity 5 – Word Search Fun

With Phonics

111 SOUND BUSTER WORD LIST

113 SOUND BUSTER RHYME LIST

116 ADDITIONAL RESOURCES

KID PHONICS™

Table of Contents

M01K05Z00Z0T15Z0

Reproduction of these pages by the classroomteacher for use in the classroom is permissible.The reproduction of any part of this book for anentire school or school system or forcommercial use is strictly prohibited.


Kid Phonics 1

KID PHONICS

Levels:For ages 4 to 7

Activity Components:The Sound Busters’ Playroom – Click each of

the Sound Busters to hear their specialsongs. Click the other objects in the roomand see what happens.

The Sound Buster Game – Listen to soundclues and solve problems that build skillsin sound awareness.

The Word Builder Tool – Build custom words,sentences, and dictionary pages withsound cards.

Features:A Digitized speech for lifelike soundA Three levels of fun program activitiesA Five original sing-along songsA Ten picture galleriesA High-resolution graphicsA Over four dozen classic children’s

songs and nursery rhymesA 150 animated, sound-enhanced

objects for click-and-explore funA Customizable, printable Word Builder

dictionary

Skill Development:1 Progress from hearing sounds to

reading words.2 Learn to differentiate among letter

sounds.3 Determine when words sound the same.4 Connect sounds to clusters of letters.


Kid Phonics 1

This Teacher’s Guide, for teachers of children ages4–7, is designed to increase phonics and reading-readiness skills as students immerse themselves inthe playful sound environment of the Kid Phonicsprogram.

Kid Phonics gives children the opportunity to workin a rich, multimedia-learning environment thatincludes graphics, music, rhymes in verse or song,sound effects, and spoken reinforcements. Studentsare encouraged to identify sounds, constructwords, build sentences from words, and maketheir own dictionaries. The phonics skills childrenacquire through these activities will help them asthey learn to read. The result is a rich readingexperience that helps children recognize words bysight or hearing, use sounds to construct newwords, and use those words in a context that hasmeaning for them.

Kid Phonics Units

The Teacher’s Guide features three units: PlayroomActivities, Sound Buster Game Activities, andWord Builder Activities. Each unit is designed tofollow along with the computer program andincludes blackline masters to support each activity.

Student activities are provided for use before thecomputer, at the computer, and after the computer.Students will work in small groups or with apartner at the computer.

The Playroom Activities give students the oppor-tunity to explore the Playroom and becomefamiliar with the Sound Busters through theirdelightful songs. Each song was written to high-light sound qualities of language and listeningskills. The student activities are designed toprovide immediate reinforcement of the themes

INTRODUCTION


Kid Phonics 1

introduced in each song. The students also haveopportunities to make choices and expressthemselves through graphing, creative writing,and poetry.

The Sound Buster Game Activities introducestudents to the ten different book covers. Theactivities provide many opportunities for studentsto discriminate between sounds and construct theirown words. Throughout these activities, studentsare also challenged to develop their imaginationsas well as their beginning writing skills. In oneactivity, they write about jumping into a bookcover. In others, they write simple and descriptivelists of objects found in the different book coversettings. Students listen to and complete the SoundBusters’ poems, then recite their favorite one as anending activity in the Sound Buster Game.

The Word Builder Activities encourage students toexplore the Word Library and use their criticalthinking skills as they identify and write completesentences, classify and contrast objects by certaincriteria, and find objects in the Word Library fromclues. At the end of this unit, students are giventhe opportunity to show their mastery of somebasic phonics skills by finding objects with certainphonetic attributes.

Curriculum areas covered by the Kid Phonicslessons include reading, creative writing, music,art, and drama. These activities stress cooperativelearning, oral speaking, and interaction amongthe students.

Reading research has demonstrated that childrenlearn to read through a complex process thatinvolves many different auditory and visual skills.Reading involves identifying both whole wordsand parts of words. Reading is also a learningexperience that requires context—the use ofwords in meaningful sentences, rhymes, andstories. Each activity in this program reinforcesthese important skills.

UNIT 1: PLAYROOM ACTIVITIES ACTIVITY 1

Letters Make Sounds and Sounds Make Words

Objectives

A Increase listening skills.A Discriminate between sounds.A Build words from sounds.

Summary

Letters Make Sounds and Sounds Make Words is an activity that challenges students’ auditory skills. Itgives students the opportunity to practice the sound connection to word building. Students work with

partners at the computer, listening for Mumpher’s favorite letters and words as he sings his song. Theylater identify and write a favorite letter and word of Mumpher on the Mumpher’s Favorite Letters activity

sheet. To complete the activity, students challenge each other’s word building and decoding skills byplaying the Lasso Letters Game activity sheet.


Kid Phonics 1

Before the Computer

A Bring students together at the board. Listen to Mumpher’s song, “Letters Make Sounds.” Ask students to explain what Mumpher means when he sings, “Letters make sounds and sounds make words.” Challenge students to listen carefully as you make letter sounds. Have them whisper, or “skywrite” with their finger, which letter makes the sound they hear.Play Mumpher’s song once again. Ask studentto listen this time for the letters and words Mumpher loves (e.g., s in sunrise). Act as a recorder as they brainstorm as many letters and word connections as they can recall from the song.

A Distribute copies of the Mumpher’s Favorite Letters activity sheet, p. 8. Ask students to choose a partner and bring their activity sheetwith them to the computer.

b At the Computer

A Direct students to go to the Kid Phonics Playroom and click Mumpher. Ask them to listen and read along as Mumpher sings his song. Have students choose one of Mumpher’sfavorite letters and words. Encourage them to whisper the letter and word to each other.

A Ask students to independently complete theMumpher’s Favorite Letters activity sheet by finishing the sentence, “I love the ___ in ____.” They may use their choice from the song or something else Mumpher might love to see on his cowboy trail! Instruct the studentsto illustrate their sentence in the drawing space above.

After the Computer

A Reconvene at the board. Give students an opportunity to share their Mumpher’s Favorite

Letters activity sheet with the group. Challengethem to try reading each other’s sentences.Distribute the Lasso Letters Game activity sheet, p. 9.

A Tell students they will have the opportunity to help Mumpher lasso letter sounds together to make words. Ask student to find a partner. Direct one student to write a word in one of Mumpher’s lassoes while the partner says the sound for each letter and reads the word. The partners then switch roles.

ExtensionA Alphabet books are a great way for students

to express themselves. Work together as a class to create an ABC “I Love the _ in ____” big book. Make a separate page for each letter of the alphabet. Cooperate together as aclass to decide who will work on each letter. Have students write and complete the sentence “I Love the _ in _____” using their chosen alphabet letter, and illustrate their page. Compile student pages together in alphabetical order, and have the last page say, “Letters make sounds and sounds make words.” Put your new big book out in a reading corner for students to enjoy.


Kid Phonics 1


Letters Make Sounds and Sounds Make Words

LETTERS MAKE SOUNDS(Mumpher)

Words and music by Dave Kinnoin

© 1994 Davidson & Associates, Inc.

I love the “s“ in “sunrise,“I love the “ch” in “chow.”I love the “p” in “pony,”I’m ridin’ right now.(Giddyup!)I love the “m” in “mountains,”The “b” in “buffalo herds.”Letters make sounds,And sounds make words.

I love the “g” in “giggle,”I love the “sp” in “spit.”I love the “t” in “tough guy,”Too stubborn to quit.(I don’t stop till I’m good ‘n ready.)I love the “w” in “westwind,”The “h” in “high-flyin’ birds.”Letters make sounds,And sounds make words.

A, b, c, d, e, f, g, h, i, j, k, l,M, n, o, p, q, r, s, t, u, v, w, x, y, z.Letters, sounds, and words are fun for me.

I love the “y” in “yippee,”The “c“ in “cottage cheese curds.”Letters make sounds,And sounds make words.Letters make sounds,And sounds make words.


Kid Phonics 1

Listen to this song onTrack 2 of your CD.


Letters Make Sounds and Name __________________________Sounds Make Words

MUMPHER’S FAVORITE LETTERS


Kid Phonics 1

I love the ____ in _____________________________________.


Kid Phonics 1


Letters Make Sounds and Names ________________________Sounds Make Words

______________________________

LASSO LETTERS GAME

Before the Computer

A Bring students together at the board. Discuss what a rhyme is. Explain that when theending sounds of two words sound alike, thewords rhyme. Write words that rhyme on theboard and ask students which words arerhyming partners. Draw arrows matching therhyming words. For example:

mat cakehand patrake sand

A Challenge students to think of the words thatrhyme with your verbal clues. For example:1. Rhymes with bun and begins with s. (sun)2. Rhymes with fox and begins with b. (box)3. Rhymes with coat and begins with g. (goat)

A Ask students to listen very carefully as youplay Boogie’s song, “Rhyme-A-Rooey.”Encourage them to listen for rhyming words inthe song to share with the class. Act as arecorder as they recall the rhyming words.

Listen to Boogie’s song one more time andpoint to the rhyming words on the board asyou hear them being sung. Add any rhymingwords that were overlooked the first time.

A Distribute copies of the Playroom Rhyme-A-Rooeys activity sheet, p. 13. Ask students towork with a partner to complete the rhymesentences in part one, At Your Desk.

b At the Computer

A Ask students to bring the Playroom Rhyme-A-Rooeys activity sheet with them to thecomputer.

A Tell them to click Boogie and listen to her sing“Rhyme-A-Rooey.”

A Tell students that they will work with theirpartner and help Boogie by writing a pair ofrhyming words for certain objects in thePlayroom. Instruct partners to click the firstPlayroom object on their list (the boat).


Kid Phonics 1


Rhyme-A-Rooeys

Objectives

A Use listening skills to identify rhyming words in the song “Rhyme-A-Rooey.”A Expand students’ rhyming vocabulary.

A Write and illustrate pairs of words that rhyme with objects in the playroom.A Create word rhymes.

Summary

The Playroom Rhyme-A-Rooeys activity sheet builds on students’ experiences with word families throughrhyming activities. Students learn about rhyme, and brainstorm pairs of words that rhyme with objects inthe Playroom. The More Rhyme-A-Rooeys activity sheet challenges students to use their imaginations to

create new four-word rhyme lines to add to Boogie’s song.

A After they have listened to it say its name,have them brainstorm together as manywords as they can think of that rhyme with theobject (goat, coat, moat, float, etc.)

A Have them choose two of their words andprint them in the spaces next to the rhymingPlayroom object. Then they can continue withthe rest of the objects. Allow students time todraw a picture above each rhyming word.

After the Computer

A Bring students back together as a group. Askthem to share their rhyming words from theactivity sheet. Write their rhyming words onthe board.

A Tell students that Boogie is going on a rhyme-a-rooey concert tour. She wants them to helpher write more rhyme-a-rooeys to add to herhit song! Explain that she needs the students towrite four-word rhyme lines.

A Write on the board the four-word rhyme linesthat Boogie has already written in her song.Read these over as a group and brainstorm anew four-word rhyme.

Heeple, deeple, steeple, people,Ripple, tipple, yipple, wipple,Unkie, bunky, spunky, monkey,Arfle, garfle, snarfle, barfle,Ooey, suey, looey, dooey, ya-ha-hooey!

A Distribute copies of the More Rhyme-A-Rooeysactivity sheet, p. 14. Ask students to work witha partner and create three new four-wordrhyme lines. Encourage students to use theirimaginations to the fullest! Ask students todraw a picture of Boogie singing and dancingon the back of their activity sheet.

A Let student partners choose their favorite newrhyme-a-rooey song line to share with theclass.

ExtensionA Give students the opportunity to design a

concert poster for Boogie’s big event. Askstudents to draw Boogie in a new concertoutfit. Encourage them to write a captiontelling why people must come to this rhymejive concert.

A Have students form groups of three or fourand create a new dance for Boogie. Givestudents enough time to practice their dance.Let the groups who feel comfortable sharetheir dance with the class.


Kid Phonics 1


Rhyme-A-Rooeys

RHYME-A-ROOEY(Boogie)

Words and music by Dave Kinnoin© 1994 Davidson & Associates, Inc.

My heart is thumpin’-pumpin’,I have my favorite thing.(That’s fun with sounds!)It makes my dobble wobble,It makes me want to sing.Yeah!It makes my divver shiver,It knocks the shakes off the shelf.It winds me up so tight-right,I just can’t help myself.Gotta have that

Frog slime, goat grime, fun time,Rhyme-A-Rooey.Grass huts, peanuts, worm guts,Good ‘n gooey.Hen coop, big scoop, green goop,Pretty puey.Frog slime, goat grime, fun time,Rhyme-A-Rooey.

It drives me crazy,It takes me to the top.Oopsy-doopsy daisy,I’m flippin’ out, and I can’t stop!Yeah!


(repeat chorus two times)


Kid Phonics 1



Rhyme-A-Rooeys Names ________________________

______________________________

PLAYROOM RHYME-A-ROOEYS

Part I. At Your Desk

1. Can rhymes with ____________________.

2. Kit rhymes with ____________________.

3. Dish rhymes with ____________________.

Part II. At the ComputerWrite two rhyming words for each Playroom object below.

Boat rhymes with ______________________ and ______________________.

Train rhymes with ______________________ and ______________________.

Drum rhymes with ______________________ and ______________________.

Top rhymes with ______________________ and ______________________.


Kid Phonics 1


Rhyme-A-Rooeys Names ________________________

______________________________

MORE RHYME-A-ROOEYS

Use your imagination and create three new rhyme-a-rooeys for Boogie’s song!

1. _________________, _________________, _________________, _________________

2. _________________, _________________, _________________, _________________

3. _________________, _________________, _________________, _________________

Turn your paper over and draw Boogie singing and dancing.


Kid Phonics 1


Before the Computer

A Bring students together at the board. Askstudents to think about the importance oflistening. Have students whisper their thoughtsto someone sitting near them. Choose astudent to share his or her response.Encourage students to listen carefully toMiggles’ song. Ask them to try and remembersome of the silly things Miggles sings about.Play “Are You Listening?” Act as a recorderas students recall Miggles’ silly sentences. Playthe song again and, as a class, see how manysentences were remembered correctly.

A Point to an alliterative silly line from Miggles’song on the board (for example, “Big beaglesbark by the bay”). Ask students questions thatwill prompt them to notice that most of thewords in the sentence begin with the letter b.Instruct students that when a sentence has two

or more words that begin with the same letter,it is called an alliteration. Challenge studentsto tell you other alliterative lines from Miggles’song.

b At the Computer

A Distribute copies of the Alliterations activitysheet, p. 18. Have students go to thecomputer with a partner. Direct partners to goto the Kid Phonics Playroom and clickMiggles. Ask them to listen and read along asMiggles sings his song. In Part I of the activitysheet, instruct partners to read the sentencesfrom the song together and write the letterthat makes each sentence an alliteration. Askthem to complete the alliterative sentences inPart II and then create their own alliteration.


Kid Phonics 1


Alliteration Consonant Fun!

Objectives

A Increase listening skills.A Identify alliterations in the song “Are You Listening?”

A Determine the beginning letter that makes a sentence an alliteration.A Complete alliterative sentences.

A Write and illustrate an alliteration.

Summary

In Alliteration Consonant Fun! students practice their listening skills while learning about alliterations.They begin the activity by listening to Miggles sing “Are You Listening?” They identify the alliterations inthe song. Students then work with a partner at the computer to complete various alliteration exercises. Toconclude the activity, students write and illustrate their own alliterative silly sentences and share them with

the class while playing the Are You Listening? game.

After the Computer

A Distribute copies of the Are You Listening?activity sheet, p. 19. Ask students to createtheir own silly sentence alliteration. Instructthem to illustrate their sentence in the drawingspace above.

A Reconvene back at the board. Ask students tobring their Are You Listening? activity sheetwith them. Tell students they must listencarefully as you play the Are You Listening?game. Have students take turns reading theiralliterative silly sentence while the rest of theclass listens to decide what letter begins eachword. After the correct alliterative letter hasbeen identified, have students share theirillustration.

A Compile students’ Are You Listening? activitysheets together into an alliteration consonantsclass book for students to read independently.

ExtensionA Have students write Miggles a letter telling him

about a time when they felt shy. Ask them togive Miggles encouragement about why heshould not feel shy and advice on ways toovercome his shyness.


Kid Phonics 1


Alliteration Consonant Fun!

ARE YOU LISTENING?(Miggles)


I hear a hen on the hay,Are you listening?Big beagles bark by the bay,Are you listening?One thousand cows and some sows sing for miles.Farmer Fran fixes the fence as she smiles.

Words wander here, wander there,Are you listening?Words wiggle loose—wonder where?Are you listening?My cousin was in a buzzy old tree.Now his hand hurts because he bumped a bee.Ouch!

I know a silly bull,Wild, wooly Willy BullSlurps iced tea—will he spill?Silly bull Willy will.

As I sit picnicking here,Are you listening?Pleased-as-punch ants all appear,Are you listening?On my knee tiny dots dine on a scrap,Eagerly eyeing the lunch on my lap.

Are you listening?Are you listening?Are you listening?


Kid Phonics 1



Alliteration Consonant Fun! Names ________________________

______________________________

ALLITERATIONS

Part I. What letter makes each sentence an alliteration?

1. I hear a hen on the hay. ____

2. Big beagles bark by the bay. ____

3. Farmer Fran fixes the fence as she smiles. ____

4. Words wiggle loose—wonder where? ____

5. Wild, wooly Willy Bull. ____

Part II. Finish the alliterations.

1. Big beagles bark by the _________________.

2. Little Lucy loves _________________.

3. Darla Duck dives _________________.

4. Silly Sally sings _________________.

5. Erwin Elephants eats _________________ _________________.

Make up your own alliteration!

__________________________________________________________________________


Kid Phonics 1


Alliteration Consonant Fun! Name __________________________

ARE YOU LISTENING?

Write a silly sentence alliteration and draw it below.


Kid Phonics 1

a b c

c

d

d

e

e

f

f

g

g

hh i

klmn

ba

y x w vz

u t s rqpo

j

Before the Computer

A Bring students together in a group at theboard. Ask individual students to share theirfavorite letters. Write them on the board. Askstudents why those letters are special. Tellstudents they will need to listen very carefullyto Tweed’s song to find out which alphabetletter Tweed thinks is delightful. As a class,discuss the clues in the song that let the listenerknow Tweed likes the letter d. Together,identify and list a few of the words that beginwith the letter d in the song.

A Distribute copies of the Delightful AlphabetLetters activity sheet, p. 23. Ask students tochoose a favorite letter and complete thesentence “The letter __ is ________.” Tell thestudents their word must be descriptive andbegin with the same letter as the one theychose (for example: “The letter s is super!”).Ask students to print their letter choice in largeblock letter form and decorate around it in thedrawing space above their sentences.

A Give student the opportunity to share theirletter sentences and illustrations with the class.

b At the Computer

A Direct students to choose a partner, go to theKid Phonics Playroom, and click Tweed. Askthem to listen and read along as Tweed singshis song, “Rap-So-D.”

After the Computer

A Ask students to imagine they are planning atea party for Tweed. Encourage partners tobrainstorm together to create a list of thedifferent kinds of food they will serve at theparty.

A Distribute copies of the Delicious AlphabetStarters activity sheet, p. 24. Tell students tocomplete each sentence with one of their foodchoices for their tea party (for example: C isfor cake.). Encourage students to illustrate apicture of their tea party with Tweed on theirpapers.

A Give students time to share their lists ofdelicious alphabet starters with threeclassmates. Challenge students to read eachother’s lists.


Kid Phonics 1


Delightful and Delicious Alphabet Starters

Objectives

A Identify beginning sounds.A Discriminate between sounds.

A Plan a tea party.

Summary

The Delightful and Delicious Alphabet Starters activity give students an opportunity to identify beginningsounds through a favorite letter description activity and planning a tea party with Tweed.

A Compile all of the students’ Delicious AlphabetStarters activity sheets into a Tea Time WithTweed class book for students to enjoyreading.

ExtensionA Have students write an invitation to Tweed

inviting him to join them for a tea partyespecially for him!


Kid Phonics 1


Delightful and Delicious Alphabet Starters

RAP-SO-D(Tweed)


I don’t have a lot of patience for mindless chatter.I prefer to set my focus on things that matter,Like the joy of every verbal possibility.I request your rapt attention to my Rap-So-D.

Rap-So-D is delicious, Rap-So-D is divine.Rap-So-D is what I name it, and I claim it as mine.Rap-So-D is delightful, Rap-So-D is D-best.Rap-So-D is how I wing it as I sing it with zest.

Dee, dee, dee, dee, deedle, didle, doodle, doo,Deedle, didle, doodle, didle, dee,(Rap-So-D, yeah!)Deedle, didle, doodle, didle, deedle, didle, doodle, didle,Deedle, didle, doodle, di-dee.(Rap-So-D, yo!)Deedle, deedle, didle, doodle, doo,I will have a bit of fun with you.Dee, dee, dee, dee, dee, dee, dee, dee, dee!

Well, I said it was delicious—now you’ve had a spoonfulOf my passionate devotion to what’s fresh and tuneful.“D” is only one of twenty-six from which to chooseIn an alphabet of starters for the words we use.

Rap-So-D is descriptive, Rap-So-D is deluxe.Rap-So-D is how I’m betting you are getting your yuks.Rap-So-D is distinguished, Rap-So-D is D-champ.Rap-So-D may surely be your chance to see if you can vamp.(That means “improvise,” Bro!)(Yo!)

(repeat rhapsody section: Dee, dee, dee…)


Kid Phonics 1



Delightful and Delicious Name __________________________Alphabet Starters

DELIGHTFUL ALPHABET LETTERS

Complete the sentence and draw it below.


Kid Phonics 1

a g

h

i

k

b c d e f

t ns r q p o

ml

z

y

w

x

uv

j

The letter ____ is ________________________________.


Delightful and Delicious Name __________________________Alphabet Starters

DELICIOUS ALPHABET STARTERS

Plan a list of the foods you will serve during your tea party with Tweed. Then draw a picture of your tea party in the space below!

1. ____ is for ____________________.

2. ____ is for ____________________.

3. ____ is for ____________________.

4. ____ is for ____________________.

5. ____ is for ____________________.


Kid Phonics 1

Before the Computer

A Bring students together at the board. Listen toCosmo’s song, “Give Me Five.” Talk abouthow Cosmo likes to be happy, and howwords with rhythm and a beat make her feelthat way. Act as a recorder as they brainstormwords that make them feel happy. Askstudents to find a partner and encourage themto continue to think of words that make themfeel happy.

A Distribute copies of the Words That Make MeFeel Happy activity sheet, p. 28. Each teamwill create its own list for Part I, At Your Desk.

b At the Computer

A Ask students to bring the Words That MakeMe Feel Happy activity sheet with them to thecomputer and complete Part II. Students willgo to the Kid Phonics Word Library andchoose objects from the library that make

them feel happy. Have students add the namesof their chosen picture objects to their list.

After the Computer

A Reconvene students at the board. Introducethe word syllable as meaning the same as aword part (or part of a word with one vowelsound).

A Display the words bat and coat. Underline thevowels in each word. State that these are one-syllable words because they each have onevowel sound.

A Discuss how Cosmo calls syllables word beatsin her song. She sings, “Some words will haveone beat, others will have more.” Ask studentsto share a few of their “happy” words.Examine these words and decide togetherhow many beats (syllables) are in each word.

A Distribute copies of the Syllables Are WordBeats activity sheet, p. 29. Ask students to


Kid Phonics 1


Words With a Beat

Objectives

A Identify and write words that represent happy feelings.A Classify words as having a single syllable or multiple syllables.

Summary

The Words With a Beat lesson helps students discriminate between single-syllable and multiple-syllablewords. Students are given the opportunity to listen and learn from Cosmo’s upbeat song that some words

will have one beat, while others will have more. They express from personal experiences words thatmake them feel happy, and then classify their words as single syllable (one beat) or multiple syllable (two

or more beats).

work with their partner and classify the wordsthat make them happy into one-beat (singlesyllable) or multiple-beat (more than onesyllable) words. Ask students to write all theirone-beat words in Column 1 and all theirmultiple-beat words in Column 2.

A Give students an opportunity to share a wordfrom their lists. Have them tell why that wordmakes them feel happy and how many beats(syllables) it has.

ExtensionA Ask students to choose one word from their

“happy” list. Instruct them to illustrate the wordon a large piece of construction paper andwrite a sentence telling why it makes them feelhappy. Give students an opportunity to sharetheir drawings and sentences. Compilestudent work pages into a classroom bigbook.

A Ask students to go with a partner to the KidPhonics Word Library and choose objects thathave a single-beat (one syllable) name. Theywill use these object names to create a single-beat word book with illustrations. Ask them todo the same for objects that have multiple-beat (more than one syllable) names.


Kid Phonics 1


Words With a Beat

GIVE ME FIVE(Cosmo)


I like to be happy,I like to have fun.Hey, now, doesn’t everyone?If you can feel this beat,Jump into the jive.Be happy and give me five.

One, two, a-three, four, five,Isn’t the groove hip?Three plus a-two—that’s my trip.When other beats blow by,This one will survive.Be happy and give me five.

Everyone’s life has a rhythm,Wake up and feel you’re alive.A really cool, funky meterSure helps to make my life sweeter.Be happy and give me five.

Some words will have one beat,Others will have more.Listen as we learn the score.As we are all waitingFor words to arrive,Be happy and give me five.Be happy and give me five.

All of us have heard beats.Syllables are word beats.Be happy and give me five.Be careful—keep countingAs meters are mounting.Be happy and give me five.


Kid Phonics 1



Words With a Beat Names ________________________

______________________________

WORDS THAT MAKE ME FEEL HAPPY

Part I. At Your DeskWhat words can you think of that make you feel happy? Write them down on the listbelow.

1. ____________________________ 4. ______________________________

2. ____________________________ 5. ______________________________

3. ____________________________ 6. ______________________________

Part II. At the ComputerWhat words from the Kid Phonics Word Library make you feel happy? Write themdown on the list below.

1. ____________________________ 4. ______________________________

2. ____________________________ 5. ______________________________

3. ____________________________ 6. ______________________________


Kid Phonics 1

astronaut

balldollcarousel


Words With a Beat Names ________________________

______________________________

SYLLABLES ARE WORD BEATS

Column 1 Column 2Words With One Beat Words With More Than One Beat

(One Syllable) (More Than One Syllable)

__________________________ ________________________

__________________________ ________________________

__________________________ ________________________

__________________________ ________________________

__________________________ ________________________

__________________________ ________________________

__________________________ ________________________

__________________________ ________________________

__________________________ ________________________

__________________________ ________________________

__________________________ ________________________


Kid Phonics 1

monkey

Two beats!

dinosaur

Three beats!

book

One beat!

dog

One beat!

Before the Computer

A Bring students together at the board. Ask fivestudents to share a favorite song. Write thesong names on the board. Ask students toindividually choose which of the five songs onthe board is their favorite. Tell students theywill vote for their favorite song on the board.Ask them to stand when they hear you saytheir favorite. Act as a recorder and write thenumber of student votes for each of the fivesong choices. Discuss which song received themost votes and which received the least. Askstudents how they would record their votingoutcome on a bar graph.

b At the Computer

A Put students into cooperative groups of five atthe computer. Distribute copies of the OurFavorite Sound Buster Song Bar Graphactivity sheet, p. 32. Tell students they aregoing to have the opportunity to vote for their

favorite Sound Buster song and then graphtheir votes.

A Instruct groups to go to the Kid PhonicsPlayroom and listen to all of the Sound Busterssing their songs. Challenge them to listen verycarefully to identify which of the five songs istheir favorite. Give students enough time tolisten to each song and then color in the bargraph rectangle of their personal favorite.

A Ask cooperative groups to discuss their bargraph. (Which Sound Buster received themost votes? Which received the least? Didany of the Sound Busters receive the sameamount of votes? Did any of the SoundBusters receive no votes?)

After the Computer

A Reconvene all the students at the board withtheir activity sheets. Act as a recorder as eachgroup shares their bar graph results. Afteryou have recorded all the votes for each song


Kid Phonics 1


Our Favorite Song

Objectives

A Develop cooperation skills through working in small and large groups.A Increase bar graphing skills.

Summary

The Our Favorite Song activity gives students the opportunity to develop their bar graphing andcooperation skills through working together in both small and large group settings. Students listen to eachof the Song Busters’ songs in a small group of five. They work together to complete their bar graph andthen share their results with the rest of the class. To complete the activity, students put all the class voting

results onto their bar graphs.

on the board, ask students to complete theirbar graph with the class results. Challengetheir critical-thinking skills by asking: Whichsong received the most votes? Whichreceived the least? What was the differencein the number of votes between the most andthe least? Did any of the Sound Bustersreceive the same amount of votes? Did anyof the Sound Busters receive no votes?

ExtensionA Have students design a bar graph to record a

ten-student poll of their favorite Sound Buster.Give students the opportunity to interview tenstudents and record their answers on the bargraph.


Kid Phonics 1


Our Favorite Song Names ________________________

______________________________

OUR FAVORITE SOUND BUSTER SONG BAR GRAPH

20 __________________________________________________________________19 __________________________________________________________________18 __________________________________________________________________17 __________________________________________________________________16 __________________________________________________________________15 __________________________________________________________________14 __________________________________________________________________13 __________________________________________________________________12 __________________________________________________________________11 __________________________________________________________________10 __________________________________________________________________9 __________________________________________________________________8 __________________________________________________________________7 __________________________________________________________________6 __________________________________________________________________5 __________________________________________________________________4 __________________________________________________________________3 __________________________________________________________________2 __________________________________________________________________1


Kid Phonics 1

Num

ber o

f Stu

dent

s W

ho L

ike

the

Song

“Give Me “Letters Make “Rhyme-A- “Rap-So-D” “Are YouFive” Sounds” Rooey” Listening?”

Song Buster Songs

Before the Computer

A Bring students together at the board. As aclass, discuss the Sound Busters. Ask studentsto use their imaginations to share a littleinformation about each of the Sound Busters’personalities. (For example: What do theythink their favorite colors are? What foodsdo they like to eat?)

A Put students into cooperative groups of three.Allow each group time to brainstorm togetherand create a short oral story about the SoundBusters. Give students some story topics tochoose from. For example:1 What if Cosmo came to the classroom!2 What if Boogie lost her voice on the night

of a big concert!3 What if Mumpher gave you a ride home

from school on his skateboard!4 What if you were in a tap dance recital

with Miggles!5 What if Tweed got an uncontrollable case

of the hiccups while having tea and cookies with the Queen of England!

A Tell student groups they may use one of thefive story topics or make up their own SoundBuster adventure. Remind them to have abeginning, a middle, and an end to theirstory.

A Gather groups back together at the board.Give each cooperative group the opportunityto tell their oral story. Have each person in thegroup help share their story by telling eitherthe beginning, the middle, or the end.

b At the Computer

A Have students go to the computer in theirgroups of three. Allow them enough time toexplore in the Kid Phonics Playroom.

After the Computer

A Reconvene at the board. Discuss comic stripsand ask students to tell you about theirfavorites. Distribute copies of the SoundBuster Comic Strip activity sheet, p. 35.


Kid Phonics 1


Playing Together

Objectives

A Increase creative thinking and oral speaking skills through storytelling.A Develop cooperation skills through interaction in small groups.

A Create a Sound Buster comic strip.

Summary

By now students should feel knowledgeable about and familiar with each of their Sound Buster friends.Playing Together provides fun activities in which the students interact in cooperative groups and with all

of the Sound Busters through creative thinking, oral speaking, and comic strip writing.

Encourage students to use their imaginationsto create their own Sound Buster comic strip.Give students plenty of time to brainstorm andcreate. Instruct them to color their comic stripillustrations.

A Have students take turns sharing their SoundBuster comic strips with the class. Compile thecomic strips into a Sound Buster Comic StripBook for students to read independently.

ExtensionA Ask students to draw a portrait of one of the

Sound Busters. Challenge them to create anddraw a portrait of a new Sound Buster.


Kid Phonics 1


Playing Together Name __________________________

SOUND BUSTER COMIC STRIP

Create a comic strip about the Sound Busters! Use the boxes below.


Kid Phonics 1

____________________

____________________

Written and illustrated by

____________________

Create a comicstrip about my

“cool” concert tour!

Tell about the time Ihad tea and cookieswith the Queen of

England!

I think you should writeyour own comic stripstory. Just make sure

it’s a jazzy story!

Before the Computer

A Bring students together at the board. Askstudents to listen carefully as you read themthe following poem about jellybeans.

I like jellybeans.Red jellybeans,Black jellybeans,Spotted jellybeans,Striped jellybeans,Any kind of jellybean,I like jellybeans.

A jellybean on the table,A jellybean in a glass,A jellybean in my hand,A jellybean in my mouth,I like jellybeans.Round jellybeans,Shiny jellybeans,Fat jellybeans,Chewy jellybeans,Big jellybeans,Little jellybeans,I like jellybeans.

This pattern poem follows Margaret WiseBrown’s poem Bugs.

A Encourage students to share with the classwhat they enjoyed about the poem. Ask themto listen again and challenge them to listen tothe poem’s pattern.

b At the Computer

A Ask students to find a partner and go to thecomputer together. Explain to students theywill be writing a poem similar to “Jellybeans,”but their poem will be about one of the SoundBusters.

A Allow students enough time to explore in theKid Phonics Playroom to decide which SoundBuster they will choose. Encourage students tocarefully observe the Sound Buster they willwrite about.

After the Computer

A Bring students back together. Show the fivedifferent Sound Buster poem activity sheets(Mumpher, p. 38, Boogie, p. 39, Miggles, p.


Kid Phonics 1


Poetic Patterns

Objectives

A Create a Sound Buster poem.A Increase oral speaking skills.

Summary

The Poetic Patterns activity gives each student the opportunity to write a poem about a favorite SoundBuster. Students conclude the activity by orally presenting their poems to the rest of the class.

40, Tweed, p. 41, and Cosmo, p. 42). Pointout the similar patterns in each poem and tellthe students they will be substituting a SoundBuster name for jellybeans. Distribute theappropriate poem activity sheet to eachstudent. Students will complete their poemsindependently. Ask students to draw a pictureof their Sound Buster in the box.

ExtensionA Have a Sound Buster poetry-reading party.

Ask students to share their poems by readingthem or reciting them from memory to theclass. Compile all of the students’ poems intoa Sound Buster Poetry Book.


Kid Phonics 1


Poetic Patterns Name __________________________

MUMPHER

I like Mumpher,

_________________________ Mumpher,

_________________________ Mumpher,

I like Mumpher.

Mumpher on the _________________________,

Mumpher in the _________________________,

Mumpher _________________________,

Mumpher _________________________,

I like _________________________.


Kid Phonics 1


Kid Phonics 1



BOOGIE

I like Boogie,

_________________________ Boogie,

_________________________ Boogie,

I like Boogie.

Boogie on the _________________________,

Boogie in the _________________________,

Boogie _________________________,

Boogie _________________________,

I like _________________________.


Kid Phonics 1



MIGGLES

I like Miggles,

_________________________ Miggles,

_________________________ Miggles,

I like Miggles.

Miggles on the _________________________,

Miggles in the _________________________,

Miggles _________________________,

Miggles _________________________,

I like _________________________.


Kid Phonics 1



TWEED

I like Tweed,

_________________________ Tweed,

_________________________ Tweed,

I like Tweed.

Tweed on the _________________________,

Tweed in the _________________________,

Tweed _________________________,

Tweed _________________________,

I like _________________________.


Kid Phonics 1



COSMO

I like Cosmo,

_________________________ Cosmo,

_________________________ Cosmo,

I like Cosmo.

Cosmo on the _________________________,

Cosmo in the _________________________,

Cosmo _________________________,

Cosmo _________________________,

I like _________________________.

UNIT 2: SOUND BUSTER GAME ACTIVITIES ACTIVITY 1

Jumping Into a Book Cover

Objectives

A Become familiar with the Kid Phonics Sound Buster Game.A Complete a sentence and illustrate a picture about a book cover.

Summary

Jumping Into a Book Cover challenges students to use their imaginations as they become familiar with theKid Phonics Sound Buster Game. Students write and illustrate what they would do if they could jump into

one of the ten book covers.


Kid Phonics 1

Before the Computer

A Bring students together at the board. Ask themto think about the different book covers they have uncovered while playing games in the Sound Buster Game. Act as a recorder as students try to recall all ten covers (rain forest, farm, city, toy store, castle, ocean, forest, space, amusement park, and zoo).

A Encourage students to close their eyes as youread the names of the ten different bookcovers. Challenge students to imagine theyhave jumped into each book cover you name.Ask them what they think they would see, andwhat they think they would do in the bookcover. Allow enough time for students to reallypicture themselves in each book cover setting.Ask students to open their eyes and share withsomeone sitting next to them their favoritebook cover they imagined jumping into. Askthem to also share what they saw there, andwhat they did.

A Challenge students to read silently as youwrite the following sentence on the board:

If I jumped into the _____________ bookcover, I would __________________.

A Read the first part of the sentence on theboard and orally fill in the name of one of thebook covers. Ask for a volunteer to completethe sentence by sharing what they would doin that book cover. Have one student share foreach book cover. For example:If I jumped into the rain forest book cover,I would eat a banana with a monkey.

A Give each student a copy of the Jumping Intoa Book Cover activity sheet, p. 45. Askstudents to choose partners and bring theiractivity sheets with them to the computer.

b At the Computer

A Direct students to go to the Sound BusterGame Room. Ask partners to select bookcovers. Allow them enough time to exploreand uncover a few book covers before theydecide which one they will write about.

When a book cover is fully revealed, ask partners to:A Click each object on the book cover to watch

it move, listen to its sound, and hear its name. A Click the red button in an object’s frame to

take it to the Word Builder Room andconstruct the word.

A Click the Book Cover button to go back to thebook cover to select another object.

A Remind students that there are three differentlevels, each with five related objects, for everybook cover. Challenge partners to do all threelevels of the game.

A Ask students to complete the sentence on theiractivity sheets: “If I jumped into the________________ book cover, I would_____________.”

After the Computer

A Instruct partners to take their Jumping Into aBook Cover activity sheet with them to theirdesks. Ask students to independently illustrateand color a picture to accompany theirsentence in the drawing space above.

A Reconvene at the board. Give students anopportunity to share their sentences andillustrations with the class. Compile all theactivity sheets together into a Jumping IntoBook Covers Adventure Book for independentreading.

ExtensionA Have students design postcards to send home

to their parents, telling them all about theirbook cover adventures! Give each student alarge index card. Have students designpictures of the book covers they jumped intoon the front. Students can write short notesabout their amazing adventures on the back!


Kid Phonics 1


Jumping Into a Book Cover Names ________________________

______________________________

JUMPING INTO A BOOK COVER


Kid Phonics 1

If I jumped into the _________________________ book cover, I would________________

______________________________________________________________________

______________________________________________________________________

Before the Computer

A Bring students together at the board. Ask themto think about the different book covers theyhave uncovered in the Sound Buster Game.Act as a recorder as students try to recall allten covers (rain forest, farm, city, toy store,castle, ocean, forest, space, amusement park,and zoo). Decide as a class which book coverto write a simple list from. Write the topic ofthe cover and ask students to whisper anobject they might find there to someone nextto them. Ask students to share their responseswhile you write the words in a list on theboard. For example:The toy store has basketballs,

drums,dolls,

and skates.A Distribute copies of the Writing a Simple List

activity sheet, p. 48. Ask students to bringtheir activity sheets with them to the computer.

b At the Computer

A Explain to students that they will be writingsimple lists during this activity. Direct studentsto go to the Sound Buster Game. Allow themenough time to uncover a few book covers.

A Ask each student to select a cover and writethe name of it at the top of the activity sheet.Instruct them to choose four objects found inthat book cover choice. Remind students thatthere are three different levels, each with fiverelated objects to choose from. Challengestudents to play all three levels of the game asthey decide on objects for their lists.

A Remind students as they choose an object thatthey will be taking it to the Word Builder. Askthem to construct the word before they write iton their activity sheets. Ask students to draw apicture of and label each selected object in theboxes below their list.


Kid Phonics 1


Writing Simple Lists

Objectives

A Write a simple noun list.A Add adjectives to the simple noun list.

Summary

Writing Simple Lists gives students the opportunity to practice writing simple lists from the Kid PhonicsSound Buster Game. Lists are one of the easiest structures for students to write. Students become familiar

with adjectives as they write descriptive words for their simple list objects.

After the Computer

A Reconvene at the board. Read your originallist (in our example, the toy store list) togetheras a class. Challenge students to think ofwords to describe each object in the list. Actas a recorder as they share their descriptivewords. For example:The toy store has round basketballs,

loud drums,pretty dolls,

and ice skates.A Explain to students that a descriptive word is

called an adjective. Ask students to look at thepictures of the objects they drew on theWriting a Simple List activity sheet. Challengestudents to think of one adjective, ordescribing word, for each object.

A Distribute copies of the Describing My SimpleWord List activity sheet, p. 49. Ask students tocomplete the activity by writing the adjectivethey thought of before the object it describes.

A Give students time to share their descriptivelists with three classmates. Challenge them toread each other’s lists.

ExtensionA Poets have fun inventing new forms of poetry.

Challenge your students to try List Poetry. Thisis poetry made from a list; often the title sayswhat the list is.

A Ask each student to think of a topic and writea list for it. Some topic examples are ashopping list for favorite lunch foods, a schoolsupplies list, a favorite sports to play list, a listof the names in their family, or a list of namesof students in their classroom.


Kid Phonics 1


Writing Simple Lists Name __________________________

WRITING A SIMPLE LIST

Book Cover: _________________________

The _________________________ has a ____________________,

____________________, ____________________, and ____________________.


Kid Phonics 1


Writing Simple Lists Name __________________________

DESCRIBING MY SIMPLE WORD LIST

Book Cover: _________________________

The ________________________ has a

______________________ ______________________,

______________________ ______________________,

______________________ ______________________,

and

______________________ ______________________.


Kid Phonics 1

Before the Computer

A Bring students together at the board. Ask themto share their favorite fairy tales. Write themon the board. Point to the different fairy talesand ask the students to tell you where eachstory takes place. Explain that where a storytakes place is called the setting. Tell students asetting can also be an environment such asthe forest, the farm, and the classroom.

A Ask students to think of the different settings(book covers) in the Sound Buster Game.Write them on the board.

A Ask students to choose partners and decidewhich setting they will work in to completetheir activity sheets. Distribute the appropriateWhat Do You See? activity sheet, pp. 52–61,to each pair. Ask students to bring theiractivity sheet with them to the computer.

b At the Computer

A Direct students to go to the Sound BusterGame Room and uncover the barrier to their

book cover setting choice. Instruct pairs towrite the setting at the top of their activitysheet. Challenge them to write the names ofobjects found in the setting that they thinkeach Sound Buster sees. Remind students thatthere are three different levels, each with fiverelated objects to choose from. Challengestudents to complete all three levels of thegame as they decide on objects.

A As students choose an object, they will betaken to Word Builder. Ask them to constructthe word before they write it on their activitysheets. Have student pairs write two wordsdescribing each object a Sound Buster sees.They complete the activity by selecting anobject they would like to see in the setting anddescribing it with two words.

After the Computer

A Reconvene at the board. Distribute copies ofthe Put Mumpher in a New Setting activitysheet, p. 62. Explain to students that


Kid Phonics 1


Settings

Objectives

A Identify different settings.A Write and describe objects found in a setting.

A Put Mumpher in a new setting.

Summary

Settings gives students the opportunity to identify the different settings in the Kid Phonics Sound BusterGame. They are challenged to find and describe objects within the setting. Students complete the activity

by putting Mumpher in a new setting.

Mumpher wants to take a vacation away fromhis cowboy home. Challenge them to use theirimaginations to put Mumpher in a newsetting. Ask them to draw a picture and writea sentence about Mumpher in this new settingin Part I. Have students complete Part II byfinishing the sentence “I love the __ in_______________,” with an object Mumpherwould love to see in his new setting. Instructstudents to illustrate their sentences in thedrawing space above.

A Give students the opportunity to share theirnew settings and sentences for Mumpher withthe class.

A Compile all of the students’ What Do YouSee? activity sheets and Put Mumpher in aNew Setting activity sheets into a Settingsclass book for students to enjoy reading.

ExtensionA As a group, write a story about a Sound

Buster in a new setting.A Create a class big book of different setting

illustrations. Supply each student with a pieceof 8 1⁄2” x 11” white construction paper.Have students illustrate and label their settingsfor the book. Students can share their settingswith the class and tell why they think theywould be great places to visit!


Kid Phonics 1


Settings Names ________________________

______________________________

WHAT DO YOU SEE?

Setting: ___________________________

In the rain forest, Mumpher sees a bee.

In the rain forest, Miggles sees a ___________________________.

In the rain forest, Boogie sees a ___________________________.

In the rain forest, Tweed sees a ___________________________.

In the rain forest, Cosmo sees a ___________________________.

The bee is black and yellow.

The _____________________ is _____________________ and _____________________.

The _____________________ is _____________________ and _____________________.

The _____________________ is _____________________ and _____________________.

The _____________________ is _____________________ and _____________________.

In the rain forest, I would like to see a _____________________. I think it would look

_____________________ and _____________________.


Kid Phonics 1


Settings Names ________________________

______________________________

WHAT DO YOU SEE? (continued)

Setting: ___________________________

On the farm, Mumpher sees a pig.

On the farm, Miggles sees a ___________________________.

On the farm, Boogie sees a ___________________________.

On the farm, Tweed sees a ___________________________.

On the farm, Cosmo sees a ___________________________.

The pig is pink and fat.

The _____________________ is _____________________ and _____________________.

The _____________________ is _____________________ and _____________________.

The _____________________ is _____________________ and _____________________.

The _____________________ is _____________________ and _____________________.

On the farm, I would like to see a _____________________. I think it

would look _____________________ and _____________________.


Kid Phonics 1


Settings Names ________________________

______________________________


Setting: ___________________________

In the city, Mumpher sees a bus.

In the city, Miggles sees a ___________________________.

In the city, Boogie sees a ___________________________.

In the city, Tweed sees a ___________________________.

In the city, Cosmo sees a ___________________________.

The bus is large and yellow.

The _____________________ is _____________________ and _____________________.

The _____________________ is _____________________ and _____________________.

The _____________________ is _____________________ and _____________________.

The _____________________ is _____________________ and _____________________.

In the city, I would like to see a _____________________. I think it would look

_____________________ and _____________________.


Kid Phonics 1


Settings Names ________________________

______________________________


Setting: ___________________________

In the toy store, Mumpher sees a top.

In the toy store, Miggles sees a ___________________________.

In the toy store, Boogie sees a ___________________________.

In the toy store, Tweed sees a ___________________________.

In the toy store, Cosmo sees a ___________________________.

The top is spinning and twirling.

The _____________________ is _____________________ and _____________________.

The _____________________ is _____________________ and _____________________.

The _____________________ is _____________________ and _____________________.

The _____________________ is _____________________ and _____________________.

In the toy store, I would like to see a _____________________. I think it would look

_____________________ and _____________________.


Kid Phonics 1


Settings Names ________________________

______________________________


Setting: ___________________________

In the castle, Mumpher sees a ghost.

In the castle, Miggles sees a ___________________________.

In the castle, Boogie sees a ___________________________.

In the castle, Tweed sees a ___________________________.

In the castle, Cosmo sees a ___________________________.

The ghost is white and spooky.

The _____________________ is _____________________ and _____________________.

The _____________________ is _____________________ and _____________________.

The _____________________ is _____________________ and _____________________.

The _____________________ is _____________________ and _____________________.

In the castle, I would like to see a _____________________. I think it would

look _____________________ and _____________________.


Kid Phonics 1


Settings Names ________________________

______________________________


Setting: ___________________________

In the ocean, Mumpher sees a seal.

In the ocean, Miggles sees a ___________________________.

In the ocean, Boogie sees a ___________________________.

In the ocean, Tweed sees a ___________________________.

In the ocean, Cosmo sees a ___________________________.

The seal is brown and funny.

The _____________________ is _____________________ and _____________________.

The _____________________ is _____________________ and _____________________.

The _____________________ is _____________________ and _____________________.

The _____________________ is _____________________ and _____________________.

In the ocean, I would like to see a _____________________. I think it would

look _____________________ and _____________________.


Kid Phonics 1


Settings Names ________________________

______________________________


Setting: ___________________________

In the forest, Mumpher sees a deer.

In the forest, Miggles sees a ___________________________.

In the forest, Boogie sees a ___________________________.

In the forest, Tweed sees a ___________________________.

In the forest, Cosmo sees a ___________________________.

The deer is chewing and swallowing.

The _____________________ is _____________________ and _____________________.

The _____________________ is _____________________ and _____________________.

The _____________________ is _____________________ and _____________________.

The _____________________ is _____________________ and _____________________.

In the forest, I would like to see a _____________________. I think it would

look _____________________ and _____________________.


Kid Phonics 1


Settings Names ________________________

______________________________


Setting: ___________________________

In space, Mumpher sees a moon.

In space, Miggles sees a ___________________________.

In space, Boogie sees a ___________________________.

In space, Tweed sees a ___________________________.

In space, Cosmo sees a ___________________________.

The moon is yellow and sleeping.

The _____________________ is _____________________ and _____________________.

The _____________________ is _____________________ and _____________________.

The _____________________ is _____________________ and _____________________.

The _____________________ is _____________________ and _____________________.

In space, I would like to see a _____________________. I think it

would look _____________________ and _____________________.


Kid Phonics 1


Settings Names ________________________

______________________________


Setting: ___________________________

In the amusement park, Mumpher sees a balloon.

In the amusement park, Miggles sees a ___________________________.

In the amusement park, Boogie sees a ___________________________.

In the amusement park, Tweed sees a ___________________________.

In the amusement park, Cosmo sees a ___________________________.

The balloon is red and floating.

The _____________________ is _____________________ and _____________________.

The _____________________ is _____________________ and _____________________.

The _____________________ is _____________________ and _____________________.

The _____________________ is _____________________ and _____________________.

In the amusement park, I would like to see a_____________________.

I think it would look _____________________ and

_____________________.


Kid Phonics 1


Settings Names ________________________

______________________________


Setting: ___________________________

In the zoo, Mumpher sees a yak.

In the zoo, Miggles sees a ___________________________.

In the zoo, Boogie sees a ___________________________.

In the zoo, Tweed sees a ___________________________.

In the zoo, Cosmo sees a ___________________________.

The yak is dancing and smiling.

The _____________________ is _____________________ and _____________________.

The _____________________ is _____________________ and _____________________.

The _____________________ is _____________________ and _____________________.

The _____________________ is _____________________ and _____________________.

In the zoo, I would like to see a _____________________. I think it would

look _____________________ and _____________________.


Kid Phonics 1


Settings Name __________________________

PUT MUMPHER IN A NEW SETTING

Part I. Draw a picture and write a sentence telling where Mumpher is.

__________________________________________________________

__________________________________________________________

Part II. Draw a picture and complete the sentence with an object Mumpher would love tosee in his new setting.

I love the _________________________ in ______________________________________

________________________________________________________________________.


Kid Phonics 1

Before the Computer

A Bring students together at the board. Challengethem to recall the ten different book covers inthe Sound Buster Game. Ask them to closetheir eyes and pretend they are listening forsounds in the city book cover. Have studentsshare what they might hear by saying, “I’mlistening in the city book cover for a ________to ___________.” Write a few of theresponses on the board. For example:

I’m listening in the city book coverfor a car to honk,for a baby to cry,for a dog to bark,for a boy to laugh.I like listening in the city book cover!

A Point to the sounds they heard and explainhow each object had to move or act to createthe sound. Explain to students that a wordwhich shows action and tells what the object isdoing is called a verb.

A Distribute copies of the Listening for ActionSounds in a Book Cover activity sheet, p. 65.Ask students to choose partners and bringtheir activity sheets with them to the computer.

b At the Computer

A Direct partners to go to the Sound BusterGame. Explain to students they will be usingtheir listening skills and imaginations to writeaction sounds they hear (or might hear) in abook cover. Allow them enough time touncover a few book covers and decide whichone they will work in.

A Ask each pair to select a cover and write thename of it on the activity sheet.

A Instruct partners to complete their activitysheets by choosing objects in the book coverand writing the action sounds they hear (ormight hear) them make.


Kid Phonics 1


Listening for Action Sounds

Objective

A Write action words (verbs) for objects in a book cover.

Summary

Listening for Action Sounds helps students become familiar with verbs as they write action words forobjects in a book cover from the Kid Phonics Sound Buster Game.

After the Computer

A Ask students to bring their Listening for ActionSounds in a Book Cover activity sheet withthem to the board. Have each pair of studentsstand up and make the action sounds on theiractivity sheet. Challenge the rest of the class tolisten and try to name what object wouldmake the action sound they are hearing. Aftereach pair has made all of their action sounds,the class guesses what book cover the soundsare from.

ExtensionA Play the What Animal Am I? game. Students

sit in a large circle with one student in themiddle. The student in the middle chooses ananimal to act out using body movements andsounds. The first student in the circle whoguesses the actor’s animal is the next actor inthe middle.


Kid Phonics 1


Listening for Action Sounds Names ________________________

______________________________

LISTENING FOR ACTION SOUNDS IN A BOOK COVER


Kid Phonics 1

Book Cover: ______________________________

I’m listening in the _________________________ book cover

for a _________________________ to _________________________,

for a _________________________ to _________________________,

for a _________________________ to _________________________,

for a _________________________ to _________________________.

I like listening in the _________________________ book cover.

Before the Computer

A Bring students together at the board. Practicecounting from one to 20 as a group.Challenge students to whisper-count to 20with someone near them. (Recommended:Tasha Tudor’s counting-to-20 book, 1 Is One,which uses both numerals and writtennumbers.)

A Ask students to skywrite with their fingers thenumerals 1 through 10. Write the numeralson the board as they skywrite. Ask students totell you if there is any other way to write thenumerals. Help students understand that thenumeral 1 can also be written as one, 2 astwo, etc. Show the written form next to eachnumeral.

A Distribute copies of the Counting to Tenactivity sheet, p. 68. Have students workindependently. Ask students to write thewritten number next to each numeral. Next toeach written number, have students draw thecorresponding number of dots.

A Bring students back together at the board.Explain that they will be working in a group tocreate a count-to-ten book from the SoundBuster Game. Divide students into cooperativegroups of ten. Allow each group time tochoose one of the ten book covers to use fortheir count-to-ten book, and decide who willwrite about each number.

A Distribute a copy of the Count-to-Ten BookPage activity sheet, p. 69, to each student.Ask students to bring their activity sheets withthem to the computer.

b At the Computer

A Instruct groups to go to the Sound BusterGame and uncover the barrier of their bookcover choice.

A Ask groups to complete all three levels of thebook cover game as they decide on tendifferent objects for their books. Each studentin the group should be assigned one object


Kid Phonics 1


Creative Counting

Objectives

A Practice orally counting to 20.A Write the numerals and corresponding written numbers for 1 through 10.

A Cooperate in a group of ten to create a count-to-ten book.

Summary

Creative Counting involves students in various counting activities. Students practice orally counting to 20.They identify the numerals and corresponding written numbers for one through ten. To complete the

activity, students cooperate in groups of ten to create a count-to-ten book from the Kid Phonics SoundBuster Game.

and one number from one to ten. As studentschoose objects, they will be taken to the WordBuilder. Have them construct the word beforethey write it. Ask students to complete Part I oftheir activity sheet with the name of the bookcover and their object choice.

After the Computer

A Ask groups to complete Part II of the activitysheet at their desks. Each student writes asentence using his or her numeral, writtennumber, object, and book cover name. Forexample, the student given the number fourmight write, “4 is four frogs jumping in therain forest.” Students may use their Countingto Ten activity sheet to help with spellingwritten numbers. Have students illustrate theirsentences in the drawing space.

A Allow groups time to organize their completedCount-to-Ten Book Page activity sheets. Askstudents to put them in order from one to ten,make a title page listing each student’s nameas author and illustrator, and create a coverfor their book.

ExtensionA Have a Readers’ Theater. Challenge groups of

ten to read, or recite by memory, their count-to-ten books. Students act out each pageduring their performance.

A Duplicate book pages so students eachreceive individual copies of their group’sbook. Have students practice reading them toeach other, or share them with another class.


Kid Phonics 1


Creative Counting Name __________________________

COUNTING TO TEN

1 one

2 ______________

3 ______________

4 ______________

5 ______________

6 ______________

7 ______________

8 ______________

9 ______________

10 ______________


Kid Phonics 1

10

5

8

37

2 6


Creative Counting Name __________________________

COUNT-TO-TEN BOOK PAGE

Part I.

Book Cover: ______________________________ Object: __________________________

Part II.

______ is ___________________ ____________________________ in the

__________________________.


Kid Phonics 1

Before the Computer

A Bring students together at the board. Explainthat they will answer questions about anobject in a book cover and use their answersto write a frame story.

A Ask students to choose a partner and try toname all ten book covers in the Sound BusterGame. Have pairs decide which book coverthey will work with to complete their activitysheets.

A Distribute copies of the Frame StoryQuestions activity sheet, p. 72. As a group,read the questions on the activity sheet. Askpartners to bring their activity sheets with themto the computer.

b At the Computer

A Direct students to go to the Sound BusterGame and uncover the book cover theychose.

A Ask partners to complete the Frame StoryQuestions activity sheet by choosing an object

in their book cover and answering all thequestions.

After the Computer

A Reconvene at the board. Instruct students tobring their Frame Story Questions activitysheet with them. Ask for a volunteer pair toshare their answers. As a group, use the pair’sanswers to practice writing a frame story. Forexample:

In the castle book cover, we can see a dragon.It is giant, round, and green.It can breathe fire.It can’t sing.

A Read the finished frame story together.Distribute copies of the Writing a Frame Storyactivity sheet, p. 73. Instruct partners to usetheir answers from the Frame Story Questionsactivity sheet to help them complete their ownframe story. Ask students to draw a picture oftheir object choice in the box below their story.


Kid Phonics 1


Writing a Frame Story

Objectives

A Use critical-thinking skills to answer questions.A Write a frame story from question responses.

Summary

The activities in Writing a Frame Story help students develop their beginning writing skills. Students writetheir responses to questions about an object they see in a book cover from the Kid Phonics Sound Buster

Game. They combine their frame answers to create a frame story.

ExtensionA Have a Frame Storytelling Time. Ask students

to form cooperative groups of six. Have eachgroup sit in a circle and take turns readingtheir frame stories.

A Compile all the frame stories into a class bookfor students to practice reading independently.


Kid Phonics 1


Writing a Frame Story Names ________________________

______________________________

FRAME STORY QUESTIONS


Kid Phonics 1

Book Cover: __________________________

What is one object you can see in this book cover?

_______________________

How big is it? _________________________

What shape is it? _________________________

What color is it? _________________________

What can it do? _________________________

What can’t it do? _________________________


Writing a Frame Story Names ________________________

______________________________

WRITING A FRAME STORY

In the _____________________________ book cover, I can see a ___________________.

It is ______________________________, ______________________________, and

______________________________. It can ______________________________.

It can’t ______________________________.


Kid Phonics 1

Before the Computer

A Bring students together at the board. Askstudents to listen carefully as you read afavorite poem to the class. Challenge studentsto tell you what they know about poetry. As agroup, recite an easy nursery rhyme together.Explain to students that the rhythm and fun ofnursery rhymes make them easy to learn.

A Ask students to listen carefully as you readfour Sound Buster poems.

Tweed’s poem about space:Galactic adventure is what I need—A trip to the moon at rocket speed.

Boogie’s poem about the forest:At night by the campfire, I sing my best songs.If you don’t know the words, you can just humalong.

Miggles’ poem about the zoo:If I could choose an animal to take home for apet, I would take a penguin, so quiet and so wet!

Mumpher’s poem about the toy store:Once I got lost down a long toy store aisle.They found me in the ball bin at the bottom ofthe pile.

A Explain that students will have the opportunityto listen to all the Sound Busters’ poems in abook cover. Ask students to choose partners.Have them decide which book cover theywant to go to in the Sound Buster Game.

A Distribute the appropriate Poetry in the BookCovers activity sheets, pp. 76–85, to partners.Ask them to take their activity sheets with themto the computer.

b At the Computer

A Direct partners to go to the Sound BusterGame and uncover their book cover choice.Instruct students to click each of the fourSound Busters and listen as they share theirrhymes. Challenge them to listen carefully andcircle the missing words from each poem ontheir activity sheets. Students should then fill in


Kid Phonics 1


Enjoying Poetry With the Sound Busters

Objectives

A Use listening skills to complete poetry lines.A Memorize and recite a favorite Sound Buster poem.

Summary

Enjoying Poetry With the Sound Busters gives students the opportunity to enjoy the rhythm and fun of theSound Busters poems. Students use their listening skills in the Kid Phonics Sound Buster Game as theycomplete poetry lines. They are also challenged to memorize and recite favorite Sound Buster poems.

the blank spaces with the correct words tocomplete each poem.

After the Computer

A Ask partners to memorize their favorite SoundBuster poems from their completed activitysheets. Allow enough time for partners tomemorize and practice reciting their poems.Tell partners they may recite the same poemtogether, or each recite a separate poem.Reconvene at the board for a favorite-poemreading party!

ExtensionA Challenge students to write their own poems

about book covers. Have students paint water-color pictures depicting their poems. Displayall of the students’ poems and pictures on abulletin board.


Kid Phonics 1


Enjoying Poetry With Names ________________________the Sound Busters

______________________________

POETRY IN THE RAIN FOREST

TweedThe vines are so lovely with millions of ________________________,

daisies flowers shoes

I’d live here forever, if not for the _________________________!daisies showers towers

BoogieThere’s a screeching and buzzing from morning till _________________________,

day kite night

The call of the wild—a musician’s _________________________.delight fight white

MigglesHundreds of bugs travel close to the _________________________.

ground dirt bushes

If I were like them, I would never be _________________________.sound wound found

MumpherA playful monkey took my hat one _________________________.

way day afternoon

I told him he could keep it if he’d stay around and _________________________.eat play gray


Kid Phonics 1



______________________________

POETRY ON THE FARM

TweedI love the smell of hay and the sound of a _________________________.

cow dog pig

I only wish the spiders here weren’t quite so _________________________!big wig huge

BoogieI jive with the ducks and I jam with the _________________________.

trees bees birds

The farm’s a great place for a dude like _________________________!see Tweed me

MigglesDown by the pond, I ran into a _________________________.

fish goose rock

He honked so loudly that my buttons came _________________________!loose off loud

MumpherI carried a pail to the barn for some _______________________.

oats water hay

It spilled on the floor and the cow just got _____________________!hotter mad wet


Kid Phonics 1



______________________________

POETRY IN THE CITY

TweedThe city’s quite dirty; its walls are full of _________________________.

colors doodles noodles

But the food is delicious—I love to eat the _________________________!noodles rice pizza

BoogieI’m a mover and a shaker—the city is my _________________________.

home horse place

The taxis honk back as I shout out my _________________________!name song poem

MigglesThe traffic is terrific and the noise is awfully _______________________.

loud noisy shout

The city’s a great place to get lost in the _________________________.crowd streets proud

MumpherWhile walking in the city and not looking at my ________________________,

hands feet street

I fell into a manhole where the smell was none too _____________________!meet lovely sweet


Kid Phonics 1



______________________________

POETRY IN THE TOY STORE

TweedJacks is my game; I love the red _________________________.

ball call bounce

It bounces like crazy and rolls down the _________________________.stairs fall hall

BoogieGive me a horn or a drum—rat-a- _________________________!

cat tat mat

Toys that make nose—that’s where it’s _________________________!fun bat at

MigglesI always choose toys I can cuddle in _________________________.

bed snug cars

My favorite’s a bear with a bow on its _________________________.red neck head

MumpherOnce I got lost down a long toy store ________________________.

room aisle shop

They found me in the ball bin at the bottom of the _____________________.pile pole box


Kid Phonics 1



______________________________

POETRY IN THE CASTLE

TweedI love this old castle, it’s a great place for a _________________________.

bash party cash

There’s a hall for dining and a moat for a _________________________.swim splash dive

BoogieThe queen used to dance a sweet _________________________,

dance jig minuet

Then I taught her how to boogie and she hasn’t stopped _________________________!met yet dancing

MigglesI can hide in the castle—it’s easy, you _________________________.

find see search

When the old king is sleeping, I just take his _________________!gold crown key

MumpherI’m searching through the castle looking for the king’s____________.

crown robe ring

First I go up all the stairs, and then I go right __________________!home down does


Kid Phonics 1



______________________________

POETRY IN THE OCEAN

TweedI don’t go swimming when I’m down by the _________________________.

sand water shore

I stay on my blanket and have a good _________________________!snore sleep floor

BoogieI grab my surfboard and I try to catch a _______________________.

fish swell wave

The ocean is awesome, but Boogie is _________________________.brave bold cool

MigglesI saw a little crab scooting right across the _________________________.

sand rocks land

I thought he seemed quite nice until he pinched my little _________________________.sand toe hand

MumpherI lost my shovel; I buried my ________________________.

bucket pail lunch

If no one can find them, I’ll go for a _____________________.sail mail swim


Kid Phonics 1



______________________________

POETRY IN THE FOREST

TweedI don’t like camping, though the forest is _________________________.

nice pretty fine

It’s the noises at night that send chills up my _________________________.back spill spine

BoogieAt night by the campfire, I sing my best _________________________.

rhymes songs poems

If you don’t know the words, you can just hum _________________________.along tunes wrong

MigglesThe forest is a great place for climbing a _________________________.

tree bush ladder

On a limb in the air, I feel tall and _________________________.happy free long

MumpherThe long forest trails are made just for _________________________,

running skipping walking

But I’ve learned that it’s better to stop while you’re _________________________!speaking talking laughing


Kid Phonics 1



______________________________

POETRY IN SPACE

TweedGalactic adventure is what I _________________________—

speed want need

A trip to the moon at rocket _________________________.weed speed flight

BoogieHow would it be to dance on the _________________________?

earth sun moon

I’d like to be first—can you think of a _________________________?planet tune song

MigglesI focus on the stars and the planets so _________________________,

far light bright

When I look at the sky through my telescope at ______________________.night dark moon

MumpherA comet came by here, just two years _________________________.

before ago again

I did mean to watch it, but I slept through the _________________________.day night show


Kid Phonics 1



______________________________

POETRY IN THE AMUSEMENT PARK

TweedThe amusement park is a delightful _________________________.

place visit spot

It’s especially amusing when they paint my ________________________.toes nose face

BoogieI love to ride the roller coasters with my _________________________.

teacher friends buddies

I ride them up and down again and never get the ___________________.bends giggles brakes

MigglesI really like the little car that I can drive _________________________.

alone slowly fast

I’d like it even better if it only had a _________________________.wheel cone phone

MumpherI took my cotton candy on a twirly, whirly ________________________.

spin slide ride

It whipped around so fast, the cotton stuck to my _____________________!hide face skin


Kid Phonics 1



______________________________

POETRY IN THE ZOO

TweedThe giraffe is the coolest fellow in the _________________________.

pool zoo park

He stretches out his neck when he looks at _________________________.you two us

BoogieIf I could only roar like the lions _________________________,

roar yell sing

I’d turn up my amp and send my vibes through the _________________________.cages door floor

MigglesIf I could choose an animal to take home for a _________________________,

set show pet

I would take a penguin, so quiet and so _________________________!wet net let

MumpherI stayed too long at the zoo, they _________________________;

whispered said joked

As long as I am here, the camel will not go to _________________________!bed sleep feed


Kid Phonics 1


Kid Phonics 1

UNIT 3: WORD BUILDER ACTIVITIES ACTIVITY 1

Building Sentences

Objectives

A To identify and write complete sentences.A To become familiar with the Kid Phonics Word Builder.

Summary

Building Sentences gives students the opportunity to identify and write complete sentences. It involvesstudents in different sentence-building activities both on and off the computer and helps them

become familiar with the Kid Phonics Word Builder.


Kid Phonics 1

Before the Computer

A Bring students together at the board.Challenge students to silently read along asyou write on the board:1. The cat is orange.2. is good

Read #1 and #2 together as a group. Askstudents to whisper to their neighbor whichnumber has a sentence written next to it.

A Explain to students that sentences are groupsof words that express complete thoughts.They begin with a capital letter and end witha period, question mark, or exclamationpoint.

A Read the writing on the board once more.Explain to the students that #1 is a sentencebecause it expresses a complete thought. Askstudents to tell you why #2 is not a sentence.

A Act as a recorder as students brainstorm onesentence about each of the Sound Busters.

A Distribute copies of the Building Sentences atthe Computer activity sheet, p. 89.

b At the Computer

A Ask students to bring their activity sheet withthem to the computer. Direct students to go tothe Kid Phonics Word Builder and choose anobject from the Word Library. Allow themenough time to explore and listen until theyfind an object they want to use. Explain thatthey will be building sentences during thisactivity.

A Instruct students to select their object byclicking its red button. Ask them to constructtheir word and then write it on their activitysheet. Tell them to draw a picture of their wordin the box. Challenge students to build asmany different sentences as they can usingtheir word in the Building a Sentence sectionof the Word Builder. Ask students to choosethree of the sentences they created and copythem onto their activity sheet.

After the Computer

A Reconvene at the board. Give students anopportunity to share their words, drawings,and favorite sentences.

A Distribute copies of the Working TogetherBuilding Sentences activity sheet, p. 90. Askstudents to choose a partner to work with onthis sentence-building activity. Instruct partnersto brainstorm together to decide what they willwrite about. Encourage them to choosesomething they know a lot about. Forexample, a partner group might choose towrite about spiders. Tell students to write theirchosen topic inside the oval of the Brain-storming section. Ask students to write threethings they know about their topic in the weblines around the oval. For example, the spidergroup might write 1) “are black,” 2) “haveeight legs,” and 3) “make webs.” Remindstudents that their webbing ideas do not needto be in complete sentences. To conclude theactivity sheet, instruct students to use theirbrainstorming information to write threecomplete sentences in the Building Sentencessection.

For example, the spider group would write: 1. Spiders are black.2. Spiders have eight legs.3. Spiders make webs.

ExtensionA Have students make beginning reading books

from their Working Together BuildingSentences activity sheet. Give each studentfour 3" x 10" cards. Instruct them to writetheir topic word on the first card for a bookcover, then write each of their three sentenceson the remaining cards. Encourage students toillustrate and color each of their pages. Staplethe cards together into a book and put themin a quiet reading center.


Kid Phonics 1


Building Sentences Name __________________________

BUILDING SENTENCES AT THE COMPUTER

1. _________________ _________________ _________________ _________________.

2. _________________ _________________ _________________ _________________.

3. _________________ _________________ _________________ _________________.


Kid Phonics 1

The word I chose is:

______________________


Building Sentences Names ________________________

______________________________

WORKING TOGETHER BUILDING SENTENCES

Brainstorming

1. _________________________ 2. _________________________

_________________________

3. _________________________

Building Sentences

1. _________________________________________________________________.

2. _________________________________________________________________.

3. _________________________________________________________________.


Kid Phonics 1

Before the Computer

A Bring students together at the board. Write thewords cat, dog, goldfish, rabbit, and whaleon the board. Read the five words togetherand challenge the students to identify whichword they think doesn’t fit. Challenge studentsto whisper this word to their neighbor andexplain why they think it doesn’t fit with theother four. Ask students to share their answersand explanations with the class. Act as arecorder and keep a tally of how manystudents picked each word. Discuss as a classthe different explanations given for each wordand decide if they work. Let the students seehow their choice might be different fromanother choice depending upon the explanation(or rule) given. For example, one student mightsay the word whale doesn’t fit because awhale is not a household pet, while anotherstudent might say it doesn’t fit because a

whale lives in the ocean and the other animalchoices do not.

A Explain that a classification is a group ofwords which can be put into a group becausethey share a similar rule (for example, animalsthat can be household pets).

A Challenge students to silently read as you writethe following sentences on the board:A ________________ is a pet.A ________________ is a pet.A ________________ is a pet.A ________________ is a pet.But a _____________ is not a pet!

A Ask students to share with you where each ofthe five words appropriately fit in the sentenceson the board. As a class, read the sentencesout loud. Erase the five animal names andchallenge the students to think of a new animalname to fit in each sentence space. Act as arecorder as they share their new names.


Kid Phonics 1


Reading and Writing From Classifications

Objectives

A Develop an understanding of the concept of classification.A Use critical-thinking skills to classify objects by certain criteria or rules.

A Use critical-thinking skills to develop a classification category and complete five sentences whichappropriately fit into the category.

Summary

In Reading and Writing From Classifications, students practice reading and writing skills as they learnabout classification. The activities also challenge students to use their critical-thinking skills. The studentsbegin the lesson by grouping objects from the Kid Phonics Word Library into classifications. They then

develop their own classification categories and must prove their understanding of the concept by writingsentences which appropriately fit into the categories.

A As a class, brainstorm together to createanother classification and five words thatwould fit into this new classification.

A Distribute copies of the Classification Fun inWord Builder activity sheet, p. 93. Askstudents to choose a partner and bring theiractivity sheet with them to the computer.

b At the Computer

A Direct students to go to the Kid Phonics WordBuilder and, in pairs, search through theWord Library for five objects which follow theactivity sheet classification rule of being alive.Instruct pairs to select each of their five objectchoices and construct the word before theywrite it on their activity sheet. Have studentscomplete the last sentence on their activitysheet by choosing an object from the WordLibrary which does not follow the classificationrule. Challenge student pairs to take turnsreading the completed sentences to eachother.

After the Computer

A Reconvene at the board. Give student pairs anopportunity to read their sentences from theClassification Fun in Word Builder activitysheet to the class.

A Distribute the Make Up Your OwnClassification activity sheet, p. 94. Tell studentpartners they will have the opportunity tomake up their own classification. Instruct pairsto complete the first five sentences with wordswhich follow their classification rule, and thelast sentence with a word which does not.

A Compile students’ Make Up Your OwnClassification activity sheets together into aclassification class book for students to readindependently.

ExtensionA Have students choose a classification rule they

have written about, or develop a new one, tocreate a Classification Mystery Book. Supplyeach student with three sheets of 8 1⁄2" x 11"paper. Instruct them to fold each sheet in halfand then staple the pages together to create asix-page book. Tell students to create a frontcover titled Classification Mystery Book. Askthem to draw, color, and label an object onthe front of each page that follows the sameclassification rule. Put completed books into aclassification mystery basket for students toread independently. Challenge them tobecome a “classification detective buster” asthey try to solve each mystery by figuring outthe classification rule.


Kid Phonics 1


Reading and Writing Names ________________________From Classifications

______________________________

CLASSIFICATION FUN IN WORD BUILDER

A _________________________ is alive.

A _________________________ is alive.

A _________________________ is alive.

A _________________________ is alive.

A _________________________ is alive.

But a _________________________ is not alive.


Kid Phonics 1


Reading and Writing Names ________________________From Classifications

______________________________

MAKE UP YOUR OWN CLASSIFICATION

A _________________________ is _________________________.

A _________________________ is _________________________.

A _________________________ is _________________________.

A _________________________ is _________________________.

A _________________________ is _________________________.

But a _________________________ is not _________________________.


Kid Phonics 1

Before the Computer

A Bring students together at the board. Ask themto listen carefully as you speak a fewsentences that all have something the sameabout them. Challenge students to think of asentence that has something different fromyour sentences. Give them an example:

A person has a nose.A dog has a nose. A horse has a nose. But a chair does not have a nose.

A Explain that when a sentence is different froma group of similar sentences, it is called acontrast sentence. Ask students to help youcomplete the contrast sentence to the followingsentences about things that can fly:

A pelican can fly.A helicopter can fly.A bumblebee can fly.But a ___________ cannot fly.

A Distribute copies of the Contrast Sentenceactivity sheet, p. 97. Have students work with

a partner to think of five animals they couldswim with and one they could not swim with.Ask them to complete each sentence anddraw a picture of each animal in the box nextto the sentence.

A Distribute copies of the Contrast SentencesChallenge activity sheet, p. 98. Ask studentsto choose a partner and bring their activitysheets with them to the computer.

b At the Computer

A Direct partners to go to the Kid Phonics WordBuilder. Challenge pairs to explore in theWord Library for objects which will completeeach sentence on the activity sheet. Remindthem that the third sentence in each sectionwill be a contrast to the first two sentences.Instruct students to select each object theychoose to complete a sentence and construct itbefore they write the word on their activitysheets.


Kid Phonics 1


Contrast Sentences From Classifications

Objectives

A Develop an understanding of how to identify and use contrasting sentences.A Complete sentences with objects which have the same classification criteria and then write

a contrasting sentence.

Summary

In Contrast Sentences From Classifications, students learn about and practice making sentences thatcontrast. Students develop this concept by completing sentences with objects from the Kid Phonics Word

Library that have the same classification criteria, and then using their critical-thinking skills to write asentence that differs (contrasts) from the criteria.

After the Computer

A Have partner groups pair up into smallgroups of four. Ask partners to share theirsentences from the Contrast SentenceChallenge activity sheet with each other.

A Have pairs challenge each other by takingturns speaking a sentence and then having theother pair speak a sentence that contrasts with it.

ExtensionA Make a Contrast Sentences Class Big Book.

Give partners two pieces of large whiteconstruction paper. Ask pairs to choose theirfavorite sentence and its contrasting sentencefrom the previous activities. Instruct partners towrite the two sentences, one on each page,and then illustrate their pages. Compilestudents’ pages into a big book to readtogether as a class.


Kid Phonics 1


Contrast Sentences Names ________________________From Classifications

______________________________

CONTRAST SENTENCE

Work with a partner to think of five animals you could swim with. Think of one animal you could not swim with. Complete each sentence below and draw a picture of each animal in the box next to the sentence.

I could swim with a _______________________.





But I could not swim with a _______________________!


Kid Phonics 1


Contrast Sentences Names ________________________From Classifications

______________________________

CONTRAST SENTENCES CHALLENGE

Go to the Kid Phonics Word Library to find objects which will complete each sentencebelow.

Things that begin with the letter s; things that don’t.

The word ____________________ begins with the letter s.

The word ____________________ begins with the letter s.

But the word ____________________ does not begin with the letter s.

Things that are round; things that are not.

A ____________________ is round.

A ____________________ is round.

But a ____________________ is not round.

Things that will grow; things that won’t.

A ____________________ will grow.

A ____________________ will grow.

But a ____________________ will not grow.


Kid Phonics 1

Before the Computer

A Bring students together at the board. Play the“I Spy” game by asking students to guess theobject you are spying in the classroom. Forexample:

The teacher says,”I spy an object that is round and ticks.”The students guess the answer,”The clock!”

Continue the game with objects around theclassroom. Allow the student who guesses thecorrect object first to choose an object andlead the “I Spy” game.

b At the Computer

A Distribute copies of the Scavenger HuntExtravaganza activity sheet, p. 101. Havestudents go to the computer with a partner.Direct students to go to the Kid Phonics WordBuilder. Explain that many objects, animals,and characters can be found in the Kid

Phonics Word Library. Challenge studentpartners to read each clue and go on ascavenger hunt through the Kid Phonics WordLibrary to find an object that matches eachclue. Tell students they must select their objectchoice and construct it in the Word Builderbefore they write the name of their answer onthe activity sheet. To complete the activity,have students print a dictionary page for eachobject.

A Hand out copies of the Our Scavenger HuntObjects Planning Sheet, p. 102. Explain thatnow each pair of students will make ascavenger hunt for others to solve. Whilestudents are still at the computer, ask them tolist five objects from the Kid Phonics WordLibrary to use in their hunt.


Kid Phonics 1


Scavenger Hunt Extravaganza

Objectives

A To become familiar with the Kid Phonics Word Library.A To find solutions to problems from clues.

A To practice constructing words and creating dictionary pages.A To develop new scavenger hunts for others to solve.

Summary

Scavenger Hunt Extravaganza gives students the opportunity to become familiar with the Kid PhonicsWord Library, and to practice constructing words and creating dictionary pages. Students work in pairsto find scavenger hunt objects by following clues. To conclude the activity, pairs create new scavenger

hunts for other students to solve.

After the Computer

A Ask partners to write clues for their fivescavenger hunt objects on the What Could IBe? activity sheet, p. 103.

A Bring students back together at the board.Have partners select what they think are theirtwo hardest clues and present them as achallenge to the class.

ExtensionA Compile partners’ What Could I Be? activity

sheets into a scavenger hunt book. Make acopy for each student. Challenge students tocomplete their book by finding all the objectsduring time for independent activities.


Kid Phonics 1


Scavenger Hunt Names ________________________Extravaganza

______________________________

SCAVENGER HUNT EXTRAVAGANZA

Go to the Kid Phonics Word Builder and hunt through the Word Library to find an objectthat matches each clue.

Example:Find an object that begins with the letter b. Object – balloon

1. Find an object that can fly.

Object – ____________________

2. Find an object that rhymes with the word mat.

Object – ____________________

3. Find an object that an astronaut might see in space.

Object – ____________________

4. Find an object that can hop.

Object – ____________________

5. Find an object ends with the letter n.

Object – ____________________


Kid Phonics 1



______________________________

OUR SCAVENGER HUNT OBJECTS PLANNING SHEET

1. ________________________________________________

2. ________________________________________________

3. ________________________________________________

4. ________________________________________________

5. ________________________________________________


Kid Phonics 1



______________________________

WHAT COULD I BE?

Write five clues to give to a friend.

1. Find an object that ______________________________________________________.

Object – ____________________


Object – ____________________


Object – ____________________


Object – ____________________


Object – ____________________


Kid Phonics 1

Before the Computer

A Before you begin the lesson, decide whichphonics activity (short vowels, long vowels,consonant letters, or consonant blends) youwant your students to focus on. Each phonicsactivity is represented on one of the first fourWord Search Fun activity sheets. They weredesigned to be completed one per lesson.

A Bring students together at the board. Reviewthe phonics activity the students will beworking on by asking students to spot differentobjects in the classroom that have the phoneticletter or letters they are focusing on in theirspelling. For example, if your class is workingon the Word Search Fun Short Vowel Searchactivity sheet, challenge them to spot an objectin the classroom that has a short a in it(backpack), a short e (pencil), a short i (zipper),a short o (clock), and a short u (lunch bag).

A Distribute copies of the appropriate WordSearch Fun activity sheets, pp. 106–109. Askstudents to find a partner and take theiractivity sheet with them to the computer.

b At the Computer

A Direct students to go to the Kid Phonics WordBuilder. Challenge them to search through theWord Library looking for objects that have thephonetic sounds they have been instructed tofind. To meet the challenge, they must fill in allof the empty boxes with Word Library objectnames in the appropriate spaces. Remindthem to select the objects they want andconstruct them in Word Builder before theywrite them on their activity sheets.


Kid Phonics 1


Word Search Fun With Phonics

Objectives

A To become familiar with the Kid Phonics Word Library.A To increase short vowel recognition skills.A To increase long vowel recognition skills.

A To increase consonant letter recognition skills.A To increase consonant blend recognition skills.

A To create a new word search activity for other students to solve.

Summary

Word Search Fun With Phonics gives students practice strengthening some basic phonics skills whileexploring the Kid Phonics Word Library. Students challenge themselves and their classmates by creating

their own Word Search Fun Challenge activity sheets for others to solve.

After the Computer

A Give students the opportunity to share theobjects they found with other students. Askthem to work as a team to check theiranswers.

A Distribute copies of the Create Your OwnWord Search Fun Challenge activity sheet, p.110. Ask partners to create their own wordsearch activity for another group to complete.Tell them to create their search theme withobjects in the classroom they can clearly see.Give each team enough time to create a wordsearch theme, and remind them to make surethey can find enough objects in the classroomto fit in the spaces of their challenge. Askgroups to exchange their word searches withanother group to solve. Ask groups to meetagain to check each other’s findings.

ExtensionA Put the other Word Search Fun activity sheets

in an independent work center and letstudents work on them at the computer duringindependent activity times.


Kid Phonics 1


Word Search Fun Names ________________________With Phonics

______________________________

WORD SEARCH FUN

Short Vowel Search

Short a Short e Short i Short o Short u

1. cat elf zipper dolphin skunk

2. __________ __________ __________ __________ __________

3. __________ __________ __________ __________ __________

4. __________ __________ __________ __________ __________

5. __________ __________ __________ __________ __________


Kid Phonics 1


Kid Phonics 1



______________________________

WORD SEARCH FUN (continued)

Long Vowel Search

Long a Long e Long i Long o Long u

1. snake zebra kite globe cube

2. __________ __________ __________ __________ __________

3. __________ __________ __________ __________ __________

4. __________ __________ __________ __________ __________

5. __________ __________ __________ __________ __________


Kid Phonics 1



______________________________


Consonant Letter Search

Begins With Ends With Begins With Begins With Ends With the Letter p the Letter n the Letter s the Letter b the letter r

1. purse crayon seal ball star

2. __________ __________ __________ __________ __________

3. __________ __________ __________ __________ __________

4. __________ __________ __________ __________ __________

5. __________ __________ __________ __________ __________


Kid Phonics 1



______________________________


Consonant Blend Search

cl fl gl tr br

1. cloud flag globe train broom

2. __________ __________ __________ __________ __________

gr dr st sk sn

1. grape drum star skate snake

2. __________ __________ __________ __________ __________


Kid Phonics 1



______________________________

CREATE YOUR OWN WORD SEARCH FUN CHALLENGE

Theme:_____________________________________________________________

Search for Search for Search for

____________________ __________________ __________________

1. ____________________ __________________ __________________

2. ____________________ __________________ __________________

3. ____________________ __________________ __________________

4. ____________________ __________________ __________________


Kid Phonics 1

Level One Rain Forestsnakemonkeyvinebatbee

Farmkitepiggoosegoatgate

Citybusboycardogbaby

Toy Storetopdolldrumboatyo-yo

Castlefirebellowlghostking

Ocean/Beachfishsealdiversharkcrab

Mountain/Forestdeersnailmolemoosetree

SpacemoonsunstarEarthMars

Amusement Parkcattramcandyballoonhot dog

Zooyakbirdwolfbearlion

Level TwoRain Forestparrotbeetleantspiderflower

Farmeggmousehorsesheephay

Citytaxilightgirljettruck

Toy Storepuzzletrainclownrattleskates

Castleprincesselfcandledragonqueen

Ocean/Beacheelotterstarfishwhaleclam

Mountain/Foresthawkraccoonbugwormrabbit

Sky and Spacecloudalientornadorocketcomet

Amusement Parkballgoldfishfireworkspopcornbubble

Zooclockpeanutcamelturtlepony

SOUND BUSTER WORD LIST


Kid Phonics 1

Level ThreeRain Forestgrasshopperanteaterbutterflyfroggorilla

Farmroosterbarntractorturkeyfarmer

Cityhydrant umbrellamotorcyclehelicopterflag

Toy Storebasketballtelephonewhistledinosaurrobot

Castlewizardknightswordunicorntorch

Ocean/Beachshellbucket dolphinpelicanoctopus

Mountain/Forestrainbowchipmunkskunklizardfox

Spaceconstellationstationmeteorastronautlightning

Amusement Parkcarouselticketice creamcoasterlollipop

Zooflamingozebraelephantalligatorcaterpillar

Additional LibraryWordsblousebookbottlebridgebroomcirclecrayoncubedeskdoctordollar

duckgiraffeglobeglovegrapehandhelmeticiclesjacksjewellamblamplettermaskmermaidmilkmouthpennyphotopianopieplatepursequailquiltraftschoolsmokesnowsocksoilswingthumbtoasttrapezetrophywrenchx-rayzipper


Kid Phonics 1

SOUND BUSTER RHYME LIST

Rain ForestTweedThe vines are so lovely with millions of flowers,I’d live here forever, if not for the showers!

BoogieThere’s screeching and buzzing from morning tillnight,The call of the wild—a musician’s delight.

MigglesHundreds of bugs travel close to the ground.If I were like them, I would never be found.

MumpherA playful monkey took my hat one day.I told him he could keep it if he’d stay around andplay.

FarmTweedI love the smell of hay and the sound of a pig.I only wish the spiders here weren’t quite so big!

BoogieI jive with the ducks and I jam with the bees.The farm’s a great place for a dude like me!

MigglesDown by the pond, I ran into a goose.He honked so loudly that my buttons came loose!

MumpherI carried a pail to the barn for some water.It spilled on the floor and the cow just got hotter!

CityTweedThe city’s quite dirty; its walls are full of doodles.But the food is delicious—I love to eat the noodles!

BoogieI’m a mover and a shaker—the city is my home.The taxis honk back as I shout out my poem!

MigglesThe traffic is terrific and the noise is awfully loud.The city’s a great place to get lost in the crowd.

MumpherWhile walking in the city and not looking at myfeet,I fell into a manhole where the smell was none toosweet!

Toy StoreTweedJacks is my game; I love the red ball.It bounces like crazy and rolls down the hall.

BoogieGive me a horn or a drum—rat-a-tat!Toys that make noise—that’s where it’s at!

MigglesI always choose toys I can cuddle in bed.My favorite’s a bear with a bow on its head.

MumpherOnce I got lost down a long toy store aisle.They found me in the ball bin at the bottom of thepile.


Kid Phonics 1

CastleTweedI love this old castle, it’s a great place for a bash.There’s a hall for dining and a moat for a splash.

BoogieThe queen used to dance a sweet minuet,Then I taught her how to boogie and she hasn’tstopped yet!

MigglesI can hide in the castle—it’s easy, you see:When the old king is sleeping, I just take his key!

MumpherI’m searching through the castle looking for theking’s crown.First I go up all the stairs, and then I go rightdown!

OceanTweedI don’t go swimming when I’m down by the shore.I stay on my blanket and have a good snore!

BoogieI grab my surfboard and try to catch a wave.The ocean is awesome, but Boogie is brave.

MigglesI saw a little crab scooting right across the sand.I thought he seemed quite nice until he pinchedmy little hand.

MumpherI lost my shovel; I buried my pail.If no one can find them, I’ll go for a sail.

ForestTweedI don’t like camping, though the forest is fine.It’s the noises at night that send chills up my spine.

BoogieAt night by the campfire, I sing my best songs.If you don’t know the words, you can just humalong.

MigglesThe forest is a great place for climbing a tree.On a limb in the air, I feel tall and free.

MumpherThe long forest trails are made just for walking,But I’ve learned that it’s better to stop while you’retalking!

SpaceTweedGalactic adventure is what I need—A trip to the moon at rocket speed.

BoogieHow would it be to dance on the moon?I’d like to be first—can you think of a tune?

MigglesI focus on the stars and the planets so bright,When I look at the sky through my telescope atnight.

MumpherA comet came by here, just two years ago.I did mean to watch it, but I slept through theshow.


Kid Phonics 1

Amusement ParkTweedThe amusement park is a delightful place.It’s especially amusing when they paint my face.

BoogieI love to ride the roller coasters with my friends.I ride them up and down again and never get thebends.

MigglesI really like the little car that I can drive alone.I’d like it even better if it only had a phone.

MumpherI took my cotton candy on a twirly, whirly ride.It whipped around so fast, the cotton stuck to myhide!

ZooTweedThe giraffe is the coolest fellow in the zoo.He stretches out his neck when he looks at you.

BoogieIf I could only roar like the lions roar,I’d turn up my amp and send my vibes throughthe floor.

MigglesIf I could choose an animal to take home for a pet,I would take a penguin, so quiet and so wet!

MumpherI stayed too long at the zoo, they said;As long as I am here, the camel will not go tobed!


Kid Phonics 1

ADDITIONAL RESOURCES

Rhymes and Poems for ChildrenBrown, Margaret Wise. The Fish With the Deep Sea Smile. New York: Dutton, 1938.Johnston, Tony. I’m Gonna Tell Mama I Want an Iguana. New York: G.P. Putnam’s Sons, 1990.Kuskin, Karla. Dogs and Dragons, Trees and Dreams. New York: Harper & Row, 1980.

Near the Window Tree. New York: Harper & Row, 1975.Lee, Dennis. The Ice Cream Store. New York: Scholastic Inc., 1991.Lewis, Patrick. Earth Verses and Water Rhymes. New York: Atheneum, 1991.Lobel, Arnold. Whiskers & Rhymes. New York: Greenwillow, 1985.McCord, David. Far and Few. Boston: Little, Brown, 1952.

For Me to Say. Boston: Little, Brown, 1970.Merriam, Eve. Catch a Little Rhyme. New York: Atheneum, 1966.Prelutsky, Jack. The New Kid on the Block. New York: Greenwillow, 1984.

Ride a Purple Pelican. New York: Greenwillow, 1986.

Counting BooksBang, Molly. Ten, Nine, Eight. New York: Greenwillow, 1983.Merriam, Eve. 12 Ways to Get to 11. New York: Simon & Schuster, 1993.Sendak, Maurice. One Was Johnny. New York: Harper & Row, 1962.

Seven Little Monsters. New York: Harper & Row, 1975.Serfozo, Mary. Who Wants One? New York: Macmillan, 1989.Tryon, Leslie. 1 Gaping Wide-Mouthed Frog. New York: Atheneum, 1993.Tudor, Tasha. 1 Is One. New York: Henry Z. Walck, Inc., 1956.

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