Sounds Abound Storybook Activities.qxd

Sandy Lachance

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ISBN 0-7606-0413-4

Skill Area: Phonological Awareness

Ages: 4 through 7

Grades: PreK through 2

About the Author

Sandy Lachance, M.S., CCC-SLP, has worked as a speech-language

pathologist for over 25 years in the Baltimore County Public School

System in Maryland. Sandy’s experience with students exhibiting

articulation, language, and reading difficulties sparked her interest

in phonological awareness. Sandy is a strong proponent of integrat-

ing phonemic awareness training in daily classroom activities. She

regularly incorporates these skills in her therapy sessions with pre-

school and elementary-aged students. Sandy has provided staff

development and consultation for teachers at her school as well as

numerous classroom demonstration lessons.

In her spare time, Sandy enjoys amateur photography, gardening, and relaxing with

her family beside their beautiful water garden.

Sounds Abound: Storybook Activities

is Sandy’s first publication with LinguiSystems.

Dedications

To my husband, Mike, whose support and encouragement during this project have

meant so much to me

To my daughters, Rachel and Rebecca, whose fond childhood memories of these

stories have been rekindled

To my mom, my friend . . . I love you

Cover Design by Mike Paustian

Page Layout by Lisa Parker and Jamie Hope

Edited by Barb Truman

Table of Contents

Introduction ........................................................................................................................5

A House Is a House for Me ..............................................................................................11

A Pocket for Corduroy ....................................................................................................16

Alexander and the Terrible, Horrible, No Good,Very Bad Day ..................................22

Blueberries for Sal ............................................................................................................28

Bringing the Rain to Kapiti Plain ....................................................................................33

Brown Bear, Brown Bear, What Do You See? ................................................................38

Caps for Sale ....................................................................................................................43

Curious George................................................................................................................49

Dear Rebecca, Winter Is Here ........................................................................................55

Each Peach Pear Plum....................................................................................................60

Fish Is Fish ..........................................................................................................................65

Frederick............................................................................................................................71

Henny Penny ....................................................................................................................77

I Am Eyes, Ni Macho ........................................................................................................81

If You Give a Moose a Muffin..........................................................................................86

If You Give a Mouse a Cookie........................................................................................91

Ira Sleeps Over..................................................................................................................96

Madeline ........................................................................................................................102

More Spaghetti, I Say!....................................................................................................107

Noisy Nora ......................................................................................................................112

Over in the Meadow ....................................................................................................117

Owl Moon........................................................................................................................122

Peter’s Chair....................................................................................................................127

Pinkerton, Behave! ........................................................................................................132

Pumpkin Pumpkin ..........................................................................................................137

Stone Soup......................................................................................................................141

Strega Nona....................................................................................................................146

Swimmy............................................................................................................................151

The Art Lesson ................................................................................................................156

Sounds Abound: Storybook Activities

Table of Contents, continued

The Day Jimmy’s Boa Ate the Wash ............................................................................161

The Five Chinese Brothers..............................................................................................166

The Gingerbread Man ..................................................................................................171

The Grouchy Ladybug ..................................................................................................176

The Hat ............................................................................................................................181

The Jacket I Wear in the Snow ....................................................................................187

The Little Red Hen ..........................................................................................................192

The Mitten ......................................................................................................................197

The Seasons of Arnold’s Apple Tree ............................................................................202

The Snowy Day ..............................................................................................................207

The Very Busy Spider ......................................................................................................212

The Very Hungry Caterpillar ..........................................................................................217

Tikki Tikki Tembo ..............................................................................................................222

Where the Wild Things Are ............................................................................................227

Book List ..........................................................................................................................232

Sounds Abound: Storybook Activities

Introduction

Sounds Abound: Storybook Activities

Phonological Awareness

Phonological awareness

refers to the perception that spoken words are made up of

individual sounds that can be manipulated. This terminology is sometimes used inter-

changeably with “phonemic awareness.” We know, however, that prior to recognizing

the smallest units of speech (phonemes), children first acquire an awareness of word

boundaries as they realize that sentences are made up of words. They then develop

the perception that words are made up of parts (syllables), and finally the recognition

of individual speech sounds. It is this global definition of phonological awareness that

is the premise of this text.

The importance of phonological awareness in acquisition of early reading and

spelling skills has been clearly documented. In fact, phonological awareness (specifi-

cally “phonemic awareness”) and knowledge of the alphabetic principle are consid-

ered the best predictors of success in early reading and spelling programs. In order to

benefit from a structured phonics program which includes processing visual informa-

tion, children need to be able to auditorally process oral speech. For example, during

phonics instruction related to letters and their sounds, students may look at the word

cat

and be able to make the corresponding sounds /k/-/a/-/t/, but not have the

auditory processing skill of sound blending necessary to blend those sounds into a

meaningful word. Conversely, in spelling, a student must be able to segment individ-

ual sounds in a spoken word to represent those speech sounds with letters or letter

combinations.

Developing phonological awareness skills can be accomplished in a very systematic

way beginning at the word level, progressing to syllables, and finally to individual

phonemes within words. This progression encourages students to perceive increas-

ingly smaller units of speech. Within that sequential framework, activities at each level

should initially address an awareness or recognition of the target skill prior to produc-

tion tasks which require direct manipulation of words, syllables, or phonemes. In

Developmental Reading Disabilities: A Language Based Treatment Approach

, the

author, Candace L. Goldsworthy, has delineated a very comprehensive hierarchy of

skills and activities to increase phonological awareness skills.

The Literature Connection

A balanced literacy program must include direct phonics instruction, phonological

awareness training, and reading/comprehending of informative and engaging texts.

Teachers commonly include children’s literature as part of the comprehension com-

ponent of their reading instruction. Although many excellent materials are currently

Goldsworthy, Candace L.

Developmental Reading Disabilities: A Language Based Treatment Approach

San Diego, CA: Singular Publishing Group, 1996.

Introduction, continued

Sounds Abound: Storybook Activities

available to teach specific phonological awareness skills both in isolation and in con-

junction with phonics instruction, it is the purpose of this book to link phonological

awareness skills to authentic literature. By addressing these skills within the context of

the literature text being read, the instruction becomes more relevant and meaningful

to students.

Sounds Abound: Storybook Activities

includes phonological awareness activities for

43 children’s literature books. These activities take advantage of the rich vocabulary

from these well-known stories to reinforce and apply skills in word awareness, syllable

awareness, rhyming, and sound awareness. The activities and the sequence in which

they are presented follow the recommendations outlined in Goldsworthy’s aforemen-

tioned text.

Processing phonological information requires a certain degree of short-term memory.

Students need to “hold” the words or sounds in working memory long enough to

process the information. To aid in this task, visual representations (e.g., pictures, blocks,

chips) are suggested to help teach some concepts. The ultimate goal is to fade the

use of visual cues so that the students are able to perform the tasks strictly auditorily.

As visual cues are faded, it may be beneficial to have students repeat the stimulus

words (i.e., verbal rehearsal) to facilitate that processing ability. For example, with

oddity tasks (e.g., Discriminating Rhymes) where three words must be held in working

memory, have the students quietly repeat the words as they attempt to discriminate

which one does not fit the intended pattern.

The activities included in

Sounds Abound: Storybook Activities

can be used in a vari-

ety of ways by classroom teachers, special education teachers, reading specialists,

and speech-language pathologists. Books selected for this program can be used

with preschool or kindergarten students as read-alouds, with first- and second-grade

readers, or with older students with reading and learning disabilities. The activities can

be incorporated in whole class instruction, in small groups, or with individual students.

There are a variety of questions provided at each level so you can easily address indi-

vidual needs in a group by posing different stimulus questions to different students. For

example, one student in a group could respond to a sound blending task as another

student claps the syllables in a word.

These activities can be integrated into a directed reading lesson and are short

enough to be used as reinforcement at other times throughout the day. For example,

you might present stimulus items to students as they transition from an activity on the

floor to working at their desks, while waiting in line, or before packing up at the end of

the day (e.g.,“Before you line up, tell me a word that rhymes with ____.”).

Sounds Abound: Storybook Activities

Several of the children’s books are content-related, addressing themes such as life

cycles (e.g.,

Pumpkin, Pumpkin

;

The Very Hungry Caterpillar

), animals (e.g.,

Swimmy,

The Grouchy Ladybug

), seasons (e.g.,

The Seasons of Arnold’s Apple Tree, The Snowy

Day

), and culture (e.g.,

Bringing the Rain to Kapiti Plain, Tikki Tikki Tembo

). This relation-

ship allows further connections between phonological awareness skills and outcomes

related to Science or Social Studies. By incorporating phonological awareness tasks

throughout the school day, we increase the exposure and practice students receive

in these critical processing skills.

The activities included for each story are easy to follow because they use the same

format and sequence of skills. In addition, many answers are provided for your con-

venience, either in parentheses following the item or by underlining the target item

in a list. Because of the variability in the vocabulary as well as the complexity of sen-

tence structure, different texts lend themselves to certain activities better than others.

Therefore, you will find that not all skills are addressed for each story. The following

activities, however, are found in every story in this book.

Word Awareness

These tasks encourage students to recognize individual words as meaning units.

Students initially connect a spoken word to a written word by pointing to words as

they are read. They “fill in” missing words orally, count words, and finally manipulate

words by correctly sequencing words presented either in print or aloud.

Syllable Awareness

The concept of “syllableness” is best taught by beginning with compound words in

which each syllable has a meaning attached before moving on to other two- and

three-syllable words. Any compound words from a story are incorporated into

these syllable awareness activities plus other multisyllabic words from the story for

extra practice.

These activities develop an awareness of syllables in words by first clapping word

parts and then blending syllables to make words. Once those skills are mastered,

students actually manipulate syllables in words. Again, manipulation of syllables in

compound words will be easier than noncompound words. Manipulation tasks

include deleting syllables, reversing syllables, and adding syllables.

Since the focus of this program is on the oral component of syllable awareness, syl-

lables are divided according to the dictionary pronunciation guide

as opposed

Introduction, continued

Macmillan Dictionary for Children

. NY: Simon & Schuster, 2001.

Introduction, continued

Sounds Abound: Storybook Activities

to the orthographic or phonics rules used for printed words. Because acceptable

pronunciation varies across speakers, use clinical judgment in accepting other rea-

sonable divisions of syllables in these tasks.

Rhyming

The ability to rhyme requires a perception of the initial consonant of a word (onset)

as a unit separate from the vowel and consonant ending (rime). With this in mind,

rhyming tasks actually require phoneme manipulation. For the purposes of this pro-

gram, rhyming is included as a separate section because many instructional activi-

ties address rhyming as a separate skill. If students experience difficulty with the

tasks in this section, introduce some of the early tasks under “Sound Awareness” to

help students acquire the skills necessary to rhyme.

The sequence of tasks under this section progresses from recognition to production

of rhymes, establishing an awareness of what constitutes a rhyme before actually

generating it. However, sometimes students may be able to give a rhyming word

without the ability to make judgments about rhyme. The initial task requires stu-

dents to recognize whether two words rhyme. In order to do this, they must under-

stand the onset-rime concept and be able to recognize sameness of the rime.

The next step requires students to perform an “oddity” task by identifying the word

that doesn’t rhyme. This concept may need to be initially taught by altering the

task so that students tell which two words

rhyme and then identify the one that

does

not

. In later tasks, students choose a word that rhymes with a stimulus word

and then supply a rhyming word for a given word. When producing a rhyme, stu-

dents may offer a nonsense word. At early stages of rhyming instruction, this is

acceptable since it shows that the student has acquired the onset-rime concept.

However, with additional practice, encourage students to think of a “real” word

that rhymes.

Within the rhyming tasks, most targeted words have been selected directly from

the text. However, for stories which do not include rhyming pairs, additional words

have been provided to rhyme with words drawn from the story.

Sound Awareness

At this level, students begin to identify individual phonemes that make up words.

Awareness of initial sounds in words is emphasized through matching consonant

sounds with words and identifying beginning sounds of given words. Sound blend-

ing begins with onset-rime and then blending individual phonemes to make words.

Identification of final sounds in words follows. Making judgments about both

beginning and ending sounds is facilitated with oddity tasks similar to those for

rhyming. Students then progress to segmenting words into individual phonemes

Sounds Abound: Storybook Activities

and directly manipulating sounds in words through sound substitution and deletion.

While most deletion tasks result in “real” words (e.g.,“Say bear. Say it again, but

don’t say /b/.”), some stimulus items will result in nonsense words (“Say read.Say it

again, but don’t say /d/.”).

All activities at this level focus on

sounds

, not letter names. Whenever a letter is sur-

rounded by slashes (/ /), say the sound, not the name of the letter (/t/, not /tee/).

In addition, make short sounds without a vowel following (e.g., /t/, not /tuh/). In

order to make this program user-friendly across disciplines, sounds are represented

according to general usage and not strict phonetic transcription (e.g., the sound

produced by the letters “ch” is presented as /ch/, not /tʃ/). Also, since words are

divided into sounds by how they are spelled, you may need to watch your pronun-

ciation of certain words like

noise

trees

who

, and

box

. For example, for “n-oi-se”

the silent ‘e’ is not pronounced, for “t-r-ee-s” the “s” is a /z/ sound, for “wh-o” the

“wh” is a /h/ sound, and for “b-o-x” the “x” is made with two sounds (/k/ and /s/).

If students experience difficulty at the sound awareness level, select items contain-

ing continuants (e.g., m, n, s, f, h, l, v, w, z, r, sh, th) rather than stops (e.g., p, b, t, d, k,

g, ch, j) for beginning practice. Being able to prolong the consonant sounds in

continuants makes blending and segmentation tasks easier for students.

In general, the number of items under specific headings is not all inclusive. Please

consider this work a starting point from which you can extend and generate addi-

tional stimulus items as you and your students interact with these wonderful stories.

Feel free to apply this framework to other texts as well.

I hope that you and your students enjoy these activities and stories as much as my

students and I do!

Sandy

Introduction, continued

A House Is a House for Me by Mary Ann Hoberman

Sounds Abound: Storybook Activities

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words on a page.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

➥ Read a short sentence (or present the written words) with the words out of order.

Have students rearrange the words to make a sentence that makes sense.

• houses pickles are barrels for • a for house me is house a

(Barrels are houses for pickles.) (A house is a house for me.)

• tree monkeys live in a up • a spider web house is a for a

(Monkeys live up in a tree.) (A web is a house for a spider.)

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

house

(1) lake (1) ship (1) jam (1)

spider (2) shellfish (2) terminal (3) reflections (3)

mosquito (3) lobster (2) teabags (2) envelopes (3)

bedbug (2) Eskimo (3) sandwich (2) garden (2)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

egg•shells oy•ster se•cret

tea•pot gar•bage en•ve•lopes

ear•muffs sand•wich mos•qui•tos

gar•den penn•ies hick•o•ry

A House Is a House for Me, continued

Sounds Abound: Storybook Activities

➥ Deleting Syllables

“Say bathrobe. Say it again, but don’t say bath.” (robe)

“Say eggshell. Say it again, but don’t say shell.”

(egg)

“Say cookies. Say it again, but don’t say ies.” (cook)

“Say spider. Say it again, but don’t say spi.” (der)

“Say potatoes. Say it again, but don’t say po.” (tatoes)

➥ Reversing Syllables

“Say _______. Now switch the parts.”

bedbug shellfish sandwich bathrobe

(bug•bed) (fish•shell) (wich•sand) (robe•bath)

mudhole teabag trashcan tablecloth

(hole•mud) (bag•tea) (can•trash) (cloth•table)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

me • bee shed • bed train • plane ham • jam

bug • rug snake • lake ship • corn bread • head

web • bird lambs • clams cup • up worms • pens

sheep • sleep shell • truck true • think smell • tell

➥ Discriminating Rhymes

“Which word does not rhyme?”

cup • up • kings

bread • head • barrel lambs • well • shell

all • home

• stall pot • spot • ham snake • lake • lions

box • worms • germs drink • things • kings flea • dog •me

think • that

• ink tea • knee • shoe nest • rug • snug

➥ Matching Rhymes

“Which word rhymes with tree? bird • flea”

“Which word rhymes with cow? sow • horse”

“Which word rhymes with shed? bed

• mule”

“Which word rhymes with clams? fish • lambs

”

“Which word rhymes with you? find • tr

ue”

Sounds Abound: Storybook Activities

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

kings tell up sleep

jam ink tea bug

pot bread train house

all you snake ship

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example,

use colored cubes or blocks to represent individual sounds. You can move them

apart, put them together, or substitute them to show changes in sound production.

➥ Initial Sound Play

“House begins with /h/. Let’s make up silly words that begin with the /h/ sound.”

“Say your name, beginning with the /h/ sound.”

“Name five things in the classroom. Begin each one with the /h/ sound.”

“Name five animals. Begin each one with the /h/ sound.”

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /b/ sound? bathr

obe • mole • bee

”

“Which words begin with the /h/ sound? hiv

e • hill • puddle”

“Which words begin with the /s/ sound? worms • snake • sea”

“Which words begin with the /p/ sound? peaches

• garbage • poc

kets”

“Which words begin with the /k/ sound? tea • cookies

• castles”

➥ Blending Monosyllable Words—Onset-Rime

“Blend these sounds together to make a word from the story.”

h•ouse l•ake f•oot th•ink

sh•eep sh•ell b•ox h•ome

c•ow d•ock c•up g•erms

r•ug n•ut h•ead r•ose

➥ Blending Monosyllable Words—Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

tr•uck dr•ink gl•ove thr•oat

sm•ell pl•ane sp•ot st•all

A House Is a House for Me, continued

Sounds Abound: Storybook Activities

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

ear•th h•a•t g•l•o•ve t•e•p•ee

f•or h•ou•se p•l•a•ce t•r•u•ck

b•oo•k h•a•m h•u•s•k r•i•v•er

h•u•m c•u•p t•r•ai•n c•l•a•m•s

➥ Matching Initial Sounds

“Which word begins with the same sound as hole? head • mirror”

“Which word begins with the same sound as pockets? cartons • perhaps”

“Which word begins with the same sound as crackers? teapot • cr

eatures”

“Which word begins with the same sound as lions? hippos • lobsters”

“Which word begins with the same sound as bird? web • builds

”

➥ Identifying the Initial Sound of Three Words

“What sound do tell, toaster, and tea begin with?” (/t/)

“What sound do rug, rose, and reflections begin with?”

(/r/)

“What sound do think, throat, and things begin with?”

(/th/)

“What sound do hutches, house, and home begin with?” (/h/)

“What sound do stocking, snail, and secret begin with?” (/s/)

➥ Identifying the Final Sound of Two Words

“What sound do tell and mole end with?” (/l/)

“What sound do book and think end with?” (/k/)

“What sound do head and bird end with?”

(/d/)

“What sound do some and home end with?” (/m/)

“What sound do ant and foot end with?” (/t/)

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

spider

(/s/) barn (/b/) mule (/m/) fish (/f/)

nest (/n/) chicken (/ch/) shed (/sh/) lobster (/l/)

river (/r/) cow (/k/) duchess (/d/) turtle (/t/)

pueblo (/p/) horse (/h/) whales (/wh/) garage (/g/)

➥ Substituting Initial Sounds

“Say nut. Now say it with /k/ instead of /n/.” (cut)

“Say tell. Now say it with /b/ instead of /t/.” (bell)

“Say rose. Now say it with /n/ instead of /r/.” (nose)

“Say ship. Now say it with /l/ instead of /sh/.” (lip)

“Say car. Now say it with /f/ instead of /k/.” (far)

Sounds Abound: Storybook Activities

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

shed

(/d/) snug

(/g/) will (/l/)

chicken

(/n/) earth (/th/) garbage (/j/)

web

(/b/) each (/ch/) ink (/k/)

➥ Substituting Final Sounds

“Say shed. Now say it with /l/ instead of /d/.” (shell)

“Say rose. Now say it with /p/ instead of /s/.”

(rope)

“Say coat. Now say it with /m/ instead of /t/.” (comb)

“Say hole. Now say it with /m/ instead of /l/.” (home)

“Say rug. Now say it with /b/ instead of /g/.” (rub)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

(i•n) sheep

(sh•ee•p)

gather

(g•a•th•er)

so (s•o) dog (d•o•g) castle (c•a•st•le)

as (a•s) down (d•ow•n) snail (s•n•ai•l)

(m•e)

ham (h•a•m) husk (h•u•s•k)

➥ Deleting Initial Sounds

“Say cow. Say it again, but don’t say /k/.” (ow)

“Say fold. Say it again, but don’t say /f/.” (old)

“Say hand. Say it again, but don’t say /h/.”

(and)

“Say shed. Say it again, but don’t say /sh/.” (Ed)

“Say drink. Say it again, but don’t say /dr/.”

(ink)

➥ Deleting Final Sounds

“Say throat. Say it again, but don’t say /t/.” (throw)

“Say house. Say it again, but don’t say /s/.” (how)

“Say rose. Say it again, but don’t say /z/.” (row)

“Say coat. Say it again, but don’t say /t/.” (co)

“Say pickle. Say it again, but don’t say /l/.” (pick)

➥ Deleting Sounds in Blends

“Say smell. Say it again, but don’t say /m/.” (sell)

“Say bread. Say it again, but don’t say /b/.” (red)

“Say glove. Say it again, but don’t say /g/.” (love)

“Say spot. Say it again, but don’t say /s/.” (pot)

“Say slip. Say it again, but don’t say /l/.” (sip)

A House Is a House for Me, continued

Sounds Abound: Storybook Activities

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words on a page.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

➥ Read a short sentence (or present the written words) with the words out of order.

Have students rearrange the words to make a sentence that makes sense.

• best he’s friend my • isn’t Corduroy where left I him

(He’s my best friend.) (Corduroy isn’t where I left him.)

• pocket don’t have I a • poor damp all Corduroy was over

(I don’t have a pocket.) (Poor Corduroy was damp all over.)

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

afternoon

(3) patiently (3) cave (1)

Lisa (2) pocket (2) accidentally (5)

Corduroy (3) chair (1) overalls (3)

bear (1) washcloths (2) yesterday (3)

laundromat (3) dampness (2) manager (3)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

Li•sa o•ver•alls drow•sy

pock•et paint•ing cus•to•mer

laun•dry moun•tain•side yes•ter•day

A Pocket for Corduroy by Don Freeman

Sounds Abound: Storybook Activities

A Pocket for Corduroy, continued

➥ Deleting Syllables

“Say dampness. Say it again, but don’t say ness.” (damp)

“Say overalls. Say it again, but don’t say over.” (alls)

“Say wonderful. Say it again, but don’t say ful.” (wonder)

“Say yesterday. Say it again, but don’t say day.” (yester)

“Say together. Say it again, but don’t say to.” (gether)

➥ Reversing Syllables

“Say _______. Now switch the parts.”

inside

(side•in) dampness (ness•damp)

overalls (alls•over) someplace (place•some)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

chair • bear top • sit floor • door

here • dear zoo • grew late • wait

wet • back light • white cave • cool

go • snow slip • least bag • slide

➥ Discriminating Rhymes

“Which word does not rhyme?”

• who • knew all • call • fun

sleep • bag • keep

dry • my • tak

e dark • door • floor toy • still • will

where • to

y • bear ear • dear • bars late • live • give

➥ Matching Rhymes

“Which word rhymes with grew? cave • zoo”

“Which word rhymes with chair? bear • bars”

“Which word rhymes with dry? my • play”

“Which word rhymes with late? me • wait”

“Which word rhymes with door? down • f

loor”

Sounds Abound: Storybook Activities

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

late wet cool

sit go still

bear cave play

toy back zoo

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Initial Sound Play

“Corduroy begins with /k/. Let’s make up silly words that begin with the /k/ sound.”

“Say your name, beginning with the /k/ sound.”

“Name five things in the classroom. Begin each one with the /k/ sound.”

“Name five animals. Begin each one with the /k /sound.”

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /p/ sound? purple •pocket • tossed”

“Which words begin with the /l/ sound? Lisa

• basket • laundr

y”

“Which words begin with the /k/ sound? cage

• wet • climbed”

“Which words begin with the /w/ sound? shorts • wash •wait”

“Which words begin with the /b/ sound? bag

• busy • soapy”

➥ Generating Words Beginning with a Given Sound

“Name as many words as you can that begin with the /k/ sound.”

➥ Blending Monosyllable Words—Onset-Rime

“Blend these sounds together to make a word from the story.”

b•ear th•ings w•et

d•oor p•ile p•aws

l•ate ch•air n•ame

A Pocket for Corduroy, continued

Sounds Abound: Storybook Activities

➥ Blending Monosyllable Words—Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

sn•ow fl•akes tr•ips

st•ack sl•ide str•aps

sl•eep sk•etch str•eet

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

t•oy s•i•t s•l•i•de d•a•m•p

w•e•t w•a•sh f•i•n•d g•l•a•ss

d•r•y l•oo•k l•e•f•t f•r•ie•n•d

b•a•g s•ear•ch sh•ee•t•s p•o•ck•e•t

➥ Matching Initial Sounds

“Which word begins with the same sound as Corduroy? chairs • customer”

“Which word begins with the same sound as washing? manager • w

onderful”

“Which word begins with the same sound as shorts? sheets

• machine”

“Which word begins with the same sound as dampness? disco

vered • manager”

“Which word begins with the same sound as laundry? Lisa

• peeking”

➥ Identifying the Initial Sound of Three Words

“What sound do pocket, paws, and painting begin with?”

(/p/)

“What sound do shutting, shoulder, and sheets begin with?” (/sh/)

“What sound do clothes, color, and covered begin with?” (/k/)

“What sound do ski, slide, and steep begin with?” (/s/)

“What sound do basket, box, and bear begin with?” (/b/)

➥ Identifying the Final Sound of Two Words

“What sound do dark and look end with?”

(/k/)

“What sound do cave and live end with?” (/v/)

“What sound do sleep and soap end with?” (/p/)

“What sound do gone and fun end with?” (/n/)

“What sound do felt and wait end with?” (/t/)

➥ Discriminating Initial Sounds

“Which word has a different beginning sound?”

Lisa • laundromat • w

ait warm • leave •wet

tightly • thought

• towels wander • manager • mother

customer

• friend • flakes soft • soap• fun

A Pocket for Corduroy, continued

Sounds Abound: Storybook Activities

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

bear

(/b/) wander

(/w/) cage (/k/)

Corduroy

(/k/) friend (/f/) zoo

(/z/)

laundry

(/l/) home (/h/) snow (/s/)

tossed (/t/) pocket

(/p/) sheets (/sh/)

➥ Substituting Initial Sounds

“Say bear. Now say it with /f/ instead of /b/.” (fair)

“Say dark. Now say it with /p/ instead of /d/.” (park)

“Say wet. Now say it with /j/ instead of /w/.” (jet)

“Say things. Now say it with /s/ instead of /th/.” (sings)

“Say bag. Now say it with /r/ instead of /b/.”

(rag)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

sit

(/t/) bag (/g/) sketch (/ch/)

wash (/sh/) home (/m/) damp (/p/)

slid

(/d/) huge (/j/) wonder (/r/)

size

(/z/) cool (/l/)

box (/s/)

➥ Substituting Final Sounds

“Say cage. Now say it with /k/ instead of /j/.” (cake)

“Say soap. Now say it with /k/ instead of /p/.”

(soak)

“Say bag. Now say it with /t/ instead of /g/.” (bat)

“Say leave. Now say it with /f/ instead of /v/.

”

(leaf)

“Say right. Now say it with /m/ instead of /t/.” (rhyme)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

(i•n) pile (p•i•le) slip (s•l•i•p)

(h•e) soon (s•oo•n) least (l•ea•s•t)

of (o•f) man (m•a•n) left (l•e•f•t)

you (y•ou) back (b•a•ck) still (s•t•i•ll)

all (a•ll) time (t•i•me) dryer (d•r•y•er)

A Pocket for Corduroy, continued

Sounds Abound: Storybook Activities

➥ Deleting Initial Sounds

“Say bear. Say it again, but don’t say /b/.” (air)

“Say late. Say it again, but don’t say /l/.” (ate)

“Say call. Say it again, but don’t say /k/.” (all)

“Say cage. Say it again, but don’t say /k/.” (age)

“Say damp. Say it again, but don’t say /d/.” (amp)

➥ Deleting Final Sounds

“Say place. Say it again, but don’t say /s/.” (play)

“Say time. Say it again, but don’t say /m/.” (tie)

“Say cage. Say it again, but don’t say /j/.” (K)

“Say light. Say it again, but don’t say /t/.” (lie)

“Say keep. Say it again, but don’t say /p/.” (key)

➥ Deleting Sounds in Blends

“Say slid. Say it again, but don’t say /s/.”

(lid)

“Say place. Say it again, but don’t say /p/.”

(lace)

“Say snow. Say it again, but don’t say /n/.” (sew)

“Say flakes. Say it again, but don’t say /l/.” (fakes)

“Say glowing. Say it again, but don’t say /l/.”

(going)

A Pocket for Corduroy, continued

Sounds Abound: Storybook Activities

Alexander and the Terrible, Horrible,

No Good, Very Bad Day

by Judith Viorst

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words on a page.

➥ Read the story aloud, omitting words. Have the students tell the missing words

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

➥ Read a short sentence (or present the written words) with the words out of order.

Have students rearrange the words to make a sentence that makes sense.

• sixteen needs who • smushed I said was I being

(Who needs sixteen?) (I said I was being smushed.)

• even answered one no • says days some my mom like are that

(No one even answered.) (My mom says some days are like that.)

• Australia move I think I’ll to • it terrible was very day a horrible good no bad

(I think I’ll move to Australia.) (It was a terrible, horrible, no good, very bad day.)

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

Australia

(3) breakfast (2) invisible (4) week (1)

skateboard (2) Nick (1) cupcakes (2) elevator (4)

bad (1) window (2) jelly (2) shoestore (2)

horrible (3) sailboat (2) cavity (3) pajamas (3)

Sounds Abound: Storybook Activities

Alexander and the Terrible, Horrible, No Good, Very Bad Day, continued

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

down•stairs li•ma pill•ow co•co•nut

ma•chine Cor•vette six•teen terr•i•ble

mi•stake win•dow den•tist straw•berr•y

➥ Deleting Syllables

“Say strawberry. Say it again, but don’t say straw.”

(berry)

“Say fighting. Say it again, but don’t say ing.”

(fight)

“Say breakfast. Say it again, but don’t say break.” (fast)

“Say Mickey. Say it again, but don’t say ey.”

(Mick)

“Say pajamas. Say it again, but don’t say pa.” (jamas)

➥ Reversing Syllables

“Say _______. Now switch the parts.”

sailboat

(boat•sail) shoestore (store•shoe)

skateboard

(board•skate) downstairs (stairs•down)

cupcake

(cake•cup)

sixteen (teen•six)

➥ Adding Syllables

“Say any. Say it again and add more.” (anymore)

“Say kiss. Say it again and add ing.” (kissing)

“Say cry. Say it again and add baby.” (crybaby)

“Say park. Say it again and add er.” (Parker)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

pool • school soap • hope day • play

move • gum hot • got night • light

bed • said found • friend white • week

dad • had train • drain Nick • pick

Sounds Abound: Storybook Activities

➥ Discriminating Rhymes

“Which word does not rhyme?”

school • seat • fool fall • tack • back play • late

• day

think • sink • pic

k light • friend

• white bad • blue • shoe

ice

• cone • phone my • I • door

hot • door • more

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

gum door pick tell

ring night drain fall

ice Nick day my

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /b/ sound? bed

•brother • horrible”

“Which words begin with the /t/ sound? cone • terr

ible • tack”

“Which words begin with the /f/ sound? fr

iend • week • found”

“Which words begin with the /p/ sound? Paul • picture • castle”

“Which words begin with the /s/ sound? good • sixteen

• sailboat

”

➥ Blending Monosyllable Words—

Onset-Rime

“Blend these sounds together to make a word from the story.”

p•ool b•ox w•eek b•ath

g•um r•ing w•ear p•ick

m•ove t•ime s•oap g•ood

➥ Blending Monosyllable Words—

Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

fr•iend sl•eep str•ipes

sch•ool dr•ain pl•ain

Alexander and the Terrible, Horrible, No Good, Very Bad Day, continued

Sounds Abound: Storybook Activities

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

i•ce f•oo•l m•o•ve s•l•ee•p

i•t s•ea•t m•a•ke d•r•ai•n

sh•oe b•l•ue v•er•y s•ch•oo•l

b•ar t•e•ll P•au•l s•w•ea•t•er

➥ Matching Initial Sounds

“Which word begins with the same sound as sneakers? cereal •crybaby”

“Which word begins with the same sound as muddy? kissing • marbles”

“Which word begins with the same sound as phone? forgot • dentist”

“Which word begins with the same sound as week? w

hite • red”

“Which word begins with the same sound as light? Paul • lim

as”

➥ Identifying the Initial Sound of Three Words

“What sound do terrible, two, and tack begin with?” (/t/)

“What sound do cone, castle, and cat begin with?”

(/k/)

“What sound do pillow, punching, and pajamas begin with?” (/p/)

“What sound do dinner, desk, and downstairs begin with?” (/d/)

“What sound do horrible, Hershey, and hope begin with?” (/h/)

➥ Identifying the Final Sound of Two Words

“What sound do ice and box end with?”

(/s/)

“What sound do week and pick end with?”

(/k/)

“What sound do tell and pool end with?” (/l/)

“What sound do red and friend end with?” (/d/)

“What sound do white and seat end with?” (/t/)

➥ Discriminating Initial Sounds

“Which word has a different beginning sound?”

cone • car • f

ound dentist • day • pick

bag • hope • bath Philip • mother • make

ain • wear • week terrible • Nick • tack

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

copying

(/k/) dinner (/d/) best (/b/) water (/w/)

Philip (/f/) muddy (/m/) third (/th/) pool (/p/)

good (/g/) lunch (/l/) singing (/s/) jelly (/j/)

Alexander and the Terrible, Horrible, No Good, Very Bad Day, continued

Sounds Abound: Storybook Activities

➥ Substituting Initial Sounds

“Say gum. Now say it with /s/ instead of /g/.” (some)

“Say bath. Now say it with /m/ instead of /b/.” (math)

“Say ring. Now say it with /d/ instead of /r/.” (ding)

“Say tell. Now say it with /b/ instead of /t/.” (bell)

“Say hair. Now say it with /sh/ instead of /h/.” (share)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

coconut

(/t/) lunch (/ch/) mud (/d/)

roll

(/l/) fix

(/s/) Nick (/k/)

top (/p/) mom (/m/) even (/n/)

➥ Substituting Final Sounds

“Say hope. Now say it with /m/ instead of /p/.” (home)

“Say bad. Now say it with /t/ instead of /d/.” (bat)

“Say move. Now say it with /s/ instead of /v/.”

(moose)

“Say cone. Now say it with /t/ instead of /n/.” (coat)

“Say night. Now say it with /n/ instead of /t/.” (nine)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

ice

(i•ce) dad (d•a•d) beans (b•ea•n•s)

hair (h•air) soap (s•oa•p) best (b•e•s•t)

no (n•o) bag (b•a•g) box (b•o•x)

day (d•ay) loud (l•ou•d) sleep (s•l•ee•p)

to (t•o) mouth (m•ou•th) pillow (p•i•ll•ow)

➥ Deleting Initial Sounds

“Say phone. Say it again, but don’t say /f/.” (own)

“Say late. Say it again, but don’t say /l/.” (ate)

“Say tell. Say it again, but don’t say /t/.” (L)

“Say sink. Say it again, but don’t say /s/.” (ink)

“Say bad. Say it again, but don’t say /b/.” (add)

Alexander and the Terrible, Horrible, No Good, Very Bad Day, continued

Sounds Abound: Storybook Activities

➥ Deleting Final Sounds

“Say soap. Say it again, but don’t say /p/.” (so)

“Say week. Say it again, but don’t say /k/.” (we)

“Say plain. Say it again, but don’t say /n/.” (play)

“Say keep. Say it again, but don’t say /p/.” (key)

“Say white. Say it again, but don’t say /t/.” (why)

➥ Deleting Sounds in Blends

“Say plain. Say it again, but don’t say /l/.” (pain)

“Say tripped. Say it again, but don’t say /t/.” (ripped)

“Say drain. Say it again, but don’t say /d/.” (rain)

“Say school. Say it again, but don’t say /s/.” (cool)

“Say sprinkles. Say it again, but don’t say /sp/.” (wrinkles)

Alexander and the Terrible, Horrible, No Good, Very Bad Day, continued

Sounds Abound: Storybook Activities

Blueberries for Sal by Robert McCloskey

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words on a page

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

blueberries

(3) inside (2) middle (2)

little

(2) tremendous

(3)

eat (1)

Sal (1) picking (2) behind (2)

mother (2) winter (2) together (3)

pail

(1) home (1)

mouthful (2)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

mouth•ful win•ter litt•le

in•side be•hind blue•berr•ies

hand•ful pick•ing to•geth•er

➥ Deleting Syllables

“Say blueberries. Say it again, but don’t say blue.” (berries)

“Say picking. Say it again, but don’t say ing.” (pick)

“Say winter. Say it again, but don’t say ter.” (win)

“Say together. Say it again, but don’t say to.” (gether)

“Say behind. Say it again, but don’t say hind.

” (be)

Sounds Abound: Storybook Activities

Blueberries for Sal, continued

➥ Reversing Syllables

“Say _______. Now switch the parts.”

blueberry

(berry•blue)

winter (ter•win)

inside

(side•in) handful (ful•hand)

➥ Adding Syllables

“Say walk. Say it again and add ing.”

(walking)

“Say pick. Say it again and add ing.”

(picking)

“Say eat. Say it again and add ing.”

(eating)

“Say think. Say it again and add ing.” (thinking)

“Say munch. Say it again and add ing.”

(munching)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

Sal • pal tin • fin side • hide crow • blow

bear • care went • one cold • hold three • four

pail • small pick • sick hill • find look • lick

can • pan sat • ate noise • boys munch • crunch

➥ Discriminating Rhymes

“Which word does not rhyme?”

bear • munch • hair rock • can • tan back •sat •fat

noise • toys • long

pick • walk • lick run • fun • take

pail • tail • tin eat • side • meet hill • food • will

➥ Matching Rhymes

“Which word rhymes with pail? pick • tail”

“Which word rhymes with small? tall • bush”

“Which word rhymes with rock? reach • soc

k”

“Which word rhymes with feet? seat

• food”

“Which word rhymes with pick? lic

k •sat”

Sounds Abound: Storybook Activities

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

bear ate hill way

pail side noise cold

feet fat right look

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Initial Sound Play

“Blueberries begins with /b/. Let’s make up silly words that begin with the /b/ sound.”

“Say your name, beginning with the /b/ sound.”

“Name five things in the classroom. Begin each one with the /b/ sound.”

“Name five animals. Begin each one with the /b/ sound.”

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /b/ sound? bear • hill • bushes”

“Which words begin with the /p/ sound? food • pail

• picking”

“Which words begin with the /s/ sound? Sal

• sitting • little”

“Which words begin with the /w/ sound? w

alking • pulled • way”

“Which words begin with the /f/ sound? side • f

ood •find”

➥ Generating Words Beginning with a Given Sound

“Name as many words as you can that begin with the /b/ sound.”

➥ Blending Monosyllable Words—Onset-Rime

“Blend these sounds together to make a word from the story.”

b•ear p•ail s•ide c•old

sh•e f•ood c•atch l•arge

f•our r•each b•ig l•ook

➥ Blending Monosyllable Words—Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

thr•ee cl•ump cl•ose

cr•ow sm•all br•ought

Blueberries for Sal, continued

Sounds Abound: Storybook Activities

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

a•te h•i•ll r•ea•ch c•o•l•d

S•a•l c•a•me r•o•ck w•e•n•t

c•a•n b•u•sh n•oi•se m•o•th•er

d•ow•n f•ee•t f•l•ew w•i•n•t•er

➥ Matching Initial Sounds

“Which word begins with the same sound as Sal? sm

all • fast”

“Which word begins with the same sound as munch? behind • mouthful

”

“Which word begins with the same sound as catch? feet • cr

ow”

“Which word begins with the same sound as heard? hustle

• walked”

“Which word begins with the same sound as peeked? many • pail

”

➥ Identifying the Initial Sound of Three Words

“What sound do blueberries, bear, and bushes begin with?” (/b/)

“What sound do partridge, pail, and pulled begin with?” (/p/)

“What sound do winter, walking, and went begin with?” (/w/)

“What sound do mother, middle, and more begin with?”

(/m/)

“What sound do little, large, and licking begin with?”

(/l/)

➥ Identifying the Final Sound of Two Words

“What sound do Sal and hill end with?” (/l/)

“What sound do side and food end with?” (/d/)

“What sound do mother and winter end with?

” (/r/)

“What sound do noise and berries end with?” (/z/)

“What sound do fast and hunt end with?”

(/t/)

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

thinking

(/th/) hill (/h/) bushes (/b/)

child (/ch/) small (/s/) crow (/k/)

walked (/w/) little (/l/) middle (/m/)

➥ Substituting Initial Sounds

“Say pail. Now say it with /m/ instead of /p/.” (mail)

“Say berries. Now say it with /ch/ instead of /b/.” (cherries)

“Say reach. Now say it with /t/ instead of /r/.

” (teach)

“Say find. Now say it with /k/ instead of /f/.” (kind)

“Say pick. Now say it with /l/ instead of /p/.” (lick)

Blueberries for Sal, continued

Sounds Abound: Storybook Activities

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

pick

(/k/)

heard (/d/) over (/r/)

can

(/n/) munch (/ch/) large (/dg/)

little (/l/)

ate (/t/) clump (/p/)

➥ Substituting Final Sounds

“Say heard. Now say it with /t/ instead of /d/.” (hurt)

“Say reach. Now say it with /d/ instead of /ch/.” (read)

“Say hill. Now say it with /m/ instead of /l/.” (him)

“Say tin. Now say it with /p/ instead of /n/.” (tip)

“Say side. Now say it with /n/ instead of /d/.” (sign)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

ate

(a•te) down (d•ow•n) just (j•u•s•t)

in (i•n)

feet (f•ee•t) little (l•i•tt•le)

she

(sh•e)

them (th•e•m)

rest (r•e•s•t)

all (a•ll) three (th•r•ee) many (m•a•n•y)

out (ou•t) time (t•i•me) taste (t•a•s•te)

➥ Deleting Initial Sounds

“Say pail. Say it again, but don’t say /p/.” (ail)

“Say hill. Say it again, but don’t say /h/.” (ill)

“Say reach. Say it again, but don’t say /r/.” (each)

“Say bear. Say it again, but don’t say /b/.”

(air)

“Say cold. Say it again, but don’t say /k/.” (old)

➥ Deleting Sounds in Blends

“Say clump. Say it again, but don’t say /k/.” (lump)

“Say crow. Say it again, but don’t say /k/.”

(row)

“Say store. Say it again, but don’t say /t/.” (sore)

“Say small. Say it again, but don’t say /s/.” (mall)

“Say flew. Say it again, but don’t say /f/.” (Lou)

Blueberries for Sal, continued

Sounds Abound: Storybook Activities

Bringing the Rain to Kapiti Plain by Verna Aardema

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words in the sentence.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Clap for each syllable or part of the word.”

rain

(1) thunder (2) hungry (2)

arrow

(2) eagle (2) stork (1)

Kapiti

(3)

drought (1) cows (1)

cattle (2) grass (1) feather (2)

bow (1) migrated (3) cloud (1)

African

(3) cattle (2) herdsmen (2)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

feath•er ar•row mi•grat•ed thun•der

Af•ri•can ea•gle herds•men o•ver•head

catt•le hun•gry weath•er to•geth•er

➥ Deleting Syllables

“Say cattle. Say it again, but don’t say le.” (cat)

“Say herdsmen. Say it again, but don’t say herds.”

(men)

“Say eagle. Say it again, but don’t say ea.” (gle)

“Say feather. Say it again, but don’t say er.” (feath)

“Say thunder. Say it again, but don’t say der.” (thun)

Sounds Abound: Storybook Activities

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

weather • feather sea • tree drop • stop loud • cloud

rain • plain brown • black sky • dry fall • tell

cows • big bird • herd shot • fat dead • leg

grass • pass stick • stood long • strong ground • round

➥ Discriminating Rhymes

“Which word does not rhyme?”

bird • herd • br

ing fat • pat • green cloud • loud • cow

leather • long

• feather plain • string • rain bow • bird •low

op • dry • sky change • strong • long ground • pound • grass

➥ Matching Rhymes

“Which word rhymes with bird? leg • her

d”

“Which word rhymes with long? str

ong • brown”

“Which word rhymes with dry? dead • sk

”

“Which word rhymes with rain? plain

• ground”

“Which word rhymes with feather? thunder • w

eather”

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

bow sky stick dead

strong rain now ground

herd cloud leather black

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /b/ sound? bir

d • dead • big”

“Which words begin with the /k/ sound? leg • co

w • cloud”

“Which words begin with the /s/ sound? stic

k •sky • ground”

“Which words begin with the /w/ sound? w

eather •watched • black”

“Which words begin with the /l/ sound? bow • loud

• long”

Bringing the Rain to Kapiti Plain, continued

Sounds Abound: Storybook Activities

➥ Blending Monosyllable Words—Onset-Rime

“Say these sounds together to make a word from the story.”

b•ow l•eg b•ird

r•ain c•ows f•ell

l•ong d•ead sh•o

➥ Blending Monosyllable Words—

Onset-Rime (Blends)

“Say these sounds together to make a word from the story.”

sk•y cl•oud st•ork bl•ack

gr•ound dr•ought gr•een pl•ain

➥ Blending Individual Sounds to Make a Word

“Say these sounds together to make a word from the story.”

c•ow•s b•i•g h•ea•v•y

r•ai•n h•er•d s•t•oo•d

s•k•y c•l•ou•d s•t•i•ck

d•ea•d b•l•a•ck p•l•ai•n

f•a•ll d•r•o•p l•ea•th•er

➥ Matching Initial Sounds

“Which word begins with the same sound as plain? pierced • drop”

“Which word begins with the same sound as cow? cattle

• feather”

“Which word begins with the same sound as grass? stick • gr

een”

“Which word begins with the same sound as heavy? weather • hungr

y”

“Which word begins with the same sound as loud? long

• shot”

➥ Identifying the Initial Sound of Three Words

“What sound do cattle, cows, and cloud begin with?” (/k/)

“What sound do wild, weather, and watched begin with?” (/w/)

“What sound do herd, hungry, and heavy begin with?” (/h/)

“What sound do grew, grass, and ground begin with?”

(/g/)

“What sound do sky, stick and stork begin with?” (/s/)

➥ Identifying the Final Sound of Two Words

“What sound do bird and cloud end with?” (/d/)

“What sound do shot and pat end with?” (/t/)

“What sound do rain and green end with?” (/n/)

“What sound do stick and stork end with?”

(/k/)

“What sound do leg and big end with?” (/g/)

Bringing the Rain to Kapiti Plain, continued

Sounds Abound: Storybook Activities

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

rain

(/r/)

leather (/l/) change (/ch/)

feather

(/f/) sky (/s/) together (/t/)

cattle (/k/)

plain (/p/) weather (/w/)

bow (/b/)

dead (/d/) needed (/n/)

thunder (/th/) herd

(/h/) shadow (/sh/)

➥ Substituting Initial Sounds

“Say rain. Now say it with /p/ instead of /r/.” (pain)

“Say bird. Now say it with /w/ instead of /b/.” (word)

“Say long. Now say it with /s/ instead of /l/.” (song)

“Say stick. Now say it with /l/ instead of /st/.”

(lick)

“Say cloud. Now say it with /pr/ instead of /kl/.” (proud)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

herd

(/d/) drop (/p/) plain (/n/) fall (/l/)

grass

(/s/) change (/j/)

drought (/t/)

leg (/g/)

stick (/k/) leather (/r/) cows (/z/) wife (/f/)

➥ Substituting Final Sounds

“Say grass. Now say it again with /b/ instead of /s/.” (grab)

“Say cloud. Now say it again with /n/ instead of /d/.” (clown)

“Say plain. Now say it again with /d/ instead of /n/.” (played)

“Say drought. Now say it again with /n/ instead of /t/.”

(drown)

“Say herd. Now say it again with /t/ instead of /d/.” (hurt)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

bow (b•ow) rain (r•ai•n) stick (s•t•i•ck)

to (t•o) bird (b•ir•d) cloud (c•l•ou•d)

on (o•n) leg (l•e•g) heavy (h•ea•v•y)

cow (c•ow) sky (s•k•y) plain (p•l•ai•n)

who (wh•o) fell (f•e•ll) black (b•l•a•ck)

Bringing the Rain to Kapiti Plain, continued

Sounds Abound: Storybook Activities

➥ Deleting Initial Sounds

“Say leg. Say it again, but don’t say /l/.” (egg)

“Say fall. Say it again, but don’t say /f/.” (all)

“Say cow. Say it again, but don’t say /k/.” (ow)

“Say near. Say it again, but don’t say /n/.” (ear)

“Say rain. Say it again, but don’t say /r/.” (ain)

➥ Deleting Final Sounds

“Say stork. Say it again, but don’t say /k/.” (store)

“Say plain. Say it again, but don’t say /n/.” (play)

“Say herd. Say it again, but don’t say /d/.” (her)

“Say rain. Say it again, but don’t say /n/.” (ray)

“Say wife. Say it again, but don’t say /f/.” (why)

➥ Deleting Sounds in Blends

“Say sky. Say it again, but don’t say /k/.” (sigh)

“Say ground. Say it again, but don’t say /g/.” (round)

“Say stick. Say it again, but don’t say /t/.” (sick)

“Say cloud. Say it again, but don’t say /k/.”

(loud)

“Say drought. Say it again, but don’t say /r/.” (doubt)

Bringing the Rain to Kapiti Plain, continued

Sounds Abound: Storybook Activities

Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words on a page.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

➥ Read a short sentence (or present the written words) with the words out of order.

Have students rearrange the words to make a sentence that makes sense.

• see you what do

(What do you see?)

• I horse looking blue me at see a (Repeat for similar patterns throughout story.)

(I see a blue horse looking at me.)

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

red

(1) purple (2) children (2)

looking (2) frog (1) teacher (2)

yellow

(2) goldfish (2) see (1)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

look•ing pur•ple teach•er

yell•ow gold•fish chil•dren

Sounds Abound: Storybook Activities

Brown Bear, Brown Bear, What Do You See?, continued

➥ Deleting Syllables

“Say goldfish. Say it again, but don’t say gold.” (fish)

“Say goldfish again. Say it again, but don’t say fish.” (gold)

“Say teacher. Say it again, but don’t say er.” (teach)

“Say looking. Say it again, but don’t say ing.” (look)

“Say purple. Say it again, but don’t say ple.” (purr)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

see • me you • blue green • cat

red • duck horse • course white • night

yellow • fellow frog • dog black • blue

➥ Discriminating Rhymes

“Which word does not rhyme?”

blac

k • see • we mean • red • green down • bird •brown

you • blue • hor

sheep • keep • cat frog • duck • truck

➥ Matching Rhymes

“Which word rhymes with frog? dog • horse”

“Which word rhymes with bird? blue • wor

d”

“Which word rhymes with bear? hair

• duck”

“Which word rhymes with cat? white • sat”

“Which word rhymes with sheep? lea

p • show”

➥ Generating Rhymes

“Tell an animal from the story that rhymes with _______.”

log

(dog) chair (bear) luck (duck) force (horse)

fat (cat) heard (bird) creep (sheep) dish (fish)

“Tell a color from the story that rhymes with _______.”

down

(brown) fellow (yellow) mean (green)

bed (red) flew (blue) night (white)

Sounds Abound: Storybook Activities

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /b/ sound? blue •red •br

own”

“Which words begin with the /w/ sound? w

hite •w

hat • do”

“Which words begin with the /d/ sound? black • dog

• duck

”

“Which words begin with the /g/ sound? goldf

ish • horse • green”

➥ Generating Words Beginning with a Given Sound

“Name a color that begins with _______.”

/b/ /w/ /g/

/y/ /p/ /r/

➥ Blending Monosyllable Words—

Onset-Rime

“Blend these sounds together to make a word from the story.”

b•ear b•ird c•at

s•ee d•uck wh•ite

r•ed h•orse sh•eep

➥ Blending Monosyllable Words—Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

br•own fr•og

bl•ue bl•ack

gr•een

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

s•ee d•o•g wh•i•te

d•o c•a•t f•r•og

a•t r•e•d p•ur•p•le

m•e d•u•ck y•e•ll•ow

Brown Bear, Brown Bear, What Do You See?, continued

Sounds Abound: Storybook Activities

➥ Matching Initial Sounds

“Which word begins with the same sound as bear? cat • bird”

“Which word begins with the same sound as dog? duc

k • brown”

“Which word begins with the same sound as green? sheep • goldf

ish”

“Which word begins with the same sound as white? w

hat • see”

➥ Identifying the Final Sound of Two Words

“What sound do white and cat end with?” (/t/)

“What sound do black and duck end with?” (/k/)

“What sound do bird and red end with?” (/d/)

“What sound do horse and us end with?” (/s/)

“What sound do frog and dog end with?” (/g/)

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

sheep

(/sh/) teacher (/t/) dog (/d/)

brown

(/b/) children

(/ch/) yellow

(/y/)

goldfish (/g/) red (/r/) purple (/p/)

➥ Substituting Initial Sounds

“Say bear. Now say it with /d/ instead of /b/.” (dare)

“Say white. Now say it with /l/ instead of /w/.”

(light)

“Say looking. Now say it with /k/ instead of /l/.”

(cooking)

“Say see. Now say it with /b/ instead of /s/.” (bee)

“Say teacher. Now say it with /kr/ instead of /t/.” (creature)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

brown

(/n/) teacher (/r/) horse (/s/)

sheep (/p/) white (/t/) goldfish (/sh/)

frog

(/g/) duck (/k/) bird (/d/)

➥ Substituting Final Sounds

“Say bird. Now say it with /n/ instead of /d/.” (burn)

“Say cat. Now say it with /n/ instead of /t/.” (can)

“Say white. Now say it with /p/ instead of /t/.” (wipe)

“Say sheep. Now say it with /t/ instead of /p/.” (sheet)

“Say red. Now say it with /st/ instead of /d/.” (rest)

Brown Bear, Brown Bear, What Do You See?, continued

Sounds Abound: Storybook Activities

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

(a•t)

red (r•e•d)

yellow (y•e•ll•ow)

(u•s) dog (d•o•g)

frog (f•r•o•g)

see (s•ee)

bird (b•ir•d)

black (b•l•a•ck)

we (w•e)

sheep (sh•ee•p)

purple (p•ur•p•le)

do (d•o)

white (wh•i•te)

teacher (t•ea•ch•er)

➥ Deleting Initial Sounds

“Say cat. Say it again, but don’t say /k/.” (at)

“Say bear. Say it again, but don’t say /b/.”

(air)

“Say sheep. Say it again, but don’t say /sh/.” (eep)

➥ Deleting Final Sounds

“Say brown. Say it again, but don’t say /n/.” (brow)

“Say sheep. Say it again, but don’t say /p/.” (she)

“Say bird. Say it again, but don’t say /d/.”

(burr)

➥ Deleting Sounds in Blends

“Say black. Say it again, but don’t say /l/.”

(back)

“Say blue. Say it again, but don’t say /b/.” (Lou)

“Say frog. Say it again, but don’t say /r/.” (fog)

Brown Bear, Brown Bear, What Do You See?, continued

Sounds Abound: Storybook Activities

Caps for Sale by Esphyr Slobodkina

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words in the sentence.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence without the text visible. Have students repeat the sentence and

count the number of words. Moving blocks or beads on a string can help children

visualize the concept.

➥ Read a short sentence (or present the written words) with the words out of order.

Have students rearrange the words to make a sentence that makes sense.

• they all there were • the monkeys peddler at the looked

(They were all there.) (The monkeys looked at the peddler.)

• tree behind he looked the • my caps give me you back

(He looked behind the tree.) (You give me back my caps.)

• slept time long for he a • couldn’t caps one sell morning he any

(He slept for a long time.) (One morning he couldn’t sell any caps.)

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

caps

(1) upset (2) slowly (2)

peddler

(2)

blue

(1) disturb (2)

monkey (2) fifty (2) brown (1)

bunch (1) morning (2) rested (2)

himself (2) country (2) give (1)

Sounds Abound: Storybook Activities

Caps for Sale, continued

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

be•gan mon•key no•bod•y

fif•ty slow•ly or•di•nar•y

pedd•ler be•hind up•set

fly•ing litt•le him•self

➥ Deleting Syllables

“Say himself. Say it again, but don’t say self.” (him)

“Say fifty. Say it again, but don’t say fif.” (tea)

“Say morning. Say it again, but don’t say ning.”

(more)

“Say behind. Say it again, but don’t say hind.” (be)

“Say peddler. Say it again, but don’t say pedd.” (ler)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

cap • map street • tree right • left

back • tack shook • back him • Jim

bunch • lunch feet • foot ground • pound

red • blue town • brown head • off

gray • day woke • broke walk • last

➥ Discriminating Rhymes

“Which word does not rhyme?”

blue

• head • red town • brown • cents straight • sold •gate

snap •cap •tree place • right • night sell • sold • gold

feet • sheet • time

rest • top • hop me • made •tree

➥ Matching Rhymes

“Which word rhymes with cap? car • nap”

“Which word rhymes with top? stop

• ten”

“Which word rhymes with blue? ne

w • boat”

“Which word rhymes with sale? ate • pail

”

“Which word rhymes with back? snac

k • pill”

Sounds Abound: Storybook Activities

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

sale gray nice think

cap brown hand feet

head sell all ground

bunch tree right blue

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Initial Sound Play

“Cap begins with /k/. Let’s make up silly words that begin with the /k/ sound.”

“Say your name, beginning with the /k/ sound.”

“Name five things in the classroom. Begin each one with the /k/ sound.”

“Name five animals. Begin each one with the /k/ sound.”

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /k/ sound? caps • sale • country”

“Which words begin with the /w/ sound? walk •woke • tree”

“Which words begin with the /l/ sound? long • looked

• monkey”

“Which words begin with the /s/ sound? time • slept

• saw”

“Which words begin with the /f/ sound? f

ifty •brown •feet”

➥ Generating Words Beginning with a Given Sound

“Name as many words as you can that begin with the /k/ sound.”

➥ Blending Monosyllable Words—

Onset-Rime

“Blend these sounds together to make a word from the story.”

c•aps b•unch th•ink b•ack

s•old c•ents r•ed sh•ook

t•op s•ale w•oke g•ive

h•ead d•own r•ight f•eet

Caps for Sale, continued

Sounds Abound: Storybook Activities

➥ Blending Monosyllable Words—Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

gr•ay str•eets sl•eep

bl•ue tr•ee br•anch

br•own str•aight sp•oke

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

n•o g•i•ve a•n•y l•ea•n•ed

u•p sh•oo•k b•l•ue f•i•f•t•y

s•a•le t•r•ee c•a•p•s s•t•r•ee•t

t•o•p t•i•me f•e•l•t s•l•e•p•t

➥ Matching Initial Sounds

“Which word begins with the same sound as monkeys? morning • cents”

“Which word begins with the same sound as sold? lunch • slowly”

“Which word begins with the same sound as refreshed? hand • r

ested”

“Which word begins with the same sound as brown? both

• finger”

“Which word begins with the same sound as peddler? pic

ked

• street”

➥ Identifying the Initial Sound of Three Words

“What sound do walk, went, and what begin with?”

(/w/)

“What sound do back, behind, and blue begin with?” (/b/)

“What sound do finger, feet, and felt begin with?” (/f/)

“What sound do slept, sat, and straight begin with?” (/s/)

“What sound do tree, town, and top begin with?” (/t/)

➥ Identifying the Final Sound of Two Words

“What sound do top and cap end with?”

(/p/)

“What sound do sold and red end with?” (/d/)

“What sound do lunch and bunch end with?” (/ch/)

“What sound do back and walk end with?” (/k/)

“What sound do feet and sat end with?” (/t/)

➥ Discriminating Initial Sounds

“Which word has a different beginning sound?”

pulled • peddler • r

est blue • red • bunch stamped • behind • branch

disturb • ther

e •down tree • first • feet caps • calling • town

Caps for Sale, continued

Sounds Abound: Storybook Activities

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

monkey

(/m/) give (/g/) felt (/f/) he

(/h/)

cap

(/k/) peddler (/p/) checked (/ch/)

think (/th/)

look (/l/)

blue (/b/) right (/r/) spoke (/s/)

➥ Substituting Initial Sounds

“Say red. Now say it with /b/ instead of /r/.”

(bed)

“Say him. Now say it with /t/ instead of /h/.”

(Tim)

“Say hand. Now say it with /b/ instead of /h/.” (band)

“Say long. Now say it with /s/ instead of /l/.”

(song)

“Say shook. Now say it with /l/ instead of /sh/.” (look)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

shook

(/k/) hand (/d/) top (/p/)

caps

(/s/) what (/t/) lunch (/ch/)

him

(/m/) brown

(/n/) sell (/l/)

➥ Substituting Final Sounds

“Say cap. Now say it with /t/ instead of /p/.” (cat)

“Say feet. Now say it with /l/ instead of /t/.” (feel)

“Say right. Now say it with /p/ instead of /t/.” (ripe)

“Say back. Now say it with /g/ instead of /k/.” (bag)

“Say him. Now say it with /t/ instead of /m/.” (hit)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

(m•e) feet (f•ee•t) felt (f•e•l•t)

you (y•ou) shook (sh•oo•k) spoke (s•p•o•ke)

(a•t)

right (r•igh•t) place (p•l•a•ce)

all (a•ll) feel (f•ee•l) sleep (s•l•ee•p)

no (n•o) red (r•e•d) brown (b•r•ow•n)

Caps for Sale, continued

Sounds Abound: Storybook Activities

➥ Deleting Initial Sounds

“Say time. Say it again, but don’t say /t/.” (I’m)

“Say red. Say it again, but don’t say /r/.” (Ed)

“Say feet. Say it again, but don’t say /f/.” (eat)

“Say think. Say it again, but don’t say /th/.” (ink)

“Say place. Say it again, but don’t say /pl/.” (ace)

➥ Deleting Final Sounds

“Say make. Say it again, but don’t say /k/.” (may)

“Say bunch. Say it again, but don’t say /ch/.” (bun)

“Say out. Say it again, but don’t say /t/.” (ow)

“Say both. Say it again, but don’t say /th/.” (bow)

“Say brown. Say it again, but don’t say /n/.” (brow)

➥ Deleting Sounds in Blends

“Say flying. Say it again, but don’t say /f/.”

(lying)

“Say tree. Say it again, but don’t say /r/.”

(tea)

“Say ground. Say it again, but don’t say /g/.” (round)

“Say branch. Say it again, but don’t say /b/.” (ranch)

“Say standing. Say it again, but don’t say /t/.”

(sanding)

Caps for Sale, continued

Sounds Abound: Storybook Activities

Curious George by H. A. Rey

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words on a page.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

➥ Read a short sentence (or present the written words) with the words out of order.

Have students rearrange the words to make a sentence that makes sense.

• George this is • promised George good to be

(This is George.) (George promised to be good.)

• Africa he in lived • the fireman into house rushed the

(He lived in Africa.) (The fireman rushed into the house.)

• happy was George very • traffic the mixed got up all

(George was very happy.) (The traffic got all mixed up.)

• the George’s hat covered head • what place nice for George live to a

(The hat covered George’s head.) (What a nice place for George to live.)

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

Africa (3) trouble (2) fascinated (4)

curious (3) ship (1) fire (1)

George (1) sailors (2) telephone (3)

hat (1) forget (2) prison (2)

yellow (2) quickly (2) lightning (2)

monkey

(2) overboard (3) balloon (2)

Sounds Abound: Storybook Activities

Curious George, continued

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

mon•key him•self a•sleep

yell•ow Af•ri•ca buil•ding

tra•ffic tel•e•phone de•part•ment

➥ Deleting Syllables

“Say overboard. Say it again, but don’t say board.”

(over)

“Say yellow. Say it again, but don’t say ow.” (yell)

“Say traffic. Say it again, but don’t say tra.” (fick)

“Say lightning. Say it again, but don’t say light.” (ning)

“Say telephone. Say it again, but don’t say phone.”

(tele)

➥ Reversing Syllables

“Say _______. Now switch the parts.”

overboard

(board•over) watchman (man•watch)

lifebelt (belt•life) fireman (man•fire)

himself

(self•him)

quickly (ly•quick)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

tree • sea fly • try hook • look fell • meal

boat • caught hat • fat bed • red shore • door

away • play like • nice threw • blew higher • wire

➥ Discriminating Rhymes

“Which word does not rhyme?”

there • where • still

bag • light • tight sat • pipe • hat

call • caught

• wall day • way • fell fun • four • door

came

• arm • harm ship • sad •trip free •me •up

Sounds Abound: Storybook Activities

➥ Matching Rhymes

“Which word rhymes with head? bed • fell”

“Which word rhymes with hook? big • took

”

“Which word rhymes with harm? ar

m • stool”

“Which word rhymes with light? call • tight

”

“Which word rhymes with wire? saw • f

ire”

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

man head sad fell

hat boat fly fire

free ship shore meal

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Initial Sound Play

“Monkey begins with /m/. Let’s make up silly words that begin with the /m/ sound.”

“Say your name, beginning with the /m/ sound.”

“Name five things in the classroom. Begin each one with the /m/ sound.”

“Name five animals. Begin each one with the /m/ sound.”

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /k/ sound? boat • curious • caught”

“Which words begin with the /b/ sound? balloon

• bed • fire”

“Which words begin with the /j/ sound? Geor

ge • harm • jumped”

“Which words begin with the /h/ sound? hurr

y • sailor • houses”

“Which words begin with the /f/ sound? fr

ightened •fire • lightning”

➥ Blending Monosyllable Words—Onset-Rime

“Blend these sounds together to make a word from the story.”

m•an sh•ip c•all b•ars

h•at f•ire sh•ore b•ed

g•ood s•ad p•ipe l•ast

Curious George, continued

Sounds Abound: Storybook Activities

➥ Blending Monosyllable Words—Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

st•ool bl•ew br•oke

pl•ay pl•ace thr•ew

tr•ip sl•id fr•ee

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

z•oo h•ea•d f•l•y h•ea•v•y

m•a•n b•a•g s•a•fe b•r•igh•t

h•o•me b•oa•t o•v•er h•a•pp•y

t•r•ee d•e•ck r•oo•f s•t•r•ee•t

➥ Matching Initial Sounds

“Which word begins with the same sound as telephone? trouble • signal”

“Which word begins with the same sound as morning? balloon • monkey”

“Which word begins with the same sound as shore? yellow • ship

”

“Which word begins with the same sound as surprised? signal

• traffic”

“Which word begins with the same sound as little? wooden • lightning

”

➥ Identifying the Initial Sound of Three Words

“What sound do balloon, bunch, and big begin with?”

(/b/)

“What sound do curious, covered, and climbed begin with?” (/k/)

“What sound do sailor, city, and safe begin with?” (/s/)

“What sound do paid, people, and prison begin with?” (/p/)

“What sound do wooden, watchman, and window begin with?” (/w/)

➥ Identifying the Final Sound of Two Words

“What sound do ship and pipe end with?”

(/p/)

“What sound do man and fun end with?” (/n/)

“What sound do curious and house end with?” (/s/)

“What sound do kind and held end with?” (/d/)

“What sound do stool and trouble end with?” (/l/)

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

monkey

(/m/) hat (/h/) long (/l/) promised (/p/)

George

(/j/) fire (/f/) ship (/sh/) boat (/b/)

yellow (/y/) good (/g/) city (/s/) zoo (/z/)

Curious George, continued

Sounds Abound: Storybook Activities

➥ Substituting Initial Sounds

“Say fire. Now say it with /t/ instead of /f/.” (tire)

“Say ship. Now say it with /r/ instead of /sh/.” (rip)

“Say sailor. Now say it with /t/ instead of /s/.” (tailor)

“Say curious. Now say it with /f/ instead of /k/.” (furious)

“Say boat. Now say it with /fl/ instead of /b/.” (float)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

George

(/j/) forget (/t/) roof (/f/)

man

(/n/) door

(/r/) wind (/d/)

big (/g/) fell (/l/) bunch (/ch/)

➥ Substituting Final Sounds

“Say pipe. Now say it with /n/ instead of /p/.” (pine)

“Say boat. Now say it with /z/ instead of /t/.” (bows)

“Say harm. Now say it with /t/ instead of /m/.”

(heart)

“Say light. Now say it with /n/ instead of /t/.” (line)

“Say hook. Now say it with /d/ instead of /k/.” (hood)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

(h•e) good (g•oo•d) city (c•i•t•y)

at (a•t) safe (s•a•fe) cried (c•r•ie•d)

all (a•ll) down (d•ow•n) place (p•l•a•ce)

zoo (z•oo) live (l•i•ve) little (l•i•tt•le)

to (t•o) with (w•i•th) yellow (y•e•ll•ow)

➥ Deleting Initial Sounds

“Say wall. Say it again, but don’t say /w/.”

(all)

“Say harm. Say it again, but don’t say /h/.” (arm)

“Say nice. Say it again, but don’t say /n/.”

(ice)

“Say there. Say it again, but don’t say /th/.” (air)

“Say bars. Say it again, but don’t say /b/.” (R’s)

Curious George, continued

Sounds Abound: Storybook Activities

➥ Deleting Final Sounds

“Say boat. Say it again, but don’t say /t/.” (bow)

“Say wire. Say it again, but don’t say /r/.”

(why)

“Say house. Say it again, but don’t say /s/.” (how)

“Say stool. Say it again, but don’t say /l/.” (stew)

“Say board. Say it again, but don’t say /d/.” (bore)

➥ Deleting Sounds in Blends

“Say blew. Say it again, but don’t say /l/.”

(boo)

“Say tree. Say it again, but don’t say /r/.” (tea)

“Say crawled. Say it again, but don’t say /r/.” (called)

“Say stool. Say it again, but don’t say /s/.” (tool)

“Say still. Say it again, but don’t say /s/.” (till)

Curious George, continued

Sounds Abound: Storybook Activities

Dear Rebecca, Winter Is Here by Jean Craighead George

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words on a page.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

➥ Read a short sentence (or present the written words) with the words out of order.

Have students rearrange the words to make a sentence that makes sense.

• here winter is • mittens you on put your

(Winter is here.) (You put on your mittens.)

• make mice snow tracks • fireplace fire I the light my in

(Mice make snow tracks.) (I light the fire in my fireplace.)

• I lights on turn my • and groundhogs bears to sleep go the

(I turn on my lights.) (The groundhogs and bears go to sleep.)

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

December

(3) Rebecca (3) mountains (2) sunlight (2)

winter

(2) groundhog (2) angel (2) turtles (2)

cold (1) insulate (3) sleep (1) long (1)

breakfast (2) mice (1) crystals (2) darkness (2)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

sun•light win•ter flow•ers summ•er

ground•hog hon•ey moun•tains De•cem•ber

dark•ness crys•tals tur•tles in•su•late

Sounds Abound: Storybook Activities

Dear Rebecca, Winter Is Here, continued

➥ Deleting Syllables

“Say sunlight. Say it again, but don’t say sun.” (light)

“Say darkness. Say it again, but don’t say ness.”

(dark)

“Say winter. Say it again, but don’t say win.”

(ter)

“Say December. Say it again, but don’t say de.” (cember)

“Say breakfast. Say it again, but don’t say fast.”

(break)

➥ Reversing Syllables

“Say _______. Now switch the parts.”

sunlight

(light•sun) darkness (ness•dark)

groundhog

(hog•ground)

fireplace (place•fire)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

here • dear turn • fire sleep • read free • bee

coat • cold ice • mice stop • flop mud • run

fly • dry air • bear ground • down grew • you

things • wings snow • grow line • long night • ligh

➥ Discriminating Rhymes

“Which word does not rhyme?”

go • hose

• snow read • air • bear mud • bee • free

fly •die •f

ire mice • yard •ice ground •flop •stop

sing • wing • fr

ost dear • here • seeds night • light • coat

➥ Matching Rhymes

“Which word rhymes with wings? things • hands”

“Which word rhymes with snow? sing • grow”

“Which word rhymes with fly? dry •air”

“Which word rhymes with ice? night • mice

”

“Which word rhymes with dear? her

e • fire”

Sounds Abound: Storybook Activities

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

dear bear fire

coat fly sing

light stop ice

cold free long

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /s/ sound? sunlight • darkness • summer”

“Which words begin with the /r/ sound? Rebecca

•rain

• clouds”

“Which words begin with the /f/ sound? honey • f

lowing •frogs”

“Which words begin with the /b/ sound? blizzar

d •breakfast • mountains”

“Which words begin with the /k/ sound? cr

ystals • frost • cold”

➥ Blending Monosyllable Words—

Onset-Rime

“Blend these sounds together to make a word from the story.”

c•old r•ain r•ead l•ight

l•ong m•ud l•ine p•ush

m•ice f•ire b•ack b•ears

➥ Blending Monosyllable Words—

Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

sn•ow st•op fr•ost

fr•ogs gr•ound dr•y

sl•eep fr•iends sl•ides

fr•ee gr•ew tr•acks

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

ea•t d•ow•n d•aw•n o•tt•er•s

Ear•th n•igh•t b•ir•d•s j•o•ll•y

m•y J•u•ne l•ea•ve•s w•i•n•t•er

b•oo•k r•ai•n h•a•n•d f•r•o•s•t

Dear Rebecca, Winter Is Here, continued

Sounds Abound: Storybook Activities

➥ Matching Initial Sounds

“Which word begins with the same sound as December? turtles • darkness”

“Which word begins with the same sound as fire? fr

iends • yard”

“Which word begins with the same sound as winter? summer • w

olves”

“Which word begins with the same sound as mittens? mountains • bears”

“Which word begins with the same sound as squirrels? crystals • str

eams”

➥ Identifying the Initial Sound of Three Words

“What sound do breathed, breakfast, and bluebells begin with?” (/b/)

“What sound do cold, cuddle, and clouds begin with?” (/k/)

“What sound do flowing, frogs, and fireplace begin with?” (/f/)

“What sound do leaves, long, and little begin with?”

(/l/)

“What sound do songs, summer, and seeds begin with?” (/s/)

➥ Identifying the Final Sound of Two Words

“What sound do otter and winter end with?” (/r/)

“What sound do mice and tracks end with?” (/s/)

“What sound do sleep and stop end with?”

(/p/)

“What sound do dusk and make end with?” (/k/)

“What sound do minute and sunlight end with?” (/t/)

➥ Discriminating Initial Sounds

“Which word has a different beginning sound?”

mountains • mittens • br

eakfast leave • turtles • tiny

hose • snow • seeds birds • w

olves • bears

fly • wings

• flowers cold • crystals • night

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

Rebecca

(/r/) groundhog (/g/) wolves (/w/)

December

(/d/) mice (/m/) flowers (/f/)

honey (/h/) seeds (/s/) shorter (/sh/)

➥ Substituting Initial Sounds

“Say mittens. Now say it with /k/ instead of /m/.” (kittens)

“Say birds. Now say it with /w/ instead of /b/.”

(words)

“Say mice. Now say it with /n/ instead of /m/.” (nice)

“Say fire. Now say it with /t/ instead of /f/.” (tire)

“Say rain. Now say it with /ch/ instead of /r/.” (chain)

Dear Rebecca, Winter Is Here, continued

Sounds Abound: Storybook Activities

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

half

(/f/) form

(/m/) summer (/r/)

turn

(/n/) leave (/v/) light (/t/)

sleep (/p/)

yard (/d/) ice (/s/)

➥ Substituting Final Sounds

“Say coat. Now say it with /m/ instead of /t/.”

(comb)

“Say mud. Now say it with /ch/ instead of /d/.”

(much)

“Say rain. Now say it with /k/ instead of /n/.” (rake)

“Say push. Now say it with /t/ instead of /sh/.”

(put)

“Say mice. Now say it with /k/ instead of /s/.” (Mike)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

eat

(ea•t) fly

(f•l•y) leaves (l•ea•v•es)

ice (i•ce) night (n•igh•t) dusk (d•u•s•k)

Earth (Ear•th) otter (o•tt•er) flop (f•l•o•p)

➥ Deleting Initial Sounds

“Say make. Say it again, but don’t say /m/.”

(ache)

“Say cold. Say it again, but don’t say /k/.” (old)

“Say mice. Say it again, but don’t say /m/.” (ice)

“Say bear. Say it again, but don’t say /b/.” (air)

“Say leave. Say it again, but don’t say /l/.” (Eve)

➥ Deleting Final Sounds

“Say cold. Say it again, but don’t say /d/.”

(coal)

“Say form. Say it again, but don’t say /m/.” (for)

“Say rain. Say it again, but don’t say /n/.” (ray)

“Say warm. Say it again, but don’t say /m/.” (war)

“Say bees. Say it again, but don’t say /z/.” (bee)

➥ Deleting Sounds in Blends

“Say tracks. Say it again, but don’t say /t/.” (racks)

“Say stop. Say it again, but don’t say /s/.” (top)

“Say free. Say it again, but don’t say /r/.” (fee)

“Say fly. Say it again, but don’t say /f/.” (lie)

“Say ground. Say it again, but don’t say /g/.” (round)

Dear Rebecca, Winter Is Here, continued

Sounds Abound: Storybook Activities

Each Peach Pear Plum by Janet and Allan Ahlberg

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words on a page.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

peach

(1) Cinderella (4) hill (1)

cupboard

(2) bears (1) witch (1)

spy

(1)

hunting (2) Robin Hood (3)

cellar (2) asleep (2) baby (2)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

moth•er hunt•ing Rob•in

cell•ar cup•board a•gain

ba•by a•sleep Cin•de•rell•a

➥ Deleting Syllables

“Say cellar. Say it again, but don’t say ar.”

(cell)

“Say hunting. Say it again, but don’t say ing.” (hunt)

“Say Robin. Say it again, but don’t say Rob.”

(in)

“Say asleep. Say it again, but don’t say a.” (sleep)

“Say baby. Say it again, but don’t say by.” (bay)

Sounds Abound: Storybook Activities

Each Peach Pear Plum, continued

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

peach • each stairs • bears wood • safe

thumb • plum three • out den • still

spy • Tom hill • Jill dry • pie

down • fast Jack • ditch sun • one

➥ Discriminating Rhymes

“Which word does not rhyme?”

pear • T

om • bear cellar • down • brown ditch • Jack • witch

peach • each • one

bears • stairs • hood

wicked • wood • hood

den

•spy •I den• hunting • bunting dry • up • pie

thumb • sun

• plum up

• Jill • hill three • she • asleep

➥ Matching Rhymes

“Which word rhymes with pear? three • bear”

“Which word rhymes with Jill? spy • hill”

“Which word rhymes with ditch? wicked • witch

”

“Which word rhymes with wood? hood

• over”

“Which word rhymes with dry? pie

• safe”

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

peach den bunting hill

bear one ditch wood

pie thumb peep down

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Initial Sound Play

“Peach and plum begin with /p/. Let’s make up silly words that begin with the /p/ sound.”

“Say your name, beginning with the /p/ sound.”

“Name five things in the classroom. Begin each one with the /p/ sound.”

“Name five animals. Begin each one with the /p/ sound.”

Sounds Abound: Storybook Activities

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /p/ sound? pie

• pear • bunting”

“Which words begin with the /s/ sound? dry • saf

• sun”

“Which words begin with the /b/ sound? baby • den • bears”

“Which words begin with the /w/ sound? w

ood • wicked • ditch”

“Which words begin with the /j/ sound? spy • Jill

•Jack”

➥ Generating Words Beginning with a Given Sound

“Name as many words as you can that begin with the /p/ sound.”

➥ Blending Monosyllable Words—Onset-Rime

“Blend these sounds together to make a word from the story.”

p•ie d•own h•ood w•ood

th•umb p•each J•ill d•itch

p•ear h•ill d•en s•afe

T•om J•ack w•itch s•un

➥ Blending Monosyllable Words—Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

pl•um sp•y thr•ee dr•y st•airs

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

u•p p•ea•ch s•p•y

ou•t d•i•tch h•i•ll

w•i•tch s•u•n b•a•b•y

w•oo•d T•o•m f•a•s•t

➥ Matching Initial Sounds

“Which word begins with the same sound as peach? spy • pear”

“Which word begins with the same sound as baby? cellar • bear

s”

“Which word begins with the same sound as hunting? hill

• stairs”

“Which word begins with the same sound as wicked? Jill • witch

”

“Which word begins with the same sound as thumb? thr

ee • down”

Each Peach Pear Plum, continued

Sounds Abound: Storybook Activities

➥ Identifying the Initial Sound of Three Words

“What sound do plum, peach, and pear begin with?” (/p/)

“What sound do baby, bears, and bunting begin with?” (/b/)

“What sound do wood, wicked, and witch begin with?” (/w/)

“What sound do spy, still, and sun begin with?” (/s/)

“What sound do hunting, hood, and hill begin with?” (/h/)

➥ Identifying the Final Sound of Two Words

“What sound do witch and ditch end with?” (/ch/)

“What sound do hill and Jill end with?” (/l/)

“What sound do stairs and bears end with?” (/z/)

“What sound do thumb and plum end with?” (/m/)

“What sound do sun and one end with?” (/n/)

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

witch

(/w/) baby

(/b/) thumb (/th/)

hill (/h/) sun (/s/) fast (/f/)

Jack (/j/) den (/d/) mother (/m/)

plum

(/p/) Robin (/r/) Tom (/t/)

➥ Substituting Initial Sounds

“Say pie. Now say it with /m/ instead of /p/.” (my)

“Say hill. Now say it with /p/ instead of /h/.” (pill)

“Say Jack. Now say it with /b/ instead of /j/.” (back)

“Say peach. Now say it with /r/ instead of /p/.” (reach)

“Say thumb. Now say it with /s/ instead of /th/.” (some)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

each

(/ch/) sun (/n/) plum (/m/) pear (/r/)

Jill (/l/) baby (/ee/) hood (/d/) stairs (/z/)

➥ Substituting Final Sounds

“Say each. Now say it with /t/ instead of /ch/.” (eat)

“Say plum. Now say it with /g/ instead of /m/.” (plug)

“Say hood. Now say it with /k/ instead of /d/.” (hook)

“Say hill. Now say it with /t/ instead of /l/.” (hit)

“Say Jack. Now say it with /m/ instead of /k/.” (jam)

Each Peach Pear Plum, continued

Sounds Abound: Storybook Activities

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

each

(ea•ch)

Tom (T•o•m)

plum (p•l•u•m)

(o•n) spy (s•p•y)

baby (b•a•b•y)

out (ou•t)

three (th•r•ee)

fast (f•a•s•t)

up (u•p)

Jill (J•i•ll) mother

(m•o•th•er)

➥ Deleting Initial Sounds

“Say Jill. Say it again, but don’t say /j/.”

(ill)

“Say peach. Say it again, but don’t say /p/.” (each)

“Say pear. Say it again, but don’t say /p/.”

(air)

“Say witch. Say it again, but don’t say /w/.” (itch)

“Say Jack. Say it again, but don’t say /j/.” (ack)

➥ Deleting Final Sounds

“Say peach. Say it again, but don’t say /ch/.”

(pea)

“Say bears. Say it again, but don’t say /z/.” (bear)

“Say out. Say it again, but don’t say /t/.” (ow)

“Say safe. Say it again, but don’t say /f/.”

(say)

“Say fast. Say it again, but don’t say /t/.”

(fas)

Each Peach Pear Plum, continued

Sounds Abound: Storybook Activities

Fish Is Fish by Leo Lionni

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words in the sentence.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a short sentence (or present the written words) with the words out of order.

Have students rearrange the words to make a sentence that makes sense.

• where been you have • frog look am I a

(Where have you been?) (Look, I am a frog.)

• inseparable they friends were • around I world have been the

(They were inseparable friends.) (I have been around the world.)

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

pond

(1) frogs (1) cows (1)

minnow (2) smaller (2) marvelous (3)

tadpole (2) animals (3) splash (1)

legs (1) hopping (2) gasping (2)

finally (3) colors (2) butterflies (3)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

tad•pole wa•ter lil•y

minn•ow small•er beau•ti•ful

hunt•ing mor•ning mar•ve•lous

happ•y gasp•ing won•der•ful

Sounds Abound: Storybook Activities

Fish Is Fish, continued

➥ Deleting Syllables

“Say tadpole. Say it again, but don’t say tad.” (pole)

“Say morning. Say it again, but don’t say ning.” (more)

“Say nonsense. Say it again, but don’t say non.”

(sense)

“Say wonderful. Say it again, but don’t say ful.” (wonder)

“Say before. Say it again, but don’t say fore.” (be)

➥ Adding Syllables

“Say hop. Say it again and add ing.”

(hopping)

“Say small. Say it again and add er.” (smaller)

“Say hunt. Say it again and add ing.” (hunting)

“Say final. Say it again and add ly.”

(finally)

“Say dream. Say it again and add ing.” (dreaming)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

fish • dish look • hook week • where cow • how

frog • log tail • snail splash • cash pink • milk

swam • weed grew • boy birds • words jump • pond

legs • begs bank • sank wing • leg air • pair

➥ Discriminating Rhymes

“Which word does not rhyme?”

og • fish • wish here • fear • things world • jump • pump

pink • sink • hor

ns legs • tail • whale rash • splash • pond

fly • fr

iend • bye frog • log • night bank • weeks • cheeks

sing • wing • dr

ink air • warm • there night • lake • right

➥ Matching Rhymes

“Which word rhymes with fish? four • dish”

“Which word rhymes with frog? pond • hog”

“Which word rhymes with tail? m

ail •two”

“Which word rhymes with there? where • white”

“Which word rhymes with bird? bag • hear

d”

Sounds Abound: Storybook Activities

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

jump night cow tail

fish wing pink bank

frog fly day air

me where back shook

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Initial Sound Play

“Fish and frog begin with /f/. Let’s make up silly words that begin with the /f/ sound.”

“Say your name, beginning with the /f/ sound.”

“Name five things in the classroom. Begin each one with the /f/ sound.”

“Name five animals. Begin each one with the /f/ sound.”

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /f/ sound? frog • pond • friend”

“Which words begin with the /m/ sound? marvelous • mind • legs”

“Which words begin with the /b/ sound? mind • birds •br

eathe”

“Which words begin with the /k/ sound? co

ws • bank • colors”

“Which words begin with the /t/ sound? little • tadpole

• tiny”

➥ Generating Words Beginning with a Given Sound

“Name as many words as you can that begin with the /f/ sound.”

➥ Blending Monosyllable Words—Onset-Rime

“Blend these sounds together to make a word from the story.”

f•ish sh•ook w•arm

p•ond b•irds h•elp

l•egs m•ilk b•ack

n•ight d•ark c•ool

b•ank t•ail l•eaf

Fish Is Fish, continued

Sounds Abound: Storybook Activities

➥ Blending Monosyllable Words—Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

fl•y fr•og fr•iend

dr•y gr•ew br•eathe

sw•am spl•ash sl•eep

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

e•dge n•i•ght w•a•t•er

d•ay p•o•n•d m•i•nn•ow

f•i•sh w•ee•k•s s•p•l•a•sh

f•l•y f•r•o•g f•r•o•n•t

t•ai•l t•i•n•y c•l•i•mb•ed

➥ Matching Initial Sounds

“Which word begins with the same sound as fish? f

eathered

• large”

“Which word begins with the same sound as hopping? dark • ha

ppy”

“Which word begins with the same sound as water? w

eeds • climbed”

“Which word begins with the same sound as pushed? people

• tail”

“Which word begins with the same sound as cows? legs • carr

y”

➥ Identifying the Initial Sound of Three Words

“What sound do birds, butterflies, and bank begin with?”

(/b/)

“What sound do tail, tiny, and tadpole begin with?”

(/t/)

“What sound do legs, little, and large begin with?” (/l/)

“What sound do friend, fish, and frog begin with?”

(/f/)

“What sound do wonderful, wings, and warm begin with?” (/w/)

➥ Identifying the Final Sound of Two Words

“What sound do frog and leg end with?” (/g/)

“What sound do bank and milk end with?”

(/k/)

“What sound do jump and sleep end with?” (/p/)

“What sound do fish and splash end with?” (/sh/)

“What sound do pond and world end with?” (/d/)

➥ Discriminating Initial Sounds

“Which word has a different beginning sound?”

women • wing • m

any minnow • men • clear during • like • dark

day

• four • fine talked • been • told weeks • birds • bank

Fish Is Fish, continued

Sounds Abound: Storybook Activities

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

fish

(/f/)

legs (/l/) birds (/b/)

weeks

(/w/) people (/p/) children (/ch/)

gills (/g/)

shook (/sh/) jump (/j/)

climbed (/k/) here

(/h/) decided (/d/)

minnow (/m/)

seen (/s/) nearby (/n/)

➥ Substituting Initial Sounds

“Say fish. Now say it with /d/ instead of /f/.” (dish)

“Say cow. Now say it with /h/ instead of /k/.”

(how)

“Say men. Now say it with /t/ instead of /m/.” (ten)

“Say pink. Now say it with /s/ instead of /p/.” (sink)

“Say day. Now say it with /h/ instead of /d/.”

(hay)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

frog

(/g/) front

(/t/) said (/d/)

splash (/sh/) tail (/l/) large (/j/)

shook (/k/) grown (/n/) cows (/z/)

➥ Substituting Final Sounds

“Say grass. Now say it with /b/ instead of /s/.” (grab)

“Say sleep. Now say it with /v/ instead of /p/.” (sleeve)

“Say grown. Now say it with /z/ instead of /n/.” (grows)

“Say leg. Now say it with /d/ instead of /g/.” (led)

“Say fish. Now say it with /l/ instead of /sh/.”

(fill)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

(h•e) said (s•ai•d) frog (f•r•o•g)

by (b•y) gone (g•o•ne) weeks (w•ee•k•s)

out (ou•t) real (r•ea•l) water (w•a•t•er)

in (i•n) move (m•o•ve) lily (l•i•l•y)

is (i•s) leaf (l•ea•f) clean (c•l•ea•n)

Fish Is Fish, continued

Sounds Abound: Storybook Activities

➥ Deleting Initial Sounds

“Say legs. Say it again, but don’t say /l/.” (eggs)

“Say real. Say it again, but don’t say /r/.” (eel)

“Say tail. Say it again, but don’t say /t/.” (ail)

“Say that. Say it again, but don’t say /th/.” (at)

“Say said. Say it again, but don’t say /s/.” (Ed)

➥ Deleting Final Sounds

“Say legs. Say it again, but don’t say /z/.” (leg)

“Say flight. Say it again, but don’t say /t/.” (fly)

“Say grown. Say it again, but don’t say /n/.” (grow)

“Say mind. Say it again, but don’t say /d/.” (mine)

“Say milk. Say it again, but don’t say /k/.”

(mill)

➥ Deleting Sounds in Blends

“Say frog. Say it again, but don’t say /r/.” (fog)

“Say grass. Say it again, but don’t say /r/.” (gas)

“Say small. Say it again, but don’t say /s/.”

(mall)

“Say flight. Say it again, but don’t say /f/.”

(light)

“Say splash. Say it again, but don’t say /p/.” (slash)

Fish Is Fish, continued

Sounds Abound: Storybook Activities

Frederick by Leo Lionni

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words on a page.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

➥ Read a short sentence (or present the written words) with the words out of order.

Have students rearrange the words to make a sentence that makes sense.

• dreaming Frederick are you • family they were happy a

(Are you dreaming, Frederick?) (They were a happy family.)

• close eyes again your • worked night they and all day

(Close your eyes again.) (They all worked day and night.)

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

Frederick

(3) winter (2) barn (1) snowflakes (2)

mice (1) corn (1) seasons (2) walnuts (2)

family (3) foolish (2) daylight (2) abandoned (3)

empty (2) remembered (3) farmers (2) colors (2)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

day•light mead•ow fam•i•ly

far•mers emp•ty mem•o•ry

sill•y col•ors re•mem•bered

Sounds Abound: Storybook Activities

Frederick, continued

➥ Deleting Syllables

“Say snowflakes. Say it again, but don’t say snow.” (flakes)

“Say daylight. Say it again, but don’t say light.” (day)

“Say walnuts. Say it again, but don’t say wal.” (nuts)

“Say farmers. Say it again, but don’t say mers.” (far)

“Say family. Say it again, but don’t say ly.” (fami)

➥ Reversing Syllables

“Say _______. Now switch the parts.”

snowflakes

(flakes•snow) winter (ter•win) empty (ty•emp)

daylight

(light•day)

walnuts (nuts•wal) hideout (out•hide)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

June • moon wheat • feet four • more

mice • ice gray • day night • throat

all • wall five • fell saw • straw

barn • stone sky • I cold • told

➥ Discriminating Rhymes

“Which word does not rhyme?”

home

• nice • ice sun • gray • say days • rays • close

snow • glow • far showers • words •flowers sky •cow •bow

eat • wheat • nuts

old • long • cold straw • sun •saw

➥ Matching Rhymes

“Which word rhymes with moon? night • June”

“Which word rhymes with mice? nice •five”

“Which word rhymes with feet? fell • eat”

“Which word rhymes with flowers? sho

wers • foolish”

“Which word rhymes with say? gr

ay •sky”

Sounds Abound: Storybook Activities

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

ice old gray June

wall far night four

cow eat snow sky

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Initial Sound Play

“Frederick begins with /f/. Let’s make up silly words that begin with the /f/ sound.”

“Say your name, beginning with the /f/ sound.”

“Name five things in the classroom. Begin each one with the /f/ sound.”

“Name five animals. Begin each one with the /f/ sound.”

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /m/ sound? home • meado

• mice”

“Which words begin with the /f/ sound? Fr

ederick • corn • family”

“Which words begin with the /k/ sound? colors • cold • magic”

“Which words begin with the /s/ sound? silly • June • stone

”

“Which words begin with the /w/ sound? foxes • winter

•walnuts”

➥ Generating Words Beginning with a Given Sound

“Name as many words as you can that begin with the /f/ sound.”

➥ Blending Monosyllable Words—Onset-Rime

“Blend these sounds together to make a word from the story.”

m•ice c•orn l•ong

w•all w•ork n•uts

h•ome d•ark c•old

b•arn s•un m•oon

➥ Blending Monosyllable Words—Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

gr•ows sp•oke str•aw

gr•een st•one thr•oat

Frederick, continued

Sounds Abound: Storybook Activities

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

c•ow h•o•me s•n•ow sh•ow•er•s

i•ce f•ee•t wh•ea•t g•a•th•er

s•k•y s•u•n w•or•k c•o•l•or•s

w•a•ll f•i•ve d•ay•s w•i•n•t•er

➥ Matching Initial Sounds

“Which word begins with the same sound as Frederick? f

ield • gather”

“Which word begins with the same sound as memory? m

agic •flowers”

“Which word begins with the same sound as summer? chatty • seasons”

“Which word begins with the same sound as wheat? voice • w

ords”

“Which word begins with the same sound as corn? straw • cold

”

➥ Identifying the Initial Sound of Three Words

“What sound do gather, golden, and gray begin with?” (/g/)

“What sound do farmers, four, and family begin with?” (/f/)

“What sound do meadow, mice, and memory begin with?”

(/m/)

“What sound do spoke, snowflakes, and stage begin with?” (/s/)

“What sound do nice, nuts, and nibbled begin with?” (/n/)

➥ Identifying the Final Sound of Two Words

“What sound do mice and lights end with?”

(/s/)

“What sound do Frederick and dark end with?” (/k/)

“What sound do winter and summer end with?” (/r/)

“What sound do wheat and daylight end with?” (/t/)

“What sound do stood and cold end with?” (/d/)

➥ Discriminating Initial Sounds

“Which word has a different beginning sound?”

corn • colors • little

leaves • little • throat

supplies • showers • silly meadow • nice • moon

our • winter • wall gray • five • Frederick

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

meadow

(/m/) stone (/s/) far (/f/)

gather (/g/) walnuts (/w/) showers (/sh/)

colors

(/k/) June (/j/) told (/t/)

half (/h/) days (/d/) nice (/n/)

Frederick, continued

Sounds Abound: Storybook Activities

➥ Substituting Initial Sounds

“Say mice. Now say it with /r/ instead of /m/.” (rice)

“Say wheat. Now say it with /sh/ instead of /w/.” (sheet)

“Say cold. Now say it with /f/ instead of /k/.” (fold)

“Say wall. Now say it with /t/ instead of /w/.” (tall)

“Say sun. Now say it with /r/ instead of /s/.” (run)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

stone

(/n/) asleep (/p/) cold (/d/)

voice

(/s/) five

(/v/) foolish (/sh/)

all (/l/) magic (/k/) rays (/z/)

➥ Substituting Final Sounds

“Say work. Now say it with /m/ instead of /k/.”

(worm)

“Say June. Now say it with /s/ instead of /n/.” (juice)

“Say stone. Now say it with /v/ instead of /n/.” (stove)

“Say feet. Now say it with /l/ instead of /t/.” (feel)

“Say throat. Now say it with /n/ instead of /t/.”

(throne)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

eat

(ea•t)

live (l•i•ve)

weather (w•ea•th•er)

ice (i•ce) night (n•igh•t) last (l•a•s•t)

saw (s•aw) bush (b•u•sh) close (c•l•o•se)

eyes (eye•s) feel (f•ee•l) stone (s•t•o•ne)

up (u•p) gone (g•o•ne) first (f•ir•s•t)

➥ Deleting Initial Sounds

“Say nice. Say it again, but don’t say /n/.” (ice)

“Say wheat. Say it again, but don’t say /w/.” (eat)

“Say dark. Say it again, but don’t say /d/.” (ark)

“Say showers. Say it again, but don’t say /sh/.” (ours)

“Say told. Say it again, but don’t say /t/.” (old)

Frederick, continued

Sounds Abound: Storybook Activities

➥ Deleting Final Sounds

“Say corn. Say it again, but don’t say /n/.” (core)

“Say work. Say it again, but don’t say /k/.” (were)

“Say mice. Say it again, but don’t say /s/.” (my)

“Say rays. Say it again, but don’t say /z/.” (ray)

“Say barn. Say it again, but don’t say /n/.” (bar)

➥ Deleting Sounds in Blends

“Say gray. Say it again, but don’t say /g/.” (ray)

“Say straw. Say it again, but don’t say /st/.” (raw)

“Say spoils. Say it again, but don’t say /p/.” (soils)

“Say glow. Say it again, but don’t say /l/.” (go)

“Say staring. Say it again, but don’t say /s/.” (tearing)

Frederick, continued

Sounds Abound: Storybook Activities

Henny Penny by H. Werner Zimmerman

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words on a page.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

➥ Read a short sentence (or present the written words) with the words out of order.

Have students rearrange the words to make a sentence that makes sense.

• sky the falling is • I may with go you

(The sky is falling.) (May I go with you?)

• going where are you • king go must tell and I the

(Where are you going?) (I must go and tell the king.)

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

farmyard

(2) certainly (3) Ducky (2) until (2)

falling (2) Turkey (2) fox (1) greetings (2)

king (1) sky (1) eating (2) shortcut (2)

acorn (2) Henny (2) along (2) cave (1)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

farm•yard un•til fall•ing

short•cut a•corn cer•tain•ly

Luck•y Penn•y Tur•key

Sounds Abound: Storybook Activities

Henny Penny, continued

➥ Deleting Syllables

“Say farmyard. Say it again, but don’t say farm.” (yard)

“Say turkey. Say it again, but don’t say tur.” (key)

“Say Loosey. Say it again, but don’t say ey.” (loose)

“Say falling. Say it again, but don’t say ing.” (fall)

“Say acorn. Say it again, but don’t say a.” (corn)

➥ Adding Syllables

“Say fall. Say it again and add ing.” (falling)

“Say eat. Say it again and add ing.” (eating)

“Say go. Say it again and add ing.” (going)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

Henny • Penny Turkey • Locky show • go

where • must tell • time Goosey • Loosey

sky • my king • ring Foxy • Loxy

➥ Discriminating Rhymes

“Which word does not rhyme?”

Henny • Loc

ky • Penny go • they • show Lurkey • Turkey • Loosey

sky • my • tell head • said • corn king • tell • fell

xy • Lucky • Ducky time • there • where day • may • with

➥ Generating Rhymes

“In the story, many of the animals’ names use a rhyming ‘L’ word. Let’s make up

rhyming names for other animals following that pattern. For example, for “cow”

we could say “Cowy Lowy.”

sheep

(Sheepy Leepy) pig (Piggy Liggy)

dog (Doggy Loggy)

frog (Froggy Loggy)

cat (Catty Latty) horse (Horsey Lorsey)

goat (Goaty Loaty) bear (Beary Larry)

Sounds Abound: Storybook Activities

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Initial Sound Play

“Lucky begins with /l/. Let’s make up silly words that begin with the /l/ sound.”

“Say your name, beginning with the /l/ sound.”

“Tell the names of five classmates. Begin each one with the /l/ sound.”

“Name five things in the classroom. Begin each one with the /l/ sound.”

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /l/ sound? Lucky • Loosey • Ducky”

“Which words begin with the /s/ sound? sk

y • falling • certainly”

“Which words begin with the /w/ sound? Henny • w

ent • with”

“Which words begin with the /f/ sound? Fo

xy •farmyard • tell”

“Which words begin with the /k/ sound? Goosey • Coc

ky • cave”

➥ Generating Words Beginning with a Given Sound

“Name as many words as you can that begin with the /l/ sound.”

➥ Blending Monosyllable Words—Onset-Rime

“Blend these sounds together to make a word from the story.”

d•ay h•ead w•ent k•ing

c•orn m•ust m•et c•ave

f•ell t•ell wh•ere t•ime

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to tell an animal in the story.”

h•e•n f•o•x t•ur•k•ey

g•oo•se d•u•ck r•oo•s•t•er

➥ Identifying the Initial Sound of Three Words

“What sound do Lucky, Loosey, and Loxy begin with?” (/l/)

“What sound do Foxy, fell, and followed begin with?” (/f/)

“What sound do Cocky, cave, and corn begin with?” (/k/)

“What sound do may, must, and met begin with?” (/m/)

“What sound do said, certainly, and sky begin with?”

(/s/)

Henny Penny, continued

Sounds Abound: Storybook Activities

➥ Identifying the Final Sound of Two Words

“What sound do fall and until end with?” (/l/)

“What sound do went and met end with?” (/t/)

“What sound do corn and when end with?” (/n/)

“What sound do Henny and Turkey end with?” (/ee/)

“What sound do said and told end with?” (/d/)

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

Henny

(/h/) she (/sh/) Penny (/p/)

corn

(/k/) Turkey

(/t/) king (/k/)

farmyard (/f/) go (/g/) may (/m/)

➥ Substituting Initial Sounds

“Say Turkey. Now say it with /j/ instead of /t/.” (jerky)

“Say Henny. Now say it with /b/ instead of /h/.” (Benny)

“Say Goosey. Now say it with /j/ instead of /g/.”

(juicy)

“Say Ducky. Now say it with /y/ instead of /d/.” (yucky)

“Say Locky. Now say it with /r/ instead of /l/.” (rocky)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

must

(/t/) corn

(/n/) told (/d/)

tell (/l/) sky (/ i /) never (/r/)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

she

(sh•e) corn (c•or•n) Locky (l•o•ck•y)

(n•o) seen (s•ee•n) Lucky (l•u•ck•y)

go (g•o) right (r•igh•t) Penny (p•e•nn•y)

➥ Deleting Initial Sounds

“Say said. Say it again, but don’t say /s/.” (Ed)

“Say where. Say it again, but don’t say /w/.”

(air)

“Say Penny. Say it again, but don’t say /p/.” (any)

“Say Ducky. Say it again, but don’t say /d/.” (ucky)

“Say Loxy. Say it again, but don’t say /l/.” (oxy)

Henny Penny, continued

I Am Eyes, Ni Macho by Leila Ward

Sounds Abound: Storybook Activities

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words on a page.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

➥ Read a short sentence (or present the written words) with the words out of order.

Have students rearrange the words to make a sentence that makes sense.

• see I sunflowers skies and (Repeat for similar patterns throughout story.)

(I see sunflowers and skies.)

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

eyes

(1) coral (2) Kilimanjaro (5)

awake (2) sand (1) moon (1)

sunflowers

(3) moonflowers (3) flamingo (3)

giraffes

(2) donkeys (2) pineapples (3)

stars (1) coconuts (3) pelicans (3)

elephants (3) camels (2) see (1)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

star•lings mon•key pine•app•les

flow•ers fla•min•gos butt•er•flies

e•lands co•co•nuts el•e•phants

gi•raffes pel•i•cans Kil•i•man•jar•o

I Am Eyes, Ni Macho, continued

Sounds Abound: Storybook Activities

➥ Deleting Syllables

“Say butterflies. Say it again, but don’t say flies.” (butter)

“Say sunflower. Say it again, but don’t say sun.” (flower)

“Say pineapples. Say it again, but don’t say pine.” (apples)

“Say coconut. Say it again, but don’t say nut.” (coco)

“Say elephants. Say it again, but don’t say ele.” (phants)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

see • me kites • sun moon • soon

I • my sand • band sun • crabs

skies • eyes where • pair stars • cars

➥ Discriminating Rhymes

“Which word does not rhyme?”

see • me • kites

cats • stars • bars kites • bites • fun

skies • sun

• eyes meet

• moon • tune sand • see • and

➥ Matching Rhymes

“Which word rhymes with eyes? ties • eats”

“Which word rhymes with moon? nest • June”

“Which word rhymes with kites? f

ights • crabs”

“Which word rhymes with sand? land • where”

“Which word rhymes with see? light • she

”

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

eyes sun moon

see where stars

sand kites wakes

Sounds Abound: Storybook Activities

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /s/ sound? sand • sun

• butterflies”

“Which words begin with the /k/ sound? stars • coconuts

• kites

”

“Which words begin with the /p/ sound? pelicans • giraffes • pinea

pples”

“Which words begin with the /m/ sound? sun • moon

• monk

ey”

“Which words begin with the /f/ sound? f

lowers •flamingos • coral”

➥ Blending Monosyllable Words—Onset-Rime

“Blend these sounds together to make a word from the story.”

s•ee s•un m•oon

k•ites s•and wh•ere

➥ Blending Monosyllable Words—Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

sk•ies st•ars cr•abs

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

m•e eye•s m•oo•n s•k•ie•s

a•m s•ee s•u•n w•a•k•es

i•t s•u•n k•i•t•es c•r•a•b•s

s•ay a•n•d s•a•n•d f•l•ow•er•s

➥ Matching Initial Sounds

“Which word begins with the same sound as see? giraffes • starlings”

“Which word begins with the same sound as pelicans? pinea

pples • skies”

“Which word begins with the same sound as flamingos? f

lowers • butterflies”

“Which word begins with the same sound as camels? donkeys • coconuts

”

“Which word begins with the same sound as monkeys? stars • moon

”

I Am Eyes, Ni Macho, continued

Sounds Abound: Storybook Activities

➥ Identifying the Initial Sound of Two Words

“What sound do sand and sun begin with?” (/s/)

“What sound do monkey and moon begin with?” (/m/)

“What sound do kites and coral begin with?” (/k/)

“What sound do pineapples and pelican begin with?” (/p/)

“What sound do flowers and flamingos begin with?” (/f/)

➥ Discriminating Initial Sounds

“Which word has a different beginning sound?”

crabs • camels • monk

ey kites • flowers • flamingos

pelicans • star

lings • pineapples monkeys • donkeys • moonflowers

sunflowers • skies • butterf

lies moon • coral • coconut

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

sun

(/s/) donkey (/d/) where (/w/)

monkey (/m/) flamingo (/f/) camels (/k/)

pelican

(/p/) butterflies

(/b/) grasses (/g/)

➥ Substituting Initial Sounds

“Say sand. Now say it with /b/ instead of /s/.”

(band)

“Say sun. Now say it with /r/ instead of /s/.” (run)

“Say kites. Now say it with /n/ instead of /k/.” (nights)

“Say see. Now say it with /sh/ instead of /s/.”

(she)

“Say moon. Now say it with /s/ instead of /m/.” (soon)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

(/m/) sand (/d/) coral (/l/)

moon (/n/) kites (/s/) awake (/k/)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

(a•m) sun (s•u•n) kites (k•i•t•es)

eyes (eye•s) and (a•n•d) sand (s•a•n•d)

see (s•ee) moon (m•oo•n) awake (a•w•a•ke)

I Am Eyes, Ni Macho, continued

Sounds Abound: Storybook Activities

➥ Deleting Initial Sounds

“Say sand. Say it again, but don’t say /s/.” (and)

“Say see. Say it again, but don’t say /s/.” (E)

“Say wakes. Say it again, but don’t say /w/.” (aches)

“Say coral. Say it again, but don’t say /k/.” (oral)

“Say moon. Say it again, but don’t say /m/.” (oon)

➥ Deleting Sounds in Blends

“Say crabs. Say it again, but don’t say /r/.” (cabs)

“Say skies. Say it again, but don’t say /k/.” (sighs)

“Say star. Say it again, but don’t say /s/.” (tar)

“Say grasses. Say it again, but don’t say /r/.” (gasses)

I Am Eyes, Ni Macho, continued

If You Give a Moose a Muffin by Laura Joffe Numeroff

Sounds Abound: Storybook Activities

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words on a page.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

➥ Read a short sentence (or present the written words) with the words out of order.

Have students rearrange the words to make a sentence that makes sense.

• puppets he’ll sock make • cardboard paints and need some he’ll

(He’ll make sock puppets.) (He’ll need some cardboard and paints.)

• go with he’ll you want to • thread needle he’ll for ask a and

(He’ll want to go with you.) (He’ll ask for a needle and thread.)

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

moose

(1) blackberry (3) grandmother (3) antlers (2)

muffin (2) jam (1) needle (2) sheet (1)

Halloween (3) chilly (2) cardboard (2) remember (3)

puppet (2) sweater (2) scenery (3) probably (3)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

clothes•line sweat•er chill•y

be•hind butt•on a•noth•er

ant•lers nee•dle Hall•o•ween

If You Give a Moose a Muffin, continued

Sounds Abound: Storybook Activities

➥ Deleting Syllables

“Say grandmother. Say it again, but don’t say grand.” (mother)

“Say clothesline. Say it again, but don’t say line.” (clothes)

“Say remember. Say it again, but don’t say re.” (member)

“Say antlers. Say it again, but don’t say lers.” (ant)

“Say puppet. Say it again, but don’t say pupp.” (it)

➥ Reversing Syllables

“Say _______. Now switch the parts.”

blackberry

(berry•black) homemade (made•home)

clothesline

(line•clothes)

cardboard (board•card)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

moose • loose you • boo try • dry

bring • make soap • stick more • store

sock • knock out • shout bed • need

one • done gone • get jam • clean

➥ Discriminating Rhymes

“Which word does not rhyme?”

old

• door • store try • clean • dry some • knock • lock

shout • out • ask

loose • moose • make him • boo • you

one • done • sho

w scare • start • hair your • yard • more

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

make stick up bed

go sheet hang door

old clean see bring

jam sock scare moose

Sounds Abound: Storybook Activities

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Initial Sound Play

“Moose begins with /m/. Let’s make up silly words that begin with the /m/ sound.”

“Say your name, beginning with the /m/ sound.”

“Name five things in the classroom. Begin each one with the /m/ sound.”

“Name five animals. Begin each one with the /m/ sound.”

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /m/ sound? muffin • button • more”

“Which words begin with the /p/ sound? paint

• puppet • jam”

“Which words begin with the /b/ sound? bushes

• borr

ow • hang”

“Which words begin with the /s/ sound? sheet • sw

eater • scenery”

“Which words begin with the /k/ sound? couch

• chances • cardboard”

➥ Generating Words Beginning with a Given Sound

“Name as many words as you can that begin with the /m/ sound.”

➥ Blending Monosyllable Words—Onset-Rime

“Blend these sounds together to make a word from the story.”

m•oose m•ake kn•ock

s•ocks gh•ost sh•out

n•eed sh•eet j•am

➥ Blending Monosyllable Words—Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

st•art sc•are st•ore

thr•ead cl•ean br•ing

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

i•f s•oa•p c•ou•ch n•ee•d•le

u•p m•e•ss a•s•k ch•i•ll•y

sh•ow t•r•y s•o•ck•s s•w•ea•t•er

If You Give a Moose a Muffin, continued

Sounds Abound: Storybook Activities

➥ Matching Initial Sounds

“Which word begins with the same sound as chilly? soap • chances”

“Which word begins with the same sound as couch? car

dboard • done”

“Which word begins with the same sound as shout? sheet

• stick”

“Which word begins with the same sound as paints? borrow • puppet”

“Which word begins with the same sound as needle? notice

• more”

➥ Identifying the Initial Sound of Three Words

“What sound do blackberry, borrow, and behind begin with?” (/b/)

“What sound do gone, give, and go begin with?” (/g/)

“What sound do see, soap, and scenery begin with?” (/s/)

“What sound do help, him, and homemade begin with?”

(/h/)

“What sound do mother, muffin, and moose begin with?” (/m/)

➥ Identifying the Final Sound of Two Words

“What sound do jam and him end with?” (/m/)

“What sound do shout and sheet end with?” (/t/)

“What sound do yard and old end with?”

(/d/)

“What sound do soap and up end with?” (/p/)

“What sound do knock and stick end with?” (/k/)

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

cover

(/k/) buttons (/b/) sweater (/s/)

sheet (/sh/) help (/h/) feels (/f/)

moose (/m/) paints (/p/) gone (/g/)

➥ Substituting Initial Sounds

“Say moose. Now say it with /g/ instead of /m/.” (goose)

“Say soap. Now say it with /h/ instead of /s/.” (hope)

“Say knock. Now say it with /l/ instead of /n/.” (lock)

“Say need. Now say it with /s/ instead of /n/.” (seed)

“Say sewing. Now say it with /bl/ instead of /s/.” (blowing)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

done

(/n/) shout (/t/) thread (/d/)

ask (/k/) more (/r/) him (/m/)

notice (/s/) with (/th/) help (/p/)

If You Give a Moose a Muffin, continued

Sounds Abound: Storybook Activities

➥ Substituting Final Sounds

“Say moose. Now say it with /n/ instead of /s/.” (moon)

“Say knock. Now say it with /t/ instead of /k/.” (knot)

“Say jam. Now say it with /k/ instead of /m/.” (Jack)

“Say yard. Now say it with /n/ instead of /d/.” (yarn)

“Say mess. Now say it with /t/ instead of /s/.” (met)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

use

(u•se) wash (w•a•sh) clean (c•l•ea•n)

(i•f)

give (g•i•ve) ghost (gh•o•s•t)

he (h•e) when (wh•e•n) stick (s•t•i•ck)

so (s•o) make (m•a•ke) cover (c•o•v•er)

(t•o) loose (l•oo•se) thread (th•r•ea•d)

➥ Deleting Initial Sounds

“Say jam. Say it again, but don’t say /j/.”

(am)

“Say sheet. Say it again, but don’t say /sh/.” (eat)

“Say make. Say it again, but don’t say /m/.” (ache)

“Say feels. Say it again, but don’t say /f/.”

(eels)

“Say show. Say it again, but don’t say /sh/.”

(oh)

➥ Deleting Final Sounds

“Say moose. Say it again, but don’t say /s/.” (moo)

“Say sheet. Say it again, but don’t say /t/.” (she)

“Say soap. Say it again, but don’t say /p/.” (so)

“Say ghost. Say it again, but don’t say /st/.” (go)

“Say need. Say it again, but don’t say /d/.” (knee)

➥ Deleting Sounds in Blends

“Say clean. Say it again, but don’t say /k/.” (lean)

“Say thread. Say it again, but don’t say /th/.”

(red)

“Say stick. Say it again, but don’t say /t/.” (sick)

“Say scare. Say it again, but don’t say /s/.”

(care)

“Say dry. Say it again, but don’t say /r/.” (dye)

If You Give a Moose a Muffin, continued

If You Give a Mouse a Cookie by Laura Joffe Numeroff

Sounds Abound: Storybook Activities

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words in the sentence.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

mouse

(1) sweeping (2) name (1)

napkin

(2) hang (1) blanket (2)

mustache

(2)

washing (2) refrigerator (5)

hair (1) excited (3) thirsty (2)

broom (1) paper (2) cookie (2)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

nap•kin cook•ie blan•ket

sweep•ing pa•per him•self

mus•tache thirs•ty re•mind

pic•ture pill•ow re•frig•e•ra•tor

➥ Deleting Syllables

“Say napkin. Say it again, but don’t say kin.”

(nap)

“Say sweeping. Say it again, but don’t say ing.” (sweep)

“Say thirsty. Say it again, but don’t say thirs.”

(tea)

“Say picture. Say it again, but don’t say pic.” (ture)

“Say mustache. Say it again, but don’t say tache.” (mus)

If You Give a Mouse a Cookie, continued

Sounds Abound: Storybook Activities

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

mouse • make trim • tail tape • cape

milk • silk room • broom read • sweep

straw • draw nap • cap glass • stand

hang • rang box • socks pen • hen

➥ Discriminating Rhymes

“Which word does not rhyme?”

sign

• mouse • house nap • lap • well hair • fair • milk

broom • bo

x • room bo

x • read • need glass • take • pass

floor • door • w

ash fix • draw • straw trim • him • give

➥ Matching Rhymes

“Which word rhymes with straw? law

• string”

“Which word rhymes with sweep? glass • k

eep”

“Which word rhymes with hair? pair • have”

“Which word rhymes with books? breaks • looks

”

“Which word rhymes with sign? line

• name”

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

sign read nap straw

look see sweep back

stand box house name

pen floor nail take

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Initial Sound Play

“Mouse begins with /m/. Let’s make up silly words that begin with the /m/ sound.”

“Say your name, beginning with the /m/ sound.”

“Name five things in the classroom. Begin each one with the /m/ sound.”

“Name five animals. Begin each one with the /m/ sound.”

Sounds Abound: Storybook Activities

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /m/ sound? milk • mirror • hair”

“Which words begin with the /s/ sound? room • sw

eep • scissors”

“Which words begin with the /b/ sound? bo

x • floor • broom”

“Which words begin with the /p/ sound? pillow •paper • draw”

“Which words begin with the /f/ sound? f

inished •fix • glass”

➥ Blending Monosyllable Words—

Onset-Rime

“Blend these sounds together to make a word from the story.”

g•ive n•ap s•ign

m•ouse r•ead n•ame

n•ail h•air p•en

r•oom b•ook h•ang

➥ Blending Monosyllable Words—Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

tr•im sw•eep fl•uff

br•oom fl•oor st•and

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

u•p n•a•p s•w•ee•p

a•s•k t•a•ke p•i•ll•ow

l•oo•k r•ea•d m•i•l•k

m•ou•se n•a•me c•oo•k•ie

r•oo•m d•r•aw s•t•r•aw

➥ Matching Initial Sounds

“Which word begins with the same sound as mouse? mustache • broom”

“Which word begins with the same sound as cookie? picture • crayon”

“Which word begins with the same sound as napkin? name

• draw”

“Which word begins with the same sound as read? pen • refrigerator”

“Which word begins with the same sound as pencil? floor • pr

obably”

➥ Identifying the Initial Sound of Three Words

“What sound do nap, napkin, and need begin with?” (/n/)

“What sound do mouse, mirror, and milk begin with?” (/m/)

“What sound do finished, floor, and fix begin with?” (/f/)

“What sound do pillow, probably, and pen begin with?” (/p/)

“What sound do story, stand, and scissors begin with?” (/s/)

If You Give a Mouse a Cookie, continued

Sounds Abound: Storybook Activities

➥ Identifying the Final Sound of Two Words

“What sound do tape and sweep end with?” (/p/)

“What sound do book and milk end with?” (/k/)

“What sound do room and name end with?” (/m/)

“What sound do pen and sign end with?” (/n/)

“What sound do house and box end with?” (/s/)

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

mouse

(/m/) pictures (/p/) thirsty (/th/)

(/k/) draw

(/d/) remind (/r/)

floor (/f/) give (/g/) looks (/l/)

sweep (/s/) want (/w/) chances (/ch/)

➥ Substituting Initial Sounds

“Say mouse. Now say it with /h/ instead of /m/.” (house)

“Say nap. Now say it with /k/ instead of /n/.”

(cap)

“Say read. Now say it with /f/ instead of /r/.” (feed)

“Say hang. Now say it with /s/ instead of /h/.” (sang)

“Say pen. Now say it with /t/ instead of /p/.”

(ten)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

pen

(/n/) milk (/k/) take (/k/)

sweep

(/p/) mouse (/s/) hair (/r/)

name (/m/) read (/d/) blanket (/t/)

➥ Substituting Final Sounds

“Say room. Now say it with /t/ instead of /m/.” (root)

“Say sweep. Now say it with /t/ instead of /p/.” (sweet)

“Say glass. Now say it with /d/ instead of /s/.” (glad)

“Say tape. Now say it with /m/ instead of /p/.” (tame)

“Say trim. Now say it with /k/ instead of /m/.” (trick)

If You Give a Mouse a Cookie, continued

Sounds Abound: Storybook Activities

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

(u•p)

him (h•i•m) sweep

(s•w•ee•p)

(i•f) name (n•a•me)

floor (f•l•oo•r)

in (i•n)

look (l•oo•k)

milk (m•i•l•k)

so (s•o)

nail (n•ai•l) fluff

(f•l•u•ff)

may (m•ay)

read (r•ea•d)

box

(b•o•x)

➥ Deleting Initial Sounds

“Say name. Say it again, but don’t say /n/.” (aim)

“Say tape. Say it again, but don’t say /t/.”

(ape)

“Say box. Say it again, but don’t say /b/.” (ox)

“Say hair. Say it again, but don’t say /h/.” (air)

“Say nail. Say it again, but don’t say /n/.”

(ail)

➥ Deleting Final Sounds

“Say broom. Say it again, but don’t say /m/.”

(brew)

“Say sign. Say it again, but don’t say /n/.” (sigh)

“Say milk. Say it again, but don’t say /k/.” (mill)

“Say read. Say it again, but don’t say /d/.”

(rea)

“Say tape. Say it again, but don’t say /p/.”

(tay)

➥ Deleting Sounds in Blends

“Say floor. Say it again, but don’t say /l/.” (four)

“Say broom. Say it again, but don’t say /b/.” (room)

“Say trim. Say it again, but don’t say /t/.” (rim)

“Say stand. Say it again, but don’t say /t/.” (sand)

“Say straw. Say it again, but don’t say /st/.” (raw)

If You Give a Mouse a Cookie, continued

Ira Sleeps Over by Bernard Waber

Sounds Abound: Storybook Activities

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words on a page.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

➥ Read a short sentence (or present the written words) with the words out of order.

Have students rearrange the words to make a sentence that makes sense.

• feel I’ll fine • ghost tell stories can we

(I’ll feel fine.) (We can tell ghost stories.)

• I take should him • take to decided I bear teddy my

(Should I take him?) (I decided to take my teddy bear.)

• say I’m a he’ll baby • think of what do you teddy bears

(He’ll say I’m a baby.) (What do you think of teddy bears?)

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

bedtime

(2) afternoon (3) collection (3) silliest (3)

sleeping

(2) laugh (1) nobody (3) mustache (2)

invited (3) probably (3) flashlight (2) dominoes (3)

bear (1) Reggie (2) gum (1) sister (2)

Ira Sleeps Over, continued

Sounds Abound: Storybook Activities

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

flash•light tedd•y no•bod•y

post•card o•ffice af•ter•noon

be•fore Regg•ie dom•i•noes

talk•ing sudd•en•ly co•llec•tion

➥ Deleting Syllables

“Say flashlight. Say it again, but don’t say light.” (flash)

“Say afternoon. Say it again, but don’t say noon.” (after)

“Say sister. Say it again, but don’t say sis.” (ter)

“Say invited. Say it again, but don’t say in.” (vited)

“Say collection. Say it again, but don’t say tion.” (collec)

➥ Reversing Syllables

“Say _______. Now switch the parts.”

flashlight

(light•flash)

postcard

(card•post)

bedtime (time•bed) himself (self•him)

➥ Adding Syllables

“Say hold. Say it again and add ing.” (holding)

“Say talk. Say it again and add ing.” (talking)

“Say plan. Say it again and add ing.”

(planning)

“Say ring. Say it again and add ing.” (ringing)

“Say sleep. Say it again and add ing.” (sleeping)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

bed • said great • light know • show

like • think take • wake tight • night

bear • scare chain • time fun • gum

➥ Discriminating Rhymes

“Which word does not rhyme?”

can

• say • way take • wake • think see • my •he

light • f

ine • fight fall • near • all heard • bear • scare

Sounds Abound: Storybook Activities

➥ Matching Rhymes

“Which word rhymes with night? fight • nose”

“Which word rhymes with wake? think • tak

e”

“Which word rhymes with great? him • w

ait”

“Which word rhymes with show? chain • know”

“Which word rhymes with said? bed

• like”

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

bed see fun nose

fine my light look

great him chain wake

light now old bear

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Initial Sound Play

“Teddy begins with /t/. Let’s make up silly words that begin with the /t/ sound.”

“Say your name, beginning with the /t/ sound.”

“Name five things in the classroom. Begin each one with the /t/ sound.”

“Name five animals. Begin each one with the /t/ sound.”

“Bear begins with /b/. Let’s make up silly words that begin with the /b/ sound.”

“Say your name, beginning with the /b/ sound.”

“Name five things in the classroom. Begin each one with the /b/ sound.”

“Name five animals. Begin each one with the /b/ sound.”

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /s/ sound? checkers • sleeping • sister”

“Which words begin with the /b/ sound? bed • bear • promise”

“Which words begin with the /l/ sound? laugh • father • lived”

“Which words begin with the /g/ sound? good

• ghost • house”

“Which words begin with the /d/ sound? collection • doorbell

• decided”

Ira Sleeps Over, continued

Sounds Abound: Storybook Activities

➥ Blending Monosyllable Words—Onset-Rime

“Blend these sounds together to make a word from the story.”

b•ear t•ake g•ood n•ame

h•eard l•ight l•augh f•all

w•ake ch•ain h•ouse d•ark

➥ Blending Monosyllable Words—

Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

sc•are pl•ay sl•eep

gr•eat st•amps tr•icks

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

y•ou w•a•ke a•s•k gh•o•s•t

m•y n•igh•t t•e•ll p•eo•p•le

f•u•n ch•ai•n a•f•t•er s•i•s•t•er

➥ Matching Initial Sounds

“Which word begins with the same sound as postcard? pillo

w • wonder”

“Which word begins with the same sound as silliest? Reggie • scar

ed”

“Which word begins with the same sound as teddy? night • time

”

“Which word begins with the same sound as dark? door • take”

“Which word begins with the same sound as mother? fuzzy • minute

”

➥ Identifying the Initial Sound of Three Words

“What sound do suddenly, sleeping, and said begin with?” (/s/)

“What sound do laugh, light, and louder begin with?”

(/l/)

“What sound do bedtime, before, and bear begin with?” (/b/)

“What sound do fight, father, and flashlight begin with?” (/f/)

“What sound do good, goggles, and great begin with?” (/g/)

➥ Identifying the Final Sound of Two Words

“What sound do fight and minute end with?” (/t/)

“What sound do father and mother end with?” (/r/)

“What sound do time and gum end with?” (/m/)

“What sound do good and said end with?” (/d/)

“What sound do dark and wake end with?” (/k/)

Ira Sleeps Over, continued

100

Sounds Abound: Storybook Activities

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

nobody

(/n/) chain

(/ch/) show (/sh/)

Reggie

(/r/) talking (/t/) dominoes (/d/)

ghost (/g/)

think (/th/) first (/f/)

very

(/v/) junk (/j/) legs (/l/)

➥ Substituting Initial Sounds

“Say good. Now say it with /h/ instead of /g/.”

(hood)

“Say bear. Now say it with /p/ instead of /b/.” (pear)

“Say take. Now say it with /sh/ instead of /t/.”

(shake)

“Say mind. Now say it with /k/ instead of /m/.” (kind)

“Say teddy. Now say it with /fr/ instead of /t/.” (Freddy)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

magic

(/k/) mustache (/sh/) doorbell (/l/)

wait

(/t/) scare

(/r/) sleep (/p/)

nose (/z/) match (/ch/) time (/m/)

➥ Substituting Final Sounds

“Say match. Now say it with /d/ instead of /ch/.” (mad)

“Say sleep. Now say it with /v/ instead of /p/.” (sleeve)

“Say light. Now say it with /n/ instead of /t/.” (line)

“Say chain. Now say it with /s/ instead of /n/.” (chase)

“Say laugh. Now say it with /st/ instead of /f/.” (last)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

see

(s•ee) fool (f•oo•l) teddy (t•e•dd•y)

by (b•y) laugh (l•au•gh) father (f•a•th•er)

she (sh•e) fine (f•i•ne) after (a•f•t•er)

you (y•ou) name (n•a•me) ghost (gh•o•s•t)

do (d•o) play (p•l•ay) sleep (s•l•ee•p)

Ira Sleeps Over, continued

101

Sounds Abound: Storybook Activities

➥ Deleting Initial Sounds

“Say teddy. Say it again, but don’t say /t/.” (Eddie)

“Say name. Say it again, but don’t say /n/.” (aim)

“Say door. Say it again, but don’t say /d/.” (or)

“Say time. Say it again, but don’t say /t/.” (I’m)

“Say think. Say it again, but don’t say /th/.” (ink)

➥ Deleting Final Sounds

“Say wake. Say it again, but don’t say /k/.” (way)

“Say bunch. Say it again, but don’t say /ch/.” (bun)

“Say great. Say it again, but don’t say /t/.” (gray)

“Say heard. Say it again, but don’t say /d/.” (her)

“Say mean. Say it again, but don’t say /n/.” (me)

➥ Deleting Sounds in Blends

“Say scare. Say it again, but don’t say /s/.”

(care)

“Say sleep. Say it again, but don’t say /s/.”

(leap)

“Say great. Say it again, but don’t say /r/.” (gate)

“Say played. Say it again, but don’t say /l/.” (paid)

“Say still. Say it again, but don’t say /s/.”

(till)

Ira Sleeps Over, continued

102

Madeline by Ludwig Bemelmans

Sounds Abound: Storybook Activities

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words on a page.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

Madeline

(3) smallest (2) girls (1) appendix (3)

tiger

(2) Paris (2) dollhouse (2) flowers (2)

winter

(2) Clavel

(2) outside (2) eyes (1)

ice (1) disaster (3) ceiling (2) nobody (3)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

doll•house rabb•it can•dy

out•side af•ter vis•i•tors

mor•ning midd•le Mad•e•line

➥ Deleting Syllables

“Say smallest. Say it again, but don’t say est.”

(small)

“Say visit. Say it again, but don’t say vis.” (it)

“Say quickly. Say it again, but don’t say ly.”

(quick)

“Say nobody. Say it again, but don’t say no.” (body)

“Say candy. Say it again, but don’t say dy.” (can)

➥ Reversing Syllables

“Say _______. Now switch the parts.”

outside

(side•out) candy (dy•can)

dollhouse (house•doll) something (thing•some)

103

Madeline, continued

Sounds Abound: Storybook Activities

➥ Adding Syllables

“Say cry. Say it again and add ing.” (crying)

“Say fast. Say it again and add er.” (faster)

“Say quick. Say it again and add ly.” (quickly)

“Say small. Say it again and add est.” (smallest)

“Say big. Say it again and add est.” (biggest)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

vines • lines ice • mouse face • sing

bed • bread light • night scar • far

teeth • smiled cry • dry you • too

bad • sad hour • flower more • there

➥ Discriminating Rhymes

“Which word does not rhyme?”

rabbit • habit • dr

ank middle • night • right ice • snow • mice

saf

e • sky • by shine • fine • str

aight eye •dry •arm

red • ten • said sad • bad • nine more • light • door

➥ Matching Rhymes

“Which word rhymes with bed? red • bad”

“Which word rhymes with light? right • well”

“Which word rhymes with vines? light • lines

”

“Which word rhymes with you? too • she”

“Which word rhymes with scar? rain • f

ar”

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

bread sad cry

ice nine door

two light vase

hour far well

104

Sounds Abound: Storybook Activities

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production

➥ Initial Sound Play

“Madeline begins with /m/. Let’s make up silly words that begin with the /m/ sound.”

“Say your name, beginning with the /m/ sound.”

“Name five things in the classroom. Begin each one with the /m/ sound.”

“Name five animals. Begin each one with the /m/ sound.”

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /m/ sound? room • mice • middle”

“Which words begin with the /b/ sound? bed

• girls • brushed”

“Which words begin with the /l/ sound? light

• lines

• rain”

“Which words begin with the /s/ sound? stom

ach • visitors • surprise”

“Which words begin with the /t/ sound? sign • to

ys • tiger”

➥ Generating Words Beginning with a Given Sound

“Name as many words as you can that begin with the /m/ sound.”

➥ Blending Monosyllable Words—

Onset-Rime

“Blend these sounds together to make a word from the story.”

v•ines h•ouse n•urse r•ain

g•irls m•ice r•oom t•eeth

b•ed n•ight d•ays f•ast

g•ood ph•one f•ace w•ell

➥ Blending Monosyllable Words—Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

sn•ow cr•ied br•ead

sl•eep sc•ar dr•ove

sk•y str•aight cr•ack

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

sh•e s•n•ow t•oy•s c•r•ie•d

z•oo r•igh•t v•a•se p•a•ss•ed

sh•i•ne h•o•me t•e•n f•l•ow•er•s

s•a•d r•ai•n r•u•sh•ed r•a•bb•i•t

Madeline, continued

105

Sounds Abound: Storybook Activities

➥ Matching Initial Sounds

“Which word begins with the same sound as nine? night • biggest”

“Which word begins with the same sound as candy? room • car

”

“Which word begins with the same sound as flowers? good • fr

owned”

“Which word begins with the same sound as blanket? biggest • morning”

“Which word begins with the same sound as dollhouse? disaster

• toys”

➥ Identifying the Initial Sound of Three Words

“What sound do sleep, safe, and stomach begin with?” (/s/)

“What sound do brushed, bread, and broke begin with?” (/b/)

“What sound do walked, woke, and warm begin with?” (/w/)

“What sound do little, left, and light begin with?”

(/l/)

“What sound do come, candy, and crank begin with?” (/k/)

➥ Identifying the Final Sound of Two Words

“What sound do drank and crack end with?” (/k/)

“What sound do warm and arm end with?” (/m/)

“What sound do cried and red end with?”

(/d/)

“What sound do night and straight end with?” (/t/)

“What sound do rain and Madeline end with?” (/n/)

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

Madeline

(/m/) visit (/v/)

ceiling (/s/) well (/w/)

Clavel (/k/) lines (/l/) flowers (/f/) Paris (/p/)

nurse

(/n/) birds (/b/) turned (/t/) children (/ch/)

➥ Substituting Initial Sounds

“Say fast. Now say it with /l/ instead of /f/.” (last)

“Say teeth. Now say it with /r/ instead of /t/.” (wreath)

“Say rain. Now say it with /p/ instead of /r/.” (pain)

“Say lines. Now say it with /sh/ instead of /l/.” (shines)

“Say night. Now say it with /br/ instead of /n/.” (bright)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

woke

(/k/) nurse (/s/) half (/f/)

drove (/v/) teeth (/th/) bad (/d/)

car (/r/) one (/n/) middle (/l/)

Madeline, continued

106

Sounds Abound: Storybook Activities

➥ Substituting Final Sounds

“Say night. Now say it with /s/ instead of /t/.” (nice)

“Say bread. Now say it with /th/ instead of /d/.” (breath)

“Say sign. Now say it with /z/ instead of /n/.” (size)

“Say face. Now say it with /l/ instead of /s/.” (fail)

“Say teeth. Now say it with /m/ instead of /th/.”

(team)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

ate

(a•te) safe (s•a•fe) rushed (r•u•sh•ed)

ice

(i•ce)

house (h•ou•se) please (p•l•ea•se)

out (ou•t) right (r•igh•t) girls (g•ir•l•s)

day (d•ay) sky (s•k•y) fast (f•a•s•t)

(s•o) fine (f•i•ne) tiger (t•i•g•er)

➥ Deleting Initial Sounds

“Say candy. Say it again, but don’t say /k/.” (Andy)

“Say well. Say it again, but don’t say /w/.” (L)

“Say mice. Say it again, but don’t say /m/.”

(ice)

“Say sad. Say it again, but don’t say /s/.” (add)

“Say four. Say it again, but don’t say /f/.” (or)

➥ Deleting Final Sounds

“Say trees. Say it again, but don’t say /z/.” (tree)

“Say woke. Say it again, but don’t say /k/.” (whoa)

“Say warm. Say it again, but don’t say /m/.” (war)

“Say cried. Say it again, but don’t say /d/.”

(cry)

“Say ice. Say it again, but don’t say /s/.” (eye)

➥ Deleting Sounds in Blends

“Say scar. Say it again, but don’t say /s/.” (car)

“Say bread. Say it again, but don’t say /b/.”

(red)

“Say snow. Say it again, but don’t say /n/.” (sew)

“Say frowned. Say it again, but don’t say /f/.”

(round)

“Say please. Say it again, but don’t say /l/.” (peas)

Madeline, continued

More Spaghetti, I Say! by Rita Golden Gelman

Sounds Abound: Storybook Activities

107

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words in the sentence.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

➥ Read a short sentence (or present the written words) with the words out of order.

Have students rearrange the words to make a sentence that makes sense.

• it love I • play I can’t • play you now can

(I love it.) (I can’t play.) (You can play now.)

• I jump can • good is spaghetti • spaghetti eating I am

(I can jump.) (Spaghetti is good.) (I am eating spaghetti.)

SYLLABLE AWARENESS

Picture puzzles can be helpful to visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

Minnie

(2) can (1) play (1) Freddy (2)

spaghetti (3) eating (2) cookies (2) more (1)

pancakes

(2) bananas (3) eat (1) pickles (2)

marshmallow (3) ride (1) picture (2) now (1)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

pan•cakes Fredd•y ea•ting spa•ghett•i

Minn•ie pick•les ba•nan•as marsh•mall•ow

More Spaghetti, I Say!, continued

Sounds Abound: Storybook Activities

108

➥ Deleting Syllables

“Say pancakes. Say it again, but don’t say cakes.”

(pan)

“Say Minnie. Say it again, but don’t say Minn.”

(E)

“Say pickles. Say it again, but don’t say les.” (pick)

“Say picture. Say it again, but don’t say pic.”

(cher)

“Say bananas. Say it again, but don’t say ba.” (nanas)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

more • poor please • knees play • see ham • jam

hide • slide jump • love air • chair head • bed

good • bad not • sit me • tree sick • sad

➥ Discriminating Rhymes

“Which word does not rhyme?”

door • more • m

uch say • stuf

f • play see• me • need

floor • ham • jam trees • please • ride run • ride • hide

bed • head • eat you • now •do chair • truck • air

➥ Matching Rhymes

“Which word rhymes with more? store • car”

“Which word rhymes with chair? day • hair

”

“Which word rhymes with head? like • r

ed”

“Which word rhymes with play? day

• please”

“Which word rhymes with me? tree • not”

➥ Generating Rhymes

“Tell me a word that rhymes with _______.“

head chair see look

say please you hide

jam more not sad

sick eat throw run

Sounds Abound: Storybook Activities

109

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Initial Sound Play

“Spaghetti begins with /s/. Let’s make up silly words that begin with the /s/ sound.”

“Say your name beginning with the /s/ sound.”

“Name five things in the classroom. Begin each one with the /s/ sound.”

“Name five animals. Begin each one with the /s/ sound.”

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /s/ sound? see • say • head”

“Which words begin with the /m/ sound? love • more

• much

”

“Which words begin with the /p/ sound? pancak

es • trucks • please”

“Which words begin with the /b/ sound? big • bad • good”

“Which words begin with the /l/ sound? love

• now • look

”

➥ Blending Monosyllable Words—Onset-Rime

“Blend these sounds together to make a word from the story.”

b•ed h•am b•ad r•un

h•ead j•am s•ad l•ove

s•ay h•ide c•an l•ook

d•ay r•ide n•eed s•ick

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

m•e n•o•t m•u•ch j•u•m•p

s•ee j•a•m kn•ee•s s•l•i•de

d•ay l•o•ve w•i•th s•k•a•te

b•e•d p•l•ay th•a•n p•l•ea•se

➥ Matching Initial Sounds

“Which word begins with the same sound as spaghetti? sick • can’t”

“Which word begins with the same sound as love? ride • look”

“Which word begins with the same sound as more? m

uch • play”

“Which word begins with the same sound as not? me • need

”

“Which word begins with the same sound as play? trucks • please”

More Spaghetti, I Say!, continued

Sounds Abound: Storybook Activities

110

➥ Identifying the Initial Sound of Three Words

“What sound do picture, pancakes, and pickles begin with?”

(/p/)

“What sound do say, see, and sick begin with?” (/s/)

“What sound do Minnie, more, and mustard begin with?” (/m/)

“What sound do now, not, and need begin with?” (/n/)

“What sound do big, bad, and bed begin with?” (/b/)

➥ Identifying the Final Sound of Two Words

“What sound do hide and ride end with?” (/d/)

“What sound do jam and ham end with?” (/m/)

“What sound do not and can’t end with?” (/t/)

“What sound do trees and please end with?”

(/z/)

“What sound do sick and look end with?” (/k/)

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

mustard

(/m/) spaghetti (/s/) chair (/ch/)

jam (/j/) love (/l/) green (/g/)

knees (/n/)

ride (/r/) face (/f/)

play (/p/) throw (/th/) should (/sh/)

➥ Substituting Initial Sounds

“Say more. Now say it with /f/ instead of /m/.”

(for)

“Say you. Now say it with /t/ instead of /y/.” (too)

“Say say. Now say it with /d/ instead of /s/.” (day)

“Say ride. Now say it with /l/ instead of /r/.” (lied)

“Say look. Now say it with /b/ instead of /l/.” (book)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

love

(/v/)

jump (/p/) much (/ch/)

good

(/d/) skate (/t/) more (/r/)

sick (/k/) enough (/f/) big (/g/)

trees (/z/) jam (/m/) face (/s/)

More Spaghetti, I Say!, continued

Sounds Abound: Storybook Activities

111

➥ Substituting Final Sounds

“Say sick. Now say it with /t/ instead of /k/.” (sit)

“Say ride. Now say it with /m/ instead of /d/.”

(rhyme)

“Say jam. Now say it with /k/ instead of /m/.”

(jack)

“Say bad. Now say it with /t/ instead of /d/.” (bat)

“Say much. Now say it with /d/ instead of /ch/.”

(mud)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

(m•e)

look (l•oo•k)

jump (j•u•m•p)

say (s•ay) bed (b•e•d) skate (s•k•a•te)

you (y•ou) with (w•i•th) rest (r•e•s•t)

(a•m)

love

(l•o•ve) please (p•l•ea•se)

eat (ea•t) play (p•l•ay) stuff (s•t•u•ff)

➥ Deleting Initial Sounds

“Say ham. Say it again, but don’t say /h/.” (am)

“Say more. Say it again, but don’t say /m/.”

(or)

“Say sad. Say it again, but don’t say /s/.” (ad)

“Say chair. Say it again, but don’t say /ch/.”

(air)

“Say now. Say it again, but don’t say /n/.”

(ow)

➥ Deleting Final Sounds

“Say hide. Say it again, but don’t say /d/.” (hi)

“Say need. Say it again, but don’t say /d/.” (knee)

“Say please. Say it again, but don’t say /z/.” (plea)

“Say face. Say it again, but don’t say /s/.” (Fay)

“Say jump. Say it again, but don’t say /p/.” (jum)

➥ Deleting Sounds in Blends

“Say ski. Say it again, but don’t say /s/.” (key)

“Say skate. Say it again, but don’t say /s/.” (Kate)

“Say play. Say it again, but don’t say /l/.”

(pay)

“Say slide. Say it again, but don’t say /l/.” (side)

“Say floor. Say it again, but don’t say /l/.” (four)

More Spaghetti, I Say!, continued

Sounds Abound: Storybook Activities

Noisy Nora by Rosemary Wells

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words in the sentence.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence without the text visible. Have students repeat the sentence and

count the number of words. Moving blocks or beads on a string can help children

visualize the concept.

➥ Read a short sentence (or present the written words) with the words out of order.

Have students rearrange the words to make a sentence that makes sense.

• dinner Jack early had • Nora so had wait to

(Jack had dinner early.) (So Nora had to wait.)

• filthy gotten Jack had • then door slammed she the

(Jack had gotten filthy.) (Then she slammed the door.)

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

Nora

(2) Father (2) sister (2) off (1)

window (2) burping (2) marbles (2) lamp (1)

early (2) wait (1) kitchen (2) sleepy (2)

Jack (1) door (1) filthy (2) monumental (4)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

mail•box read•ing filth•y

some•thing burp•ing sis•ter

win•dow kitch•en moth•er

112

Sounds Abound: Storybook Activities

Noisy Nora, continued

➥ Deleting Syllables

“Say mailbox. Say it again, but don’t say mail.” (box)

“Say something. Say it again, but don’t say thing.” (some)

“Say reading. Say it again, but don’t say ing.”

(read)

“Say window. Say it again, but don’t say win.”

(dow)

“Say sister. Say it again, but don’t say sis.”

(ter)

➥ Reversing Syllables

“Say _______. Now switch the parts.”

mailbox

(box•mail) window (dow•win)

something

(thing•some)

sister (ter•sis)

➥ Adding Syllables

“Say read. Say it again and add ing.” (reading)

“Say burp. Say it again and add ing.” (burping)

“Say dry. Say it again and add ing.”

(drying)

“Say wait. Say it again and add ing.” (waiting)

“Say leave. Say it again and add ing.” (leaving)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

Kate • wait why • quiet chairs • stairs tub • shrub

door • floor Jack • back kite • night trash • crash

hush • rush off • need song • wrong sound • hear

➥ Discriminating Rhymes

“Which word does not rhyme?”

Jack • snack • sing

first • floor • door shrub • tub • left

wait • read • Kate dumb • some • sound she •crash •trash

➥ Matching Rhymes

“Which word rhymes with Kate? late • door”

“Which word rhymes with crash? r

ash •crow”

“Which word rhymes with floor? fat • mor

e”

“Which word rhymes with tub? tap • cub

”

“Which word rhymes with hush? br

ush • ring”

113

Sounds Abound: Storybook Activities

➥ Generating Rhymes

“Tell me a word that rhymes with ______.”

wrong door chairs back

wait dumb kite had

crash hush sound lamp

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Initial Sound Play

“Nora and noisy begin with /n/. Let’s make up silly words that begin with the /n/ sound.”

“Say your name, beginning with the /n/ sound.”

“Name five things in the classroom. Begin each one with the /n/ sound.”

“Name five animals. Begin each one with the /n/ sound.”

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /n/ sound? knocked • Nora • lamp”

“Which words begin with the /d/ sound? dinner

• sister • door

”

“Which words begin with the /s/ sound? wait • slammed

• said”

“Which words begin with the /m/ sound? mother

•reading •mailbox”

“Which words begin with the /l/ sound? down • lamp

• leaving”

➥ Generating Words Beginning with a Given Sound

“Name as many words as you can that begin with the /n/ sound.”

➥ Blending Monosyllable Words—Onset-Rime

“Blend these sounds together to make a word from the story.”

J•ack h•ush b•ack

K•ate l•amp s•ound

w•ait ch•airs wr•ong

d•oor k•ite t•ub

➥ Blending Monosyllable Words—Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

fl•oor fl•ew tr•ash

st•airs shr•ub pl•ayed

114

Noisy Nora, continued

Sounds Abound: Storybook Activities

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

sh•e J•a•ck p•l•ay•ed

s•o w•ai•t f•ir•s•t

t•o s•ai•d l•a•m•p

h•er ch•air•s s•ou•n•d

➥ Matching Initial Sounds

“Which word begins with the same sound as never? filthy • needed”

“Which word begins with the same sound as cooked? Kate • Jack”

“Which word begins with the same sound as sister? song • father”

“Which word begins with the same sound as took? back • tub

”

“Which word begins with the same sound as mother? trash • moaned”

➥ Identifying the Initial Sound of Three Words

“What sound do Nora, noisy, and never begin with?”

(/n/)

“What sound do sister, said, and sifted begin with?” (/s/)

“What sound do wait, window, and why begin with?” (/w/)

“What sound do down, dumb, and didn’t begin with?”

(/d/)

“What sound do moaned, mother, and monumental begin with?” (/m/)

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

Nora

(/n/) floor (/f/) left (/l/)

Jack (/j/) mother (/m/) she (/sh/)

sister (/s/) crash (/k/) tub (/t/)

➥ Substituting Initial Sounds

“Say wait. Now say it with /g/ instead of /w/.”

(gate)

“Say no. Now say it with /g/ instead of /n/.”

(go)

“Say song. Now say it with /l/ instead of /s/.” (long)

“Say hush. Now say it with /r/ instead of /h/.” (rush)

“Say chairs. Now say it with /h/ instead of /ch/.” (hairs)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

floor

(/r/) Jack (/k/) had (/d/)

off (/f/) with (/th/) lamp (/p/)

some (/m/) quiet (/t/) shrub (/b/)

115

Noisy Nora, continued

Sounds Abound: Storybook Activities

➥ Substituting Final Sounds

“Say Jack. Now say it with /m/ instead of /k/.” (jam)

“Say Kate. Now say it with /s/ instead of /t/.” (case)

“Say dumb. Now say it with /k/ instead of /m/.”

(duck)

“Say tub. Now say it with /g/ instead of /b/.”

(tug)

“Say trash. Now say it with /k/ instead of /sh/.” (track)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

(n•o) tub (t•u•b) left (l•e•f•t)

in (i•n) song (s•o•ng) floor (f•l•oo•r)

(a•s) his (h•i•s) never (n•e•v•er)

so (s•o) back (b•a•ck) father (f•a•th•er)

she (sh•e) took (t•oo•k) first (f•ir•s•t)

➥ Deleting Initial Sounds

“Say Kate. Say it again, but don’t say /k/.” (ate)

“Say door. Say it again, but don’t say /d/.” (or)

“Say said. Say it again, but don’t say /s/.” (Ed)

“Say chairs. Say it again, but don’t say /ch/.”

(airs)

“Say lamp. Say it again, but don’t say /l/.” (amp)

➥ Deleting Final Sounds

“Say back. Say it again, but don’t say /k/.” (baa)

“Say Kate. Say it again, but don’t say /t/.”

(K)

“Say lamp. Say it again, but don’t say /p/.” (lamb)

“Say cellar. Say it again, but don’t say /er/.” (sell)

“Say wait. Say it again, but don’t say /t/.” (way)

116

Noisy Nora, continued

Sounds Abound: Storybook Activities

Over in the Meadow by Paul Galdone

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words on a page.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

meadow

(2)

froggies (2)

mice (1) nine (1)

turtle

(2) pond (1) wildflowers (3) foxes (2)

one (1) beavers (2) crow (1) hidden (2)

mother

(2) day

(1) barnyard (2) swam (1)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

barn•yard pig•lets tur•tle

moth•er litt•le o•ver

mead•ow bea•ver wild•flow•ers

➥ Deleting Syllables

“Say barnyard. Say it again, but don’t say barn.”

(yard)

“Say piglet. Say it again, but don’t say let.” (pig)

“Say wildflowers. Say it again, but don’t say wild.” (flowers)

“Say beaver. Say it again, but don’t say ver.” (bee)

“Say meadow. Say it again, but don’t say ow.”

(med)

117

Sounds Abound: Storybook Activities

Over in the Meadow, continued

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

one • sun six • sticks

two • blue seven • ducks

three • jump eight • gate

four • door nine • pine

five • bees ten • den

➥ Discriminating Rhymes

“Which word does not rhyme?”

one • sun • fr

og hive • quack • five stream • nine • pine

pig

• three • tree eight • gate • barn den • ten • duck

➥ Matching Rhymes

“Which word rhymes with pine? nine

• day”

“Which word rhymes with two? ten • blue

”

“Which word rhymes with gate? eight • seven”

“Which word rhymes with four? barn • door

”

“Which word rhymes with sticks? six

• nest”

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

one sticks eight

tree door den

nine five blue

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /m/ sound? crow • mother • meadow”

“Which words begin with the /l/ sound? little • lived • foxes”

“Which words begin with the /p/ sound? pig • bees • pine”

“Which words begin with the /n/ sound? nest

• tree • noisy”

“Which words begin with the /b/ sound? five • buzzed

• busy”

118

Sounds Abound: Storybook Activities

➥ Blending Monosyllable Words—Onset-Rime

“Blend these sounds together to make a word from the story.”

s•and d•ay m•ice p•ink

s•un p•ond d•oor f•ish

t•wo j•ump f•ive n•ine

h•ide f•ox d•uck d•en

➥ Blending Monosyllable Words—

Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

gr•ay fr•og sl•eep

bl•ue sw•am st•icks

tr•ee cr•ow str•eam

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

t•wo p•i•ne m•ou•se j•u•m•p

d•ay s•ai•d b•u•s•y s•w•i•m

t•e•n o•v•er s•o•f•t n•e•s•t

w•e•t b•u•zz f•r•o•g b•r•ow•n

➥ Matching Initial Sounds

“Which word begins with the same sound as meadow? noisy • mother

”

“Which word begins with the same sound as barnyard? crows • built

”

“Which word begins with the same sound as squeak? sand

• turtle”

“Which word begins with the same sound as fox? fish • gate”

“Which word begins with the same sound as pink? five • pond

”

➥ Identifying the Initial Sound of Three Words

“What sound do four, fox, and five begin with?” (/f/)

“What sound do busy, bee, and built begin with?” (/b/)

“What sound do plump, piglets, and pine begin with?” (/p/)

“What sound do green, gray, and gate begin with?” (/g/)

“What sound do warm, wet, and wildflowers begin with?”

(/w/)

➥ Identifying the Final Sound of Two Words

“What sound do eight and nest end with?” (/t/)

“What sound do nine and ten end with?” (/n/)

“What sound do duck and pink end with?” (/k/)

“What sound do pig and frog end with?”

(/g/)

“What sound do mice and six end with?” (/s/)

119

Over in the Meadow, continued

Sounds Abound: Storybook Activities

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

jump

(/j/) lived

(/l/) gate (/g/) hidden (/h/)

caw (/k/) den

(/d/) pig (/p/) buzz (/b/)

turtle (/t/)

foxes (/f/) seven (/s/)

thrive

(/th/)

meadow (/m/)

nine (/n/) wet (/w/)

red (/r/)

➥ Substituting Initial Sounds

“Say mice. Now say it with /r/ instead of /m/.” (rice)

“Say fox. Now say it with /b/ instead of /f/.” (box)

“Say pine. Now say it with /l/ instead of /p/.”

(line)

“Say duck. Now say it with /tr/ instead of /d/.” (truck)

“Say day. Now say it with /pl/ instead of /d/.” (play)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

swim

(/m/) duck (/k/) frog (/g/)

over (/r/) fallen (/n/) night (/t/)

plump

(/p/) pond (/d/) mouse (/s/)

➥ Substituting Final Sounds

“Say gate. Now say it with /m/ instead of /t/.” (game)

“Say five. Now say it with /t/ instead of /v/.”

(fight)

“Say squeak. Now say it with /l/ instead of /k/.” (squeal)

“Say mice. Now say it with /k/ instead of /s/.” (Mike)

“Say sun. Now say it with /m/ instead of /n/.” (some)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

(i•n) hide (h•i•de) turtle (t•ur•t•le)

all (a•ll) night (n•igh•t) swam (s•w•a•m)

by (b•y) fish (f•i•sh) meadow (m•ea•d•ow)

(s•o) gate (g•a•te) six (s•i•x)

her (h•er) bees (b•ee•s) nest (n•e•s•t)

➥ Deleting Initial Sounds

“Say gate. Say it again, but don’t say /g/.”

(ate)

“Say near. Say it again, but don’t say /n/.” (ear)

“Say four. Say it again, but don’t say /f/.” (or)

“Say sand. Say it again, but don’t say /s/.” (and)

“Say fox. Say it again, but don’t say /f/.” (ox)

120

Over in the Meadow, continued

Sounds Abound: Storybook Activities

➥ Deleting Final Sounds

“Say pine. Say it again, but don’t say /n/.” (pie)

“Say barn. Say it again, but don’t say /n/.” (bar)

“Say mice. Say it again, but don’t say /s/.”

(my)

“Say hide. Say it again, but don’t say /d/.”

(hi)

“Say eight. Say it again, but don’t say /t/.”

(A)

➥ Deleting Sounds in Blends

“Say gray. Say it again, but don’t say /g/.”

(ray)

“Say swam. Say it again, but don’t say /w/.”

(Sam)

“Say crow. Say it again, but don’t say /k/.” (row)

“Say blue. Say it again, but don’t say /l/.”

(boo)

“Say frog. Say it again, but don’t say /r/.” (fog)

121

Over in the Meadow, continued

Sounds Abound: Storybook Activities

Owl Moon by Jane Yolen

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words on a page.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

➥ Read a short sentence (or present the written words) with the words out of order.

Have students rearrange the words to make a sentence that makes sense.

• again shadow the hooted • we into went the woods

(The shadow hooted again.) (We went into the woods.)

• there wind no was • never but I word a said

(There was no wind.) (But I never said a word.)

• I not was disappointed • above moon the was high us

(I was not disappointed.) (The moon was high above us.)

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

bedtime

(2) disappointed (4) below (2)

sky (1) owl (1) flashlight (2)

behind

(2)

shadow (2) moment (2)

footprints (2) cereal (3) dark (1)

branch

(1) forest (2) hundred (2)

122

Sounds Abound: Storybook Activities

Owl Moon, continued

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

bed•time cen•ter mead•ow

foot•prints search•ing hun•dred

flash•light mitt•ens be•low

➥ Deleting Syllables

“Say bedtime. Say it again, but don’t say bed.” (time)

“Say center. Say it again, but don’t say ter.” (sen)

“Say below. Say it again, but don’t say be.” (low)

“Say disappointed. Say it again, but don’t say dis.”

(appointed)

“Say moment. Say it again, but don’t say ment.” (mo)

➥ Reversing Syllables

“Say _______. Now switch the parts.”

flashlight

(light•flash) bedtime (time•bed)

footprints (prints•foot) somewhere (where•some)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

moon • sang blew • flew snow • low

night • bright sad • dog train • shine

sky • high long • song cap • map

back • black heat • feet hide • sighed

➥ Discriminating Rhymes

“Which word does not rhyme?”

night • do

• white tree • three • train

through • blew • no

all • call • cold

dog • line • pine round • sound • dream

➥ Matching Rhymes

“Which word rhymes with map? moon • cap”

“Which word rhymes with high? sky • one”

“Which word rhymes with pine? shine • night”

“Which word rhymes with song? still • long”

“Which word rhymes with blew? round • w

ho”

123

Sounds Abound: Storybook Activities

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

feet night blew

shine tree song

sky cap snow

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /m/ sound? meadow • pine • mittens”

“Which words begin with the /f/ sound? late • footprints •feel”

“Which words begin with the /s/ sound? statues • sno

w • train”

“Which words begin with the /p/ sound? map • P

a • pine”

“Which words begin with the /sh/ sound? shado

w • call • shine”

➥ Blending Monosyllable Words—

Onset-Rime

“Blend these sounds together to make a word from the story.”

l•ate c•old p•ine d•ark

m•oon m•outh c•aught w•oods

s•ound l•ong h•and h•ope

➥ Blending Monosyllable Words—Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

sk•y br•anch sc•arf

bl•ack fl•ew dr•eam

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

P•a s•a•d f•ee•t s•c•ar•f

ow•l d•o•g s•t•i•ll b•r•a•ve

m•oo•n s•k•y sh•a•d•ow s•ou•n•d

124

Owl Moon, continued

Sounds Abound: Storybook Activities

➥ Matching Initial Sounds

“Which word begins with the same sound as mask? mouth • scarf”

“Which word begins with the same sound as woods? dogs • w

aiting”

“Which word begins with the same sound as branch? snow • behind

”

“Which word begins with the same sound as crunched? crisp • still”

“Which word begins with the same sound as listened? called • look

ed”

➥ Identifying the Initial Sound of Three Words

“What sound do hundred, heat, and high begin with?” (/h/)

“What sound do searching, snow, and scarf begin with?”

(/s/)

“What sound do flashlight, face, and feet begin with?” (/f/)

“What sound do pumped, pine, and pointy begin with?”

(/p/)

“What sound do meadow, minutes, and mouth begin with?” (/m/)

➥ Identifying the Final Sound of Two Words

“What sound do owl and call end with?”

(/l/)

“What sound do moon and train end with?” (/n/)

“What sound do quiet and heat end with?” (/t/)

“What sound do cold and hand end with?” (/d/)

“What sound do up and map end with?”

(/p/)

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

woods

(/w/) middle (/m/) face (/f/)

stars (/s/) shadow (/sh/) through (/th/)

called

(/k/) dark (/d/)

hooted (/h/)

brothers (/b/) listened (/l/) time (/t/)

➥ Substituting Initial Sounds

“Say moon. Now say it with /s/ instead of /m/.” (soon)

“Say sound. Now say it with /r/ instead of /s/.” (round)

“Say talk. Now say it with /w/ instead of /t/.” (walk)

“Say caught. Now say it with /th/ instead of /k/.” (thought)

“Say wings. Now say it with /s/ instead of /w/.”

(sings)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

owl

(/l/) scarf (/f/) mouth (/th/) nose (/z/)

brave (/v/) back (/k/) over (/r/) pine (/n/)

branch (/ch/) cold (/d/) warm (/m/) keep (/p/)

125

Owl Moon, continued

Sounds Abound: Storybook Activities

➥ Substituting Final Sounds

“Say owl. Now say it with /ch/ instead of /l/.” (ouch)

“Say map. Now say it with /n/ instead of /p/.” (man)

“Say brave. Now say it with /k/ instead of /v/.”

(break)

“Say moon. Now say it with /v/ instead of /n/.”

(move)

“Say train. Now say it with /d/ instead of /n/.”

(trade)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

(p•a) back (b•a•ck) shadow (sh•a•d•ow)

owl

(ow•l)

flew

(f•l•ew) great (g•r•ea•t)

off (o•ff) loud (l•ou•d) trees (t•r•ee•s)

low (l•ow) face (f•a•ce) sound (s•ou•n•d)

who

(wh•o)

hurt

(h•ur•t) cheeks (ch•ee•k•s)

➥ Deleting Initial Sounds

“Say heat. Say it again, but don’t say /h/.” (eat)

“Say call. Say it again, but don’t say /k/.” (all)

“Say face. Say it again, but don’t say /f/.”

(ace)

“Say mask. Say it again, but don’t say /m/.” (ask)

“Say cold. Say it again, but don’t say /k/.” (old)

➥ Deleting Final Sounds

“Say scarf. Say it again, but don’t say /f/.” (scar)

“Say train. Say it again, but don’t say /n/.” (tray)

“Say trees. Say it again, but don’t say /z/.”

(tree)

“Say felt. Say it again, but don’t say /t/.” (fell)

“Say owl. Say it again, but don’t say /l/.” (ow)

➥ Deleting Sounds in Blends

“Say snow. Say it again, but don’t say /s/.” (know)

“Say branch. Say it again, but don’t say /b/.” (ranch)

“Say gray. Say it again, but don’t say /g/.” (ray)

“Say black. Say it again, but don’t say /l/.”

(back)

“Say bright. Say it again, but don’t say /b/.” (right)

126

Owl Moon, continued

Sounds Abound: Storybook Activities

Peter’s Chair by Ezra Jack Keats

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words on a page.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

➥ Read a short sentence (or present the written words) with the words out of order.

Have students rearrange the words to make a sentence that makes sense.

• my high it’s chair • was tall building his finished

(It’s my high chair.) (His tall building was finished.)

• bone got his Willie • you’ll play quietly have more to

(Willie got his bone.) (You’ll have to play more quietly.)

• big too he was • Peter grown-up sat in chair a

(He was too big.) (Peter sat in a grown-up chair.)

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

Peter

(2) baby (2) crocodile (3) remember (3)

chair (1) sister (2) happily (3) mother (2)

quietly

(3) cookies (2) paint (1) biscuits (2)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

out•side ba•by cur•tains

fath•er sis•ter qui•et•ly

win•dow be•hind croc•o•dile

127

Sounds Abound: Storybook Activities

Peter’s Chair, continued

➥ Deleting Syllables

“Say outside. Say it again, but don’t say out.” (side)

“Say sister. Say it again, but don’t say ter.” (sis)

“Say shopping. Say it again, but don’t say ing.”

(shop)

“Say baby. Say it again, but don’t say ba.”

(bee)

“Say whispered. Say it again, but don’t say pered.”

(whis)

➥ Adding Syllables

“Say quiet. Say it again and add ly.”

(quietly)

“Say nice. Say it again and add ly.”

(nicely)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

tall • take bone • down good • stood

chair • there blue • new paint • pink

dear • hear play • away fit • sit

➥ Discriminating Rhymes

“Which word does not rhyme?”

tall

• high • my sit • saw

•fit far • there • chair

dear • dog

• hear good • stood • old blue • new • not

➥ Matching Rhymes

“Which word rhymes with hear? house • dear

”

“Which word rhymes with play? big • day

”

“Which word rhymes with good? stood •toy”

“Which word rhymes with sit? while • fit”

“Which word rhymes with chair? ther

e • crash”

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

chair play old toy

high new sat sit

tall like ran hear

128

Sounds Abound: Storybook Activities

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Initial Sound Play

“Peter begins with /p/. Let’s make up silly words that begin with the /p/ sound.”

“Say your name, beginning with the /p/ sound.”

“Name five things in the classroom. Begin each one with the /p/ sound.”

“Name five animals. Begin each one with the /p/ sound.”

“Chair begins with /ch/.” Let’s make up silly words that begin with the /ch/ sound.”

“Say your name, beginning with the /ch/ sound.”

“Name five things in the classroom. Begin each one with the /ch/ sound.”

“Name five animals. Begin each one with the /ch/ sound.”

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /b/ sound? ba

by • bone

• room”

“Which words begin with the /sh/ sound? shopping

• cradle • shouting”

“Which words begin with the /p/ sound? rascal • paint

• pink”

“Which words begin with the /s/ sound? Susie

• father • stood

”

“Which words begin with the /k/ sound? building • cookies

•crocodile”

➥ Generating Words Beginning with a Given Sound

“Name as many words as you can that begin with the /p/ sound.”

“Name as many words as you can that begin with the /ch/ sound.”

➥ Blending Monosyllable Words—Onset-Rime

“Blend these sounds together to make a word from the story.”

ch•air r•oom b•one l•ike

t•all r•an f•it p•aint

p•ink d•og d•ear f•ar

➥ Blending Monosyllable Words—Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

pl•ace pl•ay cr•ib

cr•ash st•ood fr•ont

129

Peter’s Chair, continued

Sounds Abound: Storybook Activities

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

h•igh b•a•ck p•l•ay b•a•b•y

n•ew r•a•n h•ou•se p•ai•n•t

s•i•t d•ow•n r•oo•m l•i•tt•le

➥ Matching Initial Sounds

“Which word begins with the same sound as cradle? paint • cr

ash”

“Which word begins with the same sound as window? W

illie • house”

“Which word begins with the same sound as picture? back • paint”

“Which word begins with the same sound as father? finished • thought”

“Which word begins with the same sound as sister? daddy • str

etched”

➥ Identifying the Initial Sound of Three Words

“What sound do crocodile, quietly, and curtains begin with?” (/k/)

“What sound do Peter, paint, and picked begin with?”

(/p/)

“What sound do home, hiding, and happily begin with?” (/h/)

“What sound do window, Willie, and whispered begin with?” (/w/)

“What sound do far, father, and fussing begin with?”

(/f/)

➥ Identifying the Final Sound of Two Words

“What sound do bone and ran end with?” (/n/)

“What sound do good and old end with?”

(/d/)

“What sound do pink and back end with?” (/k/)

“What sound do home and room end with?” (/m/)

“What sound do cradle and rascal end with?”

(/l/)

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

Peter

(/p/) bone (/b/) decided (/d/) Susie (/s/)

chair (/ch/) shouted (/sh/) lunch (/l/) remember (/r/)

mother (/m/) front (/f/) hear (/h/) tall (/t/)

➥ Substituting Initial Sounds

“Say chair. Now say it with /d/ instead of /ch/.” (dare)

“Say hear. Now say it with /f/ instead of /h/.” (fear)

“Say new. Now say it with /sh/ instead of /n/.” (shoe)

“Say thought. Now say it with /k/ instead of /th/.” (caught)

“Say bone. Now say it with /f/ instead of /b/.”

(phone)

130

Peter’s Chair, continued

Sounds Abound: Storybook Activities

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

sister

(/r/) pink

(/k/) crash (/sh/)

cradle (/l/)

stood (/d/) bone (/n/)

came (/m/) sit

(/t/) up (/p/)

➥ Substituting Final Sounds

“Say came. Now say it with /t/ instead of /m/.” (Kate)

“Say room. Now say it with /d/ instead of /m/.” (rude)

“Say crash. Now say it with /b/ instead of /sh/.” (crab)

“Say bone. Now say it with /z/ instead of /n/.”

(bows)

“Say bag. Now say it with /d/ instead of /g/.” (bad)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

(m•e) blue (b•l•ue) baby (b•a•b•y)

high (h•igh) like (l•i•ke) Peter (p•e•t•er)

new (n•ew) house (h•ou•se) place (p•l•a•ce)

toy

(t•oy) sit (s•i•t) Willie (w•i•ll•ie)

am (a•m) came (c•a•me) paint (p•ai•n•t)

➥ Deleting Initial Sounds

“Say chair. Say it again, but don’t say /ch/.”

(air)

“Say dear. Say it again, but don’t say /d/.” (ear)

“Say high. Say it again, but don’t say /h/.” (eye)

“Say tall. Say it again, but don’t say /t/.” (all)

“Say mother. Say it again, but don’t say /m/.” (other)

➥ Deleting Final Sounds

“Say place. Say it again, but don’t say /s/.”

(play)

“Say bone. Say it again, but don’t say /n/.” (bow)

“Say house. Say it again, but don’t say /s/.” (how)

“Say soon. Say it again, but don’t say /n/.” (Sue)

“Say paint. Say it again, but don’t say /t/.” (pain)

➥ Deleting Sounds in Blends

“Say play. Say it again, but don’t say /l/.” (pay)

“Say crash. Say it again, but don’t say /k/.” (rash)

“Say place. Say it again, but don’t say /p/.”

(lace)

“Say crib. Say it again, but don’t say /k/.” (rib)

“Say blue. Say it again, but don’t say /l/.” (boo)

131

Peter’s Chair, continued

Sounds Abound: Storybook Activities

Pinkerton, Behave! by Steven Kellogg

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words on a page.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

➥ Read a short sentence (or present the written words) with the words out of order.

Have students rearrange the words to make a sentence that makes sense.

• burglar Pinkerton the get • command we begin a with simple

(Get the burglar, Pinkerton.) (We begin with a simple command.)

• lady stick-up this is a • bring us he can the newspaper learn to

(This is a stick-up, lady.) (He can learn to bring us the newspaper.)

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

Pinkerton

(3) burglar (2) obedience (4) simple (2)

fetch (1) important (3) behave (2) student (2)

newspaper (3) pretend (2) understand (3) improvement (3)

puppy (2) dogs (1) come (1) lady (2)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

be•have bur•glar re•view

pre•tend ex•pect Pink•er•ton

de•fend pa•per im•por•tant

un•less pow•der un•der•stand

132

Sounds Abound: Storybook Activities

Pinkerton, Behave!, continued

➥ Deleting Syllables

“Say understand. Say it again, but don’t say stand.” (under)

“Say expect. Say it again, but don’t say pect.” (X)

“Say pretend. Say it again, but don’t say pre.”

(tend)

“Say defend. Say it again, but don’t say de.”

(fend)

“Say behave. Say it again, but don’t say be.”

(have)

➥ Adding Syllables

“Say not. Say it again, beginning with can.”

(cannot)

“Say tend. Say it again, beginning with pre.”

(pretend)

“Say view. Say it again, beginning with re.” (review)

“Say less. Say it again, beginning with un.”

(unless)

“Say fend. Say it again, beginning with de.” (defend)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

come • some school • shows fetch • fun

dog • log how • now poor • bed

bring • sing can • man class • pass

➥ Discriminating Rhymes

“Which word does not rhyme?”

bed • head • teach

you • how • now blast • cast • back

he • go • we come • school • some bring • best • rest

hound • round • warned class • pass • help dog•fetch •fog

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

come school bed

bring can get

go you poor

out hound rest

133

Sounds Abound: Storybook Activities

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Initial Sound Play

“Pinkerton begins with /p/. Let’s make up silly words that begin with the /p/ sound.”

“Say your name, beginning with the /p/ sound.”

“Name five things in the classroom. Begin each one with the /p/ sound.”

“Name five animals. Begin each one with the /p/ sound.”

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /b/ sound? behave •now •burglar”

“Which words begin with the /p/ sound? Pink

erton • puppy • teach”

“Which words begin with the /r/ sound? learned • r

eview •rest”

“Which words begin with the /n/ sound? night

• help • newspaper”

“Which words begin with the /l/ sound? lear

n • lady • fetch”

➥ Generating Words Beginning with a Given Sound

“Name as many words as you can that begin with the /p/ sound.”

➥ Blending Monosyllable Words—

Onset-Rime

“Blend these sounds together to make a word from the story.”

t•each p•oor b•ed c•an

c•ome r•est l•earn th•ink

n•eed h•ouse sh•ows w•ell

➥ Blending Monosyllable Words—Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

sch•ool dr•eams

br•ing bl•ast

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

g•o c•a•n h•ou•se p•u•pp•y

y•ou f•e•tch s•ee•s r•e•s•t

a•ll c•o•me d•o•g•s s•i•ll•y

n•ew h•i•m f•ir•s•t l•a•d•y

134

Pinkerton, Behave!, continued

Sounds Abound: Storybook Activities

➥ Matching Initial Sounds

“Which word begins with the same sound as Pinkerton? behave • pretend”

“Which word begins with the same sound as come? called

• warned”

“Which word begins with the same sound as school? paper • simple

”

“Which word begins with the same sound as blast? bed • fetch”

“Which word begins with the same sound as rest? dismissed • r

eview”

➥ Identifying the Initial Sound of Three Words

“What sound do confused, command, and class begin with?” (/k/)

“What sound do student, sets, and stick-up begin with?”

(/s/)

“What sound do lesson, learn, and lady begin with?” (/l/)

“What sound do poor, paper, and puppy begin with?”

(/p/)

“What sound do behave, bring, and burglar begin with?” (/b/)

➥ Identifying the Final Sound of Two Words

“What sound do come and him end with?”

(/m/)

“What sound do teach and fetch end with?” (/ch/)

“What sound do all and school end with?” (/l/)

“What sound do begin and learn end with?” (/n/)

“What sound do bed and good end with?”

(/d/)

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

Pinkerton

(/p/) burglar (/b/) night (/n/) lesson (/l/)

dog (/d/) come (/k/) get (/g/) help (/h/)

fetch

(/f/) mom (/m/)

shows (/sh)

think (/th/)

➥ Substituting Initial Sounds

“Say think. Now say it with /p/ instead of /th/.” (pink)

“Say poor. Now say it with /s/ instead of /p/.” (sore)

“Say house. Now say it with /m/ instead of /h/.” (mouse)

“Say teach. Now say it with /r/ instead of /t/.” (reach)

“Say come. Now say it with /h/ instead of /k/.” (hum)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

behave

(/v/) get (/t/) simple (/l/)

fetch (/ch/) need (/d/) dog (/g/)

come (/m/) other (/r/) class (/s/)

135

Pinkerton, Behave!, continued

Sounds Abound: Storybook Activities

➥ Substituting Final Sounds

“Say come. Now say it with /t/ instead of /m/.” (cut)

“Say fetch. Now say it with /l/ instead of /ch/.” (fell)

“Say need. Now say it with /z/ instead of /d/.”

(knees)

“Say him. Now say it with /l/ instead of /m/.”

(hill)

“Say bed. Now say it with /t/ instead of /d/.”

(bet)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

out

(ou•t) look (l•oo•k) rest (r•e•s•t)

(w•e)

dog (d•o•g)

class (c•l•a•ss)

you (y•ou) will (w•i•ll) most (m•o•s•t)

be (b•e) get (g•e•t) lady (l•a•d•y)

(g•o) house

(h•ou•se

) silly (s•i•ll•y)

➥ Deleting Initial Sounds

“Say teach. Say it again, but don’t say /t/.” (each)

“Say learn. Say it again, but don’t say /l/.” (earn)

“Say think. Say it again, but don’t say /th/.”

(ink)

“Say hold. Say it again, but don’t say /h/.” (old)

“Say now. Say it again, but don’t say /n/.” (ow)

➥ Deleting Final Sounds

“Say need. Say it again, but don’t say /d/.” (knee)

“Say teach. Say it again, but don’t say /ch/.” (tea)

“Say house. Say it again, but don’t say /s/.”

(how)

“Say hold. Say it again, but don’t say /d/.” (hole)

“Say dogs. Say it again, but don’t say /z/.” (dog)

➥ Deleting Sounds in Blends

“Say bring. Say it again, but don’t say /b/.” (ring)

“Say school. Say it again, but don’t say /s/.” (cool)

“Say pleasant. Say it again, but don’t say /l/.” (peasant)

“Say blast. Say it again, but don’t say /b/.”

(last)

136

Pinkerton, Behave!, continued

Sounds Abound: Storybook Activities

Pumpkin, Pumpkin by Jeanne Titherington

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words in the sentence.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

pumpkin

(2) planted (2) flower (2) spring (1)

Jamie

(2) pulp

(1) grew

(1) plant (1)

seed (1) sprout (1) window (2) until (2)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

pump•kin Ja•mie un•til

win•dow flow•er plan•ted

➥ Deleting Syllables

“Say pumpkin. Say it again, but don’t say pump.” (kin)

“Say Jamie. Say it again, but don’t say Ja.” (me)

“Say window. Say it again, but don’t say dow.” (win)

“Say flower. Say it again, but don’t say er.”

(flow)

“Say until. Say it again, but don’t say til.”

(un)

➥ Reversing Syllables

“Say _______. Now switch the parts.”

pumpkin

(kin•pump) Jamie (mie•Ja)

window

(dow•win) flower (wer•flow)

137

Sounds Abound: Storybook Activities

➥ Adding Syllables

“Say plant. Now say plant and add ing.” (planting)

“Say plant. Now say plant and add ed.” (planted)

“Say plant. Now say plant and add er.”

(planter)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

plant • cart grew • blew

seed • weed sprout • shout

flower • power six • picks

face • race saved • scooped

spring • pulp carve • starve

➥ Discriminating Rhymes

“Which word does not rhyme?”

seed • read • plant

six • seed • fix carve •drew •grew

ow • flower • tower ring • spring • dig shout • yell • sprout

➥ Matching Rhymes

“Which word rhymes with grew? blue

• gray”

“Which word rhymes with seed? say • f

eed”

“Which word rhymes with face? tr

ace •make”

“Which word rhymes with six? sprout • mix”

“Which word rhymes with plant? play • can’

t”

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

plant six sprout

seed he flower

grew spring face

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

PUmpkin, Pumpkin, continued

138

Sounds Abound: Storybook Activities

➥ Initial Sound Play

“Pumpkin begins with /p/. Let’s make up silly words that begin with the /p/ sound.”

“Say your name, beginning with the /p/ sound.”

“Name five things in the classroom. Begin each one with the /p/ sound.”

“Name five animals. Begin each one with the /p/ sound.”

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /s/ sound? seed

• sprout •grew”

“Which words begin with the /p/ sound? saved • pumpkin

• plant”

➥ Generating Words Beginning with a Given Sound

“Name as many words as you can that begin with the /p/ sound.”

“Name as many words as you can that begin with the /s/ sound.”

➥ Blending Monosyllable Words—Onset-Rime

“Blend these sounds together to make a word from the story.”

s•eed s•ix pl•ant

f•ace gr•ew spr•out

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

h•e p•u•t s•a•ve•d

i•t g•r•ew p•u•l•p

ou•t s•ee•d p•l•a•n•t

a•n•d th•e•n s•p•r•ou•t

➥ Matching Initial Sounds

“Which word begins with the same sound as seed? sprout • plant”

“Which word begins with the same sound as pumpkin? mouse • picked”

“Which word begins with the same sound as face? flower • pack”

“Which word begins with the same sound as grew? vine • goose”

“Which word begins with the same sound as Jamie? scooped • jump

”

➥ Identifying the Initial Sound of Three Words

“What sound do pumpkin, plant, and pulp begin with?” (/p/)

“What sound do seed, saved, and six begin with?” (/s/)

139

PUmpkin, Pumpkin, continued

Sounds Abound: Storybook Activities

➥ Identifying the Final Sound of Two Words

“What sound do saved and seed end with?” (/d/)

“What sound do face and six end with?” (/s/)

“What sound do sprout and plant end with?” (/t/)

“What sound do then and pumpkin end with?” (/n/)

➥ Identifying Initial Sounds

“What sound does the word ______ begin with?”

pumpkin

(/p/) seed (/s/) flower

(/f/) window (/w/)

grew

(/g/)

Jamie (/j/) carved (/k/) spring (/s/)

➥ Substituting Initial Sounds

“Say seed. Now say it with /b/ instead of /s/.” (bead)

“Say six. Now say it with /f/ instead of /s/.” (fix)

“Say flower. Now say it with /sh/ instead of /fl/.”

(shower)

“Say plant. Now say it with /k/ instead of /pl/.” (can’t)

“Say grew. Now say it with /fl/ instead of /gr/.” (flew)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

plant

(/t/) flower (/r/) six (/s/)

until

(/l/) seed (/d/) pulp

(/p/)

➥ Substituting Final Sounds

“Say seed. Now say it with /m/ instead of /d/.” (seem)

“Say face. Now say it with /d/ instead of /s/.” (fade)

“Say carved. Now say it with /s/ instead of /d/.” (carves)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

(i•t) put (p•u•t) Jamie (J•a•m•ie)

out (ou•t) grew (g•r•ew) saved (s•a•ve•d)

in (i•n) and (a•n•d) seeds (s•ee•d•s)

he (h•e) face (f•a•ce) six (s•i•x)

➥ Deleting Sounds in Blends

“Say plant. Say it again, but don’t say /l/.” (pant)

“Say spring. Say it again, but don’t say /sp/.”

(ring)

“Say sprout. Say it again, but don’t say /r/.” (spout)

“Say scoop. Say it again, but don’t say /k/.”

(soup)

“Say grew. Say it again, but don’t say /r/.” (goo)

140

PUmpkin, Pumpkin, continued

Sounds Abound: Storybook Activities

Stone Soup by Marcia Brown

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words on a page.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

➥ Read a short sentence (or present the written words) with the words out of order.

Have students rearrange the words to make a sentence that makes sense.

• three the soldiers together talked • spare food a of bit could you

(The three soldiers talked together.) (Could you spare a bit of food?)

• last at soup the ready was • children fetch pepper and salt ran to

(At last the soup was ready.) (Children ran to fetch salt and pepper.)

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

soldiers

(2) village (2) grain (1) ourselves (2)

country (2) barley (2) remembered (3) somewhere (2)

impossible (4) potatoes (3) children (2) gentlemen (3)

march (1) harvest (2) stone (1) pot (1)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

them•selves coun•try peas•ant

vill•age har•vest po•ta•toes

sol•diers to•night to•geth•er

buck•ets ci•der re•mem•bered

141

Sounds Abound: Storybook Activities

Stone Soup, continued

➥ Deleting Syllables

“Say themselves. Say it again, but don’t say them.” (selves)

“Say gentlemen. Say it again, but don’t say men.” (gentle)

“Say tonight. Say it again, but don’t say to.”

(night)

“Say pepper. Say it again, but don’t say er.”

(pep)

“Say village. Say it again, but don’t say age.”

(vill)

➥ Reversing Syllables

“Say _______. Now switch the parts.”

somewhere

(where•some) barley (ley•bar)

ourselves

(selves•our)

tonight

(night•to)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

taught • brought night • bite spare • square place • face

old • cup great • ate grain • land bed • spread

fit • bit feast • last heat • street feed • seed

➥ Discriminating Rhymes

“Which word does not rhyme?”

bed • red • pot

heard • meat • eat seed • soup • feed

care • cook • spare brought• round • taught ate • great • taste

➥ Matching Rhymes

“Which word rhymes with heat? feed • street”

“Which word rhymes with way? hay

• fire”

“Which word rhymes with care? squar

e • sleep”

“Which word rhymes with bite? night

• bit”

“Which word rhymes with spread? stone • bed

”

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

three hide pot ate

bed poor cook grain

night seed back place

meat fill king ran

142

Sounds Abound: Storybook Activities

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /s/ sound? children • soldier

s • stone”

“Which words begin with the /b/ sound? buckets • cider • barley

”

“Which words begin with the /k/ sound? ca

bbages • countr

y • grain”

“Which words begin with the /h/ sound? har

vest • village • hungry”

“Which words begin with the /p/ sound? round • peasants

• pepper”

➥ Blending Monosyllable Words—

Onset-Rime

“Blend these sounds together to make a word from the story.”

r•oad b•ite s•oup t•aste

b•ed h•ide c•ook k•ing

m•arch s•eed r•ich m•eat

➥ Blending Monosyllable Words—Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

gr•eat spr•ead st•one

sp•are gr•ain sl•eep

str•eet thr•ee dr•ank

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

u•s c•oo•k s•ou•p p•e•pp•er

s•a•d h•ea•t s•t•ir f•i•n•d

p•o•t d•ow•n th•r•ee l•o•f•t

➥ Matching Initial Sounds

“Which word begins with the same sound as carrots? cupboard • cellar”

“Which word begins with the same sound as beef? milk • bread”

“Which word begins with the same sound as feast? f

ire

• last”

“Which word begins with the same sound as soup? str

angers • table”

“Which word begins with the same sound as pot? cook • potatoes

”

143

Stone Soup, continued

Sounds Abound: Storybook Activities

➥ Identifying the Initial Sound of Three Words

“What sound do hide, hungry, and hay begin with?” (/h/)

“What sound do soldiers, soup, and stone begin with?” (/s/)

“What sound do taste, torches, and tonight begin with?”

(/t/)

“What sound do cook, cabbages, and cup begin with?”

(/k/)

“What sound do peasants, potatoes, and pepper begin with?”

(/p/)

➥ Identifying the Final Sound of Two Words

“What sound do soup and sleep end with?” (/p/)

“What sound do rich and march end with?”

(/ch/)

“What sound do harvest and tonight end with?” (/t/)

“What sound do stone and down end with?”

(/n/)

“What sound do cook and drank end with?” (/k/)

➥ Discriminating Initial Sounds

“Which word has a different beginning sound?”

road • remembered • gentlemen

poor • feed • peasants

harvest • r

ound • hungry square • street • torches

lar

gest • king • carrots village

• tired • tasted

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

country

(/k/) children (/ch/) round (/r/)

village (/v/) barley (/b/) full (/f/)

land (/l/) gentlemen (/j/) potatoes (/p/)

stone (/s/) march (/m/) taste (/t/)

➥ Substituting Initial Sounds

“Say soup. Now say it with /l/ instead of /s/.”

(loop)

“Say rich. Now say it with /d/ instead of /r/.”

(ditch)

“Say king. Now say it with /r/ instead of /k/.” (ring)

“Say hid. Now say it with /l/ instead of /h/.” (lid)

“Say bed. Now say it with /s/ instead of /b/.” (said)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

road

(/d/) rich (/ch/) sleep (/p/)

bite (/t/) milk (/k/) full (/l/)

fire

(/r/) face (/s/) grain (/n/)

144

Stone Soup, continued

Sounds Abound: Storybook Activities

➥ Substituting Final Sounds

“Say bite. Now say it with /k/ instead of /t/.” (bike)

“Say soup. Now say it with /n/ instead of /p/.” (soon)

“Say meat. Now say it with /l/ instead of /t/.”

(meal)

“Say stone. Now say it with /v/ instead of /n/.”

(stove)

“Say march. Now say it with /k/ instead of /ch/.”

(mark)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

(w•e) hid (h•i•d) salt (s•a•l•t)

two

(tw•o)

good (g•oo•d)

stone (s•t•o•ne)

they (th•ey) bed (b•e•d) table (t•a•b•le)

now (n•ow) taught (t•augh•t) sleep (s•l•ee•p)

ate

(a•te) wise

(w•i•se)

loft (l•o•f•t)

➥ Deleting Initial Sounds

“Say rich. Say it again, but don’t say /r/.” (itch)

“Say march. Say it again, but don’t say /m/.” (arch)

“Say cup. Say it again, but don’t say /k/.”

(up)

“Say heat. Say it again, but don’t say /h/.” (eat)

“Say land. Say it again, but don’t say /l/.” (and)

➥ Deleting Final Sounds

“Say hide. Say it again, but don’t say /d/.” (hi)

“Say soup. Say it again, but don’t say /p/.” (Sue)

“Say beef. Say it again, but don’t say /f/.”

(bee)

“Say milk. Say it again, but don’t say /k/.” (mill)

“Say house. Say it again, but don’t say /s/.” (how)

➥ Deleting Sounds in Blends

“Say grain. Say it again, but don’t say /g/.” (rain)

“Say spare. Say it again, but don’t say /s/.” (pear)

“Say stone. Say it again, but don’t say /s/.” (tone)

“Say stir. Say it again, but don’t say /t/.”

(sir)

“Say brought. Say it again, but don’t say /r/.” (bought)

145

Stone Soup, continued

Sounds Abound: Storybook Activities

Strega Nona retold by Tomie de Paola

146

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words in the sentence.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

➥ Read a short sentence (or present the written words) with the words out of order.

Have students rearrange the words to make a sentence that makes sense.

• bubble pot pasta bubble • sure for that’s pot a magic

(Bubble, bubble, pasta pot.) (That’s a magic pot for sure.)

• hero was Anthony a big • boil pasta fill me enough to up

(Anthony was a big hero.) (Boil enough pasta to fill me up.)

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

pasta

(2) headaches (2) sweep (1)

Strega (2) simmer (2) bubble (2)

hot (1) clay (1) supper (2)

Anthony (3) kisses (2) goat (1)

protect (2) house (1) magic (2)

barricade (3) hungry (2) another (3)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

head•aches simm•er mag•ic emp•ty

pas•ta kiss•es pro•tect re•mem•ber

bubb•le gar•den foun•tain o•ver•flow

Sounds Abound: Storybook Activities

➥ Deleting Syllables

“Say empty. Say it again, but don’t say emp.” (tea)

“Say magic. Say it again, but don’t say ma.” (gic)

“Say supper. Say it again, but don’t say er.”

(supp)

“Say mountain. Say it again, but don’t say tain.”

(moun)

“Say pasta. Say it again, but don’t say pas.”

(ta)

➥ Reversing Syllables

“Say _______. Now switch the parts.”

headaches

(aches•head) garden (den•gar)

tonight (night•to) overflow (flow•over)

mountain

(tain•mount) protect (tect•pro)

➥ Adding Syllables

“Say bubble. Say it agan and add ing.” (bubbling)

“Say come. Say it agan and add ing.”

(coming)

“Say boil. Say it agan and add ing.”

(boiling)

“Say eat. Say it agan and add ing.” (eating)

“Say pour. Say it agan and add ing.”

(pouring)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

hot • pot weed • need clay • day

song • long up • shed fill • fork

stop • sat floor • door sleep • sweep

town • down boil • bubble mountain • fountain

➥ Discriminating Rhymes

“Which word does not rhyme?”

hot • pot • up

nice • sang • rang bubble • trouble • kiss

boil • coins • soil bowl • roll • road lost • took • look

stop • top • f

loor town • house •down crime • eat • meat

sleep • sweep • f

ood old • weed • feed show • milk •blow

Strega Nona, continued

147

Sounds Abound: Storybook Activities

➥ Matching Rhymes

“Which word rhymes with pot? hot • pack”

“Which word rhymes with sang? stop • bang

”

“Which word rhymes with clay? cup • m

ay”

“Which word rhymes with floor? poor • three”

“Which word rhymes with stop? some • mop

”

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

pot song boil

floor kiss stop

clay bowl sweep

fill town show

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /p/ sound? pasta • people • hero”

“Which words begin with the /b/ sound? pot • bubble

• boil”

“Which words begin with the /m/ sound? m

y •bow •magic”

“Which words begin with the /k/ sound? kisses

• cook • fetch”

“Which words begin with the /d/ sound? door

• town • day”

➥ Blending Monosyllable Words—Onset-Rime

“Blend these sounds together to make a word from the story.”

h•ot f•ork h•im

s•ang b•owl b•ad

t•own h•ouse b•ig

n•ice r•oad w•ait

f•ill d•oor t•old

➥ Blending Monosyllable Words—

Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

br•ead fl•oor cr•owd

bl•ow cl•ay thr•ee

pl•ates tw•ice sl•eep

148

Strega Nona, continued

Sounds Abound: Storybook Activities

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

u•p f•oo•d s•a•t b•l•ow

m•e p•u•t w•i•th c•l•ay

f•i•ll p•o•t f•or•k p•l•a•te

b•e•d t•ow•n l•oo•k b•u•bb•le

➥ Identifying the Initial Sound of Three Words

“What sound do pot, poor, and pasta begin with?” (/p/)

“What sound do fork, floor, and fill begin with?”

(/f/)

“What sound do bubble, bowl, and boil begin with?” (/b/)

“What sound do sang, sat, and simmer begin with?” (/s/)

“What sound do witch, whisper, and water begin with?” (/w/)

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

Strega

(/s/) goat (/g/) show (/sh/)

pasta (/p/) mountain (/m/) town (/t/)

warts

(/w/) cook (/k/) visit (/v/)

headache (/h/) boil (/b/) running (/r/)

forks (/f/) laughed (/l/) thank (/th/)

➥ Substituting Initial Sounds

“Say boil. Now say it with /f/ instead of /b/.” (foil)

“Say witch. Now say it with /d/ instead of /w/.”

(ditch)

“Say poor. Now say it with /f/ instead of /p/.” (four)

“Say house. Now say it with /m/ instead of /h/.” (mouse)

“Say pot. Now say it with /d/ instead of /p/.” (dot)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

big

(/g/) up (/p/) full (/l/)

crime (/m/) witch (/ch/) fork (/k/)

halt (/t/) house (/s/) crowd (/d/)

shelf

(/f/) town (/n/) floor (/r/)

➥ Substituting Final Sounds

“Say big. Now say it with /t/ instead of /g/.” (bit)

“Say crime. Now say it with /d/ instead of /m/.” (cried)

“Say fork. Now say it with /t/ instead of /k/.” (fort)

“Say witch. Now say it with /sh/ instead of /ch/.” (wish)

“Say crowd. Now say it with /n/ instead of /d/.” (crown)

149

Strega Nona, continued

Sounds Abound: Storybook Activities

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

she

(sh•e)

pot (p•o•t) sleep

(s•l•ee•p)

now (n•ow)

nice (n•i•ce)

plate (p•l•a•te)

my (m•y)

took (t•oo•k)

little (l•i•tt•le)

up (u•p)

town (t•ow•n)

shelf (sh•e•l•f)

➥ Deleting Initial Sounds

“Say poor. Say it again, but don’t say /p/.” (or)

“Say wait. Say it again, but don’t say /w/.” (ate)

“Say time. Say it again, but don’t say /t/.”

(I’m)

“Say bowl. Say it again, but don’t say /b/.” (ol’)

“Say sight. Say it again, but don’t say /s/.” (ight)

➥ Deleting Final Sounds

“Say fork. Say it again, but don’t say /k/.”

(for)

“Say crime. Say it again, but don’t say /m/.” (cry)

“Say house. Say it again, but don’t say /s/.” (how)

“Say sweep. Say it again, but don’t say /p/.”

(swee)

“Say milk. Say it again, but don’t say /k/.” (mill)

➥ Deleting Sounds in Blends

“Say sleep. Say it again, but don’t say /l/.” (seep)

“Say string. Say it again, but don’t say /r/.” (sting)

“Say stop. Say it again, but don’t say /s/.” (top)

“Say floor. Say it again, but don’t say /l/.” (four)

“Say blow. Say it again, but don’t say /b/.” (low)

150

Strega Nona, continued

Sounds Abound: Storybook Activities

Swimmy by Leo Lionni

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words in the sentence.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

➥ Read a short sentence (or present the written words) with the words out of order.

Have students rearrange the words to make a sentence that makes sense.

• all were they red • we something think of must

(They were all red.) (We must think of something.)

• Swimmy his was name • big fish all eat us the will

(Swimmy was his name.) (The big fish will eat us all.)

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

Swimmy

(2) lonely (2) invisible (4) together (3)

sea (1) medusa (3) fish (1) eel (1)

faster (2) rainbow (2) seaweed (2) mussel (2)

tuna (2) eye (1) wonderful (3) jelly (2)

black

(1) lobster (2) swallowed (2) happily (3)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

rain•bow lone•ly can•dy to•geth•er

sea•weed dart•ing mar•vel me•du•sa

some•thing fas•ter jell•y a•nem•o•ne

lob•ster bigg•est won•der•ful in•vis•i•ble

151

Sounds Abound: Storybook Activities

Swimmy, continued

➥ Deleting Syllables

“Say seaweed. Say it again, but don’t say sea.” (weed)

“Say rainbow. Say it again, but don’t say bow.” (rain)

“Say lobster. Say it again, but don’t say lob.”

(stir)

“Say tuna. Say it again, but don’t say na.”

(two)

“Say invisible. Say it again, but don’t say in.”

(visible)

➥ Reversing Syllables

“Say _______. Now switch the syllables.”

seaweed

(weed•sea) something (thing•some) lobster (ster•lob)

rainbow

(bow•rain)

candy (dy•can) Swimmy (y•Swimm)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

school • cool deep • keep think • pink sea • we

fish • shell sad • swam eye • bye eat • can’t

red • thread eel • seal big • bad rocks • socks

black • brown swim • him swam • lie play • away

➥ Discriminating Rhymes

“Which word does not rhyme?”

ocks • cool • school deep • keep • dark thread • wet •red

ish • sad • bad him • swim • shell black • think • pink

eel

• day • play weeds • made • shade eat • lie • eye

➥ Matching Rhymes

“Which word rhymes with school? pool • skip”

“Which word rhymes with fish? fat • wish

”

“Which word rhymes with eye? shy • eat”

“Which word rhymes with swim? him • sweet”

“Which word rhymes with shade? down • m

ade”

152

Sounds Abound: Storybook Activities

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

school eye shell

fish eel wet

red rocks sad

swim sun deep

black sea all

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Initial Sound Play

“Swimmy begins with /s/. Let’s make up silly words that begin with the /s/ sound.”

“Say your name, beginning with the /s/ sound.”

“Name five things in the classroom. Begin each one with the /s/ sound.”

“Name five animals. Begin each one with the /s/ sound.”

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /s/ sound? black • swallow • swim”

“Which words begin with the /f/ sound? f

ierce •red •fish”

“Which words begin with the /t/ sound? wave • tuna

• tail”

“Which words begin with the /l/ sound? lobster

• wet • lonely”

“Which words begin with the /w/ sound? big • w

aves •water”

➥ Blending Monosyllable Words—Onset-Rime

“Blend these sounds together to make a word from the story.”

r•ed f•ish sh•ell sh•ade

w•et b•ig c•ool th•ink

d•eep d•ark s•un s•ad

➥ Blending Monosyllable Words—Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

thr•ead sch•ool pl•ace

bl•ack sw•am cl•ose

153

Swimmy, continued

Sounds Abound: Storybook Activities

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

r•e•d w•e•t p•l•a•ce t•u•n•a

b•i•g s•a•d s•w•i•m s•ch•oo•l

d•ee•p sh•a•de th•r•ea•d ch•a•se•d

t•ai•l c•l•o•se j•e•ll•y r•o•ck•s

➥ Matching Initial Sounds

“Which word begins with the same sound as weeds? wind

• tail”

“Which word begins with the same sound as morning? lobster • machine”

“Which word begins with the same sound as tuna? fish • together

”

“Which word begins with the same sound as little? lonely

•wet”

“Which word begins with the same sound as fish? black • f

aster

”

➥ Identifying the Initial Sound of Three Words

“What sound do sea, school, and swallowed begin with?” (/s/)

“What sound do fierce, fish, and faster begin with?” (/f/)

“What sound do mussel, marvel, and machine begin with?”

(/m/)

“What sound do tail, together, and taught begin with?” (/t/)

“What sound do lobster, lonely, and little begin with?” (/l/)

➥ Identifying the Final Sound of Two Words

“What sound do school and shell end with?”

(/l/)

“What sound do thread and sad end with?” (/d/)

“What sound do them and swim end with?” (/m/)

“What sound do black and pink end with?”

(/k/)

“What sound do place and close end with?” (/s/)

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

little

(/l/)

bad (/b/) dark (/d/) palm (/p/)

shell

(/sh/) tuna (/t/) red (/r/) think (/th/)

sisters (/s/) hungry (/h/) world (/w/) can’t (/k/)

faster (/f/) jelly (/j/) marvel (/m/) chased (/ch/)

➥ Substituting Initial Sounds

“Say wet. Now say it with /p/ instead of /w/.” (pet)

“Say fish. Now say it with /d/ instead of /f/.” (dish)

“Say rocks. Now say it with /l/ instead of /r/.”

(locks)

“Say pink. Now say it with /s/ instead of /p/.” (sink)

“Say shell. Now say it with /b/ instead of /sh/.”

(bell)

154

Swimmy, continued

Sounds Abound: Storybook Activities

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

fish

(/sh/)

swam (/m/) strange (/j/)

red (/d/)

gulp (/p/) pink (/k/)

shell (/l/) lobster

(/r/) eat (/t/)

➥ Substituting Final Sounds

“Say fish. Now say it with /t/ instead of /sh/.” (fit)

“Say shade. Now say it with /k/ instead of /d/.” (shake)

“Say tail. Now say it with /m/ instead of /l/.” (tame)

“Say wet. Now say it with /b/ instead of /t/.”

(web)

“Say bad. Now say it with /k/ instead of /d/.” (back)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

sea

(s•ea) fish (f•i•sh) school (s•ch•oo•l)

eel (ee•l) shell (sh•e•ll) thread (th•r•ea•d)

we (w•e) deep (d•ee•p) swim (s•w•i•m)

eat

(ea•t) sad (s•a•d) tuna (t•u•n•a)

➥ Deleting Initial Sounds

“Say sad. Say it again, but don’t say /s/.” (add)

“Say red. Say it again, but don’t say /r/.”

(Ed)

“Say shell. Say it again, but don’t say /sh/.” (L)

“Say pink. Say it again, but don’t say /p/.” (ink)

“Say tail. Say it again, but don’t say /t/.” (ail)

➥ Deleting Final Sounds

“Say fierce. Say it again, but don’t say /s/.”

(fear)

“Say gulp. Say it again, but don’t say /p/.”

(gull)

“Say place. Say it again, but don’t say /s/.” (play)

“Say deep. Say it again, but don’t say /p/.” (D)

“Say like. Say it again, but don’t say /k/.” (lie)

➥ Deleting Sounds in Blends

“Say swam. Say it again, but don’t say /w/.” (Sam)

“Say place. Say it again, but don’t say /p/.” (lace)

“Say swaying. Say it again, but don’t say /w/.” (saying)

“Say school. Say it again, but don’t say /s/.”

(cool)

“Say growing. Say it again, but don’t say /r/.” (going)

155

Swimmy, continued

Sounds Abound: Storybook Activities

The Art Lesson by Tomie dePaola

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words on a page.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

➥ Read a short sentence (or present the written words) with the words out of order.

Have students rearrange the words to make a sentence that makes sense.

• Tommy wait hardly could • collected kinds all turtles of Jack

(Tommy could hardly wait.) (Jack collected all kinds of turtles.)

• watch copy carefully and me • paper one only of piece got they

(Watch carefully and copy me.) (They only got one piece of paper.)

• everyone use must crayons same the • art lessons do when we have our

(Everyone must use the same crayons.) (When do we have our art lessons?)

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

artist

(2) turtles (2) copy (2) photograph (3)

pictures (2) drew (1) barber (2) flashlight (2)

Tommy (2) cousins (2) grandfather (3) kindergarten (4)

favorite

(3) cartwheels (2) home (1) powders (2)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

class•room cray•ons to•geth•er

cart•wheels summ•er re•mem•ber

pa•per bar•ber Thanks•giv•ing

Pil•grim prac•tice kin•der•gar•ten

156

Sounds Abound: Storybook Activities

The Art Lesson, continued

➥ Deleting Syllables

“Say birthday. Say it again, but don’t say birth.” (day)

“Say turkey. Say it again, but don’t say tur.” (key)

“Say powders. Say it again, but don’t say ders.”

(pow)

“Say remember. Say it again, but don’t say re.”

(member)

“Say pencil. Say it again, but don’t say cil.”

(pen)

➥ Reversing Syllables

“Say _______. Now switch the parts.”

hallway

(way•hall) cartwheels (wheels•cart)

flashlight

(light•flash)

birthday

(day•birth)

➥ Adding Syllables

“Say photo. Say it again and add graph.” (photograph)

“Say grand. Say it again and add mother.” (grandmother)

“Say bed. Say it again and add room.”

(bedroom)

“Say draw. Say it again and add ing.” (drawing)

“Say teach. Say it again and add er.” (teacher)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

knew • blue Jack • black wait • eight

frame • came take • break real • peel

stick • like chalk • shop fair • wear

➥ Discriminating Rhymes

“Which word does not rhyme?”

right • lik

e • bright grew • too • twin my • more • store

best • rest • ask red • did • head all • wall • art

gave • told • gold took • look • like blue • Jack • black

➥ Matching Rhymes

“Which word rhymes with drew? dad • do

”

“Which word rhymes with night? r

ight • not”

“Which word rhymes with peel? piece • r

eal”

“Which word rhymes with got? not

•grew”

“Which word rhymes with black? J

ack • brown”

157

Sounds Abound: Storybook Activities

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

gave shop wait

school like gold

wall twin fair

real blue frame

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥Identifying Words Beginning with a Given Sound

“Which words begin with the /k/ sound? crayons • copy • room”

“Which words begin with the /s/ sound? special • table • singing

”

“Which words begin with the /p/ sound? school • pa

per • paint”

“Which words begin with the /w/ sound? w

hispered •wedding • rest”

“Which words begin with the /t/ sound? practice • Tomm

y • tur

key

”

➥Blending Monosyllable Words—Onset-Rime

“Blend these sounds together to make a word from the story.”

ch•alk sh•op f•air

b•est l•ook p•iece

t•old n•ight w•ore

➥Blending Monosyllable Words—Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

tw•in bl•ack st•and

sch•ool br•eak dr•ew

st•ick fr•iend br•own

➥Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

m•e s•a•t h•u•ng sh•ee•t•s

d•oor w•ee•k p•a•p•er f•r•a•me

r•oo•m b•l•ue aw•f•u•l c•o•p•y

158

The Art Lesson, continued

Sounds Abound: Storybook Activities

➥ Matching Initial Sounds

“Which word begins with the same sound as lesson? Landers • Joe”

“Which word begins with the same sound as favorite? store • photogr

aph”

“Which word begins with the same sound as house? har

dly • ready”

“Which word begins with the same sound as Tommy? terrible • crayons”

“Which word begins with the same sound as grandfather? picture • gr

ocery”

➥ Identifying the Initial Sound of Three Words

“What sound do whispered, when, and woman begin with?” (/w/)

“What sound do sweater, sixty, and sleep begin with?”

(/s/)

“What sound do real, remember, and wrinkly begin with?” (/r/)

“What sound do kindergarten, crayons, and carpenters begin with?”

(/k/)

“What sound do picture, paper, and piece begin with?” (/p/)

➥ Identifying the Final Sound of Two Words

“What sound do art and eight end with?”

(/t/)

“What sound do smile and wall end with?” (/l/)

“What sound do class and piece end with?” (/s/)

“What sound do green and twin end with?” (/n/)

“What sound do silver and teacher end with?”

(/r/)

➥ Discriminating Initial Sounds

“Which word has a different beginning sound?”

took • told • br

eak thick • first • Thanksgiving

friend • real • fun windy • pouring • paint

Jack • Jeanne • T

ommy shop • sheets • sat

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

picture

(/p/) teacher (/t/) Thanksgiving (/th/) school (/s/)

water (/w/) sheets (/sh/) folded (/f/) birthday (/b/)

chalk

(/ch/) left (/l/) morning (/m/) jars (/j/)

➥ Substituting Initial Sounds

“Say thick. Now say it with /p/ instead of /th/.”

(pick)

“Say real. Now say it with /n/ instead of /r/.” (Neal)

“Say chalk. Now say it with /w/ instead of /ch/.” (walk)

“Say learn. Now say it with /t/ instead of /l/.” (turn)

“Say wall. Now say it with /f/ instead of /w/.” (fall)

159

The Art Lesson, continued

Sounds Abound: Storybook Activities

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

art

(/t/)

gold (/d/) off (/f/)

twin (/n/) shop

(/p/) class (/s/)

Jack

(/k/) smile (/l/) door (/r/)

➥ Substituting Final Sounds

“Say wait. Now say it with /v/ instead of /t/.” (wave)

“Say art. Now say it with /m/ instead of /t/.” (arm)

“Say real. Now say it with /d/ instead of /l/.” (read)

“Say head. Now say it with /n/ instead of /d/.”

(hen)

“Say put. Now say it with /l/ instead of /t/.” (pull)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

(u•p) house (h•ou•se) Tommy (T•o•mm•y)

all

(a•ll) when (wh•e•n) turkey (t•ur•k•ey)

it (i•t) draw (d•r•aw) box (b•o•x)

you (y•ou) like (l•i•ke) frame (f•r•a•me)

(w•e) took (t•oo•k) table (t•a•b•le)

➥ Deleting Initial Sounds

“Say fair. Say it again, but don’t say /f/.” (air)

“Say peel. Say it again, but don’t say /p/.” (eel)

“Say wait. Say it again, but don’t say /w/.”

(ate)

“Say year. Say it again, but don’t say /y/.” (ear)

“Say leave. Say it again, but don’t say /l/.” (eave)

➥ Deleting Final Sounds

“Say grown. Say it again, but don’t say /n/.” (grow)

“Say gold. Say it again, but don’t say /d/.” (goal)

“Say art. Say it again, but don’t say /t/.” (are)

“Say same. Say it again, but don’t say /m/.” (say)

“Say week. Say it again, but don’t say /k/.” (we)

➥ Deleting Sounds in Blends

“Say draw. Say it again, but don’t say /d/.”

(raw)

“Say smock. Say it again, but don’t say /m/.” (sock)

“Say stick. Say it again, but don’t say /t/.” (sick)

“Say grow. Say it again, but don’t say /g/.” (row)

“Say school. Say it again, but don’t say /s/.”

(cool)

160

The Art Lesson, continued

Sounds Abound: Storybook Activities

The Day Jimmy’s Boa Ate the Wash by Trinka Hakes Noble

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words on a page.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

➥ Read a short sentence (or present the written words) with the words out of order.

Have students rearrange the words to make a sentence that makes sense.

• what do Tommy did • your lunches why eating they were

(What did Tommy do?) (Why were they eating your lunches?)

• throwing why eggs were you • class trip farm how was your the to

(Why were you throwing eggs?) (How was your trip to the farm?)

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

trip

(1) tractor (2) eggs (1) excited (3)

haystack (2) pigs (1) constrictor (3) screaming (2)

farmer (2) lunches (2) Jimmy (2) hen (1)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

hay•stack chick•en trac•tor

any•thing lunch•es ex•ci•ted

Stan•ley Jimm•y an•i•mals

far•mer o•ver con•stric•tor

161

Sounds Abound: Storybook Activities

➥ Deleting Syllables

“Say haystack. Say it again, but don’t say stack.” (hay)

“Say haystack again. Now say it again, but don’t say hay.” (stack)

“Say tractor. Say it again, but don’t say tor.”

(track)

“Say without. Say it again, but don’t say with.”

(out)

“Say farmer. Say it again, but don’t say far.”

(mer)

➥ Adding Syllables

“Say scream. Say it again and add ing.”

(screaming)

“Say cry. Say it again and add ing.”

(crying)

“Say yell. Say it again and add ing.” (yelling)

“Say eat. Say it again and add ing.”

(eating)

“Say throw. Say it again and add ing.” (throwing)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

how • cow sad • mad trip • hit

pet • bet egg • leg head • said

farm • fall corn • hen threw • knew

➥ Discriminating Rhymes

“Which word does not rhyme?”

found • around • br

ought egg • hen • pen

ere • their • hair sad • face •mad

eat •meet•co

w broke • yolk • bus

➥ Matching Rhymes

“Which word rhymes with cow? caught • how”

“Which word rhymes with fell? tell • face”

“Which word rhymes with pig? hit • big”

“Which word rhymes with eat? meet

• see”

“Which word rhymes with pet? fell • bet”

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

egg threw head

cow ran mad

fall pet hit

The Day Jimmy’s Boa Ate the Wash, continued

162

Sounds Abound: Storybook Activities

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Initial Sound Play

“Boa begins with /b/. Let’s make up silly words that begin with the /b/ sound.”

“Say your name, beginning with the /b/ sound.”

“Name five things in the classroom. Begin each one with the /b/ sound.”

“Name five animals. Begin each one with the /b/ sound.”

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /f/ sound? kid • f

armer

•finally”

“Which words begin with the /s/ sound? scr

eaming • squawking • throwing”

“Which words begin with the /k/ sound? corn • chickens • constrictor”

“Which words begin with the /h/ sound? tractor • hen

• hurry”

“Which words begin with the /j/ sound? missed • Jenn

y • Jimmy”

➥ Blending Monosyllable Words—Onset-Rime

“Blend these sounds together to make a word from the story.”

f•ell t•ook f•arm h•air

c•orn h•it l•ike f•ace

r•an s•ad l•aid r•ight

h•en b•us h•ead f•ound

➥ Blending Monosyllable Words—Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

sch•ool thr•ew br•ought br•oke tr•ip

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

e•gg d•u•ll r•igh•t b•u•s•y

c•ow b•o•a f•a•ll p•i•g•s

kn•ew h•ea•d o•v•er s•e•n•se

p•e•t f•a•ce th•r•ew J•i•mm•y

163

The Day Jimmy’s Boa Ate the Wash, continued

Sounds Abound: Storybook Activities

➥ Matching Initial Sounds

“Which word begins with the same sound as cow? pet • corn”

“Which word begins with the same sound as threw? thought

• face”

“Which word begins with the same sound as hen? ducked • ha

ppened”

“Which word begins with the same sound as boa? because • mean”

“Which word begins with the same sound as lunches? heard • left

”

➥ Identifying the Initial Sound of Three Words

“What sound do right, ran, and really begin with?” (/r/)

“What sound do class, constrictor, and kind begin with?” (/k/)

“What sound do laid, landed, and lunches begin with?” (/l/)

“What sound do farm, fell, and found begin with?” (/f/)

“What sound do haystack, hen, and hurry begin with?”

(/h/)

➥ Identifying the Final Sound of Two Words

“What sound do chicken and corn end with?”

(/n/)

“What sound do sad and around end with?” (/d/)

“What sound do bus and class end with?”

(/s/)

“What sound do eat and left end with?”

(/t/)

“What sound do bus and face end with?” (/s/)

➥ Discriminating Initial Sounds

“Which word has a different beginning sound?”

corn • tr

ip • crying Jenny • chickens • Jimmy

found • farmer • br

oke screaming • suppose • exciting

wife • busy • boa class • lunches • left

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

boa

(/b/) Jimmy (/j/) right (/r/)

hair (/h/) left (/l/) why (/w/)

farm (/f/) never (/n/) threw (/th/)

corn

(/k/) pigs (/p/) Marianne (/m/)

➥ Substituting Initial Sounds

“Say house. Now say it with /m/ instead of /h/.”

(mouse)

“Say fell. Now say it with /s/ instead of /f/.” (sell)

“Say corn. Now say it with /b/ instead of /k/.”

(born)

“Say hen. Now say it with /d/ instead of /h/.” (den)

“Say laid. Now say it with /p/ instead of /l/.” (paid)

164

The Day Jimmy’s Boa Ate the Wash, continued

Sounds Abound: Storybook Activities

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

egg

(/g/) pet

(/t/) found (/d/)

house (/s/) farm

(/m/) well (/l/)

took (/k/) trip

(/p/) ran (/n/)

➥ Substituting Final Sounds

“Say corn. Now say it with /d/ instead of /n/.”

(cord)

“Say hen. Now say it with /d/ instead of /n/.”

(head)

“Say face. Now say it with /k/ instead of /s/.” (fake)

“Say wife. Now say it with /t/ instead of /f/.” (white)

“Say class. Now say it with /p/ instead of /s/.”

(clap)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

out

(ou•t) bus (b•u•s) pigs (p•i•g•s)

see

(s•ee)

corn (c•or•n)

broke (b•r•o•ke)

eat

(ea•t) laid (l•ai•d) ducked (d•u•ck•ed)

she (sh•e) eggs (e•gg•s) Jimmy (J•i•mm•y)

know

(kn•ow)

wife

(w•i•fe)

never (n•e•v•er)

➥ Deleting Initial Sounds

“Say farm. Say it again, but don’t say /f/.”

(arm)

“Say mad. Say it again, but don’t say /m/.” (add)

“Say hit. Say it again, but don’t say /h/.” (it)

“Say laid. Say it again, but don’t say /l/.” (aid)

“Say face. Say it again, but don’t say /f/.” (ace)

➥ Deleting Final Sounds

“Say corn. Say it again, but don’t say /n/.” (core)

“Say meet. Say it again, but don’t say /t/.” (me)

“Say wife. Say it again, but don’t say /f/.” (why)

“Say laid. Say it again, but don’t say /d/.”

(lay)

“Say farm. Say it again, but don’t say /m/.” (far)

➥ Deleting Sounds in Blends

“Say brought. Say it again, but don’t say /r/.” (bought)

“Say trip. Say it again, but don’t say /t/.”

(rip)

“Say throwing. Say it again, but don’t say /th/.” (rowing)

“Say crashes. Say it again, but don’t say /k/.” (rashes)

“Say flying. Say it again, but don’t say /f/.” (lying)

165

The Day Jimmy’s Boa Ate the Wash, continued

Sounds Abound: Storybook Activities

The Five Chinese Brothers by Claire Huchet Bishop and Kurt Wiese

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words on a page.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

➥ Read a short sentence (or present the written words) with the words out of order.

Have students rearrange the words to make a sentence that makes sense.

• only it fair is • little delighted the boy was

(It is only fair.) (The little boy was delighted.)

• higher fire the roared • hard very it is hold to the sea

(The fire roared higher.) (It is very hard to hold the sea.)

• that sleep was good a • he drowned simply not could be

(That was a good sleep.) (He simply could not be drowned.)

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

Chinese

(2) obey (2) swallow (2)

himself (2) beautiful (3) waves (1)

fantastic (3) execution (4) wood (1)

sea (1)

overboard (3) innocent (3)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

some•how o•cean beau•ti•ful

him•self swall•ow un•cov•ered

smil•ing fan•tas•tic re•mem•ber

166

Sounds Abound: Storybook Activities

The Five Chinese Brothers, continued

➥ Deleting Syllables

“Say obey. Say it again, but don’t say o.” (bay)

“Say overboard. Say it again, but don’t say board.” (over)

“Say disappeared. Say it again, but don’t say dis.”

(appeared)

“Say remember. Say it again, but don’t say re.”

(member)

“Say innocent. Say it again, but don’t say inno.”

(cent)

➥ Adding Syllables

“Say covered. Say it again, beginning with un.” (uncovered)

“Say appeared. Say it again, beginning with dis.” (disappeared)

“Say definitely. Say it again, beginning with in.” (indefinitely)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

mother • brother rare • fair place • face

sea • beach price • sign higher • fire

could • should day • say boat • tied

➥ Discriminating Rhymes

“Which word does not rhyme?”

shore • sell

• door far • all • call hold • day • away

bed • fled • bac

k blow • go • bo

y bid • rid • great

right • tight • ran stake • neck • make come • should • would

➥ Matching Rhymes

“Which word rhymes with done? one

• ran”

“Which word rhymes with said? head

• sell”

“Which word rhymes with no? not • blo

w”

“Which word rhymes with fire? far • higher

”

“Which word rhymes with mother? br

other • breath”

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

five fair bed bit

sea sell make boat

hold day high fire

167

Sounds Abound: Storybook Activities

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /f/ sound? weather • f

ire •f

ace”

“Which words begin with the /s/ sound? sea

•swallo

w • neck”

“Which words begin with the /b/ sound? village • begged

• beautiful”

“Which words begin with the /m/ sound? mouth

• mother •sword”

“Which words begin with the /th/ sound? far • thir

d • thrown”

➥ Blending Monosyllable Words—Onset-Rime

“Blend these sounds together to make a word from the story.”

f•ive f•ish f•ourth s•ign

s•ea h•ead l•egs sh•ells

b•oat b•each n•eck f•air

➥ Blending Monosyllable Words—Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

pr•ice br•eath cr•eam

thr•own str•etch tr•ied

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

th•ey f•i•sh th•ir•d

t•i•me d•r•y p•eo•p•le

c•augh•t m•ou•th f•a•s•t

s•i•gn j•u•dge w•ea•th•er

➥ Matching Initial Sounds

“Which word begins with the same sound as smother? second • prison”

“Which word begins with the same sound as pebbles? treasures • pockets”

“Which word begins with the same sound as beach? br

eath • pulled”

“Which word begins with the same sound as shore? shouted

• sleep”

“Which word begins with the same sound as fire? promised • first”

168

The Five Chinese Brothers, continued

Sounds Abound: Storybook Activities

➥ Identifying the Initial Sound of Three Words

“What sound do comfortable, cut, and cannot begin with?” (/k/)

“What sound do bobbing, burned, and bottom begin with?” (/b/)

“What sound do fantastic, far, and fair begin with?”

(/f/)

“What sound do legs, little, and looked begin with?”

(/l/)

“What sound do witness, went, and waves begin with?”

(/w/)

➥ Identifying the Final Sound of Two Words

“What sound do stake and alike end with?” (/k/)

“What sound do prison and alone end with?” (/n/)

“What sound do village and judge end with?” (/j/)

“What sound do mouth and breath end with?” (/th/)

“What sound do fair and mother end with?”

(/r/)

➥ Discriminating Initial Sounds

“Which word has a different beginning sound?”

brick • brother • second

desperate • morning • decided

people • higher • pulled f

ishing • pockets • promised

years • yes • little

shore • shells • sea

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

Chinese

(/ch/) swallow

(/s/) mouth (/m/)

caught (/k/) burned (/b/) great (/g/)

weather (/w/) remember (/r/) disappeared (/d/)

third (/th/) shells (/sh/) legs (/l/)

➥ Substituting Initial Sounds

“Say weather. Now say it with /l/ instead of /w/.”

(leather)

“Say fourth. Now say it with /n/ instead of /f/.” (north)

“Say shut. Now say it with /k/ instead of /sh/.” (cut)

“Say burst. Now say it with /w/ instead of /b/.” (worst)

“Say meant. Now say it with /s/ instead of /m/.”

(sent)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

brother

(/r/) bottom (/m/) off (/f/)

beach (/ch/) strange (/j/) neck (/k/)

five (/v/) hard (/d/) ocean (/n/)

169

The Five Chinese Brothers, continued

Sounds Abound: Storybook Activities

➥ Substituting Final Sounds

“Say thrown. Now say it with /t/ instead of /n/.” (throat)

“Say beach. Now say it with /d/ instead of /ch/.” (bead)

“Say fish. Now say it with /t/ instead of /sh/.”

(fit)

“Say breath. Now say it with /d/ instead of /th/.”

(bread)

“Say home. Now say it with /p/ instead of /m/.”

(hope)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

sea

(s•ea) sell (s•e•ll) great (g•r•ea•t)

boy (b•oy) judge (j•u•dge) people (p•eo•p•le)

off

(o•ff)

shook (sh•oo•k) pushed (p•u•sh•ed)

(m•y) boat (b•oa•t) breath (b•r•ea•th)

me (m•e) obey (o•b•ey) first (f•ir•s•t)

➥ Deleting Initial Sounds

“Say burned. Say it again, but don’t say /b/.” (earned)

“Say shore. Say it again, but don’t say /sh/.”

(or)

“Say mother. Say it again, but don’t say /m/.” (other)

“Say fair. Say it again, but don’t say /f/.” (air)

“Say hand. Say it again, but don’t say /h/.”

(and)

➥ Deleting Final Sounds

“Say stake. Say it again, but don’t say /k/.”

(stay)

“Say time. Say it again, but don’t say /m/.” (tie)

“Say fourth. Say it again, but don’t say /th/.” (four)

“Say place. Say it again, but don’t say /s/.” (play)

“Say beach. Say it again, but don’t say /ch/.”

(bee)

➥ Deleting Sounds in Blends

“Say great. Say it again, but don’t say /r/.” (gate)

“Say blow. Say it again, but don’t say /b/.” (low)

“Say swelling. Say it again, but don’t say /w/.” (selling)

“Say fled. Say it again, but don’t say /f/.” (led)

“Say struck. Say it again, but don’t say /s/.” (truck)

170

The Five Chinese Brothers, continued

Sounds Abound: Storybook Activities

The Gingerbread Man retold by Brenda Parkes and Judith Smith

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words on a page.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

gingerbread

(3) faster (2) river (2) tightly (2)

woman (2) fox (1) butter (2) swam (1)

man

(1)

bake (1)

gobbled (2) cat (1)

oven (2) closer (2) suddenly (3) sugar (2)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

wo•man cherr•ies riv•er

butt•er go•ing carr•y

bod•y fas•ter tight•ly

➥ Deleting Syllables

“Say gingerbread. Say it again, but don’t say bread.” (ginger)

“Say gingerbread again. Now say it again, but don’t say ginger.” (bread)

“Say cooking. Say it again, but don’t say ing.” (cook)

“Say tightly. Say it again, but don’t say ly.” (tight)

“Say faster. Say it again, but don’t say fas.” (ter)

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Sounds Abound: Storybook Activities

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

can • man old • out climb • I’m

time • there ran • girl up • cup

bread • said two • you tight • bite

➥ Matching Rhymes

“Which word rhymes with man? old • ran”

“Which word rhymes with bread? head

• legs”

“Which word rhymes with two? soon • y

ou”

“Which word rhymes with bite? eat • tight

”

“Which word rhymes with cried? climb • wide

”

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

ran fox dog feet

head stop wide bake

door boy tight snap

eat cat back nose

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Initial Sound Play

“Gingerbread begins with /j/. Let’s make up silly words that begin with the /j/ sound.”

“Say your name, beginning with the /j/ sound.”

“Name five things in the classroom. Begin each one with the /j/ sound.”

“Name five animals. Begin each one with the /j/ sound.”

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /m/ sound? m

an •me• help”

“Which words begin with the /s/ sound? stop

• body • spoon”

“Which words begin with the /j/ sound? hungry • jumped • gingerbread”

“Which words begin with the /k/ sound? catch

• little • called”

“Which words begin with the /f/ sound? dog • f

ox •faster”

The Gingerbread Man, continued

172

Sounds Abound: Storybook Activities

➥ Generating Words Beginning with a Given Sound

“Name as many words as you can that begin with the /j/ sound.”

➥ Blending Monosyllable Words—

Onset-Rime

“Blend these sounds together to make a word from the story.”

d•oor c•up m•outh c•atch

m•an b•owl g•ood f•ox

b•ake l•egs d•own c•at

m•ilk n•ose f•ast f•eet

➥ Blending Monosyllable Words—Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

tr•ees sm•ells fl•our

sw•am st•op thr•ough

sn•ap sp•oon cr•ied

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

h•e d•ow•n r•ea•d•y m•e•l•t

t•i•me g•ir•l s•t•o•p c•l•i•mb

h•i•m c•a•tch p•a•s•t l•i•tt•le

m•ou•th c•r•ie•d r•i•v•er f•a•s•t•er

➥ Matching Initial Sounds

“Which word begins with the same sound as fox? flour • climb”

“Which word begins with the same sound as help? head • dog”

“Which word begins with the same sound as girl? catch • gobbled

”

“Which word begins with the same sound as little? nose • legs”

“Which word begins with the same sound as mouth? measured • arms”

➥ Identifying the Initial Sound of Three Words

“What sound do mixed, man, and milk begin with?”

(/m/)

“What sound do good, gobbled, and got begin with?”

(/g/)

“What sound do butter, bake, and body begin with?” (/b/)

“What sound do stop, steps, and swam begin with?” (/s/)

“What sound do can, catch, and cat begin with?” (/k/)

173

The Gingerbread Man, continued

Sounds Abound: Storybook Activities

➥ Identifying the Final Sound of Two Words

“What sound do run and man end with?” (/n/)

“What sound do climb and him end with?” (/m/)

“What sound do snap and up end with?”

(/p/)

“What sound do wet and eat end with?”

(/t/)

“What sound do flour and ginger end with?”

(/r/)

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

gingerbread

(/j/) faster (/f/) dog (/d/) bake (/b/)

fox (/f/) can’t (/k/) woman (/w/) stop (/s/)

head (/h/)

run (/r/)

mouth (/m/) nose (/n/)

➥ Substituting Initial Sounds

“Say man. Now say it with /r/ instead of /m/.”

(ran)

“Say fox. Now say it with /b/ instead of /f/.” (box)

“Say bake. Now say it with /l/ instead of /b/.” (lake)

“Say nose. Now say it with /t/ instead of /n/.”

(toes)

“Say river. Now say it with /sh/ instead of /r/.” (shiver)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

man

(/n/) bake

(/k/) stop (/p/)

head (/d/) girl (/l/) dog (/g/)

over (/r/) fox (/s/) mouth (/th/)

➥ Substituting Final Sounds

“Say can. Now say it with /t/ instead of /n/.” (cat)

“Say bread. Now say it with /th/ instead of /d/.”

(breath)

“Say cup. Now say it with /t/ instead of /p/.” (cut)

“Say run. Now say it with /b/ instead of /n/.” (rub)

“Say both. Now say it with /t/ instead of /th/.” (boat)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

(m•e) ran (r•a•n) fast (f•a•s•t)

up (u•p) catch (c•a•tch) stop (s•t•o•p)

he (h•e) cat (c•a•t) river (r•i•v•er)

you (y•ou) wet (w•e•t) fox (f•o•x)

out

(ou•t) head (h•ea•d) climb (c•l•i•mb)

174

The Gingerbread Man, continued

Sounds Abound: Storybook Activities

➥ Deleting Initial Sounds

“Say fox. Say it again, but don’t say /f/.” (ox)

“Say nose. Say it again, but don’t say /n/.” (O’s)

“Say legs. Say it again, but don’t say /l/.”

(eggs)

“Say cup. Say it again, but don’t say /k/.”

(up)

“Say girl. Say it again, but don’t say /g/.”

(Earl)

➥ Deleting Final Sounds

“Say feet. Say it again, but don’t say /t/.” (fee)

“Say bake. Say it again, but don’t say /k/.” (bay)

“Say wide. Say it again, but don’t say /d/.” (why)

“Say nose. Say it again, but don’t say /z/.” (no)

“Say bite. Say it again, but don’t say /t/.”

(by)

➥ Deleting Sounds in Blends

“Say swam. Say it again, but don’t say /w/.”

(Sam)

“Say stop. Say it again, but don’t say /s/.” (top)

“Say smells. Say it again, but don’t say /m/.”

(sells)

“Say climb. Say it again, but don’t say /k/.”

(lime)

“Say spoon. Say it again, but don’t say /p/.” (soon)

175

The Gingerbread Man, continued

Sounds Abound: Storybook Activities

The Grouchy Ladybug by Eric Carle

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words in the sentence.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

grouchy

(2)

ladybug (3)

skunk (1)

morning

(2) yellow (2) constrictor (3)

fight (1) gorilla (3) lunch (1)

insist

(2) rhinoceros

(4) aphids (2)

big (1) lobster (2) fireflies (2)

friendly (2) eleven (3) mantis (2)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

a•phids friend•ly

lob•ster e•lev•en

jack•et hy•e•na

grou•chy la•dy•bug

yell•ow go•rill•a

➥ Deleting Syllables

“Say ladybug. Say it again, but don’t say bug.”

(lady)

“Say friendly. Say it again, but don’t say ly.” (friend)

“Say lobster. Say it again, but don’t say ster.”

(lob)

“Say grouchy. Say it again, but don’t say grou.” (chy)

“Say aphids. Say it again, but don’t say a.” (phids)

176

Sounds Abound: Storybook Activities

The Grouchy Ladybug, continued

➥ Reversing Syllables

“Say _______. Now switch the parts.”

ladybug

(bug•lady)

yellow (ow•yell)

morning

(ning•mor)

mantis (tis•man)

friendly (ly•friend)

insist (sist•in)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

you • flew seven • eleven five • four

fight • night horn • hat hey • say

bug • big tail • whale mine • fine

chest • rest fin • pin eight • night

➥ Discriminating Rhymes

“Which word does not rhyme?”

sit

• bug • rug fight • right • give seven • eleven • six

whale • tail • teeth

big • bo

x •dig ate

•flew •you

eight • one

• gate line • dog • mine moon • soon • man

➥ Matching Rhymes

“Which word rhymes with whale? tall • tail”

“Which word rhymes with fight? r

ight • fan”

“Which word rhymes with horn? heart • born”

“Which word rhymes with flew? fly • two”

“Which word rhymes with trunk? skunk

• snake”

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

bug whale horn mine

flew moon five eight

night big trunk fin

share beak claw land

177

Sounds Abound: Storybook Activities

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Initial Sound Play

“Ladybug begins with /l/. Let’s make up new silly words that all begin with the /l/ sound.”

“Say your name, beginning with the /l/ sound.”

“Name five things in the classroom. Begin each one with the /l/ sound.”

“Name five animals. Begin each one with the /l/ sound.”

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /l/ sound? ladybug • legs • want”

“Which words begin with the /f/ sound? five

• grouchy • fight”

“Which words begin with the /m/ sound? lunch • met

• moon”

“Which words begin with the /g/ sound? gorilla • hyena • grouchy”

“Which words begin with the /t/ sound? chest • tail • teeth

”

➥ Blending Monosyllable Words—Onset-Rime

“Blend these sounds together to make a word from the story.”

f•ight t•eeth f•ive

m•oon ch•est f•in

sh•are h•orn l•eaf

n•ine wh•ale b•eak

➥ Blending Monosyllable Words—

Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

fl•ew sl•eep tr•unk sk•unk

st•ag sl•ap thr•ee cl•aws

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

o•ff f•i•ght sh•ar•p

y•ou b•i•g l•i•f•t

h•ey s•ai•d s•n•a•ke

i•f t•e•n ch•e•s•t

b•u•g f•l•ew t•u•s•k

m•i•ne c•l•aw s•k•u•n•k

178

The Grouchy Ladybug, continued

Sounds Abound: Storybook Activities

➥ Matching Initial Sounds

“Which word begins with the same sound as ladybug? leaf • moon”

“Which word begins with the same sound as gorilla? flew • gr

ouchy”

“Which word begins with the same sound as hyena? he

y • fight”

“Which word begins with the same sound as lobster? lunch • fin”

“Which word begins with the same sound as whale? you • w

ant”

➥ Identifying the Initial Sound of Three Words

“What sound do fight, five, and fin begin with?” (/f/)

“What sound do lobster, ladybug, and left begin with?” (/l/)

“What sound do big, beak, and boa begin with?” (/b/)

“What sound do ten, tail, and teeth begin with?” (/t/)

“What sound do sun, saw, and said begin with?”

(/s/)

➥ Identifying the Final Sound of Two Words

“What sound do leaf and off end with?”

(/f/)

“What sound do moon and horn end with?” (/n/)

“What sound do bug and big end with?”

(/g/)

“What sound do eight and fight end with?”

(/t/)

“What sound do all and whale end with?” (/l/)

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

ladybug

(/l/) lobster (/l/) hyena (/h/) rhinoceros (/r/)

whale (/wh/) skunk (/s/) gorilla (/g/) beetle (/b/)

➥ Substituting Initial Sounds

“Say whale. Now say it with /s/ instead of /wh/.” (sale)

“Say horn. Now say it with /b/ instead of /h/.” (born)

“Say five. Now say it with /d/ instead of /f/.” (dive)

“Say teeth. Now say it with /r/ instead of /t/.” (wreath)

“Say mine. Now say it with /sh/ instead of /m/.” (shine)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

leaf

(/f/) fight (/t/) leg (/g/) sharp (/p/)

tail

(/l/) moon (/n/) beak (/k/) lunch (/ch/)

aphid (/d/) teeth (/th/) lobster (/r/) five (/v/)

179

The Grouchy Ladybug, continued

Sounds Abound: Storybook Activities

➥ Substituting Final Sounds

“Say leaf. Now say it with /n/ instead of /f/.” (lean)

“Say sharp. Now say it with /k/ instead of /p/.” (shark)

“Say leg. Now say it with /t/ instead of /g/.”

(let)

“Say mine. Now say it with /t/ instead of /n/.”

(might)

“Say eight. Now say it with /m/ instead of /t/.”

(aim)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

(i•f) fight (f•igh•t) aphid (a•ph•i•d)

show

(sh•ow)

mine (m•i•ne)

legs (l•e•g•s)

out (ou•t) said (s•ai•d) chest (ch•e•s•t)

at (a•t) big (b•i•g) enough (e•n•ou•gh)

➥ Deleting Initial Sounds

“Say fin. Say it again, but don’t say /f/.” (in)

“Say whale. Say it again, but don’t say /wh/.”

(ail)

“Say fight. Say it again, but don’t say /f/.” (ight)

“Say teeth. Say it again, but don’t say /t/.” (eeth)

“Say sparrow. Say it again, but don’t say /sp/.”

(arrow)

➥ Deleting Final Sounds

“Say moon. Say it again, but don’t say /n/.”

(moo)

“Say leaf. Say it again, but don’t say /f/.” (Lee)

“Say beak. Say it again, but don’t say /k/.” (bee)

“Say eight. Say it again, but don’t say /t/.”

(A)

“Say mine. Say it again, but don’t say /n/.” (my)

➥ Deleting Sounds in Blends

“Say stag. Say it again, but don’t say /s/.”

(tag)

“Say claw. Say it again, but don’t say /k/.” (law)

“Say slap. Say it again, but don’t say /s/.” (lap)

“Say flew. Say it again, but don’t say /f/.” (Lou)

“Say sleep. Say it again, but don’t say /l/.” (seep)

180

The Grouchy Ladybug, continued

Sounds Abound: Storybook Activities

The Hat by Jan Brett

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words on a page.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

➥ Read a short sentence (or present the written words) with the words out of order.

Have students rearrange the words to make a sentence that makes sense.

• startled the looked pony • Hedgie on what’s head your that

(The pony looked startled.) (What’s that on your head, Hedgie?)

• on the winter was way • alone just Hedgie wanted to be

(Winter was on the way.) (Hedgie just wanted to be alone.)

• silly come hedgehog back you • I now magnificent wearing am a hat

(Come back you silly hedgehog.) (Now I am wearing a magnificent hat.)

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

winter

(2) hen (1) puppies (2)

Lisa (2) beautiful (3) ran (1)

outside

(2) hedgehog (2) icy (2)

wind (1) tomorrow (3) ridiculous (4)

curious (3) cat (1) animals (3)

prickles (2) snowstorm (2) magnificent (4)

181

Sounds Abound: Storybook Activities

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

ma•ma pupp•ies to•morr•ow

stock•ing miss•ing beau•ti•ful

hedge•hog win•ter ri•dic•u•lous

➥ Deleting Syllables

“Say hedgehog. Say it again, but don’t say hedge.”

(hog)

“Say friendly. Say it again, but don’t say ly.”

(friend)

“Say outside. Say it again, but don’t say out.” (side)

“Say everyone. Say it again, but don’t say one.” (every)

“Say gander. Say it again, but don’t say der.”

(gan)

➥ Reversing Syllables

“Say _______. Now switch the parts.”

snowstorm

(storm•snow) hedgehog (hog•hedge)

clothesline

(line•clothes)

everyone

(one•every)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

blew • flew hen • den hat • cat

line • mine head • red dry • wind

found • farm ran • can snows • nose

➥ Discriminating Rhymes

“Which word does not rhyme?”

nose • blows • hand

dog • dry • hog tickles • prickles • poked

hen • cat • hat keep • ran • can strong • den • hen

cold • old • cozy your • new • you chicks • rains •picks

➥ Matching Rhymes

“Which word rhymes with head? red • hang”

“Which word rhymes with tree? dog • she

”

“Which word rhymes with fall? up • all

”

“Which word rhymes with clothes? nose

• chase”

“Which word rhymes with dry? he • my”

The Hat, continued

182

Sounds Abound: Storybook Activities

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

hen line look

chest nose dry

hat chicks tree

air head pig

blew ran thing

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Initial Sound Play

“Hedgehog and hat begin with /h/. Let’s make up silly words that begin with the /h/ sound.”

“Say your name, beginning with the /h/ sound.”

“Name five things in the classroom. Begin each one with the /h/ sound.”

“Name five animals. Begin each one with the /h/ sound.”

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /h/ sound? head • ran • hand”

“Which words begin with the /w/ sound? winter •w

ear • barked”

“Which words begin with the /s/ sound? squealed

•icy •snow”

“Which words begin with the /p/ sound? farm • puppies • pony”

“Which words begin with the /k/ sound? cozy

• laugh • cat”

➥ Generating Words Beginning with a Given Sound

“Name as many words as you can that begin with the /h/ sound.”

➥ Blending Monosyllable Words—

Onset-Rime

“Blend these sounds together to make a word from the story.”

t•ook n•ose r•an k•eep

ch•est h•ead d•own b•arn

w•ind h•en h•onk w•arm

f•ound ch•icks l•augh p•ig

183

The Hat, continued

Sounds Abound: Storybook Activities

➥ Blending Monosyllable Words—Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

dr•y bl•ew str•aw

st•uck str•ong sn•ows

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

o•ff c•a•t d•e•n L•i•s•a

y•ou p•a•tch th•ough•t p•o•n•y

w•ar•m i•c•y l•i•tt•le r•ai•n•s

➥ Matching Initial Sounds

“Which word begins with the same sound as hedgehog? wearing • hand”

“Which word begins with the same sound as laughing? Lisa

• silly”

“Which word begins with the same sound as farm? f

it • puppies”

“Which word begins with the same sound as barn? clucked • beautiful

”

“Which word begins with the same sound as mother? chicks • meo

w”

➥ Identifying the Initial Sound of Three Words

“What sound do purred, puppies, and pony begin with?” (/p/)

“What sound do ran, ridiculous, and rains begin with?”

(/r/)

“What sound do watching, wind, and what begin with?” (/w/)

“What sound do stocking, snowstorm, and silly begin with?”

(/s/)

“What sound do caught, clothes, and cat begin with?” (/k/)

➥ Identifying the Final Sound of Two Words

“What sound do barn and ran end with?”

(/n/)

“What sound do look and oink end with?” (/k/)

“What sound do hat and fit end with?”

(/t/)

“What sound do head and hand end with?” (/d/)

“What sound do him and farm end with?” (/m/)

➥ Discriminating Initial Sounds

“Which word has a different beginning sound?”

chicks • chasing • tr

ee ran • friendly • fall

caught

• straw • stocking wanted • laughing • wear

pulled • pig • den clothes • Hedgie • hen

184

The Hat, continued

Sounds Abound: Storybook Activities

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

stocking

(/s/)

barked (/b/) wind (/w/) thing (/th/)

laughed (/l/) cozy

(/k/) shouted (/sh/) den (/d/)

Hedgie (/h/) ran

(/r/) chicks (/ch/) pulled (/p/)

funny (/f/)

giggled (/g/) my (/m/)

taken (/t/)

➥ Substituting Initial Sounds

“Say den. Now say it with /m/ instead of /d/.”

(men)

“Say thinking. Now say it with /s/ instead of /th/.” (sinking)

“Say caught. Now say it with /th/ instead of /k/.” (thought)

“Say hand. Now say it with /s/ instead of /h/.”

(sand)

“Say chasing. Now say it with /r/ instead of /ch/.”

(racing)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

oink

(/k/) pony

(/ee/) dog (/g/)

him

(/m/) winter (/r/) barn (/n/)

cold (/d/) fresh (/sh/) off (/f/)

➥ Substituting Final Sounds

“Say nose. Now say it with /t/ instead of /z/.” (note)

“Say barn. Now say it with /k/ instead of /n/.”

(bark)

“Say pig. Now say it with /l/ instead of /g/.” (pill)

“Say back. Now say it with /th/ instead of /k/.” (bath)

“Say hat. Now say it with /d/ instead of /t/.” (had)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

(a•m) that (th•a•t) noisy (n•oi•s•y)

each (ea•ch) dry (d•r•y) pony (p•o•n•y)

off (o•ff) look (l•oo•k) Hedgie (h•e•dg•ie)

at (a•t) head (h•ea•d) straw (s•t•r•aw)

know (kn•ow) den (d•e•n) cold (c•o•l•d)

➥ Deleting Initial Sounds

“Say head. Say it again, but don’t say /h/.” (Ed)

“Say girl. Say it again, but don’t say /g/.” (Earl)

“Say wear. Say it again, but don’t say /w/.” (air)

“Say fall. Say it again, but don’t say /f/.”

(all)

“Say silly. Say it again, but don’t say /s/.” (illy)

185

The Hat, continued

Sounds Abound: Storybook Activities

➥ Deleting Final Sounds

“Say farm. Say it again, but don’t say /m/.” (far)

“Say nose. Say it again, but don’t say /z/.” (no)

“Say barn. Say it again, but don’t say /n/.”

(bar)

“Say warm. Say it again, but don’t say /m/.”

(war)

“Say line. Say it again, but don’t say /n/.”

(lie)

➥ Deleting Sounds in Blends

“Say blew. Say it again, but don’t say /b/.” (Lou)

“Say dry. Say it again, but don’t say /r/.” (die)

“Say prickles. Say it again, but don’t say /r/.” (pickles)

“Say strong. Say it again, but don’t say /st/.” (wrong)

“Say still. Say it again, but don’t say /s/.”

(till)

186

The Hat, continued

Sounds Abound: Storybook Activities

The Jacket I Wear in the Snow by Shirley Neitzel

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words in the sentence.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

jacket

(2) stocking (2) underwear (3)

stuck

(1) matches

(2) cover (2)

snow

(1) arm (1) eyes (1)

woolly (2) itchy (2) mother (2)

red

(1)

sweater (2) zipper (2)

cap

(1) knee (1) boots (1)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

zipp•er mitt•ens un•der

wooll•y itch•y moth•er

stock•ing sweat•er un•der•wear

➥ Adding Syllables

“Say sweat. Say it again and add er.” (sweater)

“Say stock. Say it again and add ing.” (stocking)

“Say pinned. Say it again, beginning with un.” (unpinned)

“Say zipped. Say it again, beginning with un.” (unzipped)

“Say stuck. Say it again, beginning with un.” (unstuck)

187

Sounds Abound: Storybook Activities

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

snow • blow cap • tap knee • my socks • rocks

wear • hat hang • rang boots • cats eyes • cries

red • ride jeans • beans hot • lot long • sing

➥ Discriminating Rhymes

“Which word does not rhyme?”

snow • go • hot

warm • storm • zip drip • hot • not

red • hat

• head caught • snap • cap eyes • tears • flies

stuc

k • wear • hair knee • me • fat arm • beans • jeans

➥ Matching Rhymes

“Which word rhymes with cap? lap • sip”

“Which word rhymes with knee? hot • me”

“Which word rhymes with head? hide • bed

”

“Which word rhymes with snow? sho

w • ice”

“Which word rhymes with jacket? packet • jumping”

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

snow cap eyes

wear hang fell

stuck knee socks

red hot too

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /m/ sound? red • mittens

•matches”

“Which words begin with the /s/ sound? scarf

• hat • snow”

“Which words begin with the /b/ sound? cover • boots • big”

“Which words begin with the /l/ sound? lot • long • meets”

“Which words begin with the /h/ sound? hang

• knee • head”

The Jacket I Wear in the Snow, continued

188

Sounds Abound: Storybook Activities

➥ Blending Monosyllable Words—Onset-Rime

“Blend these sounds together to make a word from the story.”

r•ed h•ead b•oots

c•aught w•arm s•ocks

w•ear j•eans f•ell

c•ap kn•ee h•ot

➥ Blending Monosyllable Words—

Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

sn•ow cr•ies st•iff

st•uck sc•arf sl•ipped

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

kn•ee h•ea•d j•ea•n•s f•r•o•m

c•augh•t f•e•ll s•t•u•ck p•u•ll•ed

r•e•d i•tch•y s•t•i•ff s•o•ck•s

➥ Matching Initial Sounds

“Which word begins with the same sound as jacket? head • jeans

”

“Which word begins with the same sound as socks? sw

eater • boots”

“Which word begins with the same sound as mittens? woolly • m

atches”

“Which word begins with the same sound as cap? caught

• snow”

“Which word begins with the same sound as long? lot

• cover”

➥ Identifying the Initial Sound of Three Words

“What sound do sweater, scarf, and snow begin with?” (/s/)

“What sound do big, bunchy, and boots begin with?” (/b/)

“What sound do mother, mittens, and meets begin with?” (/m/)

“What sound do wear, woolly, and warm begin with?” (/w/)

“What sound do that, these, and this begin with?” (/th/)

➥ Identifying the Final Sound of Two Words

“What sound do warm and arm end with?” (/m)

“What sound do head and red end with?” (/d/)

“What sound do jacket and caught end with?” (/t/)

“What sound do scarf and stiff end with?” (/f/)

“What sound do cover and sweater end with?” (/r/)

189

The Jacket I Wear in the Snow, continued

Sounds Abound: Storybook Activities

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

jeans

(/j/) warm

(/w/) red (/r/) mittens (/m/)

head (/h/) cap

(/k/) bunchy (/b/) fell (/f/)

sweater (/s/)

zipper (/z/) long (/l/) pulled (/p/)

➥ Substituting Initial Sounds

“Say red. Now say it with /t/ instead of /r/.”

(Ted)

“Say socks. Now say it with /l/ instead of /s/.”

(locks)

“Say caught. Now say it with /f/ instead of /k/.” (fought)

“Say cap. Now say it with /n/ instead of /k/.” (nap)

“Say tears. Now say it with /ch/ instead of /t/.”

(cheers)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

jacket

(/t/) red (/d/) stiff (/f/)

zipper

(/r/) cap

(/p/) big (/g/)

stuck

(/k/) arm (/m/) hot (/t/)

➥ Substituting Final Sounds

“Say arm. Now say it with /t/ instead of /m/.”

(art)

“Say cap. Now say it with /b/ instead of /p/.” (cab)

“Say stiff. Now say it with /l/ instead of /f/.”

(still)

“Say hot. Now say it with /p/ instead of /t/.” (hop)

“Say big. Now say it with /t/ instead of /g/.” (bit)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

(i•n) red (r•e•d) woolly (w•oo•ll•y)

is (i•s) snow (s•n•ow) stuck (s•t•u•ck)

my (m•y) caught (c•augh•t) jeans (j•ea•n•s)

each (ea•ch) big (b•i•g) stiff (s•t•i•ff)

knee (kn•ee) fell (f•e•ll) socks (s•o•ck•s)

➥ Deleting Initial Sounds

“Say tears. Say it again, but don’t say /t/.” (ears)

“Say meets. Say it again, but don’t say /m/.” (eats)

“Say socks. Say it again, but don’t say /s/.” (ox)

“Say head. Say it again, but don’t say /h/.” (Ed)

“Say cap. Say it again, but don’t say /k/.”

(ap)

190

The Jacket I Wear in the Snow, continued

Sounds Abound: Storybook Activities

191

The Jacket I Wear in the Snow, continued

➥ Deleting Final Sounds

“Say scarf. Say it again, but don’t say /f/.”

(scar)

“Say cries. Say it again, but don’t say /z/.” (cry)

“Say arm. Say it again, but don’t say /m/.” (R)

“Say wooly. Say it again, but don’t say /ee/.” (wool)

“Say caught. Say it again, but don’t say /t/.” (caw)

➥ Deleting Sounds in Blends

“Say stuck. Say it again, but don’t say /s/.” (tuck)

“Say snow. Say it again, but don’t say /n/.” (sew)

“Say sweater. Say it again, but don’t say /s/.”

(wetter)

“Say slipped. Say it again, but don’t say /l/.” (sipped)

“Say scarf. Say it again, but don’t say /s/.” (carf)

Sounds Abound: Storybook Activities

The Little Red Hen pictures by Lucinda McQueen

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words on a page.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

➥ Read a short sentence (or present the written words) with the words out of order.

Have students rearrange the words to make a sentence that makes sense.

• very the cat vain was • eat who this bread will help me

(The cat was very vain.) (Who will help me eat this bread?)

• dog sleepy the was always • grains of plant wheat will who these

(The dog was always sleepy.) (Who will plant these grains of wheat?)

• plant I them myself will then • take it who will me help the mill to

(Then I will plant them myself.) (Who will help me take it to the mill?)

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

cottage

(2) market (2) delicious (3) kitchen (2)

hen (1) myself (2) early (2) sprout (1)

neighbors

(2) cat (1) wheelbarrow (3) brushing (2)

whiskers (2) dog (1) oven (2) morning (2)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

whis•kers ov•en kitch•en

my•self summ•er mar•ket

neigh•bors cott•age de•lic•ious

192

Sounds Abound: Storybook Activities

➥ Deleting Syllables

“Say myself. Say it again, but don’t say my.” (self)

“Say early. Say it again, but don’t say ear.” (Lee)

“Say wheelbarrow. Say it again, but don’t say wheel.”

(barrow)

“Say whiskers. Say it again, but don’t say kers.”

(whis)

“Say delicious. Say it again, but don’t say de.”

(licious)

➥ Adding Syllables

“Say brush. Say it again and add ing.”

(brushing)

“Say shop. Say it again and add ing.”

(shopping)

“Say chat. Say it again and add ing.” (chatting)

“Say nap. Say it again and add ing.”

(napping)

“Say go. Say it again and add ing.” (going)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

mill • will row • dough bake • shake

cat • eat me • she smell • bell

tall • fall not • cut out • sprout

➥ Discriminating Rhymes

“Which word does not rhyme?”

hold

• mill • will eat • wheat • weed long • hen • pen

sprout • cut

• out gold • dough • row can’t • plant • swing

bread • red • bag day • did • way bake • shake • took

➥ Matching Rhymes

“Which word rhymes with hen? green • den”

“Which word rhymes with wheat? eat • cut”

“Which word rhymes with flour? shower • fall”

“Which word rhymes with red? dog • br

ead”

“Which word rhymes with smell? tell • mill”

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

red said tall

hen cat bake

wheat plant mill

The Little Red Hen, continued

193

Sounds Abound: Storybook Activities

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Initial Sound Play

“Hen begins with /h/. Let’s make up silly words that begin with the /h/ sound.”

“Say your name, beginning with the /h/ sound.”

“Name five things in the classroom. Begin each one with the /h/ sound.”

“Name five animals. Begin each one with the /h/ sound.”

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /b/ sound? bread • cut • bake”

“Which words begin with the /w/ sound? work

•wheat • vain”

“Which words begin with the /r/ sound? will • r

ed •row”

“Which words begin with the /m/ sound? myself • milk • salt”

“Which words begin with the /s/ sound? smell • she • summer

”

➥ Blending Monosyllable Words—Onset-Rime

“Blend these sounds together to make a word from the story.”

r•ed g•oose h•en l•oaf

c•at wh•eat m•ill c•ut

d•og s•aid l•ong d•id

➥ Blending Monosyllable Words—Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

br•ead tr•ash spr•out gr•ound

cl•aws gr•ains gr•own fl•our

sw•ing pl•ant thr•esh sm•ell

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

ea•t h•e•n t•r•a•sh

w•i•ll r•e•d l•ea•v•es

wh•ea•t h•o•me g•r•ai•n•s

l•oa•f l•i•tt•le s•p•r•ou•t

194

The Little Red Hen, continued

Sounds Abound: Storybook Activities

➥ Matching Initial Sounds

“Which word begins with the same sound as grains? dog • goose”

“Which word begins with the same sound as wheat? w

heelbarrow • green”

“Which word begins with the same sound as cut? porch • cook

ed”

“Which word begins with the same sound as plant? pushed • loaf”

“Which word begins with the same sound as friends? home • f

ound”

➥ Identifying the Initial Sound of Three Words

“What sound do cat, cut, and care begin with?” (/k/)

“What sound do stopped, sprout, and summer begin with?” (/s/)

“What sound do market, mowed, and mill begin with?” (/m/)

“What sound do ground, growing, and grains begin with?” (/g/)

“What sound do pocket, plant, and porch begin with?”

(/p/)

➥ Identifying the Final Sound of Two Words

“What sound do bread and found end with?”

(/d/)

“What sound do hen and oven end with?” (/n/)

“What sound do plant and cut end with?”

(/t/)

“What sound do smell and will end with?”

(/l/)

“What sound do goose and delicious end with?” (/s/)

➥ Discriminating Initial Sounds

“Which word has a different beginning sound?”

freshly • dough

• flour little • home • loaf

myself • miller • gold

cat • cottage • dog

wheat • bag • bake summer • market • sprout

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

hen

(/h/) flour (/f/) bread (/b/)

red (/r/) mill (/m/) thresh (/th/)

little (/l/) plant (/p/) shared (/sh/)

dough (/d/)

cut (/k/) not (/n/)

➥ Substituting Initial Sounds

“Say will. Now say it with /p/ instead of /w/.”

(pill)

“Say dog. Now say it with /l/ instead of /d/.” (log)

“Say goose. Now say it with /l/ instead of /g/.”

(loose)

“Say wheat. Now say it with /f/ instead of /w/.” (feet)

“Say milk. Now say it with /s/ instead of /m/.” (silk)

195

The Little Red Hen, continued

Sounds Abound: Storybook Activities

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

bake

(/k/)

eat (/t/) dog (/g/)

weed (/d/)

flour (/r/) loaf (/f/)

tall (/l/) goose

(/s/) thresh (/sh/)

➥ Substituting Final Sounds

“Say cut. Now say it with /m/ instead of /t/.”

(come)

“Say loaf. Now say it with /d/ instead of /f/.”

(load)

“Say wheat. Now say it with /l/ instead of /t/.” (wheel)

“Say bread. Now say it with /th/ instead of /d/.” (breath)

“Say will. Now say it with /sh/ instead of /l/.”

(wish)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

who

(wh•o) bag (b•a•g) miller (m•i•ll•er)

all

(a•ll)

work (w•or•k)

trash (t•r•a•sh)

she

(sh•e) red (r•e•d) claws (c•l•aw•s)

her (h•er) took (t•oo•k) bread (b•r•ea•d)

out (ou•t)

came

(c•a•me)

smell

(s•m•e•ll)

➥ Deleting Initial Sounds

“Say wheat. Say it again, but don’t say /w/.”

(eat)

“Say cat. Say it again, but don’t say /k/.” (at)

“Say tall. Say it again, but don’t say /t/.” (all)

“Say bake. Say it again, but don’t say /b/.” (ache)

“Say mill. Say it again, but don’t say /m/.” (ill)

➥ Deleting Final Sounds

“Say bake. Say it again, but don’t say /k/.” (bay)

“Say loaf. Say it again, but don’t say /f/.” (low)

“Say wheat. Say it again, but don’t say /t/.” (we)

“Say milk. Say it again, but don’t say /k/.”

(mill)

“Say gold. Say it again, but don’t say /d/.” (goal)

➥ Deleting Sounds in Blends

“Say claws. Say it again, but don’t say /k/.” (laws)

“Say ground. Say it again, but don’t say /g/.”

(round)

“Say plant. Say it again, but don’t say /l/.” (pant)

“Say grain. Say it again, but don’t say /g/.” (rain)

“Say bread. Say it again, but don’t say /b/.” (red)

196

The Little Red Hen, continued

Sounds Abound: Storybook Activities

The Mitten adapted and illustrated by Jan Brett

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words in the sentence.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

mitten

(2) snowshoe

(2) owl

(1) white (1)

Nicki

(2) animal (3) hedgehog (2) discovered (3)

grandmother (3) rabbit (2) fox (1) warm (1)

winter

(2) snow

(1) badger (2) shiny (2)

mole (1) prickles (2) whisker (2) bear (1)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

snow•shoe mitt•en whis•ker a•ni•mal

hedge•hog rabb•it win•ter dis•cov•ered

➥ Deleting Syllables

“Say hedgehog. Say it again, but don’t say hedge.”

(hog)

“Say snowshoe. Say it again, but don’t say shoe.” (snow)

“Say winter. Say it again, but don’t say win.” (ter)

“Say badger. Say it again, but don’t say er.” (badge)

“Say whisker. Say it again, but don’t say ker.

(whis)

197

Sounds Abound: Storybook Activities

The Mitten, continued

➥ Reversing Syllables

“Say _______. Now switch the parts.”

hedgehog

(hog•hedge)

grandmother (mother•grand)

snowshoe (shoe•snow)

whisker (ker•whis)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

mitten • kitten mole • hole climb • home

bear • hair warm • wet fox • box

white • mouse rabbit • habit cold • hard

snow • go prickles • pickles mouse • house

➥ Discriminating Rhymes

“Which word does not rhyme?”

mitten • kitten

• whisker hole • home • mole sneeze • please • size

hair • dog

• bear white • kite • knit

teeth •fox •box

cold

• snow • go warm • mouse • house room • move • broom

➥ Matching Rhymes

“Which word rhymes with snow? blow • bear”

“Which word rhymes with white? mouse • light

”

“Which word rhymes with bear? cold • share”

“Which word rhymes with mole? warm • stole”

“Which word rhymes with sneeze? tr

ees • meat”

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

mitten snow white

bear mouse mole

fox nose sneeze

look coat drop

198

Sounds Abound: Storybook Activities

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Initial Sound Play

“Mitten begins with /m/. Let’s make up new silly words that all begin with the /m/ sound.”

“Say your name beginning with the /m/ sound.”

“Name five things in the classroom. Begin each one with the /m/ sound.”

“Name five animals. Begin each one with the /m/ sound.”

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /m/ sound? mitten • mouse • white”

“Which words begin with the /s/ sound? snow • mole • stay

”

“Which words begin with the /r/ sound? bump • r

abbit •room”

“Which words begin with the /b/ sound? bear • bulge • stretch”

“Which words begin with the /f/ sound? fox • mole • f

eet”

➥ Blending Monosyllable Words—Onset-Rime

“Blend these sounds together to make a word from the story.”

s•afe f•ox h•ome t•eeth

m•ole m•ouse wh•ite n•ose

c•oat th•umb b•ig s•ize

r•oom f•eet h•im t•op

➥ Blending Monosyllable Words—

Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

sn•ow st•eam sk•y

cl•imb gr•eat bl•ue

sn•ug sp•ied sp•ace

➥ Matching Initial Sounds

“Which word begins with the same sound as mitten? move • room”

“Which word begins with the same sound as Nicki? cold • nose

”

“Which word begins with the same sound as warm? mole • wet”

“Which word begins with the same sound as badger? Baba • mouse”

“Which word begins with the same sound as cozy? coat

• prickles”

199

The Mitten, continued

Sounds Abound: Storybook Activities

➥ Identifying the Initial Sound of Three Words

“What sound do mouse, mole, and mitten begin with?” (/m/)

“What sound do badger, bear, and Baba begin with?” (/b/)

“What sound do rabbit, right, and room begin with?”

(/r/)

“What sound do safe, snow, and sky begin with?”

(/s/)

“What sound do tickle, teeth, and talon begin with?”

(/t/)

➥ Identifying the Final Sound of Two Words

“What sound do thumb and room end with?” (/m/)

“What sound do mole and owl end with?” (/l/)

“What sound do acorn and mitten end with?” (/n/)

“What sound do sneeze and nose end with?” (/z/)

“What sound do bear and whisker end with?”

(/r/)

➥ Discriminating Initial Sounds

“Which word has a different beginning sound?”

bear • bumped • r

abbit home • hedgehog • snow

x • nose • Nicki leav

es • coat • covered

first • think

• feet mole • mitten • white

➥ Identifying Initial Sounds

“What sound does the word ____ begin with?”

mitten

(/m/) thumb (/th/)

diggers (/d/)

bear (/b/) cozy (/k/) knitting (/n/)

hedgehog (/h/) teeth (/t/) shape (/sh/)

snow (/s/) fox (/f/) whiskers (/w/)

➥ Substituting Initial Sounds

“Say mitten. Now say it with /k/ instead of /m/.”

(kitten)

“Say bear. Now say it with /h/ instead of /b/.” (hair)

“Say fox. Now say it with /b/ instead of /f/.” (box)

“Say nose. Now say it with /t/ instead of /n/.” (toes)

“Say mole. Now say it with /r/ instead of /m/.”

(roll)

➥ Identifying Final Sounds

“What sound does the word ____ end with?”

home

(/m/) move (/v/) size (/z/)

bear (/r/) coat (/t/) look (/k/)

rabbit (/t/) both (/th/) big (/g/)

200

The Mitten, continued

Sounds Abound: Storybook Activities

➥ Substituting Final Sounds

“Say feet. Now say it with /l/ instead of /t/.” (feel)

“Say nose. Now say it with /t/ instead of /s/.” (note)

“Say teeth. Now say it with /m/ instead of /th/.”

(team)

“Say shape. Now say it with /k/ instead of /p/.”

(shake)

“Say owl. Now say it with /ch/ instead of /l/.”

(ouch)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

(i•n) mole (m•o•le) climb (c•l•i•mb)

it (i•t) gave (g•a•ve) space (s•p•a•ce)

up (u•p)

down

(d•ow•n) snug (s•n•u•g)

(t•o) snow (s•n•ow) steam (s•t•ea•m)

he (h•e) thumb (th•u•mb) shiny (sh•i•n•y)

➥ Deleting Initial Sounds

“Say bear. Say it again, but don’t say /b/.” (air)

“Say fox. Say it again, but don’t say /f/.”

(ox)

“Say came. Say it again, but don’t say /k/.” (aim)

“Say nose. Say it again, but don’t say /n/.” (o’s)

“Say safe. Say it again, but don’t say /s/.”

(afe)

➥ Deleting Final Sounds

“Say white. Say it again, but don’t say /t/.”

(why)

“Say find. Say it again, but don’t say /d/.” (fine)

“Say safe. Say it again, but don’t say /f/.” (say)

“Say teeth. Say it again, but don’t say /th/.” (tea)

“Say cold. Say it again, but don’t say /d/.”

(coal)

➥ Deleting Sounds in Blends

“Say sneeze. Say it again, but don’t say /s/.” (knees)

“Say snow. Say it again, but don’t say /n/.” (so)

“Say climb. Say it again, but don’t say /k/.” (lime)

“Say steam. Say it again, but don’t say /t/.” (seam)

“Say sky. Say it again, but don’t say /k/.” (sigh)

201

The Mitten, continued

Sounds Abound: Storybook Activities

The Seasons of Arnold’s Apple Tree by Gail Gibbons

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words on a page.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

➥ Read a short sentence (or present the written words) with the words out of order.

Have students rearrange the words to make a sentence that makes sense.

• tree apple Arnold’s this is • apple tree makes a for his swing Arnold

(This is Arnold’s apple tree.) (Arnold makes a swing for his apple tree.)

• builds Arnold tree house a • are bare Arnold’s tree apple the branches of

(Arnold builds a tree house.) (The branches of Arnold’s apple tree are bare.)

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

moonlight

(2) secret (2) summer (2)

popcorn (2) buds (1) red (1)

Arnold (2) blossoms (2) branches (2)

tree (1) carefully (3) basket (2)

apple

(2) family (3) Halloween (3)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

snow•man app•le bas•ket

moon•light summ•er bloss•om

pop•corn win•ter nec•tar

202

Sounds Abound: Storybook Activities

203

➥ Deleting Syllables

“Say popcorn. Say it again, but don’t say corn.” (pop)

“Say snowman. Say it again, but don’t say snow.” (man)

“Say cider. Say it again, but don’t say er.” (side)

“Say basket. Say it again, but don’t say bas.”

(ket)

“Say nectar. Say it again, but don’t say tar.” (neck)

➥ Reversing Syllables

“Say _______. Now switch the parts.”

moonlight

(light•moon) snowman (man•snow)

popcorn (corn•pop) armful (ful•arm)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

tree • bee year • near swing • bring

fall • call grow • buds make • shake

high • by flower • apple sun • fun

far • can leaves • weaves shower • shelter

➥ Discriminating Rhymes

“Which word does not rhyme?”

buds

• bees • trees green • takes • shakes

bring • swing • leaves grow • buds • glow

hot • sun • run small • sweet • fall

➥ Matching Rhymes

“Which word rhymes with tree? year • see”

“Which word rhymes with grow? sno

w • green”

“Which word rhymes with spring? br

ing • summer”

“Which word rhymes with bees? tr

ees • flower”

“Which word rhymes with leaves? builds • weaves”

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

tree sun red spring

big hot ground pies

green snow fall eat

The Seasons of Arnold’s Apple Tree, continued

Sounds Abound: Storybook Activities

204

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /b/ sound? branches

• tree • bar

e”

“Which words begin with the /s/ sound? summer

• snow

• fall”

“Which words begin with the /h/ sound? night • Hallo

ween • home”

“Which words begin with the /w/ sound? leaves • w

atches • winter”

“Which words begin with the /sh/ sound? sho

wer • shades • summer”

➥ Blending Monosyllable Words—Onset-Rime

“Blend these sounds together to make a word from the story.”

b•ig f•all h•ome k•eep

r•ed h•ouse n•ight m•ake

h•ot s•un f•ort b•are

➥ Blending Monosyllable Words—Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

tr•ee sm•all gr•een dr•ift

cl•imbs br•anch fr•iend fl•oor

pl•ace sw•ing gr•ound spr•ing

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

h•igh b•ee•s s•u•n g•r•ee•n

s•ee b•i•g s•n•ow b•ir•d•s

t•r•ee h•ou•se f•or•t f•l•ow•er

➥ Matching Initial Sounds

“Which word begins with the same sound as spring? fall • summer”

“Which word begins with the same sound as shelter? shower • leaves”

“Which word begins with the same sound as flower? f

amily • wreath”

“Which word begins with the same sound as blossoms? quiet • berr

ies”

“Which word begins with the same sound as green? golden • apple”

The Seasons of Arnold’s Apple Tree, continued

Sounds Abound: Storybook Activities

205

➥ Identifying the Initial Sound of Three Words

“What sound do sun, snow, and cider begin with?” (/s/)

“What sound do fort, floor, and fall begin with?” (/f/)

“What sound do gather, golden, and green begin with?”

(/g/)

“What sound do winter, watches, and wind begin with?”

(/w/)

“What sound do rustle, wreath, and rest begin with?”

(/r/)

➥ Identifying the Final Sound of Two Words

“What sound do make and shake end with?” (/k/)

“What sound do Arnold and friend end with?” (/d/)

“What sound do bottom and some end with?” (/m/)

“What sound do shakes and house end with?” (/s/)

“What sound do fall and small end with?”

(/l/)

➥ Discriminating Initial Sounds

“Which word has a different beginning sound?”

strings • soft • shak

es glow • ground • press

basket • tr

• bigger begin

•red •rest

wind

• honey • house collect • quietly • nectar

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

summer

(/s/) climbs (/k/)

picks (/p/) red

(/r/)

spring (/s/) far (/f/) family (/f/) juggling (/j/)

fall (/f/) buds (/b/) hangs (/h/) takes (/t/)

winter (/w/) watches (/w/) shower (/sh/) leaves (/l/)

➥ Substituting Initial Sounds

“Say far. Now say it with /k/ instead of /t/.”

(car)

“Say year. Now say it with /d/ instead of /y/.” (dear)

“Say honey. Now say it with /m/ instead of /h/.” (money)

“Say picks. Now say it with /t/ instead of /p/.” (ticks)

“Say fall. Now say it with /b/ instead of /f/.”

(ball)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

summer

(/r/) big (/g/) apple (/l/)

house (/s/) keep (/p/) fresh (/sh/)

wind (/d/) eat (/t/) leaves (/z/)

The Seasons of Arnold’s Apple Tree, continued

Sounds Abound: Storybook Activities

206

➥ Substituting Final Sounds

“Say eat. Now say it with /ch/ instead of /t/.” (each)

“Say wreath. Now say it with /d/ instead of /th/.” (read)

“Say branch. Now say it with /d/ instead of /ch/.”

(brand)

“Say place. Now say it with /n/ instead of /s/.”

(plane)

“Say green. Now say it with /s/ instead of /n/.”

(grease)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

(i•t) pies (p•ie•s) picks (p•i•ck•s)

he (h•e) tree (t•r•ee) honey (h•o•n•ey)

to (t•o)

keep

(k•ee•p) under (u•n•d•er)

(o•f) make (m•a•ke) fresh (f•r•e•sh)

in (i•n) wreath (wr•ea•th) soft (s•o•f•t)

➥ Deleting Initial Sounds

“Say fall. Say it again, but don’t say /f/.” (all)

“Say bees. Say it again, but don’t say /b/.”

(ease)

“Say now. Say it again, but don’t say /n/.” (ow)

“Say pies. Say it again, but don’t say /p/.” (eyes)

“Say bare. Say it again, but don’t say /b/.”

(air)

➥ Deleting Final Sounds

“Say eat. Say it again, but don’t say /t/.”

(E)

“Say keep. Say it again, but don’t say /p/.” (key)

“Say make. Say it again, but don’t say /k/.” (may)

“Say cider. Say it again, but don’t say /r/.” (side)

“Say apple. Say it again, but don’t say /l/.”

(app)

➥ Deleting Sounds in Blends

“Say swing. Say it again, but don’t say /s/.” (wing)

“Say grow. Say it again, but don’t say /r/.” (go)

“Say tree. Say it again, but don’t say /r/.” (tea)

“Say branch. Say it again, but don’t say /b/.” (ranch)

“Say snow. Say it again, but don’t say /s/.” (no)

The Seasons of Arnold’s Apple Tree, continued

Sounds Abound: Storybook Activities

207

The Snowy Day by Ezra Jack Keats

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words in the sentence.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

➥ Read a short sentence (or present the written words) with the words out of order.

Have students rearrange the words to make a sentence that makes sense.

• his was empty pocket • dragged feet he his slowly

(His pocket was empty.) (He dragged his feet slowly.)

• wasn’t snowball there the • smiling snowman made he a

(The snowball wasn’t there.) (He made a smiling snowman.)

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

morning

(2) tracks (1) smiling (2) tomorrow (3)

breakfast (2) stick (1) adventures (3) mountain (2)

snowsuit (2) smacking (2) snow (1) slowly (2)

crunch (1) snowball (2) pocket (2) angels (2)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

snow•ball slow•ly smil•ing

some•thing break•fast pock•et

out•side moun•tain win•ter

mor•ning an•gels win•dow

Sounds Abound: Storybook Activities

208

The Snowy Day, continued

➥ Deleting Syllables

“Say snowball. Say it again, but don’t say ball.”

(snow)

“Say snowsuit. Say it again, but don’t say snow.” (suit)

“Say breakfast. Say it again, but don’t say break.” (fast)

“Say slowly. Say it again, but don’t say slow.” (Lee)

“Say pocket. Say it again, but don’t say it.” (pock)

➥ Reversing Syllables

“Say _______. Now switch the parts.”

snowball

(ball•snow) something (thing•some)

snowsuit (suit•snow) breakfast (fast•break)

snowman (man•snow) winter (ter•win)

➥ Adding Syllables

“Say snow. Say it again and add ball.”

(snowball)

“Say snow. Say it again and add suit.”

(snowsuit)

“Say snow. Say it again and add plow.” (snowplow)

“Say snow. Say it again and add flake.”

(snowflake)

“Say snow. Say it again and add storm.”

(snowstorm)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

snow • go toes • bows tree • me down • town

night • fight point • pan heap • deep slid • big

high • found track • smack socks • rocks pocket • locket

crunch • munch stick • Rick tall • ten bath • path

➥ Discriminating Rhymes

“Which word does not rhyme?”

sit

• snow • blow track • smell • smack keep • snow • heap

night • fight • tall toes • nose • see tree • sock • lock

wn • munch • crunch stick • cold

• pick feet • toe • meet

➥ Matching Rhymes

“Which word rhymes with snow? toe • play”

“Which word rhymes with tree? stick • me

”

“Which word rhymes with crunch? crawl • bunch

”

“Which word rhymes with track? bac

k • tree”

“Which word rhymes with deep? sleep • snow”

Sounds Abound: Storybook Activities

209

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

snow heap sad

tree track sock

stick high tall

night bed toes

crunch feet ran

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /w/ sound? winter • window • snow”

“Which words begin with the /s/ sound? tree • sno

• street”

“Which words begin with the /t/ sound? walk • toe

• tall”

“Which words begin with the /f/ sound? f

eet •found • tracks”

“Which words begin with the /b/ sound? made • bo

ys •breakf

ast”

➥ Blending Monosyllable Words—

Onset-Rime

“Blend these sounds together to make a word from the story.”

h•ead w•oke n•ight

t•oes m•ake r•an

s•ock f•ell p•ath

f•eet w•et d•own

➥ Blending Monosyllable Words—Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

sn•ow sm•ack tr•ee cr•unch

st•ick sl•id tr•ack str•eet

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

w•o•ke b•i•g m•a•de s•m•a•ck

r•a•n h•ea•d f•ee•t f•ou•n•d

p•a•th d•ow•n f•igh•t s•t•i•ck

t•oe•s w•e•t t•a•ll p•o•ck•e•t

The Snowy Day, continued

Sounds Abound: Storybook Activities

210

➥ Matching Initial Sounds

“Which word begins with the same sound as Peter? path • street”

“Which word begins with the same sound as house? head

•warm”

“Which word begins with the same sound as down? slept • dr

eam”

“Which word begins with the same sound as winter? tall • woke”

“Which word begins with the same sound as sock? found • sno

w”

➥ Identifying the Initial Sound of Two Words

“What sound do snow, sock, and smiling begin with?” (/s/)

“What sound do made, mountain, and morning begin with?” (/m/)

“What sound do tall, tracks, and toes begin with?” (/t/)

“What sound do packed, Peter, and pocket begin with?” (/p/)

“What sound do winter, walked, and woke begin with?”

(/w/)

➥ Identifying the Final Sound of Two Words

“What sound do night and feet end with?”

(/t/)

“What sound do track and woke end with?” (/k/)

“What sound do head and sad end with?”

(/d/)

“What sound do down and sun end with?”

(/n/)

“What sound do Peter and another end with?” (/r/)

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

snow

(/s/) pointing (/p/) boys (/b/)

night (/n/) feet (/f/) heaping (/h/)

toes (/t/) ran (/r/) melted (/m/)

winter (/w/) found (/f/) deep (/d/)

➥ Substituting Initial Sounds

“Say path. Now say it with /m/ instead of /p/.” (math)

“Say feet. Now say it with /n/ instead of /f/.” (neat)

“Say toes. Now say it with /g/ instead of /t/.” (goes)

“Say stick. Now say it with /p/ instead of /st/.” (pick)

“Say snow. Now say it with /bl/ instead of /sn/.” (blow)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

Peter

(/r/) crunch (/ch/) fell (/l/)

track (/k/) pocket (/t/) up (/p/)

toes (/z/) slid (/d/) sun (/n/)

The Snowy Day, continued

Sounds Abound: Storybook Activities

211

➥ Substituting Final Sounds

“Say ran. Now say it again with /t/ instead of /n/.” (rat)

“Say toes. Now say it again with /d/ instead of /z/.” (toad)

“Say path. Now say it again with /k/ instead of /th/.”

(pack)

“Say track. Now say it again with /p/ instead of /k/.”

(trap)

“Say bed. Now say it again with /t/ instead of /d/.”

(bet)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

(h•e) deep (d•ee•p) after (a•f•t•er)

up (u•p) snow (s•n•ow) Peter (P•e•t•er)

new

(n•ew)

sad (s•a•d) socks (s•o•ck•s)

(s•o) woke (w•o•ke) stick (s•t•i•ck)

➥ Deleting Initial Sounds

“Say ran. Say it again, but don’t say /r/.” (Ann)

“Say feet. Say it again, but don’t say /f/.” (eat)

“Say toes. Say it again, but don’t say /t/.”

(O’s)

“Say head. Say it again, but don’t say /h/.” (Ed)

“Say sad. Say it again, but don’t say /s/.” (add)

➥ Deleting Final Sounds

“Say woke. Say it again, but don’t say /k/.” (whoa)

“Say felt. Say it again, but don’t say /t/.”

(fell)

“Say firm. Say it again, but don’t say /m/.” (fur)

“Say made. Say it again, but don’t say /d/.” (may)

“Say join. Say it again, but don’t say /n/.” (joy)

➥ Deleting Sounds in Blends

“Say slid. Say it again, but don’t say /s/.” (lid)

“Say stick. Say it again, but don’t say /t/.” (sick)

“Say track. Say it again, but don’t say /t/.” (rack)

“Say snow. Say it again, but don’t say /n/.” (so)

“Say plop. Say it again, but don’t say /l/.” (pop)

The Snowy Day, continued

Sounds Abound: Storybook Activities

212

The Very Busy Spider by Eric Carle

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words on a page.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

➥ Read a short sentence (or present the written words) with the words out of order.

Have students rearrange the words to make a sentence that makes sense.

• didn’t spider answer the • want a ride to go for

(The spider didn’t answer.) (Want to go for a ride?)

• eat grass some want to • to run meadow want in the

(Want to eat some grass?) (Want to run in the meadow?)

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

meadow

(2) silky (2) rooster (2) busy (2)

spider (2) cow (1) beautiful (3) owl (1)

web (1) answer (2) asleep (2) spinning (2)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

a•sleep mead•ow roos•ter

spi•der an•swer mor•ning

pes•ty spinn•ing bus•y

Sounds Abound: Storybook Activities

213

➥ Deleting Syllables

“Say spider. Say it again, but don’t say der.” (spy)

“Say spinning. Say it again, but don’t say ing.” (spin)

“Say meadow. Say it again, but don’t say mead.”

(oh)

“Say asleep. Say it again, but don’t say a.”

(sleep)

“Say rooster. Say it again, but don’t say roos.”

(ter)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

thread • web thin • spin duck • nap

blew • moo cow • near day • neigh

goat • boat one • run eat • feet

➥ Discriminating Rhymes

“Which word does not rhyme?”

thr

ead • spin • thin neigh • cow • day run • sheep • fun

fly • my • na

p grass • pass • rocks moo • blew • goat

➥ Matching Rhymes

“Which word rhymes with goat? grass • boat”

“Which word rhymes with chase? r

ace • take”

“Which word rhymes with ride? rocks • slide

”

“Which word rhymes with thread? r

ed • thin”

“Which word rhymes with eat? mud • beat

”

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

spin day goat nap

moo cow jump duck

thread eat pig fly

ride run cat roll

The Very Busy Spider, continued

Sounds Abound: Storybook Activities

214

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Initial Sound Play

“Spider begins with /s/. Let’s make up silly words that begin with the /s/ sound.”

“Say your name, beginning with the /s/ sound.”

“Name five things in the classroom. Begin each one with the /s/ sound.”

“Name five animals. Begin each one with the /s/ sound.”

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /s/ sound? rooster • spider • silky”

“Which words begin with the /b/ sound? swim • beautiful • busy

”

“Which words begin with the /th/ sound? thin

• thread • spin”

“Which words begin with the /k/ sound? cow • web • cat”

“Which words begin with the /d/ sound? duck • didn’

t • fly”

➥ Blending Monosyllable Words—Onset-Rime

“Blend these sounds together to make a word from the story.”

th•in r•oll sh•eep f•ence

g•oat ch•ase w•eb h•orse

d•uck n•ap t•ake c•atch

➥ Blending Monosyllable Words—Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

sp•in bl•ew sw•im

cr•ied thr•ead fl•y

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

c•ow c•a•t n•a•p j•u•m•p

ea•t w•e•b w•oo•f m•ea•d•ow

r•i•de d•u•ck b•u•s•y a•n•sw•er

➥ Matching Initial Sounds

“Which word begins with the same sound as spider? thread • spinning”

“Which word begins with the same sound as web? w

ant • fly”

“Which word begins with the same sound as rooster? horse • r

ide”

“Which word begins with the same sound as neigh? cat • nap”

“Which word begins with the same sound as meadow? mud • duck”

The Very Busy Spider, continued

Sounds Abound: Storybook Activities

215

➥ Identifying the Initial Sound of Three Words

“What sound do busy, barked, and beautiful begin with?” (/b/)

“What sound do farm, field, and fly begin with?” (/f/)

“What sound do wind, web, and want begin with?”

(/w/)

“What sound do quack, caught, and crowed begin with?”

(/k/)

“What sound do roll, rooster, and ride begin with?”

(/r/)

➥ Identifying the Final Sound of Two Words

“What sound do sheep and jump end with?” (/p/)

“What sound do duck and take end with?” (/k/)

“What sound do thin and run end with?” (/n/)

“What sound do dog and pig end with?” (/g/)

“What sound do horse and rocks end with?”

(/s/)

➥ Discriminating Initial Sounds

“Which word has a different beginning sound?”

dog • r

un • duck pig • cow • cat busy • began • field

moo • mud • w

eb goat • grunted • sheep

meadow • want • web

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

spider

(/s/) didn’t (/d/) moo (/m/) chase (/ch/)

web

(/w/) ride

(/r/) sheep (/sh/)

nap (/n/)

farm (/f/) horse (/h/) jump (/j/) catch (/k/)

thread (/th/) goat (/g/) pig (/p/) very (/v/)

➥ Substituting Initial Sounds

“Say roll. Now say it with /p/ instead of /r/.” (pole)

“Say chase. Now say it with /r/ instead of /ch/.”

(race)

“Say goat. Now say it with /k/ instead of /g/.” (coat)

“Say cow. Now say it with /h/ instead of /k/.” (how)

“Say nap. Now say it with /k/ instead of /n/.” (cap)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

spider

(/r/) thin (/n/) rocks (/s/)

goat (/t/) jump (/p/) ride (/d/)

web (/b/) duck (/k/) roll (/l/)

The Very Busy Spider, continued

Sounds Abound: Storybook Activities

216

➥ Substituting Final Sounds

“Say cat. Now say it with /b/ instead of /t/.” (cab)

“Say chase. Now say it with /n/ instead of /s/.” (chain)

“Say roll. Now say it with /p/ instead of /l/.”

(rope)

“Say sheep. Now say it with /t/ instead of /p/.”

(sheet)

“Say ride. Now say it with /m/ instead of /d/.”

(rhyme)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

cow

(c•ow) horse (h•or•se) swim (s•w•i•m)

eat (ea•t) mud (m•u•d) jump (j•u•m•p)

she (sh•e)

goat

(g•oa•t) rocks (r•o•ck•s)

her

(h•er) pig (p•i•g) meadow (m•ea•d•ow)

moo (m•oo) chase (ch•a•se) spider (s•p•i•d•er)

➥ Deleting Initial Sounds

“Say thin. Say it again, but don’t say /th/.” (in)

“Say near. Say it again, but don’t say /n/.”

(ear)

“Say caught. Say it again, but don’t say /k/.” (ought)

“Say goat. Say it again, but don’t say /g/.” (oat)

“Say sheep. Say it again, but don’t say /sh/.”

(eep)

➥ Deleting Final Sounds

“Say goat. Say it again, but don’t say /t/.”

(go)

“Say sheep. Say it again, but don’t say /p/.” (she)

“Say built. Say it again, but don’t say /t/.” (bill)

“Say ride. Say it again, but don’t say /d/.” (rye)

“Say farm. Say it again, but don’t say /m/.”

(far)

➥ Deleting Sounds in Blends

“Say blew. Say it again, but don’t say /l/.” (boo)

“Say thread. Say it again, but don’t say /th/.” (red)

“Say spider. Say it again, but don’t say /p/.” (cider)

“Say grass. Say it again, but don’t say /r/.” (gas)

“Say fly. Say it again, but don’t say /f/.” (lie)

The Very Busy Spider, continued

Sounds Abound: Storybook Activities

217

The Very Hungry Caterpillar by Eric Carle

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words in the sentence.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

egg

(1) ate (1) Saturday (3) cupcake (2)

Sunday (2) Monday (2) pickle (2) cocoon (2)

tiny

(2)

pears (1)

salami (3) butterfly (3)

hungry

(2) strawberries (3) lollipop (3) leaf (1)

caterpillar (4) four (1) pie (1) watermelon (4)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

cup•cake him•self beau•ti•ful

mor•ning co•coon loll•i•pop

Sun•day butt•er•fly cat•er•pill•ar

Tues•day Sat•ur•day wa•ter•mel•on

➥ Deleting Syllables

“Say cupcake. Say it again, but don’t say cake.” (cup)

“Say Sunday. Say it again, but don’t say sun.” (day)

“Say watermelon. Say it again, but don’t say melon.” (water)

“Say butterfly. Say it again, but don’t say fly.”

(butter)

“Say tiny. Say it again, but don’t say ny.” (tie)

➥ Reversing Syllables

“Say _______. Now switch the parts.”

cupcake

(cake•cup) himself (self•him)

Monday (day•mon) morning (ning•mor)

Sunday

(day•sun) stomachache (ache•stomach)

Sounds Abound: Storybook Activities

218

The Very Hungry Caterpillar, continued

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

egg • beg ate • eat night • light

moon • soon pears • chairs leaf • pop

sun • came still • sit day • lay

look • book piece • house hole • pole

➥ Discriminating Rhymes

“Which word does not rhyme?”

sun • one • f

ive felt • ate • gate cheese • please • piece

light • f

• night four • more • pie slice • nice • cake

leaf • egg • leg lay • look • day fat • big • pig

➥ Matching Rhymes

“Which word rhymes with light? night • slice”

“Which word rhymes with sun? piece • one

”

“Which word rhymes with ate? late

• food”

“Which word rhymes with still? egg • hill

”

“Which word rhymes with nice? name • slice

”

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

light ate nice

moon pears four

sun still fat

look pie hole

lay cake big

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Initial Sound Play

“Caterpillar begins with /k/. Let’s make up silly words that begin with the /k/ sound.”

“Say your name, beginning with the /k/ sound.”

“Name five things in the classroom. Begin each one with the /k/ sound.”

“Name five animals. Begin each one with the /k/ sound.”

Sounds Abound: Storybook Activities

219

“Butterfly begins with /b/. Let’s make up silly words that begin with the /b/ sound.”

“Say your name, beginning with the /b/ sound.”

“Name five things in the classroom. Begin each one with the /b/ sound.”

“Name five animals. Begin each one with the /b/ sound.”

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /k/ sound? nibbled • cocoon

• caterpillar”

“Which words begin with the /s/ sound? Sunday

• sausage • cherry”

“Which words begin with the /b/ sound? little • built • beautiful”

“Which words begin with the /p/ sound? pickle • warm • pie”

“Which words begin with the /f/ sound? hungry • f

ood

•Friday”

➥ Blending Monosyllable Words—

Onset-Rime

“Blend these sounds together to make a word from the story.”

l•ight s•un f•ive n•ice

m•oon f•ood ch•eese b•ig

l•eaf b•ut c•ake h•ouse

w•arm p•ears p•iece h•ole

➥ Blending Monosyllable Words—

Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

st•ill sl•ice gr•een

pl•ums sm•all Sw•iss

st•ayed cr•eam thr•ough

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

p•ie c•a•me p•ie•ce g•r•ee•n

e•gg l•oo•k n•igh•t s•l•i•ce

a•te c•o•ne l•ea•f p•i•ck•le

➥ Matching Initial Sounds

“Which word begins with the same sound as Saturday? salami • cherry”

“Which word begins with the same sound as pickle? pop • cake”

“Which word begins with the same sound as butterfly? Friday • built

”

“Which word begins with the same sound as house? hungr

y • little”

“Which word begins with the same sound as food? lollipop • f

ive”

The Very Hungry Caterpillar, continued

Sounds Abound: Storybook Activities

220

➥ Identifying the Initial Sound of Three Words

“What sound do pie, piece, and pickle begin with?” (/p/)

“What sound do sausage, Sunday, and small begin with?” (/s/)

“What sound do himself, hungry, and hole begin with?”

(/h/)

“What sound do butterfly, beautiful, and big begin with?”

(/b/)

“What sound do caterpillar, cake, and came begin with?”

(/k/)

➥ Identifying the Final Sound of Two Words

“What sound do sun and one end with?” (/n/)

“What sound do warm and some end with?” (/m/)

“What sound do ate and but end with?” (/t/)

“What sound do slice and piece end with?” (/s/)

“What sound do big and egg end with?”

(/g/)

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

strawberries

(/s/) Monday (/m/) Thursday (/th/)

cake

(/k/) food

(/f/) leaf (/l/)

night (/n/) hungry (/h/) cherry (/ch/)

tiny (/t/) pears (/p/) watermelon (/w/)

➥ Substituting Initial Sounds

“Say light. Now say it with /f/ instead of /l/.” (fight)

“Say sun. Now say it with /r/ instead of /s/.”

(run)

“Say five. Now say it with /d/ instead of /f/.” (dive)

“Say pears. Now say it with /k/ instead of /p/.” (cares)

“Say moon. Now say it with /s/ instead of /m/.” (soon)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

ate

(/t/) still (/l/) leaf (/f/)

warm (/m/) slice (/s/) up (/p/)

egg (/g/) cake (/k/) sausage (/j/)

food

(/d/) cone (/n/) after (/r/)

➥ Substituting Final Sounds

“Say piece. Now say it with /l/ instead of /s/.”

(peel)

“Say cone. Now say it with /t/ instead of /n/.” (coat)

“Say ate. Now say it with /p/ instead of /t/.”

(ape)

“Say fat. Now say it with /n/ instead of /t/.” (fan)

“Say leaf. Now say it with /k/ instead of /f/.” (leak)

The Very Hungry Caterpillar, continued

Sounds Abound: Storybook Activities

221

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

(u•p)

pop (p•o•p) tiny

(t•i•n•y)

ate (a•te)

look (l•oo•k) little

(l•i•tt•le)

lay (l•ay)

food (f•oo•d)

still (s•t•i•ll)

pie (p•ie)

house (h•ou•se)

pushed (p•u•sh•ed)

day (d•ay) came

(c•a•me)

felt (f•e•l•t)

➥ Deleting Initial Sounds

“Say pears. Say it again, but don’t say /p/.” (airs)

“Say nice. Say it again, but don’t say /n/.” (ice)

“Say fat. Say it again, but don’t say /f/.”

(at)

“Say came. Say it again, but don’t say /k/.”

(aim)

“Say cheese. Say it again, but don’t say /ch/.” (ease)

➥ Deleting Final Sounds

“Say warm. Say it again, but don’t say /m/.” (war)

“Say house. Say it again, but don’t say /s/.”

(how)

“Say leaf. Say it again, but don’t say /f/.” (Lee)

“Say ate. Say it again, but don’t say /t/.” (A)

“Say warm. Say it again, but don’t say /m/.”

(war)

The Very Hungry Caterpillar, continued

Sounds Abound: Storybook Activities

222

Tikki Tikki Tembo retold by Arlene Mosel

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words on a page.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

➥ Read a sentence aloud without the text visible. Have students repeat the sentence

and count the number of words. Moving blocks or beads on a string can help chil-

dren visualize the concept.

➥ Read a short sentence (or present the written words) with the words out of order.

Have students rearrange the words to make a sentence that makes sense.

• cannot I hear you • little frightened poor Chang was

(I cannot hear you.) (Poor little Chang was frightened.)

• well near the don’t go • fallen well in Chang has the

(Don’t go near the well.) (Chang has fallen in the well.)

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

China

(2) Chang (1) honorable (4) rice (1)

village (2) well (1) fallen (2) spirits (2)

wonderful (3) chattering (3) Tikki (2) bottom (2)

custom (2) ladder (2) festival (3) disturb (2)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

ladd•er pem•bo vill•age

Chi•nese moun•tain moth•er

fall•en pur•ple won•der•ful

re•turn dis•turb fes•ti•val

Sounds Abound: Storybook Activities

223

➥ Deleting Syllables

“Say return. Say it again, but don’t say re.” (turn)

“Say purple. Say it again, but don’t say ple.” (purr)

“Say China. Say it again, but don’t say Chi.”

(na)

“Say blossom. Say it again, but don’t say om.”

(bloss)

“Say disturb. Say it again, but don’t say turb.”

(dis)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

name • same bank • fast ate • great

tembo • pembo wide • cried mother • brother

small • fall rose • moon tight • rice

➥ Discriminating Rhymes

“Which word does not rhyme?”

all • eat

• fall hear • near • more wise • stone • eyes

old • cold • cak

e stream • sand •dream two •you •ran

fish • away • day tree • well • fell great • ate • out

➥ Matching Rhymes

“Which word rhymes with well? tell • took”

“Which word rhymes with small? air • all

”

“Which word rhymes with name? same

• more”

“Which word rhymes with cried? wide

• cake”

“Which word rhymes with mother? father • br

other”

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

Chang old rice tree

bank air great well

day eat more small

name eyes took sand

Tikki Tikki Tembo, continued

Sounds Abound: Storybook Activities

224

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /t/ sound? Tikki

• tongue • brother”

“Which words begin with the /w/ sound? fallen • w

ell

•water

”

“Which words begin with the /p/ sound? pushed

• pumped

• breath”

“Which words begin with the /l/ sound? hurried • ladder

• legs”

“Which words begin with the /m/ sound? m

an • bowed • mother”

➥ Blending Monosyllable Words—Onset-Rime

“Blend these sounds together to make a word from the story.”

Ch•ang r•ice w•ell s•on

w•ide w•ise n•ame h•ear

m•oon b•ank r•an f•ast

➥ Blending Monosyllable Words—Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

br•eath st•ep dr•eam

pl•ay cr•ied st•one

gr•eat pl•ease br•ought

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

s•ay o•l•d h•i•m l•e•g•s

ea•t m•a•n t•r•ee w•a•t•er

b•oy•s n•a•me w•e•ll l•a•s•t

➥ Matching Initial Sounds

“Which word begins with the same sound as step? fallen • spirits”

“Which word begins with the same sound as boys? br

other • roars”

“Which word begins with the same sound as fish? long • fast”

“Which word begins with the same sound as child? Chang

• fell”

“Which word begins with the same sound as carry? cold

• moon”

Tikki Tikki Tembo, continued

Sounds Abound: Storybook Activities

225

➥ Identifying the Initial Sound of Three Words

“What sound do near, name, and not begin with?” (/n/)

“What sound do pearl, precious, and puzzled begin with?” (/p/)

“What sound do China, chattering, and Chang begin with?”

(/ch/)

“What sound do custom, could, and carry begin with?”

(/k/)

“What sound do son, sand, and slowly begin with?”

(/s/)

➥ Identifying the Final Sound of Two Words

“What sound do fell and pearl end with?” (/l/)

“What sound do bank and cake end with?” (/k/)

“What sound do name and stream end with?” (/m/)

“What sound do great and mist end with?” (/t/)

“What sound do pumped and pushed end with?”

(/t/)

➥ Discriminating Initial Sounds

“Which word has a different beginning sound?”

fish • fast • sand

blossoms • man • miserable

shouted

• China • Chang silent • f

allen • stone

ladder • shor

t • legs wise • well • breath

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?

China

(/ch/) said (/s/) Tikki (/t/)

well

(/w/) poor (/p/) roars (/r/)

fallen (/f/) long (/l/) cakes (/k/)

ran (/r/) breath (/b/) think (/th/)

➥ Substituting Initial Sounds

“Say well. Now say it with /b/ instead of /w/.” (bell)

“Say carry. Now say it with /ch/ instead of /k/.”

(cherry)

“Say pumped. Now say it with /j/ instead of /p/.” (jumped)

“Say man. Now say it with /r/ instead of /m/.” (ran)

“Say fast. Now say it with /l/ instead of /f/.” (last)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

old

(/d/) hear (/r/) step (/p/)

possess (/s/) ate (/t/) him (/m/)

breath

(/th/) moon (/n/) disturb (/b/)

well (/l/) wise (/z/) wash (/sh/)

Tikki Tikki Tembo, continued

Sounds Abound: Storybook Activities

226

➥ Substituting Final Sounds

“Say ran. Now say it with /t/ instead of /n/.” (rat)

“Say fell. Now say it with /d/ instead of /l/.” (fed)

“Say soon. Now say it with /t/ instead of /n/.”

(suit)

“Say cried. Now say it with /m/ instead of /d/.”

(crime)

“Say breath. Now say it with /d/ instead of /th/.”

(bread)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

(a•s) voice (v•oi•ce) ladder (l•a•dd•er)

to (t•o) name (n•a•me) legs (l•e•g•s)

go (g•o)

wash

(w•a•sh) China (ch•i•n•a)

you

(y•ou) wide (w•i•de) small (s•m•a•ll)

he (h•e) run (r•u•n) great (g•r•ea•t)

➥ Deleting Initial Sounds

“Say name. Say it again, but don’t say /n/.” (aim)

“Say fell. Say it again, but don’t say /f/.”

(L)

“Say mother. Say it again, but don’t say /m/.” (other)

“Say legs. Say it again, but don’t say /l/.” (eggs)

“Say poor. Say it again, but don’t say /p/.”

(or)

➥ Deleting Final Sounds

“Say wide. Say it again, but don’t say /d/.”

(why)

“Say moon. Say it again, but don’t say /n/.” (moo)

“Say pearl. Say it again, but don’t say /l/.” (purr)

“Say deep. Say it again, but don’t say /p/.” (D)

“Say rice. Say it again, but don’t say /s/.”

(rye)

➥ Deleting Sounds in Blends

“Say great. Say it again, but don’t say /r/.” (gate)

“Say playing. Say it again, but don’t say /p/.” (laying)

“Say stream. Say it again, but don’t say /r/.” (steam)

“Say breath. Say it again, but don’t say /r/.” (Beth)

“Say stone. Say it again, but don’t say /s/.” (tone)

Tikki Tikki Tembo, continued

Sounds Abound: Storybook Activities

227

Where the Wild Things Are by Maurice Sendak

WORD AWARENESS

➥ As you read aloud from the book, have students point to individual words and then

count the number of words on a page.

➥ Read the story aloud, omitting words. Have the students tell the missing words.

SYLLABLE AWARENESS

Picture puzzles can help students visualize this concept. For example, take a picture of

an elephant and cut it into three pieces like a puzzle. Touch one part as you say each

syllable. Cover or remove a part for deleting a syllable. You can use any type of token

(chips, blocks, etc.) to represent syllables.

➥ Clapping Syllables

“Say each word after me. Clap for each syllable or part of the word.”

suit

(1) without (2) ocean (2) terrible (3)

mischief (2) eating (2) magic (2) private (2)

another

(3) anything

(3) king

(1) until (2)

wild

(1) forest (2) ceiling (2) supper (2)

➥ Blending Syllables

“Listen to these syllables. Tell me what word I’m saying.”

un•til o•cean mis•chief

mag•ic supp•er an•y•thing

➥ Deleting Syllables

“Say without. Say it again, but don’t say out.” (with)

“Say until. Say it again, but don’t say til.” (un)

“Say magic. Say it again, but don’t say ic.”

(Madge)

“Say ocean. Say it again, but don’t say o.” (shun)

“Say forest. Say it again, but don’t say for.”

(est)

RHYMING

➥ Recognizing Rhymes

“Do these words rhyme?”

go • no trick • stop king • thing

through • you boat • suit eyes • eat

wall • all their • where are • far

Sounds Abound: Storybook Activities

228

Where the Wild Things Are, continued

➥ Discriminating Rhymes

“Which word does not rhyme?”

• went • sent cr

ied • king • thing found • night

• ground

grew • through • out

suit • boot • w

ore year • near • no

➥ Matching Rhymes

“Which word rhymes with grew? true •are”

“Which word rhymes with king? came • r

ing”

“Which word rhymes with trick? stick • sent”

“Which word rhymes with Max? pac

ks • still”

“Which word rhymes with night? made • bite”

➥ Generating Rhymes

“Tell me a word that rhymes with _______.”

suit boat king

night where wild

bed eyes eat

SOUND AWARENESS

You can use manipulatives to help students visualize these concepts. For example, use

colored cubes or blocks to represent individual sounds. You can move them apart, put

them together, or substitute them to show changes in sound production.

➥ Initial Sound Play

“Wild begins with /w/. Let’s make up silly words that begin with the /w/ sound.”

“Say your name, beginning with the /w/ sound.”

“Name five things in the classroom. Begin each one with the /w/ sound.”

“Name five animals. Begin each one with the /w/ sound.”

➥ Identifying Words Beginning with a Given Sound

“Which words begin with the /m/ sound? world • Max

•magic”

“Which words begin with the /k/ sound? king

• claws •trick”

“Which words begin with the /s/ sound? vines • supper • ceiling”

“Which words begin with the /t/ sound? terrible • walls • tumbled”

“Which words begin with the /r/ sound? r

olled •roared • wild”

➥ Generating Words Beginning with a Given Sound

“Name as many words as you can that begin with the /w/ sound.”

Sounds Abound: Storybook Activities

229

➥ Blending Monosyllable Words—Onset-Rime

“Blend these sounds together to make a word from the story.”

M•ax w•orld n•ight t•eeth

w•ild s•uit v•ines b•est

th•ings w•olf k•ing y•ear

➥ Blending Monosyllable Words—

Onset-Rime (Blends)

“Blend these sounds together to make a word from the story.”

pl•ace gr•ew st•art

st•op st•ill pl•ease

cl•aws tr•ick thr•ough

➥ Blending Individual Sounds to Make a Word

“Blend these sounds together to make a word from the story.”

ou•t a•n•d b•e•d w•i•ld

eye•s l•o•ve b•oa•t y•e•ll•ow

ea•t g•oo•d t•ee•th c•l•aw•s

➥ Matching Initial Sounds

“Which word begins with the same sound as wild? hung • w

orld”

“Which word begins with the same sound as forest? f

ound • waiting”

“Which word begins with the same sound as sailed? smelled

• tamed”

“Which word begins with the same sound as magic? yellow • mother

”

“Which word begins with the same sound as boat? weeks • bed

”

➥ Identifying the Initial Sound of Three Words

“What sound do stepped, someone, and sailed begin with?” (/s/)

“What sound do weeks, wild, and wolf begin with?” (/w/)

“What sound do king, came, and called begin with?” (/k/)

“What sound do room, rumpus, and roars begin with?” (/r/)

“What sound do love, let, and lonely begin with?” (/l/)

➥ Identifying the Final Sound of Two Words

“What sound do magic and trick end with?” (/k/)

“What sound do forest and suit end with?” (/t/)

“What sound do terrible and all end with?” (/l/)

“What sound do wild and cried end with?” (/d/)

“What sound do across and Max end with?” (/s/)

Where the Wild Things Are, continued

Sounds Abound: Storybook Activities

230

➥ Discriminating Initial Sounds

“Which word has a different beginning sound?”

Max • made • stop

cried • things • king

all • very • vines someone • good

• supper

forest • blinking

• frightened weeks • waiting • y

ear

➥ Identifying Initial Sounds

“What sound does the word _______ begin with?”

wild

(/w/)

weeks (/w/) terrible (/t/)

Max (/m/) stop (/s/) night (/n/)

boat (/b/) private (/p/) king (/k/)

year

(/y/) forest

(/f/) roared (/r/)

➥ Substituting Initial Sounds

“Say wild. Now say it with /ch/ instead of /w/.”

(child)

“Say king. Now say it with /r/ instead of /k/.” (ring)

“Say Max. Now say it with /j/ instead of /m/.”

(jacks)

“Say year. Now say it with /t/ instead of /y/.”

(tear)

“Say ceiling. Now say it with /n/ instead of /s/.” (kneeling)

➥ Identifying Final Sounds

“What sound does the word _______ end with?”

mischief

(/f/) still (/l/) room (/m/)

sent (/t/) supper (/r/) ocean (/n/)

teeth (/th/) bed (/d/) walls (/z/)

➥ Substituting Final Sounds

“Say suit. Now say it with /n/ instead of /t/.” (soon)

“Say teeth. Now say it with /m/ instead of /th/.” (team)

“Say boat. Now say it with /n/ instead of /t/.” (bone)

“Say trick. Now say it with /m/ instead of /k/.” (trim)

“Say love. Now say it with /k/ instead of /v/.” (luck)

➥ Segmenting Sounds

“What sounds do you hear in the word _______?”

eyes

(eye•s) night (n•igh•t) wild (w•i•ld)

all

(a•ll) bet (b•e•t) Max (m•a•x)

by (b•y) boat (b•oa•t) ocean (o•ce•a•n)

out (ou•t) said (s•ai•d) rolled (r•o•ll•ed)

now (n•ow) hot (h•o•t) found (f•ou•n•d)

Where the Wild Things Are, continued

Sounds Abound: Storybook Activities

231

➥ Deleting Initial Sounds

“Say year. Say it again, but don’t say /y/.” (ear)

“Say boat. Say it again, but don’t say /b/.” (oat)

“Say Max. Say it again, but don’t say /m/.”

(ax)

“Say said. Say it again, but don’t say /s/.”

(Ed)

“Say showed. Say it again, but don’t say /sh/.”

(owed)

➥ Deleting Final Sounds

“Say suit. Say it again, but don’t say /t/.” (Sue)

“Say cried. Say it again, but don’t say /d/.” (cry)

“Say teeth. Say it again, but don’t say /th/.” (tea)

“Say wild. Say it again, but don’t say /d/.” (while)

“Say wolf. Say it again, but don’t say /f/.”

(wool)

➥ Deleting Sounds in Blends

“Say claws. Say it again, but don’t say /k/.”

(laws)

“Say trick. Say it again, but don’t say /r/.” (tick)

“Say place. Say it again, but don’t say /l/.”

(pace)

“Say still. Say it again, but don’t say /s/.”

(till)

“Say please. Say it again, but don’t say /l/.” (peas)

Where the Wild Things Are, continued

Sounds Abound: Storybook Activities

232

Book List

A House Is a House for Me

. Hoberman, M. A. New York: Puffin Books, 1982.

A Pocket for Corduroy

. Freeman, D. New York: Viking Press, 1978.

Alexander and the Terrible, Horrible, No Good, Very Bad Day

. Viorst, J. New York:

Aladdin Books/Macmillan Publishers, 1987.

Blueberries for Sal

. McCloskey, R. New York: Scholastic, 1987.

Bringing the Rain to Kapiti Plain

. Aardema,V. New York: Scholastic, 1981.

Brown Bear, Brown Bear, What Do You See?

Martin Jr, B. New York: Henry Holt and Co, 1992.

Caps for Sale

. Slobodkina, E. New York: Harper Trophy, 1987.

Curious George

. Rey, H. A. Boston: Houghton Mifflin Co, 1941.

Dear Rebecca, Winter Is Here

. George, J. C. New York: Harper Collins Publishers, 1993.

Each Peach Pear Plum

. Ahlberg, J. & A. Ahlberg. New York: Scholastic, 1978.

Fish Is Fish

. Lionni, L. New York: Alfred A. Knopf, Inc, 1987.

Frederick

. Lionni, L. New York: Pantheon Books, 1967.

Henny Penny

. Zimmerman, H. W. New York: Scholastic, 1996.

I Am Eyes, Ni Macho

. Ward, L. New York: Scholastic, 1978.

If You Give a Moose a Muffin

. Numeroff, L. J. New York: Harper Collins Publishers, 1991.

If You Give a Mouse a Cookie

. Numeroff, L. J. New York: Harper Collins Publishers, 1985.

Ira Sleeps Over

. Waber, B. Boston: Houghton Mifflin Co, 1975.

Madeline

. Bemelmans, L. New York: Scholastic, 1982.

More Spaghetti

I Say!

Gelman, R. G. New York: Scholastic, 1993.

Noisy Nora

. Wells, R. New York: Puffin Books, 2000.

Over in the Meadow

. Galdone, P. New York: Simon and Schuster, 1986.

Owl Moon

. Yolen, J. New York: Philomel Books, 1987.

Peter’s Chair

. Keats, E. J. New York: Viking Press, 1998.

Sounds Abound: Storybook Activities

233

Pinkerton, Behave!

Kellogg, S. New York: Dial Books for Young Readers, 1979.

Pumpkin, Pumpkin

. Titherington, J. New York: Scholastic, 1986.

Stone Soup

. Brown, M. New York: Atheneum Books for Young Readers, 1975.

Strega Nona

. dePaola, T. New York: Simon and Schuster, 1989.

Swimmy

. Lionni, L. New York: Scholastic, 1989.

The Art Lesson

. dePaola, T. New York: The Putnam and Grosset Group, 1997.

The Day Jimmy’s Boa Ate the Wash

. Noble, T. H. New York: Dial Books for Young Readers, 1980.

The Five Chinese Brothers

. Bishop, C. H. & K. Wiese. New York: PaperStar Books,

Penguin Putnam, Inc, 1996.

The Gingerbread Man

. Parkes, B. & J. Smith. Crystal Lake, IL: (Big Book) Rigby, 1987.

The Grouchy Ladybug

. Carle, E. New York: Scholastic, 1977.

The Hat

. Brett, J. New York: G. P. Putnam’s Sons, 1997.

The Jacket I Wear in the Snow

. Neitzel, S. New York: Scholastic, 1989.

The Little Red Hen

. McQueen, L. New York: Scholastic, 1985.

The Mitten

. Brett, J. New York: Scholastic, 1990.

The Seasons of Arnold’s Apple Tree

. Gibbons, G. New York: Scholastic, 1984.

The Snowy Day

. Keats, E. J. New York: Viking Press, 1962.

The Very Busy Spider

. Carle, E. New York: Philomel Books, 1984.

The Very Hungry Caterpillar

. Carle, E. New York: Scholastic, 1989.

Tikki Tikki Tembo

. Mosel, A. New York: Henry Holt and Co, 1989.

Where the Wild Things Are

. Sendak, M. New York: Harper Collins Publishers, 1963.

Book List, continued

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