START Really Good Stuff Fol EZread Long Vowel Word .
Follow the Rhyming Trail ReproducibleSTARTReally Good Stuff Activity Guide EZread Long Vowel Word Families Picture Sorting CardsFollow tInside this Really Good Stuff set you’ll find: 90 Long Vowel Word Family Picture Sorting Cards 18 Long Vowel Phonogram Category Cards 90 Word Cards This Really Good Stuff Activity GuideheRhymTraingRhyming words offer a fun and efficient way to increasethe beginning reader’s vocabulary. The pictures in thisset show exemplars of the high-utility phonograms,such as ame and ice. The pictures are easy to identifyand represent rhyming words that are already a part ofa student’s oral vocabulary.The picture and word cards are used with a small pocketchart in sorting demonstrations for a group, and as alead-in to independent learning activities that studentscan complete at word study centers or at their desks.ilAfter students have been presented with more than oneexample of a phonogram’s sound, they can begin todiscriminate between two or more phonograms in pictureand word sorting activities.In order for the students to follow along with yourdemonstration or repeat the activity independently, givethem copies of the smaller, reproducible picture and wordcards provided in this set.High-Frequency PhonogramsIn 1970 researchers Richard E. Wylie and Donald D. Durrellfound that almost 500 words can be derived from only37 short and long vowel phonograms, also called rimes.Those high-utility long vowel phonograms are included inthis set, along with many other high-frequencyphonograms to help students learn, generate andpractice a great number of rhyming words.Word Families and Word BuildingThe focus on groups of rhyming words (word families) is atraditional part of early reading instruction. Beginningreaders who can recognize just one phonogram and whohave some knowledge of initial consonant sounds can addmany new words to their reading and—just asimportantly—spelling vocabulary. With the understandingthat some letters together form a pattern, a recurring“chunk,” students’ reading fluency increases. Studentslearn that many of the words they encounter, especially inprimary reading texts, contain familiar “chunks” thatenable them to decode more efficiently, write moreeffectively, and improve their spelling.Once students understand the concept of onset andrime substitution, they can make several additional wordsby the mere acquisition of a single phonogram. Forexample, a student can make many single syllable wordsusing the rime ice (dice, mice, rice, price, slice).The EZread Picture Sorting Cards help to buildstudents’ phonemic awareness of rhyming words and keepthem interested in learning with the fun activitiesdescribed in this guide.Long Vowel PatternsEven while your focus remains on rhyming word families,you will need to incorporate a discussion of long vowelspelling patterns. Students are taught the short vowelsfirst, as these fall into familiar CVC and CVCC patterns;therefore students know many short vowel sight wordslong before they understand the difference between longand short vowels. With long vowels, however, the studentsneed to be aware of the several spelling patterns (such asCVCe and CVVC) that make a vowel long. Even if thestudent does not already know a given phonogram,knowing its long vowel pattern provides an importantdecoding tool. Therefore, after sorting and comparingspecific long vowel phonograms, you may want to progressinto discussing similarities between words that share thesame patterns but have different vowel sounds. Forexample, June, tape, note and mile all have the silent epattern even though they have different long vowel sounds.Picture and Word Sorts: are a unique way to teach students to categorizesounds, words and word patterns. enable students to focus on the similarities anddifferences among words. help students notice patterns and group wordsaccording to rimes, spelling concepts and patterns. teach students to make generalizations about wordpatterns and formations based on what they see in thewords you present.ENDAll activity guides can be found online:Helping Teachers Make A Difference 2005 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com #301805Helping Teachers Make A Difference 2005 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com #301805
Picture Sorting Cards ReproducibleReally Good Stuff Activity Guide EZread Long Vowel Word Families Picture Sorting CardsAs the students become more proficient at recognizing thepictures, the chunks, and the words, continue to introducenew cards. Also, go back and revisit previously studied wordfamilies and incorporate them with the new sorts.eetoatokeoneowmeetsheetstreet ve the students follow along with their own sets ofpicture and word cards and get plenty of independentpicture sorting practice. Soon, they’ll be able to sort withword cards only. Following picture sorting, word sorting isa fundamental next step in literacy instruction. Use MyWord Sort Reproducible in this guide as a recording sheet.independent activities using the picture and word cards.Before having your students do the following activities,make sure you have clearly modeled the procedures foreach activity. Be sure to train the students in properlystoring the materials after they have finished eachactivity. (See “Management Suggestions.”)For most of the activities, it is best to have studentsstart with only two phonograms. As they becomemore comfortable in completing the activities andlearning the phonograms, you can add more of them tothe activities.Short and Long Vowel Word Family eAfter the students have been introduced to theshort vowel picture sorting procedure and havelearned many short vowel word families, they may beready for a few sorts with long and short vowelphonograms mixed together. You will need to have theEZread Short Vowel Word Families Picture SortingCards (sold separately) along with this ineFor example, have the students sort in and ine picturetiles. Students may copy the sort onto a separate sheetof paper for additional practice. You may also challengethem to draw one or two original pictures in eachphonogram’s column after they copy the sort. Allow timeto discuss what is different about the two phonograms,and what happens to the vowel i when the phonogramchanges from in to ine.Ideas for Partner ActivitiesFollowing a demonstration, allow students to pair upfor sorting and other activities. At the beginning,you can let students work with partners to completethe picture sorts. Encourage the students to workcooperatively and offer support to their partners whenneeded. The students can also trade picture cardswith their partners, sort them, and check each other'ssorts once both partners are finished. In addition,there are countless sorting and matching games fortwo players.ConcentrationThis is a game for one to four players, and is just like“Make a Rhyme,” but with a memory challenge. Selectmatching picture cards for a few different phonograms.Place the pictures face down, in random order, in fiveeven rows. The first player turns over two picturecards. If the two picture words have the same endingchunk (if they rhyme), the player keeps those cardsand gets to go again. If the two do not rhyme, theplayer turns the cards back over, keeping them in thesame positions, and the next player takes a turn. Thegoal is to be the player with the most rhyming picturecards at the end of the game.Additional Word Family ActivitiesblowHelping Teachers Make A Difference crowmowrowsnow 2005 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com #301805After completing instruction and independent practicewith picture sorting, have students reinforce their wordfamily learning using a variety of fun group andHelping Teachers Make A Difference 2005 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com #301805
My Word Sort ReproducibleReally Good Stuff Activity Guide EZread Long Vowel Word Families Picture Sorting CardsMatching and Sorting LessonsSample DemonstrationLead a demonstration for your group using the sortingcards. The students can follow along at their desks orwork with the pictures independently following thedemonstration.1. Select a phonogram card, such asake, and some of its rhymingpicture cards. Say the names ofthe pictures and place them inthe pocket chart. Ask thestudents what they notice aboutall of the pictures. When someoneanswers correctly, that the wordsrhyme, place the “chunk”(phonogram) card in the pocketchart by the pictures. Make sureall the students understand thatwhen words sound the same atthe end we say they “rhyme.”2. Remove the cards from the chart,saying each picture word as youremove it.3. Choose another phonogram and place a few of itspicture cards in the pocket chart. Again, ask thestudents what they notice about this set of pictures.Place the chunk card by its picture cards to showwhat rhyming word family you have now.4. Review all of the picture names, reminding thestudents to listen carefully for the endings.5. Remove the picture cards from the pocket chart andleave the chunk card as a column header at the top ofthe pocket chart. Also replace the chunk card fromthe first word family, so there are two column headers.These will be the categories for the first sort.6. Select one picture card. Together say the picture’sname and then say the names of both chunks. Askwhich chunk the students hear in the word. When astudent answerscorrectly, place thepicture card below thephonogram card.7. Sort all of the picturesthis way, offering supportwhenever students haveconfusion.akeakeHelping Teachers Make A Difference My Word SortbyOn subsequent days review the two newly introducedrimes using a more interactive format: Remove the picture cards from the pocket chart,leaving the chunk cards as header cards. Give eachstudent one picture card. Students, when called upon,come up say what picture they have and place it underthe correct chunk. Play “Show Me” with the class. Hold up a picture cardand say what it is. The students listen for the chunkand show (hold up) the correct chunk card. Play “Rhyme It” with the class. Hold up a chunk cardand have students hold up a rhyming picture card. Callon individuals to tell you what picture card they chose. Play “Stand Up, Sit Down” with the class. Hold up twopictures. If they rhyme, the students must stand up. Ifthey do not rhyme, the students must sit down. Asmore rimes are introduced, you can hold up a thirdpicture card and, of course, all three must rhyme forthe students to stand up.Sorting with Word CardsBefore you cut apart the word cards in this set, makecopies for student use. You may introduce the wordcards after the students have mastered one or two wordfamilies and are already very familiar with picture sorting.Or, you may choose to add word cards after sortingpictures for all of the word families. Including the wordsmay make the activity easier, as the students will be ableto see the phonograms spelled out.Show each picture first, then its word, in a simplematching demonstration before you model a picture-wordphonogram sort. Emphasizing the connection betweenthe picture meaning and the word provides additionalsupport for students who need it, especially Englishlanguage learners.akeailcakepailail 2005 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com #301805Helping Teachers Make A Difference 2005 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com #301805
Really Good Stuff Activity Guide Picture Sorting Cards ReproducibleEZread Long Vowel Word Families Picture Sorting CardsRhyming ElevatorsProvide each student with a few pictures for one wordfamily. Students are to place the pictures one abovethe other to form a vertical column called a “rhymingelevator.” Model sliding your pointer finger alongsidethe pictures, stopping at each “floor” to say therhyming word.Students may draw the “elevator words” they haveformed on a piece of paper and add one or twooriginal pictures to their rhyming elevators. Thestudents then say the words their new elevatormakes as it stops at each floor. They can graduallyadd floors, reviewing all the words on the rhymingelevator each time it expands.Make a RhymePlace an even number of picture cards (and wordcards, if appropriate for the group) of at least fivedifferent familiar phonograms face down in the centerof the table and mix them up. The first player selectstwo picture cards and checks to see if the two rhyme.If the words rhyme, the player places the two cards onthe table and selects two more cards. If the two donot rhyme, that player returns both cards to the pileand the next player takes a turn. The goal is to be theone with the most rhyming picture cards when the pileis gone.Rhyme Card GamesMany familiar card games such as Crazy 8's can beadapted for rhyming word challenges once studentsknow at least a few word families. Select an evennumber of rhyming picture cards (four or more) from afew word families. This will depend on the number ofplayers you have (more cards are necessary for abigger group) and the number of word families theyknow. Pass out picture cards; each player should haveat least three picture cards. Place the remaining cardsface down in a stack in the middle. Have students taketurns drawing cards from the stack to see if they canmake a match (rhyme) with one of their picture cards.A player who makes a match places the rhymingpicture cards on the table and takes one extra turn.When there is no match, the card goes in a discard pileand the player's turn is over.Helping Teachers Make A Difference Follow the Rhyming TrailFind this Reproducible at the end of this guide. Copyand laminate the “Rhyming Trail.” With a crayon orwater-based marker, write four to five phonogramscurrently being practiced in random order in thesequence of blank blocks. Place picture cards forthose rhyming words in a container. With eyes closed,the first player takes a picture card and decides if itsending sound matches the phonogram written in thefirst block on the “Rhyming Trail.” If it matches, thestudent places the picture card on the block andselects another card to compare to the phonogram inthe next block. If the picture card does not match thephonogram, the turn is over and the next player goes.The goal is to be the first player to fill all the letterblocks, in order.Management Suggestions1. Copy the Picture Sorting Cards Reproducible for eachstudent. Before you cut apart the Teacher Word Cardsin this set, make copies for student use.2. Have students keep their cards in large freezer baggiesor storage containers. Print their names on thebaggies or containers with a permanent marker. Havethe students put their initials on the backs of theircards so they can easily separate them after groupactivities. The baggies can be stored in the students’desks or in small baskets at a word study center.Store your classroom card sets this way too.3. You'll want to copy the cards onto sturdy paper so theycan be used repeatedly in the sorting activities.Determine the sequence in which you are going to teachthe word families. Copy 5 to 6 phonogram cards andthe corresponding picture and word cards onto thesame shade of paper. Copying “units” of cards on thesame shade of paper will help keep the cards organized.4. Send home baggies of category, picture and wordcards for sorting practice, and remind students tobring them back to school for further sorting work.They can also practice the sorts with classroombuddies and parent volunteers.ailainakeameayeameateeleep 2005 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com eepsheepsleepHelping Teachers Make A Difference 2005 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com #301805
My Word Sort ReproducibleReally Good Stuff Activity Guide EZread Long Vowel Word Families Picture Sorting CardsMatching and Sorting LessonsSample DemonstrationLead a demonstration for your group using the sortingcards. The students can follow along at their desks orwork with the pictures independently following thedemonstration.1. Select a phonogram card, such asake, and some of its rhymingpicture cards. Say the names ofthe pictures and place them inthe pocket chart. Ask thestudents what they notice aboutall of the pictures. When someoneanswers correctly, that the wordsrhyme, place the “chunk”(phonogram) card in the pocketchart by the pictures. Make sureall the students understand thatwhen words sound the same atthe end we say they “rhyme.”2. Remove the cards from the chart,saying each picture word as youremove it.3. Choose another phonogram and place a few of itspicture cards in the pocket chart. Again, ask thestudents what they notice about this set of pictures.Place the chunk card by its picture cards to showwhat rhyming word family you have now.4. Review all of the picture names, reminding thestudents to listen carefully for the endings.5. Remove the picture cards from the pocket chart andleave the chunk card as a column header at the top ofthe pocket chart. Also replace the chunk card fromthe first word family, so there are two column headers.These will be the categories for the first sort.6. Select one picture card. Together say the picture’sname and then say the names of both chunks. Askwhich chunk the students hear in the word. When astudent answerscorrectly, place thepicture card below thephonogram card.7. Sort all of the picturesthis way, offering supportwhenever students haveconfusion.akeakeHelping Teachers Make A Difference My Word SortbyOn subsequent days review the two newly introducedrimes using a more interactive format: Remove the picture cards from the pocket chart,leaving the chunk cards as header cards. Give eachstudent one picture card. Students, when called upon,come up say what picture they have and place it underthe correct chunk. Play “Show Me” with the class. Hold up a picture cardand say what it is. The students listen for the chunkand show (hold up) the correct chunk card. Play “Rhyme It” with the class. Hold up a chunk cardand have students hold up a rhyming picture card. Callon individuals to tell you what picture card they chose. Play “Stand Up, Sit Down” with the class. Hold up twopictures. If they rhyme, the students must stand up. Ifthey do not rhyme, the students must sit down. Asmore rimes are introduced, you can hold up a thirdpicture card and, of course, all three must rhyme forthe students to stand up.Sorting with Word CardsBefore you cut apart the word cards in this set, makecopies for student use. You may introduce the wordcards after the students have mastered one or two wordfamilies and are already very familiar with picture sorting.Or, you may choose to add word cards after sortingpictures for all of the word families. Including the wordsmay make the activity easier, as the students will be ableto see the phonograms spelled out.Show each picture first, then its word, in a simplematching demonstration before you model a picture-wordphonogram sort. Emphasizing the connection betweenthe picture meaning and the word provides additionalsupport for students who need it, especially Englishlanguage learners.akeailcakepailail 2005 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com #301805Helping Teachers Make A Difference 2005 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com #301805
Follow the Rhyming Trail ReproducibleSTARTReally Good Stuff Activity Guide EZread Long Vowel Word Families Picture Sorting CardsFollow tInside this Really Good Stuff set you’ll find: 90 Long Vowel Word Family Picture Sorting Cards 18 Long
Really Good Stuff Activity Guide EZread Long Vowel Word Families Picture Sorting Cards Helping Teachers Make A Difference 2005 Really Good Stuff 1-800-366-1920 www.reallygoodstuff.com #301805 Helping Teachers Make A Difference 1-800-366-1920 www.reallygoodstuff.com #301805 Matching and Sorting Lessons Sample Demonstration Lead a demonstration for your group using the sorting
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