Hands-on+Activities

1. Egg Word Families Take 6 plastic Easter Eggs and on one half write a word family in permanent marker and on the other half write the letter combinations that make up different words in that word family. Allow students to make words and say the words allowed while they are playing. This will familiarize the children with word families

2. Vowel in every syllable song

**3. Onomatopoeia Alphabet Song:** **Zoom, Zoom, Zoom, Kaboom**

**Do the Onomatopoeia Alphabet Chorus**

**Boo, boo, boo, choo, choo**

**Onomatopoeia Alphabet**

**Say the letter, say its sound, then say a word that makes a sound**

**Move, move, move girls and boys,**

**Move, move, move to the words that make noise**

**Onomatopoeia**


 * ~ **A says** || **a** || **achoo, achoo** ||
 * ~ **B says** || **b** || **boing, boing** ||
 * ~ **C says** || **c** || **caw, caw** ||
 * ~ **D says** || **d** || **ding-dong** ||
 * ~ **E says** || **e** || **eck, eck** ||
 * ~ **F says** || **f** || **fizzle, fizzle** ||
 * ~ **G says** || **g** || **gobble, gobble** ||
 * ~ **H says** || **h** || **ho, ho, ho** ||

**(Repeat Chorus)**


 * ~ **I says** || **i** || **itch, itch** ||
 * ~ **J says** || **j** || **jingle, jingle** ||
 * ~ **K says** || **k** || **kapow, kapow** ||
 * ~ **L says** || **l** || **lick, lick** ||
 * ~ **M says** || **m** || **munch, munch** ||
 * ~ **N says** || **n** || **neigh, neigh** ||
 * ~ **O says** || **o** || **ooga, ooga** ||
 * ~ **P says** || **p** || **ping, ping** ||

**(Repeat Chorus)**


 * ~ **Q says** || **q** || **quack, quack** ||
 * ~ **R says** || **r** || **ruff, ruff** ||
 * ~ **S says** || **s** || **soowee, soowee** ||
 * ~ **T says** || **t** || **toot, toot** ||
 * ~ **U says** || **u** || **ugh, ugh** ||
 * ~ **V says** || **v** || **vroom, vroom** ||
 * ~ **W says** || **w** || **whoosh,whoosh** ||
 * ~ **X says** || **x** || **xing, xing** ||
 * ~ **Y says** || **y** || **yeehaw, yeehaw** ||
 * ~ **Z says** || **z** || **zap, zap** ||

**(Repeat Chorus)**

**4. Family of Words Song:**

**Chorus:** **Hey, look we’re a family**

**We work as a family**

**Hey, look we’re a family**

**A family of words you see** **Let’s meet the at family**

**Words that end with "at"**

**We’ll give you the beginning sound**

**Then put them together with "at"** **What word does it make?**

**What word does it make?**

**b - at = bat**

**(Children respond)** **What word does it make?**

**What word does it make?**

**c - at = cat**

**(Children respond)** **(Repeat for the onsets of h, m, p, r, and s.)** **Repeat Chorus**

**Let’s meet the ug family**

**Words that end with "ug"**

**We’ll give you the beginning sound**

**Then put them together with "ug"** **What word does it make?**

**What word does it make?**

**b - ug = bug**

**(Children respond)** **(Repeat for the onsets of d, h, j, m, r, and t.)**
 * Repeat Chorus**

**5.Echo the Letter Sounds** **Everybody lets learn our letter sounds** **Sing all together after me right now**

(Repeat Each Verse)

**A says a apple** **B says b ball** **C says c cookie** **D says d doll** **E says e egg** **F says f fan** **G says g goose** **H says h hand**

**Chorus** **Echo the letter sounds** **Echo the letter sounds** **Learn the letter sounds right now** **Learn the letter sounds right now**

**I says i igloo** **J says jam** **K says k kite** **L says l lamb** **M says m monkey** **N says nickel** **O says o otter** **P says p pickle**

**(Chorus)**

**Q says q quarter** **R says r rain** **S says s sun** **T says t train** **U says u umbrella** **V says v van** **W says w walrus** **X says x like in fox** **Y says y yo yo** **Z says z zebra**

**That’s the last letter we’ll sing here**

**6.**

7. Word Family Playdoh: The students will use the -at, -ot, -op families to make words out of playdoh. They will start by flattening up the playdoh. Then they will use their pencil to draw words of the the playdoh. 8. Glitter Words: Break students into groups of 4 or 5. Give each group a tube of glitter, glue, and a sheet of construction paper for each child. Give each group a different word family. Each child will make a word from that word family using the glue and construction paper. Once they are done writing the word in glue then they will sprinkle glitter over the glue to make the word. When they dry the students will share their words. After they share, the teacher will hang them up in the hallway.

9. Alphabetic Scavenger Hunt: Give students ten minutes and roam around the room to find words and objects that start with every letter of the alphabet. The class then collectively makes a list of the words and/or objects that they have found. 10. Sand Letters: The teacher gives each student a box with sand in it. Then the teacher tells them to trace the beginning letter in the sand of the word she calls out. The teacher will be walking around the classroom to check on the students.

11. This game is a group game that students can make words out of tile pieces

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12. This is a hands on game that the student will make the word that matches the picture.

13. The Sound Shopping Trip
> Then say, "Good. **Hat** starts with the sound **h**." >
 * Listening for the first sounds in words is an important step in learning to connect language and reading.**
 * **What you'll need:** || * Magazines or catalogs with pictures of objects children know. ||
 * **What to do:** || * Have your child choose a magazine or catalog. Invite your child to go on a make-believe shopping trip. Tell your child you will make believe you are shopping for things in the magazine.Have your child close his or her eyes. Point to an object on the page. Then have your child open his or her eyes. Ask "What are you going to buy?" If your child says, "A hat," ask, "What sound does **hat** start with?"
 * Repeat the steps, with each of you taking a turn shopping for something and then naming the first sound of the word that describes it. ||

14. Same Sounds Game
|| * Mix up the alphabet cards and place them face down on the table.Tell your child, "We're going to play a game in which you try to find two of the same sounds. When you find two that are the same and you say the sound, you get to pick up the cards. Let me show you how." > Turn over one card (for example, **T** ) and say the sound **t**. Turn over another card (for example, **S**) and say the sound **s**. Ask, "Are the sounds the same?" Your child says no. "That's right, they are not the same, so I don't get to pick them up." > "It's your turn to find the ones that are the same." Your child turns over one card and says the sound, then picks a second card and says the sound. If they are the same, your child gets to keep the cards. Then your child gets to pick two more cards. If the cards are not the same, turn the cards face down and have your child try again. > If your child does not know the sound, say "This sound is **s**." > The goal of the game is to pick up all the cards. ||
 * Before children can read words, they need to know the sounds of letters. This game gives children practice in matching sounds and letters**.
 * **What you'll need:** || * A set of index cards or pieces of paper on which you've written a few capital letters of the alphabet--one letter on each card. Make another set with the same letters. Start with 8 to 10 letters. Add more letters as your child learns more. ||
 * **What to do:**

15. Letter-Sound Grab Bag
> At the end of the minute, count the number of sounds your child named correctly. > If your child does not know a sound, say "This sound is **s**." >
 * Here's another way to practice the sounds of letters. In this game, children practice naming letter-sounds correctly and quickly.**
 * **What you'll need:** || * A set of cards on which you've written some letters of the alphabet. (Start with just a few letters; add more letters as your child learns more.) A small paper bag. A timer or watch with a second hand. ||
 * **What to do:** || * Put a few letters having sounds your child knows into a paper bag. Tell your child that you want to see how many sounds he or she can name in one minute."When I say **Start**, you reach into the bag and pull out one card. Say the sound and then reach in to get another. Keeping picking out the cards until I say **Stop**. If you don't know a sound, I'll tell it to you, and you put it back in the bag."
 * Do this game again. Encourage your child to name more sounds than the last time you played together. ||

16. Words I've Heard and Silly Words
> Pick a letter from the first container and say its sound (for example, **t**). Pick a letter from the next container (for example, **i**). Pick a letter from the last container (for example, **g**). Now, I'll put the sounds together, **tttiiig**. The word is **tig**. > Ask your child, "Is that a word you've heard or is that a silly word? That's right, it's a silly word." >
 * When children learn to read, they use the letter-sounds they already know to make new words. In this game, children make words, some familiar and some not.**
 * **What you'll need:** || * Three containers (small boxes or margarine tubs). Small pieces of paper with letters that have sounds your child knows. Make several copies of the letters that are used often in words, such as **a**, **s**, **t**, **r**, **e**, **n**, **i**, **g**. ||
 * **What to do:** || * Sit beside your child. Put the three containers in front of you. Place vowels in the middle container. Put consonants in the first and last containers.Tell your child, "We're going to make words using letters in these containers. Some will be words you've heard, and some will be silly words. I'll show you how to make a word."
 * "Okay, it's your turn to make a word." Have your child select a letter from each container and make new words. ||

17. Letter Swap
> > _at > Say, "We're going to see how many words we can make like **sat.** I'll pick a letter from the pile. My sound is **r**. I can change **sat** to **rat**. Put the **r** in the blank space in front of **at**." >
 * Good readers learn to recognize and make new words by swapping letters within words. In this activity, children build new words by swapping letter-sounds.**
 * **What you'll need:** || * Two words written in large print. The first word is a whole word (such as **sat**). The second word has a blank for the first letter (_at). A set of letters (**g**, **s**, **t**, **m**, **p**, **r**, **h**, **f**, **k**, **l**) with each letter written on a separate piece of paper. ||
 * **What to do:** || * Sit beside your child. Put the large-print words in front of your child.sat
 * Have your child do this again, picking different letters and making new words. Change to a new word such as **map** or **fill**.
 * Do this activity often with new words. ||

18. Word Tag
|| * Tell your child, "In this story, I'll read some of the words and you'll read some words. When it's your turn to read a word, I will tap your shoulder." Start reading. As you come to a word that your child can read, tap the child's shoulder. 19. This is a Phonics Book: This is for Phonics centers with small groups: For high level thinking: Make books shaped as an object that starts with a particular letter that you are studying. Have the children to fill each page of the book with words and pictures of things that begin with that letter. Some may not be ready to write on their own so at the beginning of the lesson make a class word/picture list of things beginning with that letter. The children can copy or come up with new ones on their own. > **1st spinner:** t, b, c, d, f, h, m, p, r, and s > **2nd spinner:** a, e, i, o, u, a, e, i, o, and u > **3rd spinner:** the same as the first spinner
 * It is important for children to read words in sentences and stories, so they realize that reading is about understanding.**
 * **What you'll need:** || * An easy-to-read story with many words your child can already sound out or read. ||
 * **What to do:**
 * Keep taking turns reading the story. You can go back and reread parts of the same stories for extra practice. ||
 * =20. Spinning Short Vowel Word Game= ||
 * ====Suggested Grades==== || K-2 ||
 * ====Objective==== || Students will recognize, create, and write short vowel words by using three spinners. ||
 * ====Materials==== || * three spinners labelled as follows:
 * pencils
 * 2 pieces of paper per student ||
 * ====Method==== || This game can be played in pairs or small groups.
 * Each player takes a turn by spinning each spinner once in order (1st spinner, 2nd spinner, then 3rd spinner). The player then writes down each letter that the spinner stopped on on their rough piece of paper.
 * If a word is formed by the three letters, the player writes the word down on their good sheet of paper, and then the next player spins. If not, they lose a turn and the next player spins.
 * The student with the most number of correct words on their paper, at the end of a set amount of time, wins. ||