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Activity: AM

Objective:

to associate letters with their sounds

Materials:

~ 4 specific letter stamps  per group of 2 learners
~ 1 stamp pad/ paint  per group of 2 learners
1 pencil  per learner
1 scissors  per learner
1 glue bottle/ stick  per learner
1 box of crayons  per learner
(Optional)  ~ 4 scrap pieces of colored paper  per learner
(Optional)  ~ 4 small pieces of building materials (Legos, tooth picks, playdough, etc.)  per learner

Supporting Media:

Prep:

  • Gather materials.
  • Print AM weekly printable for each learner.

Instructions:

  1. Educator decides which page or pages the learners will complete and places the page(s) in front of the learners.
  2. Page 1: Educator says the sight word, spells the sight word, and restates the word.  The learners say the word, spell the word, and restate the word.  Learners can also trace the word with their finger.
  3. Page 2: Learners find the sight word among ten letters.  They must color only the boxes that spell the sight word in the correct order from left to right. 
  4. Learners cut out the individual boxes at the bottom of the page.  Then they past the letters in the correct order to spell the sight word.
  5. Page 3: Learners color the sight word.
  6. Learners draw a picture incorporating the sight word into the drawing.
  7. Page 4: Educator reads and defines the words in the guide stars.  The educator may also want to use each guide-star word in a sentence to explain their definition further.  Learners then color the white stars to match each of the three guide stars.  Each word has its own corresponding color.
  8. The learners must draw a line on the graph to match the number of times each word appears on a star.  For example, if the number is 0, the line above the word should be traced.  If the number is 5, the top line of the bar graph should be traced (only above the word being counted).
  9. After tracing the line corresponding to the number, all cells below the number should be colored in.  The only time a cell is not colored is for the number 0.
  10. At the bottom of page 4, learners write the number that corresponds with how many times each word appears based on the bar graph.
  11. Page 5:  Learners use letter stamps to stamp out the sight word.  The educator may want to only have available the letters that appear in the word; or, the educator may want to add extra letter stamps to allow the learners to search for the correct letters to stamp. 
  12. Educator reads the two sentences at the bottom of the page.  Learners then decide which sentence they would like to act out.  They can act out their sentence alone or in a small group.
  13. Page 6: Learners listen to the sentence at the bottom of the page.  They must find the sight word and circle it within the sentence.  
  14. Then the learners draw a picture that illustrates the sentence from the bottom of the page.
  15. Page 7: Learners write the sight word inside the large star.
  16. Learners build the sight word with small materials directly on the page or with building materials (Legos, small marshmallows and toothpicks, sticks, blocks, etc.) on a different surface.
  17. Page 8: Educator sings "Old Ms. Beasley Had a Book" and the learners chime in when the sight word or vowels appear bolded.
  18. Learners write the sight word many times on a page in Ms. Beasley's book.  

Extension:

  • Learners share their work in small groups or with the group as a whole.

Reflections:

  • I am able to identify letters with their sounds.
  • I am able to use pictures to show an idea.
  • I am able to write or copy writing.

TAC-SW0003

Time:

Prep
0-15 minutes
Engagement
10-20 minutes
Cleanup
0-10 minutes

Location:

  • Indoors
  • Open Area

Meta:

Theme
Safety
Multiple Intelligence
Verbal-Linguistic
Bloom Taxonomy
Remember
Instructional Strategy
Direct Instruction
Subject
English Language Arts

Did you try this activity ? How did it go ?

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